An easy to use marking criteria when giving feedback for AS 20 mark and A2 30 mark essays in any religion, philosophy and ethics topic. The official Edexcel marking criteria for 20 and 30 mark essays has been broken down to cover the key skills that students must demonstrate. The teacher simply needs to read the essay, tick the most appropriate box that represents the skill evidenced and total up the marks per box. This simple page when attached as feedback offers the following: Remarkable accuracy when totalled. Highlights clearly areas of weakness Highlights clearly the skills that need developing Addresses the full range of criteria, including synoptic links for A2.

Eduqas GCSE thematic knowledge organisers for each topic focusing on Christianity and Islam: Relationships Life and death + Good and evil Human rights This topic focuses on Christianity & Humanism Condensed double-sided A4 sheet for each theme. Useful for last minute cram.

The design argument for A-level philosophy of religion. A revision resources with slides that cover the Edexcel specification and most others. It covers the following: Inductive reasoning The Design Argument Proof A Posteriori Aquinas’ Design Argument Paley’s Design Argument Swinburne’s Design Argument F.R Tennnant’s Design Argument Hume’s Criticisms Other Criticisms (Mill, Darwin & Dawkins)

The Cosmological Argument A-level Philosophy of Religion Revision. A set of slides that can be used for revision which are based on the Edexcel specification but can be used with others. It covers the following: A Posteriori Aquinas’ Cosmological Argument Leibniz’s Argument from Contingency The Kalam Cosmological Argument William Lane Craig Kant’s Criticisms Hume’s Criticisms Russell’s Criticisms

The Problem of Evil A-level Philosophy of Religion Revision. A set of slides for revision covering the Edexcel specification and others. It covers the following: Types of Evil The Problem of Evil Epicurus J L Mackie Hume General Religious Responses Theodices and Solutions Theodicy Augustine’s Theodicy Augustine’s Theodicy - Strengths and Weaknesses Irenaeus’ Theodicy Hick’s Soul-Making Theodicy Soul-Making Theodicy - Strengths and Weaknesses Process Theodicy - Whitehead & Hartshorn Leibniz’ Possible Worlds

The Ontological Argument A-Level Philosophy of Religion Revision. A set of slides for revision related primarily to the Edexcel specification and others. It covers the following: Deductive reasoning A Priori Anselm’s Ontological Argument Gaunilo Rene Descartes’ Ontological Argument mmanuel Kant’s Criticism Bertrand Russell’s Criticism Hume’s Criticism Malcolm’s Ontological Argument Plantinga’s Ontological Argument

Religious Experience A-Level Philosophy of Religion Revision. A set of slides for revision relating to the Edexcel specification and others. It covers the following: Definition Types of Religious Experience Propositional and Non-Propositional Revelation John Hick William James’ Features of a Mystical Experience Rudolph Otto Peter Vardy I Alternative Explanations - Freud Religious Experience - As Proof Inductive Reasoning Brian Davies on Inductive Arguments A Cumulative Argument Dawkins Dr Michael Persinger Dr Ramachandran Richard Swinburne - Principles of Testimony and Credulity Peter Vardy II

This is for the new Edexcel GCE specification in philosophy. Since there are no past paper questions other than the old spec to draw from, I have created a range of questions for the 9 mark structure covering all the philosophy scheme for the AS exam. I have also answered the questions in a separate pdf so students have model answers to compare their attempts with.

A student workbook for the Pearson Edexcel Philosophy of Religion paper 1 - Life After Death is a topic that sits within the “Influences of Developments in Religious Belief.” The workbook has accurate and relevant information, much like a textbook, but in a concise easy-to-read format. It can serve as a revision tool for student notes and has tasks for students to respond to. The tasks are mostly in the form of thought experiments and paradoxes that get students to respond to what they have read and understood engagingly. It is designed for independent or discussion-based work. It does not have essay questions nor directly applies the material to exam material. This is seen as the next step once the student has a secure grasp of the content.

This is a lengthy Powerpoint on Mackie’s 1977 ‘Evil & Omnipotence’ essay . It forms part of the philosophy of religion anthology for Edexcel’s Religious Studies A Level. The resource takes inspiration from Jonathan Rowe’s Philosophy Dungeon website and adapts some material there for easy teaching. Students will need a copy of the anthology text to annotate and should engage with the questions throughout the slides. Notes are for the teacher in presenter view so they can ensure students respond with accurate answers.

Religious Language A-level Philosophy of Religion revision. A set of slides covering the Edexcel specification and others. It covers the following: Analogy & Symbol Analogy Aristotle Aquinas Analogy of Attribution Analogy of Proportionality Strengths & Weaknesses of Aquinas Via Negative / The Apophatic Argument Physical symbols Paul Tillich Weaknesses of Symbols Hick’s Criticism of Tillich Verification & Falsification Categories of Statements The Vienna Circle & Logical Positivism Ayer’s Verification Principle Criticisms of the Verification Principle Anti-Realist (Non-Cognitivist) & Realist (Cognitivist) Language Eschatological Verification Flew’s Falsification Principle Hare’s Response to Flew Mitchell’s Response to Flew Flew’s Response to Hare & Mitchell Language Games Miscommunication Ludwig Wittgenstein

This is a lengthy Powerpoint on the radio debate between Bertrand Russell and Frederick Copleston. It forms part of the philosophy of religion anthology for Edexcel’s Religious Studies A Level. The resource takes inspiration from Jonathan Rowe’s Philosophy Dungeon website and adapts some material there for easy teaching. Students will need a copy of the anthology text to annotate and should engage with the questions throughout the slides. Notes are for the teacher in presenter view so they can ensure students respond with accurate answers.