A KS3 Religious Studies lesson, using an enquiry based approach to learning and based on Christianity as a way to explore belief in God. Following the 2018 Berkshire SACRE agreed syllabus with a focus on exploring the principles of ‘believing, belonging and behaving’ in a religious and secular context. This is lesson 5 of the topic ‘What do I believe’. Students start off considering the reasons why people pray before watching several videos about the nature of prayer for Christians. Students then apply what they have learnt to the analysis of a selection of Christian quotes about prayer and finish off with a creative task of writing a letter to an alien about prayer.

A KS3 Religious Studies lesson, using an enquiry based approach to learning and based on Christianity as a way to explore belief in God. Following the 2018 Berkshire SACRE agreed syllabus with a focus on exploring the principles of ‘believing, belonging and behaving’ in a religious and secular context. This is lesson 6 of the topic 'What do I believe?’ Students start to considering sacred writing in the form of Bible quotes linking to God’s omnipotence and benevolence, before responding to a variety of picture stimuli about moral and natural evil as part of a discussion on the traditional argument for the problem of evil. Students watch a video clip before evaluating a number of reasons why a benevolent God may have created, or is allowing suffering and evil to occur. The plenary asks students to consider the strengths and weaknesses of both sides of the argument for the problem of evil.

A KS3 Religious Studies lesson, using an enquiry based approach to learning exploring Islam. This is lesson 1 of the topic ‘What makes something special?’ which covers Islamic worship, particularly Salat and Hajj of the Five Pillars of Islam. The SoL follows the 2018 Berkshire SACRE agreed syllabus with a focus on exploring the principles of ‘believing, belonging and behaving’ in a religious and secular context. All tasks are differentiated by choice or challenge in order to stretch learners of all abilities. Students complete a diamond 9 task why places take on religious significance and why religious people would want to visit one. Students then move on to investigate three holy cities in Islam; Mecca, Medina and Jerusalem. Students then attempt to answer an evaluation question, requiring them to write in extended paragraphs for and against the statement; ‘Medina is the most sacred city in Islam.’ There are two model answers to go through as well as an opportunity for peer- or self-assessment. Finally, students revisit the learning objectives and assess their progress in the lesson.

A KS3 Religious Studies lesson, using an enquiry based approach to learning and based on paranormal beliefs as a way to explore belief in the afterlife. Following the 2018 Berkshire SACRE agreed syllabus with a focus on exploring the principles of ‘believing, belonging and behaving’ in a religious and secular context. This is lesson 2 of the topic ‘Do you only live once?’ Students start by responding to a variety of experiences surrounding those who have had near death experiences and then watch three video clips, showing arguments for and against near death experiences being genuine. Students respond to this information with a choice of creative tasks, choosing from a diary entry, a report or a debate. Students then respond to an evaluative statement, with sentence starters and expectations modelled on the slide. The statement is; ‘Near death experiences prove that there is life after death.’ Students are expected to answer in three paragraphs, giving reasons for and aganist as well as concluding. The plenary is a self- or peer-assessment task, with a selection of feedback demonstrating the expectations for answering an evaluative question.

A KS3 Religious Studies lesson, using an enquiry based approach to learning exploring Islam. This is lesson 1 of the topic ‘What makes something special?’ which covers Islamic worship, particularly Salat and Hajj of the Five Pillars of Islam. The SoL follows the 2018 Berkshire SACRE agreed syllabus with a focus on exploring the principles of ‘believing, belonging and behaving’ in a religious and secular context. All tasks are differentiated by choice or challenge in order to stretch learners of all abilities. Students are hooked into learning by being asked to respond to a map of the Middle East, with countries colour coded depending on a majority of either Shi’as or Sunnis. Students are invited to ask a question or make an inference from the map. Students then move on to a short historical overview of the reason for the initial split within Islam before a mini-plenary summarises the learning so far and allows students to ask a question about Islam. Students then complete a content clock with 12 blocks of information about the Sunni ‘Articles of Faith’ as well as the Shi’a ‘Roots’, supported by extracts of sacred writing from the Qur’an. There is a further mini-plenary where students get to ask another question and summarise their learning and some might also be able to answer a question they posed earlier in the lesson. Students are then given a choice of analytical question to answer in full paragraphs about how Islamic beliefs infuence Muslims in their daily lives, before a final plenary highlighting the similarities and differences between Sunni and Shi’a Muslims.

A KS3 Religious Studies lesson, using an enquiry based approach to learning exploring Islam. This is lesson 1 of the topic ‘What makes something special?’ which covers Islamic worship, particularly Salat and Hajj of the Five Pillars of Islam. The SoL follows the 2018 Berkshire SACRE agreed syllabus with a focus on exploring the principles of ‘believing, belonging and behaving’ in a religious and secular context. All tasks are differentiated by choice or challenge in order to stretch learners of all abilities. Students are hooked into learning by a close up of Muslims on Hajj and are asked to respond to the image by imaging what it would be like to be in the crowd. Students then see a further six images and are asked to infer from them what is happening. Students then watch a 15-minute video diary about a Muslim going on Hajj and get a choice of activities for how they want to respond, either a; diary entry, newspaper article, story board or flow chart. Students then read additional information about the Hajj and have to respond by writing a paragraph about it, linked to the learning outcomes for the lesson. Finally, a creative plenary asks students to create their own picture of their learning in the lesson.

NEW 2016 Edexcel Religious Studies lesson on the role of the prophets in Islam following the 'Religion, Peace and Conflict through Islam'. Students start off exploring the nature of prophet-hood and the importance of prophets in religion. Students investigate the history and importance of all the prophets in Islam including; Adam, Ibrahim (Abraham), Isma'il (Ishmael), Musa (Moses), Dawud (David), Isa (Jesus) and Muhammad. Students then get the opportunity to create a Facebook profile for one of the prophets. Finally, students evaluate reasons why the prophets are still important and relevant to Muslims today. The plenary involves students reflecting on their learning and progress through the PLTS (Personal, Learning and Thinking Skills).

NEW GCSE Edexcel RS specification on Christian attitudes to sexual relationships with a strong focus on independent learning and interpretation of sources of wisdom and authority from the Bible. Main task includes detailed information sheet about non-religious attitudes with a focus on legal changes. Video starter task also included.

NEW GCSE Edexcel Religious Studies specification lesson on the origin and value of human life. A Diamond 9 task starter introduces students to the evidence for the theory of evolution. Two video clips, one from the Simpsons and one from the film Noah to compare and contrast evolution to the Christian creation story. Sources of wisdom and authority allow students to suggest the value and origin of human life as presented in Genesis. This lesson includes an information sheet with Creationist, Conformist and Non-conformist Christian perspectives on creation and the problems posed by evolution linked to an exam style question with a mark scheme for self-or peer assessment.

NEW 2018 AQA Religious Studies Specification ‘A’ lesson on ‘Buddhist Beliefs and Teachings’ following the 1-9 grading criteria. The lesson includes differentiated tasks for every activity, designed to stretch and challenge all students. Students investigate and compare some of the main features of Theravada and Mahayana Buddhism including differences regarding; sunyata, Buddhahood, the five aggregates, kamma and nibbana. This can be done through a carousel task, or peer teaching, with students being asked to take notes from the information sheet. Students then use their knowledge to create a poster outlining the key differences between the two types of Buddhism, with particular emphasis on the concept of 'self' and 'enlightenment'. The spinning plenary wheel, allows for a random plenary from a selection of 8.

NEW GCSE Edexcel RS specification lesson on the purpose and importance of family for Christians. Includes a diamond 9 activity sheet and a work sheet with sources of wisdom and authority from the Bible, alongside advantages and disadvantages of different types of family in the UK today. Plenary focuses on self-improvement.

GCSE Edexcel Religious Studies lesson on the role of women in society for the topic Community Cohesion. The idea of gender stereotypes is introduced through a variety of posters and videos to engage the students and then followed by discussion of gender roles in society. A team work task with information about the legal and historical changes of the role of women in society is delivered through peer-to-peer 'experts' from each team sharing specific knowledge for students to fill in a worksheet. Finally, students can consider gender equality in the 21st century through their own experiences.

A KS3 lesson investigating the history behind the Jewish festival of Pesach (Passover) and asking students to explore why it is still central in Judaism today. The main task is a peer-teach, with student teachers teaching groups of students who circle from teacher to teacher. I usually choose high ability students to be peer teachers (five are needed for this lesson). There is a work sheet for the students to fill in as they visit each peer teacher. The lesson also introduced the Seder plate and finishes with a creative De Bono task of writing a diary entry from the perspective of a modern day Jew.

GCSE lesson on the attitude to divorce in the UK, including the legality of divorce as well as viewpoints from Protestant and Catholic Christians. Should be used with the worksheet and information PPT. Follows the 'NEW' Edexcel GCSE specification.

AQA syllabus Religious Studies for Philosophy and Ethics. An A-level lesson introducing the concept of philosophy with a particular focus on exploring meta-ethics. There is an outline of the major branches of philosophy introduced through video clips from popular Hollywood films to allow students to connect with the quite abstract nature of philosophical inquiry; meta-physics, epistemology, meta-ethics, philosophy of religion, philosophy of mind, philosophy of language and ethics. If watching all clips and allowing for discussion of student understanding, this can last a full 60 minute lesson, This is followed by a peer-teach style lesson on meta-ethics, where peer-teachers are chosen from among the students (I usually choose high ability) and the rest of the class carousel between them to gather information. This is followed by a reflection using De Bono's Hats. The meta-ethics element of the lesson can also be stretched to last 60 minutes, making this cover 2 sessions. This lesson always divides the class into those inspired and those who feel their brain has been squashed - I love teaching it.

A visual and creative lesson which can be adapted to suit all abilities and all Key Stages, but is especially effective at GCSE level. Focusing on the symbolism of the Hindu Deity Ganesha and how he links to the overall concept of Brahman in Hinduism. Includes a brilliant video that explores the different aspects of Brahman as well as an opportunity for students to be creative and draw and colour their own Ganesha template (lower ability) as well as to analyse the symbolism of Ganesha in more depth (higher ability). The main task allows students to explore Hindu Deities through De Bono's hats, which is a great differentiation tool.

NEW 2016 Religious Studies KS3 curriculum lesson on the Bible as a source of authority for Christians. A visual starter asks students to identify the content of the Bible through the interpretation of pictures to each represent certain elements, e.g. the life of Jesus. Sources of wisdom and authority are used through quotes from the Bible to suggest why it has such authority within Christianity, focusing on the elements of worship, the conscience, the nature of God and the creation story. Students are then asked to complete a diamond 9 activity in pairs, to evaluate a number of reasons why Christians consider the Bible as a source of authority. The plenary asks students to reflect on their learning through the PLTS (Personal, Learning and Thinking Skills).

Revision resource for Edexcel GCSE Religious Studies Unit 1 'Religion and Life with Christianity' and Unit 8 'Religion and Society with Christianity and Islam'. Based on the Million Pound Drop game show, each round covers one sub-topic and has 7 questions with 4 multiple choice answers - these are all set up with a 30 second timer and questions and answers can be amended. Topics covered - Religion and Life: Believing in God - Matters of Life and Death - Marriage and the Family - Community Cohesion. Topics covered - Religion and Society: Rights and Responsibilities - Environmental and Medical Issues - Peace and Conflict - Crime and Punishment. I usually bring in sweets and ask students to 'gamble' with them on the answers just as in the TV show, where students lose their sweets if they get the wrong answer and can split their sweets between answers if they want to.

NEW 2018 AQA Religious Studies Specification ‘A’ lesson on ‘Buddhist Beliefs and Teachings’ following the 1-9 grading criteria. The lesson includes differentiated tasks for every activity, designed to stretch and challenge all students. Students respond to an overview of the Eightfold Path by considering its nature and the role it plays in overcoming suffering before explaining how following the Eightfold Path can lead Buddhists towards enlightenment. Students then attempt a 12-mark GCSE style exam question, which has scaffolded sentence starters as well as a fully written model answer and a student friendly mark scheme, which can be used for self- or peer-assessment. Finally, students reflect on their learning using PLTS.

A lesson suitable for GCSE or A-level Hinduism, which can be adapted to suit KS3. A comprehensive examination of Dharma in Hinduism, ranging from Sanatadharma to Varnadharma and the role of the Atman in Hindu Dharma. Includes two very engaging video clips as well as diamond 9 activity and reference to sources of wisdom and authority. There is a lot of content (planned for a 100 minute lesson), so it may be suitable to split this into 2 lessons (if you teach 60 minutes). There is a chance for students to be creative by writing a diary entry from the perspective of one of the Varnas and an interactive plenary focusing on the Atman, This lesson is particularly relevant for high ability students.