Attached is a series of 8 lessons centered around the question ‘Is it logical to believe in God?’. Lesson 1 - Introduction Lesson 2 - The Problem of Evil Lesson 3 - The Free Will Defense Lesson 4 - Determinism and Free will Lesson 5 - Mid Unit Assessment Lesson 6 - The Teleological Argument Lesson 7 - The Cosmological Argument Lesson 8 - End of Unit Assessment This unit complements the GCSE AQA Thamatic Unit; God’s Existence and Revelations. This pack also includes; 3 homework activities an out of classroom booklet which follows the power-points lesson-by-lesson and includes information sheets which are very useful for non-specialist teachers. two assessed pieces within the unit. Feedback sheet template to help ease marking. It has a key knowledge list and learning journey for students to stick in before the topic. Everything is included, this took a very long time to plan and everything has been thought of to make it comprehensive for non specialist teachers, you will not have to plan a thing. Suitable for curriculums including; Religious Studies Religious Education Philosophy and Ethics Ethics and Morals

A RS/Philosophy and Ethics lesson encouraging students to debate which is more logical, free will or determinism.

An RS/Philosophy lesson within the unit ‘Is is logical believe in God’. This summarises Alvin Plantinga’s Free Will Defense.

RS/Philosophy Lesson centered around the first cause argument, including examples of cause and effect. Part of a series of lessons centered around the question ‘Is it logical to believe in God?’

An introduction lesson to GCSE Short Course RS, complete with a revision guide for students to stick into their books (with a sequence of lessons planned).

RS/Philosophy Lesson centered around William Paley and the Watch Analogy. Part of a series of lessons centered around the question ‘Is it logical to believe in God?’

Part of Christian Beliefs AQA GCSE Spec. This lesson introduces the idea of momotheistic, Abrahamic faiths to give students a picture of historically exactly where Christianity began and the main beliefs.

Full Lesson following AQA GCSE Spec - The Trinity and Nicene Creed

A unit of work focused on answering the question ‘What values do i share with Hindus?’. Included in the pack; Learning Journey 8 Lessons Mid topic assessment End of topic assessment Mark schemes Homework tasks Work Booklet (for out of class work) Anything missing or any questions, please get in contact. Verity Gray

RS/Philosophy Resources: Part of a series of lessons centered around the question ‘Is it logical to believe in God?’

A Philosophy and Ethics/RS lesson about the Problem of Evil as part of a unit studying ‘Is it logical to believe in God?’

Following AQA GCSE Spec - Christian Beliefs

Part of Christian Beliefs AQA GCSE Spec. This lesson investigates where Christian denominations came from and the differences between the major denominations.

Full Lesson following AQA GCSE Spec - Christian Creation Includes additional Genesis 1-3 reading activity.

KS3 Judaism Unit focused on the question ‘How do my morals come with Jewish morals?’ Includes; 10 Lessons Homework Activities Assessment with markscheme Work booklet (based on lessons)

This unit is a real mash-up of RS and History, the main focus being on the impact unjust laws have on people. The history teachers as my school have loved teaching this due to feeling confident with the content! The unit follows a rough historical time-line of the British Empire’s impact on India and then America. The unit begins with the East India Company and explores the impact British rule had in India, this leads onto Gandhi and his activism in South Africa and India. Students then look at the Slave Trade to understand the environment in which Americans are living in when Martin Luther King Jr is growing up; students compare their freedoms to the freedom of children during this time period ans explore key events in the Civil Rights Movement. The sequence of lessons is as follows; Violent and Non-violent protests; which is more effective? British Rule in India Prejudice and Discrimination in India Gandhi’s Life and Actions Slavery in America Mid-topic test Martin Luther King Jr’s Life Boycotts and Sit-ins Justice and ‘I have a Dream’ Assessment Optional film ‘Selma’ (Not included - it’s on BBC i-Player as I’m writing this.) I teach this from January until Easter; the scheme of work will also include homework sheets, core knowledge questions, and two work booklets for students working outside of the classroom (one for Jan-Feb, the other for Feb-Apr).

Philosophy Unit aimed at Yr 9s to investigate whether certain case studies are right or wrong. This is a series of 6 core lessons which could very easily be extended into 10-12. It includes a curriculum map, core knowledge questions and answers, homeworks and an out of class work booklet which goes side to side with the lessons (to support students working outside of the lesson.) Sequence of lessons include; L1: Introduction to Ethics; Answering the Big Questions. L2: The Ethics of Cloning; Using Dolly the Sheep as a case study. Is cloning ethical? L3: Do we need machines?; Looking at the evolution of machines into robots and into A.I. Discussion over whether technology helps or hinders us and how ethical A.I is. (for my students, this is often a double lesson). L4: Law and Activism; Is the law always ethical? Is the law always moral? How do las change? L5: Climate Activism; Exploring current climate activists and discussing whether their actions have been ethical. L6: End of Unit Assessment (Markscheme included). L7-L8: I always teach this unit before Christmas, and if students have finished the unit we watch I.Robot. A worksheet is attached which students complete during the movie - this gives some visual stimuli to enhance learning (and it’s a nice lesson to have before the Christmas break.)