Cain and Abel and theme of JealousyQuick View
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Cain and Abel and theme of Jealousy

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This lesson explores the story of Cain and Abel and then unpacks the emotional impact of feelings of Jealousy. a. A bell task b. LO Slide c. An embedded animation of Cain and Abel d. A storyboard re-ordering task e. Paired Task - what makes me jealous? f. An ELSA type activity around feelings of jealously g. An embedded song about Cain and Abel to finish Resource contains PPT Lesson and 2 worksheets.
Year 3 Lesson on Creation in Genesis BibleQuick View
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Year 3 Lesson on Creation in Genesis Bible

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A full lesson with two embedded videos A task with relaxing meditative video on the 7 days of creation Encouraging students to use their imagination Options given for written tasks for students to do including Poetry Storyboard A full lesson that promotes discussion Download, click and go.
Introducing the Bible Year 3 KS2 LessonQuick View
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Introducing the Bible Year 3 KS2 Lesson

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A 45 Min lesson containing the following activities: (A) Starter - what’s is your favourite book etc - Discussion (b) Sentence starter task based on favourite book © Intro slides on key facts of the Bible - not too wordy (d) Embedded 4 Min video - jack the puppet goes to the library to discover what the Bible is: leads to a good discussion (e) Then a written Task associated with REquest video which is 3 mins long - really excellent video. (f) Final plenary task of 25 Bunting cards with quotes from the Bible on - class illustrate one each and then create a bunting of Biblical texts and different genres. The bunting cards are on the PPT - just print off the set for a class of 25.
Jung Psychology of Religion Archetypes dreams symbols Knowledge OrganiserQuick View
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Jung Psychology of Religion Archetypes dreams symbols Knowledge Organiser

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Knowledge Organiser on Jung covering the WJEC/EDUACS A2 Spec (i have one on FREUD 2) COVERS EVERYTHING NEEDED ON THIS TOPIC First Page (blow up to A3) covers: Religious belief as a product of the human mind – Carl Jung: Religion necessary for personal growth with reference to: collective unconscious; individuation; archetypes; the God within. Supportive evidence including recognition of religion as a source of comfort and promotion of positive personal and social mind sets arising from religious belief. Second Page covers more A02 material with: Challenges including lack of empirical evidence for Jungian concepts and reductionist views regarding religious belief arising from acceptance of Jung’s ideas Plus a comparison of Jung and Freud
New Atheism knowledge organiser EDUCAS WJEC - everything covered for A2Quick View
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New Atheism knowledge organiser EDUCAS WJEC - everything covered for A2

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NEW ATHEISM KNOWLEDGHE ORGANISER - COVERS EVERYTHING FOR THIS THEME TOGETHER WITH SOME A02 TYPE RESPONSES. Issues relating to rejection of religion: Atheism: Rejection of belief in deities; the difference between agnosticism and atheism; the rise of New Atheism (antitheism); its main criticisms of religion: non-thinking; infantile worldview; impedes scientific progress. Religious responses to the challenge of New Atheism: rejection by religious groups of New Atheist claims regarding incompatibility of science and religion; increase in fundamentalist religious activity relating to morality and community; increase in religious apologists in the media
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Jung, Freud and New Atheism A2 WJEC and EDUCASQuick View
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Jung, Freud and New Atheism A2 WJEC and EDUCAS

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**A2 Philosophy of Religion: 3 Knowledge Organisers covering: ** Theme : Challenges to religious belief – Religious belief as a product of the human mind. Organiser 1: A Religious belief as a product of the human mind – Sigmund Freud: Religion as an illusion and/or a neurosis with reference to collective neurosis; primal horde; Oedipus complex; wish fulfilment and reaction against helplessness. Supportive evidence including reference to redirection of guilt complexes and reference to instinctive desires deriving from evolutionary basis (Charles Darwin). Challenges including lack of anthropological evidence for primal horde; no firm psychological evidence for universal Oedipus complex; evidence basis too narrow. Organiser 2: Religious belief as a product of the human mind – Carl Jung: Religion necessary for personal growth with reference to: collective unconscious; individuation; archetypes; the God within. Supportive evidence including recognition of religion as a source of comfort and promotion of positive personal and social mind sets arising from religious belief. Challenges including lack of empirical evidence for Jungian concepts and reductionist views regarding religious belief arising from acceptance of Jung’s ideas. Orgainser 3": Issues relating to rejection of religion: Atheism: Rejection of belief in deities; the difference between agnosticism and atheism; the rise of New Atheism (antitheism); its main criticisms of religion: non-thinking; infantile worldview; impedes scientific progress. Religious responses to the challenge of New Atheism: rejection by religious groups of New Atheist claims regarding incompatibility of science and religion; increase in fundamentalist religious activity relating to morality and community; increase in religious apologists in media.
Interpreting the Bible Liberal Literal and Conservative viewsQuick View
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Interpreting the Bible Liberal Literal and Conservative views

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Lesson Focus: The Bible This was a lesson I throughly prepared for an interview (I got the job). Lots of activities and plenty of challenge. Comes with: (a) Full Lesson Plan - timed and with ‘assessment’ column for monitoring progress (b) Starter Activity © A Card Sort Activity (word document you will need to cut out into cards - have also included a colour coded answer for the teacher) (d) 16 Slide PPT lesson with progress checks - not WORDY (e) Tasks embeded in the PPT - including an application task (challenging) - application to same-sex and role of women. (d) Handout of the three views of Biblical Interpretation (e) Extension Tasks/Hmk - a quote from Dawkins and an Exam Prac I used a TRIFOLD with the words ‘Liberal’, ‘Conservative’ and ‘Literal’ on it - made this in WORD. Big Picture: Christian Law: The Bible as the Word of God; inspiration and revelation; differing ways of interpreting biblical writings; Bible in relation to other sources of authority. Educas Specification: Component 2 GCSE Religious Studies course (A Study of Christianity). Length: 45 Mins Year Gp: 9/10. AEN: Yes (see differentiation) Learning Outcomes: To EXPLAIN the different ways Christians interpret the Bible To APPLY these different ways to specific Biblical Laws To OFFER alternative sources of authority for Christians Differentiation: Each student given a Trifold which will help me discreetly monitor understanding throughout the lesson and will also help to include students who might want to communicate non-verbally. Additional challenge questions appear on the PPT and EXTENSION tasks on the handout.
FREUD RELIGION PRODUCT HUMAN MIND KNOWLEDGE ORGANISER PRIMAL HORDE Oedipus complexQuick View
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FREUD RELIGION PRODUCT HUMAN MIND KNOWLEDGE ORGANISER PRIMAL HORDE Oedipus complex

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REVISION KNOWLEDGE ORGANISER ON FREUD COVERING THE ENTIRE A2 SPEC FOR WJEC EDUCAS NEW SPECIFICATION. THE FIRST PAGE COVERS THE SPEC AND THE SECOND PAGE AS A COMPARISON OF FRED/JUNG AND 2 ESSAY PLANS A01/A02 COVERING: Religious belief as a product of the human mind – Sigmund Freud: Religion as an illusion and/or a neurosis with reference to collective neurosis; primal horde; Oedipus complex; wish fulfilment and reaction against helplessness. Supportive evidence including reference to redirection of guilt complexes and reference to instinctive desires deriving from evolutionary basis (Charles Darwin) Challenges including lack of anthropological evidence for primal horde; no firm psychological evidence for universal Oedipus complex; evidence basis too narrow
EDUCAS WJEC Christian PersecutionQuick View
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EDUCAS WJEC Christian Persecution

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Christian Persecution Lesson: Lesson prepared for Inspection Full lesson in the PPT Case Studies and Sheets for students (differentiated) Layers of Inference Starter Differentiated Plenary Task Clear emphasis on Challenge and Progress Literacy Task - Persuasive writing Oracy through Hot Seating Strategy
Aquinas; Teleological Argument Lesson 1Quick View
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Aquinas; Teleological Argument Lesson 1

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A 50 Lesoon on Aquinas and the Teloogical Argument (a) Starter Task (b) Lesson Aims �� Progress Checks Throughout Lesson (d) Creative Summary Task (e) Aquinas Worksheet PPT contains a couple of slides that, prinmted out, form a worksheet Activity Task Lesson 1 of 3 on Teleological
Lesson 5/6 New Atheism Religious Responses Double LessonQuick View
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Lesson 5/6 New Atheism Religious Responses Double Lesson

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This is a HIGHLY interactive and thoroughly resourced double lesson that would enable students to: (a) Explain the religious responses to New Atheism (b) Assess the success of those responses and answer the question, "“The religious responses to New Atheism have been successful?”. Discuss [30] Content (a) Re-Cap the NA Objection to Religion - Student Task (b) 5 Minute Activity on Key Scholarly Quotes to back up those objections © 3 Minute embedded video of Rowan Williams speaking about NA (d) Student ‘what would Rowan say’ activity (e) A funnel task on the religious responses to New Atheism - full resourced (d) Embedded video and a summary Task with Alister McGrath (e) Embedded video with Polkinghorne and a summary Task (f) An evaluative task with fully resourced sheet enablign students to assess the success of these religious reponses. This is a CLICK and GO high quality lesson.
Kalam ArgumentQuick View
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Kalam Argument

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The Kalam cosmological argument with reference to Al Ghazli William Lane Craig (rejection of actual infinities and concept of personal creator). A full double lesson with resources to cover Kalam argument Starter, Main Tasks Plenary HMK Task. The resource sheet has been drawn from material available on the internet
Freud A2 Religion as an illusion and/or a neurosis Primal Horde Oedipus complexQuick View
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Freud A2 Religion as an illusion and/or a neurosis Primal Horde Oedipus complex

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A full 2 hour A2 lesson on Frued following on from Intro Lesson Starter Aims and Objectives Essay prep Task 66 word Task Group Task Graphic Organiser Thg resource sheet is one I found online and I am not the author Covers Religion as an illusion and/or a neurosis with reference to collective neurosis; primal horde; Oedipus complex; wish fulfilment and reaction against helplessness
Implications of Hard Determinism Predestination WJEC EDUCASQuick View
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Implications of Hard Determinism Predestination WJEC EDUCAS

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Double Lesson - Enrtire resouce within the PPT Print out as resouce sheets so that students become an expert in one implication . Enlarge the caputre sheet to A3 Class work on planning an essay The implications of predestination / determinism: The implications of determinism (hard and soft) on moral responsibility: the worth of human ideas of rightness, wrongness and moral value, the value in blaming moral agents for immoral acts, the usefulness of normative ethics. The implications of predestination on religious belief: the link between God and evil, the implications for God’s omnipotence and omnibenevolence, the use of prayer and the existence of miracles.
Religious Language Inherent Problems Introduction WJEC A2 EDUCASQuick View
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Religious Language Inherent Problems Introduction WJEC A2 EDUCAS

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A double lesson introducing Religious Language and its inherent problems Inherent problems of religious language: Limitations of language for traditional conceptions of God such as infinite and timeless; challenge to sacred texts and religious pronouncements as unintelligible; challenge that religious language is not a common shared base and experience; the differences between cognitive and non-cognitive lang DOUBLE LESSON - well structured enabling students to write their first essay "Explain the inherent problems of religious language" after just 100mins of teaching. Full Lesson PPT with starter activities, group work, individual work. Associated pages from the workbook.
Human Rights and Social Justice Christian and Muslim ViewsQuick View
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Human Rights and Social Justice Christian and Muslim Views

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A whole lesson covering Christian and Muslim teachings that put on emphasis on human dignity and human rights The idead that the sacred texts of both Christians and Muslims both emphasise the innate worth of human beings That both Christians and Muslims also realise that in some instances some humans have that dignity taken from them e.g. human trafficking, slavery, racism. When that happens, many Christians and Muslims ACT on their beliefs to bring about Social Justice – they do this through campaigns and charity (a) Starter activity focus on worth (b) Keyword Task on Human Rights and Social Justice © Teaching of Muslims and Christians - Venn Diagram Activity (d) Pratice C- Question - Explaining religious teaching on human dignity (e) Progress Checker (f) Plenary Tweet.
Freud and Religion as Neurosis A2 Introduction Religion as Product of Human MindQuick View
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Freud and Religion as Neurosis A2 Introduction Religion as Product of Human Mind

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A stimulating and enaging lesson to introduce Freud’s Psychology of Religion - thoughtfully constructed to stretch and challenge the students. Focus: Freud’s view that religion as an illusion and/or a neurosis with reference to collective neurosis I guarantee there is everything in this PPT resoruce for an off the shelf lesson to introduce Freud: Starter - discussion prompt Introduction and Lesson Aims - differentiared Key Word analysis Introduction to concepts of riutal theory and neurosis Section on the Freudian Slip - WARNING - I do take the risk of using the word COCK … gets their interest Tactical Teach Activity - Independent supported learning (with worksheet) Teacher-led summary of the Theory Suggested Homework Task.
Religious concepts of predestination with reference to the teachings of St AugustineQuick View
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Religious concepts of predestination with reference to the teachings of St Augustine

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Religious concepts of predestination, with reference to the teachings of St Augustine Lesson drive by PPT with Starter, main activities, plenary Information sheet on Augustine’s Teaching Key Concepts: Doctrine of Original Sin: role of concupiscence, humanity as “a lump of sin” (massa peccati), an essentially ‘free’ human nature (liberium abitrium), the loss of human liberty (libertas) to our sinful nature, God’s grace and atonement for the elect / saints.