This resource maps out all the questions from the SAMS through 2018-2021. It includes all the advanced information published specifically for 2022 exam series. This allows the mapping out of questions to allow students to practice questions on the topics most likely to be on 2022, so creating more targeted revision.

This resource maps out all the questions that have appeared on all SAMS papers and 2018-2021 papers. The idea is to track topics in terms of how they have been used on these papers so far. the charts show patterns of questions and gaps for future possible questions.

This resource maps out all questions from both SAMS Papers and 2018-2021 papers. It covers all 6 religions plus Catholic Christianity. The idea is to show how topics have appeared on previous papers and show the gaps for future exam questions

This is a resource produced by mapping all the questions on Sams and past live papers since the specification began. It looks at what questions have been asked, mapping the gaps that remain for the 2022 examination. It covers all 6 Themes.

JCQ issued new grade descriptors in March 2021. These gave a little more information on the grades outside the 8/5/2 found in Specifications. Some are simply saying that the evidence is ‘stronger than…’. At a time when schools need to be confident about the grades they submit as Teacher Assessed or Centre Assessed Grades, the published grade descriptors do not give much detail. This document unpacks each of the grades giving a strong picture of what each of the grades look like in easily understood language, giving confidence to the correct assessment of any portfolio of evidence. This detail includes the quality of the written expression, use of key language, style of writing, as well as encompassing the spirit of each of the elements of the actual descriptors. JCQ descriptors sit alongside expanded descriptors. Use of this document will help create confident grades, which stand up to any scrutiny.

These are a set of double-sided sheets to over the Practices section of AQAs RS Spec A for Sikhism. The first side gives information about a topic within the Practices section, so that any question set is catered for. The second side gives some examples of potential questions - based on the Sample Assessment Materials (SAMS) which have been published by AQA. Examples of both are viewable. It is a revision tool as it specifically targets knowledge needed for exam questions. It provides a number of teachings for each topic area - as AQAs questions demand the use of teachings for a student to get high marks - which are explained. It can be used with any KS4 groups. Teachers could use it as the basis for preparing a lesson(s), issue for revision or as homework.

These are a set of double-sided sheets to over the Beliefs section of AQAs RS Spec A for Sikhism. The first side gives information about a topic within the Practices section, so that any question set is catered for. The second side gives some examples of potential questions - based on the Sample Assessment Materials (SAMS) which have been published by AQA. Examples of both are viewable. It is a revision tool as it specifically targets knowledge needed for exam questions. It provides a number of teachings for each topic area - as AQAs questions demand the use of teachings for a student to get high marks - which are explained. It can be used with any KS4 groups. Teachers could use it as the basis for preparing a lesson(s), issue for revision or as homework.

This mock paper was generated by an analysis of which topics had been covered in the two SAMS papers and the 2018 exam. The analysis showed the topics not yet used as a questions focus. These topics were then used to formulate questions in the language of the exam paper. Hence, by completing this mock, a student will not simply be practising those questions already asked, but rather being tested on the gaps. All six Themes are contained within the paper here, so that the relevant ones can be taken out for use as a mock paper. Each Theme is on a separate page, so that it is easy to use selected Themes rather than all of them.

This mock paper was generated by an analysis of which topics had been covered in the two SAMS papers and the 2018 exam. The analysis showed the topics not yet used as a questions focus. These topics were then used to formulate questions in the language of the exam paper. Hence, by completing this mock, a student will not simply be practising those questions already asked, but rather being tested on the gaps. All seven religions are contained within the paper here, so that the relevant ones can be taken out for use as a mock paper. Beliefs and Practices are on separate pages for each religion, so that it is easy to just test Beliefs or Practices. This paper does not provide space for answers, though questions could be printed out and stuck over an existing paper if a teacher wants students to work from an ‘authentic’ paper.

This is a set of revision sheets for WJEC GCSE Religious Studies for Sikhism - Practices. It takes into account the question forms asked in the published SAMS, presenting material to support revision for the angles of questioning they pose. So it covers key terms, key and other teachings, general and specific religious information to do with each topic, and examples of diversity in belief/ practice. The reverse of each two-sided sheet provides guidance on answering each of the question types from the SAMS - so that students can become more familiar and so comfortable with the topics in exam terms. There are a number of sample questions for students to practise with in each format. The sheets can be used as a revision tool at home, as notes for class, to set homework from the questions on there. They also form a good basic level of knowledge for any teacher, and good examples of questions which can be explored with classes.

This is a set of revision sheets for WJEC GCSE Religious Studies for Sikhism - Beliefs. It takes into account the question forms asked in the published SAMS, presenting material to support revision for the angles of questioning they pose. So it covers key terms, key and other teachings, general and specific religious information to do with each topic, and examples of diversity in belief/ practice. The reverse of each two-sided sheet provides guidance on answering each of the question types from the SAMS - so that students can become more familiar and so comfortable with the topics in exam terms. There are a number of sample questions for students to practise with in each format. The sheets can be used as a revision tool at home, as notes for class, to set homework from the questions on there. They also form a good basic level of knowledge for any teacher, and good examples of questions which can be explored with classes.

This resource provides a set of templates for students to make notes on for AQA Theme D – Religion, War and Peace. The templates cover all the topics within the Theme. It can be used in a revision session as the teacher does Q and A; can be used between students for them to complete from their memory or from notes (information retrieval being a more effective form of revision than simple note taking); can be set as homework to complete after the Theme has been studied. Once completed, it gives the student a revision resource which they have engaged in and completed, so they are more likely to remember. Central is a provocative statement on the topic (which is stated at the bottom of the page for clarity) to trigger discussion. Each template is split into key words, beliefs/teachings about, influence and diversity – which is where the student makes their notes,

This resource provides a set of templates for students to make notes on for AQA Christianity – Practices. The templates cover all the topics within the Specification section. It can be used in a revision session as the teacher does Q and A; can be used between students for them to complete from their memory (information retrieval being a more effective form of revision than simple note taking); or from notes; can be set as homework to complete after the Theme has been studied. Once completed, it gives the student a revision resource which they have engaged in and completed, so they are more likely to remember. Central is a stimulus on the topic (which is stated at the bottom of the page for clarity) to trigger discussion. Each template is split into key words, beliefs/teachings about, influence and diversity – which is where the student makes their notes.

This resource provides a set of templates for students to make notes on for AQA Christianity – Beliefs. The templates cover all the topics within the Specification section. It can be used in a revision session as the teacher does Q and A; can be used between students for them to complete from their memory (information retrieval being a more effective form of revision than simple note taking); or from notes; can be set as homework to complete after the Theme has been studied. Once completed, it gives the student a revision resource which they have engaged in and completed, so they are more likely to remember. Central is a stimulus on the topic (which is stated at the bottom of the page for clarity) to trigger discussion. Each template is split into key words, beliefs/teachings about, influence and diversity – which is where the student makes their notes ​

This resource provides a set of templates for students to make notes on for AQA Islam – Practices. The templates cover all the topics within the Specification section. It can be used in a revision session as the teacher does Q and A; can be used between students for them to complete from their memory (information retrieval being a more effective form of revision than simple note taking); or from notes; can be set as homework to complete after the Theme has been studied. Once completed, it gives the student a revision resource which they have engaged in and completed, so they are more likely to remember. Central is a stimulus on the topic (which is stated at the bottom of the page for clarity) to trigger discussion. Each template is split into key words, beliefs/teachings about, influence and diversity – which is where the student makes their notes.