I'm Head of Department and AQA examiner for Religious Studies. I teach the AQA spec and provide tried and tested resources. I'm uploading resources all of the time; my newest collection is the #FUN LESSONS range which are engaging, exam focused, challenging and getting great results. Lessons are fully resourced and easy to follow with minimal printing. I hope you enjoy teaching them.
I'm Head of Department and AQA examiner for Religious Studies. I teach the AQA spec and provide tried and tested resources. I'm uploading resources all of the time; my newest collection is the #FUN LESSONS range which are engaging, exam focused, challenging and getting great results. Lessons are fully resourced and easy to follow with minimal printing. I hope you enjoy teaching them.
‘Christian Practices – Revision lesson’ is a concise and easy to follow. It is a fun lesson to recap on the content. Students should be learning without realising it!
Date on slide updates automatically / Resource light / Easy to follow & Suitable for non-specialists
SUITABLE FOR DELIVERING:
Christian Practices - Revision
Students will be able to (with reference to source of authority):
• Engage in lots of fun game to revise for test. To prepare and present multiple views on a variety of statements with a strong religious reference.
**
Activities include: FULLY RESOURCED**
• Articulate game
• quotes master game (sorting)
• presentation game: students are required to give reasons for and against variety of statements and include a strong religious reference
• pub quiz (without the beer!) and peer assessment
HOME LEARNING TASK
I hope you enjoy teaching this lesson. Your feedback is most welcome.
AIMS OF PUNISHMENT. CHRISTIANITY. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. DIFFERENTIATED.
PEDAGOGY FOCUS:
Check understanding and address misconceptions throughout
Reduce cognitive overload
I do, we do, you do
Extra Challenges throughout
Differentiated tasks
Minimal printing. Concise and easy to follow. Suitable for specialists and non-specialists. Task time indicators. Date on slide updates automatically. Customisable Do Now task.
STUDENTS WILL BE ABLE TO: (WITH REFERENCE TO SOURCES OF AUTHORITY)
Explain contrasting Christian attitudes towards aims of punishment with reference to holy books
Teach as a stand-alone lesson or part of THEME E CRIME AND PUNISHMENT AQA GCSE RELIGIOUS STUDIES
I hope you enjoy teaching this lesson. Your feedback is welcome.
This table lists ALL key terms and definitions in alphabetical order. Next to each key term are relevant quotes and corresponding 5mk and 12mk exam questions. This resource can be used in a multitude or ways I use it as a knowledge audit where students close gaps by answering the corresponding 5/12 questions aned including the corresponding quotes. Better still they use flash cards to do this to aid recall in future revision!
ISLAM: THE LAW AND CRIME. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO.
PEDAGOGY FOCUS:
Check understanding and address misconceptions throughout
Reduce cognitive overload
I do, we do, you do
Extra challenges throughout
Minimal printing. Concise and easy to follow. Suitable for specialists and non-specialists. Task time indicators. Date on slide updates automatically. Customisable Do Now task.
STUDENTS WILL BE ABLE TO: (WITH REFERENCE TO SOURCES OF AUTHORITY)
EXPLAIN ISLAM BELIEFS ABOUT:
Shariah Law and The law of the land
Unjust laws
Religious laws and conscience
Crime including: Hate crime, murder and Theft
Teach as a stand-alone lesson or part of THEME E CRIME AND PUNISHMENT AQA GCSE RELIGIOUS STUDIES
I hope you enjoy teaching this lesson. Your feedback is welcome.
Forgiveness and Reconciliation – Christian Practices (#FUN LESSONS) A fun and engaging lesson with a variety of games, tasks and use of multimedia to stimulate learning. It is ‘MASTERY’ ‘and EXAM SKILLS focused. You’ll find it concise and easy to follow making it suitable for specialists and non-specialists alike. It covers GCSE content as well as advanced material to stretch and challenge.
There will be an emphasis (and modelling) of key skills needed in exam questions. Assessment and extra challenges throughout
Date on slide updates automatically / Resource light / Easy to follow & Suitable for non-specialists
SUITABLE FOR DELIVERING:
Forgiveness and Reconciliation – Christian Practices’
Students will be able to (with reference to source of authority):
With reference to Bible teaching, The Trust and Reconciliation Committee and the Community of the Nails of the Cross:
• Create a collage entitled ‘Reconciliation and Peace” in Christianity
• Answer Exam Question: Two reasons Christians should focus on reconciliation.
Activities/resources include:
Customisable recap do-now starter
a variety of tasks e.g. student presentations, collage, video, discussion, exam questions. To gain an in-depth understanding of:
• Bible teachings about forgiveness and Reconciliation
• Difficulties and advantages of reconciliation
• Case studies: Desmond Tutu and apartheid / Community of the Nails of the Cross
• How Christian teachings have influenced those to work for reconciliation
I hope you enjoy teaching this lesson. Your feedback is most welcome.
FAITH THEOLOGY EVALUATION: KNOW. OF GOD’S EXISTENCE (DCT) #FUN LESSONS. A fun and engaging lesson with a variety of tasks, games to stimulate learning. It is ‘MASTERY’ ‘and EXAM SKILLS focused.
• Resource light, concise and easy to follow. Date on slide updates automatically
• Suitable for specialists and non-specialists.
Emphasis on exam skills: Assessment and extra challenges throughout.
STUDENTS WILL BE ABLE TO (WITH REFERENCE TO SOURCE OF AUTHORITY):
EVALUATE WHETHER KNOWLEDGE OF GOD CAN BE KNOWN THROUGH FAITH
**
Fully resourced activities include: **
Customisable recap starter, paired discussion (using support resources) how can faith give us knowledge of God? Mindmap: Aquinas/Catholic Church view of faith with Bible quotes, Quote interpretation: sola fide. Comparative analysis: Protestant/Catholic view on faith, Peer discussion: do you agree with the claims of the key philosophers? Why/why not? Explain and evaluate Dawkins claim, Explain and evaluate Hume’s claim, Essay planning mind map task. A02 writing task: “Faith is all that is necessary to know God.” Evaluate with reference to success criteria.
I hope you enjoy teaching this lesson. Your feedback is most welcome.
ORIGINS OF UNIVERSE AND LIFE: SCIENCE AND RELIGION. AQA RELIGION & LIFE . FUN & ENGAGING. VARIETY OF TASKS, MULTI-MEDIA & GAMES TO STIMULATE LEARNING. CHALLENGING, MASTERY & EXAM SKILLS FOCUSED. SUITABLE FOR SPECIALISTS & NON-SPECIALISTS.
Emphasis on exam skills. Assessment and Extra challenges throughout.
Resource light, concise and easy to follow. Date on slide updates automatically
STUDENTS WILL BE ABLE TO (WITH REFERENCE TO SOURCE OF AUTHORITY)
Explain origins of universe and life according to: Science
Explain origins of universe and life according to: Religion (Christianity & Islam)
Explain contrasting views within Christianity on the origins of the universe and life
Evaluate: God created the universe and life
I hope you enjoy teaching this lesson. Your feedback is most welcome.
DEATH & AFTERLIFE. AQA RELIGION & LIFE. FUN & ENGAGING LESSON. VARIETY OF TASKS, MULTI-MEDIA & GAMES TO STIMULATE LEARNING. STRONG FOCUS ON EXAM SKILLS. CHALLENGING A LEVEL STRETCH & ASSESSMENT THROUGHOUT. SCAFFOLDING E.G WRITING FRAMES/WORD BANK
EASY TO FOLLOW SUITABLE FOR SPECIALISTS & NON-SPECIALISTS.
• Minimal printing, concise and easy to follow.
• Date on slide updates automatically
RESOURCES INCLUDED:
Slides
Information sheet (one copy per pair)
Do now starter (one copy per pair)
SUITABLE FOR DELIVERING:
AQA RS: Religion and Life: Christianity/Islam/Humanism/
STUDENTS WILL BE ABLE TO:
With strong reference to religious and secular sources of authority:
• Explain religious & non-religious beliefs about the afterlife in British Contemporary Society
• ‘There is life after death.’ Evaluate this statement
This is part of my #Fun lessons bundle.
For more #Fun lessons visit my shop where you can find lessons/bundles on:
Christian/Islam Beliefs,
Christian/Islam Practices,
Theme C: Existence of God
Theme B: Religion and Life
Your reviews are very welcome.
COMMUNITY SENTENCES & RELIGION. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. WHOLE CLASS ASSESSMENT. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. DIFFERENTIATED. RELIGIONS: CHRISTIANITY & ISLAM
PEDAGOGY FOCUS:
Check whole class understanding and address misconceptions throughout
Reduce cognitive overload
I do, we do, you do
Compulsory 7+ Challenges throughout
Differentiated End Task
Minimal printing. Concise and easy to follow. Suitable for specialists and non-specialists. Task time indicators. Date on slide updates automatically. Customisable Do Now task.
STUDENTS WILL BE ABLE TO: Evaluate community sentencing as a method of punishment with reference to religious views and sacred writing.
Teach as a stand-alone lesson or part of THEME E CRIME AND PUNISHMENT AQA GCSE RELIGIOUS STUDIES
I hope you enjoy teaching this lesson. Your feedback is welcome.
HUMAN RIGHTS QUOTES. FOR THEME F: RELIGION, HUMAN RIGHTS AND SOCIAL JUSTICE. AQA GCSE. DIFFERENTIATED.
CHRISTIANITY AND ISLAM QUOTES FOR ALL SUBTOPICS
INCLUDING:
• POVERTY, WEALTH, CHARITY AND EXPLOITATION
• SOCIAL JUSTICE, EQUALITY AND DISCRIMINATION: (sex, sexual orientation, racism)
• FREEDOM OF RELIGION
• HUMAN RIGHTS
The table shows how the same quote can be used in various sub topics which is useful for** lower ability/SEN** where recall of many quotes may be difficult.
This includes generic quotes that can be used across different sub-topics as well as more specific sophisticated quotes to **challenge the more able **
ISLAM PRACTICES: JIHAD #FUN LESSONS. A fun, thought provoking and engaging lesson with a variety of tasks, multi-media and games to stimulate learning. It is ‘MASTERY’ ‘and EXAM SKILLS focused.
• Contains recent (2020) examples of Jihad representations in the media with debates on whether this is a fair and accurate representation
• Challenges Islamophobia
• Resource light, concise and easy to follow. Date on slide updates automatically
• Suitable for specialists and non-specialists.
Emphasis on exam skills: Assessment and extra challenges throughout.
STUDENTS WILL BE ABLE TO (WITH REFERENCE TO SOURCE OF AUTHORITY):
Explain the meaning and significance of Greater and Lesser Jihad: including
• Origins
• Influence
• Conditions for the declaration of lesser jihad.
I hope you enjoy teaching this lesson. Your feedback is most welcome.
Mission & Evangelism, Discipleship CHRISTIAN PRACTICES (# FUN LESSONS) A fun and engaging lesson with a variety of games, tasks and use of multimedia to stimulate learning. It is ‘MASTERY’ ‘and EXAM SKILLS focused. You’ll find it concise and easy to follow making it suitable for specialists and non-specialists alike. It covers GCSE content as well as dipping into some linked A Level material to stretch and challenge.
There will be an emphasis (and modelling) of key skills needed in exam questions. Assessment and extra challenges throughout
Date on slide updates automatically / Resource light / Easy to follow & Suitable for non-specialists
SUITABLE FOR DELIVERING:
Mission &Evangelism - Christian Practices AQA
Students will be able to (with reference to source of authority):
Explain the Christian duty of discipleship
Explain the difference between evangelism and missionary work using examples of each.
Evaluate which is the most important Christian duty discipleship or charity
Activities/resources include:
Customisable recap do-now starter
a variety of tasks e.g. Carousel, video, debate, group planning and exam questions. To gain an in-depth understanding of:
• The Great Commission and duty of discipleship
• Examples of evangelism / missionary work and the difference between these
• Exclusivist, pluralist views
• An evaluation of whether the duty of discipleship is more important than the duty of charity
I hope you enjoy teaching this lesson. Your feedback is most welcome.
Sacraments: Infant and Believers Baptism - Christian Practices. #FUN LESSONS. A fun and engaging lesson by employing use of popular media and games. It does not lack academic challenge it is ‘MASTERY’ ‘and EXAM SKILLS focused. This is concise and easy to follow making it suitable for specialists and non-specialists alike.
You can use props for the main activity e.g. doll, water – but I often ask the kids to improvise and this often makes it even more fun.
There will be an emphasis (and modelling) of key skills needed in evaluation questions. Mini plenary’s and extra challenges throughout
Date on slide updates automatically / Resource light / Easy to follow & Suitable for non-specialists
SUITABLE FOR DELIVERING:
‘Sacraments: Believers and Infant Baptism’ Christian Practices AQA
Students will be able to (with reference to source of authority):
• Explain the meaning and significance of sacraments
• Explain the difference between a believer’s baptism and Infant baptism and evaluate which type is most important
Activities/resources include:
Customisable recap do-now starter
a variety of tasks to gain an in-depth understanding of:
• the meaning and significance of sacraments
• Denominational differences regarding the sacraments
• purpose of baptism
• believers and infant baptism differences
• evaluate which is most important believers or infant baptism
• Key term bingo
I hope you enjoy teaching this lesson. Your feedback is most welcome.
HUMAN RIGHTS AND RELIGION. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. WHOLE CLASS ASSESSMENT. PLANNED QUESTIONING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. DIFFERENTIATED. RELIGION: CHRISTIANITY
PEDAGOGY FOCUS:
Check whole class understanding / address misconceptions (e.g. mini boards/cold call)
I do, we do, you do
Differentiated End Task
Extra challenges throughout
Scaffolding
Minimal printing. Concise and easy to follow. Suitable for specialists and non-specialists. Task time indicators. Date on slide updates automatically. Customisable Do Now task.
STUDENTS WILL BE ABLE TO:
• Explain key legislation and origins: UDHR and Human Rights Act
• List Rights and responsibilities
• Explain religious beliefs about human rights
• Evaluate: We don’t need human rights we have scripture
TEACH AS A STAND-ALONE LESSON OR
PART OF THEME F: RELIGION, HUMAN RIGHTS AND SOCIAL JUSTICE. AQA GCSE RELIGIOUS STUDIES
I hope you enjoy teaching this lesson. Your feedback is welcome.
RACISM AND RELIGION. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. WHOLE CLASS ASSESSMENT. PLANNED QUESTIONING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. DIFFERENTIATED. RELIGION: CHRISTIANITY
PEDAGOGY FOCUS:
Check whole class understanding / address misconceptions (e.g. mini boards/cold call)
I do, we do, you do
Differentiated End Task
Extra challenges throughout
Scaffolding
Minimal printing. Concise and easy to follow. Suitable for specialists and non-specialists. Task time indicators. Date on slide updates automatically. Customisable Do Now task.
STUDENTS WILL BE ABLE TO:
• LIST CAUSES OF RACISM
• EXPLAIN CHRISTIAN AND ISLAM VIEWS ON RACIAL DISCRIMINATION WITH REFERENCE TO SACRED WRITINGS
TEACH AS A STAND-ALONE LESSON OR
PART OF THEME F: RELIGION, HUMAN RIGHTS AND SOCIAL JUSTICE. AQA GCSE RELIGIOUS STUDIES
I hope you enjoy teaching this lesson. Your feedback is welcome.
PREJUDICE, DISCRIMINATION & RELIGION. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. WHOLE CLASS ASSESSMENT. PLANNED QUESTIONING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. DIFFERENTIATED. RELIGION: CHRISTIANITY
PEDAGOGY FOCUS:
Check whole class understanding / address misconceptions (e.g. mini boards/cold call)
I do, we do, you do
Differentiated End Task
Extra challenges throughout
Scaffolding
No printing. Concise and easy to follow. Suitable for specialists and non-specialists. Task time indicators. Date on slide updates automatically. Customisable Do Now task.
STUDENTS WILL BE ABLE TO: (WITH REFERENCE TO SACRED WRITING)
• LIST PROTECTED CHARACTERISTICS FROM 2010 EQUALITY ACT
• EXPLAIN RELIGIOUS BELIEFS ABOUT DISCRIMINATION
• EVALUATE WHETHER DISCRIMINATION IS ALWAYS WRONG.
TEACH AS A STAND-ALONE LESSON OR
PART OF THEME F: RELIGION, HUMAN RIGHTS AND SOCIAL JUSTICE. AQA GCSE RELIGIOUS STUDIES
I hope you enjoy teaching this lesson. Your feedback is welcome.
ISLAM PRACTICES: FESTIVALS: ID-UL-FITR AND ASHURA #FUN LESSONS.
A fun and engaging lesson with a variety of tasks, multi-media and games to stimulate learning. It is ‘MASTERY’ ‘and EXAM SKILLS focused.
• Includes model answer and peer assessment
• Includes memory aids to help recall in exams
• No hands up planned questioning
• Key term bingo to help recall Islam beliefs and Islam practices
• No printing required, concise and easy to follow. Date on slide updates automatically
• Suitable for specialists and non-specialists.
Emphasis on exam skills: Assessment and extra challenges throughout.
STUDENTS WILL BE ABLE TO (WITH REFERENCE TO SOURCE OF AUTHORITY):
Explain the meaning and significance of Id-ul-Fitr and Ashura including
• Origins
• Differences within Islam on the meaning and celebration of these festivals
I hope you enjoy teaching this lesson. Your feedback is most welcome.
ISLAM PRACTICES: SHIA ISLAM TEN OBLIGATIONS #FUN LESSONS. A fun and engaging lesson with a variety of tasks, multi-media and games to stimulate learning. It is ‘MASTERY’ ‘and EXAM SKILLS focused.
• Includes recap on 5 pillars and Jihad
• Includes peer assessment (with answers)
• Includes pronunciation audio recordings for Arabic terms
• No hands up planned questioning
• Plenary quiz to help retain knowledge
• Little printing required, concise and easy to follow. Date on slide updates automatically
• Emphasis on exam skills for 5 mark questions
• Suitable for specialists and non-specialists.
STUDENTS WILL BE ABLE TO (WITH REFERENCE TO SOURCE OF AUTHORITY):
Explain the Ten Obligations of Shia Islam and how these influence the lives of Shia Muslims
I hope you enjoy teaching this lesson. Your feedback is most welcome.
CORPORAL AND CAPITAL PUNISHMENT. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. WHOLE CLASS ASSESSMENT. PLANNED QUESTIONING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. DIFFERENTIATED. MODEL ANSWER INCLUDED. RELIGIONS: CHRISTIANITY & ISLAM
**PEDAGOGY FOCUS: **
Check whole class understanding and address misconceptions throughout (e.g. mini-boards or cold call)
I do, we do, you do
Compulsory 7+ Challenges throughout
Differentiated End Task
Dedicated improvement: model answer included
Minimal printing. Concise and easy to follow. Suitable for specialists and non-specialists. Task time indicators. Date on slide updates automatically. Customisable Do Now task.
STUDENTS WILL BE ABLE TO: (with reference to sacred writing)
• List advantages and disadvantages of Capital and Corporal punishment
• Evaluate with reference to religious sources of authority whether Capital and corporal punishment should be used.
Teach as a stand-alone lesson or part of THEME E CRIME AND PUNISHMENT AQA GCSE RELIGIOUS STUDIES
I hope you enjoy teaching this lesson. Your feedback is welcome.
CRIME AND FORGIVENESS. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO.
PEDAGOGY FOCUS: **
Check understanding and address misconceptions throughout
Reduce cognitive overload
I do, we do, you do
Minimal printing. Concise and easy to follow. Suitable for specialists and non-specialists. Task time indicators. Date on slide updates automatically. Customisable Do Now task.
STUDENTS WILL BE ABLE TO: (WITH REFERENCE TO SOURCES OF AUTHORITY)
Explain Christian and Islam teachings on forgiveness (including Situation Ethics)
Evaluate whether criminals should be forgiven and given a second chance.
Teach as a stand-alone lesson or part of THEME E CRIME AND PUNISHMENT AQA GCSE RELIGIOUS STUDIES
I hope you enjoy teaching this lesson. Your feedback is welcome.