SIN AND SALVATION. CONTRASTING CHRISTIAN BELIEFS ABOUT THE MEANS OF SALVATION. AQA. 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 Exam skills: Strong religious reference, development, 5 MK questions 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 two contrasting Christian beliefs about the means of salvation. I hope you enjoy teaching this lesson. Your feedback is welcome.

WAYS THE RESURRECTION INFLUENCES CHRISTIANS. CHRISTIAN BELIEFS. AQA. 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 Exam skills: 5 MK INFLUENCE QUESTIONS Strong religious reference, development, 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 ways the resurrection of Jesus influences Christians today- using AQA exam board criteria for ‘influence’ questions I hope you enjoy teaching this lesson. Your feedback is welcome.

WHY THE INCARNATION? CHRISTIAN BELIEFS. AQA. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. SINGLE LESSON **PEDAGOGY FOCUS: ** Check understanding and address misconceptions throughout Reduce cognitive overload I do, we do, you do Exam skills: Strong religious reference, development 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 Christian beliefs about the reasons for the incarnation I hope you enjoy teaching this lesson. Your feedback is welcome.

CREATION OF LIFE. CHRISTIAN BELIEFS. AQA. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. SINGLE LESSON PEDAGOGY FOCUS: Check understanding and address misconceptions throughout Reduce cognitive overload I do, we do, you do Exam skills: Strong religious reference, development Extra Challenges Minimal printing. Concise and easy to follow. Date on slide updates automatically. Customisable Do Now task. STUDENTS WILL BE ABLE TO: Explain scientific accounts of creation of life Explain contrasting Christian beliefs about the creation of life I hope you enjoy teaching this lesson. Your feedback is welcome.

This is soley for use in conjunction with my Crime and Punishment Bundle. It lists the lesson title, objective and differentiation strategies.

TRINITY. ENABLES LEARNERS TO: Explain Christian beliefs about the oneness of God and the Trinity with reference to sacred writing. #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, CHALLENGE. SINGLE LESSON 50-60 MINS IDEAL FOR KS3 LESSON OR KS4 CHRISTIAN BELIEFS PRIOR LEARNING: None required INCLUDES RELIGIONS Christianity, Bible and Lord’s prayer **RESOURCES INCLUDED: ** Slides Group task annotation work sheet Writing frame Key term bank Quote bank **ACTIVITIES INCLUDE: ** Presentation Annotation Matching Discussion Planned questioning to check whole class understanding. Modelling Exam Question: Explain… **PEDAGOGY FEATURES: ** • Exam skills – refer to sacred writing • Recap • Planned questioning • Check whole class understanding. • Address misconceptions • Peer learning • Reduce cognitive overload • End task assessment • Differentiation EASY TO DELIVER • Concise and logically sequenced • Minimal printing • Accessible for specialists and non-specialist teachers. • Date on slide updates automatically. • Task time indicators. **I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. ** **FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: ** https://www.tes.com/teaching-resources/shop/Examined_Life

CREATION OF THE WORLD. CHRISTIAN BELIEFS. AQA. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. SINGLE LESSON Pedagogy Focus: Check understanding and address misconceptions throughout Reduce cognitive overload I do, we do, you do Exam skills: Strong religious reference, development Minimal printing. Concise and easy to follow. Date on slide updates automatically. Customisable Do Now task. STUDENTS WILL BE ABLE TO: Explain scientific accounts of creation of the universe Explain contrasting Christian beliefs about the creation of the world I hope you enjoy teaching this lesson. Your feedback is welcome.

EVALUATE DESIGN ARGUMENT: ENABLES LEARNERS TO EVALUATE THE DESIGN ARGUMENT WITH REFERENCE TO A VARIETY OF STRENGTHS AND WEAKNESSES AND SACRED WRITING. #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, CHALLENGE. GCSE. AQA. THEME: C INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: CHRISTIANITY HUMANISM SCIENCE CREATIONISM TENNANT PALEY HUME **RESOURCES INCLUDED: ** • Slides • Support resource (info sheet) • Differentiated Target grade descriptors for end task exam question. **ACTIVITIES INCLUDE: ** Students will be presented with a variety of strengths and weaknesses and peers rank these. Whole class assessment will check for understanding before students answer a 12 mark evaluation question. **PEDAGOGY FEATURES: ** • Recap: customisable ‘Do Now’ • Planned questioning. • Check whole class understanding. • Address misconceptions • Peer learning • Reduce cognitive overload! • End task assessment • Differentiated • Exam skills EASY TO DELIVER • Concise and logically sequenced • Minimal printing • Accessible for specialists and non-specialist teachers. • Date on slide updates automatically. • Task time indicators. **I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. ** **FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: ** https://www.tes.com/teaching-resources/shop/Examined_Life

STATUS OF ANIMALS AND HUMANS. KS3 RS (ANIMALS) FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. 50 MIN LESSON STUDENTS WILL BE ABLE TO: Explain religious and non-religious views on the status of animals and humans with reference to holy books. PEDAGOGY FEATURES: • Customisable Do Now • Whole Class assessment • Check understanding and address misconceptions throughout • Reduce cognitive overload • I do, we do, you do • Exam skills: religious reference • Extra Challenges No printing. Concise and easy to follow. Date on slide updates automatically. I hope you enjoy teaching this lesson. Your feedback is welcome.

DESIGN ARGUMENT EVALUATION. 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 Exam skills: Development, Writing conclusions 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) Evaluate whether the strengths of the design argument outweigh its weaknesses. I hope you enjoy teaching this lesson. Your feedback is welcome.

HELL. CONTRASTING CHRISTIAN BELIEFS. AQA. 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 Exam skills: Strong religious reference, development, Evaluation 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) Evaluate whether an omnibenevolent God would send anyone to hell 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!

SHAHADA. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. SINGLE LESSON Pedagogy Focus: • Check understanding and address misconceptions throughout • Reduce cognitive overload • Build on Prior knowledge • ‘I do, we do, you do’ • Exam skills: refer to a source of authority Minimal printing. Concise and easy to follow. Date on slide updates automatically. Customisable Do Now task. STUDENTS WILL BE ABLE TO: With reference to sources of authority. Explain the what, why and how of the Shahada Explain why it might be the most important pillar I hope you enjoy teaching this lesson. Your feedback is welcome.

FIVE PILLARS. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. SINGLE LESSON Pedagogy Focus: • Check understanding and address misconceptions throughout • Reduce cognitive overload • Build on Prior knowledge • ‘I do, we do, you do’ • Exam skills: refer to a source of authority Minimal printing. Concise and easy to follow. Date on slide updates automatically. STUDENTS WILL BE ABLE TO: Explain with reference to sources of authority each pillar of Islam and why it is important. I hope you enjoy teaching this lesson. Your feedback is welcome.

RELIGION & LIFE: KEY TERMS & DEFINITIONS. This product is free with my Religion & Life #FUN LESSONS bundle (visit my shop). KEY TERMS & DEFINITIONS FOR ATTACHING TO EXERCISE BOOKS

RELIGIOUS LANGUAGE. MODEL ANSWER: CRITICALLY COMPARE THE VIA NEGATIVA WITH SYMBOLIC LANGUAGE Exemplar Essay (Thesis, main body & conclusion) Demonstrates OCR success criteria for a top-level answer. INCLUDES REFERENCE TO SCHOLARS: Maimonides, Tillich, Aquinas, B. Davies, Randall, Hick, Wittgenstein SOURCES OF WISDOM: Bible

DALY UNHOLY TRINITY OCR A2 DCT. 100 MINUTE LESSON. FUN AND ENGAGING WITH A VARIETY OF TASKS AND GAMES TO STIMULATE LEARNING. CHALLENGE AND MASTERY FOCUSED. • Aimed to offer clarity on a complex topic • Emphasis on Exam Skills: A01 • Scholar quotes • Sources of Wisdom • Assessment and extra challenges throughout. • Minimal printing, concise and easy to follow. Date on slide updates automatically STUDENTS WILL BE ABLE TO: Explain Daly’s claim that Christianity should be abandoned with reference to the ‘Unholy Trinity of rape, genocide and War’ I hope you enjoy teaching this lesson. Your feedback is most welcome.

HINDUISM INTRODUCTION. FUN AND ENGAGING LESSON. VARIETY OF TASKS, MULTI-MEDIA AND GAMES TO STIMULATE LEARNING. CHALLENGING, MASTERY AND EXAM SKILLS FOCUSED. SUITABLE FOR SPECIALISTS AND NON-SPECIALISTS. • Emphasis on exam skills: Modelling, Assessment and extra challenges throughout. • No printing, concise and easy to follow. Date on slide updates automatically STUDENTS WILL BE ABLE TO (WITH REFERENCE TO SOURCE OF AUTHORITY): Identify the main Hindu beliefs Explain how these influence a Hindu’s life I hope you enjoy teaching this lesson. Your feedback is most welcome.

VALUE OF THE UNIVERSE LESSON ENABLES LEARNERS TO: explain a variety of religious and non-religious views on the value of the world and who is responsible for caring for it. Included in the lesson is a PEES paragraph model that I created during my 2023 exam board marking; this is to help students include all of the elements required for a 12/12 answer. #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, CHALLENGE. SINGLE LESSON TEACH AS PART OF GCSE. AQA THEME B OR AS A STAND-ALONE LESSON PRIOR LEARNING: Some knowledge of Christian and Islam beliefs about creation, stewardship, dominion desirable but not necessary. INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: Christianity: creation, stewardship, dominion Islam: guardianship (khalifah) Humanism **RESOURCES INCLUDED: ** Slides Paired task (following modelling of PEES paragraph) Target Grade descriptors Writing frame using PEES model Key term bank Quote bank **ACTIVITIES INCLUDE: ** Presentation Modelling of PEES paragraph Pairs worksheet: create a PEES paragraph. Evaluation Question with prompts to use PEES paragraphs. Planned questioning to check whole class understanding. Modelling development Extra challenges **PEDAGOGY FEATURES: ** • Exam skills: focus on PEES paragraph and 12 mk answers • Recap • Planned questioning • Check whole class understanding. • Address misconceptions • Peer learning • Reduce cognitive overload • End task assessment • Differentiation EASY TO DELIVER • Concise and logically sequenced • Minimal printing • Accessible for specialists and non-specialist teachers. • Date on slide updates automatically. • Task time indicators. **I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. ** **FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: ** https://www.tes.com/teaching-resources/shop/Examined_Life

CRIME: CAUSES, PREVENTION AND RELIGION LESSON INCLUDES A VARIETY OF ENGAGING RESOURCES TO STIMULATE AND CHALLENGE. BY THE END OF THE LESSON STUDENTS WILL BE ABLE TO: Explain the causes of Crime Explain Religious beliefs about the causes of crime Think about how crime can be prevented by looking at the causes Explain how religions work to prevent crime