This is the third in a series of lessons on Hinduism for GCSE level students for the 'Beliefs, Teachings & Practices' section of the course [section A]. It is designed around the OCR specification and is therefore suitable for teachers using the AQA specification (which is a less detailed equivalent to the OCR spec) and highly relevant to GCSE Religious Studies teachers regardless of the specification used. The Download (comprising 7(+) files, within one zip file) includes: -A PPT Containing a Full Lesson -A complete lesson plan covering: objectives, key-words, differentiation, and lesson timeline -A double-sided A3 worksheet (in 3 formats depending on your printing capacities) -Silent debate A3 Worksheets for group activity -18 Page colour knowledge-hunt (place around the room) -A pack of classical sitar music to play during the knowledge hunt (SMSC) -A Homework Task The topic of the lesson focusses on the following part of the specification: The Nature of Reality • The meanings of the terms: Maya, Loka, Devas and Asuras • The concept of Loka (world/realm/space) and the ways the Lokas are divided • The heavenly realms of the Tri-Murti: Brahma-Loka, Shiva-Loka and Vishnu-Loka/Vaikuntha • The inhabitants of the different realms, including the belief that people are born into different realms as a result of karma • The nature of the material world • The meaning of prakriti, purusha and the trigunas • The role and relationship of prakritim purusha and the trigunas in the creation and constitution of the material world • The cycle of creation and destruction as it applies to the universe, including the roles of the Trimurti and the Mahayuga • Common and divergent teachings and beliefs about worlds and their diverse inhabitants, including Maya, Loka, Devas and Asuras • The nature of reality, including the way gunas interact to determine the nature of things • Common and divergent understandings of cosmology and creation by different Hindu groups, including: • The cyclical universe, trimurti, aum and mahayuga • The relationship between the material world and the concept of Maya • Different interpretations and emphases given to sources of wisdom and authority by different Hindu groups Sources: • The Nasadiya Sukta (Rig Veda) • Katha Upanishad III 10–11 • Chandogya Upanishad III 14 • Bhagavad Gita XIII 19–20 This is part of a series of lessons, if you like it: save countless hours by downloading the complete course! The complete series of GCSE Hinduism lessons can be downloaded at our TES Shop: https://www.tes.com/teaching-resources/shop/godwin86 Thank you for your download! Positive reviews are greatly appreciated.

The topic of this Philosophy Boxes download is ‘Moral & Spiritual Development’. It is one of a series of PSHE-P4C sessions designed for KS2-4 PSHE students. The download comprises a P4C lesson/session that can be used multiple times with the same group. The Philosophy Boxes Method is a new approach to PSHE designed for students in KS2-4: it is graphically stimulating, engaging, and fun. This download is also suitable for older students: but the format was designed with younger students in mind. In this context: ‘Philosophy Boxes’ represents a more student-centred ‘debate & discussion’ approach to PSHE issues. The aim of our ‘Philosopy Boxes’ PSHE sessions is to bring deep, critical thinking to PSHE, exploring PSHE using P4C (Philosophy for Children) debates and discussions. One advantage to the method is that it helps students to practice their social skills through the activities. The Philosophy Boxes Method presents students with a set of ‘mystery boxes’, when a student selects one of the boxes they are presented with 1 of 21 discussion/debate activities (in 8 different formats). The presentation has integrated AfL so that teachers can test knowledge at any point in the lesson. There are 10 different AfL slides to choose from. The design is colourful, animated, fun and engaging: all activities require movement and teachers can decide whether students are expressing their ideas purely verbally or by using post-it notes. The nature of the design is that it can be used for short sessions (5-10 minutes) or much longer sessions (up to 2 hours!) - it allows for classroom practitioners to be flexible and adaptable. It can, therefore, be used in lessons or as a tutor-time activity. Choose from out complete selection of our ‘Philosophy Boxes’ PSHE lessons here. You can also save money by purchasing lessons as a complete 20-session collection here!

The topic of this Philosophy Boxes download is ‘Self-Awareness’. It is one of a series of PSHE-P4C sessions designed for KS2-4 PSHE leaders. The download comprises a P4C lesson/session that can be used multiple times with the same group. The Philosophy Boxes Method is a new approach to PSHE designed for students in KS2-4: it is graphically stimulating, engaging, and fun. This download is also suitable for older students: but the format was designed with younger students in mind. In this context: ‘Philosophy Boxes’ represents a more student-centred ‘debate & discussion’ approach to PSHE issues. The aim of our ‘Philosopy Boxes’ PSHE sessions is to bring deep, critical thinking to PSHE, exploring PSHE using P4C (Philosophy for Children) debates and discussions. One advantage to the method is that it helps students to practice their social skills through the activities. The Philosophy Boxes Method presents students with a set of ‘mystery boxes’, when a student selects one of the boxes they are presented with 1 of 21 discussion/debate activities (in 8 different formats). The presentation has integrated AfL so that teachers can test knowledge at any point in the lesson. There are 10 different AfL slides to choose from. The design is colourful, animated, fun and engaging: all activities require movement and teachers can decide whether students are expressing their ideas purely verbally or by using post-it notes. The nature of the design is that it can be used for short sessions (5-10 minutes) or much longer sessions (up to 2 hours!) - it allows for classroom practitioners to be flexible and adaptable. It can, therefore, be used in lessons or as a tutor-time activity. The complete selection of our ‘Philosophy Boxes’ PSHE lessons can be found here. You can also save money by purchasing lessons as a complete 20-session collection here!

This fully resourced lesson is professionally designed for the new AQA Sociology GCSE specification (8192). This resource can now be downloaded as a part of a complete 20-lesson bundle. This is lesson 2 of our 20 lesson course for the ‘Social Stratification’ section. This lesson focuses on the topic of ‘Functionalism & Social stratification’ and focusses on the work of Davis & Moore. The download includes: -A detailed lesson plan: highlighting differentiation, AfL, key-words, SMSC and a timeline of learning activities (.pdf) -A premium quality PowerPoint presentation (fully animated) that covers the entire lesson -Homework All lessons are designed around the new GCSE specification but are certainly useful for any GCSE Sociology specification. We take considerable time making the highest quality lessons, positive reviews are greatly appreciated (and rewarded, just email us!)

Designed for teachers using OCR Religious Studies AS/A2 specification (H173/H573) This revision session covers the ‘Natural Law Theory’ section of the specification. The topic is a part of the ‘Religion and Ethics’ aspect of the AS course. This download is one of a series of revision sessions that use a variety of mind-mapping, discussion and debate tasks to cover a section of the specification. The revision sessions can be used in a number of ways: -As revision sessions during a revision period of term-time leading up to exams -Sandwiched between lessons as they are taught throughout the year as a way of solidifying and assessing learning -During extra-curricular time (KS5 Religious Studies Clubs) This revision session features: -A ‘grid of learning’ post-it task (to focus students on the day’s topic and refresh their memories of the basics) -A 'competitive mind-mapping task (which can be completed on the whiteboard or on A3 paper) -A silent debate task (with 6 x A3 silent debate worksheets in an editable .doc file) [nb. allowing group conversation, instead of silence, is also an effective approach] -Debates that ask students to move from one side of the room or the other and verbalise a defence of their position in response to a statement or rubric. -A concluding ‘One thing I am still uncertain about…’ post-it question. This session can be purchased individually or as part of various bundles depending on your needs. Please note: the cover picture depicts some of the activities that make up this revision session, the wording within those tasks is adapted to the topic specified above and may differ from the wording depicted. Contents and tasks may vary slightly between revision sessions. The cover photo is, however, a fair depiction of the contents of the lesson.

This is the twentieth in a series of lessons on Buddhism for GCSE level students for the 'Beliefs, Teachings & Practices' section of the course [section A]. The complete series of GCSE Budhism lessons can be downloaded at our TES Shop: https://www.tes.com/teaching-resources/shop/godwin86 The Download (comprising 3 files, within one zip file) includes: -A PPT Containing a Full Lesson -A complete lesson plan covering: objectives, key-words, differentiation, and lesson timeline -A double sided worksheet -A Homework Task The topic of the lesson focusses on the following part of the specification: Ceremonies and rituals associated with death and mourning: • In Theravada communities • In Tibet: Tibetan Book of the Dead • In Japan: Obon • The significance of death and death customs in Buddhism  • The influence of local culture on practices associated with Buddhist death and mourning rituals • The importance of death rituals for the person who has died and for their family • The meaning and significance of death rituals within the framework of Buddhist concepts including Kamma, rebirth and the six realms of existence • The events and significance of Obon • Death and the Buddha’s teaching about impermanence   Sources: • The Tibetan Book of the Dead • Dhammacakkappavattana sutta (Setting the Wheel of the Dhamma in motion) • Dhammapada 37 and 170–171 Thank you for your download! Positive reviews are greatly appreciated.

Designed for OCR B Religious Studies, Ethics: ‘Equality’ 4 Lessons covering Christian Attitudes to: Women, Other Religions, Equality and Forgiveness & Reconciliation. Also includes a PPT explaining Humanism as a comparative view. A selection of resources are included, including homeworks.

Based on the OFSTED definition of ‘Spirituality’. Includes: 4 Customisable A3 Word Document Posters about spirituality (see cover image) - So that you can tailor designs to your school 1 A3 Template to allow you to create your own using the same theme 1 A3 Template to allow students to create their own (perhaps in a whole school competition) 28 Images/Mini-Posters/Displays relating to spirituality and motivational quotations. Requires a colour A3 printer The perfect way to boost your school’s SMSC ‘Spirituality’ provision and demonstrate to any visitors/inspectors that the spiritual aspect of education is present in your school.

This resource pack is the sum total of three years teaching OCR Philosophy & Ethics, and contains all resources necessary for the teaching of the philosophy half of the course: assuming your focus is on Christianity. It contains over 200 files, covering both AS & A2. Most of the resources have been made myself and cannot be found elsewhere. For copyright reasons I have not included the videos, instead I have included a file listing the relevant YouTube videos referred to in some lessons. Most topics have complete printable notes, most have PPTS or associated lessons, and Worksheets: some of the resources are offered as ‘works in progress’. A large variety of assessment materials and feedback tools have been included. Certainly an excellent resource for new teachers of the subject, since this download contains everything I used whilst successfully teaching the subject myself. Given the hundreds of hours that have gone into creating these resources I am proud to sell them at the very reasonable introductory price of £9.99

This is the seventh in a series of lessons on Buddhism for GCSE level students following the OCR B Full-Course Specification: for the 'Beliefs, Teachings & Practices' section of the course [section A]. You can download a scheme of work for this course here: https://www.tes.com/teaching-resource/teaching-buddhism-at-gcse-scheme-of-work-sow-designed-for-ocr-b-r-s-j625-04-j625-09-11385138 The Download includes: -A PPT Containing a Full Lesson -A complete lesson plan covering: objectives, key-words, differentiation, and lesson timeline -A double-sided worksheet -A substantial 'Knowledge Hunt' file (which comprises the main learning activity) -Classical Sitar Music (SMSC) as background music for the knowledge hunt -A Homework Task The topic of the lesson focusses on the following part of the specification: The Fourth Noble Truth about the way to eliminate suffering (dukkah) [The Eightfold Path] • The elements of the Eightfold Path (magga) • The importance of the Eightfold Path for Buddhists • The grouping of the steps of the Eightfold Path for Buddhists • The elements of the Threefold Way for Buddhists, including ethics (sila), meditation (samadhi) and wisdom (panna) • The importance of the Threefold Way for Buddhists • Issues related to the Fourth Noble Truth, including the relationship between the different elements of the Eightfold Path and the Threefold Way • Common and divergent emphases placed on the ways to eliminate suffering by different different Buddhist groups, including different ways of putting the Eightfold path into practice in everyday life • Different interpretations and emphases given to sources of wisdom and authority by different Buddhist groups. Sources: • Dhammacakkappavattana sutta (Setting the Wheel of the Dhamma in motion)  • Magga-vibhanga Sutta (Samyutta Nikaya 45–8)  • Dhamapada 111 Thank you for your download! Please download our other lessons as a part of this GCSE Buddhism course from our shop: https://www.tes.com/teaching-resources/shop/godwin86

My complete teaching resources for the Philosophy of Religion component of GCSE Religious Studies: Christianity. The sum total of 3 years of teaching. Resources have been made by me, they cannot be found elsewhere: they are the result of thousands of hours of work. All files have been compressed into one zip file: I have uploaded a few PPT files separately so that you can use the preview feature to gauge the quality of the work before downloading. Featuring worksheets and powerpoints for topics: -Nature of Deity -Death & The Afterlife -Religion & Science -The Nature of Good & Evil Also covers some Humanist Views (though in much less detail compared to Christianity) Designed for OCR B but applicable to other exam specifications, including post 2016 specifications. Video files associated with lessons are not included for copyright reasons: but all can be found on YouTube, or replaced with ones of your choosing.

This is the eighteenth in a series of lessons on Buddhism for GCSE level students for the ‘Beliefs, Teachings & Practices’ section of the course [section A]. The complete series of GCSE Budhism lessons, as well as learning mats, PLCs and revision sessions can be downloaded at our TES Shop: https://www.tes.com/teaching-resources/shop/godwin86 The Download (comprising 3 files, within one zip file) includes: -A PPT Containing a Full Lesson -A complete lesson plan covering: objectives, key-words, differentiation, and lesson timeline -A double sided worksheet -A Homework Task This lesson requires use of an I.T./I.C.T/Computer Suite: the format of the lesson is centred around researching Buddhist festivals in order to create a presentation (including quiz questions), and then peer assessment of work. It also features ‘on the fly’ AfL tasks to check learning progress. It is a tried and tested format for I.C.T.-based Philosophy & Religion Lessons and, once downloaded, you will be able to adapt it to other topics with ease. The topic of the lesson focusses on the following part of the specification: The origins, associated stories and customs of the following festivals: • Wesak or Hanamatrsui (Therevada/Mahayana) • Vassa/Rain Retreat (Therevada) • Uposatha Days (Therevada) • Parinirvana day (Mahayana) • Lama Tsong Khapa Day (Tibetan) • The importance of marking different parts of the Buddha’s life • The purpose of Vassa and its observance by lay Buddhists today • The purpose of Uposatha days • The purpose of festivals not connected to the Buddha directly, the popularity of these festivals and their place within Buddhism, including the Lama Tsong Khapa day • The influence of local culture on practices associated with Buddhist festivals • Different interpretations and emphases given to sources of wisdom and authority by different Buddhist groups Thank you for your download! Positive reviews are greatly appreciated.

Designed for teachers using OCR Religious Studies AS/A2 specification (H173/H573) This revision session covers the ‘Utilitarianism’ section of the specification. The topic is a part of the ‘Religion and Ethics’ aspect of the AS course. This download is one of a series of revision sessions that use a variety of mind-mapping, discussion and debate tasks to cover a section of the specification. The revision sessions can be used in a number of ways: -As revision sessions during a revision period of term-time leading up to exams -Sandwiched between lessons as they are taught throughout the year as a way of solidifying and assessing learning -During extra-curricular time (KS5 Religious Studies Clubs) This revision session features: -A ‘grid of learning’ post-it task (to focus students on the day’s topic and refresh their memories of the basics) -A 'competitive mind-mapping task (which can be completed on the whiteboard or on A3 paper) -A silent debate task (with 6 x A3 silent debate worksheets in an editable .doc file) [nb. allowing group conversation, instead of silence, is also an effective approach] -Debates that ask students to move from one side of the room or the other and verbalise a defence of their position in response to a statement or rubric. -A concluding ‘One thing I am still uncertain about…’ post-it question. This session can be purchased individually or as part of various bundles depending on your needs. Please note: the cover picture depicts some of the activities that make up this revision session, the wording within those tasks is adapted to the topic specified above and may differ from the wording depicted. Contents and tasks may vary slightly between revision sessions. The cover photo is, however, a fair depiction of the contents of the lesson.

Designed for teachers using OCR Religious Studies AS/A2 specification (H173/H573) This revision session covers the ‘Applied Ethics: Business Ethics’ section of the specification. The topic is a part of the ‘Religion and Ethics’ aspect of the AS course. This download is one of a series of revision sessions that use a variety of mind-mapping, discussion and debate tasks to cover a section of the specification. The revision sessions can be used in a number of ways: -As revision sessions during a revision period of term-time leading up to exams -Sandwiched between lessons as they are taught throughout the year as a way of solidifying and assessing learning -During extra-curricular time (KS5 Religious Studies Clubs) This revision session features: -A ‘grid of learning’ post-it task (to focus students on the day’s topic and refresh their memories of the basics) -A 'competitive mind-mapping task (which can be completed on the whiteboard or on A3 paper) -A silent debate task (with 6 x A3 silent debate worksheets in an editable .doc file) [nb. allowing group conversation, instead of silence, is also an effective approach] -Debates that ask students to move from one side of the room or the other and verbalise a defence of their position in response to a statement or rubric. -A concluding ‘One thing I am still uncertain about…’ post-it question. This session can be purchased individually or as part of various bundles depending on your needs. Please note: the cover picture depicts some of the activities that make up this revision session, the wording within those tasks is adapted to the topic specified above and may differ from the wording depicted. Contents and tasks may vary slightly between revision sessions. The cover photo is, however, a fair depiction of the contents of the lesson.

This download is for a customisable PowerPoint file that allows you to make your own ‘Philosophy Boxes’ lessons. Individual ‘Philosophy Boxes’ lessons are sold as PowerPoint Shows and cannot be edited. This download, however, allows you to customise the content to suit your own lessons. The format/method is copyrighted by the original author (Adam Godwin, 2017) so resources you create are strictly NOT for re-sale. The aim of Philosophy Boxes is to bring philosophy into every subject at every level: we believe that any subject becomes philosophy when students are asked the right questions and when they think about a topic hard enough and on the deepest (most fundamental) level. The Philosophy Boxes Method presents students with a set of ‘mystery boxes’, when a student selects one of the boxes they are presented with 1 of 21 discussion/debate activities [that use 1 of 8 different formats]. The presentation has integrated AfL so that teachers can test knowledge at any point in the lesson. There are 10 different AfL slides to choose from. The design is colourful, animated, fun and engaging: all activities require movement and teachers can decide whether students are expressing their ideas purely verbally or by using post-it notes. A complete selection of Philosophy Boxes lessons can be found here: https://www.tes.com/resources/search/?&q=philosophy+boxes+godwin86

The Philosophy Boxes Method is a new approach to P4C designed for students in KS1, 2 & 3: it is graphically stimulating, engaging, and fun. This download is also suitable for older students: but the format was designed with younger students in mind. The topic of this Philosophy Boxes download is “British Values”. The aim of Philosophy Boxes is to bring philosophy and critical thinking into every subject at every level: we believe that any subject becomes philosophy when students are asked the right questions and when they think about a topic hard enough and on the deepest (most fundamental) level. The Philosophy Boxes Method presents students with a set of ‘mystery boxes’, when a student selects one of the boxes they are presented with 1 of 21 discussion/debate activities [that use 1 of 8 different formats]. The presentation has integrated AfL so that teachers can test knowledge at any point in the lesson. There are 10 different AfL slides to choose from. The design is colourful, animated, fun and engaging: all activities require movement and teachers can decide whether students are expressing their ideas purely verbally or by using post-it notes. The nature of the design is that it can be used for short sessions (5-10 minutes) or much longer sessions (up to 2 hours!) - it allows for classroom practitioners to be flexible and adaptable. It can, therefore, be used in lessons or as a tutor-time activity. The download includes a PowerPoint Show; if you would like an editable PPT presentation so that you can make your own ‘Philosophy Boxes’ presentation you will need to download the template here: https://www.tes.com/teaching-resource/-the-philosophy-boxes-method-template-for-creating-your-own-philosophy-boxes-lessons-p4c-p4k-11463227 A complete selection of Philosophy Boxes lessons can be found here: https://www.tes.com/resources/search/?&q=philosophy+boxes+godwin86 You can also save money by purchasing lessons as bundles.

This fully resourced lesson is professionally designed for the new AQA Sociology GCSE specification (8192). This resource can now be downloaded as a part of a complete 20-lesson bundle. This is lesson 5 of our 20 lesson course for the ‘Sociology of Crime & Deviance’ section; it refers to the ‘Social Control’ topic. The lesson is focused on Heidensohn’s feminist sociological views that use control theory to explain why women commit less crime than men: it asks “Are women subject to greater levels of social control than men?”. The download includes: -A detailed lesson plan: highlighting differentiation, AfL, key-words, SMSC and a timeline of learning activities (.pdf) -A premium quality PowerPoint presentation (fully animated) that covers the entire lesson (editable) -A double-sided A4 worksheet/information sheet -An 18 side knowledge-hunt: containing arguments for/against Heidensohn’s theory, and information about different means of social control. -Homework All lessons are designed around the new AQA specification, we take considerable time making the highest quality lessons.

Professionally designed for the new AQA Sociology GCSE specification (8192). It can now be purchased as a part of a complete 20 x lesson bundle. This is lesson 19 of our 20 lesson course for the ‘Sociology of Education’ section. This lesson discusses the future of education, how education has been impacted by technology, and how technology may impact education in the future. The download features a .zip file which includes: -A detailed lesson plan: highlighting differentiation, AfL, key-words, SMSC and a timeline of learning activities (.pdf) -A premium quality PowerPoint presentation (fully animated) that covers the entire lesson -A set of A3 groupwork worksheets -Homework All lessons are designed around the new GCSE specification, certainly useful for any GCSE specification however. We take considerable time making the highest quality lessons, positive reviews are greatly appreciated.