Students are challenged in this lesson to understand the range of different reasons why Christians believe Jesus was sacrificed on the cross. They will use extracts from 'Love Wins' by Rob Bell and explore some recognisable hymns to make links between theory and lived religion. The lesson was designed for use with the new AQA Religious Studies A - 'Beliefs and Teachings'. It will, however, work with any specification including Jesus and Salvation. Target grade is 7-9. PowerPoint and worksheet included.

In this challenging lesson students take on some A Level style discussion about the nature of salvation. Going beyond the GCSE course, students not only learn about sin, its nature and origin, but also discuss the Pelagian controversy and the long-standing debate between salvation through works or through God's grace. The lesson was designed for use with the new AQA Religious Studies A - 'Beliefs and Teachings'. It will, however, work with any specification including Sin. Target grade is 7-9. Ready to teach this lesson includes: - Full Lesson Plan - PowerPoint - Worksheets - Card sort

In this pair-working lesson students are challenged to understand the range and diversity of reasons for committing crime and how these can affect our the way we judge criminals. They also consider two contrasting teachings in Christianity and apply these to the same issue. The lesson was designed for use with the new AQA Religious Studies A - 'Reasons for Crime'. It will, however, work with any specification including Crime and Punishment. Target grade is 7-9. Ready to teach this lesson includes: - Full Lesson Plan - PowerPoint - Silent Debate Sheet

I love teaching these fundamentals of philosophical argument. The lesson goes through what is meant by: a priori knowledge a posteriori knowledge analytic statements synthetic statements deductive arguments inductive arguments I use a range of examples to explain and to test knowledge. Included also is a a brief run down of AO2 considerations: How do you defeat a deductive/ inductive argument? What is the difference between valid and sound reasoning?

Spice up your GCSE feedback with these spiffing cover sheets. I've broken down the mark scheme to make accurate feedback based on the assessment criteria a breeze. Just tick boxes and circle scores. On the reverse is a reflection task where students set targets. It also includes a swish multi-purpose thermometer for all sorts of miscellaneous measuring.

Spruce up your assessment feedback and reflection time. How to use: Step 1: Students fill in the topic, name and date then add targets from previous essay on the reverse side. Step 2: Write an essay, attach cover sheet and hand in. Step 3: Teacher circles mark on criteria. Highlight in green what has been done, pink what hasn’t. Step 4: Fill in teacher feedback on reverse. Step 5: Students complete reflection on cover sheet and choose three targets. Super-charge your DIRT by highlighting a paragraph that needs improving in line with your feedback before handing back. Ask students to redraft. Immediate progress!

A group work lesson with a puzzling task to understand Descartes' substance dualism. Designed for the NEW 2017 OCR Religious Studies A Level it will work with any course including mind body dualism. Students will understand Descartes' beliefs about mind and body. They will be able to present his arguments in favour of dualism and also evaluate his arguments. Ready to teach, lesson includes: Full lesson plan PowerPoint Resources Worksheet

In this lesson students will start to explore key Christian ideas about God's nature. They will learn about key qualities: Immanent, Transcendent, Omnipotent, Omnibenevolent, Omniscient, Omnipresent, Eternal, Oneness. They will learn identify teachings which support these beliefs. You will need to print and cut the card sort for use in pairs or groups of three. The lesson was designed for use with the new AQA Religious Studies A. It is, however, a mainstay of all exam boards and will work across the new specifications.

In this active and group working lesson students explore examples of scientific challenges to religion and evaluate the claim that science has removed the need for religion. They will come to an understanding of the unique offering made my both science and religion to our understanding of the world and be able to employ quotes from a range of key thinkers. The lesson was designed for use with the new AQA Religious Studies A - ‘Arguments against the existence of God’. It is, however, a mainstay of all exam boards and will work across the new specifications. Target grade is 7-9 though you can reduce the level of challenge my focussing on the easier sources. Included: - Lesson Plan - PowerPoint - Card sort - Scientific Discoveries - Quote cards for Science and Religion I have loved teaching this lesson and it has always led to very high level evaluative responses.

I use them sticking out around my board but they're a pretty adaptable lot...

Lesson designed to enable students to give arguments for and against and evaluate our duty to shelter refugees in the UK. The lesson is designed as a KS4 RE lesson though source content is not expressly religious in nature and therefore I believe the lesson could be employed in other subject areas. This lesson follows on from an introduction to Human Rights but if students don't have their own copy of the Universal Declaration of Human Rights, they will need to be provided with one to complete the starter if you choose to use it. The source material is taken from recent publications and is designed to allow for stretch and challenge at the top end. There are a large number of sources available and you may wish to choose to omit some based on time pressure and/or ability range of students, though they should be able to differentiate for themselves since the sources are designed to be traffic lighted using different colours of card. I hope you find it enables students to respond with evidence and justification to this relevant and engaging debate.

A selection of images on the topic of 'humans' or 'humanity'. I have used these images as stimulus for the assessment task in my KS3 SOW on human nature entitled 'What is a human?' Find it here: https://www.tes.com/teaching-resource/human-nature-what-is-a-person-complete-ks3-sow-and-resources-11068727

This is a tutor time activity we have used across all year groups. Students discussed the questions (choosing slides appropriate to the year group) and created a large collection of tiny torn pieces of red/blue paper. You can then arrange these into the shape of the union flag to display as a representation of your school's attitude to British values.

In this highly differentiated lesson, students will challenge themselves to work out the Ontological argument put forward by Anselm and the criticisms from Gaunilo. They will also be able to evaluate the criticism from Gaunilo. It's all ready for the NEW 2017 OCR Religious Studies A Level. The lesson has a focus on independent learning and student-led activities. Included are all of the resources, a powerpoint and a detailed lesson plan. Just add chocolate! Notes: The card sort runs over three pages and needs to be printed onto green, yellow and red card. The first page should be printed onto green, the second onto yellow and the third onto red. This means students can choose their level of challenge by the traffic light colours. Answer to the quiz: BCCABCACB

I use this sheet to organise a student's thinking and questions when they interview each other.

This follows on from my first A2 Compatibilism lesson on the features of Soft Determinist thinking and the form developed by Locke. With this foundation in place and with the appropriate language to hand, I ask students to analyse Hume and draw links between his language and the theory set out by Locke and the locked room thought experiment. This information is taken in part from the Stanford Encyclopaedia and reformatted to be more easily accessible. plato.stanford.edu/entries/hume-freewill/ If you're struggling, the answers I give to the three types of liberty are as follows: Liberty of Indifference: Being to choose against your will. Liberty of Spontaneity: Being able to carry out your will unconstrained. Hypothetical Liberty: Having a number of valid different options that you may or may not will to do and can do. The previous lesson is available for sale here: https://www.tes.com/teaching-resource/as-a2-compatibilism-soft-determinism-11124715

An introduction to compatibilism with a focus on the specific understanding put forward by Locke. The powerpoint offers key information for students' own note taking and I have included some guidance in the presenter notes for yourself. The resource includes a differentiated group interpretation sheet where students are tasked with examining quotes from about and from famous compatibilists including Locke, Hume and Hobbes in order to identify key features of compatibilist thought. Included is a 50 word grid for use with the plenary. I hope you find it helpful since it has taken me a long while to feel very comfortable teaching this area of the course! I have provided for free the follow-up reading on David Hume (which can be given as an independent reading task or done in lesson). It can be found by searching 'A2 Compatibilism' on the TES resources or by copying this URL into your address bar: https://www.tes.com/teaching-resource/a2-compatibilism-david-hume-reading-with-questions-11127076

BRAND NEW scheme of work which runs over 9-10 lessons on the topic of human nature, for use with KS3. Addresses questions of human nature, value, purpose and free will. Builds critical thinking, analysis and independent learning. Student-led and with rigorous AfL throughout. All resources of a wide variety for all lessons are included. Games, card sorts, learning grids, reading and much more. Complete SOW document included with lesson sequence, differentiation, key skills and suggested homework/continuation opportunities. Powerpoint for every lesson. This really is ready to go straight out of the box! Lessons include: 1. What makes you, you? Explore ideas of body and soul with your students and introduce them to dualist and materialist views. 2. How much is a person worth? Ask your students to make some tough decisions and pin down what gives life value. Compare and contrast these with philosophical and religious standpoints. 3. Are humans special? Consider what sets us apart from other creatures and address the question of our unique position and status. 4. What is the purpose of human life? Give your students an opportunity to reflect on their ideas of the good life and what gives life meaning. Compare these with others and consider the implications for us as people. Compare their views with philosophical and religious perspectives. 5. How free are human choices? Assessing the idea of free will and outline some constraints on freedom. 6. What does the future hold for humanity? Reflect on the modern world and our technological advancement and consider the ethics of memory manipulation, artificial intelligence and designer babies. 7. Creative assessment which runs over 3-4 lessons with planning and reflection. And finally, a massive thank you to the more than 150 of you who have purchased the SOW!

Used with A2 AQA Life, Death and Beyond though relevant to AS AQA Nature and Value of Human Life (and many others!) Examines Christian, Buddhist and Hindu teachings. Print the Card sort onto Green/Yellow/Red card as instructed at the end of the document. Print the Gapfill onto A3 double sided (one each). Print the Learning Grid onto A4 (one each). Lesson Plan: Starter- Students to organise the quotes however they like in pairs. Choosing their level of challenge based on the colour. Students are likely to sort from most positive to most negative. Main - Gapfill task in groups. Then groups to pull out key features of each religion's attitude to what a human is, completing the first column of the Learning Grid sheet. Plenary - Students to return to their pairs to make links between these ideas and the quotes in the card sort used as the starter.

***NOW INCLUDES KS3 CARDS as seen in the complete 'What is a person?' scheme of work.*** For use with teaching moral responsibility, free will, libertarianism and determinism. I have used the game with the AQA and OCR Religious Studies A2 , though it can be useful in a variety of situations. The game will encourage students to develop responses to the following questions: - What is free will? - How free are we? - What limits our freedoms? - What is necessary for a free choice? - How do culture, upbringing or genetics have an influence on our opinions of free will?