No frills learning notes (used as alternative to text book/revision guide) for students. Covers the whole of the Christianity: beliefs, teachings and practices component.

In note form, a response to an essay question concerning the issues of sexual moral freedom and consent. Responds to an A2 essay question set for the AQA specification: Religion and Ethics, unit 3 - sexual ethics and human relationships.

<p>I get my students to complete this essay, which I then mark.<br /> I then go through feedback and analyse this example essay to consolidate.<br /> Could also get students to mark this essay, highlight where marking criteria at the different levels can be found…</p>

<p>‘Aquinas’ Teleological Argument is no longer convincing.’ Evaluate this claim.<br /> I ask the students to do the following:<br /> 1- Give a title to each paragraph to help identify the key theme and overall structure.<br /> 2 - Look at the paragraph you’ve been given - what key skills and demands are on display? What is lacking? (some are better than others - give yours a score 1-10).<br /> 3 - Change your paragraph to give it more impact - this may include: changing the phrasing; adding/taking away detail; strengthening the claims made; emphasising key points; making and emphasising links; increasing the scholarly/academic content; anything else you can think of.</p>

<p>Assess the effectiveness of the Teleological Argument in proving the existence of God.<br /> Full essay with a number of mistakes for students to circle and correct.</p>

<p>‘The teleological argument is unconvincing’.<br /> Example essay for students to analyse.</p>

<p>‘Kant’s deontology provides the most helpful approach to business ethics.’ Discuss.<br /> Plan followed by full essay. Designed for discussion / analysis.</p>

<p>‘Secularism does not pose a threat to Christianity.’ Discuss<br /> Essay ideas set out on powerpoint. For feedback having had students attempt the essay, or to help them prepare to write the essay.</p>

<p>I find this resource works really well in supporting revision, helping students to frame the philosophy course and bring out a strong understanding from the starting point of scholars. It makes them much more familiar with quotations/scholarly contributions, and gets them to build their understanding of the points being made, along with their significance and strength.<br /> I get students to name the scholar / likely source and then link to a topic (they are actually arranged in order) and explain the quotation or how it would be applied within the topic.<br /> I will then reinforce the establishment of these quotations in their memory through repeating the naming exercise at various points with some competitive / against-the-clock elements.<br /> 80 quotations are set out in this resource. Most are genuine, a few are made-up, serving as summaries of ideas. They are not the main basics which all should know anyway, but they are great extras to have which get to the heart of the lines of thought within topics.<br /> I include one version with no names, and one with the names given.</p>

<p>Discuss the claim that Christians should not show preference to the poor and oppressed.<br /> Essay ideas set out on powerpoint. For discussion, with students having already completed the essay or to help students prepare to write the essay.</p>

No frills learning notes (used as alternative to text book/revision guide) for students and parents. Covers the vast majority of the Religion, philosophy and ethics in the modern world from a Christian perspective component (missing the Dialogue theme - I don't believe this is particularly commensurate with the learning-note style). Also includes example exam questions sorted into topic areas.

<p>Set in PPT form. Used as exemplar material given to students after they have written the essay and received marks as part of formative feedback.</p>

1st year A Level, Philosophy of Religion. <br /> I give the example question to the students, they write the essay in timed conditions. I then provide them with the powerpoint doc to take them through one good way of responding / what the examiners are expecting...<br /> Could also work well the other way round, to give them a guide / structure which they can use to support them in writing the essay in full. <br /> The questions is:<br /> 'Plato’s analogy of the cave doesn’t teach us anything about reality.’Discuss this claim

Key features (titles) of Kant's ethical theory with accompanying explanations. Needs printing, cutting out and then matching one to the other by the students. In a review context, covers the whole theory for me.

Revision crossword

<p>Essay question and answer (with tasks) set for students studying OCR A Level RS.<br /> Topic - person of Jesus Christ.<br /> Essay title: ‘Jesus’ role was just to liberate the poor and weak against oppression’. Discuss.<br /> Designed to reinforce learning and further understanding of effective essay writing and structure, in response to assessment criteria.</p>

Designed for the new OCR Religious Studies linear A Level. Example question and exemplar answer with set tasks.

Designed for the new OCR 9-1 GCSE course.

For the 9-1 OCR GCSE.

Asks students to identify argument and counter-argument.