EVIL AND SUFFERING & EVALUATION. AQA RS THEME C: ARGUMENTS AGAINST EXISTENCE OF GOD. Concise, comprehensive. ‘MASTERY’ and exam-focused lesson. Resource light – one resource to print (information sheet). Easy to follow & Suitable for non-specialists (notes on slides) Date on slide updates automatically. SUITABLE FOR DELIVERING: AQA RS Theme C: The First Cause Argument and evaluation Students will be able to (with reference to source of authority): • The presence of evil and suffering in the world prove that an omnipotent and omnibenevolent God does not exist. Evaluate. Activities include: Recap starter, reading and question task, debate, ‘depth and mastery’ (partnered discussion) ‘Skills mastery’, model answer analysis, exam question with peer assessment & student friendly success criteria. I hope you enjoy teaching this lesson. Your feedback is most welcome.

FIRST CAUSE ARGUMENT AND EVALUATION. AQA RS THEME C. Concise, comprehensive. ‘MASTERY’ and exam-focused lesson. Resource light Easy to follow (with notes) . Date on slide updates automatically SUITABLE FOR DELIVERING: AQA RS Theme C: The First Cause Argument and evaluation Students will be able to (with reference to source of authority): • Evaluate the claim that The First Cause argument successfully proves that existence of God Activities include: Recap starter, reading and question task, debate, ‘depth and mastery’ (partnered discussion) ‘Skills mastery’, model answer analysis, exam question with peer assessment & student friendly success criteria. I hope you enjoy teaching this lesson. Your feedback is most welcome.

SCIENCE AND GOD. AQA RS THEME C: ARGUMENTS FROM SCIENCE AGAINST THE EXISTENCE OF GOD. Concise, comprehensive. ‘MASTERY’ and exam-focused lesson. Resource light – one resource to print (information sheet). Easy to follow & Suitable for non-specialists (notes on slides). Date on slide updates automatically SUITABLE FOR DELIVERING: AQA RS Theme C: Arguments from Science against the existence of God Students will be able to (with reference to source of authority): • Evaluate whether belief in science and God are compatible Activities include: Recap starter, reading and question task, debate, ‘depth and mastery’ (partnered discussion) ‘Skills mastery’, model answer analysis, exam question with peer assessment & student friendly success criteria. I hope you enjoy teaching this lesson. Your feedback is most welcome.

Concise and easy to follow, ‘MASTERY’ and EXAM SKILLS focused lesson. Students will learn the GCSE content plus dip into some relevant A Level material. There will be an emphasis (and modelling) of key skills needed in 12 mk questions. Date on slide updates automatically Resource light Easy to follow & Suitable for non-specialists SUITABLE FOR DELIVERING: AQA RS CHRISTIAN BELIEFS: Nature of God Students will be able to (with reference to source of authority): • Explain Christian beliefs about the nature of God • Evaluate the extent to which these are philosophically problematic (evidential and logical problem of evil plus A LEVEL omnipotence paradox) Activities include: Customisable recap do-now starter, a variety of tasks to learn: varieties of problem of evil plus theodicies, maximal/total power. Augustine, Swinburne and Descartes. Video, Key term and quote matching, extra challenge activities, Discussion and debate. Writing task that focuses on essay intro and strong religious reference with modelling. I hope you enjoy teaching this lesson. Your feedback is most welcome.

Creation of the World and Life - Different Christian + scientific views. CHRISTIAN BELIEFS/AQA/#FUN LESSONS. Concise and easy to follow, ‘MASTERY’ and EXAM SKILLS focused lesson. Students will learn the GCSE content plus be challenged by dipping into some relevant A Level material. There will be an emphasis (and modelling) of key skills needed in evaluation questions. Frequent mini plenary’s for assessment. Date on slide updates automatically / Resource light / Easy to follow & Suitable for non-specialists SUITABLE FOR DELIVERING: Creation of the World and Life – Christian and scientific views Students will be able to (with reference to source of authority): • Explain a variety of Christian and scientific beliefs about the creation of the world and life • Evaluate whether the world and life have a creator. Activities include: Customisable recap do-now starter, a variety of tasks to learn: Fundamentalist, liberal and mythical interpretation of Bible, Differences between Genesis 1 and 2, to what extent is Genesis compatible with the evolution theory, A Level Stretch: Calvin’s -Sensus Divinitus links to Christian belief that man was created in God’s image, Materialists and substance dualists. Working on key skill of development with model answer, writing task and peer assessment. Key term bingo. I hope you enjoy teaching this lesson. Your feedback is most welcome.

INTRO LESSON FOR SOUL MIND & BODY OCR A LEVEL RS. #FUN LESSON An accessible, discursive & engaging introduction to this fascinating topic. Students will learn without realising it. They will be able to: Explain the difference between numerical and qualitative identity Reflect on what makes you ‘you’ Explain the difference between a substance dualist and a materialist

INTRO LESSON FOR SOUL MIND & BODY OCR A LEVEL RS. #FUN LESSON An accessible, discursive & engaging introduction to this fascinating topic. Students will learn without realising it. They will be able to: Explain the difference between numerical and qualitative identity Reflect on what makes you ‘you’ Explain the difference between a substance dualist and a materialist

DESIGN ARGUMENT & CRITICISMS. AQA RS Theme C. Concise, comprehensive. ‘MASTERY’ and exam-focused. Date on slide updates automatically. **Resource light **. Easy to follow (with notes) SUITABLE FOR DELIVERING: AQA RS Theme C: The design Argument and criticisms Students will be able to (with reference to source of authority): • Evaluate the claim that an omnibenevolent and omnipotent God designed this world. Activities include: Recap starter, reading and question task, debate, ‘depth and mastery’ (partnered discussion) ‘Skills mastery’, model answer analysis, exam question with peer assessment & student friendly success criteria. I hope you enjoy teaching this lesson. Your feedback is most welcome.

READY TO TEACH: Resource free (no printing required) Easy to follow (non-specialist friendly) Date on slide updates automatically. Concise, comprehensive and challenging lesson. SUITABLE FOR DELIVERING: EDEXCEL/AQA/KS3 RELIGIOUS STUDIES: THE PROBLEM OF EVIL Students will be able to (with reference to source of authority): ALL: list examples of moral evil and natural evil MOST: Explain the problem of evil using key terms omnipotence and omnibenevolence SOME: Describe one solution to the problem of evil Activities include: Recap starter, mastery through structured partnered discussion, videos to enrich learning, mini-plenaries to assess learning, debate and writing tasks with writing frames. I hope you enjoy teaching this lesson. Your feedback is most welcome.

DESCARTES SUBSTANCE DUALISM: METHOD OF DOUBT #FUN LESSONS. OCR RS SOUL, MIND & BODY. Concise, easy to follow and comprehensive, ‘MASTERY’ and exam-focused lesson. RESOURCE FREE SUITABLE FOR DELIVERING: A LEVEL: SOUL, MIND AND BODY CAN BE ADAPTED FOR VARIOUS EXAM BOARDS Students will be able to (with reference to source of authority): EXPLAIN DESCARTES METHODOLOGY EXPLAIN 2 PROOFS OF DESCARTES SUBSTANCE DUALISM Activities include: Customisable recap starter (just add two questions). Tasks to link to prior learning. Key term test and self assessment. Engage in a thought experiment (following video clip) describe the experiment and explain its conclusion. Interpret sources of authority, Explain the properties of matter and mind. Frequent mini-plenaries. Culminating in a written A01 question: Explain Descartes method and his two proofs of Substance Dualism using every term in the word bank , Include a quote (and interpretation) and check you have met each of the A01 success criteria. Model answer & student friendly success criteria provided. Peer assessment. No hands up questioning - questions provided. I hope you enjoy teaching this lesson. Your feedback is most welcome.

Concise, easy to follow and comprehensive, ‘MASTERY’ and exam-focused lesson. Date on slide updates automatically RESOURCE FREE SUITABLE FOR DELIVERING: A LEVEL: SOUL, MIND AND BODY CAN BE ADAPTED FOR VARIOUS EXAM BOARDS Students will be able to (with reference to source of authority): EXPLAIN CHRISTIANITY CONCEPT OF THE SOUL EXPLAIN THE CONCEPT OF AN ENDURING SELF EXPLAIN PLATO’S SUBSTANCE DUALISM AND SIMILARITIES/DIFFERENCES TO CHRISTIANITY Activities include: Customisable recap starter (just add two questions). Tasks to link to prior learning, tasks to reflect on the concept of an enduring self based on students own experience, reading and writing tasks, frequent mini-plenaries and self assessment. Quote interpretation activities. Culminating in a written activity, model answer & student friendly success criteria provided. I hope you enjoy teaching this lesson. Your feedback is most welcome.

PLATO’S SUBSTANCE DUALISM & VIEW OF THE SOUL + EVALUATION #FUN LESSONS. OCR - SOUL, MIND AND BODY. Concise, easy to follow and comprehensive, ‘MASTERY’ and exam-focused lesson. MINIMAL PRINTING SUITABLE FOR DELIVERING: A LEVEL: SOUL, MIND AND BODY CAN BE ADAPTED FOR VARIOUS EXAM BOARDS Students will be able to (with reference to source of authority): Explain strengths and weaknesses of Plato’s substance dualism *Answer 40 mk exam question: Evaluate whether Plato’s belief in a separate body and soul is convincing. Activities include: Customisable recap starter (just add two questions). Tasks to link to prior learning. Analysis of Plato’s main claims with paired discussion on strengths and weaknesses, frequent mini-plenaries, reading and writing tasks. Analysis of model answer with success criteria provided. Culminating in a written 40 mk question activity, model answer & student friendly success criteria provided. I hope you enjoy teaching this lesson. Your feedback is most welcome.

WRITING ARGUMENTS. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. 2 X SINGLE LESSONS Pedagogy Focus: • Check understanding and address misconceptions throughout • Reduce cognitive overload • Exam skills: Development and justification, strong religious reference and conclusions. No printing. Concise and easy to follow. Date on slide updates automatically. Customisable Do Now task. The statement in lesson two is about the Shahada but this can easily be replaced with a statement from any topic. STUDENTS WILL BE ABLE TO: To construct an argument : Skill focus: Development, multiple views, strong religious reference and conclusions I hope you enjoy teaching this lesson. Your feedback is welcome.

OCR 20th c Religious Language: Falsification Symposium (Flew, Hare, Mitchell) + Plantinga and Alston. #FUN LESSONS. Concise, comprehensive, easy to follow ‘MASTERY’ and exam-focused lesson. Date on slide updates automatically. Can be delivered over approx. **250 minutes ** RESOURCE FREE– NO PRINTING SUITABLE FOR DELIVERING: A LEVEL RS – Religious Language: Falsification Symposium (Flew, Hare, Mitchell) + Plantinga and Alston Students will be able to (with reference to 5 sources of authority): • Explain and illustrate (using parables) the falsification principle • Explain and illustrate (using parables) criticisms of the falsification principle from the Symposium as well as two post-symposium philosophers • Evaluate whether the falsification Principle presents a challenge to religious belief. (Essay plan, write and peer assess) Activities include: Recap starter. For each philosopher: a short reading and application task with ‘depth and mastery’ (partnered discussion) followed by a mini-plenary writing task (with success criteria and hints for LA). Structured debate (role play), essay planning and 40 mk evaluation question (success criteria to support) Peer assessment and DIT with reference to success criteria. I hope you enjoy teaching this lesson. Your feedback is most welcome.