I'm Head of Department and AQA examiner for Religious Studies. I teach the AQA spec and provide tried and tested resources. I'm uploading resources all of the time; my newest collection is the #FUN LESSONS range which are engaging, exam focused, challenging and getting great results. Lessons are fully resourced and easy to follow with minimal printing. I hope you enjoy teaching them.
I'm Head of Department and AQA examiner for Religious Studies. I teach the AQA spec and provide tried and tested resources. I'm uploading resources all of the time; my newest collection is the #FUN LESSONS range which are engaging, exam focused, challenging and getting great results. Lessons are fully resourced and easy to follow with minimal printing. I hope you enjoy teaching them.
**Critically compare the via negativa with symbolic language as ways of expressing religious beliefs in words. ** Grade A model answer.
A complete answer to the above 40 mark question.
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
OCR. A LEVEL. PHILOSOPHY OF RELIGION: RELIGIOUS LANGUAGE & 20TH CENTURY RELIGIOUS LANGUAGE. #FUN-LESSONS. A concise and easy to follow FUN lesson to recap and master content. Students should be learning without realising it!
GAMES INCLUDE:
Knowledge Audit (to reveal gaps in knowledge and show progress)
Articulate (for key term mastery)
Guess who – match the quote to the source and explain what it means
Prepare and present multiple views on a variety of 40 mk statement
Pub quiz (without the beer!) and peer assessment
I hope you enjoy teaching this lesson. Your feedback is most welcome.
AQA. THEME C. KNOWLEDGE OF GOD’S EXISTENCE #FUN LESSONS CONTAINS 8 LESSONS INC. REVISION PLUS SCHEME OF LEARNING + GLOSSARY + QUOTE BANK FOR BOOKS. Everything you need, fully resourced to deliver the GCSE syllabus. It is based on the** spiral **model; there is plenty of recap, challenge, mastery & assessment throughout.
Lessons are resource light (minimal printing), concise and easy to follow and suitable for specialists and non-specialists. Date on slide updates automatically.
**Scheme of learning **provides minute detail of: Learning objective/Task details/Differentiation/Assessment (proof of learning) and Homework (research/recap rotation)
The main religion studied is Christianity and there is a separate lesson on Islam/Buddhism/Atheism.
Lessons:
Design argument + evaluation
First cause argument + evaluation
Argument from miracles + evaluation
General revelation + evaluation
Special revelation + evaluation
Knowledge of the divine in Islam Buddhism and atheism + evaluation
Revision lesson 1 - fun and games to recall content.
Revision lesson 2 - Become an expert in all types of AQA RS questions
I hope you enjoy teaching this pack. Your feedback is most welcome.
Theme C. Knowledge of God’s Existence. AQA. A 1-sided sheet of quotes from Christianity and Islam Holy Books to glue in books. This resource along with SOL and glossary is free with (and complements) the Theme C #FUN LESSONS PACK (found in my shop - link below)
https://www.tes.com/teaching-resource/theme-c-pack-12470112
AQA Theme C: Knowledge of God’s Existence. 1 sheet of key terms & definitions for this topic that can be glued in book.
This resource + scheme of learning + sheet of scripture quotes is free when bought with the Theme C #FUN LESSONS pack available in my shop at the link below.
https://www.tes.com/teaching-resource/theme-c-pack-12470112
Theme C. Knowledge of God’s Existence. Scheme of learning provides minute details of: Learning objective/Task details/Differentiation/Assessment (proof of learning) and Homework (research/recap rotation)
This SOL incorporates all content for the GCSE syllabus. It is based on the spiral model so there is plenty of recap throughout as well as challenge, mastery and ongoing assessment.
This SOL corresponds to the bundle: Theme C #FUN LESSONS@ https://www.tes.com/teaching-resource/theme-c-pack-12470112
The main religion studied is Christianity and there is a separate lesson on Islam/Buddhism/Atheism.
Lessons:
Design argument + evaluation
First cause argument + evaluation
Argument from miracles + evaluation
General revelation + evaluation
Special revelation + evaluation
Knowledge of the divine in Islam Buddhism and atheism + evaluation
Revision lesson 1 - fun and games to recall content.
Revision lesson 2 - Become an expert in all types of AQA RS questions
I hope you enjoy delivering this SOL. Your feedback is most welcome.
OCR A LEVEL RELIGIOUS STUDIES: PERSON OF JESUS
A GRADE MODEL ANSWER: Jesus was merely a political liberator. Discuss
This answer meets success criteria:
Breadth and Depth drawing (scholars)
Numerous synoptic links
Sources of authority (Bible)
Evaluation throughout
Thesis and Conclusion
**This essay is aimed to offer clarity on a complex topic. **
**TASK IDEAS **
Students could highlight the above criteria in the answer. Discuss how it meets the success criteria and if it could be improved. They could then copy the highlighted criteria to form an essay plan; take away the model answer and they form their own answer based on the plan.
OCR A LEVEL RELIGIOUS STUDIES: ANCIENT PHILOSOPHICAL INFLUENCES
A GRADE MODEL ANSWER: Critically discuss Plato’s realm of the forms (understanding of ultimate reality)
This answer meets success criteria:
Breadth and Depth drawing (scholars)
Numerous synoptic links
Sources of authority (Bible)
Evaluation throughout
Thesis and Conclusion
This essay is aimed to offer clarity on a complex topic and to demonstrate success criteria for an A grade
TASK IDEAS
Students could highlight the above criteria in the answer. Discuss how it meets the success criteria and if it could be improved. They could then copy the highlighted criteria to form an essay plan; take away the model answer and they form their own answer based on the plan.
PROPHET MUHAMMAD - LIFE, DEATH & LEGACY # FUN LESSONS.
To introduce Islam through the life and legacy of the ‘Seal of the Prophets’
Lots of engaging activities for students to be able to:
Explain the key events in the life of Prophet Muhammad
Explain his teachings
Explin Why he is important in Islam
Explain the diversity of believers in Islam
Explain why the imamate is important and Shia Islam
BECOME AN EXPERT IN ALL TYPES OF EXAM QUESTIONS. #FUN LESSONS
This is revision lesson 2 of the Bundle: Theme C # Fun Lessons
This lesson focuses on how to get top marks in each type of question worth marks: 1,2,4,5,12
By the end of the lesson students will be able to:
Know what each type of question is asking them to do
Understand ALL command words of the various types of questions including references to British contemporary society, religious traditions etc.
Spot common misconceptions and reasons students might not achieve full marks
Explain the success criteria for each question type
Practice each type of question - timers included
Peer Assess using success criteria
Fun and Games Revision lesson #FUN LESSONS. A concise and easy to follow, fun lesson. Students should be learning without realising it!
Date on slide updates automatically / Resource light / Easy to follow & Suitable for non-specialists
Students will be able to (with reference to source of authority):
• Engage in lots of fun game to revise for end of topic assessment/exam.
• Prepare and present multiple views on a variety of statements with a strong religious reference.
ACTIVITIES INCLUDE: (FULLY RESOURCE)
• Knowledge audit starter and end task (to reveal gaps in knowledge and show progress)
• Articulate game (key terms)
• Quotes master game (matching)
• Presentation game: students are required to give reasons for and against variety of 12-mark statements and include a strong religious reference
• Pub quiz (without the beer!) and peer assessment
PLUS HOME LEARNING TASK WITH PAST EXAM QUESTIONS
I hope you enjoy teaching this lesson. Your feedback is most welcome.
KNOWLEDGE OF GOD: ISLAM, BUDDHISM & ATHEISM #FUN LESSONS
A fun and engaging lesson with a variety of tasks, multi-media and games to stimulate learning. It is ‘MASTERY’ ‘and EXAM SKILLS focused.
• Resource light, concise and easy to follow. Date on slide updates automatically
• Suitable for specialists and non-specialists.
Emphasis on exam skills: Assessment and extra challenges throughout.
STUDENTS WILL BE ABLE TO (WITH REFERENCE TO SOURCE OF AUTHORITY):
Explain Islam views about natural revelation.
Explain Islam responses to the problem of evil and arguments from science.
Explain Islam views about General revelation: scripture.
Explain Islam beliefs about Special revelation and how these contrast with Christianity.
Explain Buddhist beliefs about Knowledge of Ultimate Reality: Enlightenment
Explain atheist beliefs about all types of general and special revelation.
I hope you enjoy teaching this lesson. Your feedback is most welcome.
THEME C: EXISTENCE OF GOD: SPECIAL REVELATION & EVALUATION. #FUN LESSONS. A fun and engaging lesson with a variety of tasks, multi-media and games to stimulate learning. It is ‘MASTERY’ ‘and EXAM SKILLS focused.
• Resource light, concise and easy to follow. Date on slide updates automatically
• Suitable for specialists and non-specialists.
Emphasis on exam skills: Assessment and extra challenges throughout.
STUDENTS WILL BE ABLE TO (WITH REFERENCE TO SOURCE OF AUTHORITY):
Explain 2 examples of Special Revelation and:
• How each might prove the existence of God/Holy figures
• What each might reveal about the Nature of God/Holy figures
• Why these might be a reliable source of knowledge of the divine
• Why these might not be a reliable source of knowledge of the divine
Answer 12 mk question: Special Revelations are the best source of knowledge about God. Evaluate
I hope you enjoy teaching this lesson. Your feedback is most welcome.
EXISTENCE OF GOD: GENERAL REVELATION & EVALUATION #FUN LESSON
A fun and engaging lesson with a variety of tasks, multi-media and games to stimulate learning. It is ‘MASTERY’ ‘and EXAM SKILLS focused.
• Resource light, concise and easy to follow. Date on slide updates automatically
• Suitable for specialists and non-specialists.
Emphasis on exam skills: Assessment and extra challenges throughout.
STUDENTS WILL BE ABLE TO (WITH REFERENCE TO SOURCE OF AUTHORITY):
Explain 4 kinds of General Revelation and:
a. How each might prove the existence of God
b. What each might reveal about the Nature of God
c. Strengths and weaknesses
Answer 12 mk question: General revelation is a reliable source of knowledge of the divine (God). Evaluate.
I hope you enjoy teaching this lesson. Your feedback is most welcome.
THE EXISTENCE OF GOD: ARGUMENT FROM MIRACLES & EVALUATION # FUN LESSONS. A fun and engaging lesson with a variety of tasks, multi-media and games to stimulate learning. It is ‘MASTERY’ ‘and EXAM SKILLS focused.
• Resource light, concise and easy to follow. Date on slide updates automatically
• Suitable for specialists and non-specialists.
Emphasis on exam skills: Assessment and extra challenges throughout.
STUDENTS WILL BE ABLE TO (WITH REFERENCE TO SOURCE OF AUTHORITY):
Explain literal, metaphorical, and natural interpretations of miracles which application to Biblical miracles.
Explain what miracles might show about the nature of God.
Evaluate: 3 criticisms: favouritism, Hume, Natural explanations + Give counter arguments
I hope you enjoy teaching this lesson. Your feedback is most welcome.
THEME C (THE EXISTENCE OF GOD): FIRST CAUSE ARGUMENT
& EVALUATION #FUN LESSONS. A fun and engaging lesson with a variety of tasks, multi-media and games to stimulate learning. It is ‘MASTERY’ ‘and EXAM SKILLS focused.
• Resource light, concise and easy to follow. Date on slide updates automatically
• Suitable for specialists and non-specialists.
Emphasis on exam skills: Assessment and extra challenges throughout.
STUDENTS WILL BE ABLE TO (WITH REFERENCE TO SOURCE OF AUTHORITY):
Explain Aquinas’s First Cause argument for the existence of God.
Evaluate whether the First Cause argument successfully proves the existence of God.
I hope you enjoy teaching this lesson. Your feedback is most welcome.
AQA THEME C ( EXISTENCE OF GOD): DESIGN ARGUMENT & EVALUATION #FUN LESSONS. A fun and engaging lesson with a variety of tasks, multi-media and games to stimulate learning. It is ‘MASTERY’ ‘and EXAM SKILLS focused.
• Resource light, concise and easy to follow. Date on slide updates automatically
• Suitable for specialists and non-specialists.
Emphasis on exam skills: Assessment and extra challenges throughout.
STUDENTS WILL BE ABLE TO (WITH REFERENCE TO SOURCE OF AUTHORITY):
Identify key features of the Design Argument drawing on the philosophy of Paley and examples from the natural world
Link the design argument to scripture: Bible and Quran
Evaluate and give counter arguments with reference to science and theodicies.
Write a strong conclusion on the effectiveness of the argument.
I hope you enjoy teaching this lesson. Your feedback is most welcome.
MODEL ANSWER TO QUESTION: Religious language is best understood cognitively. Discuss. This is A Grade answer meets the following success critiera:
Breadth and Depth drawing on scholars: Ayer, Flew, Plantinga, Alston, Bultmann and Hick
Numerous synoptic links
Sources of authority (Bible)
Evaluation throughout
Thesis and Conclusion
**This essay is aimed to offer clarity on a complex topic. **
**TASK IDEAS **
Students could highlight the above criteria in the answer. Discuss how it meets the success criteria and if it could be improved. They could then copy the highlighted criteria to form an essay plan; take away the model answer and they form their own answer based on the plan.
