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.
JUDAISM INTRODUCTION. FUN AND ENGAGING LESSON WITH A VARIETY OF TASKS, MULTI-MEDIA AND GAMES TO STIMULATE LEARNING THE CORE BELIEFS OF JUDAISM THROUGH A STUDY OF ITS FESTIVALS.
CHALLENGING, MASTERY AND EXAM SKILLS FOCUSED.
SUITABLE FOR SPECIALISTS AND NON-SPECIALISTS.
• Emphasis on exam skills: Modelling, Assessment and extra challenges throughout.
• Minimal printing, concise and easy to follow. Date on slide updates automatically
STUDENTS WILL BE ABLE TO (WITH REFERENCE TO THE TORAH
Describe core beliefs of Judaism.
Describe 3 festivals in Judaism
Explain why Yom Kippur is the most holy festival
I hope you enjoy teaching this lesson. Your feedback is most welcome.
EXEMPLARY ANSWER. OCR A LEVEL RELIGIOUS STUDIES: KNOWLEDGE OF GOD (DCT) A GRADE MODEL ANSWER: TO WHAT EXTENT CAN GOD BE KNOWN THROUGH THE NATURAL WORLD? DISCUSS. 40 MKS
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.
ENVIRONMENTAL ORGANISATIONS: CHRISTIAN (A ROCHA) AND SECULAR (WWF) RESPONSE TO DEFORESTATION. KS3 RELIGION AND THE ENVIRONMENT. FUN AND ENGAGING LESSON. VARIETY OF TASKS, MULTI-MEDIA AND GAMES TO STIMULATE LEARNING. CHALLENGING, MASTERY AND EXAM SKILLS FOCUSED.
• Assessment and extra challenges throughout.
• No printing, concise and easy to follow. Date on slide updates automatically
STUDENTS WILL BE ABLE TO (WITH REFERENCE TO GENESIS):
Explain the impact of deforestation on the environment
Explain the meaning of sustainable agriculture
Explain how and why religious and secular environmental groups respond to deforestation.
I hope you enjoy teaching this lesson. Your feedback is most welcome.
SEXUAL ETHICS: CHRISTIANITY. LESSON 1 OF OCR A2 SEXUAL ETHICS. 100 MINUTE LESSON. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. CHALLENGE AND MASTERY FOCUSED.
• Assessment (planned no hands up questioning) and extra challenges throughout.
• Minimal printing, concise and easy to follow. Date on slide updates automatically
STUDENTS WILL BE ABLE TO:
Explain contrasting Christian views on types of sexual relationships with reference to sources of authority.
Evaluate whether the Bible is a reliable source of authority on sexual relationships.
I hope you enjoy teaching this lesson. Your feedback is most welcome.
EVALUATING BONHOEFFER’S THEOLOGY. CHRISTIAN MORAL ACTION. OCR DCT. #FUN LESSONS. 100 MINUTES. FUN AND ENGAGING MULTI-MEDIA LESSON WITH A VARIETY OF TASKS AND GAMES TO STIMULATE LEARNING. CHALLENGE AND MASTERY FOCUSED.
• Aimed to offer clarity on a complex topic
• Customisable recap ‘do now’ task
• Emphasis on Exam Skills: A01 AND A02
• Synoptic links
• Scholar quotes
• Sources of Wisdom
• Assessment and extra challenges throughout.
• Minimal printing, concise and easy to follow. Date on slide updates automatically
• Information provided (not dependent on a textbook)
STUDENTS WILL BE ABLE TO: Evaluate each part of Bonhoeffer’s theology and collectively produce a set of mark schemes for all past exam questions which can be shared for revision purposes.
This is the 3rd and final lesson on Christian Moral Action. All 3 lessons are available to purchase as a bundle in my shop.
I hope you enjoy teaching this lesson. Your feedback is most welcome.
CHRISTIAN PRACTICES REVISION IDEAL FOR END OF YEAR REVISION
AIM: create effective flash cards recall key terms and points for 5mk & 12 mk Q’s
HOW: students work independently starting with a gap identifier task and proceeding to create flash cards for 5 and 12mk questions to fill gaps and aid future recall.
DIFFERENTIATION:
GRADES U-4 Quotes optional.
7+ Write 12 mk answers in book inc. fully developed points, conclusion, and min. 4 quotes
RESOURCES INCLUDED:
• Instruction slides with modelling of flash cards.
• key terms and definitions
• 5mk and 12 mk questions and mark schemes
• Christian Practices quotes
YOU WILL NEED TO PROVIDE:
• Either flash cards OR if on low budget A4 paper cut in half to create two cards
• Envelopes/wallets for them to keep cards organised.
TEN OBLIGATORY ACTS. ISLAM PRACTICES. AQA. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. 50 MIN LESSON
STUDENTS WILL BE ABLE TO:
Explain the Ten Obligations of Shia Islam with reference to scripture
PEDAGOGY FEATURES:
• Customisable Do Now
• Whole Class assessment
• Check understanding and address misconceptions throughout
• Reduce cognitive overload
• I do, we do, you do
• Exam skills: Strong religious reference and development
• Extra Challenges
PRIOR LEARNING: FIVE PILLARS, ALMS GIVING, JIHAD
Minimal printing. Concise and easy to follow. Date on slide updates automatically.
I hope you enjoy teaching this lesson.
Your feedback is welcome.
Concise, comprehensive. ‘MASTERY’ and exam-focused lesson.
Date on slide updates automatically
Resource light – one resource to print (information sheet)
Easy to follow & Suitable for non-specialists (notes on slides)
SUITABLE FOR DELIVERING:
AQA RS Theme C: Arguments from Miracles – Do they prove God exists?
Students will be able to (with reference to source of authority):
• Evaluate whether miracles prove the 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.
Concise, comprehensive. ‘MASTERY’ and exam-focused lesson.
Date on slide updates automatically
Resource light
Easy to follow & Suitable for non-specialists (notes on slides)
SUITABLE FOR DELIVERING:
AQA RS ISLAM PRACTICES: Shahada and Salah (first two pillars)
Students will be able to (with reference to source of authority):
• Explain two rituals of Salah
• Evaluate which is most important Salah or Shahada
Activities include:
Recap starter, reading and question task, ‘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, comprehensive. ‘MASTERY’ and exam-focused lesson.
Date on slide updates automatically
Resource light
Easy to follow & Suitable for non-specialists (notes on slides)
SUITABLE FOR DELIVERING:
AQA RS HUMAN RIGHTS: Human Rights UDHR, responsibilities, violations Christianity
Students will be able to (with reference to source of authority):
• Define Human rights
• Describe origin of Universal Declaration of Human Rights
• Explain how rights link with responsibilities
• Explain how they link with Christian beliefs
discussion of the Charlie Hebdo case and responsibility of freedom of speech
• Evaluate the statement: People have the right to say what they think
Activities include:
Recap starter, reading and question task, ‘depth and mastery’ (partnered discussion), debate, ‘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, comprehensive. ‘MASTERY’ and exam-focused lesson.
Date on slide updates automatically
Resource light
Easy to follow & Suitable for non-specialists (notes on slides)
SUITABLE FOR DELIVERING:
AQA RS HUMAN RIGHTS: SOCIAL JUSTICE (Christianity and Islam)
Students will be able to (with reference to source of authority):
• Define Social Justice
• Give evidence and statistics of social injustice
• Link social injustice to human rights
• How beliefs about social injustice influences believers
• Evaluate the statement: Religious believers have more of a duty to combat social injustice
Activities include:
Recap starter, reading and question task, ‘depth and mastery’ (partnered discussion), debate, ‘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, easy to follow and comprehensive, ‘MASTERY’ and exam-focused lesson.
Date on slide updates automatically
Resource light
Easy to follow & Suitable for non-specialists (notes on slides)
SUITABLE FOR DELIVERING:
AQA RS HUMAN RIGTHS: Freedom of Religion (Christianity and Islam)
Students will be able to (with reference to source of authority):
• Define freedom of religion
• Give examples of religious expression
• Explain contrasting religious teachings on freedom of religion
• Everyone should have freedom of religion in British society. Evaluate (refer to the main religion of Great Britain)
Activities include:
Customisable recap starter (just add two questions), reading and question task, mini-plenary quiz with ‘stretch and challenge’ questions, ‘depth and mastery’ (partnered discussion), debate, ‘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, easy to follow and comprehensive, ‘MASTERY’ and **exam-focused lesson. **
Date on slide updates automatically
**Resource light **
Easy to follow & Suitable for non-specialists (notes on slides)
SUITABLE FOR DELIVERING:
AQA RS ISLAM PRACTICES: HAJJ – What? Who, Where, When, Why and How?
Students will be able to (with reference to source of authority):
• Describe the events of Hajj
• Explain the importance of Hajj
• Evaluate whether Hajj is the most important of the five pillars
Activities include:
Customisable recap starter (just add two questions), reading and question task, mini-plenary quiz with ‘stretch and challenge’ questions, ‘depth and mastery’ (partnered discussion), debate, ‘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.
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.
‘Prayer -Christian Practices’ #FUN LESSONS. Engages students with the use of a range of popular culture media. It is a ‘MASTERY’ ‘and EXAM SKILLS focused lesson that is concise and easy to follow making it suitable for specialists and non-specialists alike.
There is an emphasis (and modelling) of key skills needed in exam questions and mini plenary’s and extra challenges throughout.
Date on slide updates automatically / Resource light / Easy to follow & Suitable for non-specialists
SUITABLE FOR DELIVERING:
Prayer – Christian Practices
Students will be able to (with reference to source of authority):
• To explain the meaning and significance of the Lord’s Prayer
• To explain the difference between liturgical (set prayers) and informal prayers and public/private prayers and evaluate which is most meaningful
Activities include:
variety of multimedia in popular culture including: Stormzy and David Bowie
Customisable recap do-now starter, a variety of tasks to learn about:
Liturgical prayer and Lord’s prayer
Informal prayers, and arrow prayers
Private and Public prayer - Strengths and weaknesses
liturgical and informal prayer - strengths and weaknesses
The five purposes of prayer
5 mark exam question with scaffolding
I hope you enjoy teaching this lesson. Your feedback is most welcome.
Mission & Evangelism, Discipleship CHRISTIAN PRACTICES (# FUN LESSONS) A fun and engaging lesson with a variety of games, tasks and use of multimedia to stimulate learning. It is ‘MASTERY’ ‘and EXAM SKILLS focused. You’ll find it concise and easy to follow making it suitable for specialists and non-specialists alike. It covers GCSE content as well as dipping into some linked A Level material to stretch and challenge.
There will be an emphasis (and modelling) of key skills needed in exam questions. Assessment and extra challenges throughout
Date on slide updates automatically / Resource light / Easy to follow & Suitable for non-specialists
SUITABLE FOR DELIVERING:
Mission &Evangelism - Christian Practices AQA
Students will be able to (with reference to source of authority):
Explain the Christian duty of discipleship
Explain the difference between evangelism and missionary work using examples of each.
Evaluate which is the most important Christian duty discipleship or charity
Activities/resources include:
Customisable recap do-now starter
a variety of tasks e.g. Carousel, video, debate, group planning and exam questions. To gain an in-depth understanding of:
• The Great Commission and duty of discipleship
• Examples of evangelism / missionary work and the difference between these
• Exclusivist, pluralist views
• An evaluation of whether the duty of discipleship is more important than the duty of charity
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.
SOCIAL JUSTICE. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. WHOLE CLASS ASSESSMENT. PLANNED QUESTIONING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. DIFFERENTIATED. RELIGIONS: CHRISTIANITY & ISLAM
PEDAGOGY FOCUS:
Check whole class understanding / address misconceptions (e.g. mini-boards of cold call)
I do, we do, you do
Differentiated End Task
No printing. Concise and easy to follow. Suitable for specialists and non-specialists. Task time indicators. Date on slide updates automatically. Customisable Do Now task.
STUDENTS WILL BE ABLE TO (WITH REFERENCE TO SCRIPTURE):
• EXPLAIN RELIGIOUS BELIEFS ON SOCIAL JUSTICE
• EVALAUTE WHO IS MOST RESPONSIBLE FOR ENDING SOCIAL INJUSTICE
TEACH AS A STAND-ALONE LESSON OR AS PART OF:
THEME F: RELIGION, HUMAN RIGHTS AND SOCIAL JUSTICE. AQA GCSE RELIGIOUS STUDIES
I hope you enjoy teaching this lesson. Your feedback is welcome.
COVERING VIEWS FROM: CHRISTIANITY / ISLAM & HUMANISM.
This lesson is suitable for revising Theme B OR to provide information sheets to support learning of the lessons below:
Origins of Universe and Life
The Value of the world
Euthanasia
Quality and Sanctity of Life debate
Animals
Death and Afterlife
The revision lesson requires students to create a revision resource on the above topics. It includes a model revision resource. The lesson is compatible with the assessment lesson by the same author or it can be used as a stand alone revision lesson for Theme B. It is resource light; as it requires a couple of each information sheet to be pinned around the room for a carousel activity.
It also includes an end of topic assessment paper that is compatible with the revision lesson.