EUTHANASIA & THE LAW. RELIGION & LIFE. FUN & ENGAGING LESSON. VARIETY OF TASKS, MULTI-MEDIA, DEBATES & GAMES TO STIMULATE LEARNING. CHALLENGING A LEVEL STRETCH. SUITABLE FOR DELIVERING: AQA RS: Religion and Life: Christianity/Islam Easy to follow suitable for specialists & non-specialists. Assessment & extra challenges throughout. Minimal printing, concise and easy to follow. Date on slide updates automatically Students will be able to (with reference to source of authority): Explain various types of euthanasia and UK laws about it To consider the moral implications of euthanasia UK Law on euthanasia should change. Evaluate I hope you enjoy teaching this lesson. Your feedback is most welcome.

RELIGION & LIFE: TEST PAPER + MARK SCHEME. THIS PRODUCT IS FREE WITH MY RELIGION & LIFE #FUN LESSONS BUNDLE (VISIT MY SHOP). END OF TOPIC ASSESSMENT SHOULD TAKE 25 MINUTES. THE TEST PAPER LISTS ONE OF EACH TYPE OF AQA EXAM QUESTION AND INCLUDES FULL SUCCESS CRITERIA FOR EACH. THE MARK SCHEME INCLUDES INDICATIVE CONTENT AS WELL SUCCESS CRITERIA FOR EACH QUESTION AND IS SUITABLE FOR SPECIALISTS AND NON-SPECIALISTS. Which describes a religious duty to look after the world? Give two reasons why some religious people do not eat meat. Explain two contrasting beliefs in contemporary British society about abortion. Explain two contrasting religious attitudes to euthanasia It is not reasonable to believe in life after death. Evaluate.

Sin and the Means of Salvation - 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. Mini plenary’s and extra challenges throughout** ** Date on slide updates automatically / Resource light / Easy to follow & Suitable for non-specialists SUITABLE FOR DELIVERING: Sin and the Means of Salvation / Christian Beliefs Students will be able to (with reference to source of authority): • Explain different Christian views on the means of Salvation including: including law, grace and role of Christ/atonement • Evaluate which of these means guarantees salvation Activities include: Customisable recap do-now starter, a variety of tasks to learn about: • Analysis of the song Amazing Grace and its background • The following means of salvation: Grace, The Law, Role of Jesus, (crucifixion), Sola Fide (Faith Alone), Good deeds • Contrasting Christian beliefs about which of these means is most reliable for Salvation • 12 mark question With emphasis on key skills required by the exam board • key term bingo I hope you enjoy teaching this lesson. Your feedback is most welcome.

EUCHARIST LESSON ENABLES LEARNERS TO: Explain why and how the eucharist is practiced in different denominations. Explain importance of this sacrament. #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, REDUCE COGNITIVE OVERLOAD. SINGLE LESSON TEACH AS PART OF GCSE. AQA CHRISTIAN PRACTICES OR AS A STAND-ALONE LESSON PRIOR LEARNING: religious teachings about Jesus sacrificial death and Christian teachings about sin will be revisited in this lesson. INCLUDES RELIGIOUS TRADITIONS/PHILOSOPHICAL VIEWS: Catholic Church of England **TASKS INCLUDE: ** Do Now task (recap to activate relevant knowledge applied to this lesson) Planned questioning Video with thinking prompts Chunked activities to prevent cognitive overload Whole class assessment to check understanding End task Writing task with sentence starters and success criteria **PEDAGOGY FEATURES: ** • Exam skills: development, religious reference • Recap (activate prior knowledge) • Planned questioning • Check whole class understanding. • Address misconceptions • Reduce cognitive overload • End task assessment • Differentiation EASY TO DELIVER • Concise and logically sequenced • Minimal printing • Accessible for specialists and non-specialist teachers. • Date on slide updates automatically. • Task time indicators. **I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. ** **FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: ** https://www.tes.com/teaching-resources/shop/Examined_Life

AIMS OF PUNISHMENT. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. **PEDAGOGY FOCUS: ** Check understanding and address misconceptions throughout Reduce cognitive overload I do, we do, you do Extra Challenges throughout Minimal 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: List aims of punishment and link to method of punishment Evaluate aims of punishment** Teach as a stand-alone lesson or part of THEME E CRIME AND PUNISHMENT AQA GCSE RELIGIOUS STUDIES I hope you enjoy teaching this lesson. Your feedback is welcome.

CRIME: CAUSES, PREVENTION AND RELIGION LESSON INCLUDES A VARIETY OF ENGAGING RESOURCES TO STIMULATE AND CHALLENGE. BY THE END OF THE LESSON STUDENTS WILL BE ABLE TO: Explain the causes of Crime Explain Religious beliefs about the causes of crime Think about how crime can be prevented by looking at the causes Explain how religions work to prevent crime

DEATH & AFTERLIFE. AQA RELIGION & LIFE. FUN & ENGAGING LESSON. VARIETY OF TASKS, MULTI-MEDIA & GAMES TO STIMULATE LEARNING. STRONG FOCUS ON EXAM SKILLS. CHALLENGING A LEVEL STRETCH & ASSESSMENT THROUGHOUT. SCAFFOLDING E.G WRITING FRAMES/WORD BANK EASY TO FOLLOW SUITABLE FOR SPECIALISTS & NON-SPECIALISTS. • Minimal printing, concise and easy to follow. • Date on slide updates automatically RESOURCES INCLUDED: Slides Information sheet (one copy per pair) Do now starter (one copy per pair) SUITABLE FOR DELIVERING: AQA RS: Religion and Life: Christianity/Islam/Humanism/ STUDENTS WILL BE ABLE TO: With strong reference to religious and secular sources of authority: • Explain religious & non-religious beliefs about the afterlife in British Contemporary Society • ‘There is life after death.’ Evaluate this statement This is part of my #Fun lessons bundle. For more #Fun lessons visit my shop where you can find lessons/bundles on: Christian/Islam Beliefs, Christian/Islam Practices, Theme C: Existence of God Theme B: Religion and Life Your reviews are very welcome.

AFTERLIFE. CHRISTIANITY, ISLAM, HUMANISM LESSON ENABLES LEARNERS TO: Evaluate the statement: Is death the end? With reference to sources of authority in Christianity, Islam, and Humanism. More able students will be able to refer to concepts such as substance dualism, materialism, and eternal oblivion. #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, REDUCE COGNITIVE OVERLOAD. SINGLE LESSON TEACH AS PART OF GCSE. AQA THEME B: RELIGION & LIFE OR AS A STAND-ALONE LESSON PRIOR LEARNING: Students should know some concepts from the ‘beliefs’ component; however this is not essential since this lessons serves as a recap on beliefs such as personal/last judgement, resurrection, ensoulment and the nature of the afterlife in Islam and Christianity. **INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: ** Humanism (Dawkins) Christianity: (Protestant and Catholic) Islam **TASKS INCLUDE: ** Do Now task (recap to activate relevant knowledge applied to this lesson) Planned questioning Peer learning: Matching elements of a PEEL paragraph Discussion: Do Near Death Experiences prove existence of a soul Frequent whole class assessment to check understanding End task Writing task with writing frame for PEEL paragraphs and quote bank for books **PEDAGOGY FEATURES: ** • Exam skills – PEEL paragraph • Recap (activate prior knowledge) • Planned questioning • Check whole class understanding. • Address misconceptions • Peer learning •Chunked activities to prevent cognitive overload • Differentiated End task assessment EASY TO DELIVER • Concise and logically sequenced • Minimal preparation • Accessible for specialists and non-specialist teachers. • Date on slide updates automatically. • Task time indicators. **I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. ** **FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: ** https://www.tes.com/teaching-resources/shop/Examined_Life

ABORTION AND RELIGION LESSON ENABLES LEARNERS TO: Explain attitudes towards abortion in contemporary (current) British society and evaluate whether ‘abortion is always wrong.’ #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, REDUCE COGNITIVE OVERLOAD. SINGLE LESSON TEACH AS PART OF GCSE. AQA THEME B OR AS A STAND-ALONE LESSON PRIOR LEARNING: some knowledge of religious teachings on ensoulment, sanctity and quality of life desirable but not essential as these will be revisited in this lesson. INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: Catholic Protestants Islam Pro-life Pro-Choice Situation Ethics **TASKS INCLUDE: ** Do Now task (recap to activate relevant knowledge applied to this lesson) Planned questioning Video with thinking prompts Peer learning: religious views on abortion Chunked activities to prevent cognitive overload Whole class assessment to check understanding End task Writing task with PEEL paragraph writing frame Student friendly Success criteria for 12 mk questions ** **PEDAGOGY FEATURES: ** • Exam skills: Evaluation questions • Recap (activate prior knowledge) • Planned questioning • Check whole class understanding. • Address misconceptions • Peer learning • Reduce cognitive overload • Differentiation EASY TO DELIVER • Concise and logically sequenced • Minimal printing • Accessible for specialists and non-specialist teachers. • Date on slide updates automatically. • Task time indicators. **I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. ** **FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: ** https://www.tes.com/teaching-resources/shop/Examined_Life

ORIGINS OF UNIVERSE AND LIFE: SCIENCE AND RELIGION. AQA RELIGION & LIFE . FUN & ENGAGING. VARIETY OF TASKS, MULTI-MEDIA & GAMES TO STIMULATE LEARNING. CHALLENGING, MASTERY & EXAM SKILLS FOCUSED. SUITABLE FOR SPECIALISTS & NON-SPECIALISTS. Emphasis on exam skills. Assessment and Extra challenges throughout. Resource light, concise and easy to follow. Date on slide updates automatically STUDENTS WILL BE ABLE TO (WITH REFERENCE TO SOURCE OF AUTHORITY) Explain origins of universe and life according to: Science Explain origins of universe and life according to: Religion (Christianity & Islam) Explain contrasting views within Christianity on the origins of the universe and life Evaluate: God created the universe and life I hope you enjoy teaching this lesson. Your feedback is most welcome.

SANCTITY v QUALITY OF LIFE LESSON ENABLES LEARNERS TO: have a deep understanding of the terms ‘sanctity of life’ and ‘quality of life’ through application to case studies and to evaluate which is most important. This lesson will set them up for success in subsequent lessons on abortion and euthanasia. #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS SINGLE LESSON TEACH AS PART OF GCSE. AQA THEME B OR AS A STAND-ALONE LESSON PRIOR LEARNING: religious beliefs about creation of life EG ensoulment desirable but not essential INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: Several case studies (different circumstances) on euthanasia and abortion Teachings from Quran and Christianity on sanctity of life **TASKS INCLUDED: ** • Holy book Quote sorting/matching (Sanctity of life) • Ranking (Quality of Life) • Case studies – group study and present • End Task: Explain how sanctity and quality of life sometimes conflict with reference to a case study and religious teachings EASY TO DELIVER • Concise and logically sequenced • Minimal printing • Accessible for specialists and non-specialist teachers. • Date on slide updates automatically. • Task time indicators. **I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. ** **FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: ** https://www.tes.com/teaching-resources/shop/Examined_Life

ABORTION. THE LAW & NON-RELIGIOUS VIEWS LESSON ENABLES LEARNERS TO: Explain conditions of abortion under UK law with reference to the 1967 Abortion Act. Contrast UK laws with country’s where abortion is illegal. Explain humanist views on abortion with reference to Pro-Choice views and back street abortions. #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, REDUCE COGNITIVE OVERLOAD. SINGLE LESSON TEACH AS PART OF GCSE. AQA THEME B OR AS A STAND-ALONE LESSON PRIOR LEARNING: Students may know some religious teachings about ensoulment, sanctity and quality of life; these will be revisited in this lesson. **INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: ** Humanism Pro choice UK Law International Law including countries where abortion is illegal in all circumstances EG El Salvador **TASKS INCLUDE: ** Do Now task (recap to activate relevant knowledge applied to this lesson) Planned questioning Video with thinking prompts Peer learning: apply UK law to case studies Chunked activities to prevent cognitive overload Whole class assessment to check understanding End task Writing task with sentence starters **PEDAGOGY FEATURES: ** • Exam skills – development • Recap (activate prior knowledge) • Planned questioning • Check whole class understanding. • Address misconceptions • Peer learning • Reduce cognitive overload • End task assessment • Differentiation EASY TO DELIVER • Concise and logically sequenced • Minimal printing • Accessible for specialists and non-specialist teachers. • Date on slide updates automatically. • Task time indicators. **I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. ** **FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: ** https://www.tes.com/teaching-resources/shop/Examined_Life

ANIMALS FOR COSMETIC AND MEDICAL TESTING LESSON ENABLES LEARNERS TO: Evaluate whether using animals for experiments and testing is acceptable (with reference to religious and humanist teachings) #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, CHALLENGE. SINGLE LESSON TEACH AS PART OF GCSE. AQA THEME B OR AS A STAND-ALONE LESSON PRIOR LEARNING: stewardship, dominion, using animals for food INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: Differences within and between: Christianity and Islam. Peter Singer **RESOURCES INCLUDED: ** Slides Target Grade descriptors Model Answer Video clip PEEE Writing frame Key term bank Quote bank **PEDAGOGY FEATURES: ** • Exam skills • Recap • Planned questioning • Check whole class understanding. • Address misconceptions • Peer learning • Reduce cognitive overload • End task assessment • Differentiation EASY TO DELIVER • Concise and logically sequenced • Minimal printing • Accessible for specialists and non-specialist teachers. • Date on slide updates automatically. • Task time indicators. **I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. ** **FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: ** https://www.tes.com/teaching-resources/shop/Examined_Life

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.

USING ANIMALS FOR FOOD. RELIGION & HUMANISM LESSON ENABLES LEARNERS TO: Evaluate whether it is right to use animals for food, explaining views between (and within) Christianity, Islam and humanism. #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, CHALLENGE. SINGLE LESSON TEACH AS PART OF GCSE. AQA THEME B OR AS A STAND-ALONE LESSON PRIOR LEARNING: FARMING METHODS INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: Differences within Christianity Differences within Islam Peter Singer’s preference utilitarianism and speciesism ** INCLUDED: ** Slides Target Grade descriptors PEES paragraph writing frame Key term bank Quote bank Model answer Quote matching game Extra Challenges **PEDAGOGY FEATURES: ** • Exam skills • Recap • Planned questioning • Check whole class understanding. • Address misconceptions • Peer learning • Reduce cognitive overload • End task assessment • Differentiation EASY TO DELIVER • Concise and logically sequenced • Minimal printing • Accessible for specialists and non-specialist teachers. • Date on slide updates automatically. • Task time indicators. **I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. ** **FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: ** https://www.tes.com/teaching-resources/shop/Examined_Life

ORIGINS OF LIFE LESSON ENABLES LEARNERS TO: EVALUATE IF IT’S POSSIBLE TO BELIEVE IN SCIENCE AND RELIGIOUS TEACHINGS ON ORIGINS OF LIFE. INCLUDING VIEWS WITHIN AND BETWEEN: CHRISTIANITY, ISLAM AND HUMANISM. #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, CHALLENGE. SINGLE LESSON TEACH AS PART OF GCSE. AQA THEME B OR AS A STAND-ALONE LESSON PRIOR LEARNING: some knowledge of Bible creation accounts and principles of evolution desirable but not necessary. INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: Creationism, liberal, Islam and humanism (evolution theory) **RESOURCES INCLUDED: ** Slides Target Grade descriptors Key term bank / Quote bank group task worksheet model answer ** **ACTIVITIES INCLUDE: ** Do now (relevant prior knowledge for this lesson) Teacher interactive Presentation with planned cold call questioning Group work task Modelling (exam answer) Debate Whole class assessment (planned questioning) Independent End Task (exam question) **PEDAGOGY FEATURES: ** • Recap • Exam skills • Check whole class understanding to address misconceptions • Peer learning • Reduce cognitive overload & clear teacher explanation • Differentiation EASY TO DELIVER • Concise and logically sequenced • Minimal printing • Accessible for specialists and non-specialist teachers. • Date on slide updates automatically. • Task time indicators. **I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. ** **FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: ** https://www.tes.com/teaching-resources/shop/Examined_Life

ABORTION & RELIGION. AQA RELIGION & LIFE. CHRISTIANITY / ISLAM FUN & ENGAGING . VARIETY OF TASKS, MULTI-MEDIA & GAMES TO STIMULATE LEARNING. CHALLENGING A LEVEL STRETCH. MASTERY & EXAM SKILLS FOCUSED. Easy to follow suitable for specialists & non-specialists. Emphasis on exam skills: Assessment & extra challenges throughout. Minimal printing, concise and easy to follow. Date on slide updates automatically SUITABLE FOR DELIVERING: AQA RS: Religion and Life: Christianity/Islam STUDENTS WILL BE ABLE TO (with reference to sources of authority) Explain two contrasting beliefs in contemporary British society about abortion. 5 marks Abortion should be allowed only when the mother’s life is at risk.’ 12 marks I hope you enjoy teaching this lesson. Your feedback is most welcome.

USE AND ABUSE OF ENVIRONMENT. THIS LESSON ENABLES LEARNERS TO: • Explain and illustrate problems with non-renewable natural resources including pollution and global warming • Explain and illustrate advantages of non-renewable resources. • Explain a variety of religious and humanist attitudes towards the use of natural resources. #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, CHALLENGE. SINGLE LESSON TEACH AS PART OF GCSE. AQA THEME B OR AS A STAND-ALONE LESSON PRIOR LEARNING (DESIRABLE BUT NOT ESSENTIAL): stewardship, dominion **INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: ** • Christian stewardship • Christian dominion, • Islam guardianship/khalifah, • humanism • Climate Change deniers **RESOURCES INCLUDED: ** **Slides Target Grade descriptors PEES Writing frame Key term bank Quote bank Model answer ** **ACTIVITIES INCLUDE: ** Presentation: use of natural resources Model answer analysis Modelling of PEES paragraph Evaluation Question Planned questioning to check whole class understanding. **PEDAGOGY FEATURES: ** • Exam skills • Recap • Planned questioning • Check whole class understanding. • Address misconceptions • Peer learning • Reduce cognitive overload • End task assessment • Differentiation EASY TO DELIVER • Concise and logically sequenced • Minimal printing • Accessible for specialists and non-specialist teachers. • Date on slide updates automatically. • Task time indicators. **I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. ** **FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: ** https://www.tes.com/teaching-resources/shop/Examined_Life

VALUE OF THE UNIVERSE LESSON ENABLES LEARNERS TO: explain a variety of religious and non-religious views on the value of the world and who is responsible for caring for it. Included in the lesson is a PEES paragraph model that I created during my 2023 exam board marking; this is to help students include all of the elements required for a 12/12 answer. #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, CHALLENGE. SINGLE LESSON TEACH AS PART OF GCSE. AQA THEME B OR AS A STAND-ALONE LESSON PRIOR LEARNING: Some knowledge of Christian and Islam beliefs about creation, stewardship, dominion desirable but not necessary. INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: Christianity: creation, stewardship, dominion Islam: guardianship (khalifah) Humanism **RESOURCES INCLUDED: ** Slides Paired task (following modelling of PEES paragraph) Target Grade descriptors Writing frame using PEES model Key term bank Quote bank **ACTIVITIES INCLUDE: ** Presentation Modelling of PEES paragraph Pairs worksheet: create a PEES paragraph. Evaluation Question with prompts to use PEES paragraphs. Planned questioning to check whole class understanding. Modelling development Extra challenges **PEDAGOGY FEATURES: ** • Exam skills: focus on PEES paragraph and 12 mk answers • Recap • Planned questioning • Check whole class understanding. • Address misconceptions • Peer learning • Reduce cognitive overload • End task assessment • Differentiation EASY TO DELIVER • Concise and logically sequenced • Minimal printing • Accessible for specialists and non-specialist teachers. • Date on slide updates automatically. • Task time indicators. **I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. ** **FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: ** https://www.tes.com/teaching-resources/shop/Examined_Life

VALUE OF UNIVERSE AND ABUSE OF ENVIRONMENT. AQA RELIGION & LIFE. FUN & ENGAGING . VARIETY OF TASKS, MULTI-MEDIA & GAMES TO STIMULATE LEARNING. CHALLENGING A LEVEL STRETCH. MASTERY & EXAM SKILLS FOCUSED. SUITABLE FOR SPECIALISTS AND NON-SPECIALISTS. Emphasis on exam skills. Assessment. Extra challenges throughout. No printing, concise and easy to follow. Date on slide updates automatically STUDENTS WILL BE ABLE TO ANSWER THESE KEY QUESTIONS (WITH REFERENCE TO SOURCE OF AUTHORITY) Why does the world have value? Christian, Islamic and Humanist beliefs What are the two contrasting Christian attitudes about human’s relationship with the environment? What are the environmental problems and solutions? Is it everyone’s duty to stop abuse of the environment? Evaluate. I hope you enjoy teaching this lesson. Your feedback is most welcome.