This resource is to be used with AQA GCSE RS students who are studying Specification A. It can be used to give students for independent study, can be used in classroom revision sessions or to lead subject clinics. It is intended to get students to practice using content and key words, to ensure that they have revision notes that are reflective of the specification requirements and to help them to plan 12 mark questions.

This resource is to be used with AQA GCSE RS students who are studying Specification A. It is a great resources to be used at the end of the topic as a formative/summative assessment. It can also be used for revision purposes. It takes the form of the AQA exam and includes a mark scheme.

This resource is to be used with AQA GCSE RS students who are studying Specification A. It is a great resource to be used at the end of the topic as a formative/summative assessment. It can also be used for revision purposes. It takes the form of the AQA exam.

This resource is to be used with the AQA Philosophy A Level. This covers one of the sections from the Philosophy of Mind unit of the course. It includes all the necessary arguments from the specification.

This resource is to be used with AQA GCSE RS students who are studying Specification A. There are two assessments with mark schemes. They can both be used at the end of the topics (Islamic Beliefs and Teachings) or one in the middle to check knowledge and understanding. They are written in the style of the AQA exam paper and will be good to use for formative assessments and to help track progress. There is also a revision quiz that can be used at preparation for the first assessment.

The lesson is part of a series of lessons looking at Philosophical Thought Experiments. It has been used with Sixth Form students as part of an elective program to broaden their understanding of Philosophy (especially if they are not studying Philosophy for A Level). The aim to get students thinking in a philosophical way, asking and answering questions during class discussion. There are links to videos found on YouTube to support the learning and these can be found within the presentation. Some fascinating discussion and deep thinking should result! This particular lesson focuses on The Trolley Problem and considers how we make moral decisions; is utilitarianism enough? Are there certain actions that are inherently wrong?

This resource can be used with GCSE or KS3 students studying Buddhism. (They specifically relate to AQA RS Spec A). They are great resources for developing understanding of the doctrines after an initial lessons on generic Buddhist beliefs which includes an overview of the 3 Universal Truths. They can also be used for revision purposes.

These resources are to be used with AQA GCSE RS students who are studying Specification A. They can be used in the run up to exams to help students practice their exam technique in 12 mark questions. They are also valuable in helping students with their timings. The timings allow for approximately ‘a mark a minute’ which is about right for these papers. There are also planning sheets to help students to build up their answers. These are without a writing frame to allow students to develop their own style of answer.

A information sheet with activities and a homework sheet/extension task looking at the 99 names of Allah and the Muslim belief in Tawhid. A good resources for KS3.

This resource is to be used with AQA GCSE RS students who are studying Specification A. It can be used to give students for independent study, can be used in classroom revision sessions or to lead subject clinics. It is intended to get students to practice using content and key words, to ensure that they have revision notes that are reflective of the specification requirements and to help them to plan 12 mark questions.

A resource to get students thinking about how we make decisions. A new introduction to a unit of ethics or a good philosophy club discussion activity. This considers absolute and relative morality, some of the rules which form the basis of religious ethics and the values on which many decision are made (value, quality and sanctity of life).

This resource is to be used with AQA GCSE RS students who are studying Specification A. It can be used to give students for independent study, can be used in classroom revision sessions or to lead subject clinics. It is intended to get students to practice using content and key words, to ensure that they have revision notes that are reflective of the specification requirements and to help them to plan 12 mark questions.

This resource is to be used with AQA GCSE RS students who are studying Specification A. It can be used to give students for independent study, can be used in classroom revision sessions or to lead subject clinics. It is intended to get students to practice using content and key words, to ensure that they have revision notes that are reflective of the specification requirements and to help them to plan 12 mark questions.

Summary sheets to be completed by students either at the end of each topic, or as revision, or as retrieval practice exercises as part of revision.

These resources are to be used with AQA GCSE RS students who are studying Specification A. They can be used in the run up to exams to help students practice their exam technique in 5 mark questions. They are also valuable in helping students with their timings. The timings allow for ‘a mark a minute’ which is about right for these papers.

These resources are to be used with AQA GCSE RS students who are studying Specification A. They can be used in the run up to exams to help students practice their exam technique in 5 mark questions. They are also valuable in helping students with their timings. The timings allow for ‘a mark a minute’ which is about right for these papers.

These resources are to be used with AQA GCSE RS students who are studying Specification A. They are useful for getting students to plan 12 mark questions in the run up to exams. The essay planning sheets help the students to think about what they need to include in a 12 mark question without giving them a writing frame, leaving them room to develop their own style. Students can work their way through all questions, or can be challenged by choosing the 2 or 3 that they find the most difficult. You could even rate them for different abilities.