This resource is to be used with AQA GCSE RS students who are studying Specification A. It can be used to help students in their revision either in preparing them for an end of unit test or focusing specifically on exam technique in 4 mark questions. They cover all possible 4 mark questions in the Themes paper and allow students to prepare answers either individually or as pairs/groups to then be shared with the class. [12 Questions and answers covering Religion and Life, Religion, Crime and Punishment, Religion, Peace and Conflict and Religion, Human Rights and Social Justice]

This resource is to be used with AQA GCSE RS students who are studying Specification A. It can be used to help students in their revision either in preparing them for an end of unit test or quick-fire recall of information covered earlier in the course for final revision. They take the form of 1 mark questions to help give students an idea of what they will look like but ultimately are a great way of getting students to think quickly on the spot about a vast array of areas within the course. [20 Questions and answers for each religion]

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.

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.

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.

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 Beetle in the Box as presented by Ludwig Wittgenstein and considers introspection and whether or not we can talking meaningfully about the minds of others when we only ever have experience of our own mind and cannot experience that of others.

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 Chinese Room as presented by John Searle and considers whether or not AI (robots) could be minded, i.e. conscious. Clips from the film AI are used and you could follow this session up with parts of the film Ex-Machina.

This assessment can be completed after lessons considering what it is that makes human beings different to other species of animals if anything! They will need to have considered similarities and differences between humans and animals (i.e. emotions, soul, pleasure/pain, ability to discuss and answer ultimate questions, Universal Declaration of Human Rights etc). Using resources like the Simpsons episode ‘Bart sells his soul’ can be useful in the soul debate, especially when you compare that to the Buddhist view that we do not have a soul and the story of Nagasena’s Chariot.

This quiz is great as a start to either your very first Human Biology lesson or looking at what makes humans unique in Religious Education lessons. It would be best used by getting students to move around the classrooms to vote for answer 1, 2 or 3, then asking them why they chose that answer before revealing the true answer. Students love a little competition and it’s even better when they probably have no idea what the answer is and are therefore making rapid progress in their learning.

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 Ticking Time Bomb Problem: Is it ever acceptable to use torture in order to gain information to save lives? It starts with a more generic example from a clip from the Dark Knight and then looks at the scenario of torture. It considers issues raised by the use of torture both with regard to principles and consequences.

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 What Mary Knew; it asks questions around knowledge, specifically that of colour vision and follows the argument from Frank Jackson that there is more to knowledge that just the physical fact (including Qualia). This forms part of the discussion of Philosophy of Mind.

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 Famous Violinist thought experiment and considers whether the rights of the foetus outweigh the mother’s right of determination over her body.

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 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.