This contains a fully resourced, differentiated lesson on the cosmological argument. The main part of the lesson involves students working in groups to develop a mini-presentation that can be used to teach the rest of the class one of Aquinas’s 3 ways, then some quick note-taking followed by questions that students answer to consider the strength of Leibniz’s cosmological argument, followed by students producing a factfile on how David Hume criticised the argument, then an information hunt on how other philosophers (such as Bertrand Russell an Richard Dawkins) criticised the argument (within this task students have to mark on their dartboard how strong they believe that criticism is). Learning Objectives: To outline the Cosmological Argument as a case for the existence of God. To explain Leibniz’s contribution to the argument. To assess the validity of its philosophical criticisms. (The starter activity is based upon an advert for Guinness which can be found by Googling ‘Guinness Domino’)

This contains a fully resourced, differentiated lesson on why light is important to people and world faiths. The main part of the lesson consists of a spider diagram task on things that brings 'light' (happiness) into their lives, a worksheet task explaining how light is used by two worldwide faiths (Christianity and Hinduism), and finally a Venn diagram to compare their views. To understand why light is important to humans. To explain how light is used by worldwide faiths. To compare and contrast their beliefs about light.

This contains a fully resourced, differentiated lesson on whether miracles prove the existence of God. In the main part of the lesson students use visual prompts to discuss the different types of miracles, then work in groups to discuss and make notes on the strengths and weaknesses of two miracle case studies (Biblical - Raising of Lazarus from the dead, Modern - Miracles at Lourdes), explain two philosophical views towards miracles (linking them back to the case studies), and then finally complete a 12-mark evaluation question. Learning Objectives: To describe the different types of miracles. To explain the arguments for and against miracles. To evaluate whether miracles provide convincing proof for the existence of God.

This contains a fully resourced, differentiated lesson on whether Happisburgh should be protected from coastal erosion - forming an end-of-unit assessment for a Coastal Environment Scheme of Work. The main part of the lesson is split into two parts: firstly, a short written exercise describing the location of the settlement and an information hunt to obtain the viewpoints of different stakeholders on whether the settlement should be protected from coastal erosion (with a grid extension task evaluating the strengths/weaknesses of these arguments); secondly, designing a newspaper article which answers the question ‘Should Happisburgh be protected from coastal erosion?’. Learning Objectives: To describe the location of Happisburgh. To explain the arguments for and against protecting Happisburgh. To evaluate whether you ultimately believe Happisburgh should be protected from erosion.

This contains a fully resourced, differentiated lesson on Hindu funerals. In the starter students have to use two images to draw out initial observations about Hindu funerals. In the main this leads to an information gathering task and a symbolism task, with a GCSE style question included to assess understanding of the material. Plenary is also included. Learning Objectives are: To describe the key features of a Hindu funeral service. To explain how these features reflect their beliefs about life after death.

This contains a fully resourced, differentiated lesson on the Beatitudes. In the main part of the lesson students have to write a modern day translation for each one, explain why they are important in pairs and write an extended analysis of how they could be applied in someone's life. Learning Objectives: To describe the meaning of the Beatitudes. To explain why they are important for Christians. To analyse how these could be followed by people in their own lives.

This contains a fully resourced, differentiated lesson on how Hindus worship, focusing on the items used in a typical puja tray. The main part of the lesson involves students firstly drawing their own puja tray and making their own suggestions as to what it might symbolise, after which they use information sheets from around the room to annotate their actual meaning to their earlier drawings, and finally complete a written reflection on how useful they believe puja trays are for Hindus in helping them worship. Learning Objectives: To describe the items used on a Puja tray. To explain their symbolism. To examine how useful they are in helping Hindus to worship.

This worksheet covers the basics behind a volcano, namely covering its main components and key definitions. Volcano, Components, Magma Chamber, Lava, Magma

This contains a fully resourced, differentiated introduction lesson on coasts. In the main part of the lesson students use a stimulus image to generate their own definition of what a coastline is, carry out a image analysis of different coastlines around the room (open-ended but focused questions for students to generate their ideas) and lastly a ranking exercise on different reasons why the coastline is important for people. Learning Objectives: To identify what a coastline is. To describe the key features that make up a coastline. To explain why coastlines are important.

This contains a fully resourced, differentiated lesson on how the impacts of earthquakes can be mitigated. Focused on the 3Ps, the main part of the lesson involves a discussion task on the difference between the three approaches and the techniques it might involve, leading up to an extended note taking task on how the different techniques can help to mitigate the impacts of an earthquake. Learning Objectives: To describe the different approaches to mitigating the impacts of earthquakes. To explain how these approaches work in practice. To evaluate the effectiveness of these approaches.

This contains a fully resourced, differentiated lesson towards one ultimate question: What is the meaning of life? In the main part of the lesson students have to use information cards to describe a range of philosophical views (e.g. Nihilism, Materialism, Religious...) towards the meaning of life and explain how it might affect the way they live their lives, and then conclude the lesson by completing a written task evaluating which viewpoint they agree and disagree with the most and why. Learning Objectives: To describe different philosophical views about the meaning of life. To explain how these philosophies can shape a persons’ life. To evaluate your personal viewpoint towards them.

This contains a fully resourced, differentiated set of lessons in order to carry out a microclimate survey around a school environment, although it could be adapted to suited others. The first lesson helps students to prepare for their microclimate survey, paying particular attention to how two major pieces of equipment work and to construct hypotheses for their survey. The second lesson involves students going around a school environment, in groups, collecting their microclimate data. Differentiated recording sheets are provided for students. The third lesson involves students writing up their report to show the results of their survey. I hope you find these resources helpful.

This contains a fully resourced, differentiated lesson on global poverty. In the main part of the lessons students have to consider a range of definitions to decide what they believe is the best one, use a range of pictures to explain the impacts of global poverty, and finally complete a written evaluation as to whether they believe it is possible to end global poverty. Learning Objectives: To describe the meaning of poverty. To explain the impacts of global poverty. To speculate whether it is possible to end global poverty.

This contains a fully resourced, differentiated lesson on the causes and effects of poverty in the UK. In the main part of the lesson students have to use a set of images to describe the impacts of poverty and then use annotate an A3 sheet with the different reasons why poverty exists in the UK today. Finally students have to come up with their own suggestions as to how poverty in the UK could be tackled. Learning Objectives: To describe the impacts of poverty in the UK. To explain the reasons why we see poverty in the UK. To begin to suggest your own solutions to poverty in the UK.

This contains a fully resourced, differentiated lesson on the milestones the average person in the UK may experience in their life. The main part of the lesson involves students creating an annotated timeline of all the key milestones, explaining how and why they are celebrated. This can form part of a piece of display work if you wish to do so. To identify a list of milestones. To describe how milestones are celebrated. To understand why milestones are celebrated.

This contains a fully resourced, differentiated lesson on Plato's theory of forms. The main part of the lesson involves note-taking and class discussion on the fundamentals of his theory, after which they carry out an independent reading task. This is followed by students analysing the criticisms of his theory followed by a traffic light plenary task. Learning Objectives: To understand Plato’s Theory of Forms. To evaluate the strengths and weaknesses of the theory.

This contains a fully resourced, differentiated lesson on Aristotle’s philosophical distinction between the body and soul. The main part of the lesson involves students having to make an educated guess on his viewpoint through an introductory quote, followed by students creating their own diagram to show Aristotle’s philosophical viewpoint, then they complete a Venn diagram comparing this view with that of Plato, before finally creating a mind map on the reasons why Richard Dawkins rejects any notion of an immortal soul. Learning Objectives: To outline Aristotle’s distinction between the body and soul. To compare the similarities and differences with Plato’s view of the soul. To assess the philosophical opinions for the rejection of the existence of a soul.

This worksheet requires pupils to give four-figure and six-figure grid references on various locations featured in the Simpsons. It also includes a section on describing routes between places. Feedback is always appreciated.

This contains a fully resourced, differentiated set of lessons in order to carry out a survey around a school environment to decide the best site for a new wind turbine (you will need to amend the material slightly so it is suited to your own school). It can act as end-of-unit assessment on energy. The first lesson helps students to prepare for the wind turbine survey, paying particular attention to the physical and environmental factors that can influence the location of wind turbines. The second lesson involves students going around a school environment, in groups, collecting their wind turbine data. Recording sheets are provided for students. The third lesson involves students writing up their report to show the results of their survey.

This powerpoint contains a range of starter activities when teaching the topic of settlement hierarchies. Includes written and kinaesthetic activities.