Fun and exciting revision game for Philosophy and Ethics.
Life-sized 'Trivial Pursuit'-style game. Pupils move around the board game (floor space required!) and collect tokens (similar to the cheeses) for each of the 7 sections. The sections are:
1. Key Words
2. Exam Technique
3. Bible Quotes
4. Relationships (Issues of)
5. Life and Death (Issues of)
6. Human Rights (Issues of)
7. Good and Evil (Issues of)
The first team with all 7 tokens wins the game. Prizes dependent on you, of course!
You will need in addition to this pack: Dice, floor space and a sense of fun :)
Instructions are included in the download pack! Any other questions, please do not hesitate to get in touch!
Created with the WJEC / Eduqas RS GCSE in mind, though can be applied across specifications and qualifications. As an examiner for this specification, I have used what I know of the course to create this resource.
Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils' RE/RS education in general - which is what we're all here for!
Creative and visually engaging learning mat / revision sheet for Buddhism.
Includes:
1. The first Buddhists
2. The Three Jewels
3. The Five Precepts
4. The Sangha Today
Download as an editable A3 Word document and as an A4 PDF, for compatibility.
Creative and visually engaging learning mat / revision sheet for Buddhism.
Includes:
1. Theravada Buddhism
2. Mahayana Buddhism
Download as an editable A3 Word document and as an A4 PDF, for compatibility.
Creative and visually engaging learning mat / revision sheet for Buddhism: Introduction to Buddhism / What is Buddhism?
Includes:
1. How did Buddhism begin?
2. Is Buddha a god?
3. What do Buddhists believe?
4. How do we know about Buddha?
Download as an editable Word document and as a PDF, for compatibility.
Creative and visually engaging learning mat / revision sheet for Buddhism.
Includes:
1. Interpretations and Representations of the Buddha
2. Mandalas
3. Symbology
4. Making a Mandala
Download as an editable A3 Word document and as an A4 PDF, for compatibility.
Publisher documents (PDF also included) to cover Judaism: Beliefs and Teachings: Afterlife - ideal for independent study or revision/exam practise.
Resource includes:
1. Beliefs about the Afterlife
2. Reform beliefs
3. Orthodox beliefs
4. Exam questions
Included is one set of A - D questions per exam booklet, with exam hints and technique. These booklets are ideal for independent study or set as topic-specific homework/revision. All exams questions relate to the content discussed and give pupils a chance to practise their answering of exam questions and their exam technique.
Created with the WJEC / Eduqas RS GCSE in mind, though can be applied across specifications and qualifications. As an examiner for this specification, I have used what I know of the course to create this resource. Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils' RE/RS education in general - which is what we're all here for!
Publisher documents (PDF also included) to cover Judaism: Practices: Prayer - ideal for independent study or revision/exam practise.
Resource includes:
1. Orthodox and Reform Judaism (including Synagogues)
2. Types of Prayer
3. Worship in the home
4. Items used in worship
5. Siddur
6. Amidah
7. Exam questions
Included is one set of A - D questions per exam booklet, with exam hints and technique. These booklets are ideal for independent study or set as topic-specific homework/revision. All exams questions relate to the content discussed and give pupils a chance to practise their answering of exam questions and their exam technique.
Created with the WJEC / Eduqas RS GCSE in mind, though can be applied across specifications and qualifications. As an examiner for this specification, I have used what I know of the course to create this resource. Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils' RE/RS education in general - which is what we're all here for!
Publisher documents (PDF also included) to cover Judaism: Practices: Funeral Rites- ideal for independent study or revision/exam practise.
Resource includes:
1. Chevra Kadisha
2. Burial Service
3. At Death / After Death
4. Shiva
5. Exam questions
Included is one set of A - D questions per exam booklet, with exam hints and technique. These booklets are ideal for independent study or set as topic-specific homework/revision. All exams questions relate to the content discussed and give pupils a chance to practise their answering of exam questions and their exam technique.
Created with the WJEC / Eduqas RS GCSE in mind, though can be applied across specifications and qualifications. As an examiner for this specification, I have used what I know of the course to create this resource. Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils' RE/RS education in general - which is what we're all here for!
Publisher documents (PDF also included) to cover Judaism: Practices: kosher- ideal for independent study or revision/exam practise.
Includes:
- Forbidden foods
- Dietary laws
- Keeping kosher in Britain
- Benefits/negatives of keeping kosher
- A- D Exam Questions
Included is one set of A - D questions per exam booklet, with exam hints and technique. These booklets are ideal for independent study or set as topic-specific homework/revision. All exams questions relate to the content discussed and give pupils a chance to practise their answering of exam questions and their exam technique.
Created with the WJEC / Eduqas RS GCSE in mind, though can be applied across specifications and qualifications. As an examiner for this specification, I have used what I know of the course to create this resource. Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils' RE/RS education in general - which is what we're all here for!
Whole unit for ‘Islamophobia’ - more important in today’s world than ever.
Unit of work also provided.
Lesson sequence:
1 Introduction to Islamophobia
2 Islamophobia
3 Jihad and Quran
4 Islamic Heroes
5 Islam in Britain
6 Assessment
In this unit pupils explore issues of Islamophobia in the world. Pupils will develop their understanding of where Islamophobia comes from and how Islamophobia impacts on society today. The unit has an equally weighted AO1 and AO2 emphasis – learning about religion and learning from religion in order to develop a pupil’s knowledge and understanding of Islam whilst aiding a pupil’s spiritual, moral, social and cultural growth.
Pupils will study and examine the concept of Islamophobia and explain the existence of it in our society today. They will also reflect on what this means from a humanitarian perspective and in contrast to other forms of prejudice that they already know. Pupils will consider what Islamophobia feels like from a Muslim perspective, whilst tackling the common misconceptions and prejudices usually associated with Islam.
This unit may link with work in PSHE and Citizenship. This unit can be taught through a half term, with extension activities and support for additional needs running throughout the scheme of work. The unit is expected to take approximately 7 hours.
Lesson 4 of 6 of Islamophobia unit - Islamic Heroes
Lesson looks at Malala Yousafzai and Iqbal Masih
In this unit pupils explore issues of Islamophobia in the world. Pupils will develop their understanding of where Islamophobia comes from and how Islamophobia impacts on society today. The unit has an equally weighted AO1 and AO2 emphasis – learning about religion and learning from religion in order to develop a pupil’s knowledge and understanding of Islam whilst aiding a pupil’s spiritual, moral, social and cultural growth.
Pupils will study and examine the concept of Islamophobia and explain the existence of it in our society today. They will also reflect on what this means from a humanitarian perspective and in contrast to other forms of prejudice that they already know. Pupils will consider what Islamophobia feels like from a Muslim perspective, whilst tackling the common misconceptions and prejudices usually associated with Islam.
This unit may link with work in PSHE and Citizenship. This unit can be taught through a half term, with extension activities and support for additional needs running throughout the scheme of work. The unit is expected to take approximately 7 hours.
Lesson 3 of 6 on Jihad and Quran including differentiated resources
In this unit pupils explore issues of Islamophobia in the world. Pupils will develop their understanding of where Islamophobia comes from and how Islamophobia impacts on society today. The unit has an equally weighted AO1 and AO2 emphasis – learning about religion and learning from religion in order to develop a pupil’s knowledge and understanding of Islam whilst aiding a pupil’s spiritual, moral, social and cultural growth.
Pupils will study and examine the concept of Islamophobia and explain the existence of it in our society today. They will also reflect on what this means from a humanitarian perspective and in contrast to other forms of prejudice that they already know. Pupils will consider what Islamophobia feels like from a Muslim perspective, whilst tackling the common misconceptions and prejudices usually associated with Islam.
This unit may link with work in PSHE and Citizenship. This unit can be taught through a half term, with extension activities and support for additional needs running throughout the scheme of work. The unit is expected to take approximately 7 hours.
Lesson intended as a double lesson (roughly 2 hours). Lesson includes:
- Gallery task starter
- 3D learning objectives and differentiated outcomes
- Definition task
- Video Q&A
- Nature and purpose of suffering (cloze task)
- Humanist perspective (video)
- Christian values
- Exam practise, with exam technique
- Peer review
- Hot seating plenary
Created with the WJEC / Eduqas RS GCSE in mind, though can be applied across specifications and qualifications. As an examiner for this specification, I have used what I know of the course to create this resource.
Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
Lesson intended as a double lesson (roughly 2 hours). Lesson includes:
- Which opinion is correct? Why? (Reflection starter)
- 3D learning objectives and differentiated outcomes
- Definition task
- What are the aims of capital punishment
- Opinion board activity
- Choice of construct/'main' activities: market place or teacher-led (dependent on class)
- Crimes deserving of the death penalty - pupil reflection
- Case studies: Anthony Walker
- Exam practise, with exam technique
- Reflection plenary (choice of two plenaries)
Created with the WJEC / Eduqas RS GCSE in mind, though can be applied across specifications and qualifications. As an examiner for this specification, I have used what I know of the course to create this resource.
Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils' RE/RS education in general - which is what we're all here for!
Lesson intended as a double lesson (roughly 2 hours). Lesson includes:
- Game of thrones video starter OR facts and statistics starter (class-dependent)
- 3D learning objectives and differentiated outcomes
- Video and question task
- What are the aims of capital punishment (building on last lesson - Aims of Punishment)
- Crimes deserving of the death penalty - pupil reflection
- Christianity and capital punishment
- Exam practise, with exam technique
- Reflection plenary
Created with the WJEC / Eduqas RS GCSE in mind, though can be applied across specifications and qualifications. As an examiner for this specification, I have used what I know of the course to create this resource.
Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils' RE/RS education in general - which is what we're all here for!
Lesson intended as a double lesson (roughly 2 hours). Lesson includes:
- What is the appropriate punishment (starter)
- 3D learning objectives and differentiated outcomes
- Definition task
- TPS: Why do people commit crimes?
- Video activity
- Worksheet
- Case Studies
- Christian attitudes to crime
- Exam practise, (modelled exam answers - which is the best? Why?)
- key word match up plenary
Created with the WJEC / Eduqas RS GCSE in mind, though can be applied across specifications and qualifications. As an examiner for this specification, I have used what I know of the course to create this resource.
Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils' RE/RS education in general - which is what we're all here for!
Covers the topic of Issues of Human Rights from a Christian/Humanist perspective. Divisions and distinctions made between different Christian denominations.
8 double lessons, including PPTs, resources and differentiated resources, where necessary.
Created with the WJEC / Eduqas RS GCSE in mind, though can be applied across specifications and qualifications. As an examiner for this specification, I have used what I know of the course to create this resource.
Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
Covers the topic of Issues of Good and Evil from a Christian/Humanist perspective. Divisions and distinctions made between different Christian denominations.
7 double lessons, including PPTs, resources and differentiated resources, where necessary.
Created with the WJEC / Eduqas RS GCSE in mind, though can be applied across specifications and qualifications. As an examiner for this specification, I have used what I know of the course to create this resource.
Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!