Revise the whole topic of Study of Christianity through the longer, evaluative questions. Answers include knowledge and analysis.
Created for AQA, however the technique and demands are the same for the Eduqas specification.
Topics include:
Christian Beliefs (8 separate essays - one per topic)
Christian Practices (8 separate essays - one per topic)
Download as an A4 word document and as an A4 PDF, for compatibility.
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!
**GCSE Religious Studies: Philosophy and Ethics: Human Rights and Social Justice
**
Lesson: How do people expre
This lesson is Lesson 2 in ‘Human Rights and Social Justice’, devised as part of a brand new, interleaved scheme of work for GCSE. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, contentious debate on the pandemic, the genocide of the Uighur Muslims and other cruccurrent affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Unit Cover and lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
The Work Pack:
If you would rather work in exercise books, the Work Pack is designed so that you can print off relevant pages - it is a resource pack. This would be particularly useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, I know this is not the case across all schools, and therefore the Work Pack helps by supporting time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress due to how meticulous the support is throughout all planning stages. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
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!
**GCSE Religious Studies: Philosophy and Ethics: Human Rights and Social Justice
**
Lesson: Should people expres
This lesson is Lesson 2 in ‘Human Rights and Social Justice’, devised as part of a brand new, interleaved scheme of work for GCSE. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, contentious debate on the pandemic, the genocide of the Uighur Muslims and other cruccurrent affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Unit Cover and lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
The Work Pack:
If you would rather work in exercise books, the Work Pack is designed so that you can print off relevant pages - it is a resource pack. This would be particularly useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, I know this is not the case across all schools, and therefore the Work Pack helps by supporting time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress due to how meticulous the support is throughout all planning stages. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
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!
**GCSE Religious Studies: Philosophy and Ethics: Human Rights and Social Justice
**
This lesson is Lesson 1 in ‘Human Rights and Social Justice’, devised as part of a brand new, interleaved scheme of work for GCSE. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, contentious debate on the pandemic, the genocide of the Uighur Muslims and other cruccurrent affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Unit Cover and lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
The Work Pack:
If you would rather work in exercise books, the Work Pack is designed so that you can print off relevant pages - it is a resource pack. This would be particularly useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, I know this is not the case across all schools, and therefore the Work Pack helps by supporting time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress due to how meticulous the support is throughout all planning stages. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
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!
**GCSE Religious Studies: Philosophy and Ethics: Human Rights and Social Justice
**
Lesson: Discrimination against Religions
This lesson is Lesson 4 in ‘Human Rights and Social Justice’, devised as part of a brand new, interleaved scheme of work for GCSE. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, contentious debate on the pandemic, the genocide of the Uighur Muslims and other cruccurrent affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Unit Cover and lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
The Work Pack:
If you would rather work in exercise books, the Work Pack is designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
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!
**GCSE Religious Studies: Philosophy and Ethics: Human Rights and Social Justice
**
Lesson: How do religions discriminate?
This lesson is Lesson 5 in ‘Human Rights and Social Justice’, devised as part of a brand new, interleaved scheme of work for GCSE. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, contentious debate on the pandemic, the genocide of the Uighur Muslims and other cruccurrent affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Unit Cover and lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
The Work Pack:
If you would rather work in exercise books, the Work Pack is designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
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!
**GCSE Religious Studies: Philosophy and Ethics: Human Rights and Social Justice
**
Lesson: How are humans exploited?
This lesson is Lesson 6 in ‘Human Rights and Social Justice’, devised as part of a brand new, interleaved scheme of work for GCSE. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, contentious debate on the pandemic, the genocide of the Uighur Muslims and other cruccurrent affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Unit Cover and lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
The Work Pack:
If you would rather work in exercise books, the Work Pack is designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
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!
Revise GCSE Religious Studies using these differentiated Tarsia puzzles. There are three puzzles for each unit (18 tarsias in total) in the Themes section of the course:
Relationships and Families
Religion and Life
Existence of God and Revelation
Peace and Conflict
Crime and Punishment
Human Rights
Each unit has an easier (hexagon), medium (triangle) and difficult (hexagon) ability level, for you to build up your students’ skills or to challenge different groups.
All resources can be downloaded as PDFs to print out with the whole solution on a page or with the pieces printed larger across multiple pages.
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!
**GCSE Religious Studies: Philosophy and Ethics: Crime & Punishment
**
Lesson: Should capital punishment be legal?
This lesson is Lesson 6 in ‘Crime and Punishment’, devised as part of a brand new, interleaved scheme of work for GCSE. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Unit Cover and lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
The Work Pack:
If you would rather work in exercise books, the Work Pack is designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
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!
**GCSE Religious Studies: Philosophy and Ethics: Crime & Punishment
**
Lesson: Is true forgiveness possible?
This lesson is Lesson 7 in ‘Crime and Punishment’, devised as part of a brand new, interleaved scheme of work for GCSE. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Unit Cover and lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
The Work Pack:
If you would rather work in exercise books, the Work Pack is designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
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!
**GCSE Religious Studies: Philosophy and Ethics: Relationships & Families
**
Lesson: What is a family? / What are the different family roles?
This lesson is Lesson 5 in ‘Relationships and Families’ unit, devised as part of a brand new, interleaved scheme of work for GCSE. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Unit Cover and lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
The Work Pack:
If you would rather work in exercise books, the Work Pack is designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
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!
**GCSE Religious Studies: Philosophy and Ethics: Relationships & Families
Lesson: Is society/religion unfair to women? (Gender Equality)
This lesson is Lesson 6 in ‘Relationships and Families’ unit, devised as part of a brand new, interleaved scheme of work for GCSE. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Unit Cover and lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
The Work Pack:
If you would rather work in exercise books, the Work Pack is designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
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: Is online vigilantism effective?
This lesson is Lesson 10 in the ‘Online Ethics’ unit, devised as part of a brand new, relevant and engaging scheme of work for both KS3 and KS4. It was created in response to an increasing call for exploration into the declining standards of behaviour being demonstrated online. Though there are clear links with PSHE, it is a revolutionary unit, as nothing like this has been done before in the field of Philosophy of Ethics.
It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding lesson sheets, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned units (Philosophy and Ethics) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding lesson sheets would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
Lesson Sheets:
If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
**GCSE Religious Studies: Philosophy and Ethics: Crime & Punishment
**
Lesson: Can corporal punishment be justified?
This lesson is Lesson 5 in ‘Crime and Punishment’, devised as part of a brand new, interleaved scheme of work for GCSE. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Unit Cover and lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
The Work Pack:
If you would rather work in exercise books, the Work Pack is designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
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: The Subjection of Women
This lesson is Lesson 4 in the ‘Gender Equality’ unit, devised as part of a brand new, relevant and engaging scheme of work for both KS3 and KS4. It was created in response to an increasing call for exploration into gender bias, stereotyping and roles. Though there are clear links with PSHE, it is a revolutionary unit, looking at the issue of gender equality in a way that encompasses religion, philosophy and ethics.
It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding lesson sheets, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned units (Philosophy and Ethics) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding lesson sheets would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
Lesson Sheets:
If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
Lesson: The Male Anti-Feminist Movement
This lesson is Lesson 7 in the ‘Gender Equality’ unit, devised as part of a brand new, relevant and engaging scheme of work for both KS3 and KS4. It was created in response to an increasing call for exploration into gender bias, stereotyping and roles. Though there are clear links with PSHE, it is a revolutionary unit, looking at the issue of gender equality in a way that encompasses religion, philosophy and ethics.
It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding lesson sheets, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned units (Philosophy and Ethics) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding lesson sheets would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
Lesson Sheets:
If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
Lesson: Origins of Gender Inequality 2
This lesson is Lesson 3 in the ‘Gender Equality’ unit, devised as part of a brand new, relevant and engaging scheme of work for both KS3 and KS4. It was created in response to an increasing call for exploration into gender bias, stereotyping and roles. Though there are clear links with PSHE, it is a revolutionary unit, looking at the issue of gender equality in a way that encompasses religion, philosophy and ethics.
It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding lesson sheets, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned units (Philosophy and Ethics) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding lesson sheets would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
Lesson Sheets:
If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
Lesson: The Origins of Gender Inequality (1)
This lesson is Lesson 2 in the ‘Gender Equality’ unit, devised as part of a brand new, relevant and engaging scheme of work for both KS3 and KS4. It was created in response to an increasing call for exploration into gender bias, stereotyping and roles. Though there are clear links with PSHE, it is a revolutionary unit, looking at the issue of gender equality in a way that encompasses religion, philosophy and ethics.
It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding lesson sheets, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned units (Philosophy and Ethics) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding lesson sheets would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
Lesson Sheets:
If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
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!
Whole lesson on Jewish personal worship, created with the new GCSE in Religious Studies (WJEC / Eduqas) 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 physically engaging and informative lesson.
- Definition task: Worship
- Marketplace Activity explores:
1. Amidah
2. Mezuzah
3. Kippah
4. Tallit
5. Tefillin
6. Shema
7. Siddur
- 'Convince me' activity
- Exam-style question with some scaffolding
- Beat the teacher plenary
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!