UPDATED from last year with more detailed exploration of all topics. A Resource written, compiled and edited by yours truly which should cost about £1 to print in school. Students can hopefully buy this from your department, and it is a good middle ground between the official revision guide and, well, nothing at all! :) My students have found it very helpful. Covering Islam and Christianity, mainly, with a smattering of Buddhism. Also includes the most challenging exam questions from past papers on the last pages, as well as an overview from AQA.

This small bundle of resources is designed to help students revise together and independently so they really know what embryology, cloning, IVF, surrogacy, human experimentation and transplants and transfusions are, as well as the key terms essential for a good grade. Learning objectives are: Be more confident about the topics involved in Medical Ethics Have a more fluent understanding of the religious issues raised by these topics. Have begun to evaluate the various merits of different opinions about modern medical procedures.

This resource looks at Jewish identity, and is part of a scheme of work about the Shoah/Holocaust. It includes some basic beliefs about G-d (including why Jews often write G-d, instead of God) as well as a brief overview of 1000 years of anti-semitism. It puts the anti-semitism that flared into the Shoah into perspective and I’ve used it mainly with KS3 students. It includes a clip of some survivors testimonies which speak about their experience of antisemitism, and has differentiated tasks that explore quotes from the Torah and Talmud in more depth. Extension tasks also included. Easily adaptable for KS4. Ideal for religious studies, SMSC, citizenship and PHSE. Learning Questions (Objectives) include: Can I imagine the possible impacts of the Holocaust on a Jewish person? How may the Holocaust have influenced or challenged Jewish beliefs? What are some key Jewish Beliefs? EXTENSION: Can I evaluate how the Holocaust may effect Jewish people today?

This lesson explores who is to blame for the Shoah/Holocaust. It endeavours to introduce nuance and deeper empathy into students’ understanding in that the Shoah cannot simply be Hitler’s fault: millions of people collaborated, agreed and perpetuated anti-semitism, including some Jews in the Ghettos who faced making impossible decisions in desperate circumstances. Activities are differentiated, with youtube videos of survivors testimonies (which are a little quiet), and the lesson is perfect for religious studies, PHSE, citizenship and SMSC. It’s perhaps a bit personal for a history lesson, but may be used to augment existing scheme’s of work to help engagement. Learning Questions include: Can I describe the different things that were lost in the Holocaust? (level 4-5) Can I explain my opinion on who was responsible for different things in the Holocaust? (5-6) Can I evaluate different opinions on who was to blame in specific situations? (level 6-7) There are also extension tasks which include footage of Otto Frank after his loss of his entire family. All feedback gratefully received.

With Brexit being a ubiqutous and fairly exhausting topic in the news, I made this to try and teach my KS3 and 4 students about and explore their opinions on it. Mostly, students respond to the first learning question with ‘Brexit means brexit’ which has about as much substance as the middle of a doughnut. Not the jam ones. Learning questions: What is Brexit? What is the EU? What are the different Brexit options? What are the arguments for and against it? Stretch and Challenge: After weighing up both sides of the argument, what is my opinion? Some differentiation included, with a brief summary of the seven main brexit options available. There is also a critical thinking extension which explores a claim that the PM’s deal meets all requirements, which is produced by a thinktank. Students will be shown how to use google power search’s ‘WHO IS’ function to find out who the director of that thinktank is, and how they have conservative leanings, hopefully boosting awareness of bias and independent thought. There are group tasks as well as individual work and opinion line activities included. Also attached here are the ‘four corners’ posters which can be stuck on the four corners of the room so students move to that area depending on their opinion.

A lesson which explores and explains genetic engineering, looking at some specific examples (such as glow in the dark mice) as well as a case study activity. It builds on previous lessons on religious attitudes to medical ethics particularly well, but also stands alone. Learning Objectives are: To know the difference between: Genetic Screening & Genetic Engineering To evaluate religious arguments about genetic screening and engineering To develop my own opinion on these technologies. Starters and plenaries included with activities differentiated by outcome.

This resource is intended to be a quick and easy resource to inform students about puberty. Aimed primarily at 10-14 year olds, it’s a great start for beginning understanding the biological and emotional changes and challenges of this transformation from a child’s to an adults body. It includes videos which explain, in very child friendly terms, the what, how and why of puberty, and has space for class discussion too. Ideal for specialists and non-specialists alike.

A lesson that explores the pros and cons of human experimentation: how it is essential for new safe drugs, as well as the darker sides of using humans for purely ‘scientific’ progress. Learning Questions: What are some examples of human experimentation? What ethical issues do they raise? What may religious responses be? Particular examples are included as a seperate word document, as well as youtube links to modern versions of Milgrams electric shock experiment in the 60s.

At the school where I work we do 'Beliefs and Values': PHSE, Citizenship, Religious Studies and SMSC all rolled into one. These 2 lessons, one for KS4 and one for KS3, explore what SMSC is and why it is important. There is a lot here, so plenty for you to pick and choose from, all exploring the following learning outcomes: All of you will be able to explain what SMSC is. Most of you will be able to explain where we learn about SMSC Some of you will be able to evaluate why we teach SMSC in our school community. As always, feedback and recommendations warmly received. :)

A powerpoint which includes differentiation activities, a worksheet (with different activities for KS3 or 4 which we print on double sided A3, and there is enough here for at least 2 lessons. Youtube links, treasure hunts, a debate, TPS activity and more. Easily personalisable to suit your own needs, and included here is the SMSC objectives met with this lesson. The Powerpoint itself has some instructions on how to use the resource, although most of it is quite self explanatory. Enjoy!

9-11, ISIS and The Truth and Reconciliation Trials. Here are 3 examples of terror and a lesson about moving forward, past the cycle of retribution. A highly rated resource with over 6000 downloads in the past, and now monetized as they are a three in one pack! Includes a trimmed down version of what caused 9-11.

An introductory lesson to medical ethics focussing on embryology. This powerpoint explains what embryology is, as well as giving an introduction to one of the key questions behind most medical ethics issues: when does life begin? It includes high definition photographs of embryos in development and an embedded video which shows these stages. It also includes a case study, a research homework, plenty of information (including some religious opinions). These are developed more in the second lesson. Information can be printed out and Learning Questions include: What is Embryo Research? What are some potential problems and positives of Embryo Research? What are some religious opinions? What is my opinion? All feedback welcome! :)

A powerpoint that explores assisted reproduction, specifically IVF (AIH and AID). It includes religious responses to the issue, which can be used in a variety of ways (as a treasure hunt or group exercise). Learning questions include: What is IVF? (AIH and AID) What are some Religious Responses to it? Learn a case study and consider if IVF is ethical? Case studies include Octomom, with a youtube video link included, to explore IVF at its extremes and help students evaluate how different situations may alter their opinions on how ethical it is. The exercises are differentiated by outcome, and groupings can be done using a kagan system of mixed ability. Side note: My preference with the religious responses exercise is to number the class 1-5, have them study, condense and write one opinion. I then re-number them 1-4 and have them sit in new groups, so each new grouping has at least one person from each of the 5 previous groups. They then teach each other all the information.

This lesson has a hotseat starter which covers many key terms from Medical ethics (i.e. sanctity of life) as well as an interactive treasure hunt plenary for those of you with the luxury of smart boards. Learning Questions include: What is Cloning? What are the different kinds of cloning? What are religious responses to it? Extension: What quotes do you know that could apply to this topic and how? There is also a roleplay opportunity included here, as well as a variety of youtube links and a cover lesson linked to the sixth day which can be rented or bought on youtube (It’s no gattaca, but has some interesting ethical issues raised and debated in there). Differentiated by outcome, with extension task included with the learning questions.

This lesson is an exploration of the incredible human beings who risked (and sometimes lost) their lives working to rescue Jews from the Holocaust. It is an inspiration from Philip Zimbardo who encourages us to educate children about the psychology of heroism. This powerpoint and collected resources aims to help students understand and be inspired by the incredible acts of bravery these people engaged with. I greatly encourage you to play the video linked to this lesson to students: it moves me to tears every time! Learning Questions include: How did some people act heroically in the Holocaust? How did these heroes’ beliefs affect their actions? Can you evaluate the motivations for people’s actions? EXT: What is the psychology of Heroism? What can we do to help ourselves become more heroic? Great for PHSE, Citizenship, Religious Studies and History. Extension tasks and differentiated activities included.

A lesson to help students understand and develop their relationship with their own values. It includes activities, youtube videos and some disciplinary literacy around the word value, and where it comes from. A must for any PHSE, citizenship or relationships teacher trying to help students get a grip on their own values in a world which is changing at an increasing pace.

This comprehensive lesson exploring the facts, benefits and religious responses to organ transplants and blood transfusions will need trimming to fit in one hour. There are plenty of case studies, youtube clips, embedded short videos about ‘cellular memory’, and comparative religious arguments from the six major religions. Activities are differentiated by outcome, with discussion or learning pyramid plenaries available. Went all out on this one. Learning Objectives: To know the possible benefits about organ transplants. To know some religious attitudes to blood transfusions and organ transplants. To evaluate and compare religious attitudes to medical ethics. It also includes a particularly close look at Jehovah’s witnesses opinions on blood transfusions.

Including youtube links, independent learning activities, discussion activities and plenty of information, this lesson is about exploring the 'snoopers' charter' culture of the NSA and GCHQ, Edward Snowden's role as a whistleblower, and if we should allow our governments to spy on us. Particularly good for citizenship, sociology, RS and Politics this lesson is engaging and interesting to students. Did you know facebook's new privacy policy allows them to use your microphone and camera? AI notes down everything we say via their app...1984? Or safety procedure? Differentiated activities by outcome and task design, there's plenty here to stretch and challenge as well as scaffold. This lesson also includes a debate and information which can be used like a treasure hunt activity. 26 slides of high quality teaching material. Learning questions are: Why is privacy important? What is a whistleblower and what were Wikileaks? Is the internet a force for increased freedom, or increased surveillance? Which is more valuable, freedom or safety?

Gender and sexuality can be confusing for students (and teachers!), many of whom do not understand the idea of gender being a spectrum rather than a binary role connected to biological sex. Indeed, most do not understand that gender and sex are different things. This presentation aims to present the different arguments around gender, varying from people who feel that their gender is different from their biological sex (transgender) or those who are biologically intersex (about 1-2% of the global population). It acknowledges that some people are very closed to the idea of transgenderism, whilst acknowledging the biological fact of intersex. It includes and article about Caster Semenya, the South African runner banned from competing in events because her testosterone is too high and told she would need to take medication to address this, as well as youtube videos, graphics, group discussion activities, opinion lines/corners, and written comprehension questions. There are also definition tasks too. Ideal for KS3-5 students. (11-18yr old) A range of tasks that will not fit into an hour, so pick which work for you. Learning questions include: What is gender? What is the difference between ‘intersex’, ‘transgender’, ‘transexual’ and ‘non-binary’? What is a ‘patriarchy’? Is gender a choice? Is gender a spectrum? This is a new resource on a tricky issue: feedback warmly, warmly welcomed. Many thanks.

A PHSE lesson to help students discuss and explore healthy ways to end relationships. It’s an attempt to try and get secondary school students in particular to treat each other with respect when everything seems epically painful. Differentiated by outcome, with plenty of opportunities for discussion and exploration with some youtube links included.