I'm Head of Department and AQA examiner for Religious Studies. I teach the AQA spec and provide tried and tested resources. I'm uploading resources all of the time; my newest collection is the #FUN LESSONS range which are engaging, exam focused, challenging and getting great results. Lessons are fully resourced and easy to follow with minimal printing. I hope you enjoy teaching them.
I'm Head of Department and AQA examiner for Religious Studies. I teach the AQA spec and provide tried and tested resources. I'm uploading resources all of the time; my newest collection is the #FUN LESSONS range which are engaging, exam focused, challenging and getting great results. Lessons are fully resourced and easy to follow with minimal printing. I hope you enjoy teaching them.
RELATIONSHIPS REVISION. AQA RS RELATIONSHIPS: REVISION OF SUBTOPICS, QUOTES AND VIEWS (ISLAM & CHRISTIANITY). Concise, comprehensive. RECAP & ‘MASTERY’ exam-focused lesson. Resource light – one resource to print. Easy to follow & Suitable for non-specialists (notes on slides). Date on slide updates automatically
SUITABLE FOR DELIVERING:
AQA RS Relationships: Revision of all subtopics, quotes and views (Islam & Christianity)
Students will be able to (with reference to source of authority):
• RECAP ON QUOTES
• RECAP ON VIEWS ABOUT RELATIONSHPS ISSUES
• MASTER strong religious reference
• MASTER strong conclusions
Activities include:
Recap starter, quote annotation, contrasting views activity and mastery’ (partnered teaching) Skills mastery: strong religious reference and persuasive conclusions). Model answer analysis, exam question with peer assessment & student friendly success criteria.
I hope you enjoy teaching this lesson. Your feedback is most welcome.
ANGELS: ROLES & FREE WILL. AQA RS. ISLAM BELIEFS. Concise, comprehensive. ‘MASTERY’ and exam-focused lesson. Resource light
Easy to follow (with notes) . Date on slide updates automatically
SUITABLE FOR DELIVERING:
AQA RS: Islam Beliefs – Angels
Students will be able to (with reference to source of authority):
• Explain two Muslim beliefs about angels
• Evaluate whether angels have free will
Activities include:
Recap starter, reading and question task, debate, ‘depth and mastery’ (partnered discussion) ‘Skills mastery’, model answer analysis, exam question with peer assessment & student friendly success criteria.
I hope you enjoy teaching this lesson. Your feedback is most welcome.
PILGRIMAGE: CHRISTIANITY & ISLAM. AQA RS. Suitable as a lesson or revision lesson. Concise, comprehensive and challenging exam-focused. Resource light easy to follow
Suitable for delivering:
AQA Religious Studies: Islam/Christian Practices/ GCSE REVISION LESSON
Students will be able to:
Explain two contrasting places of Christian pilgrimage
Explain rituals that happen at Hajj
Evaluate whether pilgrimage is the most important form of worship in Christianity
Evaluate whether pilgrimage is the most important form of worship in Islam
Activities include:
Reading log activity, exam questions with model answers. Peer assessment.
SAWM LESSON ENABLES LEARNERS TO: Explain how, when and why Muslims do ‘Sawm’ (fasting) with reference to scripture. #ENGAGE, DIFFERENTIATE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, REDUCE COGNITIVE OVERLOAD.
SINGLE LESSON
TEACH AS PART OF GCSE. AQA ISLAM PRACTICES
OR AS A STAND-ALONE LESSON
PRIOR LEARNING: Students may know some religious teachings about the Night of Power and origins of the Five Pillars. However this will be revisited in this lesson.
**TASKS INCLUDE: **
Do Now (recap to activate relevant prior knowledge)
Planned questioning.
Chunked activities to prevent cognitive overload
Whole class assessment to check understanding
End task Writing task with sentence starters, key term and quote banks
**PEDAGOGY FEATURES: **
• Recap (activate prior knowledge)
• Exam skills: Independent Practice
• Planned questioning.
• Check whole class understanding.
• Address misconceptions
• Reduce cognitive overload
• Differentiation by extra challenges and scaffolding
EASY TO DELIVER
• Concise and logically sequenced
• Minimal printing
• Accessible for specialists and non-specialist teachers.
• Date on slide updates automatically.
• Task time indicators.
**I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. **
**FOR MORE QUALITY RESOURCES VISIT MY SHOP: **
https://www.tes.com/teaching-resources/shop/Examined_Life
STATUS AND TREATMENT OF WOMEN . FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. WHOLE CLASS ASSESSMENT. PLANNED QUESTIONING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. DIFFERENTIATED. RELIGION: CHRISTIANITY & ISLAM.
PEDAGOGY FOCUS:
Check whole class understanding / address misconceptions (e.g. mini boards/cold call)
I do, we do, you do
Differentiated End Task
Extra challenges
Scaffolding
Minimal printing. Concise and easy to follow. Suitable for specialists and non-specialists. Task time indicators. Date on slide updates automatically. Customisable Do Now task.
STUDENTS WILL BE ABLE TO: Explain the status and treatment of women in British Society with reference to sacred writings of Christianity and Islam
TEACH AS A STAND-ALONE LESSON OR
PART OF THEME F: RELIGION, HUMAN RIGHTS AND SOCIAL JUSTICE. AQA GCSE RELIGIOUS STUDIES
I hope you enjoy teaching this lesson. Your feedback is welcome.
AIMS OF PUNISHMENT. ISLAM. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. DIFFERENTIATED.
PEDAGOGY FOCUS:
Check understanding and address misconceptions throughout
Reduce cognitive overload
I do, we do, you do
Extra Challenges throughout
Differentiated tasks
Minimal printing. Concise and easy to follow. Suitable for specialists and non-specialists. Task time indicators. Date on slide updates automatically. Customisable Do Now task.
STUDENTS WILL BE ABLE TO: (WITH REFERENCE TO SOURCES OF AUTHORITY)
Explain contrasting Islam attitudes towards aims of punishment with reference to holy books
Teach as a stand-alone lesson or part of THEME E CRIME AND PUNISHMENT AQA GCSE RELIGIOUS STUDIES
I hope you enjoy teaching this lesson. Your feedback is welcome.
READY TO TEACH:
Resource free (no printing required)
Easy to follow (non-specialist friendly)
Date on slide updates automatically.
Concise, comprehensive and challenging lesson.
SUITABLE FOR DELIVERING:
EDEXCEL/AQA/KS3 RELIGIOUS STUDIES: THE PROBLEM OF EVIL
Students will be able to (with reference to source of authority):
ALL: list examples of moral evil and natural evil
MOST: Explain the problem of evil using key terms omnipotence and omnibenevolence
SOME: Describe one solution to the problem of evil
Activities include:
Recap starter, mastery through structured partnered discussion, videos to enrich learning, mini-plenaries to assess learning, debate and writing tasks with writing frames.
I hope you enjoy teaching this lesson. Your feedback is most welcome.
SANCTITY VERSUS QUALITY OF LIFE. ABORTION/EUTHANASIA. AQA THEME B: RELIGION AND LIFE. Concise, comprehensive and challenging exam-focused lesson. Resource light & easy to follow.
Suitable for delivering:
AQA Religious Studies: Theme B: SANCITY OF LIFE V QUALITY OF LIFE
Students will be able to:
• the sanctity of life and quality of life debate
• apply concepts of sanctity of life and quality of life to issues of abortion and euthanasia
• Evaluate which is most important Sanctity or Quality of Life
Activities include:
Reading log activity, exam questions with model answers. Videos / discussion Peer assessment.
ABORTION PRO LIFE AND PRO CHOICE. AQA THEME B. Concise, comprehensive and challenging exam-focused lesson.
Resource FREE & easy to follow.
Suitable for delivering:
AQA Religious Studies: Theme B: RELIGIOUS VIEWS ON ABORTION/PRO-LIFE/PRO-CHOICE
Students will be able to:
Evaluate whether abortion is a women’s choice with reference to scripture
Activities include:
Matching statements, exam questions with model answers/case studies /discussion
EUTHANASIA: CHRISTIANITY, ISLAM & HUMANISM: AQA THEME B 'RELIGION AND LIFE. Concise, comprehensive and challenging exam-focused lesson. **Resource light & easy to follow.
** Suitable for delivering:
AQA Religious Studies: Theme B: EUTHANASIA
Students will be able to:
• Define different types of euthanasia
• Explain UK law on euthanasia
• Discuss case study from the media
• Evaluate with reference to scripture: ‘Everyone should have the right to die’
Activities include:
Reading log activity, exam questions with model answers. Videos / discussion Peer assessment.
Value and Abuse of the Environment AQA THEME B is a resource-light* and easy to follow lesson is suitable for delivering:
AQA Religious Studies: Theme B / Humans and the Environment
Students will be able to:
• Outline current environmental issues and possible solutions
• Understand the terms: stewardship and dominion
• Explain contrasting religious teachings about environmental issues with reference to scripture 5 mk question
• Evaluate whether religious believers have more of a duty to protect the planet than non-believers
Activities include:
Information sheet and reading tasks / links to clips on deforestation and conservation / 5 mark question and evaluation question with model paragraph and peer assessment activity
Using Animals for food and cosmetic/medical testing (Religion and Use of Animals) Concise, comprehensive and challenging exam-focused lesson Suitable for a double lesson.
Resource light- easy to follow. Suitable for delivering:
AQA Religious Studies: Theme B: Animals
Students will be able to:
• Explain the various ways we use animals
• Explain Christian and Islam teachings about the different uses of animals.
• Evaluate whether humans should test on animals.
Activities include:
Reading log activity, exam questions with model answers. Videos / discussion Peer assessment.
EUCHARIST LESSON ENABLES LEARNERS TO: Explain why and how the eucharist is practiced in different denominations. Explain importance of this sacrament. #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, REDUCE COGNITIVE OVERLOAD.
SINGLE LESSON
TEACH AS PART OF GCSE. AQA CHRISTIAN PRACTICES
OR AS A STAND-ALONE LESSON
PRIOR LEARNING: religious teachings about Jesus sacrificial death and Christian teachings about sin will be revisited in this lesson.
INCLUDES RELIGIOUS TRADITIONS/PHILOSOPHICAL VIEWS:
Catholic
Church of England
**TASKS INCLUDE: **
Do Now task (recap to activate relevant knowledge applied to this lesson)
Planned questioning
Video with thinking prompts
Chunked activities to prevent cognitive overload
Whole class assessment to check understanding
End task Writing task with sentence starters and success criteria
**PEDAGOGY FEATURES: **
• Exam skills: development, religious reference
• Recap (activate prior knowledge)
• Planned questioning
• Check whole class understanding.
• Address misconceptions
• Reduce cognitive overload
• End task assessment
• Differentiation
EASY TO DELIVER
• Concise and logically sequenced
• Minimal printing
• Accessible for specialists and non-specialist teachers.
• Date on slide updates automatically.
• Task time indicators.
**I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. **
**FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: **
https://www.tes.com/teaching-resources/shop/Examined_Life
AFTERLIFE. CHRISTIANITY, ISLAM, HUMANISM LESSON ENABLES LEARNERS TO: Evaluate the statement: Is death the end? With reference to sources of authority in Christianity, Islam, and Humanism. More able students will be able to refer to concepts such as substance dualism, materialism, and eternal oblivion.
#ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, REDUCE COGNITIVE OVERLOAD.
SINGLE LESSON
TEACH AS PART OF GCSE. AQA THEME B: RELIGION & LIFE
OR AS A STAND-ALONE LESSON
PRIOR LEARNING: Students should know some concepts from the ‘beliefs’ component; however this is not essential since this lessons serves as a recap on beliefs such as personal/last judgement, resurrection, ensoulment and the nature of the afterlife in Islam and Christianity.
**INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: **
Humanism (Dawkins)
Christianity: (Protestant and Catholic)
Islam
**TASKS INCLUDE: **
Do Now task (recap to activate relevant knowledge applied to this lesson)
Planned questioning
Peer learning: Matching elements of a PEEL paragraph
Discussion: Do Near Death Experiences prove existence of a soul
Frequent whole class assessment to check understanding
End task Writing task with writing frame for PEEL paragraphs and quote bank for books
**PEDAGOGY FEATURES: **
• Exam skills – PEEL paragraph
• Recap (activate prior knowledge)
• Planned questioning
• Check whole class understanding.
• Address misconceptions
• Peer learning
•Chunked activities to prevent cognitive overload
• Differentiated End task assessment
EASY TO DELIVER
• Concise and logically sequenced
• Minimal preparation
• Accessible for specialists and non-specialist teachers.
• Date on slide updates automatically.
• Task time indicators.
**I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. **
**FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: **
https://www.tes.com/teaching-resources/shop/Examined_Life
ABORTION AND RELIGION LESSON ENABLES LEARNERS TO: Explain attitudes towards abortion in contemporary (current) British society and evaluate whether ‘abortion is always wrong.’ #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, REDUCE COGNITIVE OVERLOAD.
SINGLE LESSON
TEACH AS PART OF GCSE. AQA THEME B
OR AS A STAND-ALONE LESSON
PRIOR LEARNING: some knowledge of religious teachings on ensoulment, sanctity and quality of life desirable but not essential as these will be revisited in this lesson.
INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS:
Catholic
Protestants
Islam
Pro-life
Pro-Choice
Situation Ethics
**TASKS INCLUDE: **
Do Now task (recap to activate relevant knowledge applied to this lesson)
Planned questioning
Video with thinking prompts
Peer learning: religious views on abortion
Chunked activities to prevent cognitive overload
Whole class assessment to check understanding
End task Writing task with PEEL paragraph writing frame
Student friendly Success criteria for 12 mk questions **
**PEDAGOGY FEATURES: **
• Exam skills: Evaluation questions
• Recap (activate prior knowledge)
• Planned questioning
• Check whole class understanding.
• Address misconceptions
• Peer learning
• Reduce cognitive overload
• Differentiation
EASY TO DELIVER
• Concise and logically sequenced
• Minimal printing
• Accessible for specialists and non-specialist teachers.
• Date on slide updates automatically.
• Task time indicators.
**I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. **
**FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: **
https://www.tes.com/teaching-resources/shop/Examined_Life
CRIME: CAUSES, PREVENTION AND RELIGION LESSON INCLUDES A VARIETY OF ENGAGING RESOURCES TO STIMULATE AND CHALLENGE. BY THE END OF THE LESSON STUDENTS WILL BE ABLE TO:
Explain the causes of Crime
Explain Religious beliefs about the causes of crime
Think about how crime can be prevented by looking at the causes
Explain how religions work to prevent crime
SANCTITY v QUALITY OF LIFE LESSON ENABLES LEARNERS TO: have a deep understanding of the terms ‘sanctity of life’ and ‘quality of life’ through application to case studies and to evaluate which is most important. This lesson will set them up for success in subsequent lessons on abortion and euthanasia.
#ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS
SINGLE LESSON
TEACH AS PART OF GCSE. AQA THEME B
OR AS A STAND-ALONE LESSON
PRIOR LEARNING: religious beliefs about creation of life EG ensoulment desirable but not essential
INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS:
Several case studies (different circumstances) on euthanasia and abortion
Teachings from Quran and Christianity on sanctity of life
**TASKS INCLUDED: **
• Holy book Quote sorting/matching (Sanctity of life)
• Ranking (Quality of Life)
• Case studies – group study and present
• End Task: Explain how sanctity and quality of life sometimes conflict with reference to a case study and religious teachings
EASY TO DELIVER
• Concise and logically sequenced
• Minimal printing
• Accessible for specialists and non-specialist teachers.
• Date on slide updates automatically.
• Task time indicators.
**I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. **
**FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: **
https://www.tes.com/teaching-resources/shop/Examined_Life
ABORTION. THE LAW & NON-RELIGIOUS VIEWS LESSON ENABLES LEARNERS TO: Explain conditions of abortion under UK law with reference to the 1967 Abortion Act. Contrast UK laws with country’s where abortion is illegal. Explain humanist views on abortion with reference to Pro-Choice views and back street abortions. #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, REDUCE COGNITIVE OVERLOAD.
SINGLE LESSON
TEACH AS PART OF GCSE. AQA THEME B
OR AS A STAND-ALONE LESSON
PRIOR LEARNING: Students may know some religious teachings about ensoulment, sanctity and quality of life; these will be revisited in this lesson.
**INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: **
Humanism
Pro choice
UK Law
International Law including countries where abortion is illegal in all circumstances EG El Salvador
**TASKS INCLUDE: **
Do Now task (recap to activate relevant knowledge applied to this lesson)
Planned questioning
Video with thinking prompts
Peer learning: apply UK law to case studies
Chunked activities to prevent cognitive overload
Whole class assessment to check understanding
End task Writing task with sentence starters
**PEDAGOGY FEATURES: **
• Exam skills – development
• Recap (activate prior knowledge)
• Planned questioning
• Check whole class understanding.
• Address misconceptions
• Peer learning
• Reduce cognitive overload
• End task assessment
• Differentiation
EASY TO DELIVER
• Concise and logically sequenced
• Minimal printing
• Accessible for specialists and non-specialist teachers.
• Date on slide updates automatically.
• Task time indicators.
**I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. **
**FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: **
https://www.tes.com/teaching-resources/shop/Examined_Life
ISLAM PRACTICES: SHAHADA # FUN LESSONS. A fun and engaging lesson with a variety of tasks, multi-media and games to stimulate learning. It is ‘MASTERY’ ‘and EXAM SKILLS focused.
• Resource light, concise and easy to follow. Date on slide updates automatically
• Suitable for specialists and non-specialists.
Emphasis on exam skills: Assessment and extra challenges throughout.
STUDENTS WILL BE ABLE TO (WITH REFERENCE TO SOURCE OF AUTHORITY):
• List the five pillars of Islam
• Explain the meaning and importance of the Shahada in Islam
• Evaluate why it might be the most important pillar
I hope you enjoy teaching this lesson. Your feedback is most welcome.
ANIMALS FOR COSMETIC AND MEDICAL TESTING
LESSON ENABLES LEARNERS TO: Evaluate whether using animals for experiments and testing is acceptable (with reference to religious and humanist teachings)
#ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, CHALLENGE.
SINGLE LESSON
TEACH AS PART OF GCSE. AQA THEME B
OR AS A STAND-ALONE LESSON
PRIOR LEARNING: stewardship, dominion, using animals for food
INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS:
Differences within and between: Christianity and Islam. Peter Singer
**RESOURCES INCLUDED: **
Slides
Target Grade descriptors
Model Answer
Video clip
PEEE Writing frame
Key term bank
Quote bank
**PEDAGOGY FEATURES: **
• Exam skills
• Recap
• Planned questioning
• Check whole class understanding.
• Address misconceptions
• Peer learning
• Reduce cognitive overload
• End task assessment
• Differentiation
EASY TO DELIVER
• Concise and logically sequenced
• Minimal printing
• Accessible for specialists and non-specialist teachers.
• Date on slide updates automatically.
• Task time indicators.
**I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. **
**FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: **
https://www.tes.com/teaching-resources/shop/Examined_Life