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.
‘Worship: Christian Practices’ is a concise and easy to follow, ‘MASTERY’ ‘and EXAM SKILLS focused lesson. There will be an emphasis (and modelling) of key skills needed in evaluation questions. Mini plenary’s and extra challenges throughout
Date on slide updates automatically / Resource light / Easy to follow & Suitable for non-specialists
SUITABLE FOR DELIVERING:
Worship: Christian Practices’ AQA
Students will be able to
• Explain different types of Christian worship and the denominations that use them
• Evaluate (strengths and weaknesses) of these forms of worship
Activities include:
Customisable recap do-now starter, a variety of tasks to learn about:
• Learning from popular TV series (videos) differences between Liturgical non liturgical, informal and charismatic forms of worship
• Matching activity to pair forms of worship with their advantages and disadvantages
• Venn diagram to illustrate similarities and differences between each type of worship
• Drama activity: students role play a type of worship the rest of the class guess which type of worship it is.
• debates regarding which is the most respectable form of worship
• Exam 4 mark question with scaffolding, model answer and peer assessment
I hope you enjoy teaching this lesson. Your feedback is most welcome.
HUMAN RIGHTS QUOTES. FOR THEME F: RELIGION, HUMAN RIGHTS AND SOCIAL JUSTICE. AQA GCSE. DIFFERENTIATED.
CHRISTIANITY AND ISLAM QUOTES FOR ALL SUBTOPICS
INCLUDING:
• POVERTY, WEALTH, CHARITY AND EXPLOITATION
• SOCIAL JUSTICE, EQUALITY AND DISCRIMINATION: (sex, sexual orientation, racism)
• FREEDOM OF RELIGION
• HUMAN RIGHTS
The table shows how the same quote can be used in various sub topics which is useful for** lower ability/SEN** where recall of many quotes may be difficult.
This includes generic quotes that can be used across different sub-topics as well as more specific sophisticated quotes to **challenge the more able **
PREJUDICE, DISCRIMINATION & RELIGION. 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
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 throughout
Scaffolding
No 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 SACRED WRITING)
• LIST PROTECTED CHARACTERISTICS FROM 2010 EQUALITY ACT
• EXPLAIN RELIGIOUS BELIEFS ABOUT DISCRIMINATION
• EVALUATE WHETHER DISCRIMINATION IS ALWAYS WRONG.
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.
HOMOSEXUALITY & RELIGION 2023. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. WHOLE CLASS ASSESSMENT. PLANNED QUESTIONING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. DIFFERENTIATED. CONTEMPORARY RELIGIOUS VIEWS: CHRISTIANITY, ISLAM AND HUMANISM
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
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: EVALUATE WHETHER SAME-SEX MARRIAGE IS WRONG. WITH REFERENCE TO SACRED WRITING & SHOWING THE DIFFERENCE BETWEEN AND WITHIN RELIGIONS
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.
Concise, easy to follow and comprehensive, ‘MASTERY’ and **exam-focused lesson. **
Date on slide updates automatically
**Resource light **
Easy to follow & Suitable for non-specialists (notes on slides)
SUITABLE FOR DELIVERING:
AQA RS ISLAM PRACTICES: Jihad: Greater and Lesser
**
Students will be able to (with reference to source of authority):**
• Explain the difference between Lesser and Greater Jihad
• Evaluate which is most important Greater or lesser Jihad
**
Activities include:**
Customisable recap starter (just add two questions), reading and question task, mini-plenary quiz with ‘stretch and challenge’ questions, ‘depth and mastery’ (partnered discussion), debate, ‘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.
Theme C. Knowledge of God’s Existence. AQA. A 1-sided sheet of quotes from Christianity and Islam Holy Books to glue in books. This resource along with SOL and glossary is free with (and complements) the Theme C #FUN LESSONS PACK (found in my shop - link below)
https://www.tes.com/teaching-resource/theme-c-pack-12470112
SEXUAL ETHICS: SECULAR VIEWS. OCR A2 SEXUAL ETHICS. 100 MINUTE LESSON. FUN AND ENGAGING WITH A VARIETY OF TASKS, MEDIA, AND GAMES TO STIMULATE LEARNING. CHALLENGE AND MASTERY FOCUSED.
• Aimed to offer clarity on a complex topic
• Emphasis on Exam Skills: A01 and A02
• Synoptic links
• Scholarly views: Mill, Sartre, Hobbes, Aquinas, Postmodernism, Nihilism
• Sources of Authority
• Assessment and extra challenges throughout.
• No printing, concise and easy to follow. Date on slide updates automatically
STUDENTS WILL BE ABLE TO:
Explain and evaluate secular views on Sexual Relationships with reference to sources of authority
I hope you enjoy teaching this lesson. Your feedback is most welcome.
CHRISTIANITY AFTERLIFE. 100 MINUTE LESSON. FUN AND ENGAGING WITH A VARIETY OF TASKS AND GAMES TO STIMULATE LEARNING. CHALLENGE AND MASTERY FOCUSED.
Information sheet
Customisable recap starter
Emphasis on Exam Skills
Sources of Wisdom
Assessment and extra challenges throughout.
Minimal printing, concise and easy to follow. Date on slide updates automatically
**
STUDENTS WILL BE ABLE TO: **
Explain Christian beliefs about how to get to heaven
Contrast Christian and atheist beliefs about life after death
I hope you enjoy teaching this lesson. Your feedback is most welcome.
CORPORAL AND CAPITAL PUNISHMENT. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. WHOLE CLASS ASSESSMENT. PLANNED QUESTIONING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. DIFFERENTIATED. MODEL ANSWER INCLUDED. RELIGIONS: CHRISTIANITY & ISLAM
**PEDAGOGY FOCUS: **
Check whole class understanding and address misconceptions throughout (e.g. mini-boards or cold call)
I do, we do, you do
Compulsory 7+ Challenges throughout
Differentiated End Task
Dedicated improvement: model answer included
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 sacred writing)
• List advantages and disadvantages of Capital and Corporal punishment
• Evaluate with reference to religious sources of authority whether Capital and corporal punishment should be used.
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.
AQA 12 MARK STUDENT FRIENDLY SUCCESS CRITERIA
This was created during AQA examining training 2023. Senior examiner confirmed this is accurate. It shows exactly how many marks would be given with regards to the following criteria:
Number of points
Number of perspectives
Development: Some/Slight and full development
Number of religious references
How many points should answer the ‘so-what?’ (linking belief to point)
Judgement and conclusion
The resources also shows modelling of the above criteria.
My students know exactly what they need to do to hit or exceed their target as they refer to this every time they answer a 12 mark question. It is glued in the inside cover of their books.
USING ANIMALS FOR FOOD. RELIGION & HUMANISM LESSON ENABLES LEARNERS TO: Evaluate whether it is right to use animals for food, explaining views between (and within) Christianity, Islam and humanism.
#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: FARMING METHODS
INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS:
Differences within Christianity
Differences within Islam
Peter Singer’s preference utilitarianism and speciesism
** INCLUDED: **
Slides
Target Grade descriptors
PEES paragraph writing frame
Key term bank
Quote bank
Model answer
Quote matching game
Extra Challenges
**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
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
ISLAM PRACTICES: ZAKAT & CHARITY # 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):
Explain the role and significance of giving alms in Islam including:
What is Zakah?
Origins
How and why it is given
Benefits of giving alms
Other types of charity: Sadaqah and Khums (Shi’a Islam)
I hope you enjoy teaching this lesson. Your feedback is most welcome.
ANIMAL STATUS & USE. Theme B: Status/Use of Animals (Food/Testing) Christianity, Islam, Humanism. Concise, comprehensive challenging exam-focused revision or lesson (prior knowledge not necessary). **Resource light- easy to follow. ** DOUBLE LESSON
Suitable for delivering:
AQA Theme B Humans and Animals (Christianity, Islam, Humanism)
Students will be able to:
Explain religious beliefs about the use of animals for food
Evaluate whether it is wrong to use animals for food.
Explain religious beliefs about animal experimentation
Evaluate whether animal experimentation is always wrong with reference to religious scripture and contemporary philosopher, Peter Singer
Activities include:
Reading log activity, exam questions with model answers. Optional video tasks to enrich learning and give their writing hands a rest, Peer/self assessment with success criteria.
Islam Practices Revision of the following topics: Risalah, Festivals, Ramadan and Sources of Authority
Concise, compressive and challenging exam-focused revision lesson Suitable for a double lesson. Resource light- easy to follow. Suitable for delivering:
AQA Religious Studies: Islam Beliefs and Practices
Students will be able to:
• Explain the meaning of all festivals and how they are celebrated
• Evaluate the importance and role of the prophets in Islam
• Explain the meaning of Ramadan and how it is practiced
• Evaluate which has the most authority, Hadith or the Quran
Activities include:
Reading log activity, exam questions with model answers. Peer assessment.
CHRISTIAN WORSHIP (Christian Beliefs AQA) RESOURCE FREE LESSON
Suitable for a single lesson. No printing required and easy to follow
Suitable for delivering:
AQA Religious Studies: Christian Beliefs / Worship and Prayer
Students will be able to:
• Explain various styles of worship
• Evaluate each style of worship pointing out the strengths of each
• Explain why the Lord’s Prayer is important to Christians
Activities include:
Matching definition to images / paired discussion / writing tasks with writing frames e.g. Evaluate question with sentence starters
Miracles, Revelation and Visions. ARGUMENTS FOR GODS EXISTENCE. (Christianity, Islam and Humanism). Concise, comprehensive and** challenging exam-focused.** **Resource light & easy to follow. **
Suitable for a revision but prior knowledge is not necessary. Suitable for a **double lesson. **
FOR DELIVERING:
AQA Religious Studies: Theme C: ARGUMENTS FOR GODS EXISTENCE: Miracles, Revelation and Visions
Students will be able to:
Explain two contrasting religious beliefs about miracles
Evaluate whether the argument from miracles is successful
List types of general revelation.
Explain two religious beliefs about Special Revelations.
Evaluate whether visions are evidence that God exists.
Activities include:
Reading log activity, information sheet, video tasks plus a variety of 5 and 12-mark exam questions complete with model answers and self-assessment success criteria.
Your review 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.
SCIENCE AND GOD. AQA RS THEME C: ARGUMENTS FROM SCIENCE AGAINST THE EXISTENCE OF GOD. Concise, comprehensive. ‘MASTERY’ and exam-focused lesson. Resource light – one resource to print (information sheet). Easy to follow & Suitable for non-specialists (notes on slides). Date on slide updates automatically
SUITABLE FOR DELIVERING:
AQA RS Theme C: Arguments from Science against the existence of God
Students will be able to (with reference to source of authority):
• Evaluate whether belief in science and God are compatible
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.
EVALUATING NATURAL THEOLOGY: KNOW. OF GOD’S EXISTENCE (DCT). #FUN LESSONS. A fun and engaging lesson with a variety of tasks 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):
Evaluate whether knowledge of God can be known through natural theology
**Fully resourced activities include: **
Customisable recap starter, recap task on why each type of theology is helpful to believers, pairs complete table: list sources of authority and their claims/evidence (followed by self-assessment, answers on slide), group discussion on weaknesses of claims, Bible analysis an interpretation tasks. For each truth claim of natural theology students will learn the main criticisms and add these to table, they will give high order evaluation (how strong are these criticisms?) Essay planning, A02 writing task with success criteria.
I hope you enjoy teaching this lesson. Your feedback is most welcome.