This is a project where pupils use the suggested resources to complete beliefs, quotes and teachings for all the Themes in Paper 2. We focus on Theme A,B,D and E. The project will aid all pupils with having a point of reference when answering exam questions and learning about religious views on the topics. Paper 2 does allow non religious views to be included in the 12 markers so I have also added a column for this. We teach the Equality Act, Human rights and other laws to give a third view which allows pupils to write much more and gain more depth on each topic. Once completed colleagues can use the best ones to plan further learning activities - perhaps share more basic versions (fully editable) for the less able. The Table layout makes writing 4, 5 and 12 markers much easier as pupils locate the relevant word and the key teachings to populate their own responses. I am making it free during these COVID times and hopefully save colleagues time as this is the final week of term for many.

I have used quotes shared by user Cillachinchilla’s to create a booklet where pupils can learn to apply and understand them better. This can be used as a homework booklet or a home learning pack during School lockdown. Thanks to Cillachinchilla for initially sharing. I hope it is useful for all colleagues. The quotes mainly focus on applying Christianity to the themes paper but can be used at the end of Year 9 too. Hope all colleagues are safe and well.

This resource is a blank proforma. It can be printed A4 or A3. It is crucial that any resource can be used in multiple ways especially when colleagues spend time and effort making them and pupils do respond in different ways. It can be used to check what pupils know as part of retrieval practice It can be used to populate and then test learners It can be used for paired/group activities in Paper 2 Themes It can be used as a revision aid based on what the teacher has taught It can be used to support modelling exam responses for pupils It can be used to support scaffolding especially for 4 and 5 Mark responses including the key questions of contrasting beliefs. It is applicable to Themes A, B, D and E. It can be modified to support other themes. Once completed, it can be used as a knowledge organiser. It worked very well with my Year 11 groups. The activity can be repeated throughout the learning cycle to promote retrieval and progress.

A basic scaffold for pupils to practice structuring their essays to support extended writing for 12 markers in paper 1 Beliefs and practices and Paper 2 Thematic studies. Can be used to improve practice Can be used to promote independence Can be used to ensure pupils can write basic responses rather than missing questions out Has worked well with Target grade 3-7 pupils. Higher attainers who need tweeks have also used it to success.

This resource can be printed on A4 and acts as a bridge between beliefs and practices In the updated SOW for GCSE Christianity, there is an emphasis on links. Pupils can use this in the following way: Revision tool/knowledge organiser Highlight key words Allocate a range of influences to each belief and then rank them in importance or relevance to promote higher levels of understanding Number each influence and allocate to each belief beginning which ones apply to most of them. Teachers can use it to: develop pupil’s written response with small chunks of information on influences and importance. For example, the crucifixion has obvious influences but also has specific responses. pupils can be stretched to further develop each influence or practice to show deeper understanding especially for 4, 5 and 12 mark extended writing. Check knowledge and understanding through quizzing Pupils can do self test (I do, we do, you do) In class discussion, teacher can call target pupils with each belief and see how many influences they can recall or link. In class discussion, pupils can make active links to the beliefs and practices.

This resource can be printed on A4 and acts as a bridge between beliefs and practices In the updated SOW for GCSE Islam, there is an emphasis on links. Pupils can use this in the following way: Revision tool/knowledge organiser Highlight key words Allocate a range of influences to each belief and then rank them in importance or relevance to promote higher levels of understanding Number each influence and allocate to each belief beginning which ones apply to most of them. Teachers can use it to: develop pupil’s written response with small chunks of information on influences and importance. For example, the crucifixion has obvious influences but also has specific responses. pupils can be stretched to further develop each influence or practice to show deeper understanding especially for 4, 5 and 12 mark extended writing. Check knowledge and understanding through quizzing Pupils can do self test (I do, we do, you do) In class discussion, teacher can call target pupils with each belief and see how many influences they can recall or link. In class discussion, pupils can make active links to the beliefs and practices.

This resource can ideally be used across two lessons. Pupils can explore each quote and what it means Pupils can be encouraged to develop each quote using the headings below Quotes are paraphrased to allow accessibility for lower and middle attainers Quotes can be used for paired discussion Teacher can give a sheet with religious and non-religious concepts from paper 1 and Paper 2 Themes and pupils can allocate quotes that apply to more than one topic to consolidate. Having used it across the ability range, pupil feedback was positive and they felt more comfortable using them Allows for coverage across both papers At a higher level pupils could learn to manipulate and apply quotes across ALL themes

Two Power point presentations that can be shown on screen covering up to 6 lessons which targets specific knowledge and understanding across Themes A, B, D and E. This is best used in Teacher led sessions. Pupils can answer each slide Pupils can develop each response to support 4,5 and 12 mark reasoned arguments using core beliefs at the bottom of each slide Pupils can apply responses across topics e.g. “Do not murder” or “Stewardship”. Helps pupils include Christianity in their responses Helps pupils identify knowledge which can be easily recalled Helps pupils understand contrast and similar especially for 4 markers Can be developed further with linked exam style questions Can be uploaded onto Teams/Google classroom once used in class

Hi all, this is an answer maker/scaffold/pupil aid that can be used to develop GCSE exam style responses. This covers all the AQA A GCSE Christianity and Islam advanced content released by AQA. It can be used with KS4 and end of KS3. The template can work at KS3 also. Pupils can each have one and the teacher can set exam style questions. The Knowledge is organised so pupil’s written output is improved and promotes independence after consistent use. We teach pupils the PEEL but also accept there are a range of responses which are creditable under AQA Markschemes We focus on influence/importance to develop responses for analysis and evaluation The answer makers can be used to construct responses across the ability range. Lower/Middle attainers can use it to develop better writing practices and get use to the core language needed to respond to the question. Having tested it, lower and middle attainers, missed less questions out in their last mocks. This can be used in multiple ways but is a crucial learning aid for exam preparation and can replace any revision materials as pupils will have had experience using it in their lessons.

These learning mats/knowledge organisers are designed to offer small chunks of information per topic for GCSE AQA Christianity and Islam. They cover all the beliefs and practices in the specification. Each Mat/Organiser can be used in a variety of ways in the classroom. It is best suited to middle to low ability especially where all pupils in a cohort are doing the GCSE. Higher ability pupils can use to prompt and check learning too. I have included the essential information so pupils can begin to write more ‘religious’ responses as per the specification. It is crucial that any resource can be used in multiple ways especially when colleagues spend time and effort making them and pupils do respond in different ways. It can be used to check what pupils know as part of retrieval practice It can be used to test learners It can be used for paired/group activities in Paper 1 Beliefs and practices It can be used as a revision aid based on what the teacher has taught. It can be used to support modelling for pupils for AO1. It can be used to support scaffolding especially where pupils are engaged in I do/we do/you do. It can be printed and handed out every lesson to check previous learning. Pupils can add to it with more advanced information. Itcan be used as a knowledge organiser. It can be uploaded for pupils in Microsoft Teams or Google Classroom for online learning for those who are not attending school. It worked very well with my Year 11 groups. The MATS/knowledge organisers can be repeated throughout the learning cycle to promote retrieval and progress. I will eventually upload as separate as not everyone may do Islam Beliefs and practices at GCSE.

I have put together a set of Notes for the GCSE AQA A Christianity Specification using pupil friendly language. These notes can be used sheet by sheet or as a booklet. In larger departments, each teacher could have a set of them which they can use across their teaching groups. The Notes are in two column form Key words are highlighted for questioning, linking, cold calling and prompting Each point is numbered and teachers can select content for different abilities Quotes/teachings are paraphrased in line with the specification These can be used for other specifications from OCR/EDEXCEL and Eduqas The Questions are kept as simple as possible to support teacher questioning Pupils can write additional points and summarise at the end of each set of notes There are opportunities for evaluative questioning e.g. Is belief in resurrection the most important? Teachers are free to add further knowledge where appropriate through lesson delivery. They can also be used as knowledge organisers. Teachers can use the Cornell Notes to promote links and I have included linked beliefs and practices where appropriate. These notes can be used to support scaffolding for exam style questions These notes have been organised for easy retrieval and reducing cognitive load per topic. The headers can be used as ‘Titles’ Pupils can write out their notes in similar form so their exercise books can be used as revision guides. Use the notes to easily locate knowledge and apply it (I do, we do, you do) Printer and white board friendly - where copying is an issue, they can be used on the interactive whiteboard to scroll as appropriate. Where there are errors use them as a learning activity to correct. I hope it supports colleagues and departments to raise progress as it has been really helpful for our pupils to attain well across the ability range.

I have put together a set of Notes for the GCSE AQA A Islam Specification using pupil friendly language. These notes can be used sheet by sheet or as a booklet. In larger departments, each teacher could have a set of them which they can use across their teaching groups. The Notes are in two column form Key words are highlighted for questioning, linking, cold calling and prompting Each point is numbered and teachers can select content for different abilities Quotes/teachings are paraphrased in line with the specification These can be used for other specifications from OCR/EDEXCEL and Eduqas The Questions are kept as simple as possible to support teacher questioning Pupils can write additional points and summarise at the end of each set of notes There are opportunities for evaluative questioning e.g. Are Muslims only good because of the existence of hell? Teachers are free to add further knowledge where appropriate through lesson delivery. They can also be used as knowledge organisers. Teachers can use the Cornell Notes to promote links and I have included linked beliefs and practices where appropriate. These notes can be used to support scaffolding for exam style questions These notes have been organised for easy retrieval and reducing cognitive load per topic. The headers can be used as ‘Titles’ Pupils can write out their notes in similar form so their exercise books can be used as revision guides. Use the notes to easily locate knowledge and apply it (I do, we do, you do) Printer and white board friendly - where copying is an issue, they can be used on the interactive whiteboard to scroll as appropriate. Where there are errors use them as a learning activity to correct. I hope it supports colleagues and departments to raise progress as it has been really helpful for our pupils to attain well across the ability range.

Use this booklet / plan to help pupils with 32 Essays that have come up in the AQA GCSE RS specification. (A). Essays from exams 2018-2021. This essay maker uses all the past 12 mark exam questions that have come up and puts the relevant content into a simplified form. Pupils simply read, understand and decide if the content is for or against/different. This can be used in pairs/groups. You can use this essay maker for ‘I do, you do, we do’ sequences. They are excellent for scaffolding and modelling a step -small chunk approach to the 12 mark evaluation questions. They can then write the essay out fully with examples, evaluation and conclusion. This enables teachers to deliver revision effectively with a simply tick sheet format for the essays that have come up. Use the same technique for your own 12 mark questions to stretch and challenge Teacher can select appropriately according to ability. The top sets/ability should attempt it fully. Teachers can use each essay for their planning when delivering the topics. Pupils can use it to improve their knowledge and understanding of beliefs, practices and themes. They worked brilliantly with my groups and peers from two other schools have commended this approach. Saves teachers time and you can get multiple uses out of the format.