This download is for a Personal Learning Checklist (PLC) for the Epistemology section of the new AQA Philosophy specification (AS-level). It features a double-sided worksheet, focussed on a checklist with all of the topics listed for this section of the course in the AQA Philosophy Specification (7171). The .zip file contains a Word document: so the resource is fully customisable. On the reverse of the sheet are other useful measures that allow teachers to gauge a student's confidence and reflective abilities. The Personal Learning Checklists (PLC): -Allows the student to see clearly what they need to know for the exam. -Allows the student to communicate to their teacher how they can be best helped. -Gets the student to analyse their progress in relation to their target grade. -Encourages students to reflect in a structured manner on their necessary revision focusses. -Gets students to establish both a revision and an exam technique focus.

This download is for a Personal Learning Checklist (PLC) for the Moral Philosophy section of the new AQA Philosophy specification (AS-level). It features a double-sided worksheet, focussed on a checklist with all of the topics listed for this section of the course in the AQA Philosophy Specification (7171). The .zip file contains a Word document: so the resource is fully customisable. On the reverse of the sheet are other useful measures that allow teachers to gauge a student's confidence and reflective abilities. The Personal Learning Checklists (PLC): -Allows the student to see clearly what they need to know for the exam. -Allows the student to communicate to their teacher how they can be best helped. -Gets the student to analyse their progress in relation to their target grade. -Encourages students to reflect in a structured manner on their necessary revision focusses. -Gets students to establish both a revision and an exam technique focus.

This is the fifth in a series of lessons on Hinduism for GCSE level students for the 'Beliefs, Teachings & Practices' section of the course [section A]. It is designed around the OCR specification and is therefore suitable for teachers using the AQA specification (which is a less detailed equivalent to the OCR spec) and highly relevant to GCSE Religious Studies teachers regardless of the specification used. The Download (comprising 5(+) files, within one zip file) includes: -A PPT Containing a Full Lesson -A complete lesson plan covering: objectives, key-words, differentiation, and lesson timeline -12 Page colour knowledge-hunt (place around the room) -Images for poster design task (4 page word document) -Background music (Aum Chants and Tibetan Singing Bowls) to play during the poster design task (SMSC) -A Homework Task The topic of the lesson focusses on the following part of the specification: Manifestations of the Divine • Different ways of understanding Brahman, with attributes (Saguna Brahman) and without attributes (Nirguna Brahman) • The connection between concepts of Brahman and Hindu practices, including Hindu deities as manifestations of Saguna Brahman • The role and importance of the Trimurti and the Tridevi, including the concept of Shakti and the relationship between male and female deities • The role and importance of Avatara as the incarnation or manifestation of deities in a particular physical form • The role and importance of Murti as the focus of worship and as an expression of an actual presence • The significance of Avatara in different Hindu traditions • Common and divergent emphases placed on manifestations of the divine by different Hindu groups • Different interpretations and emphases given to sources of wisdom and authority by different Hindu groups Smriti and shruti scriptures • Stories of the gods acting within the world • The avatars of Vishnu • The Ramayana • The Bhagavad Gita • Jesus and the Buddha as avatars This is part of a series of lessons, if you like it: save countless hours by downloading the complete course! The complete series of GCSE Hinduism lessons can be downloaded at our TES Shop: https://www.tes.com/teaching-resources/shop/godwin86 Thank you for your download! Positive reviews are greatly appreciated.

This is the third in a series of lessons on Hinduism for GCSE level students for the 'Beliefs, Teachings & Practices' section of the course [section A]. It is designed around the OCR specification and is therefore suitable for teachers using the AQA specification (which is a less detailed equivalent to the OCR spec) and highly relevant to GCSE Religious Studies teachers regardless of the specification used. The Download (comprising 7(+) files, within one zip file) includes: -A PPT Containing a Full Lesson -A complete lesson plan covering: objectives, key-words, differentiation, and lesson timeline -A double-sided A3 worksheet (in 3 formats depending on your printing capacities) -Silent debate A3 Worksheets for group activity -18 Page colour knowledge-hunt (place around the room) -A pack of classical sitar music to play during the knowledge hunt (SMSC) -A Homework Task The topic of the lesson focusses on the following part of the specification: The Nature of Reality • The meanings of the terms: Maya, Loka, Devas and Asuras • The concept of Loka (world/realm/space) and the ways the Lokas are divided • The heavenly realms of the Tri-Murti: Brahma-Loka, Shiva-Loka and Vishnu-Loka/Vaikuntha • The inhabitants of the different realms, including the belief that people are born into different realms as a result of karma • The nature of the material world • The meaning of prakriti, purusha and the trigunas • The role and relationship of prakritim purusha and the trigunas in the creation and constitution of the material world • The cycle of creation and destruction as it applies to the universe, including the roles of the Trimurti and the Mahayuga • Common and divergent teachings and beliefs about worlds and their diverse inhabitants, including Maya, Loka, Devas and Asuras • The nature of reality, including the way gunas interact to determine the nature of things • Common and divergent understandings of cosmology and creation by different Hindu groups, including: • The cyclical universe, trimurti, aum and mahayuga • The relationship between the material world and the concept of Maya • Different interpretations and emphases given to sources of wisdom and authority by different Hindu groups Sources: • The Nasadiya Sukta (Rig Veda) • Katha Upanishad III 10–11 • Chandogya Upanishad III 14 • Bhagavad Gita XIII 19–20 This is part of a series of lessons, if you like it: save countless hours by downloading the complete course! The complete series of GCSE Hinduism lessons can be downloaded at our TES Shop: https://www.tes.com/teaching-resources/shop/godwin86 Thank you for your download! Positive reviews are greatly appreciated.

For the new AQA Philosophy specification (2017 onwards): AS-Level Ethics, dealing with Kantian Ethics. This 35+ page booklet contains: -Specification guidelines -Summary of Kant’s Groundwork -Topic-by-topic Notes -Quotations -Hypothetical exam questions -Probably the largest collection of Kant Memes ever collated. -and Model answers: -Explain Kant's claim that no action is completely moral unless it is done out of duty alone. (9) -Critically Evaluate Kant’s Moral Philosophy (15) -To what extent does Kantian ethics resolve some of the problems with utilitarian ethics? (15) -“Kant’s Moral theory is insufficient in responding to the challenge of simulated killing.” Evaluate this claim.(15) -Evaluate Kant’s response to the issue of Animal Rights (15)

For A2 AQA Philosophy teachers/students. This .zip file contains a word document with model answers to the following questions: -Explain Kant’s claim that no action is completely moral unless it is done out of duty alone. (12) -Critically Evaluate Kant’s Moral Philosophy (25) -To what extent does Kantian ethics resolve some of the problems with utilitarian ethics? (25) -“Kant’s Moral theory is insufficient in responding to the challenge of simulated killing.” Evaluate this claim.(25) -Evaluate Kant’s response to the issue of Animal Rights (25)

AQA Philosophy [2017 specification onwards) (AS/A2) assessment and feedback resources for: AS: 5, 9 and 15 mark questions, and exam scoreboard A2: 5, 12 and 25 mark questions, and exam scoreboard The feedback worksheets are designed for peer, self or teacher assessment. They are designed so that multiple markers can assess the work (perfect for lessons after a large assessment) They are mainly tick-box based (for the assessor) making them invaluable time-saving tools. The feedback worksheets highlight both targets and remedial action (corrections) for the student and encourage the student to reflect on and set their own targets. Tried and tested.

An A3 learning mat and/or wall-display, based on the AQA Sociology GCSE Specification (For teaching from September 2017 onwards For GCSE exams in 2019 onwards) The display outlines what students need to know for the 'Research Methods' section of the course.

This is the first in a series of lessons on Hinduism for GCSE level students for the 'Beliefs, Teachings & Practices' section of the course [section A]. It is designed around the OCR specification and is therefore suitable for teachers using the AQA specification (which is a less detailed equivalent to the OCR spec) and highly relevant to GCSE Religious Studies teachers regardless of the specification used. The Download (comprising 4 files, within one zip file) includes: -A PPT Containing a Full Lesson -A complete lesson plan covering: objectives, key-words, differentiation, and lesson timeline -A double-sided A3 worksheet -A 'Knowledge Hunt' file for the main activity. -A Homework Task The topic of the lesson focusses on the following part of the specification: "Atman & Eternal Self"   • Atman as the eternal self, the part that is liberated from Samsara • Atman as identical with Brahman • Atman as distinct from Brahman • Common and divergent understandings of the atman and liberation (moksha) by different Hindu groups • Common and divergent understandings of the relationship/connection between atman and Brahman by different Hindu groups • Common and divergent understandings to the approaches of different yogas by different Hindu groups • Different interpretations and emphases given to sources of wisdom and authority by different Hindu groups   Sources: • Bhagavad Gita II 22 • Brihadaranyaka Upanishad III, 7, 15–23 • Mahabharata XII 149 • Dialogue between Uddalaka and Svetaketu (Chandogya Upanishad) This is part of a series of lessons, if you like it: save countless hours by downloading the complete course! The complete series of GCSE Hinduism lessons can be downloaded at our TES Shop: https://www.tes.com/teaching-resources/shop/godwin86 The 20-Lesson GCSE Buddhism course (rated 5 stars) can also be found here: https://www.tes.com/teaching-resource/gcse-buddhism-ocr-b-aqa-20-lessons-very-high-quality-complete-resources-lesson-plans-worksheets-presentations-11410236 Thank you for your download! Positive reviews are greatly appreciated.

Perfect for starting philosophical/ethical debates in form-time, assemblies or classes. The download includes: -11 A3 Silent Debate Worksheets (about central philosophical and moral debates) -A Presentation file with: full instructions for P4C sessions, two different approaches to using the worksheets (one silent, one verbal discussion based), three plenary slides/activities to choose from. This resource is: -Based around formulating arguments for and against given statements and is therefore perfect for practising higher order thinking skills of analysis and evaluation -Easily customisable and reusable (just change the statements you wish for students to discuss) -Great for lessons, assemblies, debating societies, or as a form/tutor time activity. -Usable in virtually any subject after customisation -Perfect for starting philosophical debates and discussions Designed and used by an experienced P4C instructor and organiser of debating societies.

This 20 lessons scheme of work lays out, lesson by lesson, the topics to be covered for the teaching of Hinduism at GCSE Level in the first year (as one of two religions). It is based on the Full-Course OCR B Specification for Religious Studies released in 2016. The SoW outlines everything that needs to be taught in the first section of the course [Beliefs and teachings & Practices] (where Buddhism is taught alongside another religion of your choosing). In short, this scheme of work covers teachers who: -Want to teach Buddhism as a comparative religion at GCSE level (using the OCR B Specification) -Want a course-design for a secondary/high-school level unit on Buddhism. Each lesson will, in time, have resources to accompany them in our shop: https://www.tes.com/teaching-resources/shop/godwin86 We hope to offer every single lesson on this SoW, allowing any R.S. teacher on the OCR B specification to teach Hinduism throughout the first year of the 2-year GCSE course.

This 36 page booklet is designed for Religious Studies teachers/students who are covering Buddhism at GCSE level. The booklet: -Breaks the specification into 36 topics -Postulates at least five hypothetical exam statements for 12/15 mark questions. -Includes a wide array Buddhist quotes, sayings, and sources. -Has been rigorously checked so that there are no 'Fake Buddha Quotes' [since there are many on the internet] It should be considered an essential tool to prepare students for their exams and is especially suited to motivated, gifted and talented, and independent students who are determined to succeed. IMPORTANT NOTICE! If you're teaching Buddhism at GCSE level you can save yourself a LOT of time by downloading our 5-Star 20-lesson GCSE Buddhism course here: https://www.tes.com/teaching-resource/gcse-buddhism-ocr-b-aqa-20-lessons-very-high-quality-complete-resources-lesson-plans-worksheets-presentations-11410236

This 36 page booklet is designed for Religious Studies teachers/students who are covering Buddhism at GCSE level (AQA). The booklet: -Breaks the specification into 36 topics -Postulates at least five hypothetical exam statements for 12 mark questions. -Includes a wide array Buddhist quotes, sayings, and sources. -Has been rigorously checked so that there are no 'Fake Buddha Quotes' [since there are many on the internet] It should be considered an essential tool to prepare students for their exams and is especially suited to motivated, gifted and talented, and independent students who are determined to succeed. IMPORTANT NOTICE! If you're teaching Buddhism at GCSE level you can save yourself a LOT of time by downloading our 5-Star 20-lesson GCSE Buddhism course here: https://www.tes.com/teaching-resource/gcse-buddhism-ocr-b-aqa-20-lessons-very-high-quality-complete-resources-lesson-plans-worksheets-presentations-11410236

The worksheet can either be set as a homework task or to structure an IT-Suite Lesson. It asks students to create presentation with quiz questions and lists differentiated options for them to choose from. The reverse of the A4 sheet features peer-assessment tables for students to rate one another's work according to specified criteria. The download also includes a PPT with instructions (needing minimal customisation) and AfL slides. The lesson should, ideally, use 40 minutes for students to create the presentation in pairs and then 20 minutes to quiz and peer assess one another. The worksheet is easily customisable to other topics.