NEW 2018 AQA Religious Studies Specification ‘A’ lesson on ‘Buddhist Beliefs and Teachings’ following the 1-9 grading criteria. The lesson includes differentiated tasks for every activity, designed to stretch and challenge all students. Students identify different uses and abuses of animals and the environment and which are acceptable, as well as suggesting possible solutions to unacceptable treatment. Students reflect on their learning so far with a progress bridge linked to the learning outcomes. A YouTube video by Al Gore introduces global warming and students identify areas of pollution. Students then respond to sacred writing from both Christianity and Buddhism, followed by another progress bridge linked to the learning outcomes. Lastly, students respond creatively to case studies and information from Catholic Christianity, the Parable of the Talents and Buddhism and the Holy Isle project.

NEW AQA GCSE Religious Studies 2018 assessment criteria. A PPT with templates for the new GCSE style questions (1, 2, 3, 4 and 5) for use during lessons or assessments with students at KS4. There is a clear and student friendly breakdown of the new question types, including tips for how to answer each question as well as sentence starters. There is also a student friendly mark scheme for each question, perfect for use as peer- or self-assessment. There are also basic instructions for how to write in PEE paragraphs as well as a student friendly overview of the requirement for both AO1 and AO2. Also included is an information sheet with the assessment criteria, brief instructions for how to answer each question (1, 2, 3, 4 and 5) and a breakdown of marks for every question, which has been extremely useful for students to use either as revision, during an assessment, or as a self- or peer-marking sheet.

Excellent revision tool to use with GCSE and A-level students to stretch them in their written work and improve paragraph fluency, particularly in Humanities subjects.

NEW 2016 Edexcel Religious Studies lesson on the role of the prophets in Islam following the 'Religion, Peace and Conflict through Islam'. Students start off exploring the nature of prophet-hood and the importance of prophets in religion. Students investigate the history and importance of all the prophets in Islam including; Adam, Ibrahim (Abraham), Isma'il (Ishmael), Musa (Moses), Dawud (David), Isa (Jesus) and Muhammad. Students then get the opportunity to create a Facebook profile for one of the prophets. Finally, students evaluate reasons why the prophets are still important and relevant to Muslims today. The plenary involves students reflecting on their learning and progress through the PLTS (Personal, Learning and Thinking Skills).

NEW 2018 AQA Religious Studies Specification ‘A’ lesson on ‘Buddhist Beliefs and Teachings’ following the 1-9 grading criteria. The lesson includes differentiated tasks for every activity, designed to stretch and challenge all students. The initial task recounts the birth of the Buddha and students are asked to re-tell it in a creative way. Students then respond to 'sacred writing' from the Anguttara Nikaya, to highlight the luxurious upbringing the Buddha had. Students then consider the Four Sights and what impression these might have left on the Buddha and how they informed his decision to leave the palace. Students self-reflect on their learning through De-Bono's hats.

NEW 2018 AQA Religious Studies Specification ‘A’ lesson on ‘Buddhist Beliefs and Teachings’ following the 1-9 grading criteria. The lesson includes differentiated tasks for every activity, designed to stretch and challenge all students. Students are asked to interpret the meaning of sacred writing from Jataka vol. 1, p.71 and consider how the Buddha used meditation to reach enlightenment. They then explore the significance of the 'three watches' before applying their learning to a GCSE type exam question, with scaffolding provided, as well as a student friendly mark scheme, which can be used for self- or peer-assessment.

NEW GCSE Edexcel RS specification on Christian attitudes to sexual relationships with a strong focus on independent learning and interpretation of sources of wisdom and authority from the Bible. Main task includes detailed information sheet about non-religious attitudes with a focus on legal changes. Video starter task also included.

NEW 2016 Religious Studies KS3 curriculum assessment based on a unit of work including the following lessons, available in my shop. 1) The nature and purpose of Church in Christianity 2) The importance of worship and prayer in Christianity 3) The Bible as a source of authority for Christians 4) Christians denominations in the UK. 5) Symbols and Artefacts used during Christian worship. There are two assessments included, which offer a choice for students. Assessment option 1: Students to create their own religious symbol to be used during worship. Assessment option 2: Students to create a podcast about worship in Christianity. There is also included a confidence and revision sheet for students to reflect on their progress during the topic.

A quiz about Hinduism with 5 rounds of 6 questions each, covering; history, religion, culture, worship and deities. A fantastic visual and competitive revision tool for all Key Stages covering the main aspects of the religion to engage and stimulate all learners. Can also be used as a refresher activity or an introduction to the topic. With KS3 this should take a full 60 minute lesson. With KS4 and KS5 plan for 20-30 minutes max.

NEW 2016 Edexcel Religious Studies GCSE lesson on the importance of Al-Quadr in Islam, following the 'Religion, Peace and Conflict through Islam' unit. The lesson is split into Muslim beliefs on predestination focusing on the universe as a whole as well as relating to human lives in particular. There is a strong focus on using sources of wisdom and authority from the Qur'an and for students to interpret Muslim beliefs based on religious teaching. There is also an exploration of the concept of Free Will in Islam and how this is interpreted differently by divergent Muslims following both the Sunni and Shia traditions of Islam. Students use the Hadith Sahih Al-Bukhari 78:685 as a source of wisdom and authority to suggest if Free Will can be compatible with a belief in predestination.

NEW Edexcel GCSE Religious Studies 2018 assessment criteria. A PPT with templates for the new GCSE style questions (a, b, c and d) for use during lessons or assessments with students at KS4. There is a clear and student friendly breakdown of the new question types, including tips for how to answer each question as well as sentence starters. There is also a student friendly mark scheme for each question, perfect for use as peer- or self-assessment. There are also basic instructions for how to write in PEE paragraphs as well as a student friendly overview of the requirement for both AO1 and AO2. Also included is a single information sheet with the assessment criteria, brief instructions for how to answer each question (a, b, c and d) and a breakdown of marks for every question, which has been extremely useful for students to use either as revision, during an assessment, or as a self- or peer-marking sheet.

NEW GCSE Edexcel Religious Studies specification lesson on the origin and value of human life. A Diamond 9 task starter introduces students to the evidence for the theory of evolution. Two video clips, one from the Simpsons and one from the film Noah to compare and contrast evolution to the Christian creation story. Sources of wisdom and authority allow students to suggest the value and origin of human life as presented in Genesis. This lesson includes an information sheet with Creationist, Conformist and Non-conformist Christian perspectives on creation and the problems posed by evolution linked to an exam style question with a mark scheme for self-or peer assessment.

An introductory lesson to morality and ethics revolving around 5 contentious moral issues, which students are asked to respond to through discussion. A very engaging lesson that motivates all students to participate and promotes debating skills. In my experience, this works best when students can discuss each issue in groups before feeding back to the class and allowing different groups to go into short 'head-to-head' debates. Alternatively, this works very well in a P4C format, where each student is given a set amount of contribution tokens for the lesson and has to 'pay' for every contribution and can then no longer contribute when they are out of tokens. This really forces students to consider when to put forward their view.

A lesson within the broader topic of 'Belonging' investigating the significance of the Amrit ceremony for Sikhs including the meaning behind the 5Ks and how the Khalsa can establish a sense of belonging.

GCSE lesson on different types of family in the UK, following the 'NEW' Edexcel GCSE specification. Investigates the benefits and challenges of each type of family.

GCSE introduction lesson on the causes of world poverty with Christian and Buddhist responses, following the AQA Religious Studies Specification B, Unit 3 - Religion and Morality. The starter hooks students straight away by showing them a series of pictures and asking them to find a link. This is followed by a task asking students to explain the nature of poverty and getting them to critically think about the difference between relative and absolute poverty, as well as suggesting causes of poverty. A stretch and challenge task is available specific to target grades. Students then respond to a 2 mark exam style definition question, before peer assessing it using the AQA marking criteria. The main task asks students to complete a diamond 9 task comparing and examining the causes of world poverty and how each cause may contribute to ongoing poverty. Students then use religious teaching from Christianity and Buddhism to suggest religious responses to world poverty with a task differentiated and linked to target grades. Students then answer a 3 mark personal opinion question and peer assess this using the AQA marking criteria. Finally, students reflect on the lesson using SMSC prompts. Every activity is differentiated either by outcome or task and allows stretch and challenge for the most able students.

A GCSE or A-level lesson exploring the Christian view on the value of life using sources of wisdom and authority as well as investigating how the Hippocratic Oath links to euthanasia. I have used this lesson to introduce the topic of euthanasia and get students to understand the underlying values and principles which shape the Christian beliefs on the value of life. There is plenty of scope to teach this lesson through class discussion which always goes down well on this topic.

A GCSE or A-level lesson investigating the benefits of palliative care and how it compares to euthanasia as an end of life decision. Three case studies allow students to apply palliative care and compare it effectively to euthanasia. The main task is an extended piece of writing, which is differentiated by both task and ability and is aimed at stretching students in their critical analysis.

NEW 2016 Religious Studies KS3 curriculum lesson on the symbols and artefacts used by Christians during worship. The lesson focuses on symbols and artefacts linked to Jesus, the Holy Spirit and Church services. Quotes from the 'Last Supper' in the Bible are used as sources of wisdom and authority to get students to explore why religious symbols have survived thousands of years and are important to Christians today. The plenary asks students to use scrabble tiles to create between 2 and 5 words linked to the lesson and compete to get the highest scoring words.

NEW 2018 AQA Religious Studies Specification ‘A’ lesson on ‘Buddhist Beliefs and Teachings’ following the 1-9 grading criteria. The lesson includes differentiated tasks for every activity, designed to stretch and challenge all students. The first task gets students to explore the definitions of the three marks of existence, before completing a specific task on each mark of existence; dukkha, anicca and anatta. For dukkha, students investigate different causes of suffering. For anicca, students consider ways in which humans change over time in different ways. This is extended during the anatta task, to include specific elements of a person and what makes someone who they are. Students then respond to 'sacred writing' through the story of Kisa Gotami and link it to all three marks of existence. As a plenary, students complete a 'why-tree' based on the key question: why does suffering happen?