This contains a fully resourced, differentiated lesson on Hindu funerals. In the starter students have to use two images to draw out initial observations about Hindu funerals. In the main this leads to an information gathering task and a symbolism task, with a GCSE style question included to assess understanding of the material. Plenary is also included. Learning Objectives are: To describe the key features of a Hindu funeral service. To explain how these features reflect their beliefs about life after death.

This resource consists of a series of fact sheets detailing the causes and effects of modern conflicts, including the Syria and Libya Civil war alongside the conflict in Ukraine.

This contains a fully resourced lesson on the role of women. It begins by students developing an understanding of how women's rights have changed over time in the UK (since the 1950's), then explaining different Christian denominations views towards their role and status within the Church. The lesson then concludes with an evaluation exam question. Extension questions are included to provide stretch and challenge.

This contains a fully resourced lesson with a clear set of activities on the definition and benefits of living in a multicultural society. Credit must be given to the user 'Owall' for some of his/her ideas. If you amend or add to this please do add to TES since it is an important topic that I feel is under-resourced on TES.

This contains a fully resourced, differentiated introductory lesson on religious experiences. The main part of the lesson involves students produce a spider diagram showing William James’s criteria for a religious experience, working in groups to complete a grid task showing its different types (i.e. mystical, corporate, conversion, visions and voices) and then link it back to William James’s classification scheme for analysis (how these examples meet some or all of his criteria), finishing off with a fun and innovative plenary. Learning Objectives: To describe the meaning of a religious experience. To explain the various categories of religious experience. To analyse whether they meet William James criteria for a religious experience.

This contains a fully resourced lesson on Plato's analogy of the cave. It contains a set of activities to meet the following objectives: To describe the story of Plato’s cave. To explain how the story questions our idea of reality. To understand the symbolism of Plato’s ideas in The Matrix. Has worked very well with my classes. It is ideally aimed at KS4, but can easily be adapted for KS3.

This information sheet and worksheet details how light in two of the world's major religions - Christianity and Hinduism. Students use the first page to complete two tasks (grid filling and venn diagram) to help them understand this. Worked very successfully with my students.

A set of simple information sheets regarding different views towards life after death including Christianity, Islam, Judaism, Atheism and Spiritualism. Was used as part of a lesson where students constructed fact files on the different views, commenting on their overall opinion towards them.

This contains a fully resourced, differentiated lesson on the Teleological (Design) Argument for the existence of God.The main part of the lesson involves a class discussion on the elements of design they can think of from the natural world and relate this to the teleological argument in a written exercise, followed by an active class demonstration of Paley’s watch analogy (you could include props such as a pocket watch!) consolidated with a card sort task, then students create their own labelled diagram (text-to-picture) exercise to show the modern reformulations of the teleological argument. An essay question is provided at the end. Learning Objectives: To outline the teleological argument for the existence of God. To explain Paley’s version of the teleological argument. To assess the effectiveness of its modern reformulations.

This lesson focuses on how belief can affect people's actions, focusing on Desmond Doss, a soldier from WWII who refused to fire a single bullet. They explain how his belief affected his action, consider and analyse different viewpoints and evaluate how strictly one should follow their actions. Was designed for an observation lesson.

An assessment on the Three Refuges or Three Jewels. It contains clear levelled outcomes and sentence starters for the less able. Please feedback.

A lesson on the Four Noble Truths that aims to take a different direction to other lessons posted on TES. It focuses on whether they adequately explain why there is suffering in the world. Please comment for feedback.

This resource can be used as a guide for students so they are clear in how to achieve full marks in the 12 mark evaluation questions or to help them peer assess another students answer. Aimed at the new AQA GCSE Religious Studies B Specification.

Students use the information cards to add at least three facts about the Day of The Dead Festival using the 6W's. A set of SEN cards are available for less able students. This task can then be used as a base for students to create their own illustrated posters about the Day of the Dead Festival.

This lesson focuses on people's attitudes to money, then explores their own. It is a lesson that can be taught on its own, or as part of a wider unit on wealth and poverty.

A group task where students have to decide on the right course of action presented to them during their stay on the island. A good way to introduce this task is to show the clip of the plane crash from the first season of LOST to get them emotionally involved within it.

This 50 minute lesson addresses A.J. Ayer's response to criticism from his strong and weak verification in the form of direct and indirect verification, then explores the strengths and weaknesses of the verification principle. In the plenary an evaluation of its relative success is discussed. Constructive feedback would be a bonus.

A fully resourced introductory lesson to paganism.

A fully resourced lesson on meditation in Buddhism. It includes a starter where they list their life worries and how they deal with them, in the main section a task on describing the story behind Siddhartha's enlightenment and a set of meditation exercises. In the plenary they then explain why meditation is important.

This lesson focuses on the different ways in the mass media influences our values, whether that be in a positive or negative manner. This is designed to take place over two 50-minute lessons.