A fully resourced introductory lesson to paganism.

This contains a full lesson on urban processes with resources attached. Urban processes, Settlements, Urbanisation, Counter-urbanisation, centralisation, suburbanisation, gentrification.

This contains a fully resourced, differentiated lesson on the via negativa. The main part of the lesson involves a set of discussion tasks and short written tasks to understand how the via negativa works, from which they then produce fact files on how three different scholars (including Aquinas) have contributed to the argument, leading to an evaluation task where students generate their own arguments for and against the via negativa 'providing the only the true way to understand God'. Some ideas have been borrowed from other contributions on TES, to whom I am very grateful. Learning Objectives: To describe how the Via Negativa approach works. To explain how scholars have supported this approach to describing God. To evaluate the effectiveness of this approach.

This powerpoint contains a range of starter activities when teaching the topic of settlement hierarchies. Includes written and kinaesthetic activities.

This is an active starter for pupils when introducing the topic of sustainability. INSTRUCTIONS: Walk around the room finding students who match up to one of these sustainability statements, and then get their signature in the square The first one to get BINGO (horizontal, vertical, diagonal) wins! FEEDBACK: What have you learnt about yourself or other people from this experience? What do all these statements have in common? Why are these things important? Suggest what you think the word ‘sustainability’ means

This contains a fully resourced, differentiated lesson on why and how Aquinas believed analogy provided the only meaningful way to describe God. It contains a series of short discussion and written exercises to meet the following objectives: To outline why Aquinas rejected the use of using univocal and equivocal language to describe God. To explain why Aquinas believed analogy could help us to describe God. To evaluate the strengths and weaknesses of this approach.

This lesson requires students to make their own presentations on the Jurassic coastline, focusing on the landforms associated with 'hard&' coastlines.

This contains a full lesson on Shanty Towns. Shanty town, Slums, Nairobi, Kenya.

This contains a fully resourced, differentiated observation revision lesson on religious experiences, aimed at the new OCR AS Religious Studies A-Level. Learning Objectives: To explain philosophical viewpoints towards religious experiences. To assess the strengths and weaknesses of their views. To evaluate whether God provides the best explanation for religious experiences.

This contains a fully resourced lesson on space tourism. It involves watching Gravity as a starter, drawing information from newspaper sources, debating whether space tourism should be allowed, and creating their own booklet to advertise people to go on holiday in space. The plenary includes encouraging students to reflect on what they might say if recording a message back to earth from onboard a space shuttle.

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.

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.

This contains a fully resourced, differentiated lesson on how London is addressing the challenge (problem) of traffic congestion in the 21st Century. The main part of the lesson involves an information hunt where they complete a grid on the different techniques the city uses to manage traffic congestion, then they get creative designing their own invention that will help London reduce traffic congestion in the future (a video is included to help scaffold this task). Learning Objectives: To describe the different approaches London uses to manage traffic congestion. To explain their advantages and disadvantages. To explore how traffic congestion could be managed in the future.

A simple presentation used in my tutor group to explore what happened during the London terror attacks and how the UK government and the international community responded. It could easily be adapted to be used as an assembly.

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 information pack contains a set of arguments for and against gun control in the United States. It can be used in a multitude of ways e.g. writing a speech where they have to support one particular viewpoint.

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 is a simple task where students have to classify features into physical or human categories. A simple starter designed for my less able students, it can also be used as a re-cap or introductory activity.

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 food insecurity in Africa. It focuses on what is meant by food insecurity, its causes and they create an awareness campaign to highlight the issue.