This resource includes two essays answering an A-Level exam question on the topic of Natural Law. Both essays have been marked stringently and comments are written throughout. Overall comments and banding is awarded, with justification, and an overall grade. The resource also includes the essays without comments, for students to mark on their own, before going over comments/grades. The essays can also be used as revision resources for students practising their own exam-style essays. Grade A and D essays Mark scheme for both AS and A Level included for marking. Download as both Word and PDF documents. These essays are indented for the OCR AS/A Level specification, although it can be applied across specifications using alternative marking schemes. Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

This resource includes two essays answering two different A-Level exam question on the topic of Christian Moral Principles and Practices. Both essays have been marked stringently and comments are written throughout. Overall comments and banding is awarded, with justification, and an overall grade. The resource also includes the essays without comments, for students to mark on their own, before going over comments/grades. The essays can also be used as revision resources for students practising their own exam-style essays. Grade A+ and B essays Mark scheme for both AS and A Level included for marking. Download as both Word and PDF documents. These essays are indented for the OCR AS/A Level specification, although it can be applied across specifications using alternative marking schemes. Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

This resource includes two essays answering two different A-Level exam question on the topic of Death and the Afterlife. Both essays have been marked stringently and comments are written throughout. Overall comments and banding is awarded, with justification, and an overall grade. The resource also includes the essays without comments, for students to mark on their own, before going over comments/grades. The essays can also be used as revision resources for students practising their own exam-style essays. Grade A+ and C essays Mark scheme for both AS and A Level included for marking. Download as both Word and PDF documents. These essays are indented for the OCR AS/A Level specification, although it can be applied across specifications using alternative marking schemes. Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

Parable of the Wise and Foolish Builders / Two Builders learning mat / information sheet. Download as an A3 word document or as an A4 PDF (for compatibility). Q&A document included to support your learners. Resource includes: - The Bible passage - A Summary with Key Ideas - Key Ideas and Quotes - Historical Context and Importance Please give feedback. I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils' religious education in general - which is what we're all here for.

This resource includes two essays answering two different A-Level exam question on the topic of Augustine (Possibility of living a moral life). Both essays have been marked stringently and comments are written throughout. Overall comments and banding is awarded, with justification, and an overall grade. The resource also includes the essays without comments, for students to mark on their own, before going over comments/grades. The essays can also be used as revision resources for students practising their own exam-style essays. Grade A+ and C essays Mark scheme for both AS and A Level included for marking. Download as both Word and PDF documents. These essays are indented for the OCR AS/A Level specification, although it can be applied across specifications using alternative marking schemes. Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

Parable of the Poor Widow learning mat / information sheet. Download as an A3 word document or as an A4 PDF (for compatibility). Q&A document included to support your learners. Resource includes: - The Bible passage - A Summary with Key Ideas - Key Ideas and Quotes - Historical Context and Importance Please give feedback. I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils' religious education in general - which is what we're all here for.

This resource includes two essays answering two different A-Level exam question on the topic of Jesus Christ (Jesus as liberator and as teacher of morality). Both essays have been marked stringently and comments are written throughout. Overall comments and banding is awarded, with justification, and an overall grade. The resource also includes the essays without comments, for students to mark on their own, before going over comments/grades. The essays can also be used as revision resources for students practising their own exam-style essays. Grade A+ and A essays Mark scheme for both AS and A Level included for marking. Download as both Word and PDF documents. These essays are indented for the OCR AS/A Level specification, although it can be applied across specifications using alternative marking schemes. Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

This PPT covers 8 different topics surrounding issues of the sanctity of life. Questions addressed are: 1. What is the sanctity of life? 2. What do religions believe? 3. Basic Christian beliefs 4. Genesis 5. What does the Bible say? 6. Why is life so special? 7. Should people have free will to make life or death decisions? 8. What are the moral issues people must consider when making life or death decisions?

Creative and visually engaging learning mat / revision sheet for Judaism: Funeral Rites and the Afterlife Can be used for revision, cover work, homework or class work - incredibly versatile resource! Task mat includes: Knowledge on funeral rites; beliefs about the afterlife Knowledge Check Choice of Tasks Challenge question (Analysis question for extended writing) with exam Created with the WJEC / Eduqas RS GCSE in mind, though can be applied across specifications and qualifications. As an examiner for this specification, I have used what I know of the course to create this resource. Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

Compare Luke and Matthew's accounts of the birth of Jesus. Differentiated resources available.

This is an 18-page booklet to support A Level Religious Studies / Philosophy students write excellent essays. It includes a metacognitive approach of: Reading (dissecting) the question - what is it asking of you? Planning the essay - what content will you include and how will you argue it? Monitoring the essay - have you hit the assessment criteria? How can it be improved? Evaluating the essay - what mark is it worth and why? How could you improve it further? Though planned with the 40-mark OCR specification in mind, the assessment objectives (AO1 and AO2) are applicable across all specifications. The assessment support content includes: Reading the essay title Planning your essay Writing your essay Practising analysis and evaluation Monitoring your essay Evaluating your essay Model essays and commentary

Lesson: Should factory farming be banned? This lesson is Lesson 5 in the new ‘Animal Rights’ unit, devised as part of a brand new, relevant and engaging scheme of work for KS3. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour. This lesson explores the ethics of factory farming, including arguments as to why it should and should not be banned. The content for this lesson can be learned via a video or through a research exercise, depending on the emotional maturity of your class. Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Lesson overview Starter activity Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary Lesson Sheets: If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content. Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

Lesson: What is the impact of using animals? This lesson is Lesson 6 in the new ‘Animal Rights’ unit, devised as part of a brand new, relevant and engaging scheme of work for KS3. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour. This lesson explores the human and environmental impact of the way in which animals are currently used. Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Lesson overview Starter activity Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary Lesson Sheets: If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content. Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

Lesson: What are the different attitudes to animal rights? This lesson is Lesson 7 in the new ‘Animal Rights’ unit, devised as part of a brand new, relevant and engaging scheme of work for KS3. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour. This lesson explores religious, humanist and utilitarian attitudes to animal rights and the use of animals. Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Lesson overview Starter activity Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary Lesson Sheets: If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content. Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

Lesson: Is ignorance bliss? This lesson is Lesson 8 in the new ‘Animal Rights’ unit, devised as part of a brand new, relevant and engaging scheme of work for KS3. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour. This lesson explores the question of whether knowledge relating to the use of animals is preferable to remaining in ignorance. Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Lesson overview Starter activity Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary Lesson Sheets: If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content. Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

Lesson: Should we eat meat? This lesson is Lesson 3 in the new ‘Animal Rights’ unit, devised as part of a brand new, relevant and engaging scheme of work for KS3. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour. This lesson explores the morality of eating meat, including advantages (to humans) and disadvantages (to humans). Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Lesson overview Starter activity Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary Lesson Sheets: If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content. Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

Lesson: Is a vegan lifestyle healthy? This lesson is Lesson 4 in the new ‘Animal Rights’ unit, devised as part of a brand new, relevant and engaging scheme of work for KS3. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour. This lesson explores whether following a vegan lifestyle is a healthy option for humans, including arguments for and against. Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Lesson overview Starter activity Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary Lesson Sheets: If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content. Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

Lesson: Introduction to Animal Rights This lesson is Lesson 1 in the new ‘Animal Rights’ unit, devised as part of a brand new, relevant and engaging scheme of work for KS3. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour. This lesson explores the key issues at the heart of the animal rights debate, including the value of life and sentience. Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Lesson overview Starter activity Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary Lesson Sheets: If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content. Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

Lesson: Are animals intelligent? This lesson is Lesson 2 in the new ‘Animal Rights’ unit, devised as part of a brand new, relevant and engaging scheme of work for KS3. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour. This lesson explores the question of animal sentience and the impact that this might have on the animal rights debate. Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Lesson overview Starter activity Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary Lesson Sheets: If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content. Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

Lesson: What is the future of ethics and the media? This lesson is Lesson 12 in the new ‘Religion and the Media’ unit, devised as part of a brand new, relevant and engaging scheme of work for KS3. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour. This lesson explores what contentious issues may be introduced to the debate surrounding religion and ethics in the media in the future, especially considering the rate of This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques. Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Lesson overview Starter activity, including interleaving Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary Lesson Sheets: If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content. Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!