This lesson has been a few years in the making. I have been struggling to get together decent resources that inform, without shame or judgement, a generation of young people for whom porn is highly accesible, in huge quantities and ubiquitous (25% of all internet searches are for pornography). I hope this goes some way towards that ambition. The lesson covers: What is pornography? Why is it so addictive? Is pornography having a negative effect on society? Should all, or some pornography, be illegal? It includes research tasks about fightthenewdrug.org, and then goes on to deconstruct that website to try and encourage critical thought, infographics, group tasks, debates and discussions. It aims to inform students of the dangers of porn addiction. I have included here some controversial material for KS5 if you want to have a more nuanced discussion. The research done in the article ‘the sunny side of smut’ is quite problematic, and students should be directed to deconstruct it whilst also considering the points it makes. Feedback really, really welcome.

This lesson aims to explore the seder meal with students, and includes the necessary information to run your own mini seder meal in the classroom if you so choose. It is part of a scheme of work where students create a booklet about Judaism, and hence one of the objectives is about creating the relevant chapter of that booklet. Objectives include: To know what Seder is, and the main signs and symbols that are used To prepare for Project Chapter 5 To think about the importance of Festivals in our own lives There are differentiated activities in this KS2-3 resource, and ideally there would be some role play that the powerpoint and teacher would facilitate with groups of 6. Lesson plan, song, youtube links and powerpoint iuncluded. Enjoy!

This resource is intended to facilitate independent inquiry and a choice of activity. Students should pick an activity and go through it, so this lesson works well with computers/iPads to access the resources attached which include video clips. There are also religious opinions and quotes to the environment, facilitating SMSC, RS, PHSE and Citizenship targets being met, and the lesson can of course be teacher led too. I usually give students 10-15minutes to feedback to the class what they found out.

A small bundle of resources that explore the life and work of Thich Nhat Hanh using a marketplace, with a factfile on his life including quotes and history. Enough here for a few lessons. Learning Questions include: Who is Thich Naht Hanh? How does he interpret Buddhism? What is my opinion of ‘Engaged Buddhism’? A video included which is an interview between him and Oprah which is quite powerful and insightful for understanding the man behind the religious robes. Activities differentiated by outcome, especially if Kagan seating plans are used.

This is a resource, with scaffolding options for SEND, for students to understand Muslim and Christian Attitudes to Justice. It involves an independent study task, built around the concept of co-operative teamwork filling in a 'beehive' as bees do when filling in cells of honey. There are also scaffolded paragraph tasks. The objectives addressed are: Why is Justice important to Muslims and Christians? What are some examples of Islamic and Christian teachings about justice? What is your opinion of Muslim attitudes to Justice? EXT: Why might someone disagree with you? Teachers should aim to really push evaluation, examining why different people believe different things and the benefits and pitfalls of different beliefs.

A lesson to help students explore religious laws in Islam, Christianity, Judaism, Hinduism and Buddhism. Differentiated by activity and outcome with independent learning resources that can be used for a variety of year groups and abilities, as well as links to youtube videos. Learning Questions: What are religious laws? (l.4) What are the religious laws of two different religions? (l.5) What are the challenges and benefits of following Religious Laws? (l.6) Included is a powerpoint, plan, pdf and .pub file of the resources for editing if necessary. Enjoy! :)

8 Lessons on the environment and medical ethics including presentations, worksheets, information sheets and activities. Including: Environmental Issues Religious Attitudes to Environmental Issues Infertility Treatment, and Religious Attitudes Organ Donation and Transplants Religious Attitudes to Organ Donations and Transplants Assessment Its not the most polished of Schemes of Work, but its all there and space for you to personaliz e it. Enjoy! :)

8-10 lessons on Medical Ethics, including religious teaching (Christian and Muslim) on various procedures that simply did not exist at the time of the formation of these major world religions. Clips, hyperlinks, presentations (ppt) articles and case studies are all included in the 18 files in this bundle. There are also a couple of cover lessons/film lessons if you happen to have a copy of Gattaca or 6th Day. The topic includes: Embryo Research IVF Surrogacy Transplants and Transfusions Genetic Engineering Human Experimentation Cloning Saviour Siblings (briefly in the consolidation/revision session) I hope it's all very helpful! Feedback welcome, David p.s. Some DVDs on this topic (particularly My Sister's Keeper, Gattaca (and 6th Day to some extent) are good ones to invest in - you can buy these all on youtube)

Perfect for a form discussion or a PHSE/Citizenship lesson, this resource examines the investigatory powers act and gives students the opportunity to debate their opinions on mass surveillance. It also summarises human rights, and is designed to help develop students skills of critical thought and debate. It includes a short youtube video and SMSC objectives. Learning Questions include: What is the investigatory powers act? Should the government be able to see all of our online data? SMSC objectives met are: To learn and discuss what is right and wrong and respect the law; investigate moral and ethical issues and offer reasoned views. To appreciate diverse viewpoints and resolve conflict.

A lesson that explores Muslim attitudes to war through Jihad. It explores the greater and lesser jihad, and gets students to collaboratively piece together what Jihad actually is whilst debunking the myth that it means ‘holy war’. Closer to ‘righteous struggle’ this lesson aims to draw comparison with the Just War Theory and help to see how in some ways it is more progressive than the JWT (avoids hurting plants and animals) and in others more religious (must be ordered by a religious leader). It also compares modern conflicts to Jihad, and the ways it has been misused. Learning Questions include: What are Muslim views to war? What is Jihad? How might Jihad be misinterpreted? Extension tasks included, as is a wordsearch starter for students to have a quick win at the beginning of the lesson to build learning engagement.

A differentiated resource, complete with worksheets and independent a scaffolded role-play task where students take on the role of Muslim, Christian or Atheist response to Capital Punishment. Intended to enable students to explore their own opinions about Capital Punishment using religious views as a springboard, this resource should stretch and challenge a range of ability levels. 1.What do Muslims and Christians say about Capital punishment? 2. How do people in the same religion disagree with each other? EXT: Why do people in the same religion disagree with each other?

A resource to explore what drugs are, their effects, and why people take them. It includes some videos (some KS3 appropriate, some KS4 appropriate) which are gritty without being disturbing. Also included here is a good 25 minute documentary about drug use filmed at Liverpool royal hospital which gives an excellent insight into the effect of drugs and addiction generally. If that's not enough, a couple of resources (pages 11-19 on the pdf) with information about specific drugs and their effects. Learning questions include: Drugs: What are they? Why do people take them? What dangers are there? What is the law regarding drugs? How should we respond? Great for PHSE, Religious Studies, Citizenship and Sociology

A differentiated resource to help students explore the causes of war, why war exists and if they think it will always exist. This resource includes a board game with cards for students to engage in team work and discussion with each other. The key learning questions explored are as follows: Key questions What causes war? Is war ever justified? Great fro Religious Studies, Citizenship, History or Politics groups, suitable from KS3 and up.

A differentiated activity with Marketplace, opinion line and video clip which explores these key questions: What are new religious movements and cults? What are the benefits and challenges of such movements? Should these new religious movements be made illegal? A Powerpoint and extensive word resource which has information on 8 of the world's new religious movements & cults.

A powerpoint with embedded documentary about Alcohol use which is really good. It also has a venn diagram which compares Christian and Muslim attitudes to alcohol and drug use. Finishing with a discussion based plenary, this is an engaging, differentiated by activity and outcome lesson that explores the tricky world of drug and alcohol use. Objectives explored include What is a drug? Is alcohol a drug and what are its effects? What do Muslims and Christians believe about drugs? What is your opinion on drugs?

This lesson is designed to be adaptable to the needs of your class. It can build on previous knowledge of Gandhi, and works best if that is the case, but can also be used as an introduction to Gandhi’s teaching and life. (To this end, I’ve included a link of him burning the passes and his famous non violence speech that followed it, which are both short and excellent insights into his teaching and philosophy. On non violence: https://www.youtube.com/watch?v=HKzKj_8CO2g Burning of the passes (ahimsa):https://www.youtube.com/watch?v=50gNryy9JnA) It includes extension tasks for able and talented, and differentiated activities including ethical dilemmas, youtube videos, group discussions, treasure hunts as well as written tasks. A broad range of activities, in my experience, always bosters engagement. (there is a need to print 10 slides here) The lesson aims to remind students’ of Gandhi’s teachings and inform them of the Caste system. There is also a short video about Narayanan Krishnan, an inspirational Hindu who has disregarded his Brahmin caste to help untouchables or down and outs in Indian Society. 2 differently worded Learning Objectives here for lower and higher ability or age groups: To remember who Gandhi was. to explain what the caste system was. To know Gandhi’s opinion of the untouchables. To develop and evaluate my own opinion about the caste system. To empathise with people who are in the caste system. Or, for KS4, All will be able to explain what the caste system was, and why Gandhi was against it. Most will be able to relate the situation to contemporary issues re: jobs and status. Some will be able to explain why the caste system became a source of prejudice and discrimination.

This assessment aims to be a creative one, where students research a war and try to apply the just war theory, jihad, religious attitudes, the approach of a peace making organisation and their opinion to it. It is an attempt to have students using their critical thinking skills in a project that fosters analytic, creative and original thought. I know. I’m an optimist. Sarcasm aside, I think our students are getting smarter all the time: they are exposed to more information than any preceding generation and deserve the opportunity to show off and really apply themselves.

Chandra Bose has been likened to Malcolm X in comparison to MLK, but when compared with Gandhi. He led a profoundly effective campaign at forcing the British out of India through armed resistance, but is greatly neglected by a narrative that prefers non-violent protest. Key question: Is violence justified when fighting injustice?

A couple of revision booklets for units 3 and 4, missing the topics of poverty in the UK and religion and science.

There is a prezi that comes with this lesson plan, the link for which can be found as a hyperlink in the lesson plan itself. Or copy and paste: http://prezi.com/m8egb_g7wt1d/religious-revolutionaries/ Religious leaders often seem able to draw on a well of internal strength that allows them to fight for - and sometimes die for - social justice. This resource is designed with an independent study phase so students can choose who they wish to study, which can be found in the PDF file. Enjoy!