This is the second in a series of lessons on Buddhism for GCSE level students for the 'Beliefs, Teachings & Practices' section of the course [section A]. It is suitable for all exam-boards. The complete series of GCSE Budhism lessons, as well as learning mats, PLCs and revision sessions can be downloaded at our TES Shop: https://www.tes.com/teaching-resources/shop/godwin86 Lesson 2 deals with: The Dhamma   • The meaning of the term Dhamma (eternal law and Buddha’s teachings) • The Dhamma as one of the Three Jewels • The Three Marks of Existence and their meaning: • Dukkha • Impermanence (anicca/anitya) • No fixed self or soul (anatta/anataman) • The significance of the three marks of existence for Buddhists • Issues related to the Dhamma, including the importance of Dhamma for Buddhists in the modern world • Common and divergent emphases placed on the Dhamma by different Buddhist groups,including different definitions of the Dhamma • Different interpretations and emphases given to sources of wisdom and authority by different Buddhist groups Sources: • Dhammacakkappavattana sutta (Setting the Wheel of the Dhamma in motion) • Dhammapada 35–36 and 334–336 • Nandakovada Sutta 7–10 • The Tibetan Wheel of Life The Download includes: -A PPT Containing a Full Lesson (with assessment) -A complete lesson plan covering: objectives, key-words, differentiation, and lesson timeline. -A worksheet -Two videos: one outlining Buddhist beliefs by Thich Nhat Han, one about The Three Jewels -A Homework Task Once you see the high-quality of this lesson, please download our other lessons as a part of this GCSE Buddhism course from our shop: https://www.tes.com/teaching-resources/shop/godwin86

This is the seventeenth in a series of lessons on Buddhism for GCSE level students for the ‘Beliefs, Teachings & Practices’ section of the course [section A]. The complete series of GCSE Budhism lessons, as well as learning mats, PLCs and revision sessions can be downloaded at our TES Shop: https://www.tes.com/teaching-resources/shop/godwin86 The Download (comprising 4 files, within one zip file) includes: -A PPT Containing a Full Lesson -A complete lesson plan covering: objectives, key-words, differentiation, and lesson timeline -A double sided worksheet -A Knowledge-Hunt -A Homework Task The topic of the lesson focusses on the following part of the specification: The origins, associated stories and customs of the following festivals: • Wesak or Hanamatrsui (Therevada/Mahayana) • Vassa/Rain Retreat (Therevada) • Uposatha Days (Therevada) • Parinirvana day (Mahayana) • Lama Tsong Khapa Day (Tibetan) • The importance of marking different parts of the Buddha’s life • The purpose of Vassa and its observance by lay Buddhists today • The purpose of Uposatha days • The purpose of festivals not connected to the Buddha directly, the popularity of these festivals and their place within Buddhism, including the Lama Tsong Khapa day • The influence of local culture on practices associated with Buddhist festivals • Different interpretations and emphases given to sources of wisdom and authority by different Buddhist groups Thank you for your download! Positive reviews are greatly appreciated.

This is the thirteenth in a series of lessons on Hinduism for GCSE level students for the 'Beliefs, Teachings & Practices' section of the course. It is designed for AQA and OCR specifications but relevant to all GCSE Hinduism Religious Studies teachers . The Download (comprising over 3 files, within one zip file) includes: -A PPT Containing a Full Lesson -A complete lesson plan covering: objectives, key-words, differentiation, and lesson timeline -A double-sided A4 Worksheet -A Homework Task This lesson focuses on different Hindu understandings of the role, forms and importance of the following types of worship: • Havan or homa • Puja • Meditation • Japa (chanting of mantras, perhaps using a japa mala (rosary)) • Bhajan or kirtan (chanting, music, and dance) • Darshan • The role and importance of holy people, including gurus and sadhus/sadhvis • The role and importance of sacred plants and animals • Common and divergent emphases given to the sources of wisdom and authority by different Hindi groups • Different interpretations and emphases given to sources of wisdom and authority by different Hindu groups Sources: Bhagavad Gita XII 5 The Bhagavad Gita iX 13–14 The Gayatri Mantra This is part of a series of lessons, if you like it: save countless hours by downloading the complete course! The complete series of GCSE Hinduism lessons can be downloaded at our TES Shop: https://www.tes.com/teaching-resources/shop/godwin86 We also have learning mats, revision sessions, and much more! Thank you for your download! Positive reviews are greatly appreciated.

This multi-use interactive learning session explores metaphysics, the field of philosophy concerned with the nature of reality, perception, and existence. Metaphysics also explores issues relating to causality (such as the free-will vs determinism debate), the nature of the mind and its relationship to reality, and more specific issues such as time and the nature of mathematical truths. This session is ideal for teachers who want to explore philosophy with students and might be of particular interest to teachers of science (especially physics); we’ve carefully selected the most significant metaphysical issues and questions so that young learners can engage in fun philosophical discussions and debates. This session explores topics such as: The nature of reality The degree to which we can perceive reality directly The nature of the mind and its relationship to reality It outlines and explores different metaphysical views (such as physicalism and idealism) as well as different theories of perception (such as direct realism and indirect realism). The big question asked in this session is “What is the nature of reality?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical questions such as To what extent can we perceive reality directly? To what extent is reality an entirely material or physical system? How can a purely physical world generate minds, consciousness and mental experiences? Students will also analyse and evaluate an eclectic mix of philosophical claims such as: “It is impossible to know the true nature of reality” “Trees have experiences” and “The mind is not a material object” This session uses our unique format for philosophy teaching resources and features an integrated menu that allows teachers to select from a variety of starter, main, plenary, assessment and end-of-lesson reflection activities. With a massive selection of activities designed to trigger philosophical discussions, debates and reflections: you can re-use the resource numerous times with the same group. Aside from a wide range of debate and discussion activities, teachers can also choose from a variety of more substantial activities such as essay writing, poetry writing, and speech writing tasks. This resource is suitable for teachers of all school subjects who are looking to introduce philosophy, philosophical thinking and critical thinking. As with all our resources, this session will help students to develop vital communication, social and interpersonal skills: healthy debates will help learners to practice ‘disagreeing in an agreeable fashion’.

This fun philosophy lesson is focused on ‘Animal Ethics’: the branch of ethics which examines human-animal relationships, the moral consideration of animals and how nonhuman animals ought to be treated. Animal ethics explores topics such as animal rights, animal welfare, animal law, speciesism, animal cognition, wildlife conservation, wild animal suffering, the moral status of nonhuman animals, the concept of nonhuman personhood, human exceptionalism, the history of animal use, and theories of justice. This philosophy session is of interest to teachers of all school subjects who are hoping to explore ethics with young learners; since it explores moral issues in depth the resource is a great contribution to your schools SMSC remit. This session explores topics such as: Our moral duties towards animals The ethics of eating meat Animal testing Blood-sports and Utilitarian theories of animal ethics The big question asked in this session is “When (if ever) is it morally acceptable to cause an animal to suffer?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical questions such as: What does the term ‘animal rights’ mean? To what extent is it morally wrong to eat animals such as cats and dogs? To what extent is it morally wrong to test cosmetics on animals? and To what extent is hunting wild animals a moral hobby? Students will also analyse and evaluate an eclectic mix of philosophical claims such as: “Humans are inherently superior & valuable to all other animals” “Animal testing is morally acceptable if the animals are being used to create new medicines” “All species go extinct eventually: protecting endangered species is a waste of time" and “An insect does not have an experience of living and cannot feel pain” This session uses our unique format for philosophy teaching resources and features an integrated menu that allows teachers to select from a variety of starter, main, plenary, assessment and end-of-lesson reflection activities. With a massive selection of activities designed to trigger philosophical discussions, debates and reflections: you can re-use the resource numerous times with the same group. This resource is suitable for students aged 8-16; due to the flexible nature of the sessions design it can be used for multiple hour-long sessions or as a short stimulating tutor-group activity. The file is a PowerPoint Show: no planning or preparation is required, just run the file and the intuitive menu system will make delivering a powerful philosophy session very easy!

This video worksheet session covers the topic of Buddhist Festivals. It is a complete lesson that, whilst very flexible, can last for over an hour if needs be. This lesson is one of a 10-part series of KS3 video-learning lessons for the religion of Buddhism. You can save money by buying the complete set by clicking the link below. It is a perfect 'instant lesson' and is useful both to RE specialists and as an emergency cover lesson led by non-specialists: all you need to do is print out one of the included worksheets and run the PowerPoint! Aside from links to carefully selected videos; this download includes: -a full lesson PowerPoint Show (.ppsx) -AfL tasks -SIX video-learning worksheets (.doc or .pdf) -A detailed lesson plan (and a slightly amended version for cover teachers) The worksheets are specially designed 'Video-Learning Worksheets' that structure students' learning whilst they use documentary evidence to research a subject: three of the worksheets are A4 and the other 3 A3 size (all double-sided!). Our video-learning sessions are also useful for GCSE Religious Studies classes. Since we provide a selection of video-links for each topic it is easy to differentiate for your class: you can even use your own videos in conjunction with the video-learning worksheets provided. Positive reviews are warmly welcome! ------------------------------------- The contents of this page, the download, and all included materials are copyrighted by Adam Godwin (2017) ____________________ System Requirements: Internet Access Access to YouTube Microsoft Office (PowerPoint & Word) 512MB Ram 1.5GHZ Processor Teachers are advised to use a VPN to ensure unhindered access to YouTube videos. ____________________