This is a complete lesson covering: Freud’s background Introduction to psychoanalysis- id; ego and superego Religion as a collective neurosis Religion as a neurosis- Oedipus Complex and Primal Horde Religion as an Illusion- Wish Fulfilment and reaction against helplessness Freud key words A worksheet the students can fill in whilst the lesson is being taught This lesson is accompanied by an exam question at the end and an A4 revision page on consolidating questions all on Freud. This lesson also looks at the case studies supporting the Oedipus Complex! In between the content there are also activities to check with how much information the students have remembered. I will be using this lesson with my Y13’s this year, please leave a review on how you found it. Warm wishes, Liz

This lesson is part of the ‘Existence for God’ arguments and analyses how some people that God exists through experiences. Within this lesson: The students are introduced to the key words of the topic. Applying these key terms to real life examples. The students begin to evaluate their own views on whether religious experiences are legitimate or not. This lesson follows the Bloom’s Taxonomy structure and clearly demonstrates to the students what level of thinking they are achieving on each activity.

In this resource bundle you will have access to- 3 different lessons: Introduction to abortion; Catholic Views on abortion; other Christian views on abortion. The first lesson: Discussion based lesson designing to form students opinions around the topic of abortion. Introducing key terms for topic; true or false activity (providing legislation on abortion); poem interpretation; and plenary activity to retrieve knowledge gained throughout the course of the lesson. The second lesson: Starter activity based on recapping statistics and information taught on abortion in the first lesson; assessing prior knowledge of what the Bible may say on abortion; assessing sources of authority for Catholic views on abortion; activity designed to memorise the different Catholic teachings/ quotes which can be applied to abortion; essay style plenary activity to consolidate learning. The third lesson: musical interpretation of abortion and why some may consider having one. This lesson focuses on the quality of life argument; doctrine of double effect and the similarities and differences of Catholic and Church of England approach to abortion. These lessons have been tried and tested and successfully led to my Y10 students understanding the Catholic and Church of England view on abortion. These lessons were taught during the COVID-19 lock down therefore work as remote and live lessons. If you wish to use the resources for live lessons, simply delete the voice overs. With the voice overs they can be used as helpful revision tools for Y10/Y11 students revising for their exams, guided by the teacher voice. DISCLAIMER: I understand that individual Catholic and other Christians may feel differently than what is taught in these lessons however this is the approach the exam board requires us to take when looking at different Christian views on abortion.

In this resource we look at- The definition of feminism The controversy around feminists What is toxic masculinity? Evaluating our own opinion if we would class ourselves as feminists This is a tried and tested lesson which worked amazing for a group of Y9, it can lead to some charged discussions so have a disclaimer at the beginning setting the ground rules of your classroom e.g. what will/won’t be tolerated!

In this resource pack you will find- Confidence tracker for the cosmological, teleological, ontological arguments and the problem of evil. Key quotes for each argument Key words for each argument Key scholars with their dates and books for each argument Possible exam style questions to be asked Main areas covered within the topic These sheets have been invaluable for my A Level students to have all of the information for each topic consolidated to each page. They have each of these confidence trackers at the front of their folder for each topic in the Philosophy Unit.

In this lesson we- Go through three confidence checklists for the cosmological, teleological, ontological arguments. Each checklist containing- main content for topic; key quotes; key scholars (dates and books); key words; possible 20 markers and 30 markers asked. Review learning of the three existence of God arguments in bite sized activities. Independent revision task guidance. This lesson has been successfully tried and tested and led my students to feel confident in their revision of this big unit of work. This lesson was carried out during COVID-19 remote learning therefore is successful as an online or live lesson!

Are you sick of learning about old, white men? In this resource discover different female philosophers and their understanding of the world! Perhaps with some further research you can find a way to smoothly transition them into the curriculum you teach. Power to the women!!

In this lesson we look at- Syndresis Rule Who is Thomas Aquinas? 4 Laws Aristotle and Purpose Doctrine of Double Effect Primary and secondary precepts This is a tried and tested lesson and works well live (if you wish to delete the voice over on the top) or as a revision lesson if the students are on their own and wish to be guided through the activities with the voice over!

In this lesson we have: A quick recap on Aquinas and Paley’s teleological argument Guide through how to structure a 20 marker essay Analyse an exam style paragraph on the teleological argument Arguments against the teleological argument Arguments for the teleological argument Guidance on independent resources to understand argument with others explaining it This lesson has been tried and tested in front of A Level students and was a success! This lesson was carried out remotely as it was done during lock down for COVID-19 therefore works both as an online and live lesson.

In this second A Level class on Challenges to the Existence of God we look in depth at the logical problem of evil: Inconsistent Triad; Evidential; and Statistical problem of evil. There are check-ins throughout the lesson to ensure that the students are confident on the new information before they move on. This lesson you require the WJEC/Eduqas revision book, if not I will be making future resources on the three types of arguments in the future which you can use for the question/answer!

In this KS4 lesson, we introduce challenges to the existence of God in the form of the Problem of Evil. In this lesson- Key terms Students evaluate why they think evil is in the world Moral and Natural evil Catholic VS Fundamental Christian views on original sin Worksheet for the lesson is provided! This lesson was due during remote teaching because of COVID-19 therefore works as a great online lesson as well as live.

In this introduction lesson we assess the key words for this topic and get the students to delve deep into their own understanding of why they think there is evil in the world. Areas covered in the lesson: Evaluating students views on evil in the world The Logical Problem of Evil (Inconsistent Triad) Independent activities using the worksheet provided. This lesson was carried out during remote learning due to COVID-19. This works very well as a virtual and live lesson!

This worksheet is designed for the students to collate the main points, quotes, dates, books and scholars who are in support of Anselm’s ontological argument.

This resource is designed for AS/A Level students taking the Eduqas/WJEC curriculum. In this resource we go through: Key concepts Scholars, dates, books Design qua purpose Design qua regularity Aquinas teleological argument Paley’s watch maker analogy This is all done through structured and interactive activities, designed to prepare them for exam writing as well as getting the new content from their working memory into their long term!

Topic: Natural Law Sub topic: Applying Natural Law to abortion In these work sheets the students are asked to looked at several arguments based around abortion and identify if they are in support of a woman’s right to have an abortion; or if they are arguments against having an abortion. The second work sheet helps with exam practice by asking the students to create an introduction and conclusion to the arguments already put into a coherant structure.

In this work sheet we look at the basics of what Aquinas means by ‘apparent’ and ‘real’ goods. Appropriate for AS/A Level students.

In this work sheet the students are guided through the basics on Natural Law, including quotes; who is Thomas Aquinas; and what the primary precepts are. This is a great resource for GCSE students or AS/A Level!

In this lesson we integrate retrieval practice; and exam practice to get Anselm’s ontologocial argument from the working memory into the long term. From here we do interactive activities to get the students to understand Gaunilo’s criticisms and Anselm’s addition to the argument. There is a clear structure to this lesson with helpful images to assist the students learning and understanding of Alvin Plantinga’s support of Anselm and Aquinas’ critiques.

In this voice over resource, I talk you through the introduction to the ontological argument and the activities the students are to carry on. This lesson covers- Retrieval practice of key concepts linked to the ontological argument Retrieval practice of the cosmological argument Who is Anselm? What is the first part of Anselm’s argument? Independent tasks the students carry out to prepare them for next lesson. I have not included the videos included due to copyright. Best wishes, Miss Green

In this resource, we begin Anselm’s ontological argument. This lesson is focussed on key words for the topic; the scholar; the context in which he was writing; and his premises within his first argument. This resource also contains independent research tasks for the students to carry about before the next lesson where we introduce Gaunilo’s criticism leading to Anselm’s edited argument. This resource has been tried and tested by my 16-17 year old students currently remote learning. This led to a successful understanding of the first part of the argument. This resource is simple to follow, with clear images, a simple structure and interactive activities for the students to be engaging with. The activities are also embedded within this file.