I am a teacher specialising in Geography and Religious Studies with over 4 years experience to date. I pride myself on designing lessons that engages students in their learning, with an enquiry-based focus being at the forefront.
Any lesson that you download is fully resourced and differentiated ready to use in a flash. I hope they make a real contributing to your own classroom like they have done to mine.
I am a teacher specialising in Geography and Religious Studies with over 4 years experience to date. I pride myself on designing lessons that engages students in their learning, with an enquiry-based focus being at the forefront.
Any lesson that you download is fully resourced and differentiated ready to use in a flash. I hope they make a real contributing to your own classroom like they have done to mine.
This contains a full lesson on the Lesotho Highlands Water Project for WJEC Syllabus. Includes content on what makes a good area for a dam.\n\nWater project, water management, dams, hydroelectricity.
This lesson focuses on the different ways in the mass media influences our values, whether that be in a positive or negative manner. This is designed to take place over two 50-minute lessons.
A fully resourced lesson where students are introduced to the skill of measuring scale. It also includes an idea for a class practical on scale, where they have to measure out and scale the classroom itself!
Please find attached numerous resources for the Boxing Day (2004) tsunami.\n\nBoxing Day Tsunami, Indian Ocean Tsunami, Indonesian Tsunami, Asian Tsunami
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 contains a full lesson on urban processes with resources attached.\n\nUrban processes, Settlements, Urbanisation, Counter-urbanisation, centralisation, suburbanisation, gentrification.
This is a fully resourced and differentiated lesson on the Rock Cycle for KS3. It is a combination of adapted resources and some of my own. In particular, it includes several back-up activities due to the difficulties that some students can have grasping the topic
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.
This is an independant learning lesson which might be useful as a useful introduction to megacities. It involves a wonder starter, main activity watching the first episode of Andrew Marr's megacities and a differentiated plenary.
This contains a fully resourced, differentiated lesson on charities. This contains a set of activities to meet the following objectives:
To describe what a charity is.
To explain the reasons why people give money to charity.
To evaluate whether it is any less moral to give money to charities abroad than at home.
This resource has been adapted from an excellent resource by 'Charity Choice' which can be found here:
https://www.tes.com/teaching-resource/charity-choice-1-hour-citizenship-lesson-plan-6051322
This contains a fully resourced, differentiated lesson on the world’s growing urban population (urbanisation). The main part of the lesson involves drawing a line graph to show the increase in the world’s urban population (based on World Bank Data Set) and describing the pattern using data, an interactive peer sharing task on the reasons for the growth in the urban population (they do this by explaining one reason they are allocated in the grid, with pointers to help them, and then share the information with their peers, big emphasis is placed on helping each other to develop their explanations), and lastly a written exercise assessing how influential they believe these reasons have been.
To describe how the world’s urban population is growing.
To explain the reasons for the growth in the urban population.
To assess the importance of these reasons.
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 contains a fully resourced, differentiated lesson on religious experiences aimed predominantly at KS3 students. I have adapted previous material uploaded onto TES and included some of my own also.
Learning Objectives:
To describe the different types of religious experience.
To assess the evidence for religious experiences.
To evaluate whether or not they provide convincing proof for the existence of God.
A lesson on the Four Noble Truths that aims to take a different direction to other lessons posted on TES. It focuses on whether they adequately explain why there is suffering in the world. Please comment for feedback.
This contains a set of fully resourced, differentiated lessons on arguments for the existence of God to cover the OCR AS Philosophy specification for Theme 2 - The Existence Of God.
It was taught in the following order:
What Is The Teleological Argument?
How Can The Teleological Argument Be Challenged?
What Is The Cosmological Argument?
What Is The Ontological Argument?
Does The Ontological Argument Work?
This contains a set of fully resourced, differentiated lessons to cover the entire OCR AS Philosophy syllabus.
Theme 1 - Philosophical Language And Thought
It was taught in the following order:
What Is Plato’s Analogy Of The Cave?
How Valid Is Plato’s Analogy Of The Cave?
What Is Plato’s Theory Of The Forms?
What Are Aristotle’s Four Causes?
What Is Aristotle’s Prime Mover?
How Did Plato Distinguish Between The Body And Soul?
How Did Aristotle Distinguish Between The Body And Soul?
How Did Descartes Distinguish Between The Mind And Soul?
Theme 2 - The Existence Of God
It was taught in the following order:
What Is The Teleological Argument?
How Can The Teleological Argument Be Challenged?
What Is The Cosmological Argument?
What Is The Ontological Argument?
Does The Ontological Argument Work?
Theme 3 - God And The World
It was taught in the following order:
What Are Religious Experiences?
Do Religious Experiences Prove The Existence of God?
How Can The Validity Of Religious Experiences Be Challenged?
How Is The Problem Of Evil A Challenge To The Existence Of God?
Does The Augustinian Theodicy Solve The Problem Of Evil?
Does The Irenaean Theodicy Solve The Problem Of Evil?
This worksheet covers the basics behind a volcano, namely covering its main components and key definitions.\n\nVolcano, Components, Magma Chamber, Lava, Magma
