This contains a fully resourced, differentiated lesson on how to locate features on a map using four-figure grid references. The main part of the lesson involves a brief class demonstration and exercise followed by an independent learning exercise. The plenary involves students competing with each other playing battleships using four-figure grid references.

This contains a fully resourced, differentiated lesson on the Diwali Festival. The main part of the lesson consists of describing the story of Rama and Sita in their own words, writing a paragraph explaining the purpose of the festival, then linking the meaning of the festival to examples of other famous people who have overcome darkness in their lives (e.g. Brian Keenan, Malala). To describe the story of Rama and Sita. To explain the deeper meaning behind the story and festival. To examine the similarities between the story of Rama and Sita and prior examples.

This contains a fully resourced, differentiated lesson on what two world religions teach about the soul (Christianity and Hinduism). The main part of the lesson involves using information sheets to complete a grid showing religious views towards the soul and the evidence for it, which they then peer teach to their partner. They also complete a Venn diagram to compare the views, and evaluate the evidence for the existence of a soul. Learning Objectives: To explain two religious views towards the soul. To compare and contrast their views. To evaluate the evidence for the existence of a soul.

This contains a set of materials in order to carry out an assessment on a 'Ultimate Questions' unit. Students have to devise their own creation story, religious or scientific, and explain how different groups of people (e.g. atheists, Christians) may interpret it and their reasoning for it. This resource is easily adaptable to incorporate into a lesson or another scheme of learning.

This contains a fully resourced, differentiated revision lesson on arguments for the existence of God, namely the Teleological Argument, Cosmological Argument and Ontological Argument. Main activities in the lesson include a mind mapping task and an essay planning task. It is designed to support the 'Philosophy of Religion' component AS-Level 'OCR Religious Studies' specification. Learning Objectives: To explain the key arguments for the existence of God. To evaluate the overall credibility of their arguments.

This contains a fully resourced, differentiated revision lesson on Greek philosophy (namely that of Plato and Aristotle). Main activities in the lesson include a mind mapping task, card sort and written task. It is designed to support the 'Philosophy of Religion' component AS-Level 'OCR Religious Studies' specification. Learning Objectives: To explain the major philosophical views of Plato and Aristotle. To assess the relative strengths and weaknesses of their ideas. To evaluate their overall credibility.

This contains a fully resourced, differentiated lesson on consolidating map skills, including compass directions, scale, symbols, and four/six-figure grid references. This is done by students having to create their own treasure islands with a hidden treasure that can only be found by carefully following their designed set of instructions. Learning Objective: To apply map skills learned so far to produce a treasure map.

This contains a presentation on the introduction of the Welfare State in the UK. It contains a series of information and questions alongside some discussion tasks. I used it with my tutor group, although it could be adapted into a lesson.

This contains a fully resourced, differentiated lesson on the Design argument aimed at KS3 students. It could very easily be adapted to suit KS4. The main activities include: * A discussion task on how the natural world and universe itself can show evidence of design (facts are provided as a stimulus and focus) * Reading through Paley's watch story (analogy) as a class and completing an ordering task (could easily be adapted to a card sort!?) * Writing their own modern story of the argument to demonstrate understanding. * Assessing the potential problems with the argument, using visual clues to assist them. Lesson Objectives: To describe how the world around us can show evidence of design. To explain the key features of the design argument. To assess potential problems with the argument.

This contains a fully resourced, differentiated lesson on the Teleological (Design) Argument for the existence of God.The main part of the lesson involves a class discussion on the elements of design they can think of from the natural world and relate this to the teleological argument in a written exercise, followed by an active class demonstration of Paley’s watch analogy (you could include props such as a pocket watch!) consolidated with a card sort task, then students create their own labelled diagram (text-to-picture) exercise to show the modern reformulations of the teleological argument. An essay question is provided at the end. Learning Objectives: To outline the teleological argument for the existence of God. To explain Paley’s version of the teleological argument. To assess the effectiveness of its modern reformulations.

This contains a fully resourced, differentiated lesson which acts as an introduction to settlement. The main part of the lesson involves a brief class demonstration to illustrate the meaning of a hierarchy, a fact finding task on the characteristics of a settlement hierarchy and an O.S. map task where students consider the link between the size of a settlement and the number of services it provides. PLEASE NOTE: DUE TO COPYRIGHT THE OS MAP CANNOT BE PROVIDED. Learning Objectives: To describe the characteristics of a settlement hierarchy. To explain the link between the size of a settlement and the number of services it has.

This contains a fully resourced, differentiated lesson on Bar Mitzvah's. The main part of the lesson involves using resource sheets to complete a set of differentiated questions on the activities building up to a Bar Mitzvah and the ceremony itself, and then consider in a consolidation task why they are important for individual Jews and their communities. To describe the key features of a Bar Mitzvah. To explain why these features are important. To analyse the importance of the ceremony for young Jews and their community as a whole.

This contains a fully resourced, differentiated assessment on Map Skills. This resource involves students creating a guide book for visiting Geography students to the town of Framlingham. The activities are included below, although this can easily be adapted for other towns/cities in the UK: • Map(s) to locate Framlingham in Suffolk and the UK • Description of Framlingham’s location in Suffolk and the UK • A sketch map of Framlingham, using symbols and a grid • Planned route around the town, using 4 or 6 figure grid references and compass directions

This contains a fully resourced, differentiated lesson on how different groups of people understand miracles. The main part of the lesson involves a discussion task considering different points of view towards miracles, then considering the 'miracle of the crystal tears', students complete a worksheet explaining different potential points of view towards it (e.g. atheist, theist). It also allows them to express their own personal viewpoint towards the miracle. Learning Objectives: To describe the different views towards miracle. To explain why they might hold those views. To assess your own view on what makes a miracle.

This contains a fully resourced, differentiated lesson on Plato's dualistic distinction between the body and soul. The main part of the lesson involves note-taking and discussion tasks on the different philosophical distinctions between the body and soul, an information comprehension exercise on Plato's approach, and lastly peer teaching of Plato's rationalist arguments for an independent soul from the body (which includes analysis and ranking). Learning Objectives: To outline the key philosophical views on the distinction between the body and soul. To explain Plato’s distinction between the body and the soul. To examine the credibility of Plato’s arguments.

A set of simple information sheets regarding different views towards life after death including Christianity, Islam, Judaism, Atheism and Spiritualism. Was used as part of a lesson where students constructed fact files on the different views, commenting on their overall opinion towards them.

This contains a fully resourced, differentiated lesson on how plants and animals have adapted to their physical environments - focusing on Africa. Following an extended starter activity where students design their own species of dog, the main part of the lesson involves students completing a table to explain how a variety of plants and animals have adapted to the landscape in which it resides, and a creative task where they design their own plant or animal that is adapted to living in a grassland landscape. Learning Objectives: To explain how plants and animals have adapted to the physical landscape of Africa. To design your own plant or animal that is capable of surviving in this landscape.

This contains a fully resourced, differentiated lesson on one way in which Africa’s physical environment is threatened by human activity, namely animal hunting for sport by tourists or wealthy individuals. The main part of the lesson consists of students having to use information cards placed around the room to organise the impacts of hunting (positive/negative for less able, with positive/negative alongside social/economic/environmental categories for more able), a continuum line where students position themselves according to their personal viewpoint on animal hunting in Africa, finished with students drafting a letter to the United Nations (could be amended to an entry in a School Newsletter) where they explain in extended writing form their viewpoint towards animal hunting. Learning Objectives: To explain the impacts of animal hunting in Africa. To evaluate whether you believe animal hunting in Africa should be allowed.