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 fully resourced, differentiated lesson on the features of a church. The main part of the lesson involves using a clip to describe the key features of a church, then ranking them from most to least important and justifying their choices.
Learning Objectives:
To describe the key features found inside a Church and their purpose.
To explain why they are important for a Christian.
To investigate why a Church is of value to a Christian.
This contains a fully resourced, differentiated lesson on what makes us truly human. The main part of the lesson involves students working in pairs to describe characteristics that make us human (table outline provided), using a clip to add further ideas, then finally completing a piece of writing on what they believe is the most important thing that makes us human.
Learning Objectives:
To describe the different characteristics that makes us human.
To explain your viewpoint on what makes us human.
This contains a fully resourced, differentiated set of lesson on Plato's analogy of the cave and Aristotle's theory of the four causes. It should be taught in the following order:
1. What is Plato's analogy of the cave?
2. How valid is Plato's analogy of the cave?
3. What is Plato's theory of forms?
4. What are Aristotle's four causes?
5. What is the Prime Mover?
5.
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.
This contains a fully resourced, differentiated lesson on Aristotle's concept of the Prime Mover. The main part of the lesson involves students generating examples to show their understanding of potentiality and actuality, a class discussion and note-taking exercise on why Aristotle believed the Prime Mover had to exist, a worksheet where students have to explain why Aristotle believed the Prime Mover had to possess certain attributes, develop explanations of key problems associated with the Prime Mover, and finally an extended writing exercise where they justify what they find to be the two most convincing criticisms of Aristotle's theory of the Four Causes.
Learning Objectives:
To understand the idea of potentiality and actuality.
To outline Aristotle’s concept of the Prime Mover.
To assess the strengths and weaknesses of Aristotle’s theory of the Four Causes.
This contains a fully resourced, differentiated lesson towards Aristotle's theory of the Four Causes. The main part of the lesson involves exploring the difference between Plato's and Aristotle's philosophy through picture analysis and a worksheet, followed by note-taking on Aristotle's Four Causes, which is then applied to a variety of objects which can be found within the world of empirical observation (with extension task).
Learning Objectives:
To outline the difference between Aristotle’s and Plato’s approach to Philosophy.
To explain Aristotle’s theory of the 4 causes.
To apply his theory to the world of empirical observation.
This contains a fully resourced, differentiated lesson on the validity of Plato's analogy of the cave. The main part of the lesson involves annotating the key symbolism of Plato's cave, to draw up a list of strengths and weaknesses of Plato's analogy (prompt sheet available), then finally recording evaluative comments towards his analogy (this will help to build analysis of the strengths and weaknesses).
Learning Objectives:
To explain the key symbolism contained within the analogy.
To assess its relative strengths and weakness.
To evaluate your opinion towards his philosophical view.
This contains a fully resourced, differentiated lesson on Plato's analogy of the cave. The main part of the lesson involves students using a clip to order statements to describe the analogy of the cave, then a match-up task to explain the key meanings contained within the analogy.
Learning Objectives:
To describe the analogy of the cave.
To explain the deeper meanings contained with the analogy.
This contains a fully resourced, differentiated lesson on why the world is increasingly urban. The main part of the lesson involves a Quiz-Quiz trade task to define the key terms linked to the 'Urban Futures' unit, followed by a task where they plot a line graph to describe the overall trends in urbanisation between richer and poorer countries, and lastly a task where students have to develop explanations as to why urbanisation is faster in poorer countries than richer countries.
Learning Objectives:
To identify key terms linked to the ‘Urban Futures’ unit.
To describe how the rates of urbanisation vary globally.
To explain reasons for these trends.
This contains a fully resourced, differentiated lesson on how the impacts of earthquakes can be mitigated. Focused on the 3Ps, the main part of the lesson involves a discussion task on the difference between the three approaches and the techniques it might involve, leading up to an extended note taking task on how the different techniques can help to mitigate the impacts of an earthquake.
Learning Objectives:
To describe the different approaches to mitigating the impacts of earthquakes.
To explain how these approaches work in practice.
To evaluate the effectiveness of these approaches.
This contains a fully resourced, differentiated lesson on the impacts of the Haiti earthquake, 2010. The main part of the lesson involves students using a map to describe the cause of the earthquake, colour code the impacts of the earthquake and explain the effect they would have, then working in pairs to justify the importance of certain factors in contributing to the devastating nature of the Haiti earthquake.
Learning Objectives:
To describe the cause of the Haiti earthquake.
To explain the effects of the Haiti earthquake.
To assess why the earthquake caused so much devastation.
This contains a fully resourced, differentiated lesson on why tectonic plates move. The main part of the lesson involves a mapping task where students plot the main tectonic and earthquake plate boundaries and describe its distribution, then use a clip to order statements in order to explain the process of continental drift, followed by image analysis to deduce forms of evidence for this movement.
Learning Objectives:
To describe the global distribution of earthquake and volcanic activity.
To explain how the process of continental drift causes tectonic plate movement.
To investigate the evidence for this movement.
This contains a fully resourced, differentiated lesson on the processes that occur in the interior of the earth and at plate boundaries. The main part of the lesson involves annoating a diagram with the key properties of each interior layer of the earth, working in pairs to produce a revision tool on one of the plate boundaries and then peer teaching to produce a set of notes on all four types of plate boundary.
Learning Objectives:
To describe the structure of the earth.
To explain the processes that operate at tectonic plate boundaries.
This contains a fully resourced, differentiated set of lessons that are used to teach students the different understandings people can have when they use the term 'miracle', assess different points of view towards them using the 'Miracle of the Sun' as a case study, consider the importance of miracles for Christians in the context of both the Old Testament and New Testament, and finally the problems associated with them using the 17th Century philosopher David Hume.
It should be taught in the following order:
1. What is a miracle?
2. Was the 'Miracle of the Sun' actually a miracle?
3. What miracles can be found in the Old Testament?
4. What miracles can be found in the New Testament?
5. What are the problems with miracles?
This contains a fully resourced, differentiated lesson on the problems associated with miracles, focusing on those from David Hume. The main part of the lesson involves students summarising them into their notes and using those as a basis, linked to a case study, to produce an advertising campaign designed to convince people that miracles simply do not happen.
Learning Objectives:
To explain why David Hume argues miracles are impossible.
To apply his arguments to a real world case study.
To express your personal view towards his criticisms.
This contains a fully resourced, differentiated lesson on the miracles in the New Testament, in particular the 'Feeding of the 5000'. The main part of the lesson involves discussing in detail the different views people may hold towards miracles, after which students create a newspaper article explaining different viewpoints (as if they were there) towards the miracle.
Learning Objectives:
To describe different viewpoints towards Biblical miracles.
To explain how these viewpoints could link to one New Testament miracle.
To assess how credible you believe the miracle to be.
This contains a fully resourced, differentiated lesson on miracles from the Old Testament. The main part of the lesson focuses on the '10 Plagues' miracle, where students watch a clip and record the plagues in their exercise book, discuss and make notes as a class why it is important for Christians (and the potential problems), then finally create a survival kit for the '10 Plagues' if it were to happen in the modern day.
To describe one example of a miracle from the Bible.
To explain why Christians see it as important.
To investigate its use as proof of the existence of God.
This contains a fully resourced, differentiated lesson on the 'Miracle of the Sun', otherwise known as the Fatima miracle. The main part of the lesson involves reading the story as a class and summarising it into a grid, a pair ranking task of arguments for and against the event being a genuine miracle, and a continuum line task where students express their view towards the event.
Learning Objectives:
To describe the story of the miracle.
To explain the contrasting arguments held about the event.
To evaluate whether you personally believe the event was a miracle.
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 the legal age limits in the UK. The main part of the lesson involves students completing a worksheet detailing the age limits for different activities in the UK and them explaining whether they believe they are appropriate or not, and why.
To outline the legal age limits for activities in the UK.
To explain your opinion towards the appropriateness of these limits.
To explore what you consider to be age appropriate limits.
