<p>WALT: Investigate the Sikh Sacred place of worship</p> <p>WILF:<br /> Give an outline of the main features of a Gurdwara<br /> Explain how the Gurdwara enables Sikhs to practise Seva<br /> Explain how the Gurdwara impacts the community</p> <p>Main Task - Information about different aspects of the Gurdwara can be placed around the classroom and students to read the information and them write down the correct terms on their own copy of the inside of a Gurdwara.</p> <p>Task Two - Looking at the concept of Seva - Selfless Service.</p> <p>Task Three - Writing Task on how the Gurdwara helps Sikhs to worship God and serve the community.</p>

<p>Year 10 GCSE Evil and Suffering<br /> WALT:<br /> To investigate what is meant by evil</p> <p>WILF:<br /> Describe the different ways evil is defined<br /> Investigate how evil is presented in the media<br /> Analyse and evaluate different viewpoints about evil</p> <p>Lesson Plan attached.</p>

<p>Year 10 GCSE Evil and Suffering - Lesson 5. The Lesson explores possible issues of evil and suffering for religious believers. The lesson looks at the Omnipotence, Omnicience and Omni-benevolence of God and how some people can use evil and suffering to show that this poses a problem for someone who believes in God. It also explores what religious believers offer as responses to these possible issues.</p> <p>WALT: Consider how evil causes problems for those who believe in God</p> <p>WILF: 1. Describe three problems that evil creates for believers in God (E/F)<br /> 2. Explain how believers in God respond to these problems (C/D)<br /> 3. Evaluate the strengths and<br /> weaknesses of the different<br /> arguments (A/B)</p>

<p>This is a lesson for year 7 on the wealth and poverty unit that I taught a few years back.</p> <p>WALT: Investigate Projects designed to help people in the long-term.<br /> WILF:<br /> 1.Describe what emergency aid is and long term aid is and give an example of each<br /> 2. Explain how two projects help people in the long-term<br /> 3. Design a product to help poor people in the long term</p> <p>Bell Work - Cryptogram to solve which reveals the explanation for Long Term and Emergency (Short Term) Aid.<br /> Starter - Display images and discuss with pupils what help would be needed in each situation.<br /> Task 1 - Students to put the 6 needs in the order of importance for them.<br /> Task 2 - Organise the Aid examples into Long Term and Short Term.<br /> Task 3 - Big Issue and Tradecraft Videos - Projects that help to alleviate poverty<br /> Match up the actions that Tradecraft do with the explanation of how this helps to alleviate poverty (coloured statements)<br /> Task 4 - Pupils to design their product that could be sold to help alleviate poverty. Instructions on slide 16 and examples on slide 17.</p>

<p>This is a lesson on the Christian teachings on Wealth and Poverty.<br /> Key Features:<br /> Differentiated Learning Objectives<br /> Differentiated tasks<br /> Lesson Outline has also been given - but could easily be adapted to deliver differently<br /> Plenary</p> <p>I was given positive feedback about the lesson and especially the resources so I am very sure that you will be happy with this lesson.<br /> Welcome any constructive feedback.</p>

<p>Year 7 Wealth and Poverty Unit</p> <p>WALT:<br /> To understand how poverty affects young people in the world<br /> WILF:</p> <ol> <li>Describe key terms in relation to poverty</li> <li>Give an overview of who street children are and how they survive</li> <li>To reflect on how difficult if would be to work as a street child by working as a group</li> </ol> <p>Introductory lesson looking at the life of children on the street in Calcutta.</p> <p>Kinasthetic exercise for those hands on students.<br /> Tasks accompanied with a starter sheet if you would like to use it.<br /> Lesson Overview has also been given.</p>

<p>Learning Objective:<br /> To explore the revelation, contents and compilation of the Quran and why it has authority in Islam<br /> To explore Muslims beliefs about other holy scriptures<br /> Outcomes:</p> <ol> <li>You will be able to explain what can be found in the Quran, why it is important and the highest source of authority for Muslims</li> <li>You will be able to describe how the Quran was compiled into a book</li> <li>You will identify other holy books in Islam, who they were given to and explain why they are not the ultimate source of Authority for Muslims</li> </ol> <p>This lesson was prepared for a low ability year 10 set.</p>

<p>Evil and Suffering Lesson 6 GCSE Religious Education. This lesson explores in greater detail the religious responses to evil and suffering and explores how three religions explain evil and suffering. You may want to adapt and only focus on two or even just one religions response if it is too much in one lesson.</p> <p>This lesson get’s pupils ready to debate the statement “The widespread existence of Evil and suffering proves there is no God”</p>

<p>This is a lesson as part of a wealth and poverty Unit.<br /> WALT: Investigate the actions of charities designed to help people in the long term<br /> WILF:</p> <ol> <li>Describe the activities of 2 religious charities</li> <li>Create a poster explaining how the charity helps to stop poverty and explaining the religious teachings relating to it</li> <li>Write a letter from an Orphan’s perspective to your charity, explaining your situation of poverty</li> </ol>

<p>Lesson Objective: To explore the different poetic and language techniques commonly used in poetry and music</p> <p>This is a lesson I did with a mixed ability year 8 class. I found that the group responded well to the fact that I was using rap poetry in their English Lesson.</p> <p>The Powerpoint is accompanied with 2 main tasks. The first task - students are given a slip of paper with either the name of a technique, the description of what that technique is or an example of that technique. They need to find the other students who have the information on the same technique. For example if a student had the “simile” technique, they would match this with the student who had the &quot;this is when you compare something to another thing using the words ‘like’ or ‘as’.</p> <p>The second activity - Pupils will annotate their copies of the verse from the Tupac song.</p>

<p>This is a debate lesson that I planned and put together - it follows after my other lesson on Religious responses and Explanations to suffering.</p> <p>Overall - this lesson aims to bring together all the things that they have learnt in the topic and gives them the opportunity to express their understanding of the topic and to evaluate the various arguments that arise with the problem of evil and suffering.</p> <p>Documents 5-9 are the resources that I gave to the students to help them plan - the resources may seem a little heavy but these were top ability year 10 groups so they managed them well.</p> <p>Documents 1 and 2 are the sheets that groups used to write down their arguments.<br /> Document 3 has a number of pictures displaying suffering and could be used by pupils in the debate to support the points they are making.</p> <p>Document 4 is the starter and this can be displayed in different parts of the class.</p> <p>The whole point in this lesson is that the students should talk and discuss throughout the duration of the lesson in a controlled manner with very little imput needed from the teacher.</p> <p>I would recommend that this resource be used in conjuction with the scheme - the lessons on evil, on religious views on suffering, the nature of evil, the problem of evil and the religious explanations and responses to evil and suffering - they will probably struggle a little if you decide to have a one off in my opinion.</p>

<p>Learning Objectives<br /> Explore the social and historical context of World War 1<br /> Explore the different poetic techniques used in Poetry</p> <p>Learning Outcomes<br /> Draw a timeline outlining key events of World War 1<br /> Make your own examples of different poetic techniques<br /> Create an acroustic poem applying the different poetic techniques</p> <p>I taught this lesson to a low ability year 7 group.<br /> All the resources and activities for the lesson have been included. You might want to span this over two lessons depending on the ability of your group.</p>

<p>Lesson 4 GCSE RE Evil and Suffering Unit</p> <p>WALT:<br /> Investigate ideas about the nature and origin of evil</p> <p>WILF:<br /> Describe three different viewpoinnts on where evil comes from<br /> Consider whether we can put the responsibility of evil on God<br /> Evaluate the different ideas about evil’s origin</p>

<p>This is the second section on a unit on Christianity for Year 9. The lesson is for a low to middle ability class and could equally be used for year 8 or even for a high ability year 7 group.<br /> The lesson includes my lesson plan, a worksheet for the story of creation that students are to use when they read the story in groups.<br /> The powerpoint is included with clear points for AFL and feedback and differentiated to help lower ability students such as key words and phrases highlighted on slide 10.<br /> Task three is a task that the students really enjoyed and it helped them to bring together their understanding in a creative way.<br /> Objectives:<br /> To investigate the fall, how it happened and it’s effects on humanity<br /> To explore the meaning of sin for Christians</p> <p>Learning Outcomes:<br /> You will identify the main events in the story.<br /> You will explain the reason why Adam and Eve were sent out of the Garden of Eden.<br /> With more effort, you will consider how original sin impacted humanity after Adam and Eve.</p>

<p>This is a resource created as part of a wealth and poverty unit. You might want to use this as a second lesson after an intruductory lesson on Street Children.<br /> Differentiated Learning objectives and tasks.<br /> Variety of tasks<br /> Link to malala yousafzai speech - to help them think about how to prepare and write a speech. The time could be lengthened for this or spread into a second lesson depending on your class.<br /> Slide 15 gives techniques with relevant examples for pupils to follow and use in their speech.<br /> Red, Yellow and Green Plenary to Summarise - Causes, difficulties and Solutions to children living on the street.</p> <p>Welcome Feedback.</p>

<p>Year 10 GSCE Evil and Suffering Unit.</p> <p>WALT:<br /> Investigate the religious explanations for suffering and explain to what extent these explanations solve the problem of suffering<br /> WILF:<br /> All will be able to describe at least 2 religious perspectives on suffering<br /> With more thought you will explain what the story of job teaches about suffering<br /> Evaluate how far these religious perspectives solve the problem of suffering</p> <p>I have attached a lesson overview explaining how I delivered the lesson.</p> <p>Any questions/queries please feel free to message.<br /> Thanks</p>