3-4 lessons based on the Holocaust trying to understand how dehumanization happens. These lessons end with a focus on how the Holocaust has been remembered through art and attempts to make connections that students can connect with.
NB The ideas board is someone else’s idea. If you know where it’s from I’d love to give them credit
Lesson 3 in a scheme of work aimed at year 8. This is part two of two lessons exploring the stories of the lost son (Prodigal Son). The first part contains the story of the lost coin and lost sheep.
This lesson is the fourth in a scheme of work about Parables and focuses on the parable of the Good Samaritan which exemplifies the meaning of the golden rule.
This lesson is the fifth in a scheme of work about Parables and focuses on the parable of the Unforgiving servant which models examples of grace and mercy and the consequences of not treating others as you would want to be treated.
Lesson 2 in a scheme of work aimed at year 8. This is part one of two lessons exploring the stories of the lost coin and the lost sheep. The second part covers the story of the lost son (prodigal son)
This resource was created for students to keep track of their learning. It also enables them to reflect on their confidence with each topic. Students also have the opportunity to keep a record of the classwork which has been completed, assessed, revised and to RAG their confidence with the topic.
This is the final taught lesson for this unit and looks at the impact of Jesus teaching through the story of Zaccaeus. Following this, there would be a summative assessment. I have included resources here but feel free to adapt as needed for your students.
This is part of a scheme of work which explores the parables. In this first lesson, the nature of Jesus being a teacher is explored while introducing the concept of a parable
This resource was designed with a twofold function. Firstly, to help students focus on the content that they need to include within a written answer. And secondly, to assist both teacher and student assessment of writing.
Use 1: students use the resource as a guide while they are writing to check off the content of their answer. They can check that they have included all elements of KISS in their answer and so increase the chance of achieving higher marks
Use 2: peer assessment. Student use the check list as a means of making sure that students have included all elements needed within an answer. This will also help identify areas for improvement
Use 3: teacher assessment. Use to assist marking, to simplify feedback and to give direct feedback about content of answer. Areas for improvement will become easily identifiable
Please feel free to adapt to your own questions and add/ delete content as you find appropriate
A selection of quotes used to discuss the relationship between religion and science. Initially used as a stimulus to discuss the questions of whether religion still has a place in the 21st Century.
This resource was designed with a twofold function. Firstly, to help students focus on the content that they need to include within a written answer. And secondly, to assist both teacher and student assessment of writing.
Use 1: students use the resource as a guide while they are writing to check off the content of their answer. They can check that they have included all elements of KISS in their answer and so increase the chance of achieving higher marks
Use 2: peer assessment. Student use the check list as a means of making sure that students have included all elements needed within an answer. This will also help identify areas for improvement
Use 3: teacher assessment. Use to assist marking, to simplify feedback and to give direct feedback about content of answer. Areas for improvement will become easily identifiable
Please feel free to adapt to your own questions and add/ delete content as you find appropriate
This resource was designed with a twofold function. Firstly, to help students focus on the content that they need to include within a written answer. And secondly, to assist both teacher and student assessment of writing.
Use 1: students use the resource as a guide while they are writing to check off the content of their answer. They can check that they have included all elements of KISS in their answer and so increase the chance of achieving higher marks
Use 2: peer assessment. Student use the check list as a means of making sure that students have included all elements needed within an answer. This will also help identify areas for improvement
Use 3: teacher assessment. Use to assist marking, to simplify feedback and to give direct feedback about content of answer. Areas for improvement will become easily identifiable
Please feel free to adapt to your own questions and add/ delete content as you find appropriate
