Here you will see a PPT that runs through 5 lessons, resources including a differentiated workbook, worksheets and an assessment (recommended that this is printed on to A3). Enjoy

In this section there is a PPT that can be used over at least 5 lessons - a general introduction to Hinduism. There are also activities worksheets as well as a differentiated workbook (which I print for each student of my bottom ability group) and an assessment - which I recommend is printed on to A3. Enjoy

Here is a scheme of work, powerpoints and all the resources I have planned for this very enjoyable short unit of work. Use good questioning throughout.

These resources cover the contraception element of the GCSE Short Course RE (Edexcel) in Christianity and Islam. There is a PPT, a worksheet, a starter activity (wipeout) and contraception cards which can be printed, laminated and used for quick card sorting activities throughout the lesson.

This section includes a revision booklet which is excellent for setting a terms' worth of homework or long term cover. Took me ages to make but is definitely worth it. Then there is a shorter revision task followed by an assessment which makes use of past exam questions and the generic Edexcel mark scheme.

This section I have included a differentiated workbook which you can print for individual students to help them get through the unit. Also, there are some worksheets I have created as well as an assessment. Some more materials to follow.

This follows the Edexcel GCSE Short Course and there is 4-6 lessons worth of material here. Video clips are needed but can all be found by looking at youtube. Enjoy.

This section includes a PPT with a corresponding work sheet to encourage students to think about the opinion questions (b) and (d). The revision guide covers the entire course looking at Christianity and Islam and can be printed for use. It has been really helpful to my students.

<p>The Big Picture<br /> Summary:<br /> Many people question the existence of God due to the amount of evil and suffering in the world. This is an obvious objection seeing as God is supposed to be all-loving and all-powerful. Surely if he was, he would want to stop; and be able to stop all suffering. Epicures is famous for introducing this argument, and there are many arguments against him in support of God’s existence. Notably those from Augustine and Irenaeus as well as from more modern philosophers such as Leibniz who believed that in his supreme wisdom, God would have only created the best of all possible worlds. These arguments for the existence of God as a response to evil and suffering are called theodicies or apologetics. They can be explored on a basic level and students will have the opportunity to demonstrate understanding of these through assessments, they can also be evaluated and the more able students are likely to be able to form their own views on the existence of God, and in the best cases, write their own version of a theodicy. After students have looked at the intellectual responses to evil and suffering, they will then look at the practical response by religions in the form of mission work and charity. There is a great deal of scope for stretch and challenge during this unit of work.</p> <p>Subject Specific Concepts/Skills:<br /> Showing understanding of the problem of evil including examples of different types of evil and its distribution. This will involve some independent research. Awareness and evaluation of different theodicies. Creation of new ideas and arguments.</p>

<p>The Big Picture<br /> Summary:<br /> During this scheme of work pupils will look at a range of ethical principles such as absolute morality and the 10 commandments, relative morality including the conscience, situation ethics, the Golden Rule and medical ethics before tackling a brand new ethical dilemma on their own as part of an assessment. They will be required to evaluate the merits and draw backs of using the ethical principles mentioned as well as reflect on a range of specific dilemmas that will be presented to them throughout this module.</p> <p>Subject Specific Concepts/Skills: Independent enquiry and reflective learning</p> <p>There are 3 lessons, then an assessment, then a filler lesson.</p> <p>Please note that I have not uploaded the medical ethics lesson as this was something that I had adapted from a resource I got elsewhere and so is not my work to share.</p> <p>The Kidney Transplant dilemma is an excellent choice for lesson 4.</p>

<p>These are PPTs and resources ready for the OCR Relationships Unit. Paper 3. Christianity.</p>

<p>In this section there is a PPT that can be used over at least 5 lessons - a general introduction to Hinduism.</p> <p>There are also activities worksheets as well as a differentiated workbook (which I print for each student of my bottom ability group) and an assessment - which I recommend is printed on to A3.</p> <p>Enjoy</p>

<p>This covers the whole unit for Peace and Conflict OCR. Paper 3. Christianity.</p>

<p>This is a ready to teach lesson on the festival of Passover.</p> <p>Aimed at year 7 but could be adapted slightly to primary or year 8.</p>

<p>Overview/intent for this scheme of work</p> <p>To explore arguments and evidence surrounding GCSE Unit 3: Religion, Philosophy and Ethics in the Modern World Subsection 7: Religion, peace and conflict<br /> Objectives by the end of the scheme of work for-<br /> All – Be able to answer essay questions (15 marks) on the ‘Religion, peace and conflict’ topic<br /> Most – Make use of a good range of sources of wisdom and authority to support their reasoning<br /> Some – Synthesise a range of theological and philosophical positions in order to make original judgments</p>

<p>This presentation is a whole unit of work. This should include everything needed for this unit however it does rely on Religious Studies A Christianity by Fleming, Smith and Worden. You will need this book as a teaching companion.</p> <p>Some lessons have little planning as they are research or pupil led (shown by a * below).</p> <p>I trust you will find this resource helpful and that it might save you some valuable time!</p> <p>This resource includes:<br /> Lesson One: Different forms of worship<br /> Lesson Two: The Significance of Prayer<br /> Lesson Three: Sacraments - Adult and Infant Baptism<br /> Lesson Four: Sacraments - The Eucharist and Holy Communion<br /> Lesson Five: Sacraments - The Eucharist and Holy Communion Continued<br /> *Lesson Six: The Role and Importance of Pilgrimage (research lesson ideally in a computer room)<br /> Lesson Seven: The Role and Importance of Pilgrimage (timed essay lesson)<br /> Lesson Eight: The Role and Importance of Celebrations<br /> Lesson Nine: The Place of Mission and Evangelism<br /> Lesson Ten: Church Growth<br /> *Lesson Eleven: The local community - food banks and street pastors (pupil presentation lesson)<br /> Lesson Twelve: The importance of the worldwide church<br /> Lesson Thirteen: The Church’s response to world poverty<br /> *Lesson Fourteen: Assessment lesson<br /> *Lesson Fifteen: Feedback lesson</p>

<p>This is a ‘lazy’ lesson. Print out the worksheets A3 and let students use information (you provide) to find out all the answers to put down on their sheets.</p> <p>I usually print off information sheets from the internet, give out textbooks, dictionaries and copies of the powerpoint to work from.</p> <p>Includes an in depth lesson plan.</p> <p>A really fun and enjoyable activity lesson.</p>

<p>This is a ready to teach resource for Vaisakhi Day. Aimed at year 7 (but could be used in primary or year 8 with slight adaptions).</p>

<p>The Big Picture<br /> Overview/ Intent:<br /> This unit serves looks at 5 of the 6 major world religions and how they originated. The main emphasis is on the people who started the religions. The religions will be looked at in chronological order so that students can start to grasp the idea that religion has evolved, and that different religious populations are denser in some areas than others based on where they began. The unit lends itself to developing comparisons between founders, and some interesting connections can be made.</p> <p>AT1: Learning about the different founders and facts about them.<br /> AT2: Applying knowledge of AT1 to looking at the impact that religion has had on the world and therefore the impact of the founders.</p> <p>Subject Specific Concepts/Skills:<br /> Demonstrating knowledge of the lives and ideals of founders. Comparison tasks looking at different founders. Analysing the intentions of the founders, and how this is reflected in their followers beliefs and lifestyles.</p>

Here is a PPT to span over 4-5 lessons. This is best used for Edexcel GCSE Short Course RE.

Two worksheets - one on the life of Muhammed, the other on Hajj. More to follow.