A variety of outstanding resources made by exam markers for teachers of Religious Education. Currently teaching Eduqas GCSE - Catholicism and Judaism!
Feedback is always appreciated. If you take the time to leave us a review we will send you a free resource as a show of our appreciation. To claim please send us an email AquinasED@gmail.com with your choice of resource and Tes account name.
A variety of outstanding resources made by exam markers for teachers of Religious Education. Currently teaching Eduqas GCSE - Catholicism and Judaism!
Feedback is always appreciated. If you take the time to leave us a review we will send you a free resource as a show of our appreciation. To claim please send us an email AquinasED@gmail.com with your choice of resource and Tes account name.
This lesson explores the Talmud, it is designed to follow on from our lesson on the Tenakh. The Spec outlines that the Tenakh and Talmlud should be taught and applied to daily life in the ‘Practices’ unit. However, we planned this lesson to open the ‘Beliefs and Teachings’ unit and we can then explore how it is used in daily life throughout both units. We feel it is important that students understand the difference between the Christian Bible and the Talmud before applying them to Jewish teachings.
The lesson focuses on the parts of the Talmud, it builds up to a C (Explain) and D (Discuss)
Includes:
starter slide (date/title, thinking task, flipped research homework)
retrieval starter quiz with answers
key words
video clip
sharing info
true/false learning check
exam practice b question - with full answer
exam practice d question, already planned for students to expand
challenge questions
‘packaway’ plenary
Feedback is always appreciated. Therefore, if you leave a review we will send you a free resource as a show of our appreciation. To claim please send us an email AquinasED@gmail.com with your choice of resource and Tes account name.
I use these to track progress at the beginning and end of lessons. Pupils circle an emoji at the beginning of the lesson and write a sentence explaining why they think they are at this point.
Learning objectives and lesson activities in the lesson can be link to the emoji they select.
Pupils can review progress and write a sentence or two explaining why they think this. This can link to a lesson, topic, module and so on!
Printable on sticky labels 14 to a sheet.
Taken from a Key Stage 3 unit of work designed to introduce the Catholic faith. Skills used/exam techniques lead into the Edexcel Spec A GCSE. Lesson 8.
Feedback is always appreciated. Therefore if you leave a review we will send you a free resource as a show of our appreciation. To claim please send us an email AquinasED@gmail.com with your choice of resource and Tes account name.
Tenth lesson in a series of lessons introducing Islam.
This lesson was planned for a HA group to encourage them to think of the impact of war and the correlation between the refugee crisis and a rise in Islamophobia.
(Video link to educating greater Manchester - WARNING you need to skip past the drawings on the van!)
Sixth lesson in a series of lesson introducing Islam.
We don’t teach Islam at GCSE so this lesson has an emphasis on the Abraham. I feel it is important for students to learn this story in order to understand Christianity and Judaism fully.
Adapted from a great lesson on TES.