Lesson: What is a media message? This lesson is Lesson 1 in the new ‘Religion and the Media’ unit, devised as part of a brand new, relevant and engaging scheme of work for KS3. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour. This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques. Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Lesson overview Starter activity, including interleaving Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary Lesson Sheets: If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content. Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

This workbook is intended to cover approximately 12 hours of lesson time on the topic of: Ancient Beliefs. The workbook is intended for home-study or as homework to complement an existing unit. Download this 25-page workbook as both an editable Word document and as PDF, for compatibility. Topics include: Introduction to Ancient Beliefs Why study RS and Philosophy? Myths (Creation and Maouri) Myths (Ancient Greece/Rome) Philosophers (Plato, Aristotle, Epicurus) There are a variety of knowledge, understanding and evaluation tasks throughout the workbook, including some research tasks. Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

This thorough and interactive revision lesson on the topic of ‘Ancient Philosophical Influences’ (in the Philosophy of Religion) section of the course helps learners to revise both AO1 and AO2, in line with the specification requirements. The lesson PPT and resources can be downloaded as both a PPT document and a PDF, for compatibility. Activities include card sorts, fill in the blanks, video tasks, true/false quizzes and more! This 25-slide lesson specifically follows the requirements of the OCR A Level Religious Studies Spec, though they can be edited easily for other specifications. They explore appropriate AO1 (knowledge and understanding) followed by AO2 (analysis and evaluation), culminating in exam practise with a choice of four essay titles. The lesson itself can be both teacher-led and used as a revision resources for at-home learning. It is a versatile resources for both class and home. Resource covers: o The philosophical views of Plato in relation to:  Understanding of reality  The Forms • Nature of the Forms • Hierarchy of the Forms  The analogy of the cave • Purpose • Relation to theory of the Forms o The philosophical views of Aristotle in relation to:  Understanding of reality • Use of teleology  The four causes • Material • Formal • Efficient • Final  The Prime Mover • Connections with final cause o Analysis and evaluation (AO2) relating to:  Comparison and evaluation of Plato’s Form of the Good and Aristotle’s Prime Mover  Comparison and evaluation of Plato’s reliance on reason (rationalism) and Aristotle’s use of the senses (empiricism) in their attempts to make sense of reality o Exam practise questions Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

This interactive PowerPoint aims to revise ‘random’ content through 28 different exam-style questions. My students sometimes miss the focus or don’t understand exactly what the question is asking for. So, this revision task gets them to think about the question itself and retrieve key learning associated with the question (AO1). I also ask them to make a judgement (AO2) on the essay title so as to practise both skills required for the essays. Created for the OCR specification, but can be adapted for other exam boards easily, due to the assessment objectives being the same. Resource covers all Philosophy units: Ancient Philosophical Influences Soul, Mind, Body Arguments from Observation Arguments from Reason Religious Experience Problem of Evil Nature of God Religious Language 20th Century Perspectives Download as PowerPoint and PDF - for compatibility. In addition, a ‘printer’ version is included in the file so this can be used as a paper resource/handout. Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

This thorough and interactive revision lesson on the topic of ‘Christian Moral Action / Practices’ (in the Developments in Christianity / Theology) section of the course helps learners to revise both AO1 and AO2, in line with the specification requirements. The lesson PPT and resources can be downloaded as both a PPT document and a PDF, for compatibility. Activities include card sorts, fill in the blanks, video tasks, true/false quizzes and more! This lesson specifically follows the requirements of the OCR A Level Religious Studies Spec, though they can be edited easily for other specifications. They explore appropriate AO1 (knowledge and understanding) followed by AO2 (analysis and evaluation), culminating in exam practise with a choice of four essay titles. The lesson itself can be both teacher-led and used as a revision resources for at-home learning. It is a versatile resources for both class and home. The teaching and example of Dietrich Bonhoeffer on:  Duty to God o Obedience o Leadership o God’s will  Duty to the state o Justification of civil disobedience  Church as community o Confessing Church  Church as source of spiritual discipline o Finkenwalde  Cost of discipleship o Costly Grace o Sacrifice and suffering o Solidarity o Analysis and evaluation (AO2) relating to:  Whether or not Christians should practise civil disobedience  Whether or not it is possible to always know God’s will  Whether or not Bonhoeffer puts too much emphasis on suffering  Whether or not Bonhoeffer’s theology has relevance today o Exam practise questions Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

This revision lesson aims to review Human Rights and Social Justice for GCSE Religious Studies. The accompanying PowerPoint gives guidance and goes through the answers with the students, providing modelled written responses, where relevant. It is created with the AQA GCSE in mind, though is adaptable across specifications. The PowerPoint includes: Key Words Human Rights and Social Justice Religious Expression Discrimination from Religion Discrimination of the Religious Wealth and Poverty Responsibility of the Poor The activities are a collection of time-saving revision activities that minimise writing, making the lesson suitable for all learners. Answers are also embedded into the PowerPoint via attractive and engaging animations. The learning mat is one-sided A3 (Word) and A4 (PDF) and correspond with the work on the PowerPoint. All resources are available in their original Microsoft Word format, though can be downloaded as PDFs too, for compatibility purposes. Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

Lesson: Gender in the Media This lesson is Lesson 6 in the ‘Gender Equality’ unit, devised as part of a brand new, relevant and engaging scheme of work for both KS3 and KS4. It was created in response to an increasing call for exploration into gender bias, stereotyping and roles. Though there are clear links with PSHE, it is a revolutionary unit, looking at the issue of gender equality in a way that encompasses religion, philosophy and ethics. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding lesson sheets, could also be taught in a minimal one hour. This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned units (Philosophy and Ethics) and support cognition through interleaving techniques. Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding lesson sheets would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Lesson overview Starter activity, including interleaving Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary Lesson Sheets: If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.

Lesson: The Subjection of Women This lesson is Lesson 4 in the ‘Gender Equality’ unit, devised as part of a brand new, relevant and engaging scheme of work for both KS3 and KS4. It was created in response to an increasing call for exploration into gender bias, stereotyping and roles. Though there are clear links with PSHE, it is a revolutionary unit, looking at the issue of gender equality in a way that encompasses religion, philosophy and ethics. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding lesson sheets, could also be taught in a minimal one hour. This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned units (Philosophy and Ethics) and support cognition through interleaving techniques. Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding lesson sheets would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Lesson overview Starter activity, including interleaving Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary Lesson Sheets: If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.

Lesson: The Rise of Feminism (How did we get the rights we have today?) This lesson is Lesson 5 in the ‘Gender Equality’ unit, devised as part of a brand new, relevant and engaging scheme of work for both KS3 and KS4. It was created in response to an increasing call for exploration into gender bias, stereotyping and roles. Though there are clear links with PSHE, it is a revolutionary unit, looking at the issue of gender equality in a way that encompasses religion, philosophy and ethics. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding lesson sheets, could also be taught in a minimal one hour. This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned units (Philosophy and Ethics) and support cognition through interleaving techniques. Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding lesson sheets would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Lesson overview Starter activity, including interleaving Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary Lesson Sheets: If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.

Lesson: Toxic Masculinity This lesson is Lesson 8 in the ‘Gender Equality’ unit, devised as part of a brand new, relevant and engaging scheme of work for both KS3 and KS4. It was created in response to an increasing call for exploration into gender bias, stereotyping and roles. Though there are clear links with PSHE, it is a revolutionary unit, looking at the issue of gender equality in a way that encompasses religion, philosophy and ethics. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding lesson sheets, could also be taught in a minimal one hour. This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned units (Philosophy and Ethics) and support cognition through interleaving techniques. Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding lesson sheets would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Lesson overview Starter activity, including interleaving Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary Lesson Sheets: If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.

Lesson: What is Gender Equality? This lesson is Lesson 1 in the ‘Gender Equality’ unit, devised as part of a brand new, relevant and engaging scheme of work for both KS3 and KS4. It was created in response to an increasing call for exploration into gender bias, stereotyping and roles. Though there are clear links with PSHE, it is a revolutionary unit, looking at the issue of gender equality in a way that encompasses religion, philosophy and ethics. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding lesson sheets, could also be taught in a minimal one hour. This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned units (Philosophy and Ethics) and support cognition through interleaving techniques. Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding lesson sheets would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Lesson overview Starter activity, including interleaving Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary Lesson Sheets: If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.

Lesson: The Origins of Gender Inequality (1) This lesson is Lesson 2 in the ‘Gender Equality’ unit, devised as part of a brand new, relevant and engaging scheme of work for both KS3 and KS4. It was created in response to an increasing call for exploration into gender bias, stereotyping and roles. Though there are clear links with PSHE, it is a revolutionary unit, looking at the issue of gender equality in a way that encompasses religion, philosophy and ethics. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding lesson sheets, could also be taught in a minimal one hour. This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned units (Philosophy and Ethics) and support cognition through interleaving techniques. Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding lesson sheets would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Lesson overview Starter activity, including interleaving Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary Lesson Sheets: If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.

Lesson: Is God Gendered? This lesson is Lesson 9 in the ‘Gender Equality’ unit, devised as part of a brand new, relevant and engaging scheme of work for both KS3 and KS4. It was created in response to an increasing call for exploration into gender bias, stereotyping and roles. Though there are clear links with PSHE, it is a revolutionary unit, looking at the issue of gender equality in a way that encompasses religion, philosophy and ethics. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding lesson sheets, could also be taught in a minimal one hour. This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned units (Philosophy and Ethics) and support cognition through interleaving techniques. Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding lesson sheets would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Lesson overview Starter activity, including interleaving Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary Lesson Sheets: If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.

Lesson: Gender in Paganism This lesson is Lesson 10 in the ‘Gender Equality’ unit, devised as part of a brand new, relevant and engaging scheme of work for both KS3 and KS4. It was created in response to an increasing call for exploration into gender bias, stereotyping and roles. Though there are clear links with PSHE, it is a revolutionary unit, looking at the issue of gender equality in a way that encompasses religion, philosophy and ethics. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding lesson sheets, could also be taught in a minimal one hour. This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned units (Philosophy and Ethics) and support cognition through interleaving techniques. Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding lesson sheets would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Lesson overview Starter activity, including interleaving Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary Lesson Sheets: If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.

Lesson: Everyday Sexism This lesson is Lesson 11 in the ‘Gender Equality’ unit, devised as part of a brand new, relevant and engaging scheme of work for both KS3 and KS4. It was created in response to an increasing call for exploration into gender bias, stereotyping and roles. Though there are clear links with PSHE, it is a revolutionary unit, looking at the issue of gender equality in a way that encompasses religion, philosophy and ethics. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding lesson sheets, could also be taught in a minimal one hour. This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned units (Philosophy and Ethics) and support cognition through interleaving techniques. Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding lesson sheets would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Lesson overview Starter activity, including interleaving Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary Lesson Sheets: If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.

This booklet was created after my school's visit to a conference held by Dr. Peter Vardy. The topics covered include: 1. Wealth, poverty and war 2. Sex and relationships 3. Medical Ethics 4. Environmental Ethics I am using this 17-page booklet to stretch and increase the understanding of my G&T pupils

**GCSE Religious Studies: Philosophy and Ethics: Human Rights and Social Justice ** Lesson: How should wealth be earned and spent? This lesson is Lesson 7 in ‘Human Rights and Social Justice’, devised as part of a brand new, interleaved scheme of work for GCSE. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour. This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques. Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, contentious debate on the pandemic, the genocide of the Uighur Muslims and other cruccurrent affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Unit Cover and lesson overview Starter activity, including interleaving Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary The Work Pack: If you would rather work in exercise books, the Work Pack is designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content. Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

**GCSE Religious Studies: Philosophy and Ethics: Human Rights and Social Justice ** Lesson: Who is responsible for the poor? This lesson is Lesson 8 in ‘Human Rights and Social Justice’, devised as part of a brand new, interleaved scheme of work for GCSE. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour. This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques. Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, contentious debate on the pandemic, the genocide of the Uighur Muslims and other cruccurrent affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Unit Cover and lesson overview Starter activity, including interleaving Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary The Work Pack: If you would rather work in exercise books, the Work Pack is designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content. Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

**GCSE Religious Studies: Philosophy and Ethics: Crime & Punishment ** Lesson: What reasons are there for crime? This lesson is Lesson 2 in ‘Crime and Punishment’, devised as part of a brand new, interleaved scheme of work for GCSE. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour. This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques. Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Unit Cover and lesson overview Starter activity, including interleaving Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary The Work Pack: If you would rather work in exercise books, the Work Pack is designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content. Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!

**GCSE Religious Studies: Philosophy and Ethics: Crime & Punishment ** Lesson: What are the aims of punishment? This lesson is Lesson 3 in ‘Crime and Punishment’, devised as part of a brand new, interleaved scheme of work for GCSE. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour. This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques. Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required. The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE: AO1 (Knowledge and Understanding) AO2 (Analysis and Evaluation) The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling. These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach. Lesson includes: Homework Slide Unit Cover and lesson overview Starter activity, including interleaving Key words (literacy focus) Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding) Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation) Plenary The Work Pack: If you would rather work in exercise books, the Work Pack is designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course. In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content. Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!