Lesson 5 of 6 Islam in Britain for Islamophobia unit In this unit pupils explore issues of Islamophobia in the world. Pupils will develop their understanding of where Islamophobia comes from and how Islamophobia impacts on society today. The unit has an equally weighted AO1 and AO2 emphasis – learning about religion and learning from religion in order to develop a pupil’s knowledge and understanding of Islam whilst aiding a pupil’s spiritual, moral, social and cultural growth. Pupils will study and examine the concept of Islamophobia and explain the existence of it in our society today. They will also reflect on what this means from a humanitarian perspective and in contrast to other forms of prejudice that they already know. Pupils will consider what Islamophobia feels like from a Muslim perspective, whilst tackling the common misconceptions and prejudices usually associated with Islam. This unit may link with work in PSHE and Citizenship. This unit can be taught through a half term, with extension activities and support for additional needs running throughout the scheme of work. The unit is expected to take approximately 7 hours.

Lesson 3 of 6 on Jihad and Quran including differentiated resources In this unit pupils explore issues of Islamophobia in the world. Pupils will develop their understanding of where Islamophobia comes from and how Islamophobia impacts on society today. The unit has an equally weighted AO1 and AO2 emphasis – learning about religion and learning from religion in order to develop a pupil’s knowledge and understanding of Islam whilst aiding a pupil’s spiritual, moral, social and cultural growth. Pupils will study and examine the concept of Islamophobia and explain the existence of it in our society today. They will also reflect on what this means from a humanitarian perspective and in contrast to other forms of prejudice that they already know. Pupils will consider what Islamophobia feels like from a Muslim perspective, whilst tackling the common misconceptions and prejudices usually associated with Islam. This unit may link with work in PSHE and Citizenship. This unit can be taught through a half term, with extension activities and support for additional needs running throughout the scheme of work. The unit is expected to take approximately 7 hours.

Whole lesson (PPT and resources) on 'Introduction to Islamophobia' Lesson 1 of 6 In this unit pupils explore issues of Islamophobia in the world. Pupils will develop their understanding of where Islamophobia comes from and how Islamophobia impacts on society today. The unit has an equally weighted AO1 and AO2 emphasis – learning about religion and learning from religion in order to develop a pupil’s knowledge and understanding of Islam whilst aiding a pupil’s spiritual, moral, social and cultural growth. Pupils will study and examine the concept of Islamophobia and explain the existence of it in our society today. They will also reflect on what this means from a humanitarian perspective and in contrast to other forms of prejudice that they already know. Pupils will consider what Islamophobia feels like from a Muslim perspective, whilst tackling the common misconceptions and prejudices usually associated with Islam. This unit may link with work in PSHCE and Citizenship. This unit can be taught through a half term, with extension activities and support for additional needs running throughout the scheme of work. The unit is expected to take approximately 7 hours.

Based on the popular and well-known History revision game - 'Brain Box'. RS Brain Box allows pupils to revise the topic quickly and then compete to answer the questions! Instructions are on the PPT Pupils love the competition! You will also need dice :)

Based on the popular and well-known History revision game - 'Brain Box'. RS Brain Box allows pupils to revise the topic quickly and then compete to answer the questions! Instructions are on the PPT Pupils love the competition! You will also need dice :)

Based on the popular and well-known History revision game - 'Brain Box'. RS Brain Box allows pupils to revise the topic quickly and then compete to answer the questions! Instructions are on the PPT Pupils love the competition! You will also need dice :)

Based on the popular and well-known History revision game - 'Brain Box'. RS Brain Box allows pupils to revise the topic quickly and then compete to answer the questions! Instructions are on the PPT Pupils love the competition! You will also need dice :)

Based on the popular and well-known History revision game - 'Brain Box'. RS Brain Box allows pupils to revise the topic quickly and then compete to answer the questions! Instructions are on the PPT Pupils love the competition! You will also need dice :)

GCSE RE and RS activity on Euthanasia with accompanying worksheet to explore Euthanasia cases and personal opinion

Pupils calculate their karma from the actions on the Fallout cards (drawn at random) My year 7s always love playing this activity and seem to relish the fact that they might end up 'Really Evil' or 'Really Good'

Based on the popular and well-known History revision game - 'Brain Box'. RS Brain Box allows pupils to revise the topic quickly and then compete to answer the questions! Instructions are on the PPT Pupils love the competition! You will also need dice :)

This game board allows for pupils to revise the History of Judaism, competitively! The game comes with a board, the rules, the answers and a template for score cards (if you should choose to change the rules) I have also provided 'Thunks' or discussion questions for pupils to explore at the end of the game and an idea for G&T knowledge application. A fun and engaging way to revise the history of Judaism, and some of the most important events in Jewish history. Suitable for KS3 and KS4, with a specific emphasis on GCSE.

Easily adaptable for all and any subjects! This particular game is for Religious Studies. Pupils draw out and describe as many key words in time given (1 minute). Pupils cannot use any part of the word on the card to explain the word. Team mate(s) have to say the word on the card. If the players win the card they keep it. The most cards won at the end of the game, wins.

Double-sided revision sheet with key information about Sikhism! Good for using in lessons or as a revision sheet for end-of-unit or assessments or preparation for exams! Ket vocabulary and images included. Can be easily differentiated.

A fun and reflective way to revise key concept words and vocabulary for GCSE Religious Studies. Images show contentious issues and pupils need to list key terminology that the pictures bring to mind, explaining why. Even better if they can create sentences or 'Captions'. Can be played individually or as part of a team. Can be reflective or competitive.

GCSE Religious Studies Spec B Paper 2 Test Yourself Complete Revision Guide and Questions For WJEC Spec B: Religion and Human Experience: 1. Religion and Conflict 2. Religion and the State 3. Religious Expression 4. Religion and Medicine Complete Information for Paper 2 plus 'Test Yourself' questions.

How can a church help worship? Symbolism in a church for GCSE RE RS Worksheet

Religious Expression Learning Log to help prove progress over time. Focus on Key Words

A quick and easy resource to make and carry around! You will need to purchase some keyrings from somewhere like Amazon. They usually don't cost more than a couple of pounds for a hundred or so. Failing that, you could always staple them, or hole-punch them and tie them together with a treasury tag. There is a double-sided revision card for each unit, featuring key concept words, definitions and key themes and ideas from that topic.

Lesson intended as a double lesson (roughly 2 hours). Lesson includes: - Reflection starter - 3D learning objectives and differentiated outcomes - Video (take notes) - Group work: presentation (using laptops for research) - Peer presentations (and review) - Exam practise, with exam technique - Peer review - Reflection plenary Created with the WJEC / Eduqas RS GCSE in mind, though can be applied across specifications and qualifications. As an examiner for this specification, I have used what I know of the course to create this resource. 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!