Lesson: Is online vigilantism effective? This lesson is Lesson 10 in the ‘Online Ethics’ 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 the declining standards of behaviour being demonstrated online. Though there are clear links with PSHE, it is a revolutionary unit, as nothing like this has been done before in the field of Philosophy of 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 being done to protect people online? This lesson is a computer-based research lesson and is Lesson 9 in the ‘Online Ethics’ 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 the declining standards of behaviour being demonstrated online. Though there are clear links with PSHE, it is a revolutionary unit, as nothing like this has been done before in the field of Philosophy of 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: Do violent games make violent players? This lesson is Lesson 8 in the ‘Online Ethics’ 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 the declining standards of behaviour being demonstrated online. Though there are clear links with PSHE, it is a revolutionary unit, as nothing like this has been done before in the field of Philosophy of 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 are the different dilemmas of online gaming? This lesson is Lesson 7 in the ‘Online Ethics’ 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 the declining standards of behaviour being demonstrated online. Though there are clear links with PSHE, it is a revolutionary unit, as nothing like this has been done before in the field of Philosophy of 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 are the different attitudes to online pornography? This lesson is Lesson 6 in the ‘Online Ethics’ 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 the declining standards of behaviour being demonstrated online. Though there are clear links with PSHE, it is a revolutionary unit, as nothing like this has been done before in the field of Philosophy of 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 are the dangers of online pornography? This lesson is Lesson 5 in the ‘Online Ethics’ 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 the declining standards of behaviour being demonstrated online. Though there are clear links with PSHE, it is a revolutionary unit, as nothing like this has been done before in the field of Philosophy of 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 Utilitarianism a useful approach to Online Ethics? This lesson is Lesson 4 in the ‘Online Ethics’ 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 the declining standards of behaviour being demonstrated online. Though there are clear links with PSHE, it is a revolutionary unit, as nothing like this has been done before in the field of Philosophy of 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 Situation Ethics a useful approach to Online Ethics? This lesson is Lesson 3 in the ‘Online Ethics’ 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 the declining standards of behaviour being demonstrated online. Though there are clear links with PSHE, it is a revolutionary unit, as nothing like this has been done before in the field of Philosophy of 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 the internet an extension of society? This lesson is Lesson 2 in the ‘Online Ethics’ 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 the declining standards of behaviour being demonstrated online. Though there are clear links with PSHE, it is a revolutionary unit, as nothing like this has been done before in the field of Philosophy of 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 ‘netiquette’? This lesson is Lesson 1 in the ‘Online Ethics’ 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 the declining standards of behaviour being demonstrated online. Though there are clear links with PSHE, it is a revolutionary unit, as nothing like this has been done before in the field of Philosophy of 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: How do religions use the media? ** This lesson is Lesson 6 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 lesson explores how religions use the media, with a case study exploration of religious use of media in response to the LGBTQ+ community. 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!

**Lesson: How does Banksy use religion to express his views? ** This lesson is Lesson 5 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!

Lesson: Who are the Westboro Baptist Church? This lesson is Lesson 4 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!

Lesson: What is Charlie Hebdo? This lesson is Lesson 3 in ‘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!

Lesson: Religion in the Media This lesson is Lesson 2 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. NB This lesson is research based. Students will need access to devices, computers or laptops to complete the enquiry. 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!

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!

GCSE Religious Studies: Philosophy and Ethics: Relationships & Families Lesson: What are the different attitudes to same-sex parents and polygamy? (Same-sex parents / Polygamy - contemporary issues) This lesson is Lesson 7 in ‘Relationships and Families’ unit, 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: Relationships & Families Lesson: Is society/religion unfair to women? (Gender Equality) This lesson is Lesson 6 in ‘Relationships and Families’ unit, 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!