This is a lesson that focusses on the FBV of tolerance and mutual respect. It looks at worldwide variations in family structures, gender and religion. It encourages students to see their ideas of ‘normal’ (i.e. in France they drive on the ‘wrong’ side of the road) as simply another way to do things. Hopefully without slipping into complete relativism, students are encouraged to question, develop and refine their opinions rather than give any opinions up all together. Learning objectives include: Does culture affect what is ‘normal’? How and why does culture affect religion, gender and family? Extension: Does the information in this lesson change how you think about your own norms and values? Tasks are differentiated by outcome, with group learning carousel, whole class discussion, and individual tasks all incuded. Questions become increasingly high level as they go on. Suitable for KS3-5. With some simplification it could work with KS2, but it would take some work to do so. It includes in the powerpoint slides to print out with the information on the case studies and a document about the many different forms of Islam in the world, and how culture affects religion. (As an aside, I could have chosen any religion. Christianity has 40 000 types!)

A lesson designed to explore the Just War Theory in a collaborative, group work activity that emphasizes team work. This leads on to a creative activity where students create a poster, poem or rap to exemplify the Just War Theory’s 7 aspects. Learning Questions include: What is the Just War Theory? Do I agree with it? Why? Differentiated learning outcomes included, which evaluate why Christians may or may not agree with the Just War Theory. All activities are clearly explained in the Powerpoint, and a variety of extension activities for more able students are included.

What is a drug? What are the categories of drugs? What do religious believers believe about drugs? At least 2 lessons of work here about Drugs, Alcohol and Religious Attitudes to Substance abuse to help students understand the dangers of substance abuse. The Powerpoints include an embedded video from Teacher TV about alcohol abuse (which is really good!) and there's plenty of activities to explore with them. A bonus lesson here too debating legalisation and decriminalisation of cannabis.

This lesson is an introduction to global citizenship, part of a module on Global citizenship, that begins with a personal look at the individual. It includes youtube videos, mindmaps, one print out and structured questions to help students understand their own biases and the biases of the class they are in. It is a powerful step forward for self reflective learners, uses PELTS well, and incorporates SMSC, Ethics, PHSE, Citizenship and geography into one topic. Tasks are differentiated, with questions going from easy to more difficult. Ideal for KS3-4 (11-16yr olds). Learning Questions include: What is global citizenship? What is my own personal, social, historical and economic background? How might my background affect how I see the world?

This lesson has been a few years in the making. I have been struggling to get together decent resources that inform, without shame or judgement, a generation of young people for whom porn is highly accesible, in huge quantities and ubiquitous (25% of all internet searches are for pornography). I hope this goes some way towards that ambition. The lesson covers: What is pornography? Why is it so addictive? Is pornography having a negative effect on society? Should all, or some pornography, be illegal? It includes research tasks about fightthenewdrug.org, and then goes on to deconstruct that website to try and encourage critical thought, infographics, group tasks, debates and discussions. It aims to inform students of the dangers of porn addiction. I have included here some controversial material for KS5 if you want to have a more nuanced discussion. The research done in the article ‘the sunny side of smut’ is quite problematic, and students should be directed to deconstruct it whilst also considering the points it makes. Feedback really, really welcome.

A 9 lesson Preparation for Working Life Scheme of Work. This includes practice exam papers, mark schemes, powerpoints, youtube clips, worksheets, glossaries, revision booklets and exam practice skills. A great way to get your year 11s prepped for the exams in double quick time!

A lesson to explore the psychological, social and environmental causes of crime. It includes youtube clips, 'a recipe for a criminal', and other creative activites that become increasingly challenging. A well differentiated lesson that is fun to deliver. Lessons include: What are the possible causes of crime? How do environmental, social and psychological factors influence crime? What do you think are the main causes of crime and why?

This resource is intended to facilitate independent inquiry and a choice of activity. Students should pick an activity and go through it, so this lesson works well with computers/iPads to access the resources attached which include video clips. There are also religious opinions and quotes to the environment, facilitating SMSC, RS, PHSE and Citizenship targets being met, and the lesson can of course be teacher led too. I usually give students 10-15minutes to feedback to the class what they found out.

Perfect for a form discussion or a PHSE/Citizenship lesson, this resource examines the investigatory powers act and gives students the opportunity to debate their opinions on mass surveillance. It also summarises human rights, and is designed to help develop students skills of critical thought and debate. It includes a short youtube video and SMSC objectives. Learning Questions include: What is the investigatory powers act? Should the government be able to see all of our online data? SMSC objectives met are: To learn and discuss what is right and wrong and respect the law; investigate moral and ethical issues and offer reasoned views. To appreciate diverse viewpoints and resolve conflict.

A lesson that explores Muslim attitudes to war through Jihad. It explores the greater and lesser jihad, and gets students to collaboratively piece together what Jihad actually is whilst debunking the myth that it means ‘holy war’. Closer to ‘righteous struggle’ this lesson aims to draw comparison with the Just War Theory and help to see how in some ways it is more progressive than the JWT (avoids hurting plants and animals) and in others more religious (must be ordered by a religious leader). It also compares modern conflicts to Jihad, and the ways it has been misused. Learning Questions include: What are Muslim views to war? What is Jihad? How might Jihad be misinterpreted? Extension tasks included, as is a wordsearch starter for students to have a quick win at the beginning of the lesson to build learning engagement.

A resource to explore what drugs are, their effects, and why people take them. It includes some videos (some KS3 appropriate, some KS4 appropriate) which are gritty without being disturbing. Also included here is a good 25 minute documentary about drug use filmed at Liverpool royal hospital which gives an excellent insight into the effect of drugs and addiction generally. If that's not enough, a couple of resources (pages 11-19 on the pdf) with information about specific drugs and their effects. Learning questions include: Drugs: What are they? Why do people take them? What dangers are there? What is the law regarding drugs? How should we respond? Great for PHSE, Religious Studies, Citizenship and Sociology

6-10 Lessons on World Poverty, including its causes, religious attitudes (Christian and Muslim) and case studies. 16 files, PPTs, documents, worksheets and activities, including a prezi link, music videos and youtube links. 1) Introduction to wealth and poverty 2) Religious Attitudes 3) Compassion Justice and Stewardship 4) World Trade 5) Liberation Theology and Oscar Romero 6) Consolidation Feedback warmly received, as always! :)

This is of course a notorious issue for one that sparks conflict between groups. These 3 resources: a powerpoint, Prezi and roleplay try to help students empathise and understand both sides of the conflict without siding specifically on either one. The lesson objectives are: What is the conflict in Israel and Palestine about? What are the different responses to it? What do you think is the best response and why? There are about 4 hour long lessons worth of activities here with varying levels of difficulty: from role plays, youtube clips of varying degrees of debate (the hardest being the 15 minute clip by John Pilger, Palestine is still the issue). It's really worth putting this into context with the history of the formation of Israel (which this clip is quite good at, but I don't think very accessible to KS4 but more KS5 level https://www.youtube.com/watch?v=1wo2TLlMhiw). There's a simplified version in the powerpoint. It's excellent for world politics, terrorism and extremism, SMSC, PHSE, Religious Studies. I really recommend you watching the clips first if you can, and getting the students to engage with them. I usually get the students to watch the clips and do the roleplay in one lesson and then do more research written work in the next. The roleplay has 24 separate individual roles (sorry, I ran out of steam, i nearly made it to 30!) which vary in nationality, religious belief and is a very useful way to get students to empathize. If you have more than 24 people I recommend you let students chose their relationship to the families (aunts/siblings/grandparents/friends etc.) It also really helps for me to remember to ask questions rather than tell students they are wrong if they bring in extreme(ish) opinions from home (of which Arab and Jewish families often do pass on to their children). Prezis, if you've never used them, work just like powerpoints: you make them full screen and then just press the right arrow on your keyboard. Good luck in teaching this lesson with informed sensitivity, kindness, and with hope for a peaceful resolution!

This assessment aims to be a creative one, where students research a war and try to apply the just war theory, jihad, religious attitudes, the approach of a peace making organisation and their opinion to it. It is an attempt to have students using their critical thinking skills in a project that fosters analytic, creative and original thought. I know. I’m an optimist. Sarcasm aside, I think our students are getting smarter all the time: they are exposed to more information than any preceding generation and deserve the opportunity to show off and really apply themselves.

This lesson aims to give students (particularly British ones) some understanding of the histories and activities of Britain we don’t mention as much as the 2nd World War, the Tudors and the Romans. It is an exploration of the slave trade, the arms trade, native american indians, aborigines and transportation and our involvement in India during the empire. It aims to give students an alternative perspective on Britain without undermining them as individuals, invalidating their experience or burdening them with guilt. Hopefully it leads to some interesting discussion and learning. It certainly does in my classroom! Group activities, based on SOLE (Self Organised Learning Environments), which need some monitoring but the resources created would work well with a variety of exercises including marketplace and others. It aims to meet the Global Citizenship Education aims, specifically 4.7 (which focuses on global citizenship education and education for sustainable development). Any feedback greatly received Learning Questions include: What are the histories we learn about in school? What was Britain’s role in the slave trade, Native American Indians, Aboriginal peoples, the arms trade and India? How do these histories affect our opinions about today’s world? Extension: can you figure out what/whose histories are not included in this lesson? How would you find out about them? Are we responsible for our ancestors’ actions?

A selection of resources to help your school become a school of sanctuary: a place of safety and welcome for asylum seekers. The resources and activities will produce evidence you can use in your application to your local city of sanctuary group. https://schools.cityofsanctuary.org/ :) 4 lessons, board games, role plays, documentaries, collated from City of Sanctuary, Resources made by me, Amnesty International, Oxfam and online reports. What more do you want? Free? Ok, free.

A second draft of a lesson attempting to explain and help students understand the unexplainable and shocking violence over the past couple of weeks in the UK. As news unfolds about the london attack I'll add another update about the London attackers: for me understanding the nuanced reasons for these attacks is very important to prevent Islamophobia. There are hyperlinks to videos etc. on many of the photos, and too much for an hour but plenty for you to pick and choose from depending on the needs of your students. I hope it helps your students understand what has happened, even if it can never be justified, and help them figure out positive ways to respond. Feedback GREATLY appreciated.

A brief overview of what an election is, what a hung parliament is, and a debate about if 16 year olds should be able to vote. A chance for your students to make their own parties, too, and vote for them. WARNING: the youtube clip from the first slide has some mild obscenity in it (it's a humorous video by a made up party called the CBA party: intended to get students 'onside' - but not suitable for primary).