A powerpoint, worsearch, timeline, video and youtube video about how Nazi Germany gradually slid into more and more extreme versions of anti-semitism. It chronicles the dates of some of the 2000 laws passed against Jews in the years following Hitler's election in 1933, and attempts to answer the question HOW did normal people allow, and participate, in the Holocaust. It attempts to answer this to help students understand how vigilance in any society, and the trends within it, are something any healthy citizen should take part in. The Key Learning Question is: How did the Holocaust happen? Activities are differentiated, and extension activities are included. Resources suited for yr.6 (10yo) and up.

This powerpoint and worksheets provide a range of differentiated activities as well as video clips that explore how propaganda and indoctrination was used in the Holocaust to Brainwash people. It includes embedded videos, youtube links, examples of propaganda posters, team work and independent work activities as well as discussion topics. Fine for use from yr. 6 (10 yo up) The learning questions are as follows: How did people let the holocaust happen? (Level 4-5) Explain why is it important to think for yourself. (Level 5-6) Can you evaluate the effectiveness of Nazi propaganda? (Level 6-7) There are also a myriad of extension tasks, including examples of modern day propaganda around Islamophobia and Immigration.

This lesson is a Philosophy for Children lesson, supported by activities and pictures to try and get young people to engage with the huge injustice and personal loss of the Holocaust. It involves getting students to enquire into each others lives using the medium of their shoes: trying to be detectives (in a Sherlock deduction method sort of way). What can we tell about a person from a shoe? Very little. Yet this is all we have left of many human stories from the Holocaust, all 6, 258, 673 Jews and 3 million others. Its an attempt to get students to emote and empathise with the fact that each of those numbers is a person with a full story. Learning Questions include: The Holocaust- What was it? How many people died? Why are we learning about it? More detailed instructions on the P4C exercise included.

This is a resource to help tackle un-nuanced views that Christians are homophobic. It looks at some examples of welcoming Churches, and has a broad variety of resources for you to choose from including: debates, youtube videos, written evaluations and a choice of plenaries too. It's therefore well differentiated. There are two lessons here: one focusses more on the westboro baptist church, whereas the other is more general. There is some repeated material in the two lessons, but plenty for you to pull two or even three lessons out of. WARNING: The drama-documentary has some scenes of self harm at the end of it so could be a potential trigger for some students and should be skipped for younger year groups.

This lesson has a look at the truth and reconciliation trials in S. Africa and how those principles can be applied in everyday life, as well as solving more international issues such as ISIS. A bit of a labour of love, this one, as teaching about terrorism and extremism is always a bit depressing. It's a lesson to really help students connect to hope, and the Citizenship, SMSC and PHSE targets of self-awareness, other cultures and moral values. Learning Questions include: What was Apartheid? What were the truth and reconciliation trials? What was their aim? How might Religious Believers respond? What is your opinion on them? Youtube clips, miniplenaries, differentiated activities and group creative tasks included following a blooms taxonomy structure, influenced by Kagan's learning cycle.

A resource to help explore and counter Islamophobic rhetoric in schools, which is sadly increasingly common. This lesson includes individuals and philosophies in Islam which have been profoundly positive in their influence on society, including nobel prize winners, human rights activitists, politicians, charitable donations and international charities. Differenatiated, independent learning activities and links to youtube videos all included. Learning questions are as follows: Does Islam make any positive contributions to the world? (Level 4) What are some of the reasons Muslims contribute positively to the world? (Level 5-6) “Islam a force for good in the world” Do you agree? (Level 5-6)

A resource with embedded video clips, group tasks, differentiated activities and resources as well as mini plenaries. Plenty for students to get their intellectual/philosophical teeth into. There are also a range of miracles to look at: if you would like to explore the miracles of Jesus more then there are resources which look specifically at those, whilst there are also a range of more 'modern' Miracles, like crying statues, floating brooms lambs with 'allah' appearing in their coat and people being cured of cancer. From the sublime to the ridiculous, I know. Learning Objectives: To understand what a miracle is To know some examples of Miracles To think about if I believe miracles can happen Links well to religious studies GCSE and KS3 groups, as well as compulsory GCSE sets. I use it in conjunction with my science and religion module to exemplify that much of what we do today with science would have once been considered miraculous.

A lesson to help students explore religious laws in Islam, Christianity, Judaism, Hinduism and Buddhism. Differentiated by activity and outcome with independent learning resources that can be used for a variety of year groups and abilities, as well as links to youtube videos. Learning Questions: What are religious laws? (l.4) What are the religious laws of two different religions? (l.5) What are the challenges and benefits of following Religious Laws? (l.6) Included is a powerpoint, plan, pdf and .pub file of the resources for editing if necessary. Enjoy! :)

A powerpoint, with flash embedded slides that narrate the creation story and youtube videos discussing different opinions on the creation story. This lesson aims to encourage debate and students to explore their own opinions on creation, evolution and if the two theories could be compatible. An SEND alternative included here too. Learning Questions and Objectives: Comparing the Big Bang and Christian ideas of Creation (Level 3-4 Commmunicate) With scientific understanding of the Big Bang, is it still possible to think of a creator God? (level 4-5 Enquire) Why is there something rather than nothing? (level 5 Evaluate)

A lesson for KS3 students to get their heads around the Big Bang and if it is compatible with religious beliefs. Can one believe in God and the Big Bang? This includes videos about the big bang, the size of the universe and a short powerpoint with pictures of earth to play while students enter to create that SMSC 'awe and wonder' feeling. Also included are instructions in the PPT on how to teach and youtube links. Learning Questions: What is the Big Bang theory? What is my opinion about how the universe was created? Is it possible to believe in religion AND science? Great for SMSC, Religious Studies, and Science and Religion modules.

A lesson to help students explore the Just War Theory and evaluate if they agree with it or not. The lesson includes a group task for students to explore 'JAILSAP' - an anagram for the 7 reasons for war. It includes independent learning, extension tasks, and even a chance for students to make a rap that encompasses the theory. There is also an example rap, composed by yours truly, for general educational and engagement purposes. Key learning questions explored are: What is the just war theory? Do I agree with it? What are the advantages and disadvantages of the theory? Reviews gratefully received

A differentiated resource to help students explore the causes of war, why war exists and if they think it will always exist. This resource includes a board game with cards for students to engage in team work and discussion with each other. The key learning questions explored are as follows: Key questions What causes war? Is war ever justified? Great fro Religious Studies, Citizenship, History or Politics groups, suitable from KS3 and up.

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

A powerpoint with embedded documentary about Alcohol use which is really good. It also has a venn diagram which compares Christian and Muslim attitudes to alcohol and drug use. Finishing with a discussion based plenary, this is an engaging, differentiated by activity and outcome lesson that explores the tricky world of drug and alcohol use. Objectives explored include What is a drug? Is alcohol a drug and what are its effects? What do Muslims and Christians believe about drugs? What is your opinion on drugs?

A differentiated resource, complete with worksheets and independent a scaffolded role-play task where students take on the role of Muslim, Christian or Atheist response to Capital Punishment. Intended to enable students to explore their own opinions about Capital Punishment using religious views as a springboard, this resource should stretch and challenge a range of ability levels. 1.What do Muslims and Christians say about Capital punishment? 2. How do people in the same religion disagree with each other? EXT: Why do people in the same religion disagree with each other?

An introductory lesson, including a debate ("Capital Punishment should be reintroduced to the UK"), about Capital Punishment. It covers the following objectives, mainly from a secular viewpoint although including some Christian views: What is Capital Punishment? What are the arguments for and against it? What do YOU think? It includes a youtube video, gap fill exercise, debate and evaluation writing exercise. Students are always engaged with this topic area.

This is a resource, with scaffolding options for SEND, for students to understand Muslim and Christian Attitudes to Justice. It involves an independent study task, built around the concept of co-operative teamwork filling in a 'beehive' as bees do when filling in cells of honey. There are also scaffolded paragraph tasks. The objectives addressed are: Why is Justice important to Muslims and Christians? What are some examples of Islamic and Christian teachings about justice? What is your opinion of Muslim attitudes to Justice? EXT: Why might someone disagree with you? Teachers should aim to really push evaluation, examining why different people believe different things and the benefits and pitfalls of different beliefs.

Including youtube links, independent learning activities, discussion activities and plenty of information, this lesson is about exploring the 'snoopers' charter' culture of the NSA and GCHQ, Edward Snowden's role as a whistleblower, and if we should allow our governments to spy on us. Particularly good for citizenship, sociology, RS and Politics this lesson is engaging and interesting to students. Did you know facebook's new privacy policy allows them to use your microphone and camera? AI notes down everything we say via their app...1984? Or safety procedure? Differentiated activities by outcome and task design, there's plenty here to stretch and challenge as well as scaffold. This lesson also includes a debate and information which can be used like a treasure hunt activity. 26 slides of high quality teaching material. Learning questions are: Why is privacy important? What is a whistleblower and what were Wikileaks? Is the internet a force for increased freedom, or increased surveillance? Which is more valuable, freedom or safety?

A lesson that explores what Humanism is, including descriptions, embedded videos, exploration of controversy surrounding Richard Dawkins and independent learning activities and discussions. Also, for the creatives out there, an extension which involves writing a rap. Learning questions include: What is Humanism? What do Humanists believe? What are the challenges of believing in Humanism? Extension: Is Humanism a religion? This is intended to help students explore and think with nuance about Humanism, the role of religion in the modern world (if indeed it has any), and is differentiated in its tasks: each question gets increasingly difficult and there are differentiated targets for video clips and activities.