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.

When I ask my students: ‘What is money?’, they hardly ever know. Most adults don’t either. This lesson looks at what money is, how the banking crisis happened, what the difference between good debt and bad debt is, and the current global inequality in wealth. It includes individual and group work activities, as well as whole class discussions, to try and stimulate students understanding and critical engagement with the world as it is. A lesson that could work as an introduction for economics, PHSE, SEAL, SMSC and Careers lessons for children aged 11+. Extensions, start and plenary are included to aid differentiation and the learning journey. Learning questions also increase in difficulty as the lesson progresses. Learning questions include: What is money? What’s the difference between good debt and bad debt? What is crypto-currency? Extension: Is financial inequality out of control, and if so how can it be resolved? Instructions on how to use the resource are in the notes of the powerpoint, which also includes a number of youtube videos, and included here is also a short word document which has some of the debate about where money originated from and what preceded it. This document is made from a summary of Graeber’s recent work and watching the ‘crash course’ video on money. Adam Smith’s idea that barter preceded minted coinage seems, in recent academia, to be incorrect. Rather, minted metal coinage seems to have been part of a ‘military-mining-slavery complex’ where wars created slaves to mine metal to pay soldiers.

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.

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.

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.

This lesson has been a long one in the making. Having found resources from all over the web, edited my own video compiling footage from 9.11 and interviews from Geroge Bush and Osama Bin Laden, this lesson aims to give as an impartial view of 9.11 as possible. It includes neo-conservative explanations for 9.11, to Noam CHomsky esque critique of American Foreign Policy that Michael Moore would be proud of, and even allows al-Qaeda to explain their opinion. Obviously it makes explicit that targetting civilians is never, under any circumstances, acceptable, but tries to explain that 9.11 was a complicated event with historical, cultural, social and religious causes using a redacted and edited document which summarises complicated historical commentary into a digestible PDF. It even includes a brief mention of conspiracy theories for those more inquisitive students. Above all, it encourages critical thought and human compassion. A wide range of differentiated and extension activities here. Learning Questions: What was 9/11? How did it cause a war? Why did the the USA and al-Qaeda say it happened? Ext: Why do you think it happened? Independent, group and whole class activities included to bolster engagement and learning. There’s enough for at least 2 lessons here. But I’m selling it as one, because I’m nice like that.

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.

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.

A differentiated activity with Marketplace, opinion line and video clip which explores these key questions: What are new religious movements and cults? What are the benefits and challenges of such movements? Should these new religious movements be made illegal? A Powerpoint and extensive word resource which has information on 8 of the world's new religious movements & cults.

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?

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 explore the UN and what it does. This lesson aims to give students an understanding of the organisation and the means to question if it is a reasonable use of resources, or a waste of them. Class debates included, as usual, with extension activities, youtube videos, and some varied activities to bolster engagement. A SEND worksheet also attached here. Learning Questions What is the United Nations? What are its aims? Do you think it’s a good organisation? Note: Where do you stand activities are like opinion lines but split into four corners. More information has been embedded in the PPT rather than from youtube videos, which have also been updated and variations offered in the notes of the PPT. Feedback warmly welcomed, and always looking to improve.

A lesson which aims to mythbust many of the global misconceptions about Islam which has led to widespread islamophobia. It focuses mainly on the UK but is globally relevant, and aims to expose the media bias against Muslims, how a tiny minority of people who claim the title of ‘Muslim’ have taken control of the narrative of what it is to be Muslim, and how we can address this. Learning questions include: Identify the meaning of Islamophobia? What are some of the myths surrounding Islam and Muslims? What would be an appropriate response? Why is Islamophobia on the rise? It includes a range of activities, from group work, discussion, individual writeen work and youtube videos. Tasks are differentiated by outcome, and is currently targeted at KS3-4 students. With tweeking it could easily be made into a KS2 resource, as it also includes Muslim art for students to make an anti-Islamophobia wall. I have intentionally put too much into this so you can prune out whatever you wish to.

A 1 hour lesson including a 30 minute documentary, debate, opinion line, extension activity and reflection exercise to measure students improvement in their understanding. Lesson objectives include: What is life like in North Korea? Why is the world talking about it so much? Should we or the USA attack North Korea? There is a discussion included about nuclear war: try to draw out students understanding of the long term effects of nuclear weapons. Good luck, and if I may try to remind students that most things that happen in the world are good, that's why the news (which is always negative) is 'news': the good things people do are the norm. Try not to let them leave the room pessimistic. For instance, there are 12.7 MILLION volunteers in Britain every year. That's almost 20% of the population. Awesome.

A small bundle of resources that explore the life and work of Thich Nhat Hanh using a marketplace, with a factfile on his life including quotes and history. Enough here for a few lessons. Learning Questions include: Who is Thich Naht Hanh? How does he interpret Buddhism? What is my opinion of ‘Engaged Buddhism’? A video included which is an interview between him and Oprah which is quite powerful and insightful for understanding the man behind the religious robes. Activities differentiated by outcome, especially if Kagan seating plans are used.

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.

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 lesson to help students explore the meaning of life inclusive of, but not exclusive to, religious belief. Learning questions include: What is the meaning of life for you? Do we all need a purpose in our lives? Do you have to follow a religion to have meaning and purpose in life? Excellent for SMSC, Religious Studies, PHSE and citizenship objectives and General Studies or Philosophy modules. Slides have some instructions in the notes, and there is enough to pick and choose from to suit the needs of your class. 11 slides including youtube clips.

A lesson for careers students to understand workers' rights, what unions are, and the history of workers fighting for their rights. It includes youtube clips, role plays and independent activities for students to understand their rights in the changing world of work. It will also help them understand what a decent work place looks like, and how to find one. Learning questions: What is a Union? What are Worker’s Rights? How can I protect myself from being mistreated in the workplace? What does a decent workplace look like? There are good links to PHSE and citizenship, and many of the activities naturally lend themselves to differentiation (both for SEND students and more able students).