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 whole scheme of work on Religion in the UK, which includes a parallel SEND SOW as well. 30 files, including powerpoints, marketplace resources, videos, lesson plans and worksheets, as well as youtube links in the PPTs themselves. The links to the 2011 Census are included in the powerpoint notes so you can personalise your lessons to your locality, and Manchester is used as a case study in the multicultural segregation that occurs in cities (i.e. Muslims/Christians/Jews/Hindus/Sikhs congregate together.) Six lessons in all: 1) Identity: What is 'Britishness' anyway? (challenging xenophobia) 2) Religion in the Stockport & Manchester 3) Humanism in the UK 4) Judaism 5) Religion in the UK 6) Islam in Manchester/Stockport 6b) Islam is good (anti-islamophobia) 7) 'Natural' spirituality: The Case study of Findhorn 8) Assessment (creative dialogue) SEND: 6 lessons which follow the above but exclude Findhorn.

A resource which is intended to run over 4 lessons: independent study with some introduction and video clips which can be uploaded to your server, and students can access them in their own time using headphones. Great for independent study, differentiation, SMSC, PHSE, Religious Studies and Citizenship, as well as General Studies, this resource stimulates outrage, insight and curiosity. It also includes historical and cultural insights, like the Ecuadorian Government signing in the rights of nature into law.

What are religious Laws in Judaism, Christianity, Islam and Hinduism? How have they influenced society? Is it time we got rid of all religious laws? Should we tolerate a plurality of religious laws in one society? These are all questions this resource explores. Plenty of scope for more able students to thrive as well as some scaffolding for students who struggle more. Video embedded in the PPT, as well as an opinion line plenary. Enjoy!

Suitable for year 6 and up, this is a single lesson, complete with clips and independent activities, to explain to your students what the refugee crisis is, how it happened, and if we should help. These can either be teacher led activities or student led, using a carousel system or marketplace. It therefore lends itself well to differentiation, and can be adapted to be an assembly too. 2 video clips included in this pack.

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.

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.

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 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.

A 3 page glossary with gaps with brief definitions of ALL the words in the AQA religious studies B Unit 3 specification plus 10 key quotes. Also included an answer sheet. This is a really useful summary of the whole of the ethics exam for helping them answer those shorter and longer questions i.e. "Hospices are a better alternative to Euthanasia" (6 marker). My kids really liked it, so they inspired me to put it up here. Took about 3 hours to make mind, and about an hours worth of teaching included once all the questions and ideas are recapped. It's a great place to highlight weaknesses in their knowledge too.

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).

An entire scheme of work on Immortality for Religious Studies GCSE. Including powerpoints, worksheets, activities, revision resources and clips, plenty to keep your kids interested, entertained and immersed in an educational experience. Shaped around the AQA Religious Studies B syllabus 1) What is reality 2) The evidence for immortality (NDEs and Reincarnation Stories) 3) Religious Attitudes 4) Scriptures and Life After Death (LaD) 5) The Resurrection 6) Muslim attitudes to the Resurrection 7) Paranormal Activity and Evidence for Life after Death 8) Revision 9) Revision 2

A little resource to help students to get to grips with quotes in Religious Scripture

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.

A lesson which explores Christian Attitudes to War. Learning Questions include: What are Christian Opinions to War? Why do Christians disagree with each other? EXT: How do you think social background affects peoples opinions? This powerpoint looks includes extension activities, independent learning activities and joint discussion. It covers citizenship, PHSE, SEAL, SMSC and Religious Studies syllabi (I love that plural) and I have found it to be a fairly engaging lesson for many students. It also includes a link to a youtube video animation to the parable of the lost son, and links this to the topic of war and peace for students to consider how religious teachings may be applied to modern day dilemmas. Not dilemmi. Sadly.

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.

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 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 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 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.