Person of Jesus: Resurrection and Ascension / CHRISTIAN BELIEFS / AQA #FUN LESSONS. A concise and easy to follow, ‘MASTERY’ ‘and EXAM SKILLS focused lesson. Students will learn the GCSE content plus be challenged by dipping into some relevant A Level material. There will be an emphasis (and modelling) of key skills needed in evaluation questions. Mini plenary’s and extra challenges throughout Date on slide updates automatically / Resource light / Easy to follow & Suitable for non-specialists SUITABLE FOR DELIVERING: Resurrection and Ascension: Person of Jesus / Christian Beliefs Students will be able to (with reference to source of authority): • Explain evidence for the resurrection • Explain ways the resurrection influences Christians today with reference to scripture Activities include: Customisable recap do-now starter, a variety of tasks to learn about: artwork analysis of resurrection Nicene Creed annotation Primary sources: the four gospels - comparative analysis Exam skills: 5 mark answer with model answer full self-assessment THE RESURRECTION OF JESUS IS A MADE UP STORY - Video and debate ranking evidence for and against Secular arguments e.g. Sigmund Freud wish fulfilment theory The influence of the resurrection on Christians today The ascension and its importance Philosophical problems with bodily and spiritual resurrection I hope you enjoy teaching this lesson. Your feedback is most welcome.

Afterlife: Judgement and Resurrection - Christian Beliefs AQA. #FUN LESSONS A concise and easy to follow, ‘MASTERY’ ‘and EXAM SKILLS focused lesson. Students will learn the GCSE content plus be challenged by dipping into some relevant A Level material. There will be an emphasis (and modelling) of key skills needed in evaluation questions. Mini plenary’s and extra challenges throughout Date on slide updates automatically / Resource light / Easy to follow & Suitable for non-specialists SUITABLE FOR DELIVERING: ‘Afterlife: Judgement and Resurrection’ / Christian Beliefs Students will be able to (with reference to source of authority): Explain different Christian beliefs about the afterlife Evaluate whether belief in Hell is compatible with belief in an omnibenevolent God? Activities include: Customisable recap do-now starter, a variety of tasks to learn about: • Mediaeval doom paintings analysis and their purpose • Universalist, liberal, Catholic, Protestant and fundamentalist views • relevant extract from the Nicene Creed - analysis • Parable of sheep and goat’s symbolism and annotation • Reasons for and against the statement ‘if God was omnibenevolent there would be no hell’ • Exam five mark question • key term bingo I hope you enjoy teaching this lesson. Your feedback is most welcome.

Sin and the Means of Salvation - CHRISTIAN BELIEFS. AQA. #FUN LESSONS. Concise and easy to follow, ‘MASTERY’ ‘and EXAM SKILLS focused lesson. Students will learn the GCSE content plus be challenged by dipping into some relevant A Level material. There will be an emphasis (and modelling) of key skills needed in evaluation questions. Mini plenary’s and extra challenges throughout** ** Date on slide updates automatically / Resource light / Easy to follow & Suitable for non-specialists SUITABLE FOR DELIVERING: Sin and the Means of Salvation / Christian Beliefs Students will be able to (with reference to source of authority): • Explain different Christian views on the means of Salvation including: including law, grace and role of Christ/atonement • Evaluate which of these means guarantees salvation Activities include: Customisable recap do-now starter, a variety of tasks to learn about: • Analysis of the song Amazing Grace and its background • The following means of salvation: Grace, The Law, Role of Jesus, (crucifixion), Sola Fide (Faith Alone), Good deeds • Contrasting Christian beliefs about which of these means is most reliable for Salvation • 12 mark question With emphasis on key skills required by the exam board • key term bingo I hope you enjoy teaching this lesson. Your feedback is most welcome.

Concise, easy to follow and comprehensive, ‘MASTERY’ and exam-focused lesson. Date on slide updates automatically RESOURCE FREE SUITABLE FOR DELIVERING: A LEVEL: SOUL, MIND AND BODY CAN BE ADAPTED FOR VARIOUS EXAM BOARDS Students will be able to (with reference to source of authority): EXPLAIN CHRISTIANITY CONCEPT OF THE SOUL EXPLAIN THE CONCEPT OF AN ENDURING SELF EXPLAIN PLATO’S SUBSTANCE DUALISM AND SIMILARITIES/DIFFERENCES TO CHRISTIANITY Activities include: Customisable recap starter (just add two questions). Tasks to link to prior learning, tasks to reflect on the concept of an enduring self based on students own experience, reading and writing tasks, frequent mini-plenaries and self assessment. Quote interpretation activities. Culminating in a written activity, model answer & student friendly success criteria provided. I hope you enjoy teaching this lesson. Your feedback is most welcome.

‘Christian Beliefs – Revision lesson’ is a concise and easy to follow. It is a fun lesson to recap on the content. Students should be learning without realising it! Date on slide updates automatically / Resource light / Easy to follow & Suitable for non-specialists SUITABLE FOR DELIVERING: Christian Beliefs Students will be able to (with reference to source of authority): • Engage in lots of fun game to revise for test. To prepare and present multiple views on a variety of statements with a strong religious reference. ** Activities include: FULLY RESOURCED** • Articulate game • quotes master game (sorting) • presentation game: students are required to give reasons for and against variety of statements and include a strong religious reference • pub quiz (without the beer!) and peer assessment I hope you enjoy teaching this lesson. Your feedback is most welcome.

‘Worship: Christian Practices’ is a concise and easy to follow, ‘MASTERY’ ‘and EXAM SKILLS focused lesson. There will be an emphasis (and modelling) of key skills needed in evaluation questions. Mini plenary’s and extra challenges throughout Date on slide updates automatically / Resource light / Easy to follow & Suitable for non-specialists SUITABLE FOR DELIVERING: Worship: Christian Practices’ AQA Students will be able to • Explain different types of Christian worship and the denominations that use them • Evaluate (strengths and weaknesses) of these forms of worship Activities include: Customisable recap do-now starter, a variety of tasks to learn about: • Learning from popular TV series (videos) differences between Liturgical non liturgical, informal and charismatic forms of worship • Matching activity to pair forms of worship with their advantages and disadvantages • Venn diagram to illustrate similarities and differences between each type of worship • Drama activity: students role play a type of worship the rest of the class guess which type of worship it is. • debates regarding which is the most respectable form of worship • Exam 4 mark question with scaffolding, model answer and peer assessment I hope you enjoy teaching this lesson. Your feedback is most welcome.

‘Prayer -Christian Practices’ #FUN LESSONS. Engages students with the use of a range of popular culture media. It is a ‘MASTERY’ ‘and EXAM SKILLS focused lesson that is concise and easy to follow making it suitable for specialists and non-specialists alike. There is an emphasis (and modelling) of key skills needed in exam questions and mini plenary’s and extra challenges throughout. Date on slide updates automatically / Resource light / Easy to follow & Suitable for non-specialists SUITABLE FOR DELIVERING: Prayer – Christian Practices Students will be able to (with reference to source of authority): • To explain the meaning and significance of the Lord’s Prayer • To explain the difference between liturgical (set prayers) and informal prayers and public/private prayers and evaluate which is most meaningful Activities include: variety of multimedia in popular culture including: Stormzy and David Bowie Customisable recap do-now starter, a variety of tasks to learn about: Liturgical prayer and Lord’s prayer Informal prayers, and arrow prayers Private and Public prayer - Strengths and weaknesses liturgical and informal prayer - strengths and weaknesses The five purposes of prayer 5 mark exam question with scaffolding I hope you enjoy teaching this lesson. Your feedback is most welcome.

Mission & Evangelism, Discipleship CHRISTIAN PRACTICES (# FUN LESSONS) A fun and engaging lesson with a variety of games, tasks and use of multimedia to stimulate learning. It is ‘MASTERY’ ‘and EXAM SKILLS focused. You’ll find it concise and easy to follow making it suitable for specialists and non-specialists alike. It covers GCSE content as well as dipping into some linked A Level material to stretch and challenge. There will be an emphasis (and modelling) of key skills needed in exam questions. Assessment and extra challenges throughout Date on slide updates automatically / Resource light / Easy to follow & Suitable for non-specialists SUITABLE FOR DELIVERING: Mission &Evangelism - Christian Practices AQA Students will be able to (with reference to source of authority): Explain the Christian duty of discipleship Explain the difference between evangelism and missionary work using examples of each. Evaluate which is the most important Christian duty discipleship or charity Activities/resources include: Customisable recap do-now starter a variety of tasks e.g. Carousel, video, debate, group planning and exam questions. To gain an in-depth understanding of: • The Great Commission and duty of discipleship • Examples of evangelism / missionary work and the difference between these • Exclusivist, pluralist views • An evaluation of whether the duty of discipleship is more important than the duty of charity I hope you enjoy teaching this lesson. Your feedback is most welcome.

Sacraments: Infant and Believers Baptism - Christian Practices. #FUN LESSONS. A fun and engaging lesson by employing use of popular media and games. It does not lack academic challenge it is ‘MASTERY’ ‘and EXAM SKILLS focused. This is concise and easy to follow making it suitable for specialists and non-specialists alike. You can use props for the main activity e.g. doll, water – but I often ask the kids to improvise and this often makes it even more fun. There will be an emphasis (and modelling) of key skills needed in evaluation questions. Mini plenary’s and extra challenges throughout Date on slide updates automatically / Resource light / Easy to follow & Suitable for non-specialists SUITABLE FOR DELIVERING: ‘Sacraments: Believers and Infant Baptism’ Christian Practices AQA Students will be able to (with reference to source of authority): • Explain the meaning and significance of sacraments • Explain the difference between a believer’s baptism and Infant baptism and evaluate which type is most important Activities/resources include: Customisable recap do-now starter a variety of tasks to gain an in-depth understanding of: • the meaning and significance of sacraments • Denominational differences regarding the sacraments • purpose of baptism • believers and infant baptism differences • evaluate which is most important believers or infant baptism • Key term bingo I hope you enjoy teaching this lesson. Your feedback is most welcome.

WRITING ARGUMENTS. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. 2 X SINGLE LESSONS Pedagogy Focus: • Check understanding and address misconceptions throughout • Reduce cognitive overload • Exam skills: Development and justification, strong religious reference and conclusions. No printing. Concise and easy to follow. Date on slide updates automatically. Customisable Do Now task. The statement in lesson two is about the Shahada but this can easily be replaced with a statement from any topic. STUDENTS WILL BE ABLE TO: To construct an argument : Skill focus: Development, multiple views, strong religious reference and conclusions I hope you enjoy teaching this lesson. Your feedback is welcome.

FIRST CAUSE ARGUMENT AND EVALUATION. FUN AND ENGAGING. VARIETY OF TASKS AND MEDIA TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. PEDAGOGY FOCUS: Check understanding and address misconceptions throughout Reduce cognitive overload I do, we do, you do Exam skills: Development. Strong religious reference. Minimal printing. Concise and easy to follow. Suitable for specialists and non-specialists. Task time indicators. Date on slide updates automatically. Customisable Do Now task. STUDENTS WILL BE ABLE TO: (WITH REFERENCE TO SOURCES OF AUTHORITY) Explain and Evaluate the First Cause Argument Teach as a stand-alone lesson or part of Theme C AQA GCSE Religious Studies I hope you enjoy teaching this lesson. Your feedback is welcome.

SOCIAL JUSTICE. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. WHOLE CLASS ASSESSMENT. PLANNED QUESTIONING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. DIFFERENTIATED. RELIGIONS: CHRISTIANITY & ISLAM PEDAGOGY FOCUS: Check whole class understanding / address misconceptions (e.g. mini-boards of cold call) I do, we do, you do Differentiated End Task No printing. Concise and easy to follow. Suitable for specialists and non-specialists. Task time indicators. Date on slide updates automatically. Customisable Do Now task. STUDENTS WILL BE ABLE TO (WITH REFERENCE TO SCRIPTURE): • EXPLAIN RELIGIOUS BELIEFS ON SOCIAL JUSTICE • EVALAUTE WHO IS MOST RESPONSIBLE FOR ENDING SOCIAL INJUSTICE TEACH AS A STAND-ALONE LESSON OR AS PART OF: THEME F: RELIGION, HUMAN RIGHTS AND SOCIAL JUSTICE. AQA GCSE RELIGIOUS STUDIES I hope you enjoy teaching this lesson. Your feedback is welcome.

PRISONS. FUN AND ENGAGING. VARIETY OF TASKS AND MULTI-MEDIA TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. PEDAGOGY FOCUS: Check understanding and address misconceptions throughout Reduce cognitive overload I do, we do, you do Extra Challenges No printing. Concise and easy to follow. Suitable for specialists and non-specialists. Task time indicators. Date on slide updates automatically. Customisable Do Now task. STUDENTS WILL BE ABLE TO: • Explain advantages and disadvantages of prisons in meeting the aims of punishment • Explain religious attitudes to the use of prison Teach as a stand-alone lesson or part of THEME E CRIME AND PUNISHMENT AQA GCSE RELIGIOUS STUDIES I hope you enjoy teaching this lesson. Your feedback is welcome.

COMMUNITY SENTENCES & RELIGION. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. WHOLE CLASS ASSESSMENT. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. DIFFERENTIATED. RELIGIONS: CHRISTIANITY & ISLAM PEDAGOGY FOCUS: Check whole class understanding and address misconceptions throughout Reduce cognitive overload I do, we do, you do Compulsory 7+ Challenges throughout Differentiated End Task Minimal printing. Concise and easy to follow. Suitable for specialists and non-specialists. Task time indicators. Date on slide updates automatically. Customisable Do Now task. STUDENTS WILL BE ABLE TO: Evaluate community sentencing as a method of punishment with reference to religious views and sacred writing. Teach as a stand-alone lesson or part of THEME E CRIME AND PUNISHMENT AQA GCSE RELIGIOUS STUDIES I hope you enjoy teaching this lesson. Your feedback is welcome.

HUMAN RIGHTS AND RELIGION. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. WHOLE CLASS ASSESSMENT. PLANNED QUESTIONING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. DIFFERENTIATED. RELIGION: CHRISTIANITY PEDAGOGY FOCUS: Check whole class understanding / address misconceptions (e.g. mini boards/cold call) I do, we do, you do Differentiated End Task Extra challenges throughout Scaffolding Minimal printing. Concise and easy to follow. Suitable for specialists and non-specialists. Task time indicators. Date on slide updates automatically. Customisable Do Now task. STUDENTS WILL BE ABLE TO: • Explain key legislation and origins: UDHR and Human Rights Act • List Rights and responsibilities • Explain religious beliefs about human rights • Evaluate: We don’t need human rights we have scripture TEACH AS A STAND-ALONE LESSON OR PART OF THEME F: RELIGION, HUMAN RIGHTS AND SOCIAL JUSTICE. AQA GCSE RELIGIOUS STUDIES I hope you enjoy teaching this lesson. Your feedback is welcome.

RACISM AND RELIGION. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. WHOLE CLASS ASSESSMENT. PLANNED QUESTIONING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. DIFFERENTIATED. RELIGION: CHRISTIANITY PEDAGOGY FOCUS: Check whole class understanding / address misconceptions (e.g. mini boards/cold call) I do, we do, you do Differentiated End Task Extra challenges throughout Scaffolding Minimal printing. Concise and easy to follow. Suitable for specialists and non-specialists. Task time indicators. Date on slide updates automatically. Customisable Do Now task. STUDENTS WILL BE ABLE TO: • LIST CAUSES OF RACISM • EXPLAIN CHRISTIAN AND ISLAM VIEWS ON RACIAL DISCRIMINATION WITH REFERENCE TO SACRED WRITINGS TEACH AS A STAND-ALONE LESSON OR PART OF THEME F: RELIGION, HUMAN RIGHTS AND SOCIAL JUSTICE. AQA GCSE RELIGIOUS STUDIES I hope you enjoy teaching this lesson. Your feedback is welcome.

HUMAN RIGHTS QUOTES. FOR THEME F: RELIGION, HUMAN RIGHTS AND SOCIAL JUSTICE. AQA GCSE. DIFFERENTIATED. CHRISTIANITY AND ISLAM QUOTES FOR ALL SUBTOPICS INCLUDING: • POVERTY, WEALTH, CHARITY AND EXPLOITATION • SOCIAL JUSTICE, EQUALITY AND DISCRIMINATION: (sex, sexual orientation, racism) • FREEDOM OF RELIGION • HUMAN RIGHTS The table shows how the same quote can be used in various sub topics which is useful for** lower ability/SEN** where recall of many quotes may be difficult. This includes generic quotes that can be used across different sub-topics as well as more specific sophisticated quotes to **challenge the more able **

PREJUDICE, DISCRIMINATION & RELIGION. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. WHOLE CLASS ASSESSMENT. PLANNED QUESTIONING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. DIFFERENTIATED. RELIGION: CHRISTIANITY PEDAGOGY FOCUS: Check whole class understanding / address misconceptions (e.g. mini boards/cold call) I do, we do, you do Differentiated End Task Extra challenges throughout Scaffolding No printing. Concise and easy to follow. Suitable for specialists and non-specialists. Task time indicators. Date on slide updates automatically. Customisable Do Now task. STUDENTS WILL BE ABLE TO: (WITH REFERENCE TO SACRED WRITING) • LIST PROTECTED CHARACTERISTICS FROM 2010 EQUALITY ACT • EXPLAIN RELIGIOUS BELIEFS ABOUT DISCRIMINATION • EVALUATE WHETHER DISCRIMINATION IS ALWAYS WRONG. TEACH AS A STAND-ALONE LESSON OR PART OF THEME F: RELIGION, HUMAN RIGHTS AND SOCIAL JUSTICE. AQA GCSE RELIGIOUS STUDIES I hope you enjoy teaching this lesson. Your feedback is welcome.

HOMOSEXUALITY & RELIGION 2023. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. WHOLE CLASS ASSESSMENT. PLANNED QUESTIONING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. DIFFERENTIATED. CONTEMPORARY RELIGIOUS VIEWS: CHRISTIANITY, ISLAM AND HUMANISM PEDAGOGY FOCUS: Check whole class understanding / address misconceptions (e.g. mini boards/cold call) I do, we do, you do Differentiated End Task Extra challenges Minimal printing. Concise and easy to follow. Suitable for specialists and non-specialists. Task time indicators. Date on slide updates automatically. Customisable Do Now task. STUDENTS WILL BE ABLE TO: EVALUATE WHETHER SAME-SEX MARRIAGE IS WRONG. WITH REFERENCE TO SACRED WRITING & SHOWING THE DIFFERENCE BETWEEN AND WITHIN RELIGIONS TEACH AS A STAND-ALONE LESSON OR PART OF THEME F: RELIGION, HUMAN RIGHTS AND SOCIAL JUSTICE. AQA GCSE RELIGIOUS STUDIES I hope you enjoy teaching this lesson. Your feedback is welcome.

FREEDOM OF RELIGION. 50 MINUTES. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. WHOLE CLASS ASSESSMENT. PLANNED QUESTIONING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. DIFFERENTIATED. PEDAGOGY FOCUS: Check whole class understanding / address misconceptions (e.g. mini boards/cold call) I do, we do, you do Differentiated Tasks Extra challenges Scaffolding Minimal printing. Concise and easy to follow. Suitable for specialists and non-specialists. Task time indicators. Date on slide updates automatically. Customisable Do Now task. STUDENTS WILL BE ABLE TO: • Explain freedom of religion (article 18) • Everyone should have freedom of religion. Evaluate. Show differences within and between: Christianity, Islam, and humanism. Refer to sacred writing TEACH AS A STAND-ALONE LESSON OR PART OF THEME F: RELIGION, HUMAN RIGHTS AND SOCIAL JUSTICE. AQA GCSE RELIGIOUS STUDIES I hope you enjoy teaching this lesson. Your feedback is welcome.