CHRISTIAN BELIEFS REVISION. AQA. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE RECALL BASED ON STARTER KNOWLEDGE AUDIT. #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: Create a set of mark schemes for weak areas identified in starter 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: (WITH REFERENCE TO SOURCES OF AUTHORITY) Revise your weakest areas of the Christian belief’s topic (identified in starter task) I hope you enjoy teaching this lesson. Your feedback is welcome.

SCIENCE AND GOD. SCIENTIFIC ARGUMENTS AGAINST GOD’S EXISTENCE AND THEIST RESPONSES. THIS LESSON ENABLES LEARNERS TO: Explain scientific arguments for the creation of the world and life and theist responses. Explain differences within and between religions with reference to sacred writing #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, CHALLENGE. 50 MINUTE LESSON GCSE. AQA. THEME: C INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: Science Humanism Islam Christianity **RESOURCES INCLUDED: ** Slides Key terms support resource Science timeline **ACTIVITIES INCLUDE: ** Presentation Video note taking Answer questions Discussion (role play) Planned questioning to check whole class understanding. Exam Question: Explain and evaluate **PEDAGOGY FEATURES: ** • Exam skills • Recap • Planned questioning • Check whole class understanding. • Address misconceptions • Peer learning • Reduce cognitive overload! • End task assessment • Extra challenge • Differentiation EASY TO DELIVER • Concise and logically sequenced • Minimal printing • Accessible for specialists and non-specialist teachers. • Date on slide updates automatically. • Task time indicators. **I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. ** **FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: ** https://www.tes.com/teaching-resources/shop/Examined_Life

CORPORAL AND CAPITAL PUNISHMENT. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. WHOLE CLASS ASSESSMENT. PLANNED QUESTIONING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. DIFFERENTIATED. MODEL ANSWER INCLUDED. RELIGIONS: CHRISTIANITY & ISLAM **PEDAGOGY FOCUS: ** Check whole class understanding and address misconceptions throughout (e.g. mini-boards or cold call) I do, we do, you do Compulsory 7+ Challenges throughout Differentiated End Task Dedicated improvement: model answer included 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 sacred writing) • List advantages and disadvantages of Capital and Corporal punishment • Evaluate with reference to religious sources of authority whether Capital and corporal punishment should be used. 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.

ISLAM PRACTICES: ZAKAT & CHARITY # FUN LESSONS. A fun and engaging lesson with a variety of tasks, multi-media and games to stimulate learning. It is ‘MASTERY’ ‘and EXAM SKILLS focused. �� Resource light, concise and easy to follow. Date on slide updates automatically • Suitable for specialists and non-specialists. Emphasis on exam skills: Assessment and extra challenges throughout. STUDENTS WILL BE ABLE TO (WITH REFERENCE TO SOURCE OF AUTHORITY): Explain the role and significance of giving alms in Islam including: What is Zakah? Origins How and why it is given Benefits of giving alms Other types of charity: Sadaqah and Khums (Shi’a Islam) I hope you enjoy teaching this lesson. Your feedback is most welcome.

EVALUATING NATURAL THEOLOGY: KNOW. OF GOD’S EXISTENCE (DCT). #FUN LESSONS. A fun and engaging lesson with a variety of tasks to stimulate learning. It is ‘MASTERY’ ‘and EXAM SKILLS focused. • Resource light, concise and easy to follow. Date on slide updates automatically • Suitable for specialists and non-specialists. Emphasis on exam skills: assessment and extra challenges throughout. Students will be able to (with reference to source of authority): Evaluate whether knowledge of God can be known through natural theology **Fully resourced activities include: ** Customisable recap starter, recap task on why each type of theology is helpful to believers, pairs complete table: list sources of authority and their claims/evidence (followed by self-assessment, answers on slide), group discussion on weaknesses of claims, Bible analysis an interpretation tasks. For each truth claim of natural theology students will learn the main criticisms and add these to table, they will give high order evaluation (how strong are these criticisms?) Essay planning, A02 writing task with success criteria. I hope you enjoy teaching this lesson. Your feedback is most welcome.

WAYS THE RESURRECTION INFLUENCES CHRISTIANS. CHRISTIAN BELIEFS. AQA. FUN AND ENGAGING. VARIETY OF TASKS 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: 5 MK INFLUENCE QUESTIONS Strong religious reference, development, Extra Challenges throughout 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 ways the resurrection of Jesus influences Christians today- using AQA exam board criteria for ‘influence’ questions I hope you enjoy teaching this lesson. Your feedback is welcome.

NATURE OF GOD. CHRISTIAN BELIEFS. AQA. ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. SINGLE LESSON **Pedagogy Focus: ** Check understanding and address misconceptions throughout Reduce cognitive overload I do, we do, you do Exam skills: Strong religious reference and development Extra Challenges throughout Minimal printing. Concise and easy to follow. Date on slide updates automatically. Customisable Do Now task. **STUDENTS WILL BE ABLE TO: ** Explain Christian beliefs about the nature of God using sophisticated vocabulary I hope you enjoy teaching this lesson. Your feedback is welcome.

SPECIAL REVELATION LESSON ENABLES LEARNERS TO: Explain Christian and Islam beliefs about Special revelation with reference to case studies and sacred writing. #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, CHALLENGE. SINGLE LESSON 50-60 MINS TEACH AS PART OF GCSE. AQA THEME C OR AS A STAND-ALONE LESSON PRIOR LEARNING: NATURE OF GOD INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: Case studies: Night of Power, St Bernadette, Saul Christianity Islam **RESOURCES INCLUDED: ** Slides Key terms and definitions Target Grade descriptors Writing frame Key term bank Quote bank **ACTIVITIES INCLUDE: ** Presentation Video note taking Discussion Planned questioning to check whole class understanding. Modelling development Exam Question: Explain two… **PEDAGOGY FEATURES: ** • Exam skills • Recap • Planned questioning • Check whole class understanding. • Address misconceptions • Peer learning • Reduce cognitive overload • End task assessment • Differentiation EASY TO DELIVER • Concise and logically sequenced • Minimal printing • Accessible for specialists and non-specialist teachers. • Date on slide updates automatically. • Task time indicators. **I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. ** **FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: ** https://www.tes.com/teaching-resources/shop/Examined_Life

DESIGN ARGUMENT. 50 MINUTE DIFFERENTIATED LESSON. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. PEDAGOGY FOCUS • Check understanding and address misconceptions throughout • Reduce cognitive overload • I do, we do, you do • Differentiated end task with support resource for LA/SEN Minimal printing. Concise and easy to follow. Date on slide updates automatically. Customisable Do Now task. STUDENTS WILL BE ABLE TO: Explain the design argument and its strengths with reference to Paley and sacred writing. I hope you enjoy teaching this lesson. Your feedback is welcome.

BECOME AN EXPERT IN ALL TYPES OF EXAM QUESTIONS. #FUN LESSONS This is revision lesson 2 of the Bundle: Theme C # Fun Lessons This lesson focuses on how to get top marks in each type of question worth marks: 1,2,4,5,12 By the end of the lesson students will be able to: Know what each type of question is asking them to do Understand ALL command words of the various types of questions including references to British contemporary society, religious traditions etc. Spot common misconceptions and reasons students might not achieve full marks Explain the success criteria for each question type Practice each type of question - timers included Peer Assess using success criteria

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.

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.

SIN AND SALVATION. CONTRASTING CHRISTIAN BELIEFS ABOUT THE MEANS OF SALVATION. AQA. FUN AND ENGAGING. VARIETY OF TASKS 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: Strong religious reference, development, 5 MK questions 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 two contrasting Christian beliefs about the means of salvation. I hope you enjoy teaching this lesson. Your feedback is welcome.

CREATION OF THE WORLD. CHRISTIAN BELIEFS. AQA. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. SINGLE LESSON Pedagogy Focus: Check understanding and address misconceptions throughout Reduce cognitive overload I do, we do, you do Exam skills: Strong religious reference, development Minimal printing. Concise and easy to follow. Date on slide updates automatically. Customisable Do Now task. STUDENTS WILL BE ABLE TO: Explain scientific accounts of creation of the universe Explain contrasting Christian beliefs about the creation of the world I hope you enjoy teaching this lesson. Your feedback is welcome.

TRINITY AND ONENESS OF GOD. CHRISTIAN BELIEFS. AQA. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. SINGLE LESSON Pedagogy Focus: Check understanding and address misconceptions throughout Reduce cognitive overload I do, we do, you do Exam skills: Strong religious reference, development Extra Challenges throughout Minimal printing. Concise and easy to follow. Date on slide updates automatically. Customisable Do Now task. STUDENTS WILL BE ABLE TO: To analyse Nicene creed Explain doctrinal concept of the trinity with reference to a source of authority I hope you enjoy teaching this lesson. Your feedback is welcome.

THE RESURRECTION. CHRISTIAN BELIEFS. AQA. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. SINGLE LESSON PEDAGOGY FOCUS: Check understanding and address misconceptions throughout Reduce cognitive overload I do, we do, you do Exam skills: Strong religious reference, development 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 (WITH REFERENCE TO SOURCES OF AUTHORITY): Evaluate statement: Jesus’ resurrection is a made-up story I hope you enjoy teaching this lesson. Your feedback is welcome.

ABRAHAMIC RELIGIONS. KS3 FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. SINGLE LESSON Pedagogy Focus: • Check understanding and address misconceptions throughout • Reduce cognitive overload • Build on Prior knowledge • Appropriate challenge • ‘I do, we do, you do’ Minimal printing. Concise and easy to follow. Date on slide updates automatically. **STUDENTS WILL BE ABLE TO: ** Critically Compare the Abrahamic Religions Prior learning: Key facts about the six major world religions (See lesson 1 in this bundle) This is lesson 2 from Bundle: Introduction to World Religions KS3 I hope you enjoy teaching this lesson. Your feedback is 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.

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.