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.

AIMS OF PUNISHMENT. 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 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: List aims of punishment and link to method of punishment Evaluate aims of punishment** 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.

WEALTH. POVERTY. CHARITY. 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 types of poverty • Giving money is best way to support the poor. Evaluate. 12 mks. 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.

INTRO TO WORLD RELIGIONS is an engaging and easy to follow lesson for delivering: KS3 RELIGIOUS STUDIES: WORLD RELIGIONS. (IDEAL FOR A FIRST YEAR 7 LESSON) STUDENTS WILL BE ABLE TO: • Understand why we learn Religious Studies at School • Identify 5 philosophical attitudes towards the existence of God/s. • Identify the six main religions in the world and list key facts about them ACTIVITIES INCLUDE: • Do now (drawing on prior knowledge) • Read 5 PHILOSOPHICAL ATTITUDES TO THE EXISTENCE OF GOD/S and decide which best describes you • Turn and Talk • Self assess – reasons we learn RS • Fill table: key info of 6 major religions • Extra Challenges Examined_Life resources are suitable for Specialists and non-Specialists I hope you enjoy delivering this lesson. Your feedback is welcome. Find more Religious Studies resources and bundles for ALL KEY STAGES at my shop: https://www.tes.com/teaching-resources/shop/Examined_Life

HOLOCAUST – WHERE WAS GOD? SKILLS FOCUS: STRONG RELIGIOUS REFERENCE AND DEVELOPMENT. ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. SINGLE LESSON Pedagogy Focus: • Check understanding and address misconceptions throughout • Reduce cognitive overload • Exam skills: Strong religious reference and development Students will study the covenants and Elie Wiesel “The Night” and apply this to the problem of moral evil. No printing. Concise and easy to follow. Date on slide updates automatically. Customisable Do Now task. STUDENTS WILL BE ABLE TO: Describe Jews unique relationship with God Explain why the holocaust might prove a loving and powerful God might not exist This is lesson is included in bundle: KS3 Problem of Evil I hope you enjoy teaching this lesson. Your feedback is welcome.

CRIME: CAUSES, PREVENTION AND RELIGION LESSON INCLUDES A VARIETY OF ENGAGING RESOURCES TO STIMULATE AND CHALLENGE. BY THE END OF THE LESSON STUDENTS WILL BE ABLE TO: Explain the causes of Crime Explain Religious beliefs about the causes of crime Think about how crime can be prevented by looking at the causes Explain how religions work to prevent crime

ORIGINS OF LIFE LESSON ENABLES LEARNERS TO: EVALUATE IF IT’S POSSIBLE TO BELIEVE IN SCIENCE AND RELIGIOUS TEACHINGS ON ORIGINS OF LIFE. INCLUDING VIEWS WITHIN AND BETWEEN: CHRISTIANITY, ISLAM AND HUMANISM. #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, CHALLENGE. SINGLE LESSON TEACH AS PART OF GCSE. AQA THEME B OR AS A STAND-ALONE LESSON PRIOR LEARNING: some knowledge of Bible creation accounts and principles of evolution desirable but not necessary. INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: Creationism, liberal, Islam and humanism (evolution theory) **RESOURCES INCLUDED: ** Slides Target Grade descriptors Key term bank / Quote bank group task worksheet model answer ** **ACTIVITIES INCLUDE: ** Do now (relevant prior knowledge for this lesson) Teacher interactive Presentation with planned cold call questioning Group work task Modelling (exam answer) Debate Whole class assessment (planned questioning) Independent End Task (exam question) **PEDAGOGY FEATURES: ** • Recap • Exam skills • Check whole class understanding to address misconceptions • Peer learning • Reduce cognitive overload & clear teacher explanation • 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

ISLAM PRACTICES: HAJJ - PILGRIMAGE #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 the 5th Pillar of Islam: Hajj. Including: Origins The rituals of Hajj (how and why) Exemptions I hope you enjoy teaching this lesson. Your feedback is most welcome.

THE EXISTENCE OF GOD: ARGUMENT FROM MIRACLES & EVALUATION # 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 literal, metaphorical, and natural interpretations of miracles which application to Biblical miracles. Explain what miracles might show about the nature of God. Evaluate: 3 criticisms: favouritism, Hume, Natural explanations + Give counter arguments I hope you enjoy teaching this lesson. Your feedback is most welcome.

OCR. DCT. GENDER AND SOCIETY. FUN AND ENGAGING WITH A VARIETY OF TASKS AND GAMES TO STIMULATE LEARNING. CHALLENGE AND MASTERY FOCUSED. The whole topic is condensed into this 100 minute lesson. For an even deeper understanding set a HW research task in advance e.g. on Mulieris Dignitatem and follow up with a recap HW assessment. **No prior knowledge required. ** • Scholar quotes • Sources of Wisdom • Assessment and extra challenges throughout. • Minimal printing, concise and easy to follow. Date on slide updates automatically **STUDENTS WILL BE ABLE TO: ** Explain influence of traditional Christianity and Classical Scholars on the role of women in society and feminists responses Evaluate with reference to Mulieris Dignitatem whether motherhood gives women a liberating dignity. Evaluate whether Christianity should resist current secular views I hope you enjoy teaching this lesson. Your feedback is most welcome.

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.

AFTERLIFE. CHRISTIANITY, ISLAM, HUMANISM LESSON ENABLES LEARNERS TO: Evaluate the statement: Is death the end? With reference to sources of authority in Christianity, Islam, and Humanism. More able students will be able to refer to concepts such as substance dualism, materialism, and eternal oblivion. #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, REDUCE COGNITIVE OVERLOAD. SINGLE LESSON TEACH AS PART OF GCSE. AQA THEME B: RELIGION & LIFE OR AS A STAND-ALONE LESSON PRIOR LEARNING: Students should know some concepts from the ‘beliefs’ component; however this is not essential since this lessons serves as a recap on beliefs such as personal/last judgement, resurrection, ensoulment and the nature of the afterlife in Islam and Christianity. **INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: ** Humanism (Dawkins) Christianity: (Protestant and Catholic) Islam **TASKS INCLUDE: ** Do Now task (recap to activate relevant knowledge applied to this lesson) Planned questioning Peer learning: Matching elements of a PEEL paragraph Discussion: Do Near Death Experiences prove existence of a soul Frequent whole class assessment to check understanding End task Writing task with writing frame for PEEL paragraphs and quote bank for books **PEDAGOGY FEATURES: ** • Exam skills – PEEL paragraph • Recap (activate prior knowledge) • Planned questioning • Check whole class understanding. • Address misconceptions • Peer learning •Chunked activities to prevent cognitive overload • Differentiated End task assessment EASY TO DELIVER • Concise and logically sequenced • Minimal preparation • 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

ABORTION AND RELIGION LESSON ENABLES LEARNERS TO: Explain attitudes towards abortion in contemporary (current) British society and evaluate whether ‘abortion is always wrong.’ #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, REDUCE COGNITIVE OVERLOAD. SINGLE LESSON TEACH AS PART OF GCSE. AQA THEME B OR AS A STAND-ALONE LESSON PRIOR LEARNING: some knowledge of religious teachings on ensoulment, sanctity and quality of life desirable but not essential as these will be revisited in this lesson. INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: Catholic Protestants Islam Pro-life Pro-Choice Situation Ethics **TASKS INCLUDE: ** Do Now task (recap to activate relevant knowledge applied to this lesson) Planned questioning Video with thinking prompts Peer learning: religious views on abortion Chunked activities to prevent cognitive overload Whole class assessment to check understanding End task Writing task with PEEL paragraph writing frame Student friendly Success criteria for 12 mk questions ** **PEDAGOGY FEATURES: ** • Exam skills: Evaluation questions • Recap (activate prior knowledge) • Planned questioning • Check whole class understanding. • Address misconceptions • Peer learning • Reduce cognitive overload • 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

STATUS AND TREATMENT OF WOMEN . 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 & ISLAM. 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 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 the status and treatment of women in British Society with reference to sacred writings of Christianity and Islam 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.

CHRISTIAN RESPONSES TO PERSECUTION. AQA. CHRISTIAN PRACTICES. Concise, comprehensive and challenging **exam-focused **lesson. Date on slide updates automatically. **Resource light & easy to follow ** SUITABLE FOR DELIVERING: AQA RELIGIOUS STUDIES: CHRISTIAN PRACTICES: CHRISTIAN RESPONSES TO PERSECUTION Students will be able to (with reference to source of authority): Explain How and WHY Christians respond to persecution and work for reconciliation Activities include: Recap, Paired Reading log activity, quote interpretation, exam questions with model answers / self/peer assessment with student friendly success criteria and videos to enrich learning and give writing hands a rest. I hope you enjoy teaching this lesson. Your feedback is most welcome.

Marriage, Same sex parenting & Contraception. AQA RELATIONSHIPS: Students will learn: Purpose of marriage, same sex marriage and parenting, families, contraception. Concise, comprehensive, challenging and exam-focused revision or lesson (no prior knowledge necessary) Double lesson (or easily divided into 2 x single lessons) **Resource light- easy to follow. ** Suitable for delivering: AQA Theme: Relationships (Christianity, Islam, Humanism) Content includes: Purpose of marriage, same sex marriage & parents, families, contraception Students will be able to: • Explain two contrasting religious beliefs about contraception • Evaluate whether same sex marriage is acceptable • Explain two similar religious beliefs about the purpose of marriage • Evaluate whether Marriage is outdated • Explain two similar beliefs about same sex parenting Activities include: Reading log activity, exam questions with model answers. Structured discussion/ Optional video tasks to enrich learning and give their writing hands a rest, Peer/self assessment with success criteria. I hope you enjoy teaching this lesson, your feedback is most welcome.

CHRISTIANITY & POVERTY. CHRISTIAN PRACTICES: Role of the Church/response to worldwide poverty/Christian Relief organisations. Concise, comprehensive and challenging exam-focused . Date on slide updates automatically. Resource light & easy to follow SUITABLE FOR DELIVERING: CHRISTIAN PRACTICES: Role of the Church/response to worldwide poverty/Christian Relief organisations (Christian Aid) Students will be able to (with reference to source of authority): Explain two ways in which a worldwide Christian relief organisation carries out its mission overseas. 5 marks Evaluate whether it is always right to give charity 12 marks Activities include: Paired Reading log activity, exam questions with model answers and analysis. Video task to enrich learning and give writing hands a rest! / structured discussion / self/peer assessment with student friendly success criteria. I hope you enjoy teaching this lesson. Your feedback is most welcome.

CHRISTIAN, ISLAM & HUMANIST BELIEFS: AFTERLIFE. GCSE REVISION LESSON. Concise, comprehensive and challenging exam-focused revision lesson. Resource light- easy to follow. FOR DELIVERING: AQA Religious Studies: Islam/Christian/Humanist Beliefs Students will be able to: Explain Islam, Christian and Humanist beliefs about the afterlife Explain Christian beliefs about Judgement and salvation Explain how belief in the afterlife influences Muslims Evaluate whether it is reasonable to believe in life after death Evaluate whether a loving God would send anyone to hell Activities include: Reading log activity, exam questions with information sheet and model answers. Peer assessment.

ISLAM BELIEFS. REVISION. AQA RS. Concise, comprehensive. ‘MASTERY’ and exam-focused lesson. Resource light. Easy to follow (with notes). Date on slide updates automatically. REVISION LESSON SUITABLE FOR DELIVERING: AQA RS: Islam Beliefs – REVISION Students will be able to (with reference to source of authority): • Annotate quotes relating to the topic • Recap on subtopics: • Master and answer a 5 mark question Activities include: Recap starter, reading and question task, debate, ‘depth and mastery’ (partnered discussion) ‘Skills mastery’, model answer analysis, exam question with peer assessment & student friendly success criteria. I hope you enjoy teaching this lesson. Your feedback is most welcome.