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.

GENERAL REVELATION LESSON ENABLES LEARNERS TO: Explain religious beliefs about FOUR TYPES of general revelation with reference to 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: SPECIAL REVELATION INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: Christianity Islam Calvin Aquinas **RESOURCES INCLUDED: ** Slides Target Grade descriptors Writing frame Key term bank Quote bank Pairs worksheet Info sheet **ACTIVITIES INCLUDE: ** Presentation Matching Peer learning worksheet task Self-Assessment Planned questioning to check whole class understanding. Modelling Exam Question: Explain… **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

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.

AQA THEME C ( EXISTENCE OF GOD): DESIGN ARGUMENT & 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): Identify key features of the Design Argument drawing on the philosophy of Paley and examples from the natural world Link the design argument to scripture: Bible and Quran Evaluate and give counter arguments with reference to science and theodicies. Write a strong conclusion on the effectiveness of the argument. I hope you enjoy teaching this lesson. Your feedback is most welcome.

DESIGN ARGUMENT & CRITICISMS. AQA RS Theme C. Concise, comprehensive. ‘MASTERY’ and exam-focused. Date on slide updates automatically. **Resource light **. Easy to follow (with notes) SUITABLE FOR DELIVERING: AQA RS Theme C: The design Argument and criticisms Students will be able to (with reference to source of authority): • Evaluate the claim that an omnibenevolent and omnipotent God designed this world. 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.

EUTHANASIA: CHRISTIANITY, ISLAM & HUMANISM: AQA THEME B 'RELIGION AND LIFE. Concise, comprehensive and challenging exam-focused lesson. **Resource light & easy to follow. ** Suitable for delivering: AQA Religious Studies: Theme B: EUTHANASIA Students will be able to: • Define different types of euthanasia • Explain UK law on euthanasia • Discuss case study from the media • Evaluate with reference to scripture: ‘Everyone should have the right to die’ Activities include: Reading log activity, exam questions with model answers. Videos / discussion Peer assessment.

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

CRIME: EVIL ACTIONS AND INTENTIONS. 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 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 religious & humanist views on the causes of evil actions. Explain Christian views on why we should hate the sin and love the sinner Discuss: Are Good and Evil relative terms? 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.

OCR 20th c Religious Language: Falsification Symposium (Flew, Hare, Mitchell) + Plantinga and Alston. #FUN LESSONS. Concise, comprehensive, easy to follow ‘MASTERY’ and exam-focused lesson. Date on slide updates automatically. Can be delivered over approx. **250 minutes ** RESOURCE FREE– NO PRINTING SUITABLE FOR DELIVERING: A LEVEL RS – Religious Language: Falsification Symposium (Flew, Hare, Mitchell) + Plantinga and Alston Students will be able to (with reference to 5 sources of authority): • Explain and illustrate (using parables) the falsification principle • Explain and illustrate (using parables) criticisms of the falsification principle from the Symposium as well as two post-symposium philosophers • Evaluate whether the falsification Principle presents a challenge to religious belief. (Essay plan, write and peer assess) Activities include: Recap starter. For each philosopher: a short reading and application task with ‘depth and mastery’ (partnered discussion) followed by a mini-plenary writing task (with success criteria and hints for LA). Structured debate (role play), essay planning and 40 mk evaluation question (success criteria to support) Peer assessment and DIT with reference to success criteria. I hope you enjoy teaching this lesson. Your feedback is most welcome.

VALUE OF UNIVERSE AND ABUSE OF ENVIRONMENT. AQA RELIGION & LIFE. FUN & ENGAGING . VARIETY OF TASKS, MULTI-MEDIA & GAMES TO STIMULATE LEARNING. CHALLENGING A LEVEL STRETCH. MASTERY & EXAM SKILLS FOCUSED. SUITABLE FOR SPECIALISTS AND NON-SPECIALISTS. Emphasis on exam skills. Assessment. Extra challenges throughout. No printing, concise and easy to follow. Date on slide updates automatically STUDENTS WILL BE ABLE TO ANSWER THESE KEY QUESTIONS (WITH REFERENCE TO SOURCE OF AUTHORITY) Why does the world have value? Christian, Islamic and Humanist beliefs What are the two contrasting Christian attitudes about human’s relationship with the environment? What are the environmental problems and solutions? Is it everyone’s duty to stop abuse of the environment? Evaluate. I hope you enjoy teaching this lesson. Your feedback is most 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.

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.

Role of Church Local/Worldwide - CHRISTIAN PRACTICES. (#Fun Lessons) . A fun and engaging lesson with a variety to 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. 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: ‘Role of the Church – Local/Worldwide – Charity’ Christian Practices AQA Students will be able to (with reference to source of authority): • With reference to sources of wisdom: • Explain two ways the Church work for the local community • Explain two ways the Church work for the worldwide community • Evaluate whether charity begins at home Activities/resources include: Customisable recap do-now starter a variety of tasks e.g. Mastermind, create a TV Commercial, 5 mk questions and model answers to gain an in-depth understanding of: • The difference between Church and church • Parable of the sheep and goats / parable of the Good Samaritan • Street pastors / food banks - **You can edit the info sheet to give examples of churches in your area that provide foodbanks ** • Christian Aid / Oxfam I hope you enjoy teaching this lesson. Your feedback is most welcome.

ISLAM PRACTICES: FESTIVALS: ID-UL-FITR AND ASHURA #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. • Includes model answer and peer assessment • Includes memory aids to help recall in exams • No hands up planned questioning • Key term bingo to help recall Islam beliefs and Islam practices • No printing required, 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 meaning and significance of Id-ul-Fitr and Ashura including • Origins • Differences within Islam on the meaning and celebration of these festivals I hope you enjoy teaching this lesson. Your feedback is most welcome.

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.

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.