I'm Head of Department and AQA examiner for Religious Studies. I teach the AQA spec and provide tried and tested resources. I'm uploading resources all of the time; my newest collection is the #FUN LESSONS range which are engaging, exam focused, challenging and getting great results. Lessons are fully resourced and easy to follow with minimal printing. I hope you enjoy teaching them.
I'm Head of Department and AQA examiner for Religious Studies. I teach the AQA spec and provide tried and tested resources. I'm uploading resources all of the time; my newest collection is the #FUN LESSONS range which are engaging, exam focused, challenging and getting great results. Lessons are fully resourced and easy to follow with minimal printing. I hope you enjoy teaching them.
CHRISTIANITY & ISLAM: BELIEFS & PRACTICES. REVISION. COMPLETE SET OF EFFECTIVE REVISION LESSONS FOR AQA RELIGIOUS COMPONENT. IDEAL FOR RUN UP TO EXAMS.
AIM: Recall ALL key terms and points for ALL 5mk & 12 mk Questions. To improve skills of development and writing conclusions.
HOW: students identify gaps through a knowledge audit. Students fill gaps in knowledge and create revision resource EG flash cards to aid recall.
DIFFERENTIATION: By time: depending on number of gaps students work independently over 1 or more lessons on each of the 4 topics. By Task: depending on predicted grade EG. U-4 no quotes needed 7+ 4 quotes in 12mk questions.
TIMING: 1-2 revision lessons for each of the 4 topics.
RESOURCES INCLUDED:
• Comprehensive key term knowledge audit
• Complete set of 5mk and 12 mk questions
• Complete set of Quotes from sacred writing
• Models: flash cards, development & conclusion
• student progress check list
• Instruction slides
YOU WILL NEED TO PROVIDE:
• Either flash cards OR if on low budget A4 paper cut in half
• Envelopes/wallets for them to keep cards organised
• A complete set of mark schemes is included for Christian Practices but for Christian beliefs and Islam beliefs and practices you’ll need to provide INFORMATION to answer questions EG revision guides/their books/your support.
ISLAM BELIEFS AND PRACTICES REVISION IS IDEAL FOR END OF YEAR REVISING.
AIM: create effective flash cards to aid recall of key terms and points for 5mk & 12 mk Q’s
HOW: students work independently using a 9 step progress sheet to identify and fill gaps in knowledge.
DIFFERENTIATION: By time: depending on number of gaps students work independently over 1 or more lessons. By Task: some steps are different depending on predicted grade EG. U-3 no quotes needed 7+ 4 quotes in 12mk questions.
RESOURCES INCLUDED:
• Instruction slides
• Model of flash cards, development and conclusion
• 9 step student progress check list
• Key term knowledge audit
• 5mk and 12 mk questions corresponding to key term knowledge audit
• Quotes for all sub-topics
YOU WILL NEED TO PROVIDE:
• Either flash cards OR if on low budget A4 paper cut in half to create two cards
• Envelopes/wallets for them to keep cards organised
• INFORMATION to answer questions EG revision guides/their books/your support .
HUMAN RIGHTS. AQA THEME F. FUN & ENGAGING.
9 X 50 MIN LESSONS + PEER ASSESSED END OF TOPIC TEST + QUOTE SHEET FOR BOOKS + MTP.
CHRISTIANITY, ISLAM, AND HUMANISM. VARIETY OF TASKS, MULTI-MEDIA & GAMES TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS
MINIMAL PRINTING, CONCISE. DATE ON SLIDE UPDATES AUTOMATICALLY. EASY TO FOLLOW SUITABLE FOR SPECIALISTS AND NON-SPECIALISTS.
PEDAGOGY:
• Check understanding and address misconceptions throughout
• Reduce cognitive overload
• I do, we do, you do
• Emphasis on Exam Skills: A01 and A02
• Sacred Writing
• Whole Class assessment and extra challenges throughout.
LESSONS INCLUDED:
SOCIAL JUSTICE
HUMAN RIGHTS
PREJUDICE AND DISCRIMINATION
RACISM AND RELIGION
WOMEN AND RELIGION
HOMOSEXUALITY AND RELIGION
FREEDOM OF RELIGION
WEALTH, POVERTY & CHARITY
EXPLOITATION
PEER ASSESSED END OF TOPIC TEST
I hope you enjoy teaching this bundle. Your feedback is most welcome.
HUMAN RIGHTS. PEER ASSESSED END OF TOPIC TEST
Short of time to mark? This comprehensive end topic test can be used to assess learning and identify gaps and common misconceptions. It assesses knowledge of key terms, points and reasons for 5 & 12 mk answers. 12mk question is broken down into sections to enable fast peer assessment. Answer sheet included. You will need 20 minutes for test and 10 minutes to peer assess.
**EXPLOITATION. 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 different types of exploitation.
Explain religious and non-religious views about exploitation of the poor with reference to scripture.
Domestic servitude is the worst type of exploitation. Evaluate.
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.
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.
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.
CHRISTIAN PRACTICES REVISION IDEAL FOR END OF YEAR REVISION
AIM: create effective flash cards recall key terms and points for 5mk & 12 mk Q’s
HOW: students work independently starting with a gap identifier task and proceeding to create flash cards for 5 and 12mk questions to fill gaps and aid future recall.
DIFFERENTIATION:
GRADES U-4 Quotes optional.
7+ Write 12 mk answers in book inc. fully developed points, conclusion, and min. 4 quotes
RESOURCES INCLUDED:
• Instruction slides with modelling of flash cards.
• key terms and definitions
• 5mk and 12 mk questions and mark schemes
• Christian Practices quotes
YOU WILL NEED TO PROVIDE:
• Either flash cards OR if on low budget A4 paper cut in half to create two cards
• Envelopes/wallets for them to keep cards organised.
CHRISTIAN BELIEFS REVISION IDEAL FOR PRE EXAM REVISION
AIM: create effective flash cards recall key terms and points for 5mk & 12 mk Q’s
HOW: students work independently using a 9 step progress sheet to identify and fill gaps in knowledge.
DIFFERENTIATION: By time: depending on number of gaps students work independently over 1 or more lessons. By Task: some steps are different depending on predicted grade EG. U-3 no quotes needed 7+ 4 quotes in 12mk questions.
RESOURCES INCLUDED:
Instruction slides
Model of flash cards, development and conclusion
9 step student progress check list
Key term knowledge audit
5mk and 12 mk questions corresponding to key term knowledge audit
Quotes for all sub-topics
YOU WILL NEED TO PROVIDE:
Either flash cards OR if on low budget A4 paper cut in half to create two cards
Envelopes/wallets for them to keep cards organised
INFORMATION to answer questions EG revision guides/their books/your support .
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.
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.
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.
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.
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.
AQA RELIGION, CRIME AND PUNISHMENT. FUN & ENGAGING. 12 SINGLE LESSONS. VARIETY OF TASKS, MULTI-MEDIA & GAMES TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS
MINIMAL PRINTING, CONCISE. DATE ON SLIDE UPDATES AUTOMATICALLY. EASY TO FOLLOW SUITABLE FOR SPECIALISTS AND NON-SPECIALISTS.
PEDAGOGY:
• Check understanding and address misconceptions throughout
• Reduce cognitive overload
• I do, we do, you do
• Emphasis on Exam Skills: A01 and A02
• Sources of Wisdom
• Assessment and extra challenges throughout.
LESSONS INCLUDED:
Evil
Types of crime and the law
Christian attitudes to the law and crime
Islam attitudes to the law and crime
Causes of crime
Forgiveness
Aims of punishment
Aims of punishment and Christianity
Aims of punishment and Islam
Prisons
Community service
Capital and corporal punishment
I hope you enjoy teaching this bundle. 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.
