SAME SEX MARRIAGE & PARENTING. AQA Relationships. Christianity, Islam & Humanist beliefs. Concise, comprehensive. ‘MASTERY’ and exam-focused lesson. Date on slide updates automatically. **Resource light ** Easy to follow . SINGLE LESSON SUITABLE FOR DELIVERING: AQA RELIGIOUS STUDIES: Relationships: Same Sex Marriage & Parenting ** Students will be able to (with reference to source of authority):** • Evaluate whether same sex marriage and parenting is acceptable. Refer to Islam, Christian and Humanist beliefs Activities include: Recap starter, reading log 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.

RELATIONSHIPS REVISION. AQA RS RELATIONSHIPS: REVISION OF SUBTOPICS, QUOTES AND VIEWS (ISLAM & CHRISTIANITY). Concise, comprehensive. RECAP & ‘MASTERY’ exam-focused lesson. Resource light – one resource to print. Easy to follow & Suitable for non-specialists (notes on slides). Date on slide updates automatically SUITABLE FOR DELIVERING: AQA RS Relationships: Revision of all subtopics, quotes and views (Islam & Christianity) Students will be able to (with reference to source of authority): • RECAP ON QUOTES • RECAP ON VIEWS ABOUT RELATIONSHPS ISSUES • MASTER strong religious reference • MASTER strong conclusions Activities include: Recap starter, quote annotation, contrasting views activity and mastery’ (partnered teaching) Skills mastery: strong religious reference and persuasive conclusions). Model answer analysis, exam question with peer assessment & student friendly success criteria. I hope you enjoy teaching this lesson. Your feedback is most welcome.

ANGELS: ROLES & FREE WILL. AQA RS. ISLAM BELIEFS. Concise, comprehensive. ‘MASTERY’ and exam-focused lesson. Resource light Easy to follow (with notes) . Date on slide updates automatically SUITABLE FOR DELIVERING: AQA RS: Islam Beliefs – Angels Students will be able to (with reference to source of authority): • Explain two Muslim beliefs about angels • Evaluate whether angels have free will 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.

EVIL AND SUFFERING & EVALUATION. AQA RS THEME C: ARGUMENTS AGAINST EXISTENCE OF GOD. Concise, comprehensive. ‘MASTERY’ and exam-focused lesson. Resource light – one resource to print (information sheet). Easy to follow & Suitable for non-specialists (notes on slides) Date on slide updates automatically. SUITABLE FOR DELIVERING: AQA RS Theme C: The First Cause Argument and evaluation Students will be able to (with reference to source of authority): • The presence of evil and suffering in the world prove that an omnipotent and omnibenevolent God does not exist. Evaluate. 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.

ISLAM PRACTICES: SHAHADA # 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): • List the five pillars of Islam • Explain the meaning and importance of the Shahada in Islam • Evaluate why it might be the most important pillar I hope you enjoy teaching this lesson. Your feedback is most welcome.

MEANS OF SALVATION. EVALUATE THE MEANS OF SALVATION. AQA. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. MODEL ANSWER INCLUDED. PEDAGOGY FOCUS: Check understanding and address misconceptions throughout Reduce cognitive overload I do, we do, you do Exam skills: Strong religious reference, development, evaluate A Level 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 whether Jesus’ sacrificial death is the sole means of salvation. I hope you enjoy teaching this lesson. Your feedback is welcome.

Religious references and quotes from Islam and Christianity that cover all aspects of GCSE Crime and Punishment topic. Can be used as information to glue in books or adapted to use as a matching activity/quiz etc.

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.

WHY THE INCARNATION? 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. 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 Christian beliefs about the reasons for the incarnation I hope you enjoy teaching this lesson. Your feedback is welcome.

CREATION OF LIFE. 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. Date on slide updates automatically. Customisable Do Now task. STUDENTS WILL BE ABLE TO: Explain scientific accounts of creation of life Explain contrasting Christian beliefs about the creation of life I hope you enjoy teaching this lesson. Your feedback is welcome.

This is soley for use in conjunction with my Crime and Punishment Bundle. It lists the lesson title, objective and differentiation strategies.

TRINITY. ENABLES LEARNERS TO: Explain Christian beliefs about the oneness of God and the Trinity with reference to sacred writing. #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, CHALLENGE. SINGLE LESSON 50-60 MINS IDEAL FOR KS3 LESSON OR KS4 CHRISTIAN BELIEFS PRIOR LEARNING: None required INCLUDES RELIGIONS Christianity, Bible and Lord’s prayer **RESOURCES INCLUDED: ** Slides Group task annotation work sheet Writing frame Key term bank Quote bank **ACTIVITIES INCLUDE: ** Presentation Annotation Matching Discussion Planned questioning to check whole class understanding. Modelling Exam Question: Explain… **PEDAGOGY FEATURES: ** • Exam skills – refer to sacred writing • 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

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.

EVALUATE DESIGN ARGUMENT: ENABLES LEARNERS TO EVALUATE THE DESIGN ARGUMENT WITH REFERENCE TO A VARIETY OF STRENGTHS AND WEAKNESSES AND SACRED WRITING. #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, CHALLENGE. GCSE. AQA. THEME: C INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: CHRISTIANITY HUMANISM SCIENCE CREATIONISM TENNANT PALEY HUME **RESOURCES INCLUDED: ** • Slides • Support resource (info sheet) • Differentiated Target grade descriptors for end task exam question. **ACTIVITIES INCLUDE: ** Students will be presented with a variety of strengths and weaknesses and peers rank these. Whole class assessment will check for understanding before students answer a 12 mark evaluation question. **PEDAGOGY FEATURES: ** • Recap: customisable ‘Do Now’ • Planned questioning. • Check whole class understanding. • Address misconceptions • Peer learning • Reduce cognitive overload! • End task assessment • Differentiated • Exam skills 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 OF ANIMALS AND HUMANS. KS3 RS (ANIMALS) FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. 50 MIN LESSON STUDENTS WILL BE ABLE TO: Explain religious and non-religious views on the status of animals and humans with reference to holy books. PEDAGOGY FEATURES: • Customisable Do Now • Whole Class assessment • Check understanding and address misconceptions throughout • Reduce cognitive overload • I do, we do, you do • Exam skills: religious reference • Extra Challenges No printing. Concise and easy to follow. Date on slide updates automatically. I hope you enjoy teaching this lesson. Your feedback is welcome.

DESIGN ARGUMENT EVALUATION. 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: Development, Writing conclusions 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 whether the strengths of the design argument outweigh its weaknesses. I hope you enjoy teaching this lesson. Your feedback is welcome.

HELL. CONTRASTING 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: Strong religious reference, development, Evaluation 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 whether an omnibenevolent God would send anyone to hell I hope you enjoy teaching this lesson. Your feedback is welcome.

This table lists ALL key terms and definitions in alphabetical order. Next to each key term are relevant quotes and corresponding 5mk and 12mk exam questions. This resource can be used in a multitude or ways I use it as a knowledge audit where students close gaps by answering the corresponding 5/12 questions aned including the corresponding quotes. Better still they use flash cards to do this to aid recall in future revision!

**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.

SHAHADA. 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 • ‘I do, we do, you do’ • Exam skills: refer to a source of authority Minimal printing. Concise and easy to follow. Date on slide updates automatically. Customisable Do Now task. STUDENTS WILL BE ABLE TO: With reference to sources of authority. Explain the what, why and how of the Shahada Explain why it might be the most important pillar I hope you enjoy teaching this lesson. Your feedback is welcome.