Designed for teachers using the new AQA Sociology specification at KS5. Save significant amounts of money by buying these revision sessions in bundles! This download contains one of a series of revision sessions that use a variety of mind-mapping, discussion and debate tasks to cover a section of the specification. It includes a fully animated revision session PowerPoint and a set of ‘silent debate’ A3 worksheets. The topic of this revision session is: ‘The significance of religion and religiosity in the contemporary world, including the nature and extent of secularisation in a global context, and globalisation and the spread of religions.’ This revision session features: -A ‘grid of learning’ post-it task (to focus students on the day’s topic and refresh their memories of the basics) -A 'competitive mind-mapping task (which can be completed on the whiteboard or on A3 paper) -A silent debate task (with 6 x A3 silent debate worksheets in an editable .doc file) [nb. allowing group conversation, instead of silence, is also an effective approach] -Debates that ask students to move from one side of the room or the other and verbalise a defence of their position in response to a statement or rubric. -A concluding ‘One thing I am still uncertain about…’ post-it question. The revision sessions can be used in a number of ways: -As revision sessions during a revision period of term-time leading up to exams -Sandwiched between lessons as they are taught throughout the year as a way of solidifying and assessing learning This session can be purchased individually or as part of various bundles depending on your needs. Please note: the cover picture depicts some of the activities that make up this revision session, the wording within those tasks is adapted to the topic specified above and may differ from the wording depicted. Contents and tasks may vary slightly between revision sessions. The cover photo is, however, a fair depiction of the contents of the lesson. Copyright Adam Godwin (2017) [Godwin86] godwin86@gmail.com

This fully resourced lesson is professionally designed for the new AQA Sociology GCSE specification (8192). This resource can now be downloaded as a part of a complete 20-lesson bundle. This is lesson 2 of our 20 lesson course for the ‘Social Stratification’ section. This lesson focuses on the topic of ‘Functionalism & Social stratification’ and focusses on the work of Davis & Moore. The download includes: -A detailed lesson plan: highlighting differentiation, AfL, key-words, SMSC and a timeline of learning activities (.pdf) -A premium quality PowerPoint presentation (fully animated) that covers the entire lesson -Homework All lessons are designed around the new GCSE specification but are certainly useful for any GCSE Sociology specification. We take considerable time making the highest quality lessons, positive reviews are greatly appreciated (and rewarded, just email us!)

This fully resourced lesson is professionally designed for the new AQA Sociology GCSE specification (8192). This resource can now be downloaded as a part of a complete 20-lesson bundle. This is lesson 9 of our 20 lesson course for the ‘Social Stratification’ section. This lesson focuses on the history of poverty and social stratification. It features fully integrated AfL and an A3 video-learning worksheet! The download includes: -A detailed lesson plan: highlighting differentiation, AfL, key-words, SMSC and a timeline of learning activities (.pdf) -A premium quality PowerPoint presentation (fully animated) that covers the entire lesson -A double-sided A3 worksheet -Homework All lessons are designed around the new GCSE specification but are certainly useful for any GCSE Sociology specification. We take considerable time making the highest quality lessons, positive reviews are greatly appreciated (and rewarded, just email us!)

This fully resourced lesson is professionally designed for the new WJEC/EDUQAS Sociology GCSE specification. This resource can now be downloaded as a part of a complete 20-lesson bundle. This is lesson 17 of our 20 lesson course for the ‘Education’ section; it focuses on feminist perspectives, feminist researchers and theorists, and statistical data supporting/detracting from the feminist perspective. It can be purchased as a part of a complete 20 x lesson bundle (from June, 2017) The download includes: -A detailed lesson plan: highlighting differentiation, AfL, key-words, SMSC and a timeline of learning activities (.pdf) -A premium quality, editable, and fully-animated PowerPoint presentation that covers the entire lesson -A double-sided A3 worksheet (see cover image for preview) -A knowledge hunt file with information to be used with the worksheet -Homework These lessons are designed around the new EDUQAS / WJEC specification, we take considerable time making the highest quality lessons. AQA equivalents are available on TES.

Professionally designed for the new EDUQAS / WJEC Sociology GCSE specification (9-1) taught from September 2017. AQA equivalents are also available on TES. This is lesson 14 of our 20 lesson course for the ‘Family’ section; it focuses on feminist perspectives, feminist researchers and theorists, and statistical data supporting/detracting from the feminist perspective. It can be purchased as a part of a complete 20 x lesson bundle (from June, 2017) The download includes: -A detailed lesson plan: highlighting differentiation, AfL, key-words, SMSC and a timeline of learning activities (.pdf) -A premium quality PPT Show (fully animated) that covers the entire lesson (.ppsm & .ppsx formats) -A double-sided A3 worksheet (see cover image for preview) -A knowledge hunt file with information to be used with the worksheet -Homework These lessons are designed around the new EDUQAS / WJEC specification, we take considerable time making the highest quality lessons. AQA equivalents are available on TES. Feel free to contact us if you need additional resources creating: Positive reviews warmly welcomed! PS: Sociology GCSE Teachers’ Facebook Group here: [Please ignore the typo on the cover, it has been adjusted to read “15” not “12” [-mark answers"]]

This download contains a Personal Learning Checklist for the ‘Existence of God & Revelation’ [Theme C] section of the AQA GCSE Religious Studies course [Thematic Studies]. It includes four different formats. The download includes 4 different versions of PLC for you to choose from! Each with slightly different reflection/target-setting activities. This means you can give students the PLC at different points in the year without it being too repetitive and boring for them. These double-sided A4 worksheets are great for: -Revision lessons -AfL -Fostering teacher-student dialogue -Directed Improvement Reflection Time (DIRT) -Exam preparation This is an ideal tool for your students to help them keep track of their learning, manage revision and help you monitor the classes strengths and weaknesses. It serves as a highly efficient form of self-assessment. The first side is a checklist with two ways for the student to rate confidence for each of the sub-topics and the second side features other useful measures that allow teachers to gauge a student’s confidence and reflective abilities. The worksheets: -Allows the student to see clearly what they need to know for the exam. -Allows the student to communicate to their teacher how they can be best helped. -Gets the student to analyse their progress in relation to their target grade. -Encourages students to reflect in a structured manner on their necessary revision focusses. -Gets students to establish both a revision and an exam technique focus.

This download is a demo version so that you can try the method and see how effective it is with your classes. The full version which can be found here: https://www.tes.com/teaching-resource/-p4c-the-moral-dilemma-generator-200-slide-ppt-with-randomiser-philosophy-for-kids-11381522 for only £4.99 The full resource is a 200 slide PPT, containing 198 moral/ethical debates, discussions, and dilemmas. It also contains a ‘randomiser’ slide: when clicked a random moral problem is presented to the group. Uses: -P4C (Philosophy for kids) -Form time activities -R.S./Philosophy/Citizenship cover lessons -Debating societies -Making best use of spare time at the end of lessons Discussions follow one of four formats, each asking students to move from one side of the room or the other to make their position clear: teachers should then use questioning to foster a debate between students, encouraging them to present reasons for their choice and defend their position. The formats are: -“Which is more moral?” (students chose between two options) -“Agree or disagree?” (where students respond to a presented statement about morality of a moral issue) -“Who do you save?” (where students need to save one of two people/options, and justify the morality of their decision) -“Moral or immoral?” (where students cast their judgement on a given action, event or person. This resource is great value at £4.99 and cannot be found elsewhere: -It clearly contributes to the Moral aspect of your school’s SMSC provision -It allows for countless hours of discussion and debate to be structured in a focussed and engaging manner. -It would take days to reproduce yourself. -It can save vast amounts of staff time in preparing cover lessons -It is the perfect way to make the most of any time a teacher might have left at the end of a lesson. -It deals with cross curricular issues Please note: this resource deals with controversial issues, debates and questions that may be deemed unsuitable for younger children. It is designed for secondary school students, but can be easily adapted to younger years with appropriate amendments by their teacher. The full version which can be found here: https://www.tes.com/teaching-resource/-p4c-the-moral-dilemma-generator-200-slide-ppt-with-randomiser-philosophy-for-kids-11381522 for only £4.99

This multi-use interactive learning session explores metaphysics, the field of philosophy concerned with the nature of reality, perception, and existence. Metaphysics also explores issues relating to causality (such as the free-will vs determinism debate), the nature of the mind and its relationship to reality, and more specific issues such as time and the nature of mathematical truths. This session is ideal for teachers who want to explore philosophy with students and might be of particular interest to teachers of science (especially physics); we’ve carefully selected the most significant metaphysical issues and questions so that young learners can engage in fun philosophical discussions and debates. This session explores topics such as: The nature of reality The degree to which we can perceive reality directly The nature of the mind and its relationship to reality It outlines and explores different metaphysical views (such as physicalism and idealism) as well as different theories of perception (such as direct realism and indirect realism). The big question asked in this session is “What is the nature of reality?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical questions such as To what extent can we perceive reality directly? To what extent is reality an entirely material or physical system? How can a purely physical world generate minds, consciousness and mental experiences? Students will also analyse and evaluate an eclectic mix of philosophical claims such as: “It is impossible to know the true nature of reality” “Trees have experiences” and “The mind is not a material object” This session uses our unique format for philosophy teaching resources and features an integrated menu that allows teachers to select from a variety of starter, main, plenary, assessment and end-of-lesson reflection activities. With a massive selection of activities designed to trigger philosophical discussions, debates and reflections: you can re-use the resource numerous times with the same group. Aside from a wide range of debate and discussion activities, teachers can also choose from a variety of more substantial activities such as essay writing, poetry writing, and speech writing tasks. This resource is suitable for teachers of all school subjects who are looking to introduce philosophy, philosophical thinking and critical thinking. As with all our resources, this session will help students to develop vital communication, social and interpersonal skills: healthy debates will help learners to practice ‘disagreeing in an agreeable fashion’.

This thought-provoking philosophy teaching resource focuses on ethics and meta-ethics: instead of focusing on specific moral issues (which is covered in a different session on ‘Applied Ethics’ this re-usable lesson explores the fundamental nature of ethics, the difference between ‘right’ and ‘wrong’, the function of moral language, different theories of normative ethics, different ways of thinking about how we ought to live, and deeper issues around the metaphysical status of good and evil. This session is ideal for teachers who want to explore philosophy with students and is of particular value to teachers who want to nurture the moral development of their students (perhaps in an SMSC or PSHE context) and trigger deeper reflections on the fundamental nature of ‘right and wrong’; we’ve carefully selected the most significant issues and questions relating to normative ethics and meta-ethics so that young learners can engage in fun philosophical discussions and debates. This session explores topics such as: The fundamental nature of good and evil Different ways of evaluating the morality of actions Virtue ethics and what it means ‘to be a good person’ Whether or not morality is absolute or relative (e.g. to different cultures and time-periods) The degree to which moral judgements refer to objective facts The degree to which moral judgements are baseless and arbitrary The big question asked in this session is “What is the fundamental difference between good and evil acts?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical questions such as: What makes it reasonable to call a specific action “good”? Are there some actions that we can say are always evil in all situations, time periods and cultures? What is the role of empathy in compassion in determining the most morally correct course of action in life? and What is the most important virtue to cultivate in life? Students will also analyse and evaluate an eclectic mix of philosophical claims such as: “Some actions are morally permissible even when they create suffering for others.” “Some people are born evil” and “It is impossible to truly know the difference between right and wrong, good and evil.” This resource is suitable for teachers of all school subjects who are looking to introduce philosophy, philosophical thinking and critical thinking. The file is a PowerPoint Show: no planning or preparation is required, just run the file and the intuitive menu system will make delivering a powerful philosophy session very easy!

Perfect for starting philosophical/ethical debates in form-time, assemblies or classes. The download includes: -11 A3 Silent Debate Worksheets (about central philosophical and moral debates) -A Presentation file with: full instructions for P4C sessions, two different approaches to using the worksheets (one silent, one verbal discussion based), three plenary slides/activities to choose from. This resource is: -Based around formulating arguments for and against given statements and is therefore perfect for practising higher order thinking skills of analysis and evaluation -Easily customisable and reusable (just change the statements you wish for students to discuss) -Great for lessons, assemblies, debating societies, or as a form/tutor time activity. -Usable in virtually any subject after customisation -Perfect for starting philosophical debates and discussions Designed and used by an experienced P4C instructor and organiser of debating societies.

An A3 learning mat and/or wall-display, based on the AQA Sociology GCSE Specification (For teaching from September 2017 onwards For GCSE exams in 2019 onwards) The display outlines what students need to know for the 'Research Methods' section of the course.

For A2 AQA Philosophy teachers/students. This .zip file contains a word document with model answers to the following questions: -Explain Kant’s claim that no action is completely moral unless it is done out of duty alone. (12) -Critically Evaluate Kant’s Moral Philosophy (25) -To what extent does Kantian ethics resolve some of the problems with utilitarian ethics? (25) -“Kant’s Moral theory is insufficient in responding to the challenge of simulated killing.” Evaluate this claim.(25) -Evaluate Kant’s response to the issue of Animal Rights (25)

This is the fifth in a series of lessons on Hinduism for GCSE level students for the 'Beliefs, Teachings & Practices' section of the course [section A]. It is designed around the OCR specification and is therefore suitable for teachers using the AQA specification (which is a less detailed equivalent to the OCR spec) and highly relevant to GCSE Religious Studies teachers regardless of the specification used. The Download (comprising 5(+) files, within one zip file) includes: -A PPT Containing a Full Lesson -A complete lesson plan covering: objectives, key-words, differentiation, and lesson timeline -12 Page colour knowledge-hunt (place around the room) -Images for poster design task (4 page word document) -Background music (Aum Chants and Tibetan Singing Bowls) to play during the poster design task (SMSC) -A Homework Task The topic of the lesson focusses on the following part of the specification: Manifestations of the Divine • Different ways of understanding Brahman, with attributes (Saguna Brahman) and without attributes (Nirguna Brahman) • The connection between concepts of Brahman and Hindu practices, including Hindu deities as manifestations of Saguna Brahman • The role and importance of the Trimurti and the Tridevi, including the concept of Shakti and the relationship between male and female deities • The role and importance of Avatara as the incarnation or manifestation of deities in a particular physical form • The role and importance of Murti as the focus of worship and as an expression of an actual presence • The significance of Avatara in different Hindu traditions • Common and divergent emphases placed on manifestations of the divine by different Hindu groups • Different interpretations and emphases given to sources of wisdom and authority by different Hindu groups Smriti and shruti scriptures • Stories of the gods acting within the world • The avatars of Vishnu • The Ramayana • The Bhagavad Gita • Jesus and the Buddha as avatars This is part of a series of lessons, if you like it: save countless hours by downloading the complete course! The complete series of GCSE Hinduism lessons can be downloaded at our TES Shop: https://www.tes.com/teaching-resources/shop/godwin86 Thank you for your download! Positive reviews are greatly appreciated.

This download is for a Personal Learning Checklist (PLC) for the Moral Philosophy section of the new AQA Philosophy specification (AS-level). It features a double-sided worksheet, focussed on a checklist with all of the topics listed for this section of the course in the AQA Philosophy Specification (7171). The .zip file contains a Word document: so the resource is fully customisable. On the reverse of the sheet are other useful measures that allow teachers to gauge a student's confidence and reflective abilities. The Personal Learning Checklists (PLC): -Allows the student to see clearly what they need to know for the exam. -Allows the student to communicate to their teacher how they can be best helped. -Gets the student to analyse their progress in relation to their target grade. -Encourages students to reflect in a structured manner on their necessary revision focusses. -Gets students to establish both a revision and an exam technique focus.

This download is for a Personal Learning Checklist (PLC) for the Epistemology section of the new AQA Philosophy specification (AS-level). It features a double-sided worksheet, focussed on a checklist with all of the topics listed for this section of the course in the AQA Philosophy Specification (7171). The .zip file contains a Word document: so the resource is fully customisable. On the reverse of the sheet are other useful measures that allow teachers to gauge a student's confidence and reflective abilities. The Personal Learning Checklists (PLC): -Allows the student to see clearly what they need to know for the exam. -Allows the student to communicate to their teacher how they can be best helped. -Gets the student to analyse their progress in relation to their target grade. -Encourages students to reflect in a structured manner on their necessary revision focusses. -Gets students to establish both a revision and an exam technique focus.

Designed for teachers using the new OCR Religious Studies AS/A2 specification (H173/H573) This revision session covers the ‘God is One’ section of the specification (dealing with the Kalam Cosmological Argument etc]. The topic is a part of the ‘Developments in Islamic Thought’ component of the AS course. This download is one of a series of revision sessions that use a variety of mind-mapping, discussion and debate tasks to cover a section of the specification. The revision sessions can be used in a number of ways: -As revision sessions during a revision period of term-time leading up to exams -Sandwiched between lessons as they are taught throughout the year as a way of solidifying and assessing learning -During extra-curricular time (KS5 Religious Studies Clubs) This revision session features: -A ‘grid of learning’ post-it task (to focus students on the day’s topic and refresh their memories of the basics) -A 'competitive mind-mapping task (which can be completed on the whiteboard or on A3 paper) -A silent debate task (with 6 x A3 silent debate worksheets in an editable .doc file) [nb. allowing group conversation, instead of silence, is also an effective approach] -Debates that ask students to move from one side of the room or the other and verbalise a defence of their position in response to a statement or rubric. -A concluding ‘One thing I am still uncertain about…’ post-it question. This session can be purchased individually or as part of various bundles depending on your needs. Please note: the cover picture depicts some of the activities that make up this revision session, the wording within those tasks is adapted to the topic specified above and may differ from the wording depicted. Contents and tasks may vary slightly between revision sessions. The cover photo is, however, a fair depiction of the contents of the lesson.

Designed for teachers using the new OCR Religious Studies AS/A2 specification (H173/H573) This revision session covers the ‘The Three Marks of Existence’ section of the specification. The topic is a part of the ‘Developments in Buddhist Thought’ component of the AS course. This download is one of a series of revision sessions that use a variety of mind-mapping, discussion and debate tasks to cover a section of the specification. The revision sessions can be used in a number of ways: -As revision sessions during a revision period of term-time leading up to exams -Sandwiched between lessons as they are taught throughout the year as a way of solidifying and assessing learning -During extra-curricular time (KS5 Religious Studies Clubs) This revision session features: -A ‘grid of learning’ post-it task (to focus students on the day’s topic and refresh their memories of the basics) -A 'competitive mind-mapping task (which can be completed on the whiteboard or on A3 paper) -A silent debate task (with 6 x A3 silent debate worksheets in an editable .doc file) [nb. allowing group conversation, instead of silence, is also an effective approach] -Debates that ask students to move from one side of the room or the other and verbalise a defence of their position in response to a statement or rubric. -A concluding ‘One thing I am still uncertain about…’ post-it question. This session can be purchased individually or as part of various bundles depending on your needs. Please note: the cover picture depicts some of the activities that make up this revision session, the wording within those tasks is adapted to the topic specified above and may differ from the wording depicted. Contents and tasks may vary slightly between revision sessions. The cover photo is, however, a fair depiction of the contents of the lesson.

Designed for teachers using the new OCR Religious Studies AS/A2 specification (H173/H573) This revision session covers the ‘Taking Refuge’ section of the specification (i.e. The Three Refuges/Jewels). The topic is a part of the ‘Developments in Buddhist Thought’ component of the AS course. This download is one of a series of revision sessions that use a variety of mind-mapping, discussion and debate tasks to cover a section of the specification. The revision sessions can be used in a number of ways: -As revision sessions during a revision period of term-time leading up to exams -Sandwiched between lessons as they are taught throughout the year as a way of solidifying and assessing learning -During extra-curricular time (KS5 Religious Studies Clubs) This revision session features: -A ‘grid of learning’ post-it task (to focus students on the day’s topic and refresh their memories of the basics) -A 'competitive mind-mapping task (which can be completed on the whiteboard or on A3 paper) -A silent debate task (with 6 x A3 silent debate worksheets in an editable .doc file) [nb. allowing group conversation, instead of silence, is also an effective approach] -Debates that ask students to move from one side of the room or the other and verbalise a defence of their position in response to a statement or rubric. -A concluding ‘One thing I am still uncertain about…’ post-it question. This session can be purchased individually or as part of various bundles depending on your needs. Please note: the cover picture depicts some of the activities that make up this revision session, the wording within those tasks is adapted to the topic specified above and may differ from the wording depicted. Contents and tasks may vary slightly between revision sessions. The cover photo is, however, a fair depiction of the contents of the lesson.