I am curreny teaching across the Key Stages as the Head of Religious Studies in a comprehensive secondary school. Previously I have led a RS department in an inner-city school and also taught Humanities including experience of teaching Geography at KS3, as well as History at KS3 and KS4 and Sociology at KS5. I'm a Religious Studies and Philosophy specialist, having studied Philosophy at university and taught RS at KS3, KS4 and KS5.
I am curreny teaching across the Key Stages as the Head of Religious Studies in a comprehensive secondary school. Previously I have led a RS department in an inner-city school and also taught Humanities including experience of teaching Geography at KS3, as well as History at KS3 and KS4 and Sociology at KS5. I'm a Religious Studies and Philosophy specialist, having studied Philosophy at university and taught RS at KS3, KS4 and KS5.
NEW GCSE Edexcel RS specification on Matters of Life and Death. Lesson focusing on sources of wisdom and authority from Christianity concerning attitudes to and belief in life after death. The main task is a practice GCSE question following the new specification requirements with a broken down student-friendly mark scheme for self- or peer-assessment. Plenary includes a plenary wheel with eight possible plenaries which always goes down really well with students.
NEW GCSE Edexcel RS specification on Matters of Life and Death. A lesson inspired by philosophical enquiry and focusing on the Humanist response to belief in life after death. An excellent lesson to get students thinking about 'life after death' in general and therefore suitable as a KS3 lesson on 'big questions' as well as for KS4 on non religious arguments against belief in life after death, or alternatively as a revision lesson for KS5. A very student centred lesson with plenty of opportunities for independent enquiry and team work as well as active participation.
A lesson exploring the relationship between the Tri-Murti and Brahman in Hinduism focusing on the characteristics of Brahma, Vishnu and Shiva in relation to Brahma as a whole. Suitable for all Key Stages - but especially effective at GCSE or A-level. Video clip to play in conjunction with slide 4 - what is a mum?.
A lesson suitable for GCSE or A-level to introduce Jeremy Bentham's Act Utilitarianism. The main focus is on Bentham's 'Principle or Utility' and how it can be applied to moral decision making. The lesson gives a comprehensive introduction to action based Utilitarianism and includes several moral dilemmas for students to apply to the theory. The main task gives students a range of essay based questions to choose from to argue either in favour or against the 'Principle of Utility'.
A lesson suitable for GCSE or A-level as an introduction the Jeremy Bentham's Hedonic Calculus in moral decision making. Introduces the concept of calculating pleasure through a number of daily routines which will make it easier for students to get to grip with each of the 7 factors in the calculus, before going on to applying them to moral dilemmas. Students then have a chance to assess the benefits and drawbacks of the Hedonic Calculus in writing. A scrabble themed plenary adds some literacy and a competitive element to the lesson.
A GCSE or A-level lesson focusing on the nature of Brahman in Hinduism based on sources of wisdom and authority from the Puranas, Upanishads and Vedas. A creative main task for students to compose their own hymn to Brahman.
A lesson suitable for GCSE or A-level Philosophy and Ethics to introduce Jeremy Bentham and his concept of Hedonism in moral decision making. Includes an introduction to the notions of Teleology, Utility and happiness in Utilitarian morality. Includes a 'peer teach' activity which always goes down extremely well with students - I usually choose the most able students in a class to become 'teachers' and ask them to relate the information to the rest of the class in groups, which then rotate from teacher to teacher every few minutes. (NOTE: at GCSE this PPT will take 2 lessons of 60 minutes, whereas A-level students normally manage in 1). There are also 3 moral dilemmas for students to apply Bentham's ideas to which engages even the most dis-disillusioned students.
A visual and creative lesson which can be adapted to suit all abilities and all Key Stages, but is especially effective at GCSE level. Focusing on the symbolism of the Hindu Deity Ganesha and how he links to the overall concept of Brahman in Hinduism. Includes a brilliant video that explores the different aspects of Brahman as well as an opportunity for students to be creative and draw and colour their own Ganesha template (lower ability) as well as to analyse the symbolism of Ganesha in more depth (higher ability). The main task allows students to explore Hindu Deities through De Bono's hats, which is a great differentiation tool.
An introduction to the moral issues of abortion and euthanasia for KS3 based around the concept of P4C (philosophy for children) with a very learner centered approach. This works excellently as a 'no-pen lesson' to support literacy. Students are asked to respond to questions such as; what is the value of human life? who has the right to decide between life or death? what might be arguments for and against abortion and euthanasia? I find this works best with the use of contribution tokens (maths counters work very well) where each student is given a set number of tokens at the start of the lesson and has to pay a token for each contribution.
A GCSE or A-level lesson introducing Situation Ethics and Joseph Fletcher's core principle of Agape. Introduces the Working and Fundamental principles which govern moral decision making in Situation Ethics. Each task is designed and differentiated to work either as written work or class based discussion. The attached work sheet gives a summary of Situation Ethics which students have found very helpful for revision.
A lesson suitable for KS3, KS4 and KS5 - in my experience all students love to try out meditative yoga, whatever age they are. The teacher input can vary depending on age and ability, but there is scope to delve deeper into the relationship between Atman and Brahman and Moksha and A-level students tend to give much more analytical answers when reflecting on their experience of the meditation.
This works best when the teacher gets the whole class involved and is also confident to participate in the meditation themselves (in my experience). On slide 2 it goes through the 8 stages of meditative yoga in Hinduism and I tend to attach a student action to each one, e.g. abstention involves them giving up their shoes or mobile phone, for the duration of the meditation. There should be no problem with 100% student engagement if this is the case - I always get fantastic feedback, especially from students who are usually difficult to keep quiet. Likewise, be confident to ask the whole class to get comfortable in a specific position and practice deep breathing. Most importantly, all students (and the teacher) should close their eyes during the meditation.
A lesson suitable for GCSE or A-level Hinduism, which can be adapted to suit KS3. A comprehensive examination of Dharma in Hinduism, ranging from Sanatadharma to Varnadharma and the role of the Atman in Hindu Dharma. Includes two very engaging video clips as well as diamond 9 activity and reference to sources of wisdom and authority. There is a lot of content (planned for a 100 minute lesson), so it may be suitable to split this into 2 lessons (if you teach 60 minutes). There is a chance for students to be creative by writing a diary entry from the perspective of one of the Varnas and an interactive plenary focusing on the Atman, This lesson is particularly relevant for high ability students.
A GCSE or A-level lesson exploring four pro-choice arguments for abortion; personhood, women's rights, self-defence and the double effect doctrine. Students are asked to investigate and then respond to these arguments in terms of their moral and ethical value. This is a peer-teach lesson where students are split into groups and carousel from teacher to teacher to gather content. I usually pick the most able students as peer teachers and the whole class enjoys a 'day off' from their normal teacher.
A lesson suitable for GCSE or A-level to introduce John Stuart Mill's development of Jeremy Bentham's concept of Utilitarianism. Introduces 'Rule Utilitarianism' as well as the notions of higher and lower pleasure and allows students to compare the 'Principle of Utility' with the 'Greatest Happiness Principle'.
A GCSE or A-level lesson exploring the Christian view on the purpose of life using sources of wisdom and authority including Aquinas' Natural Law, the Biblical creation story and the 10 Commandments. I have used this lesson to introduce the topic of abortion and euthanasia and get students to understand the underlying values and principles which shape the Christian beliefs on the purpose of life. There is plenty of scope to teach this lesson through class discussion which always goes down well on this topic.
A GCSE or A-level lesson on the argument for the 'Quality of Life' in relation to abortion and euthanasia. This lesson focuses on John Finnis' argument FOR abortion and euthanasia based on 'quality of life' and goes into Peter Vardy's 'stages of rationality' argument FOR abortion. The main task is very creative and embeds some Literacy elements, as students have produce a leaflet arguing either for or against abortion and euthanasia, based on 'quality of life'. This can be done individually, in pairs or groups.
A GCSE lesson focusing on the abortion law in the UK and how it relates to Christian teaching using sources of wisdom and authority as well as a link to the Hippocratic Oath. Students can apply the Christian and legal viewpoint to abortion to 3 case studies and there is an opportunity for a whole class debate on the right to life from the time of viability. Alternatively this task can become an extended and differentiated writing task.
A GCSE or A-level lesson about the Yajna sacrifice in Vedic Hinduism with a link to Dharma and the Varnas. Focusing heavily on sources of wisdom and authority from the Vedas and giving a comprehensive overview of the role of Rta in the Yajna sacrifice.
A three-lesson short term scheme of work on abortion from a philosophical, legal and Humanist perspective suitable for GCSE Religious Studies.
Start with the lesson on abortion as a moral issue, followed by the legal attitudes to abortion in the UK and finish with the Humanist perspective of pro-choice argument for abortion. An excellent way to start teaching about this controversial issue.
AQA syllabus Religious Studies for Philosophy and Ethics. An A-level lesson introducing the concept of philosophy with a particular focus on exploring meta-ethics. There is an outline of the major branches of philosophy introduced through video clips from popular Hollywood films to allow students to connect with the quite abstract nature of philosophical inquiry; meta-physics, epistemology, meta-ethics, philosophy of religion, philosophy of mind, philosophy of language and ethics. If watching all clips and allowing for discussion of student understanding, this can last a full 60 minute lesson, This is followed by a peer-teach style lesson on meta-ethics, where peer-teachers are chosen from among the students (I usually choose high ability) and the rest of the class carousel between them to gather information. This is followed by a reflection using De Bono's Hats. The meta-ethics element of the lesson can also be stretched to last 60 minutes, making this cover 2 sessions. This lesson always divides the class into those inspired and those who feel their brain has been squashed - I love teaching it.
