RS Teacher in an Outstanding comprehensive school in London. All my lessons are always conceptual, accurate in content, challenging and engaging for students. The department is consistently among the best results in the school with strong P8 and attainment scores. I would greatly appreciate any feedback on resources, good or bad, I'm always looking to improve, please review!
RS Teacher in an Outstanding comprehensive school in London. All my lessons are always conceptual, accurate in content, challenging and engaging for students. The department is consistently among the best results in the school with strong P8 and attainment scores. I would greatly appreciate any feedback on resources, good or bad, I'm always looking to improve, please review!
Teaching the trinity is really difficult. Most people use the 'egg' or 'water' as analogous. However all these pictures are theologically inaccurate.
This lessons sets out to debunk these misconceptions. The pictures should be given to different pairs all table. By the end of the lessons, students will be able to explain why each image is insufficient to represent the trinity.
Rather than giving a presentation, I let the students dig into the learning, using a crib sheet to structure their work. The year 10s enjoyed it and were able to fill out the shapes in lots of detail!
This is a mark scheme (questions on MS) can be used across KS3 there is a years 7-9 so can be differentiated.
The tests are inline with AQA GCSE style.
Built on the work and ideas of the team at King's College London, this is the second part to a unit introducing students to the pedagogy of CRE.
It guides students to think critically about religions and worldviews, not critically of them.
I've used it with 7, 8 and 9 and students have enjoyed the discussion and the abstract reasoning in each lesson.
Linked to the previous lesson (available for free)
This unit explores Buddhism by first looking at the primary concepts.
This is the second lesson and it focuses on the three marks of existence. The mandala they have created as homework from the previous lesson are torn in half, used as a way of experiencing this concept of the first mark, anicca.
It is an engaging lesson, punctuated by GCSE style thinking and writing questions.
This lesson has a fun starter that is nearly impossible to do - it's a translation of some Hebrew words. It's more there to expose them to the language than anything else - Get practicing your pronunciation.
The main body of the lesson explores the story of the exodus (5 min video) and looks then at the seder meal and its importance within Judaism.
The activity can be assisted with text books and set as homework
This activity looks at evidence and the nature of value when determining truth.
Physical Evidence, Experience, Credibility.
The activity looks at a story in which the head teacher (I made it the head teacher as it is more fun - I suggest you change it to your HT) has lost some chocolate and is trying to discover who took it, however the evidence conflicts.
Students enjoy the detective like feel to the lesson, they really get the concept of evidence leads to factual conclusion, but different evidence is important, not just the physical.
These Judaism lessons are adapted from the GCSE book for year 9s - introducing them to the thought patterns of the new spec whilst not overwhelming them!
This lesson covers the role of the law in Jewish life, Food laws and Sabbath.
This bundle includes my keyword revision game for themes B,C,D
A: Marriage and the Family
B: Religion and Life
C: The existence of God and revelation
D: Peace and conflict
E: Religion, Crime and Punishment
F: Religion, Human rights and social justice.
This is a game I've created for my year 11's. They've been struggling with keywords so this is a fun activity that can be played multiple times with them.
There are differing levels of rules so can allow for differentiation as well.
The cards have been created so that you can print them double sided and the tiles will match up (or print and photocopy 1sided - 2 sided and it should work)
The rules in short are,
Spread the cards out across your table with the keyword facing up
Each player takes it in turn to select a card and guess the definition of the word.
If the player guesses correctly with the reverse of the card they keep the card and add it to their pile.
If they are incorrect the leave the card to the table and put back 3 cards from their hand.
Winner is the person with the most cards at the end of the game.
Also available
Christianity
Islam
A: Marriage and the Family
B: Religion and Life
C: The existence of God and revelation
D: Peace and conflict
E: Religion, Crime and Punishment
F: Religion, Human rights and social justice.
Thanks
This is a long and detailed power point covering the militant atheism section of the AQA RS A level text book. It basically just follows the book and breaks down the information for the students.
Hope it saves you some time!
