This revision guide is for GCSE students studying Christian beliefs and practices. It has been created using the Eduqas SPEC A specification, Eduqas sources of wisdom and the Hodder textbook as a guide. It contains the following: - summaries of all of all sections of Component 2 topics on Christianity. Would also cover most other specs too - guidance on answering the questions/exam technique - modelled answers - revision activities based on each area. I welcome any feedback or suggestions for improvement if you have them. I have attached a publisher and pdf version

This revision guide is for GCSE students studying Islam beliefs and practices. It has been created using the Eduqas SPEC A specification, Eduqas sources of wisdom and the Hodder textbook as a guide. It contains the following: summaries of all of all sections of Component 2 topics on Islam. Would also cover most other specs too guidance on answering the questions/exam technique modelled answers revision activities based on each area. I welcome any feedback or suggestions for improvement if you have them. I have attached a publisher and pdf version

This revision guide is for GCSE students studying Component 1: Religious, Philosophical and Ethical Studies in the Modern World. It has been created using the Eduqas SPEC A specification, Eduqas sources of wisdom and the Hodder textbook as a guide. It contains the following: summaries of all of all 4 sections of Component 1 topics and includes both Christianity (divergent views) and also Islam. Would also cover most other specs too guidance on answering the questions/exam technique modelled answers revision activities based on each area. Source of wisdom activities throughout each section I welcome any feedback or suggestions for improvement if you have them. I have attached a publisher and pdf version It’s nearly 100 pages and took a loooong time to put together hence why it’s a bit more than the other two

This resource is a modelled essay on the Ontological argument. It also contained two activities which are designed to help students understand how to structure and good 30 mark answer

This resource is an overview of Situation Ethics and provides information of the origins and development of the ethic. It also provides concise information about the key ideas and also strengths and weaknesses of the theory. I have attached the publisher and pdf versions so they can be adapted if you wish them to be.

This resource is a modelled 30 mark answer on the Problem of Evil that also contains an activity within it for students to better understand how to plan for good 30 mark answers. It is ideally suited to the Edexcel 2016 A level Specification but would also suit other specifications too.

This knowledge organiser contains the key information for each area, sources of authority and key words for the Living the Muslim Life Unit. It has been constructed using the Hodder text book and aims to provide students with an overview of the topics studied. Let me know what you think!

This is a knowledge organiser for the Muslim beliefs topic for the Beliefs in Action course from Edexcel for 2016. It aims to condense the pretty vast amount of subject knowledge need for the new spec into a neat and easy to revise and test format. I have used the Hodder text book and the sources of authority listed on the Edexcel website as a reference

This resources contains all of the b,c and d questions that have appeared in the Edexcel Religion and Life Unit 2 spec until June 2015. I have used this resource with my students to ensure that they are confident to tackle any question that comes up and are really familiar with the language used as well. It gets them to think about the specific topic area each question is associated with and then requires them to identify any aspects that they lack expertise. This can then form teh basis of a 1-2-1 discussion or class discuss to unpack the question. Whilst this is for Unit 2, it would be very easy to adapt for Unit 1 or 3 as most of the topics are the same, I have attached both a pdf and publisher version

This resources contains all of the b,c and d questions that have appeared in the Edexcel Religion and Society Unit 8 spec until June 2015. I have used this resource with my students to ensure that they are confident to tackle any question that comes up and are really familiar with the language used as well. It gets them to think about the specific topic area each question is associated with and then requires them to identify any aspects that they lack expertise. This can then form the basis of a 1-2-1 discussion or class discuss to unpack the question. I have attached both a pdf and publisher version so you can edit as you wish once downloaded.

This resource contains targeted questions which students then complete on the reverse of the flashcard. The aim of the resource is to give students a structured way of creating flash cards that ensures that they are gathering the right information to revise effectively. It also relies on them to locate/recall/retrieve and record that information which aids revision. I have shared the publisher and pdf files so if you wanted to adapt or add to them

This resource contains targeted questions which students then complete on the reverse of the flashcard. The aim of the resource is to give students a structured way of creating flash cards that ensures that they are gathering the right information to revise effectively. It also relies on them to locate/recall/retrieve and record that information which aids revision. I have shared the publisher and pdf files so if you wanted to adapt for Unit 1 or 3 it would be pretty easy.

This is a knowledge organiser for the Crime and Punishment topic (Muslim focus) for the Beliefs in Action course from Edexcel for 2016. It aims to condense the pretty vast amount of subject knowledge needed for the new spec into a neat and easy to revise and quiz format. I have used the Hodderand Oxford text book and a combination of the sources of authority listed on the Edexcel website and the quotes in the text book as a reference

This is a series of 3 lessons based on Crime, Evil and Suffering and an assessment lesson based around a 15 mark answer. (Lesson aims are below) It focusses on breaking down the quotes related to the topic but there is also scope for the students to give their own personal reflections on aspects of the learning. The assesment lesson works through a modelled answer and helps students undestand the need to planning in longer questions. I have used both the Oxford Press and Hodder textbooks to plan the lessons. I have found the the new spec really interesting but it has a lot more content, which is great, but it's also really challenging for lower ability students. My students (higher and lower) have found this approach more structured and have assimilated the knowledge more readily when working in lessons structured like this. I am just testing the water and haven't published resources before so would be grateful for feedback. If it's positive I'll happily plan some more! Lesson 2: Crime Lesson aims: to understand the causes of crime and evaluate them To be able to explain Muslim attitudes to crime Lesson 3: Evil, suffering and crime Lesson aims: To understand how Muslims and non-religious people view evil and suffering To analyse how this relates to crime Lesson 4: Exam practice: evaluation questions (d) Lesson aims: To apply your knowledge of evil and suffering to an evaluation question To utilise both Muslim and non-religious perspectives To learn how to plan for successful writing

This is a modelled answer on the Trinity with a task for the following question for Eduqas Spec: a) Examine the origin and significance of the Trinity (20) b) ‘The Trinity is not necessary to understand God.’ Evaluate this statement (30)

This 56 page work book was compiled for a previous A level spec but I have since used it as summer work for A level students and as stretch and challenge for GCSE students. Students have always found it really illuminating. I contains philosophical and religious views on abortion and cover the issue of rights. Every resource I have used is signposted within the pack although they are all summarised so you probably would need them, unless you wanted to use this as a basis for teaching a series of lessons. The content can be seen below: Pages 3-6 Abortion: the facts Pages 7-19 Personhood Pages 20—31 Sanctity of life Pages 23-43 Abortion and rights Pages 44-50 Abortion and religious and ethical theories Pages 51 Appendix 1:Exam writing tips Page s 52-58 Appendix 2: Essay Snippets and tailoring your answer to the needs of the question Page 59 Appendix 3: Sample plan