This contains a fully resourced, differentiated lesson on the validity of Plato's analogy of the cave. The main part of the lesson involves annotating the key symbolism of Plato's cave, to draw up a list of strengths and weaknesses of Plato's analogy (prompt sheet available), then finally recording evaluative comments towards his analogy (this will help to build analysis of the strengths and weaknesses). Learning Objectives: To explain the key symbolism contained within the analogy. To assess its relative strengths and weakness. To evaluate your opinion towards his philosophical view.

This contains a fully resourced, differentiated lesson on Plato's analogy of the cave. The main part of the lesson involves students using a clip to order statements to describe the analogy of the cave, then a match-up task to explain the key meanings contained within the analogy. Learning Objectives: To describe the analogy of the cave. To explain the deeper meanings contained with the analogy.

This contains a fully resourced, differentiated lesson on Plato's theory of forms. The main part of the lesson involves note-taking and class discussion on the fundamentals of his theory, after which they carry out an independent reading task. This is followed by students analysing the criticisms of his theory followed by a traffic light plenary task. Learning Objectives: To understand Plato’s Theory of Forms. To evaluate the strengths and weaknesses of the theory.

This contains a fully resourced, differentiated lesson on why and how Aquinas believed analogy provided the only meaningful way to describe God. It contains a series of short discussion and written exercises to meet the following objectives: To outline why Aquinas rejected the use of using univocal and equivocal language to describe God. To explain why Aquinas believed analogy could help us to describe God. To evaluate the strengths and weaknesses of this approach.

This contains a fully resourced, differentiated observation revision lesson on religious experiences, aimed at the new OCR AS Religious Studies A-Level. Learning Objectives: To explain philosophical viewpoints towards religious experiences. To assess the strengths and weaknesses of their views. To evaluate whether God provides the best explanation for religious experiences.

This contains a fully resourced, differentiated revision lesson on arguments for the existence of God, namely the Teleological Argument, Cosmological Argument and Ontological Argument. Main activities in the lesson include a mind mapping task and an essay planning task. It is designed to support the 'Philosophy of Religion' component AS-Level 'OCR Religious Studies' specification. Learning Objectives: To explain the key arguments for the existence of God. To evaluate the overall credibility of their arguments.

This contains a fully resourced, differentiated revision lesson on different scholarly views towards ther distinction between the body and soul, such as Plato and Dawkins. Main activities in the lesson include a group Venn diagram task and essay planning task. It is designed to support the 'Philosophy of Religion' component AS-Level 'OCR Religious Studies' specification. Learning Objectives: To compare the philosophical views towards the distinction between the body and soul. To assess the overall strength of their positions.

This contains a fully resourced, differentiated revision lesson on Greek philosophy (namely that of Plato and Aristotle). Main activities in the lesson include a mind mapping task, card sort and written task. It is designed to support the 'Philosophy of Religion' component AS-Level 'OCR Religious Studies' specification. Learning Objectives: To explain the major philosophical views of Plato and Aristotle. To assess the relative strengths and weaknesses of their ideas. To evaluate their overall credibility.

This contains a fully resourced lesson, differentiated lesson on whether religion is important in the 21st Century. It is done by considering the fictional scenario that it has been proven that God does not exist, and therefore neither does religion. They complete a group discussion and brainstorming exercise, compile notes and produce a newspaper report on their findings. Learning Objectives: To describe the positive and negative effects of religion. To explain the possible effects of a world without religion. To evaluate whether the world would be a better place without religion.

This contains a fully resourced, differentiated introductory lesson on religious experiences. The main part of the lesson involves students produce a spider diagram showing William James’s criteria for a religious experience, working in groups to complete a grid task showing its different types (i.e. mystical, corporate, conversion, visions and voices) and then link it back to William James’s classification scheme for analysis (how these examples meet some or all of his criteria), finishing off with a fun and innovative plenary. Learning Objectives: To describe the meaning of a religious experience. To explain the various categories of religious experience. To analyse whether they meet William James criteria for a religious experience.

This contains a fully resourced lesson on Plato's analogy of the cave. It contains a set of activities to meet the following objectives: To describe the story of Plato’s cave. To explain how the story questions our idea of reality. To understand the symbolism of Plato’s ideas in The Matrix. Has worked very well with my classes. It is ideally aimed at KS4, but can easily be adapted for KS3.

This contains a fully resourced, differentiated lesson on the Teleological (Design) Argument for the existence of God.The main part of the lesson involves a class discussion on the elements of design they can think of from the natural world and relate this to the teleological argument in a written exercise, followed by an active class demonstration of Paley’s watch analogy (you could include props such as a pocket watch!) consolidated with a card sort task, then students create their own labelled diagram (text-to-picture) exercise to show the modern reformulations of the teleological argument. An essay question is provided at the end. Learning Objectives: To outline the teleological argument for the existence of God. To explain Paley’s version of the teleological argument. To assess the effectiveness of its modern reformulations.

A fully resourced lesson on the main problems associated with miracles, with particular reference to the Bible. Two key theistic responses are then analysed and considered in the plenary. I hope you find this helpful- any comments would be great!