I am a teacher specialising in Geography and Religious Studies with over 4 years experience to date. I pride myself on designing lessons that engages students in their learning, with an enquiry-based focus being at the forefront.
Any lesson that you download is fully resourced and differentiated ready to use in a flash. I hope they make a real contributing to your own classroom like they have done to mine.
I am a teacher specialising in Geography and Religious Studies with over 4 years experience to date. I pride myself on designing lessons that engages students in their learning, with an enquiry-based focus being at the forefront.
Any lesson that you download is fully resourced and differentiated ready to use in a flash. I hope they make a real contributing to your own classroom like they have done to mine.
This contains a fully resourced, differentiated lesson which acts as an introduction to settlement. The main part of the lesson involves a brief class demonstration to illustrate the meaning of a hierarchy, a fact finding task on the characteristics of a settlement hierarchy and an O.S. map task where students consider the link between the size of a settlement and the number of services it provides. PLEASE NOTE: DUE TO COPYRIGHT THE OS MAP CANNOT BE PROVIDED.
Learning Objectives:
To describe the characteristics of a settlement hierarchy.
To explain the link between the size of a settlement and the number of services it has.
This contains a fully resourced, differentiated lesson on global poverty. In the main part of the lessons students have to consider a range of definitions to decide what they believe is the best one, use a range of pictures to explain the impacts of global poverty, and finally complete a written evaluation as to whether they believe it is possible to end global poverty. Learning Objectives:
To describe the meaning of poverty.
To explain the impacts of global poverty.
To speculate whether it is possible to end global poverty.
This contains a fully resourced lesson towards the morality of abortion, aimed at KS4 students. It contains opportunities for class discussion, a video and a set of tasks in order for students to consider both pro-life and pro-choice viewpoints towards abortion. Learning Objectives:
To describe the different viewpoints towards abortion.
To explain the reasons for these viewpoints.
To express your personal view on the morality of abortion.
This contains a fully resourced, differentiated lesson on Bar Mitzvah's. The main part of the lesson involves using resource sheets to complete a set of differentiated questions on the activities building up to a Bar Mitzvah and the ceremony itself, and then consider in a consolidation task why they are important for individual Jews and their communities.
To describe the key features of a Bar Mitzvah.
To explain why these features are important.
To analyse the importance of the ceremony for young Jews and their community as a whole.
This contains a fully resourced, differentiated lesson on Christian baptism. The main part of the lesson involves students using a resource sheet to describe what happens during a baptism, a ranking task where students consider the importance of reasons why baptism is important for Christians, and a scenario-based discussion task where they finally consider difficulties the ceremony may create for young people.
Learning Objectives:
To describe what happens during a typical baptism.
To explain why baptism is important for Christians.
To assess the difficulties this ceremony can bring for young people.
This contains a fully resourced, differentiated assessment on Map Skills. This resource involves students creating a guide book for visiting Geography students to the town of Framlingham. The activities are included below, although this can easily be adapted for other towns/cities in the UK:
• Map(s) to locate Framlingham in Suffolk and the UK
• Description of Framlingham’s location in Suffolk and the UK
• A sketch map of Framlingham, using symbols and a grid
• Planned route around the town, using 4 or 6 figure grid references and compass directions
This contains a fully resourced, differentiated lesson on the milestones the average person in the UK may experience in their life. The main part of the lesson involves students creating an annotated timeline of all the key milestones, explaining how and why they are celebrated. This can form part of a piece of display work if you wish to do so.
To identify a list of milestones.
To describe how milestones are celebrated.
To understand why milestones are celebrated.
This contains a fully resourced, differentiated set of lessons that are used to teach students the different understandings people can have when they use the term 'miracle', assess different points of view towards them using the 'Miracle of the Sun' as a case study, consider the importance of miracles for Christians in the context of both the Old Testament and New Testament, and finally the problems associated with them using the 17th Century philosopher David Hume.
It should be taught in the following order:
1. What is a miracle?
2. Was the 'Miracle of the Sun' actually a miracle?
3. What miracles can be found in the Old Testament?
4. What miracles can be found in the New Testament?
5. What are the problems with miracles?
This contains a fully resourced, differentiated lesson on how different groups of people understand miracles. The main part of the lesson involves a discussion task considering different points of view towards miracles, then considering the 'miracle of the crystal tears', students complete a worksheet explaining different potential points of view towards it (e.g. atheist, theist). It also allows them to express their own personal viewpoint towards the miracle.
Learning Objectives:
To describe the different views towards miracle.
To explain why they might hold those views.
To assess your own view on what makes a miracle.
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 the world is increasingly urban. The main part of the lesson involves a Quiz-Quiz trade task to define the key terms linked to the 'Urban Futures' unit, followed by a task where they plot a line graph to describe the overall trends in urbanisation between richer and poorer countries, and lastly a task where students have to develop explanations as to why urbanisation is faster in poorer countries than richer countries.
Learning Objectives:
To identify key terms linked to the ‘Urban Futures’ unit.
To describe how the rates of urbanisation vary globally.
To explain reasons for these trends.
This contains a fully resourced, differentiated set of lesson on Plato's analogy of the cave and Aristotle's theory of the four causes. It should be taught in the following order:
1. What is Plato's analogy of the cave?
2. How valid is Plato's analogy of the cave?
3. What is Plato's theory of forms?
4. What are Aristotle's four causes?
5. What is the Prime Mover?
5.
This contains a fully resourced, differentiated lesson on Plato's dualistic distinction between the body and soul. The main part of the lesson involves note-taking and discussion tasks on the different philosophical distinctions between the body and soul, an information comprehension exercise on Plato's approach, and lastly peer teaching of Plato's rationalist arguments for an independent soul from the body (which includes analysis and ranking).
Learning Objectives:
To outline the key philosophical views on the distinction between the body and soul.
To explain Plato’s distinction between the body and the soul.
To examine the credibility of Plato’s arguments.
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 towards Aristotle's theory of the Four Causes. The main part of the lesson involves exploring the difference between Plato's and Aristotle's philosophy through picture analysis and a worksheet, followed by note-taking on Aristotle's Four Causes, which is then applied to a variety of objects which can be found within the world of empirical observation (with extension task).
Learning Objectives:
To outline the difference between Aristotle’s and Plato’s approach to Philosophy.
To explain Aristotle’s theory of the 4 causes.
To apply his theory to the world of empirical observation.
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 Aristotle's concept of the Prime Mover. The main part of the lesson involves students generating examples to show their understanding of potentiality and actuality, a class discussion and note-taking exercise on why Aristotle believed the Prime Mover had to exist, a worksheet where students have to explain why Aristotle believed the Prime Mover had to possess certain attributes, develop explanations of key problems associated with the Prime Mover, and finally an extended writing exercise where they justify what they find to be the two most convincing criticisms of Aristotle's theory of the Four Causes.
Learning Objectives:
To understand the idea of potentiality and actuality.
To outline Aristotle’s concept of the Prime Mover.
To assess the strengths and weaknesses of Aristotle’s theory of the Four Causes.
This contains a fully resourced, differentiated lesson on what makes us truly human. The main part of the lesson involves students working in pairs to describe characteristics that make us human (table outline provided), using a clip to add further ideas, then finally completing a piece of writing on what they believe is the most important thing that makes us human.
Learning Objectives:
To describe the different characteristics that makes us human.
To explain your viewpoint on what makes us human.
This contains a fully resourced, differentiated lesson on the features of a church. The main part of the lesson involves using a clip to describe the key features of a church, then ranking them from most to least important and justifying their choices.
Learning Objectives:
To describe the key features found inside a Church and their purpose.
To explain why they are important for a Christian.
To investigate why a Church is of value to a Christian.
This contains a fully resourced, differentiated lesson which acts as an introduction to abortion. The main part of the lesson involves a true or false worksheet on the UK law on abortion, a card sort on the stages of foetal development and video from which they mark on where they believe life begins, and use a set of adverts to help them explain in spider diagram format pro-life and pro-choice arguments.
Learning Objectives:
To outline the UK law regarding abortion.
To explain different views as to when life begins.
To explore reasons behind Pro-Choice and Pro-Life beliefs.
