A PPT with a variety of extensions to give students an idea about what all the fuss is about. The PPT itself is pretty self explanatory, and contains links to a variety of youtube videos (some are animations) as well as the Specials 'Free Nelson Mandela&' single. What a legend!

This is a PPT about pornography. Awkward. On average, young men are exposed to it before they're 10. It can lead to all kinds of personal problems, let alone drastic effects on the social way sex is perceived. Tis is an attempt to educate young people about the health and social effects of pornography, and how drastically in can improve people's lives if they give it up. It has been designed in a way that is flexible to your teaching: print off slides, do presentations, information treasure hunts...up to you! Where do you stand is an activity where each corner of the room is a different opinion (Strongly agree, agree, disagree, strongly disagree) and students move to the corner and discuss. WARNING: DEFINITELY WATCH THE VIDEOS BEFORE YOU SHOW IT TO THE KIDS! Some of this material may be suitable only for sixth form.

The idea of this PPT is to print out the pages of the Gurus and a story about their lives so students can convert the information into a poster, or put it onto a timeline, or create a marketplace activity. Hopefully this is some useful raw material for you to work your creative magic on. It's supposed to show how Sikhism developed from a spontaneous vision of the first Guru (Nanak) into a world religion heavily shaped by oppression and military necessity (Gobindh Singh). Hope it&'s helpful! Be well, d

This lesson attempts to answer these four learning questions: What is ‘climate chaos’? What is extinction rebellion and it’s aims? What is non violent direct action (NVDA)? Is it an effective way to create social change? What do you think about it? After briefly exploring the impact of 1-6 degrees climate change, this lesson looks at the actions of the extinction rebellion movement as a modern example of NVDA. Briefly looking at the history of Greta Thunberg’s school strikes, which are ongoing, it shows XR’s aims and methods through a Guardian documentary. The four videos which can be used for this are included in the resource. Drawing on a brief history of NVDA (civil rights, sufragettes, indian independence and more recently black lives matter and the occupy movement) it then encourages students to evaluate the effectiveness of this mode of political engagement. Extension task available of a group task exploring the ways the planet and climate change affects our air, earth, water, resources, food AND climate. Feedback really welcome as this is made in a short amount of time. Thanks!

A lesson, more like two really, exploring what the Hajj is, why people do it, and how the Hajj effects Muslims. They hyperlinks in the PPT (image link on second slide and last slide) are to two excellent videos. Ext: why do different Muslims go on Hajj for different reasons?

A couple of revision booklets for units 3 and 4, missing the topics of poverty in the UK and religion and science.

Chandra Bose has been likened to Malcolm X in comparison to MLK, but when compared with Gandhi. He led a profoundly effective campaign at forcing the British out of India through armed resistance, but is greatly neglected by a narrative that prefers non-violent protest. Key question: Is violence justified when fighting injustice?

A second draft of a lesson attempting to explain and help students understand the unexplainable and shocking violence over the past couple of weeks in the UK. As news unfolds about the london attack I'll add another update about the London attackers: for me understanding the nuanced reasons for these attacks is very important to prevent Islamophobia. There are hyperlinks to videos etc. on many of the photos, and too much for an hour but plenty for you to pick and choose from depending on the needs of your students. I hope it helps your students understand what has happened, even if it can never be justified, and help them figure out positive ways to respond. Feedback GREATLY appreciated.

There is a prezi that comes with this lesson plan, the link for which can be found as a hyperlink in the lesson plan itself. Or copy and paste: http://prezi.com/m8egb_g7wt1d/religious-revolutionaries/ Religious leaders often seem able to draw on a well of internal strength that allows them to fight for - and sometimes die for - social justice. This resource is designed with an independent study phase so students can choose who they wish to study, which can be found in the PDF file. Enjoy!

A selection of resources to help your school become a school of sanctuary: a place of safety and welcome for asylum seekers. The resources and activities will produce evidence you can use in your application to your local city of sanctuary group. https://schools.cityofsanctuary.org/ :) 4 lessons, board games, role plays, documentaries, collated from City of Sanctuary, Resources made by me, Amnesty International, Oxfam and online reports. What more do you want? Free? Ok, free.

An attempt to help students understand how we might move past the viciousness of violence and extremism using the examples of the truth and reconciliation commission and Desmond Tutu.

A brief overview of what an election is, what a hung parliament is, and a debate about if 16 year olds should be able to vote. A chance for your students to make their own parties, too, and vote for them. WARNING: the youtube clip from the first slide has some mild obscenity in it (it's a humorous video by a made up party called the CBA party: intended to get students 'onside' - but not suitable for primary).

This lesson is part of a scheme of work on Judaism, aimed at KS2-3 students. The objectives it covers are: To know and understand the main symbols of prayer in the home To think about what is most important in my life, and write a short prayer or poem about it and create a symbol for it It includes the main symbols used by Jews in prayer, including the Tefillin, Mezuzah, Kippah and Tallit. Ideally you would have these in the classroom and be able to dress up a student in them. There’s also a song including of the Shema, the main prayer of Judaism. Differentiated comprehension questions, a range of activities, and information slides to help students get to grips with how Jews may worship in the home. Worksheets also included.

A 9 lesson Preparation for Working Life Scheme of Work. This includes practice exam papers, mark schemes, powerpoints, youtube clips, worksheets, glossaries, revision booklets and exam practice skills. A great way to get your year 11s prepped for the exams in double quick time!

This is a marketplace activity which aims to give students some introductory knowledge about four key aspects of Jewish life. The four aspects included here are: Beliefs about G-d The Shema Shabbat The Ten Commandments What are some key Jewish beliefs and practices? What are their benefits for Jewish people? EXT: What are their challenges for Jewish people? Good lesson for Religious Studies, PHSE, Citizenship, SMSC and improving community understanding.

This lesson is an introduction to global citizenship, part of a module on Global citizenship, that begins with a personal look at the individual. It includes youtube videos, mindmaps, one print out and structured questions to help students understand their own biases and the biases of the class they are in. It is a powerful step forward for self reflective learners, uses PELTS well, and incorporates SMSC, Ethics, PHSE, Citizenship and geography into one topic. Tasks are differentiated, with questions going from easy to more difficult. Ideal for KS3-4 (11-16yr olds). Learning Questions include: What is global citizenship? What is my own personal, social, historical and economic background? How might my background affect how I see the world?

This lesson aims to explore the seder meal with students, and includes the necessary information to run your own mini seder meal in the classroom if you so choose. It is part of a scheme of work where students create a booklet about Judaism, and hence one of the objectives is about creating the relevant chapter of that booklet. Objectives include: To know what Seder is, and the main signs and symbols that are used To prepare for Project Chapter 5 To think about the importance of Festivals in our own lives There are differentiated activities in this KS2-3 resource, and ideally there would be some role play that the powerpoint and teacher would facilitate with groups of 6. Lesson plan, song, youtube links and powerpoint iuncluded. Enjoy!

An assessment to see how much students have engaged and learnt from this scheme of work. There are two options, with differentiated questions to answer one after the other or a creative assessment option where students create something of their choosing (poem, rap, painting etc. which answers the questions in their own way). It comes with printable questions and levelled marking grids to help you mark in a time efficient, clear way. Enjoy :)

This lesson aims to give students (particularly British ones) some understanding of the histories and activities of Britain we don’t mention as much as the 2nd World War, the Tudors and the Romans. It is an exploration of the slave trade, the arms trade, native american indians, aborigines and transportation and our involvement in India during the empire. It aims to give students an alternative perspective on Britain without undermining them as individuals, invalidating their experience or burdening them with guilt. Hopefully it leads to some interesting discussion and learning. It certainly does in my classroom! Group activities, based on SOLE (Self Organised Learning Environments), which need some monitoring but the resources created would work well with a variety of exercises including marketplace and others. It aims to meet the Global Citizenship Education aims, specifically 4.7 (which focuses on global citizenship education and education for sustainable development). Any feedback greatly received Learning Questions include: What are the histories we learn about in school? What was Britain’s role in the slave trade, Native American Indians, Aboriginal peoples, the arms trade and India? How do these histories affect our opinions about today’s world? Extension: can you figure out what/whose histories are not included in this lesson? How would you find out about them? Are we responsible for our ancestors’ actions?

This lesson aims to cover 3 objectives, and is lesson 4 in a series about Judaism and the key beliefs, symbols and practices within it. It is part of a Judaism booklet project. These objectives are: To know what the Passover is, and understand the importance of it for Jewish people. To prepare for Project – chapter 4 (of a booklet) To reflect on the value of freedom. Differentiation by task (comprehension questions), video links embedded, and team work tasks (T-P-S) are all included, as well as a cover lesson with a couple of options for the cover teacher. The presentation itself is in a prezi, the link for which can be found in the lesson plan, which is also included. The video clips are from the Disney film: the prince of Egypt, and students always enjoy this zooming presentation. The presentation can be downloaded onto your hard drive if you wish to.