9-1 Level descriptors for New GCSE Based on Ofqual and AQA Markschemes Also available free!

This is what I've started using with my exam classes. We're using FFAACE for the structure of the answer For For (religious) Against Against (religious) Conclude & Evaluate The idea is that at least two arguments should be religious rather than just sociological or other. We are using PEEEL for each paragraph Point Evidence Explanation Evaluation Link (to question) If all students follow this pattern then it should make it easier for them and bring their grade up as they will inevitably meet the criteria for the higher levels. thanks for looking!

This worksheet was designed for the RE classroom as a way of helping students to develop their critical thinking and discussion skills (necessary for higher marks). It's quite simple but works really well and highly adaptable. Each finger can be used as a different point. The students then write inside the hands (something they find strangely enjoyable). This helps them see and remember what they have written and what they can then add. It helps them to plan answers as well as generate ideas for discussion. Each hand is for/against. Thanks!

A brief introduction to the main concepts of Judaism, used engaging videos. Themes introduced include covenant and Law. It explores the idea of the Judaism both as a religion and as 'Jewishness' - ethnic Judaism. That of a people belonging to God, agreeing to keep God's holy commands.

Here’s a little flyer, ideal for giving to students and parents at options. Got a big list of vocations linked to RS on it as well. SAVE RE!

This is a lesson I made for year 9 who are doing a cut down version of the Crime and Punishment GCSE Theme. Is adaptable for year 11 and still based out of the text book. Good for early entry of taster lessons

An brief introduction to Normative ethics, used for year 12. Didn't take the whole lesson but a useful spring board. Was actually done following a group discussion where I asked and challenged the students about how they form their ethics and what their ethics are. Please rate

Introducing Buddhism for Y8 They complete a mandala as hw and the following lesson tear it in two, this teaches the concept of anicca (and it's fun!)

This is just a simple ‘welcome back’ lesson for Religious Studies GCSE. It just goes over expectations etc.

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. PLEASE NOTE: THIS IS JUST A SAMPLE SET. 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) I recommend laminating and printing each set of different colour paper. There are about 60 words in total. 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 as bundle Also available Christianity Islam Themes A - F Thanks

Introduction to Fletcher's Situation Ethics. This has a couple of activities but is designed as a power point where the teacher can interactively explain and elaborate on the slides. The PPT looks at the context of SE and raises the concepts of legalism and antinomianism.

Simple glossary sheet (can be used cross subject)

This is a very detailed Scheme of Work for Christianity and Islam sections of the AQA Short Course, it is designed to be taught on roughly 2 hours a fortnight but can be adapted easily. Included are lesson activity ideas and guidance on content. It covers both Christianity and Islam beliefs.

This a revision matrix I’ve created to help my students pick up more marks on the influence questions. A number of them were failing to distinguish the influence from the belief hopefully this helps. It can also be used in class.

This is a bit shorter than my normal lessons, it does touch on some high level concepts but what you will probably find is that many of your students will already come with ideas on the topic. When I did this with year 9 they just wanted to talk and talk and ask lots of questions and they really enjoyed the more philosophy side of it. Consequently the lesson leans more to class discussion and you can insert many debate activities in, if you have time.

This lesson is extracted from the pages on the development of Christian thought, with reference to wealth and poverty and prosperity gospel. It basically follows the text book, hopefully saves you sometime!

I’ve set this up as a carousel lesson, it’s designed to be taught in one big double lesson but you could break it up. There is a worksheet pack and some source material, I also used text books to help them but they could use the internet instead. It covers the prophets named on the AQA Spec.

This a PPT for the chapeter on the liberationist response to secularisation. Again it’s just a power point, nothing spectacular but follows the text book (which jumps around quite a bit). I’ve tried to streamline it as best I can. Includes: Quietist /activist apporaches Secular ownership of religion Liberationist approach

Here is a keywords booklet for Theme E. These are the actual words and definitions from AQA, organised into a format ready for a booklet. This is also available as a bundle

Not the most interesting of topics in the AQA book! Here is my power point detailing the rise and development of the House Church movement. Hope it helps