This incredibly fun card game revises the unit of Christianity for GCSE exams.
A take on ‘Cards Against Humanity’ - Cards FOR Humanity revises Religious Studies GCSE (AQA syllabus - though can also be used for other exam boards as the content is similar) through a fun, competitive and interactive card game.
Topics Covered:
Christianity Beliefs and Teachings
Nature of God
Trinity
Problem of evil and suffering
Creation
Afterlife
Jesus
Resurrection
Sin
Salvation
Christian Practices
Worship
Sacraments
Pilgrimage
Festivals
Church in the local community
Evangelism
Persecution and reconciliation
Poverty
Each game required three or more players to play. Rules are the same as the original game:
7 white cards each at all times
players rotate the person who ask the question on the black card
asker chooses the winning answer
winner keeps the black card
pick up of new white cards for the players who spent a card on that round (must have 7 in hand at all times)
asker rotates
winner is the player with the most black cards (correct answers) at the end of the game :)
A classroom favourite of my pupils :) highly competitive!
Download as an editable Word document and a PDF, for compatibility.
I have different games for different units. Please check out my store for other types of games and other revision units!
Created with the AQA RS GCSE in mind, though can be applied across specifications and qualifications.
Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
When life gives you lemons, make lemonade! (Board game in the style of trivial pursuit!)
In this life-sized classroom favourite, compete against other teams to gather enough lemons to make lemonade – 6 in total! Each colour of lemon represents a different topic of Religious Studies GCSE (9-1) Philosophy and Ethics (Eduqas Specification). Topics include:
Key Words
Teachings and Quotes
History of Islam
Beliefs
Practices
Allah
Take it in turns to roll the dice and move either yourself or a space-saver around the board game. (A space saver can be anything – a small object like a highlighter pen or a rubber!) Move the number of spaces on the dice in any direction. When you land on a space, answer the same-coloured question correctly to collect the token!
When you have collected all tokens, make your way towards the centre of the board and answer the difficult ‘Making Lemonade’ question to successfully make the lemonade and win the game!
An imaginative and energising game centred around any topic of your choice! The game is ready to go - all you need to do is print!
The download comes complete with the board spaces, 25 question cards (150 questions and answers in total), instructions and tokens… all you need is a thirst for knowledge and a legendary sense of fun.
The board itself is set up in the shape of a large circle, with a cross-section, where learners can get to the middle ‘Making Lemonade’ space. You will need floor space for this! There is nothing more symbolic or exciting to learners than asking them to get rid of the tables, chairs and pens for a lesson! Please see the images for more guidance on how to set up the board.
Any hints, tips or otherwise are more than welcome, after all, that’s what the education world is about!
GCSE Religious Studies: Philosophy and Ethics: Relationships & Families
Lesson: Can divorce/remarriage be justified?
This lesson is Lesson 4 in ‘Relationships and Families’ unit, devised as part of a brand new, interleaved scheme of work for GCSE. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Unit Cover and lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
The Work Pack:
If you would rather work in exercise books, the Work Pack is designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
Lesson: What is a media message?
This lesson is Lesson 1 in the new ‘Religion and the Media’ unit, devised as part of a brand new, relevant and engaging scheme of work for KS3. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
Lesson Sheets:
If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
GCSE Religious Studies: Philosophy and Ethics: Relationships & Families
Lesson: What are the different attitudes to same-sex parents and polygamy? (Same-sex parents / Polygamy - contemporary issues)
This lesson is Lesson 7 in ‘Relationships and Families’ unit, devised as part of a brand new, interleaved scheme of work for GCSE. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Unit Cover and lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
The Work Pack:
If you would rather work in exercise books, the Work Pack is designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
Lesson: Religion in the Media
This lesson is Lesson 2 in the new ‘Religion and the Media’ unit, devised as part of a brand new, relevant and engaging scheme of work for KS3. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour.
NB This lesson is research based. Students will need access to devices, computers or laptops to complete the enquiry.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
Lesson Sheets:
If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
Lesson: Is Situation Ethics a useful approach to Online Ethics?
This lesson is Lesson 3 in the ‘Online Ethics’ unit, devised as part of a brand new, relevant and engaging scheme of work for both KS3 and KS4. It was created in response to an increasing call for exploration into the declining standards of behaviour being demonstrated online. Though there are clear links with PSHE, it is a revolutionary unit, as nothing like this has been done before in the field of Philosophy of Ethics.
It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding lesson sheets, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned units (Philosophy and Ethics) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding lesson sheets would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
Lesson Sheets:
If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
**Lesson: How does Banksy use religion to express his views?
**
This lesson is Lesson 5 in the new ‘Religion and the Media’ unit, devised as part of a brand new, relevant and engaging scheme of work for KS3. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
Lesson Sheets:
If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
Lesson: Who are the Westboro Baptist Church?
This lesson is Lesson 4 in the new ‘Religion and the Media’ unit, devised as part of a brand new, relevant and engaging scheme of work for KS3. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
Lesson Sheets:
If you would rather work in exercise books, the Work Pack/lesson sheets are designed so that you can print off relevant pages - it is a resource pack. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the Work Pack helps by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
GCSE Religious Studies: Philosophy and Ethics: Peace & Conflict
Lesson: What are peace and justice? (Introduction to Peace & Conflict)
This lesson is Lesson 1 in the ‘Peace & Conflict’ unit, devised as part of a brand new, interleaved scheme of work for GCSE. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Unit Cover and lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
The Lesson Sheets:
If you would rather work in exercise books, the Lesson Sheets are designed so that you can print off relevant pages - they are a collection of resources. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the lesson sheets help by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
GCSE Religious Studies: Philosophy and Ethics: Peace & Conflict
Lesson: Forgiveness after conflict
This lesson is Lesson 8 in the ‘Peace & Conflict’ unit, devised as part of a brand new, interleaved scheme of work for GCSE. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Unit Cover and lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
The Lesson Sheets:
If you would rather work in exercise books, the Lesson Sheets are designed so that you can print off relevant pages - they are a collection of resources. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the lesson sheets help by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
GCSE Religious Studies: Philosophy and Ethics: Peace & Conflict
Lesson: Can acts of terrorism ever be justified?
This lesson is Lesson 5 in the ‘Peace & Conflict’ unit, devised as part of a brand new, interleaved scheme of work for GCSE. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Unit Cover and lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
The Lesson Sheets:
If you would rather work in exercise books, the Lesson Sheets are designed so that you can print off relevant pages - they are a collection of resources. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the lesson sheets help by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
GCSE Religious Studies: Philosophy and Ethics: Peace & Conflict
Lesson: Victims of War
This lesson is Lesson 7 in the ‘Peace & Conflict’ unit, devised as part of a brand new, interleaved scheme of work for GCSE. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Unit Cover and lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
The Lesson Sheets:
If you would rather work in exercise books, the Lesson Sheets are designed so that you can print off relevant pages - they are a collection of resources. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the lesson sheets help by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
Intended as revision and teaching exam technique for GCSE Religious Studies for AQA Islam.
Included:
Teacher PowerPoint
Student PowerPoint / handout
The interactive teacher PowerPoint moves through actual exam responses from candidates and the marks allocated, in line with the level criteria and mark scheme. The PowerPoint works through the reasoning and justification for these marks, culminating in an opportunity to improve the 12-mark responses using the level criteria.
An incredibly useful tool for both revising the course and for understanding exam technique and mark allocation.
The download also includes a student version of the PowerPoint, with which they can add their own annotations (marks achieved, justifications, etc) and use in future in preparation for exams.
Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
GCSE Religious Studies: Philosophy and Ethics: Peace & Conflict
Lesson: Religious attitudes to war
This lesson is Lesson 3 in the ‘Peace & Conflict’ unit, devised as part of a brand new, interleaved scheme of work for GCSE. It is intended as a double (roughly one and a half hours per lesson) however, due to time restrictions and the embedded support in the corresponding Work Pack, could also be taught in a minimal one hour.
This scheme of learning has been devised explicitly to support the Recovery Curriculum, interleave learning with previously-learned religious units (Christianity and Islam) and support cognition through interleaving techniques.
Although part of a unit, this lesson can also be taught as a stand-alone lesson, e.g. for revision. The corresponding Work Packs would also support a home-learned curriculum as the PowerPoints and Packs themselves include differentiation and scaffolding, where required.
The interleaved schemed of work are specifically designed to promote the two skills desired for success at GCSE:
AO1 (Knowledge and Understanding)
AO2 (Analysis and Evaluation)
The resources are specifically created to ensure students are aware of the skill they are demonstrating and how to improve further through modelling.
These new units bring the relevance back to our topics, for example, through thought experiments and reference to current affairs. Students will experience greater engagement and enjoyment in a fair and balanced approach.
Lesson includes:
Homework Slide
Unit Cover and lesson overview
Starter activity, including interleaving
Key words (literacy focus)
Introduction of key information (AO1 - knowledge) and how this is used (AO1 - understanding)
Introduction of a contentious issue or debate (AO2 - analysis) and finalised judgement (AO2 - evaluation)
Plenary
The Lesson Sheets:
If you would rather work in exercise books, the Lesson Sheets are designed so that you can print off relevant pages - they are a collection of resources. This would be useful if you have appropriate curriculum time to cover the content of the course. Unfortunately, this is not the case across all schools, and therefore the lesson sheets help by providing time-saving activities, whilst still being able to cover the breadth and depth of the course.
In addition, students who may be limited by literacy issues, e.g. slower writing paces, are not disadvantaged or capped in their progress. Therefore, some classes could use a mixed approach - part Work Pack, part exercise book - and all students will be able to progress through the same volume of content.
Please give feedback: I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
AQA GCSE Religious Studies: Islam Bealiefs and Teachings: exam practise pack
This 21-page pack was created to support learners to prepare for their GCSE examination in Religious Studies: Islam Beliefs & Teachings - the whole unit, downloaded as both an editable Word document and a PDF (for compatibility). If you are teaching a different specification, the questions can easily be edited to suit these specifications, which assess the information in a simliar way, making this resource relevant to all specifications.
The pack includes:
RAG rating of the specification
Knowledge and understanding relating to the specification
Key words and definitions
Exam practise
Answers / sample answers
Topics covered:
Sunni and Shi’a Islam
FivSix Articles of Faith (Sunni)
Five Roots of Usul ad-Din (Shi’a)
Nature of Allah
Risalah
Prophets
Prophet Muhammad
Qur’an
Other Holy Books in Islam
Angels
Akhirah
Day of Judgement
Created with the AQA RS GCSE in mind, though can be applied across specifications and qualifications.
Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
AQA GCSE Religious Studies: Islam Practices: exam practise pack
This 21-page pack was created to support learners to prepare for their GCSE examination in Religious Studies: Islam Practices - the whole unit, downloaded as both an editable Word document and a PDF (for compatibility). If you are teaching a different specification, the questions can easily be edited to suit these specifications, which assess the information in a simliar way, making this resource relevant to all specifications.
The pack includes:
RAG rating of the specification
Knowledge and understanding relating to the specification
Key words and definitions
Exam practise
Answers / sample answers
Topics covered:
Sunni and Shi’a Islam
Five Pillars
Pillar 1: Shahadah
Pillar 2: Salah
The Mosque
Friday Prayer (Jummah)
Prayer at Home
Pillar 3: Fasting
Pillar 4: Zakah
Pillar 5: Hajj
Ten Obligatory Acts of Shi’a Islam
Festivals: Eid ul-Adha
Festivals: Eid ul-Fitr
Festivals: Ashura
Created with the AQA RS GCSE in mind, though can be applied across specifications and qualifications.
Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
AQA GCSE Religious Studies: Christian Practices: exam practise pack
This 25-page pack was created to support learners to prepare for their GCSE examination in Religious Studies: Christian Practices - the whole unit, downloaded as both an editable Word document and a PDF (for compatibility). If you are teaching a different specification, the questions can easily be edited to suit these specifications, which assess the information in a simliar way, making this resource relevant to all specifications.
The pack includes:
RAG rating of the specification
Knowledge and understanding relating to the specification
Key words and definitions
Exam practise
Answers / sample answers
Topics covered:
Worship
Private Worship
Sacraments
Baptism
Eucharist
Pilgrimage
Festivals
Role of the Church in the Local Community
Evangelism
Persecution and Reconciliation
Poverty
Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
AQA GCSE Religious Studies: Theme B: Religion & Life: exam practise pack
This 21-page pack was created to support learners to prepare for their GCSE examination in Religious Studies: Religion & Life - the whole unit, downloaded as both an editable Word document and a PDF (for compatibility). If you are teaching a different specification, the questions can easily be edited to suit these specifications, which assess the information in a simliar way, making this resource relevant to all specifications.
The pack includes:
RAG rating of the specification
Knowledge and understanding relating to the specification
Key words and definitions
Exam practise
Answers / sample answers
Topics covered:
Origins of the Universe
Evolution
Genesis
Value of the World, including Stewardship and Dominion
Environmental Damage
Global Warming
Destruction of Natural Habitats
Use and Abuse of Natural Resources
Animal Rights, including Animal Experimentation
Use of Animals for Food
Value of Human Life (Sanctity of Life)
Abortion
Euthanasia
Life After Death
Created with the AQA RS GCSE in mind, though can be applied across specifications and qualifications.
Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
RS KS4 GCSE revision mini-scheme of learning for Christianity: Practices, intended to prepare learners for their GCSE examination with AQA. Exam-style tasks however can be easily altered to suit alternative specifications.
3 lessons in the unit. Each lesson is intended to last approximately 60-90 mins.
Lessons revise the following topics:
Worship
Sacraments
Pilgrimage
Role of the Church
Evangelism
Persecution
Reconciliation
Charity
The lessons include a variety of tasks, from Q&A, video and constructive tasks, to creative work and exam-style questions with feedback, model answers and assessment. Learning is linked to prior learning from the Themes section of the course, identifying where the cross-over of content comes from. This is part of an interleaved approach to learning - it is an excellent and quick way to revise the entire content to Christian Practices over three sessions.
Please give feedback. I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for