A selection of quotes to cover the topics on the edexcel Religion and Life/Religion and Society exam. Adapted and developed from a revision ppt downloaded from the REstuff website (apologies - can't remember who the original author was) and others added by me. Can be printed onto card and cut up, or printed onto Avery L7165 stickers to stick onto index cards. Can be used in conjunction with the Practice Questions flashcards that I have created, either as part of personal revision or for use with students as part of an intervention programme. Could also be given to A-A* students to help cement their grade.

Originally created by susangrace, I have just adapted the images to cover all of the 6 world religions. I have also added in a few maths symbols that could be cut out and stuck around the sheets. Suitable for Philosophy and Ethics and World Religions in KS3/4/5.

This is the introduction lesson to a new topic which seeks to explore the answers to the disciplinary question of whether holy books are relevant in today’s world. Also available as part of a bundle. Designed for Y7. This lesson begins with feedback on the assessment to the previous topic (not yet available on TES) before giving a basic introduction. There are notes underneath the slides to help guide teacher delivery. THE INTRODUCTION, CONSOLIDATION AND ASSESSMENT FROM THIS TOPIC ARE FREE TO DOWNLOAD AS INDIVIDUAL LESSONS SO THAT YOU CAN SEE SOME OF THE CONTENT AVAILABLE FOR PURCHASE

This is the assessment feedback lesson for the topic which seeks to explore the answers to the disciplinary question of whether holy books are relevant in today’s world. It also contains an introduction to the next unit, ‘Should everyone worship in the same way’. The lesson begins with a multiple choice knowledge quiz, before moving on to addressing targets and redrafting their essay from the assessment lesson, using a model answer for help. There are notes underneath the slides to help guide teacher delivery. THE INTRODUCTION, CONSOLIDATION AND ASSESSMENT FROM THIS TOPIC ARE FREE TO DOWNLOAD AS INDIVIDUAL LESSONS SO THAT YOU CAN SEE SOME OF THE CONTENT AVAILABLE FOR PURCHASE.

This is a revision lesson for the topic which seeks to explore the answers to the disciplinary question of whether holy books are relevant in today’s world. Also available as part of a bundle. Designed for Y7. This lesson aims to support students in revising the main response to the disciplinary question and the substantive knowledge that they need in order to address it. There are notes underneath the slides to help guide teacher delivery. THE INTRODUCTION, CONSOLIDATION AND ASSESSMENT FROM THIS TOPIC ARE FREE TO DOWNLOAD AS INDIVIDUAL LESSONS SO THAT YOU CAN SEE SOME OF THE CONTENT AVAILABLE FOR PURCHASE

This is the assessment for the topic which seeks to explore the answers to the disciplinary question of whether holy books are relevant in today’s world. Also available as part of a bundle with bonus assessment feedback lesson. Designed for Y7. The lesson begins with a multiple choice knowledge quiz, before moving on to an essay question which will allow students to show off what they have learnt. There are notes underneath the slides to help guide teacher delivery. THE INTRODUCTION, CONSOLIDATION AND ASSESSMENT FROM THIS TOPIC ARE FREE TO DOWNLOAD AS INDIVIDUAL LESSONS SO THAT YOU CAN SEE SOME OF THE CONTENT AVAILABLE FOR PURCHASE.

This assessment project completes the unit of work on Alternative Religions. Students can work independently to research and create a project on the religion/belief system of their choice.

A collection of practice exam questions, categorised by question type, complete with suggested responses on the reverse. Covers only Christianity but easily edited to include a second religion. Can be printed onto thin card and folded in half (questions are on left and answers on the right) or printed onto Avery L7165 stickers and stuck onto index cards etc.

A complete lesson, built around the principles of a knowledge rich curriculum, which seeks to explore the disciplinary question of whether holy books are still relevant today. Designed for Y7 Resources are in dyslexia friendly font, with scaffolding and sentence starters. Also available as part of a bundle. This lesson looks at how some holy books are treated as living scriptures, looking at the Guru Granth Sahib in Sikhism. THE INTRODUCTION, CONSOLIDATION AND ASSESSMENT FROM THIS TOPIC ARE FREE TO DOWNLOAD AS INDIVIDUAL LESSONS SO THAT YOU CAN SEE SOME OF THE CONTENT.

A 'Plug and Play' lesson. Lesson 6/10 in a unit on Alternative religions designed for a Y9 class doing RS in one hour a week. Analyse video clip to find key beliefs of Scientology Compare and contrast to beliefs from religions learnt about previously Evaluate a key figure in scientology and why they are so important Analyse and respond to key Scientology teachings. Assess the effects of scientologist beliefs on behaviour Student as teacher homework. Created by Allerton Grange School RE Department.

Second lesson in unit on Religion and Morality designed for a Y9 class doing RS in oen hour a week Students begin by responding to various moral dilemmas. Then work out if they are absolute or relative moralists. Analyse a video clip and have a class debate based on responses to the clip. Gets students to use higher level thinking skills to evaluate questions. Homework sheet and differentiated task included. Created by Allerton Grange School RE department.

Lesson four in a unit on religion and morality designed for a Y9 class doing RS in one hour a week. Reflective starter. Link to previous homework and learning. Analyse what we know already about what Christian morals are based on - 10 commandments Categorise those commandments and make links with modern Christian teachings - 2 greatest commandments Creative work based on Good Samaritan story Reflective independent work based on modern news story and how those beliefes being put into practice could have changed the outcome. Research homework Created by Allerton Grange School RE department.

A 'Plug and Play' lesson. Lesson number 2 in a series of ten. This lesson gives an objective view of Jehovah's Witnesses and dispels some common myths whilst allowing students to formulate their own informed opinions. Making links starter. Picture task - what have these symbols got to do with Jehovah's Witnesses? Video Clip analysis Compare and contrast task to look at Jehovah's Witness beliefs alongside of other Christian beliefs. Homework to look at how beliefs about Armageddon may affect the life of a Jehovah's Witness. Bright Sparks G&T tasks and Differentiation for SEN included. Created by Allerton Grange School RE Department

A 'Plug and Play' lesson. Lesson 5 of ten. This lesson looks at the practices of Sufi Muslims. It analyses how this branch of Islam developed and gives students the chance to compare and contrast Sufism with the other branches of Islam studied in this unit - Sunni and Shiah. Students will analyse a video clip to understand the meaning of mysticism and religious experience before looking in detail at the whirling dervishes. They will go on to compare and contrast Sufi practices with practices from other faiths. G&T tasks, AFL and homework task included. Created by Allerton Grange School RE Department.

Lesson 3 in a unit on religion and morality designed for a Y9 class doing RS in one hour a week. Literacy starter activity Students analyse a video clip to find out how Jewish people make moral decisions e.g. Ten Commandments. Cloze exercise Independent creative work based on recent news article. students apply Jewish morals to a news story. Categorising task- which rule do you think is most important? Created by Allerton Grange School RE department.

First lesson in a unit on Morality which was designed for a Y9 class doing RS in 1 hour a week. There is a reflection task at the beginning to help students evaluate their work/assessment on a previous topic, before setting targets for this new unit. Students begin with independent work of investigating what morality is and where we get our morals from. Students make links between religion and morality - Can they be independent of each other? Where do none religious people get their morals? Students look at various moral problems, assess what they think about them and then work out why they feel the way they do, using higher level thinking skills and independent work. Creative work - design your own rule book for your own kingdom. How would you make sure that people lived together in harmony? Research homework asking adults to compare society with how it was twenty years ago. Created by Allerton Grange School RE department.

A 'Plug and Play' lesson. In this lesson students will investigate Humanism using resources from the Humanism website. Students will look at Humanist beliefs and the idea of not believing in God, but valuing human beings. AFL, G&T tasks and Homework tasks included. Created by Allerton Grange School RE Department.

Lesson 7 in a unit on morality in religion designed for a Y9 class doing RS in one hour a week. Categorising starter Link to previous homework/learning. Walkaround task to gather information investigated a quote from the quran to find out what it teaches analysing a story from islam to find out what it teaches Created by Allerton Grange School RE department.

Lesson 8 in a unit on religion and morality designed for a Y9 class doing RS in one hour a week. Photo starter - respond to the issue in the picture Reflection task on four noble truths - what is our behaviour like? Investigate what the eight fold path is and how it could change a person's life/behaviour Worksheet task task on reincarnation and how this can be affected by a person's behaviour Created by Allerton Grange School RE Department.

A 'Plug and Play' lesson. This lesson is the third in a series of ten. It gives an overview on how Islam split into Sunni and Shiah before moving on to look at the Shiah festival of Ashura next lesson. Recall starter - what have we learnt about Islam lower down in school? Timeline walkaround activity to look at the most significant events in the development of Islam. Independent work - what qualities does a good leader need? Prediction task - what do we think happened after some of these significant events? Body smart task - how did some of these events make people feel? Homework on the legacy that muhammad (pbuh) left behind on his death. AFL, Bright Sparks G&T tasks and differentiation included, along with resources for all activities. Created by Allerton Grange School RE Department.