A lesson to help students understand and develop their relationship with their own values. It includes activities, youtube videos and some disciplinary literacy around the word value, and where it comes from. A must for any PHSE, citizenship or relationships teacher trying to help students get a grip on their own values in a world which is changing at an increasing pace.

A small bundle of resources that explore the life and work of Thich Nhat Hanh using a marketplace, with a factfile on his life including quotes and history. Enough here for a few lessons. Learning Questions include: Who is Thich Naht Hanh? How does he interpret Buddhism? What is my opinion of ‘Engaged Buddhism’? A video included which is an interview between him and Oprah which is quite powerful and insightful for understanding the man behind the religious robes. Activities differentiated by outcome, especially if Kagan seating plans are used.

This lesson is a Philosophy for Children lesson, supported by activities and pictures to try and get young people to engage with the huge injustice and personal loss of the Holocaust. It involves getting students to enquire into each others lives using the medium of their shoes: trying to be detectives (in a Sherlock deduction method sort of way). What can we tell about a person from a shoe? Very little. Yet this is all we have left of many human stories from the Holocaust, all 6, 258, 673 Jews and 3 million others. Its an attempt to get students to emote and empathise with the fact that each of those numbers is a person with a full story. Learning Questions include: The Holocaust- What was it? How many people died? Why are we learning about it? More detailed instructions on the P4C exercise included.

A set of 9 lessons about some of the most awkward stuff a teacher can try to teach. There are presentations, worksheets, online links and assessments all included here and plenty to personalize, adapt and tweek. Including: Self Esteem (4 Lessons) Pornography and Puberty Condoms Sexting Homosexuality and Christianity Break ups

6-10 Lessons on World Poverty, including its causes, religious attitudes (Christian and Muslim) and case studies. 16 files, PPTs, documents, worksheets and activities, including a prezi link, music videos and youtube links. 1) Introduction to wealth and poverty 2) Religious Attitudes 3) Compassion Justice and Stewardship 4) World Trade 5) Liberation Theology and Oscar Romero 6) Consolidation Feedback warmly received, as always! :)

This resource is intended to be a quick and easy resource to inform students about puberty. Aimed primarily at 10-14 year olds, it’s a great start for beginning understanding the biological and emotional changes and challenges of this transformation from a child’s to an adults body. It includes videos which explain, in very child friendly terms, the what, how and why of puberty, and has space for class discussion too. Ideal for specialists and non-specialists alike.

This assessment aims to be a creative one, where students research a war and try to apply the just war theory, jihad, religious attitudes, the approach of a peace making organisation and their opinion to it. It is an attempt to have students using their critical thinking skills in a project that fosters analytic, creative and original thought. I know. I’m an optimist. Sarcasm aside, I think our students are getting smarter all the time: they are exposed to more information than any preceding generation and deserve the opportunity to show off and really apply themselves.

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 small bundle of resources is designed to help students revise together and independently so they really know what embryology, cloning, IVF, surrogacy, human experimentation and transplants and transfusions are, as well as the key terms essential for a good grade. Learning objectives are: Be more confident about the topics involved in Medical Ethics Have a more fluent understanding of the religious issues raised by these topics. Have begun to evaluate the various merits of different opinions about modern medical procedures.

With Brexit being a ubiqutous and fairly exhausting topic in the news, I made this to try and teach my KS3 and 4 students about and explore their opinions on it. Mostly, students respond to the first learning question with ‘Brexit means brexit’ which has about as much substance as the middle of a doughnut. Not the jam ones. Learning questions: What is Brexit? What is the EU? What are the different Brexit options? What are the arguments for and against it? Stretch and Challenge: After weighing up both sides of the argument, what is my opinion? Some differentiation included, with a brief summary of the seven main brexit options available. There is also a critical thinking extension which explores a claim that the PM’s deal meets all requirements, which is produced by a thinktank. Students will be shown how to use google power search’s ‘WHO IS’ function to find out who the director of that thinktank is, and how they have conservative leanings, hopefully boosting awareness of bias and independent thought. There are group tasks as well as individual work and opinion line activities included. Also attached here are the ‘four corners’ posters which can be stuck on the four corners of the room so students move to that area depending on their opinion.

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 explores who is to blame for the Shoah/Holocaust. It endeavours to introduce nuance and deeper empathy into students’ understanding in that the Shoah cannot simply be Hitler’s fault: millions of people collaborated, agreed and perpetuated anti-semitism, including some Jews in the Ghettos who faced making impossible decisions in desperate circumstances. Activities are differentiated, with youtube videos of survivors testimonies (which are a little quiet), and the lesson is perfect for religious studies, PHSE, citizenship and SMSC. It’s perhaps a bit personal for a history lesson, but may be used to augment existing scheme’s of work to help engagement. Learning Questions include: Can I describe the different things that were lost in the Holocaust? (level 4-5) Can I explain my opinion on who was responsible for different things in the Holocaust? (5-6) Can I evaluate different opinions on who was to blame in specific situations? (level 6-7) There are also extension tasks which include footage of Otto Frank after his loss of his entire family. All feedback gratefully received.

At the school where I work we do 'Beliefs and Values': PHSE, Citizenship, Religious Studies and SMSC all rolled into one. These 2 lessons, one for KS4 and one for KS3, explore what SMSC is and why it is important. There is a lot here, so plenty for you to pick and choose from, all exploring the following learning outcomes: All of you will be able to explain what SMSC is. Most of you will be able to explain where we learn about SMSC Some of you will be able to evaluate why we teach SMSC in our school community. As always, feedback and recommendations warmly received. :)

A whole Holocaust/Shoah scheme of work with videos, worksheets, wordsearches, youtube videos, embedded videos that include real survivors talking about their experience. I've taught and tweeked this over 6 years, teaching it perhaps 30 times, adding a real dimension of Jewish faith and how the Holocaust/Shoah challenged and strengthened different people's faiths. Excellent resource for higher achievers: level 7-8 is quite common with the scafolding here. It starts historical, and then becomes increasingly integrated with the effect on Jewish Faith. There's really loads here, including 34 files in total, so plenty to chop and change. Lesson 1: Introduction: 6 258 673 Lesson 2: Propaganda and Indoctrination Lesson 3: Timeline and Gradual Change in Nazi Germany Lesson 4: The Ghettos Lesson 5: Jewish Identity Lesson 6: The Concentration camps and Anne Frank Lesson 7: What was lost? Who's to blame? Lesson 8: Rescuers Lesson 9: Fight Back! The Bielski Brothers Lesson 10: Lessons from the Holocaust Lesson 11: Assessment

9-11, ISIS and The Truth and Reconciliation Trials. Here are 3 examples of terror and a lesson about moving forward, past the cycle of retribution. A highly rated resource with over 6000 downloads in the past, and now monetized as they are a three in one pack! Includes a trimmed down version of what caused 9-11.

UPDATED from last year with more detailed exploration of all topics. A Resource written, compiled and edited by yours truly which should cost about £1 to print in school. Students can hopefully buy this from your department, and it is a good middle ground between the official revision guide and, well, nothing at all! :) My students have found it very helpful. Covering Islam and Christianity, mainly, with a smattering of Buddhism. Also includes the most challenging exam questions from past papers on the last pages, as well as an overview from AQA.

What are religious Laws in Judaism, Christianity, Islam and Hinduism? How have they influenced society? Is it time we got rid of all religious laws? Should we tolerate a plurality of religious laws in one society? These are all questions this resource explores. Plenty of scope for more able students to thrive as well as some scaffolding for students who struggle more. Video embedded in the PPT, as well as an opinion line plenary. Enjoy!

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!

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