This contains a fully resourced, differentiated lesson on the Hindu belief of karma. The main part of the lesson consists of a game to help them understand how actions can lead to good and bad karma, a worksheet to explain how their belief in karma works in detail and a class discussion at the end relating to some of the problems associated with their belief. Learning Objectives: To describe how the idea of karma works. To explain why this belief is so important to Hindus. To assess some of the problems with this belief.

This contains a fully resourced, differentiated lesson on how to locate features on a map using six-figure grid references. The main part of the lesson involves a brief class demonstration and exercise followed by an independent learning exercise.

This contains a fully resourced, differentiated lesson on global geography - the key focus being on able to plot and recognise key geographical features on a world map including continents, countries, seas and oceans, and mountain ranges. This is assessed primarily through an interactive quiz which can be easily self assessed. Learning Objectives: To describe terminology linked to Geographical mapping. To plot the key Geographical features onto a map of the world. To explain patterns in country characteristics

This contains a fully resourced, differentiated lesson on the fundamentals of maps - compass directions and scale. The main part of the lesson involves students being able to identify and use a compass confidently, which includes a mini-game assessment task, and how to use scale to work out distances between places (including curvature). Learning Objectives: To identify the different points of the compass. To understand why and how scale is used on maps.

This fully resourced, differentiated lesson focuses as an introduction to extreme environments, namely the challenges that face groups of people that live in hot arid (desert) environments. Students complete a set of tasks, including a picture analysis task, an information gathering and comprehension task, and an indepdent learning task focusing on the potential future impacts of climate change on the physical environment and the Bedouin tribe.

This contains a fully resourced, differentiated lesson on the different types of cloud. In this lesson students have to read the fictional account of Will Smith's aerial journey tracking an alien, encountering different types of cloud in the process. They use to complete a worksheet explaining their different characteristics. Learning Objectives: To understand the different types and features of clouds. To explain how they are classified.

This contains a fully resourced, differentiated lesson on the process of longshore drift. The main activities include a class discussion, video note taking task and a group drama activity. This lesson can easily be used by non-specialists as all answers are included. Learning Objectives: To understand the forces of transportation and deposition. To explain the process of longshore drift. To analyse how human activity can affect this process.

This contains a fully resourced, differentiated lesson on the Teleological (Design) Argument for the existence of God.The main part of the lesson involves a class discussion on the elements of design they can think of from the natural world and relate this to the teleological argument in a written exercise, followed by an active class demonstration of Paley’s watch analogy (you could include props such as a pocket watch!) consolidated with a card sort task, then students create their own labelled diagram (text-to-picture) exercise to show the modern reformulations of the teleological argument. An essay question is provided at the end. Learning Objectives: To outline the teleological argument for the existence of God. To explain Paley’s version of the teleological argument. To assess the effectiveness of its modern reformulations.

This contains a fully resourced, differentiated lesson on how land is used in urban areas, paying particular attention to the Burgess Model. The main part of the lesson involves students drawing a sketch of the Burgess Model accompanied by a written paragraph describing what it shows, then working in pairs to study visual information sheets of each zone (CBD, Inner City, Inner Suburbs, Outer Suburbs) to explain the characteristics of each zone - this involves a very enquiry based approach and a heavy emphasis on them having to justify their answers based on the visual evidence provided). Learning Objectives: To describe the different zones that can be found in urban areas. To explain how these zones can be used and why they are located there.

This contains a fully resourced, differentiated lesson on Christian baptism. The main part of the lesson involves students using a resource sheet to describe what happens during a baptism, a ranking task where students consider the importance of reasons why baptism is important for Christians, and a scenario-based discussion task where they finally consider difficulties the ceremony may create for young people. Learning Objectives: To describe what happens during a typical baptism. To explain why baptism is important for Christians. To assess the difficulties this ceremony can bring for young people.

This contains a fully resourced, differentiated lesson on Plato's analogy of the cave. The main part of the lesson involves students using a clip to order statements to describe the analogy of the cave, then a match-up task to explain the key meanings contained within the analogy. Learning Objectives: To describe the analogy of the cave. To explain the deeper meanings contained with the analogy.

This contains a fully resourced, differentiated lesson towards Aristotle's theory of the Four Causes. The main part of the lesson involves exploring the difference between Plato's and Aristotle's philosophy through picture analysis and a worksheet, followed by note-taking on Aristotle's Four Causes, which is then applied to a variety of objects which can be found within the world of empirical observation (with extension task). Learning Objectives: To outline the difference between Aristotle’s and Plato’s approach to Philosophy. To explain Aristotle’s theory of the 4 causes. To apply his theory to the world of empirical observation.

This contains a fully resourced, differentiated lesson on how Descartes philosophical distinction between the mind (soul) and body. The main part of the lesson involves students using an information sheet to complete a table summarising the key properties of the mind (soul) and body for Descartes, as well as grading the effectiveness of Descartes responses to the initial philosophical rejections of his theory, after which they produce a fact file on Gilbert Ryle’s criticism of Descartes viewpoint. They then, as a final activity, complete a grid showing how different philosophers would respond to an essay title with evidence/arguments they might use to support. Learning Objectives: To outline Descartes theory of mind-body dualism. To assess Gilbert Ryle’s criticism of Descartes. To evaluate the overall philosophical positions on the immortality of the soul.

This contains a fully resourced, differentiated lesson which acts as an introduction to the idea of 'Ultimate Questions'. The main part of the lesson involves students working in pairs to generate their own examples of ultimate questions (using stimuli to help), a class viewpoint sharing task (which could be done as a silent conversation), and a written reflection task at the end where they evaluate various viewpoints towards one ultimate question. Learning Objectives are as follows: To describe examples of ‘ultimate questions’. To explain different viewpoints towards some of these questions. To express a reasoned and balanced viewpoint to one of these questions.

This contains a fully resourced, differentiated lesson on the Irenaean theodicy. The main part of the lesson involves using an information sheet to answer a set of questions on its key features, including a comparison to the Augustinian theodicy as an extension task, followed by class note-taking and brief discussion tasks on John Hick’s extension of the theodicy, followed by a ranking task on the strengths of the theodicy and brainstorming activity on its weaknesses before finally reflecting on their viewpoint towards the overall success of the theodicy. Learning Objectives: To explain the key features of the Irenaean theodicy. To assess its relative strengths and weaknesses. To evaluate its success in responding to the problem of evil.

This contains a fully resourced, differentiated lesson on food insecurity in Africa. It focuses on what is meant by food insecurity, its causes and they create an awareness campaign to highlight the issue.

This contains a fully resourced, differentiated lesson on how plants and animals have adapted to their physical environments - focusing on Africa. Following an extended starter activity where students design their own species of dog, the main part of the lesson involves students completing a table to explain how a variety of plants and animals have adapted to the landscape in which it resides, and a creative task where they design their own plant or animal that is adapted to living in a grassland landscape. Learning Objectives: To explain how plants and animals have adapted to the physical landscape of Africa. To design your own plant or animal that is capable of surviving in this landscape.

This contains a fully resourced, differentiated lesson on one way in which Africa’s physical environment is threatened by human activity, namely animal hunting for sport by tourists or wealthy individuals. The main part of the lesson consists of students having to use information cards placed around the room to organise the impacts of hunting (positive/negative for less able, with positive/negative alongside social/economic/environmental categories for more able), a continuum line where students position themselves according to their personal viewpoint on animal hunting in Africa, finished with students drafting a letter to the United Nations (could be amended to an entry in a School Newsletter) where they explain in extended writing form their viewpoint towards animal hunting. Learning Objectives: To explain the impacts of animal hunting in Africa. To evaluate whether you believe animal hunting in Africa should be allowed.