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Building History is a research or creative project for KS3 or 4 students to consider and explore religious history - whether real or imagined. It gives players the chance to invent their own situations using creative higher thinking skills to explain why situations happened, and how we got to where we are today. Building History is split into two distinct areas – This World and Our World and can be easily edited for other subjects or topics.

Building History – This World
‘This World’ uses our own history as an example to detail some of the key periods and situations that lead to modern religion. Students take real life histories and explain how and why they came to be, and how they influence the modern world by linking past and present. Students can also take this as a set beginning, adding in different situations and periods before or after to creatively see what impact this may have.

But Why?
‘This World’ teaches students how the history of world religions has come about, using a range of creative and evaluative skills, setting them up for new GCSE gradings where they will need to be able to confidently demonstrate a detailed knowledge of religious beliefs and confidently analyse the influence of religion on individuals, communities and societies both today and historically using a range of specialist vocabulary. ‘This World’ also allows for students a wide variety of ways to confidently showcase information.

Building History – Our World
‘Our World’ contains everything students need to create a wildly different world – whether it be a fantasy world of elves and dragons or the strange and unusual culture within a futuristic space station. It includes several examples for students to begin with and is easily edited towards different situations, series of work or curriculums.

Building History is designed to be used as a project over a series of lessons - however can easily be adapted to shorter lesson timescales or even as a starter. Everything you need to start is included in the Building History PDF document.

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