Lesson 4 - ‘Happiness and the Environment’ from the inquiry-based scheme of work entitled “What is Happiness?”
Can be taught as a stand alone lesson or as part of the unit. Aimed as a KS3 unit taught within RS, however it also has strong links with PSHE and mindfulness education.
Lesson includes:
Starter
Homework
Learning objectives and 3D learning outcomes
Presentation
Construct Activities
Application Activities
Plenary and reviews
Embedded differentiation (where applicable)
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 intended as a double lesson (roughly 1.5 hours) as part of a unit of work exploring Religion and the Media with KS3. This lesson is called ‘What is the Media?’. This lesson can be taught as a stand alone lesson or as part of the unit.
Lesson includes:
Homework slide (for editing)
Starter
3D learning objectives and differentiated outcomes
Construct activities to build knowledge
Apply activities to use knowledge
Plenary
embedded differentiation (where applicable)
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 intended as a double lesson (roughly 1.5 hours) as part of a unit of work exploring Religion and the Media with KS3. This lesson is called ‘Case Study: Charlie Hebdo’. This lesson can be taught as a stand alone lesson or as part of the unit.
Lesson includes:
Homework slide (for editing)
Starter
3D learning objectives and differentiated outcomes
Construct activities to build knowledge
Apply activities to use knowledge
Plenary
embedded differentiation (where applicable)
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 intended as a double lesson (roughly 1.5 hours) as part of a unit of work exploring Religion and the Media with KS3. This lesson is called ‘Religious Responses to LGBTQ+’. This lesson can be taught as a stand alone lesson or as part of the unit.
Lesson includes:
Homework slide (for editing)
Starter
3D learning objectives and differentiated outcomes
Construct activities to build knowledge
Apply activities to use knowledge
Plenary
embedded differentiation (where applicable)
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!
This series will support your students in practising Mindfulness, through developing strategies that are explicitly tailored to help students to help themselves when it comes to stress, anxiety and overwhelming emotions.
Each ‘episode’ approaches a different technique or emotion, helping students to unburden themselves from the weight of negative, obstructive thinking. The core idea is that they (and we!) can stay calm, present and in control.
The episodes cover:
Introduction (What is mindfulness/benefits/what we will do)
Here and now (Tasting meditation) - polo mints required!
Breathing
Mornings
Option Reflection Session
Appreciating the Present
Anger (the Red Wolf)
Gratitude
Generosity
Each episode comes with a PowerPoint and a script, written in the notes of the PPT. Of course, you are welcome to use or change the script, however it has been carefully written, using professional input from life coaches, child psychologists and certified counsellors, to maximise mindfulness and the accessability of it for children.
Each episode also comes with a pre-recorded video of the same presentation, enabling a ‘click and play’ approach, if you would not rather record your own or do the talking yourself.
Finally, if you don’t want to deliver this session on a ‘Monday’, you can change the opening slide! Mindfulness is for every day, not just Mondays! (Although I personally need it a little more on a Monday…!)
Lesson: What are the different dilemmas of online gaming?
This lesson is Lesson 7 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: Do violent games make violent players?
This lesson is Lesson 8 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.
Unit of Work: Online Ethics
This is a brand new, relevant and engaging scheme of work for both KS3 and KS4 (approx. age 14) 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.
Lessons include:
What is ‘netiquette’/online ethics?
Is the internet an extension of society?
Is Situation Ethics a useful approach to online ethics?
Is Utilitarianism a useful approach to online ethics?
What are the dangers of online pornography?
What are the different attitudes to online pornography? (applying situationism and utilitarianism to issues of online pornography)
What are the different dilemmas of online gaming?
Do violent games make violent players?
What is being done to protect users online? (and is it enough?)
Is online vigilantism effective?
Each lesson 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.
Each 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.
This unit includes lessons on:
1. Philanthropy
2. Charity and Volunteering
3. National Community
4. The EU
5. The Commonwealth
6. United Nations (study of human rights)
All videos are embedded into PPTs as hyperlinks
Creative, fun and engaging scheme of work!
Whole lesson (approx 1 1/2 hour) on the influences of drug use, aimed at KS4. PPT and resources encourage a safe and open learning environment for which to learn about Drugs Education. Instructions and guidance for teachers is embedded into the PPT and the resources. Lesson comes with a Fact Guide, to support teachers in effective and purposeful delivery of Drugs Education.
Lesson includes:
1. Starter
2. Date/Title/Objective and Outcomes
3. Ground Rules
4. TPS / Discussion
5. Word Storm
6. Influences
7. How behaviour becomes addiction
8. Drug-related behaviour
9. Diamond 9
10. Plenary
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' PSHE education in general - which is what we're all here for.
Three lessons (approx 5 hours) on Drugs Education, aimed at KS4 covering themes about Choices and Responsibility.
PPT and resources encourage a safe and open learning environment for which to learn about Drugs Education. Instructions and guidance for teachers is embedded into the PPT and the resources. Lessons also come complete with Teacher Facts Guides, to enable effective and purposeful Drugs Education.
Lessons include:
1. Consequences of Drug Use
2. Choices and Consequences
3. Drug Use and Sexual Health
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' PSHE education in general - which is what we're all here for.
Whole lesson (approx 1 1/2 hour) on the impact of drug use, aimed at KS4. PPT and resources encourage a safe and open learning environment for which to learn about Drugs Education. Instructions and guidance for teachers is embedded into the PPT and the resources. Lesson comes with a Fact Guide, to support teachers in effective and purposeful delivery of Drugs Education.
Lesson includes:
1. Starter
2. Date/Title/Objective and Outcomes
3. Ground Rules
4. TPS / Discussion
5. Video Activity
6. Photo and Group work
7. Quiz
8. Debate (Plenary)
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' PSHE education in general - which is what we're all here for.
Whole lesson (approx 1 1/2 hour) on relationships and domestic abuse (as fuelled by drug abuse), aimed at KS4. PPT and resources encourage a safe and open learning environment for which to learn about Drugs Education. Instructions and guidance for teachers is embedded into the PPT and the resources. Lesson comes with a Fact Guide, to support teachers in effective and purposeful delivery of Drugs Education.
Lesson includes:
1. Starter
2. Date/Title/Objective and Outcomes
3. Ground Rules
4. TPS / Discussion
5. Video Activity
6. Scenarios
7. Help and Advice
8. Domestic Violence and the Law Quiz
9. Choice of two plenaries
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’ PSHE education in general - which is what we’re all here for.
Six lessons (approx 5 hours) on Drugs Education, aimed at KS4 covering themes about Choices and Responsibility and Drugs & Adult Life.
PPT and resources encourage a safe and open learning environment for which to learn about Drugs Education. Instructions and guidance for teachers is embedded into the PPT and the resources. Lessons also come complete with Teacher Facts Guides, to enable effective and purposeful Drugs Education.
Lessons include:
1. Consequences of Drug Use
2. Choices and Consequences
3. Drug Use and Sexual Health
4. Influence of Drugs
5. Impact of Drugs on the User and Society
6. Personal Relationships and Domestic Abuse
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' PSHE education in general - which is what we're all here for.
Three lessons (approx 5 hours) on Drugs Education, aimed at KS4 covering themes about Drugs and Adult Life.
PPT and resources encourage a safe and open learning environment for which to learn about Drugs Education. Instructions and guidance for teachers is embedded into the PPT and the resources. Lessons also come complete with Teacher Facts Guides, to enable effective and purposeful Drugs Education.
Lessons include:
1. Influences of Drug Use
2. Impact of Drug Use on the User and Society
3. Personal Relationships and Domestic Abuse
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' PSHE education in general - which is what we're all here for.
Whole lesson (approx 1 hour) on the consequences of drug use, aimed at KS4. PPT and resources encourage a safe and open learning environment for which to learn about Drugs Education. Instructions and guidance for teachers is embedded into the PPT and the resources. Lesson comes with a Fact Guide, to support teachers in effective and purposeful delivery of Drugs Education.
Lesson includes:
1. Starter
2. Date/Title/Objective and Outcomes
3. Ground Rules
4. TPS / Discussion
5. Word Storm
6. Carousel
7. Diamond 9
8. Why don't people take drugs?
9. Celebrities and Drugs
10. Plenary
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' PSHE education in general - which is what we're all here for.
Whole lesson (approx 1 hour) on drugs and sexual health, aimed at KS4. PPT and resources encourage a safe and open learning environment for which to learn about Drugs Education. Instructions and guidance for teachers is embedded into the PPT and the resources. Lesson comes with a Fact Guide, to support teachers in effective and purposeful delivery of Drugs Education.
Lesson includes:
1. Starter
2. Date/Title/Objective and Outcomes
3. Ground Rules
4. TPS / Discussion
5. Emergency Contraception
6. Scenarios
7. Help and Advice services
8. Resisting Peer Pressure Role Play
9. Plenary
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' PSHE education in general - which is what we're all here for.
Whole lesson (approx 1 hour) on the choices and consequences of drug use, aimed at KS4. PPT and resources encourage a safe and open learning environment for which to learn about Drugs Education. Instructions and guidance for teachers is embedded into the PPT and the resources. Lesson comes with a Fact Guide, to support teachers in effective and purposeful delivery of Drugs Education.
Lesson includes:
1. Starter
2. Date/Title/Objective and Outcomes
3. Ground Rules
4. Media Clips
5. TPS / Discussion
6. Drama
7. Scenario Cards
8. Freeze Frame
9. Drugs and Holidays
10. Plenary
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' PSHE education in general - which is what we're all here for.
Inquiry-based scheme of work entitled “What is Happiness?”
Can be taught as a stand alone lessons or as part of the unit. Aimed as a KS3 unit taught within RS, however it also has strong links with PSHE and mindfulness education.
Each lesson includes:
Starter
Homework
Learning objectives and 3D learning outcomes
Presentation
Construct Activities
Application Activities
Plenary and reviews
Embedded differentiation (where applicable)
The unit explores RS concepts such as stewardship, philosophical concepts such as Bentham and measuring happiness - a holistic and well-rounded introduction to ‘Happiness’ through the eyes of mini-philosophers! A great way to develop mindfulness, resilience and values in our students.
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 are the dangers of online pornography?
This lesson is Lesson 5 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.