This is a lesson on Critical Religious Education (Critical realism) It is about exploring worldviews and understanding everyone is starting in different places, the homework would be to ask the questionnaire to someone else. The questions are adapted from the work of the CRE team at King's College London - Credit to them for the rational and concepts of this SOW.

The lesson includes activities and homework for the first topic in the beliefs section - the Nature of God. It covers the 3 key ideas - omnipotence, benevolence and just. It introduces students to exam technique.

This is a fairly packed lesson trying to cover all the ground on these topics. It starts with getting an understanding of sin and its real problem, then goes on to look at the need for a saviour before finally identifying Jesus as that saviour in Christian thought. There are a couple highly informative videos (the you tube channel has lots more good ones I highly recommend it) if they don’t work reload the power point and give it time to load. Punctuated within are a number of questions as well as a detailed info sheet that could be used for multiple activities.

This a revision matrix I’ve created to help my students pick up more marks on the influence questions. A number of them were failing to distinguish the influence from the belief hopefully this helps. It can also be used in class.

This lesson looks at both Zakah and Khums and its importance within Islam. Exam questions in the power point.

I focus the majority of this unit on Christianity as there is enough diversity to fulfill the exam requirements. However, it does still include Islam when appropriate. This lesson contains lots of information slides, ideal for home learning/revision. Easily adaptable into active learning strategies for your teaching style.

Extended lesson power point on the Free Will Defence theodicy, with reference to Mackie and Plantinga's arguments. Also included are sort cards for Mackie's arguments. Please rate and review.

For AQA Religious Studies 9-1 In depth analysis of question types and answer structures with example answers. Goes through both papers, question by question of exactly what is required for each. Addresses: 4 Mark, Beliefs, Practices and Themes 5 Mark, Beliefs, Practices and Themes, 12 Mark, Beliefs, Practices and Themes (Two example answers included) Command words SPaG

Here is a bank of questions for the Islam Practices section of the exam. There are about 40 4, 5 and 12 mark questions here.

I focus the majority of this unit on Christianity as there is enough diversity to fulfill the exam requirements. However, it does still include Islam when appropriate. This lesson contains lots of information slides, ideal for home learning/revision. Easily adaptable into active learning strategies for your teaching style.

I focus the majority of this unit on Christianity as there is enough diversity to fulfill the exam requirements. However, it does still include Islam when appropriate. This lesson contains lots of information slides, ideal for home learning/revision. Easily adaptable into active learning strategies for your teaching style.

The focus of this unit is on Christianity and Islam as there is enough diversity to fulfill the exam requirements. This lesson contains lots of information slides, ideal for home learning/revision. Easily adaptable into active learning strategies for your teaching style.

Here is a lesson on Ethical Naturalism. Detailed slides following the Eduqas text book, ideal for adaptation.

Lesson on Bradley’s Ethical Naturalism, follows the A level text book. Ideal for adaptation, lots of information.

This lesson is very detailed, it looks at the main challenges to ethical naturalism by Hume and G.E.Moore. Ideal for adapting to your lesson.

This is what I've started using with my exam classes. We're using FFAACE for the structure of the answer For For (religious) Against Against (religious) Conclude & Evaluate The idea is that at least two arguments should be religious rather than just sociological or other. We are using PEEEL for each paragraph Point Evidence Explanation Evaluation Link (to question) If all students follow this pattern then it should make it easier for them and bring their grade up as they will inevitably meet the criteria for the higher levels. thanks for looking!

This is a game I've created for my year 11's. They've been struggling with keywords so this is a fun activity that can be played multiple times with them. PLEASE NOTE: THIS IS JUST A SAMPLE SET. There are differing levels of rules so can allow for differentiation as well. The cards have been created so that you can print them double sided and the tiles will match up (or print and photocopy 1sided - 2 sided and it should work) I recommend laminating and printing each set of different colour paper. There are about 60 words in total. The rules in short are, Spread the cards out across your table with the keyword facing up Each player takes it in turn to select a card and guess the definition of the word. If the player guesses correctly with the reverse of the card they keep the card and add it to their pile. If they are incorrect the leave the card to the table and put back 3 cards from their hand. Winner is the person with the most cards at the end of the game. Also available as bundle Also available Christianity Islam Themes A - F Thanks

This worksheet was designed for the RE classroom as a way of helping students to develop their critical thinking and discussion skills (necessary for higher marks). It's quite simple but works really well and highly adaptable. Each finger can be used as a different point. The students then write inside the hands (something they find strangely enjoyable). This helps them see and remember what they have written and what they can then add. It helps them to plan answers as well as generate ideas for discussion. Each hand is for/against. Thanks!