believing in god edexcel atheist agnostic church

A set of flash cards featuring focused questions and answers for Edexcel Believing in God. Ideal for revision, C question practice and peer and self assessment. This resource can be edited.

PowerPoints containing all the key words, key teachings and quotations needed for the Christianity and Islam paper. 24 past paper exam questions with the points that can be used to answer them. Also specific practice for part b questions. Having taught Religious Studies for 10+ years, these are the resources I use every year to help students obtain outstanding results.

Full lesson covering Baptism as required by AQA A: Full PowerPoint including answers and teacher guidance Differentiated tasks for exam practice activity Worksheet for evaluation question guided exam practice

atheist, agnostic, theist,

This lesson is designed to examine the reasons Christians give for believing in God. It includes a YouTube clip to start the thought process. There is a reference to Dyson et al. (2009), OCR GCSE Religious Studies: Christian Philosophy & Applied Ethics to research different reasons, some philosophical and some more practical. There is a differentiated plenary to build on the content of the lesson.

This is the second lesson of a 11 lesson SOW focused on the introduction of RE for Year 7s. The exam practice questions and self/peer assessment opportunities are based on the GCSE Eduqas Religious Education, but they can apply to all GCSE boards as the structure is very easily adaptable. Features available within the lessons; Learning Objectives: I can define what God means to me. I can explain what God means to different religious believers. EXT: I can explain what God means to different religious believers. (Stretch and Challenge) Literacy Objectives and keywords. Differentiated extension tasks for every task and part of the lesson. Peer/Self assessment opportunity. Exam practice and structure with differentiated and scaffolded mark scheme and sentences prompts. Interactive and discussion work. Homework.

This is 5 weeks of RE planning for Year 4 which answer the ‘Big Question’ How do people show what they believe? I have included planning and Success criteria for 5 lessons and any resources I have made myself. Other resources are from google images or Twinkl but I am not able to include these. Session 1 - I am learning to listen and read a wide range of religious stories. Session 2 - I am learning to explore the uses and special meanings of writing. Session 3 - I am learning to show understanding of fairness in a global context. I am learning to explore how personal beliefs affect our attitudes to others. Session 4 - I am learning to identify what Christians believe about equality and fairness using a variety of resources. I am learning to be able to use my knowledge to suggest future actions. Session 5 - I am learning to discover whether Christians out their beliefs into practice through supporting charities. I am learning to understand what motivates different people to support charities.

A great way to finish a topic with pupils being taken through an exam paper with the teacher. Rather than just give pupils the answer, the powerpoint gives prompts in the form of pictures or direct questions before suggested answers are revealed. The 1 mark question also uses revision to define all 4 terms. There are exam tips, suggested answers; also, useful terminology and quotes are weaved in to the powerpoint. The 12 mark question uses hints and tips to draw out arguments on both sides of the argument so the pupils can then choose which arguments they would use. It then presents some sample paragraghs as starting points for discussion. This works before giving pupils an exam paper to do on their own or as a test. The questions are as follows: 1 Which one of the following describes God as all-knowing? [1 mark] A Omnipotent B Personal C Omniscient D Impersonal 2 Give two reasons why some people believe that God does not exist. (2) 3 Explain two contrasting views about the strengths of the First Cause argument for the existence of God. In your answer you must refer to one or more religious traditions. (4) 4- Explain two beliefs about nature as a source of knowledge about the divine. Refer to sacred writings or another source of religious belief and teaching in your answer. [5 marks] 5 ‘God cannot be both transcendent (beyond the world) and immanent (within the world).’ Evaluate this statement. In your answer you: should give reasoned arguments in support of this statement should give reasoned arguments to support a different point of view should refer to religious arguments may refer to non-religious arguments should reach a justified conclusion. 12 marks

This is the first lesson of a 11 lesson SOW focused on the introduction of RE for Year 7s. The exam practice questions and self/peer assessment opportunities are based on the GCSE Eduqas Religious Education, but they can apply to all GCSE boards as the structure is very easily adaptable. Features available within the lessons; Learning Objectives: I can define what God means to me. I can explain what God means to different religious believers. EXT: I can explain what God means to different religious believers. (Stretch and Challenge) Literacy Objectives and keywords. Differentiated extension tasks for every task and part of the lesson. Peer/Self assessment opportunity. Exam practice and structure with differentiated and scaffolded mark scheme and sentences prompts. Interactive and discussion work. Homework.

A full SOW designed for Year 8 on the topic of Hinduism. Files include: 11 PowerPoint lessons on the following topics: How did Hinduism begin? What do Hindus believe about God? What is Karma and Reincarnation Knowledge test Sacred texts / The Ramayana Closing the gap lesson - comparison to Christianity How and where do Hindus worship? (Mandir) Why is symbolism important? (Ganesha) Where do Hindus go on pilgrimage? How do Hindus celebrate festivals? Diwali/ Holi End of Unit Assessment Workbook included for all activities/ resources including: knowledge test, end of unit assessment - assessment feedback sheets. Activities include: picture interrogation, extended writing tasks, key questions, glossary, reflection tasks, retrieval practice, help sheets, comparison tasks, comic book strips. All work is self-explanatory and is accessible for both specialists and non-specialists or even as remote learning.

Everything you need to know for a Religious Education GCSE on the Edexcel exam board. -Matters of Life and Death -Religion and Community Cohesion -Living th Christian Life -Believeing in God (approx. 15,000 words + practice questions)

A whole lesson exploring Christian baptism for Eduqas Religious Studies 1-9 Christian Practices. Looks at infant baptism as well as believer baptisms, what happens during a baptism and why baptism is important. GCSE style question included. Hyperlinks for online video’s in note sections. Hodder textbook useful for providing students with Sources of wisdom and authority in completing the worksheet built into the document.

The Big Picture Summary: Many people question the existence of God due to the amount of evil and suffering in the world. This is an obvious objection seeing as God is supposed to be all-loving and all-powerful. Surely if he was, he would want to stop; and be able to stop all suffering. Epicures is famous for introducing this argument, and there are many arguments against him in support of God’s existence. Notably those from Augustine and Irenaeus as well as from more modern philosophers such as Leibniz who believed that in his supreme wisdom, God would have only created the best of all possible worlds. These arguments for the existence of God as a response to evil and suffering are called theodicies or apologetics. They can be explored on a basic level and students will have the opportunity to demonstrate understanding of these through assessments, they can also be evaluated and the more able students are likely to be able to form their own views on the existence of God, and in the best cases, write their own version of a theodicy. After students have looked at the intellectual responses to evil and suffering, they will then look at the practical response by religions in the form of mission work and charity. There is a great deal of scope for stretch and challenge during this unit of work. Subject Specific Concepts/Skills: Showing understanding of the problem of evil including examples of different types of evil and its distribution. This will involve some independent research. Awareness and evaluation of different theodicies. Creation of new ideas and arguments.

Give to A Level students to practice exam technique and apply knowledge to different exam questions. This is for the Edexcel specification but the idea could be adapted to other courses.

This is the third lesson of a 11 lesson SOW focused on the introduction of RE for Year 7s. The exam practice questions and self/peer assessment opportunities are based on the GCSE Eduqas Religious Education, but they can apply to all GCSE boards as the structure is very easily adaptable. Features available within the lessons; Learning Objectives: I can define what God means to me. I can explain what God means to different religious believers. EXT: I can explain what God means to different religious believers. (Stretch and Challenge) Literacy Objectives and keywords. Differentiated extension tasks for every task and part of the lesson. Peer/Self assessment opportunity. Exam practice and structure with differentiated and scaffolded mark scheme and sentences prompts. Interactive and discussion work. Homework.

This is a youth friendly resource for young people that provides answers to frequently asked questions about FGM and more challenging questions around FGM.

This is a lesson to support the teaching of 'Believing in God&' from the Edexcel specification. Videos clips are all available on youtube. Please leave a comment and let me know how you may have adapted it etc. I am also on twitter for any comments or questions @Mr_Betts I hope you find it helpful.

1. The Pre-reading Survey: This is a fun way to orient and introduce students to some of the themes and topics in the novel. Have students complete it individually, or by interviewing a friend. Some vocabulary and concepts may need to be explained. 2. Chapter-by-chapter Comprehension Questions: These literal, inferential, and analytical comprehension questions are perfect for homework or classwork. They can form the basis of class discussions or reading journals. The number of questions ranges from 10 to 30 per chapter, depending on the breadth and depth of the content of the chapter. 3. The Comprehension Tracking Worksheets: FOUR comprehension tracking worksheets are provided (characters, places, concepts & things; Newspeak). They help students keep track of important concepts and information in the story. They are cloze exercises with the answers provided in a textbox. 4. The Teacher Answer Key: A thorough teacher answer key is provided.

Concise, comprehensive and challenging exam-focused revision lesson. Resource light- easy to follow. Suitable for a** double lesson. ** FOR DELIVERING: AQA Religious Studies: Islam/Christian/Humanist Beliefs & Practices: Afterlife Students will be able to: Explain Islam, Christian and Humanist beliefs about the afterlife Explain Christian beliefs about Judgement and salvation Explain how belief in the afterlife influences Muslims Evaluate whether it is reasonable to believe in life after death Evaluate whether a loving God would send anyone to hell Activities include: Reading log activity, exam questions with information sheet and model answers. Peer assessment.

Four young Hindus discuss their views on Hinduism and God. In this programme, four young Hindus share their understanding of what their religion means to them. They quiz four Hindu experts, including Jay Lakhani from the Hindu council of Brent, on the four pathways to God, reflecting on which pathway best suits their personalities. The issues covered in this programme relate to the religious beliefs and practices element of the national curriculum and provide a useful introduction to Hindu beliefs and practices. This classroom resource gives an introduction to Hindu beliefs and practices. It focuses on the four pathways to God - karma, raja, jnana and bhaki yoga - introducing the Hindu pluralistic approach to spirituality. Four young Hindus share their understanding of what Hinduism means to them and who or what God is. They quiz four Hindu experts, including Jay Lakhani from the Hindu council of Brent, on the four pathways to God, and reflect on which pathway best suits their personalities. The programme relates to the religious beliefs and practices element of the national curriculum. It is designed to be watched either in one viewing, or in separate sections. i.e:. What is Hinduism; What or who is God; A summary of the main Hindu beliefs; The four yogas or pathways to God; How do these four pathways relate to your personality? There is an accompanying programme, "Hinduism and Spirituality - A Lesson", showing how one teacher uses elements of this resource in her lesson.