A fully resourced and engaging lesson perfect for introducing students to the significance of the Kippah in Jewish faith and culture.
Included:
**1.Layers of Inference Activity - Spark critical thinking and observation skills through image-based discussion.
2.Who, Why, When, Where Worksheet - Guided activity encouraging students to explore key facts and deeper meanings.
3.Design Your Own Activity - A creative, hands-on task that helps students connect personally with the topic.
**4.Carefully Selected 4-Minute Video **- A concise, child-appropriate introduction (hand-picked after reviewing multiple options).
Seventeen Slide Power Point Presentation - Rich in information, visuals, and teaching prompts to support every part of the lesson. You can also bring in some months by talking about radius and circumference
This thoughtfully planned lesson is ideal for Religious Education or cultural studies. Everything you need is ready to go - download and simply teach!
Lesson Plan: Jewish Artefacts
Year Group: Year 3
Subject: Religious Education
Topic: Jewish Artefacts
Duration: 45 minutes
Learning Objective (LO):
To identify and understand the significance of key Jewish religious artefacts and reflect on the idea of special items in our lives.
Starter (10 mins) – Personal Connections
Activity: “What is the most precious item in your home?”
Ask pupils to think-pair-share: What item is special to you and why?
Brief class discussion to share a few examples.
Purpose: To help children connect personally with the concept of artefacts by reflecting on their own special items.
Introduction to Artefacts (10 mins)
Activity:
Show Slide 3: Explain the term “artefact” as a precious item in religion.
Use the phrase: “Works of art that give us facts” to help children remember.
Purpose: To introduce the concept of religious artefacts and their importance in faith traditions.
Activity (10 mins) – Odd One Out
Activity:
Show Slide 4: “Odd one out” activity with images of artefacts.
Pupils work in pairs to identify which item doesn’t belong and explain why.
Purpose:
To reinforce understanding through visual discrimination and reasoning.
Main Teaching (25 mins) – Exploring Jewish Artefacts
Activity: Use Slides 6–9 to introduce the following artefacts - if you have the artefacts, encourage holding and demonstration.
Tallit – prayer shawl with fringes
Kippah – head covering
Tefillin – boxes with Torah verses worn during prayer
Mezuzah – scroll on doorposts with blessings
Method:
Show each slide and explain the artefact.
Play short clips from the YouTube links
Encourage questions and discussion after each item.
Differentiation:
Use visuals and simplified explanations for EAL/SEN pupils.
Challenge higher ability pupils with deeper questions (e.g., “Why do you think the Tefillin is worn on the head and arm?”).
Plenary (5 mins) – Reflection Questions
Activity:
Use Slide 10 to ask reflective questions:
What makes these items special?
How do they help Jewish people in their faith?
What have you learned about Jewish traditions today?
Optional Extension:
Pupils draw or write about their own “special item” and compare it to one Jewish artefact.
Resources Needed
PowerPoint presentation
Access to internet for video clips
Paper and pencils for drawing/writing activity
Knowledge Organiser on Jung covering the WJEC/EDUACS A2 Spec (i have one on FREUD 2)
COVERS EVERYTHING NEEDED ON THIS TOPIC
First Page (blow up to A3) covers:
Religious belief as a product of the human mind – Carl Jung:
Religion necessary for personal growth with reference to: collective unconscious; individuation; archetypes; the God within.
Supportive evidence including recognition of religion as a source of comfort and promotion of positive personal and social mind sets arising from religious belief.
Second Page covers more A02 material with:
Challenges including lack of empirical evidence for Jungian concepts and reductionist views regarding religious belief arising from acceptance of Jung’s ideas
Plus a comparison of Jung and Freud
NEW ATHEISM KNOWLEDGHE ORGANISER - COVERS EVERYTHING FOR THIS THEME TOGETHER WITH SOME A02 TYPE RESPONSES.
Issues relating to rejection of religion: Atheism:
Rejection of belief in deities; the difference between agnosticism and atheism; the rise of New Atheism (antitheism); its main criticisms of religion: non-thinking; infantile worldview; impedes scientific progress.
Religious responses to the challenge of New Atheism: rejection by religious groups of New Atheist claims regarding incompatibility of science and religion; increase in fundamentalist religious activity relating to morality and community; increase in religious apologists in the media
**A2 Philosophy of Religion: 3 Knowledge Organisers covering: **
Theme : Challenges to religious belief – Religious belief as a product of the human mind.
Organiser 1: A Religious belief as a product of the human mind – Sigmund Freud:
Religion as an illusion and/or a neurosis with reference to collective neurosis; primal horde; Oedipus complex; wish fulfilment and reaction against helplessness.
Supportive evidence including reference to redirection of guilt complexes and reference to instinctive desires deriving from evolutionary basis (Charles Darwin).
Challenges including lack of anthropological evidence for primal horde; no firm psychological evidence for universal Oedipus complex; evidence basis too narrow.
Organiser 2: Religious belief as a product of the human mind – Carl Jung: Religion necessary for personal growth with reference to: collective unconscious; individuation; archetypes; the God within.
Supportive evidence including recognition of religion as a source of comfort and promotion of positive personal and social mind sets arising from religious belief.
Challenges including lack of empirical evidence for Jungian concepts and reductionist views regarding religious belief arising from acceptance of Jung’s ideas.
Orgainser 3": Issues relating to rejection of religion: Atheism:
Rejection of belief in deities; the difference between agnosticism and atheism; the rise of New Atheism (antitheism); its main criticisms of religion: non-thinking; infantile worldview; impedes scientific progress.
Religious responses to the challenge of New Atheism: rejection by religious groups of New Atheist claims regarding incompatibility of science and religion; increase in fundamentalist religious activity relating to morality and community; increase in religious apologists in media.
REVISION KNOWLEDGE ORGANISER ON FREUD COVERING THE ENTIRE A2 SPEC FOR WJEC EDUCAS
NEW SPECIFICATION.
THE FIRST PAGE COVERS THE SPEC AND THE SECOND PAGE AS A COMPARISON OF FRED/JUNG AND 2 ESSAY PLANS A01/A02
COVERING:
Religious belief as a product of the human mind – Sigmund Freud:
Religion as an illusion and/or a neurosis with reference to collective neurosis; primal horde; Oedipus complex; wish fulfilment and reaction against helplessness.
Supportive evidence including reference to redirection of guilt complexes and reference to instinctive desires deriving from evolutionary basis (Charles Darwin)
Challenges including lack of anthropological evidence for primal horde; no firm psychological evidence for universal Oedipus complex; evidence basis too narrow
Christian Persecution Lesson: Lesson prepared for Inspection
Full lesson in the PPT
Case Studies and Sheets for students (differentiated)
Layers of Inference Starter
Differentiated Plenary Task
Clear emphasis on Challenge and Progress
Literacy Task - Persuasive writing
Oracy through Hot Seating Strategy
A fully planned ACTIVE lesson on Ashura with Exam Prac and Peer Feedback
Re-cap task on Festivals
Big Picture overiew to set the objectives in context
Best question starter - Blooms Taxonomy
A key term Intro and a brief overview of Ashura for Suuni’s
Film embedded into PPT exploirng Shi’ite concepts.
Comprehension task with Handout
Exam Prac - 8 Marker - the first PEX is modelled and the exam criteria are shared
Peer assesment with grid and feeback tools
This is a full 45 Minute Lesson. I’ve designed it very much as an end of term lesson when students are tired of writing evaluative answer, “oh not another 15 Marker sir” so I have written one as the final task and they fill in the blanks. The lesson follows on from 3 previous lessons where we have looked at the festivals independently. In this lesson we evaluate which is the most important.
The 15 mark answer is not perfect (thought its obviously good) and the students could finsih the lesson by improving it, adding sources of wisdom, reference to Martyrdom and the Day of Atonement.
The lesson includes the following:
5 Min Post-it starter - which festival would they say was the most important - they come and stick their post=it on the board.
Differentiated Learning Journey Intentions Describe through to Persuade
A cut out comprehension task looking at why the 2 Eids and Ashura are each important - the 3rd column is already completed for them.
A fill in the blank- evaluation looking at a 15 Marker queation ‘Ashura is the most important festival’ (see explanation above)
End the lesson with a plenary, asking how the answer could be improved.
Return to the lesson intetions - can they prove where they are.
Enjoy.
Unlock a fully developed, engaging lesson that supports differentiated learning and promotes an interactive exploration of Quaker worship. This comprehensive resource includes:
Differentiated Learning Outcomes: Presented as a clear learning journey to cater to all student levels.
Spot the Difference Starter: A thought-provoking activity that invites students to compare their own worship or assembly experiences with that of Quakers.
Introductory Film: An embedded video introducing students to the Quakers and their beliefs.
Be the Teacher Task: A unique opportunity for students to watch a 7-minute embedded film on Quaker worship and then re-present the material as if they were teaching a GCSE class.
Starter Prompts: A slide with helpful prompts to scaffold the written task, ensuring students stay on track.
Progress Check Exit Task: A final activity to gauge student understanding and solidify learning outcomes.
Printable Help Slip: A resource to support students who may need extra help with the written task.
This well-rounded lesson is designed to foster engagement, critical thinking, and a deeper understanding of Quaker worship. Perfect for teachers looking for a comprehensive, ready-to-use lesson plan.
Unlock a fully developed, engaging lesson plan that promotes differentiated learning and facilitates an interactive exploration of Pentecostal worship. This comprehensive resource is designed to support educators in delivering a dynamic and thoughtful lesson tailored to diverse student needs.
Differentiated Learning Outcomes - The lesson is structured as a clear learning journey, catering to students at various levels of understanding, ensuring all learners are supported and challenged accordingly.
33 Word Starter Activity - This thought-provoking exercise encourages students to engage with Pentecostal Christians as they explain their worship practices, followed by crafting a 33-word rapid response to reflect on what they’ve learned.
Introductory Slide: Pentecostalism Introduced - The lesson begins with an insightful introduction to Pentecostalism, setting the stage for deeper exploration and understanding.
Cornell Note-taking on Embedded Film - Students will be introduced to the Cornell Note-taking method, enhancing their note-taking skills. Following this, they will watch a carefully selected 12-minute documentary on Pentecostal worship. This resource is meticulously chosen to present a balanced view, focusing on the theology of Pentecostalism rather than the more eccentric/sensationalised elements often highlighted in other documentaries. A Cornell prompt sheet is provided to guide students in identifying the most relevant points during the viewing.
Information Check and Exam Question Preparation - Two slides are included to ensure that students have absorbed the essential information necessary for answering an 8-mark exam question. Success criteria are provided to guide students in structuring their responses effectively.
Progress Check Exit Task - A final activity designed to gauge student understanding and reinforce the key learning outcomes, ensuring that students leave with a solid grasp of the topic.
This well-rounded lesson is perfect for teachers seeking a comprehensive, ready-to-use resource that fosters student engagement, critical thinking, and a deeper understanding of Pentecostal worship.
Engaging Sixty-Minute Lesson on the 3 Marks of Existence
Bring Buddhist philosophy to life with this thought-provoking, fully resourced lesson on the Three Marks of Existence. Designed to spark curiosity and deep reflection, this session has been tried and tested in a high-achieving Year 6 class — leading to profound insights and creative expression. It is also ideal for Key Stage 3 learners.
What is included?
-Differentiated learning outcomes to support all abilities
-Clear explanation of the Three Marks of Existence
-Powerful visual activity using images of the same person over time - are they still the same?
-Engaging video: A Portrait of Lotte (0-twenty years) - a mesmerizing way to explore impermanence
-Creative writing: Students compose a poem on impermanence, with a modeled example for guidance
-Optional handout for additional support
This lesson captivates students and encourages them to think deeply about identity, change, and the nature of existence. Perfect for RE, Philosophy, or PSHE lessons!
Download now and spark meaningful discussions in your classroom!
A Dynamic & Engaging Lesson Plan for Active Learning
This lesson isn’t just another slide deck - it’s a carefully designed active learning experience that immerses students in critical thinking, discussion, and hands-on engagement. With sixteen visually structured slides (never overloaded with text!), this session keeps students thinking, moving, and collaborating from start to finish.
Lesson Highlights:
A Learning Journey with Differentiated Outcomes
Students embark on a clear, structured progression, ensuring accessibility for all ability levels while fostering deep understanding.
Powerful Video Starter (5 minutes)
A compelling National Geographic clip introduces the concept of the Bible as an evolving, “stitched-together” text (e.g., Dead Sea Scrolls), challenging the idea of a single author and setting the stage for Hermeneutics - a key term introduced seamlessly.
Clear Explanation of 3 Interpretative Approaches
Students engage with textbook material (integrated into the slides) to understand key perspectives, making abstract concepts more tangible.
Interactive Venn Diagram Activity
With 12 thought-provoking statements, students actively categorize ideas into a Venn diagram, encouraging deeper analysis of overlap and differences. A completed Venn is provided for self-checking and discussion.
Exam Practice with Strategic Guidance
Students tackle a real exam-style question with structured support, reinforcing critical thinking and exam skills.
Peer Marking for Instant Feedback
A dedicated peer marking sheet promotes student collaboration and self-assessment, strengthening understanding of assessment criteria.
Differentiated Progress Task as a Plenary
The lesson wraps up with a tailored plenary activity, ensuring every student consolidates their learning at an appropriate challenge level.
This isn’t just a lesson - it’s an engaging, high-impact learning experience designed to maximize student participation, retention, and enjoyment!
See my other lessons for like content. Former University lecturer, subject lead and assistant head.
Enhancing A-Level Religious Studies Feedback Efficiency
Are you overwhelmed by the increasing number of essays in A-Level Religious Studies? I have developed ** 4 Generic Marking Sheets** for AS and A 2 Religious Studies, specifically for Philosophy and Ethics Units.
These resources include two sheets - one for A O 1 and one for ** A 0 2 ** outcomes. (I have also included AS-level sheets, though you may not require them.) Each sheet contains:
WWW (What Went Well) Positive, differentiated comments (A*-E) that highlight student achievement.
E.B.I. (Even Better If) Diagnostic, targeted advice to support progress and improvement.
R.E.act Task (Reflect, Evaluate, Act) A directed improvement and reflection task (DIRT) designed to close the feedback loop. This task aligns with the E.B.I. ensuring students engage in independent, meaningful improvement.
These marking sheets are based on the official mark scheme but have been carefully rewritten to streamline the feedback process. Simply highlight the relevant WWW, match it with an appropriate E.B.I , and assign a corresponding R.E.act task. Each sheet will significantly reduce marking time while enhancing the quality of feedback. These resources are designed to facilitate diagnostic feedback and improve student progress all while making marking more efficient.
This lesson has everything you need to succeed, all included in this visually stimulating power point. Here’s what’s inside:
Starter Task with Pair Work: Engage in interactive activities right from the start, fostering collaboration and critical thinking.
Lesson Outcomes as a Learning Journey: Clearly outlined goals guide your learning path, making complex concepts more approachable.
Textbook Resource: Dive into key concepts on Heaven, Hell, and Judgment, providing the foundation for deeper exploration.
Venn Diagram Activity: Analyze the similarities and differences between key ideas in a visually stimulating way.
8 Marker Exam Question with Support: Receive step-by-step guidance to help you tackle exam-style questions confidently.
Differentiated Exit Task: Tailored to your needs, this task ensures everyone finishes with a clear understanding of the learning outcomes.
This lesson combines engaging visuals, critical thinking exercises, and differentiated tasks to ensure everyone walks away with a deeper understanding. Perfect for learners looking for a comprehensive, interactive experience! I have been teaching twenty five years and rated outstanding in all observations.
A diagnostic tool for marking a set of exam answers.
I have spent a few hours refining this tool as it has cut down my marking time considerably and resulted in giving students more detailed and diagnostic feedback.
JUST HIGHLIGHT THE RELEVANT CELLS TO SAY WWW AND EBI
Included
(a)A fully editable Word Document - set out as A5 - font is AGENCY FB in order to sit well on A5 sheet
(b) A PPT image of the sheet in case you don’t have the font name above
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