This is a series of lessons (10) that relates to setting up a civilisation on an Island. It is designed to be cross curricular for a new Year 7 class, so encompasses RE, PSHE, Maths, English, Computing, DT and Geography skills. The pupils start by creating their own Island, they do this by finding reference images, labelling the features of their Island and resourcing this themselves. They then must advertise their Island - why should people live on it? They then explore the financial needs of their island and link this to the morality of equal pay for all and how tax/employment works. They then spend a series of lessons earning money on their island. They have buy nets of products, make them to a specific time frame/criteria and then sell them to the teacher to earn money. They then must decide how they spend it and learn about budgeting money. They then move onto consider the issues of prejudice and discrimination through a lifeboat task, where they have to save 5 people from a sinking ship, whilst leaving the other 5. These 5 people then become inhabitants on their island. They move onto creating laws and punishments and consider the morality and ethics of these, including the death penalty. It culminates in them deciding if they want religion on their island and they research a faith to ‘sell it’ to the inhabitants. ALL of the lessons are fully resourced, with task sheets embedded into each PPT that can be printed on A3 paper. Pupils then presented this project to parents at its conclusion as part of a Year 7 showcase with each of their task sheets to show off their completed project.

This is a double lesson (2 hours) on organ donation that is delivered to Year 9. The first lesson looks at the process of organ donation in England, addressing common misconceptions and looking at the law and whether this is right or wrong. Lesson 1 culminates in a research task on the NHS England website and a discussion about the opt out system. This lesson relates to a SOW on Humanism and so whilst developing their own views on this topic, they compare them with the Humanist perspective. All resources/links are supplied. Lesson 2 puts them into a situation where they have to decide where organs will be donated. They have 3 organs and 6 patients with varying circumstances. Pupils need to justify their views on who gets the organs and why. This develops their evaluative skills and leads to a debate task at the end of the lesson to draw it all together.

This is a double lesson (2 hours) introducing pupils to Sikhism as a world faith. All the resources are contained within the PPT itself. The first lesson relates to key images/key terms of what makes a Sikh, a Sikh. This then develops into lesson 2, where there are 6 stations, all with a QR code (these are linked to the BBC series on what it means to be a Sikh - links are also embedded). Pupils scan the QR code to watch the clip and answer a series of questions on each one. They travel around to each of the stations to create a set of revision cards on what it means to be a Sikh. They then use these to create a piece of extended writing on what it means to be a Sikh today utilising the cards and key terminology that they have recorded. This can be marked/reviewed as a class.

This is a double lesson (2 hours) created to start a unit of work on Judaism. It includes a quiz activity to start with that introduces pupils to key terminology and concepts that they will study as part of this unit. The quiz itself is embedded and can be printed with extension tasks included. The second lesson focusses on the differences between Orthodox and Reform Judaism, looking at different practices and comparing them to each other. Fully resourced with links embedded and all worksheets/reference materials included.

This resource is a double lesson (2 hours). The first is a lesson about Jewish food laws, which includes embedded links and resources to explore what the laws are and the basis of them. The second lesson, pupils are tasked with considering how easy/difficult it is to follow the mitzvot (including keeping kosher). In order to do this, pupils are given a sample of some of the laws and are asked to consider these. They are then given the task of being town planners and planning an area which will have a proportion of orthodox Jews. They have to include a rationale for certain features, e.g. an eruv, where the Synagogue is situated and what might mark out a home as being one inhabited by a Jewish family. Pupils then end with a question asking them to explain the challenges of living in the 21st century as an orthodox Jew.