LO: To know different Christian views about celibacy and marriage Lesson starts by with a key term check, ‘what do these celebrities have in common?’ images - celebrities who had vowed to remain chaste until marriage - and discussion on difference between celibacy and chastity. Students then watch an extract of the Diarmaid MacCulloch documentary Sex and the Church (linked on the slide via ERA), with questions to complete (answers included) before exploring polygamy and Jewish thinking about celibacy and marriage (to point out the difference in thinking, Judaism encourages children/not being celibate). Students then complete textbook work, note that the according to the Equality Act it is not unlawful for a religious organisation/representative to refuse to marry a same sex couple, then explore a CMF article on same sex marriage - arguing against it. Finishes with possible 10 mark essay. Resources included: PPT, lesson plan, Sex and the Church documentary question sheet, documentary answer sheet for teacher, CMF article. Students will need textbooks

Learning Objectives: To consider what ‘worldviews’ are and to evaluate whether they are important To explore the right to freedom of belief and religion as a Human Right To put into context where the world’s religions have come from To be introduced to a variety of key words, facts and figures related to these religions Students start by watching a video on worldviews and use it to feedback their thoughts on what they think the term means, why worldviews may be important and what factors influence someone’s worldview. After identifying that religion plays a key role in shaping some people’s worldviews, they then complete a timeline activity to introduce them to a brief development of religion over time, including the world’s 6 main religions. Students use the information from this activity to answer questions that will introduce them to some key words, facts and figures about these main religions (answers included). The lesson finishes with students responding to the prompt: ‘Religions are irrelevant in today’s world.’ Extension: students to create their own set of ‘worldview glasses’ to show their own worldview Resources included: PPT, lesson plan, map and timeline sheets

Focuses on: Debates about female ordination in the Church of England up to and after 1994 and the continuing debate today Lesson starts with a key concept check, then students are introduced to the arguments surrounding female priests from a clip of the Vicar of Dibley. They are then introduced to the hierarchy of the Church of England, and go through a timeline of female ordination, ending with being introduced to Libby Lane’s consecration as a bishop. Students then watch an 8 minute video about the role and authority of women in the Church, picking out further key arguments which they will use, combined with their textbook, to bullet point down arguments for and against the 15 mark statement, ‘women should not be leaders in Christianity’. Resources included: PowerPoint, lesson plan, video links Students will need textbooks

Double lesson on the Bible - sources of wisdom and authority, AQA A Level Christianity. Students start by completing an origami activity to show the importance of having guidance/instructions. They are then introduced to the nature of the Bible and issues with it through a video linked on the PPT. They then create a booklet ‘Guide to the Bible’ using an A3 sheet template to cover the nature and authority of the Bible, including conservatism, liberalism and neo-orthodoxy. Final activity is to plan and write a draft 10 mark essay on the nature and authority of the Bible. Resources included: PowerPoint, lesson plan, origami instructions, A3 sheet Students will need: paper for the origami activity, textbooks *I have added resources for another way of completing this lesson, whereby students are given a booklet to complete instead. You can then choose what you prefer

2 to 3 lessons worth of materials focusing on: An introduction to the topic of ‘expressions of religious identity’ Baptism: the significance of infant baptism in Christianity with particular reference to the Catholic and Baptist traditions; arguments for and against infant baptism Starts with discussion prompts around identity, and students are then introduced to some of the key words and ideas of the topic ‘expressions of religious identity’ and are to discuss what they already know about them/try to link the words together. Because students need to focus on Catholic and Baptist traditions, they then look at recent data on Christianity around the world to research into the two areas. Students are then introduced to baptism and the story of John the Baptist, which they act/read out as a role play. Students then look at the various Gospel accounts of Jesus’ baptism and complete a compare/contrast sheet with prompts. Students will need Bibles for this. Then, students are to use their textbooks to complete a question booklet/sheet about baptism in the Catholic and Baptist traditions, and then colour code arguments for and against infant baptism. The teacher answers for this are included. Final activity/homework is a 15 mark question on baptism Resources included: PowerPoint, detailed lesson plan, Christianity around the world data sheets, John the Baptist role play script, Gospel comparison table sheet, Baptism question sheet (and answers). Students need Bibles and textbooks

Lesson created for KS3 on moral vegetarianism, looking at why people become vegetarian or vegan; evaluating different views on moral vegetarianism and whether it is morally right to eat meat (GCSE style statement). This is in the style of an animal rights protest placard. Could be used easily for KS4. Includes the lesson plan, a booklet that students have to fill in synced with the lesson content (no books needed - with starter questionnaire, space to write in definitions of vegan and vegetarian, space for the ‘for and against’ arguments, and then for the plenary), and case studies. Students work in pairs or teams to look at the case studies. Extension/challenge throughout. The case studies are in pairs (the for and against arguments): Animal Aid and the Agriculture & Horticulture Development Board Christianity and Hinduism Philosophers (including the utilitarian argument, to link to A level)

This was designed as part of a KS3 unit of work on Jesus to explore whether Jesus was the messiah. Students start off by considering what a superhero is and link this to Jesus. Students are then provided with resources to find out what the prophets predicted the messiah would be 700 years before Jesus, and compare this to accounts of Jesus in the gospels to decide whether they think Jesus was or was not the messiah. You can put the resources on tables, or around the room as a treasure hunt. Students then write up their evaluation/findings (writing frame provided).

A lesson on belonging in Buddhism - the sangha Objectives: to know some of the different types of Buddhist sangha to understand what it means to be a Buddhist monk and to consider how Buddhist beliefs are reflected in the monastic life to know what happens during initiation into the monastic sangha Students start by looking at pictures and trying to work out what sangha means, then are introduced to what sangha means and discuss what they think life as a monk/nun would be like, trying to link their ideas to Buddhist concepts. Students then watch a video on ‘a day in the life of a monk’ and learn about what it means to be a monk/how a person becomes a monk. After this students watch a video introducing a person’s 10 day stay with monks in Thailand. Students then have to write a postcard as though they are this person explaining about their stay, making sure to include everything on a check list. Students then complete mini quiz style 1 and 2 mark exam questions. An extension activity is included if need be for students to complete an information sheet about the worldwide sangha, for which they would need ‘The Buddhist Experience’ textbook. Resources included: PPT, lesson plan, videos linked on PPT, worldwide sangha double sided worksheet Resources needed: ‘The Buddhist Experience’ textbook (if you want students to complete the extension activity and worksheet)

A set of approx 3 lessons (plus) on good conduct and key moral principles, covering the importance of good moral conduct in the Christian way of life, including reference to teaching about justification by works, justification by faith and predestination. Lessons include a variety of discussion, note taking, research using Bibles and research using textbooks, as well as 2 exam questions (AO1 and AO2). PPT and detailed lesson plan included.

PowerPoint, resources and lesson plan for a double lesson on the Church - sources of wisdom and authority, AQA A Level Christianity. Includes an activity whereby students make their own big fold out timeline on the history of the Church. Question and answer sheet provided on the Catholic/Protestant split, using a video from YouTube that is linked on the PowerPoint. Exam question as extension.

Revision sheets for all of the AQA RS Christianity Year 12 topics: Sources of wisdom and authority God Self, death and afterlife Good conduct and key moral principles Expressions of religious identity

An information guide to provide to students starting the AQA Religious Studies A Level course. This booklet provides information for those studying Christianity as their religion, as well as Philosophy and Ethics (and Dialogues). Includes: Course/exam information Example Christianity and Dialogues exam paper (for illustration purposes) Checklists for the content of all of the components Advice about grades, note taking, and planning and writing essays AO1 and AO2 mark criteria Useful resources (e.g. magazines, books, websites, podcasts) Exemplar 10, 15 and 25 mark example essays Advice on how to write essays (introduction, main body and conclusion), with example introductions, conclusions and paragraph structuring (PEEL and PACE) Revision ideas Curriculum maps to give a clear course overview (you may want to swap these out for your own)

LOs: To know the story of the Buddha’s enlightenment; to analyse the importance of the story of the Buddha Pupils start by exploring the impact of things in their own lives, then will need a textbook to read about the story of the enlightenment (I use pages 10-11 of ‘The Buddhist Experience’ but any Buddhism textbook or video will do). Then they complete a ‘choose your own’ activity on the story of the enlightenment, before moving on to discuss what they think is the most important part of Siddhartha’s story and completing an evaluation table on this to practise GCSE skills. Included: PowerPoint (my guidance is in the notes), blank evaluation table sheet for more able students, partially filled in table sheet for less able students. Some ideas/answers are on the second page of the less able table sheet document.

A lesson focusing on sanctity of life: the concept of sanctity of life; different views about its application to issues concerning the embryo and the unborn child. Starts with key concept recap and a discussion point. Students are introduced to the term sanctity of life, which they then look at in further detail, and also then quality of life, which they explore by looking at different pictures of animals and discussing whether or not they have quality of life and how do we define quality of life? They then do an independent research activity on ‘applying the principle of sanctity of life to the embryo and the unborn child’ - students are to participate in a ‘poster conference’ whereby they will research their chosen area, collate their research into a large poster, and will then present this to the rest of the group. You could also make this into an ‘event’ by asking other students and teachers along. I have included an additional powerpoint to use for this if you wish. All easily adaptable. Resources included: Lesson PPT, detailed lesson plan, animal photos, Poster Conference Info PPT for other students (if you wish to make it into an event),

A lesson focusing on sanctity of life: the just war theory and its application to the use of weapons of mass destruction. Starts with key concept recap and some discussion points. Students are introduced to the just war criteria and complete activities on this, including categorising them into ius ad bellum and ius in bello and thinking of any issues or difficulties. They explore the types and effects of WMDs, and apply the just war theory to WMDs - developing their understanding of this further with the case study of Hiroshima. Finish with ‘choose your discussion’. All easily adaptable. Resources included: PPT, detailed lesson plan, A4 sheet on the just war theory, Hiroshima account. Students will need textbook.

Approx 2 lessons on euthanasia - should people have the choice to die? Learning objectives: to understand what is meant by the term euthanasia and the different types of euthanasia; to know the UK law on euthanasia; to understand some of the issues surrounding euthanasia and differing attitudes Students start by looking at and discussing a newspaper article about child euthanasia, look at the different types of euthanasia (passive, active, involuntary, voluntary), the UK law on euthanasia, and then look at the case of Tony Bland. The class is then split into groups to do group work on this case, ‘taking it to court’. Some groups are assigned the case of the prosecution (that it was murder), and others are given the defence (mercy). The groups are given information packs with instructions for what they need to do, as well as evidence about Tony Bland and information about an organisation that either supports or opposes euthanasia. Resources included: PPT, lesson plan, newspaper article, mercy packs, murder packs

A lesson on the concept of God in Process Theology, looking at David Griffin - God as neither creator nor omnipotent. Included: PowerPoint, lesson plan, separate PowerPoint for students to have as a hand out that they edit during the lesson.

LO: To know implications of beliefs about Jesus (as having God’s authority/as only human) for Christian responses to Jesus’ teaching and his value as a role model, with reference to his teaching on retaliation and love for enemies in the Sermon on the Mount (Matt 5:38-48) Starts with student discussion point and exploring Anthony Walker’s mother Gee’s response to her son’s killers, and how she is putting Jesus’ teaching into action. Students then read and analyse the Sermon on the Mount before looking at the different views of Jesus’ authority and his value as a role model, and reading an article on Jesus and pacifism. Students then complete a research project on either the Quakers or Pax Christi on their responses to Jesus’ teaching, which they then share with the class. Resources included: PowerPoint, lesson plan, pacifism article, Sermon on the Mount analysis sheet, and some resources on the Quakers/Pax Christi

Focuses on: Historical and social factors that have influenced developments in Christian thinking about these issues, including: the development of Biblical criticism, especially in the 19th century, and the resulting freedom to challenge traditional readings of passages such as 1 Tim 2:8-15; the changing roles of men and women in society outside of religion; the rights given to women by secular governments. Approx 3 lessons worth, depending on your time allocation. Students start by looking at quotes about women that have been put around the room (e.g. quotes by Martin Luther, Aristotle) and are to stand by the one they find most offensive. Students are then introduced to some of the key thinkers and ideas around gender, and can link the dates of these thinkers into a discussion on societal attitudes. Students then have some discussion points, and are given information cards on the changing roles of men and women in society, and have to put them in order and use them to explain about these changing roles over time. Students are then given an extract from Paul Hedge’s book Towards Better Disagreement (please note that this is not included, but the question sheet and teacher answers are. However, I have also included a version of the lesson without this book extract in case you don’t have it) to explore into ideas around gender and Christianity further. Students are then introduced to liberal theology and biblical criticism, have a go at ‘criticising’ 1 Timothy 2:8-15. Then they use their textbooks to complete some tasks, and finish with a 15 mark exam question that their tasks help them prepare for. Resources included: PowerPoints (1 version with Paul Hedges, 1 without), lesson plans (1 version with Paul Hedges, 1 without), information cards, quotes about women, Paul Hedges question sheet, Paul Hedges answers for teacher. Students will need: AQA RS Year 2 textbook, Paul Hedges book extract if you wish to use it.

Lesson objectives: Understand the meaning of prejudice and discrimination. Investigate Christian and Muslim beliefs regarding the status, role and treatment of women in religion. Lesson starts with students writing and swapping a response to the statement, ‘men and women do not have equal rights’. Students consider what the terms prejudice and discrimination mean, and how women (and men) may experience both, before considering why people become prejudiced. Students learn about the Equality Act 2010, and then explore Christian views on the role and status of women, including an introduction to Feminist Theology. Muslim views are explored and students analyse an article on the role of women within the mosque to draw out arguments for and against. Students complete 4 mark question practise and are provided with guidance on how to answer the 12 mark question, before reading an example 12 mark essay and completing activities on this designed to enhance their understanding of how to answer the 12 mark question. Also includes textbook activities to complete. Resources included: PPT with guidance given in PPT slide notes, 12 mark essay guidance sheet, example 12 mark essay worksheet, mosque equality article, Equality Act 2010 hand out. Created for use with the AQA RS Islam and Christianity textbooks.

Focuses on: A comparison of the significant ideas of Daphne Hampson and Rosemary Radford Ruether, including Hampson’s view that Christianity is irredeemably sexist and Ruether’s ideas about the androgynous Christ and her view that the female nature is more Christlike than the male. Lesson starts with a key concept check. Students look at two pieces of artwork that show Jesus as female as a discussion point, and are introduced to feminist theology and the views of Hampson and Ruether, completed with then reading an article on ‘The Androgyny of Jesus’. Students then read an example 15 mark answer on feminism and pair mark it according to the criteria, and are then given the feedback/level from the examiner. Students are given a different 15 mark question and are asked to link various given points to the answer, explaining how each of the points could be used to answer the question. They then use these points and some activities to help them plan their answer to the question (activities can be carried out by using a whiteboard pen/their tables, or on paper), which they will then write using the example answer as a model. Resources included: PPT, lesson plan, example 15 mark answer, article, 15 mark question card sort (if you wish to use it)