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

Learning objective: Explore issues of freedom of religion and belief, including religious expression. Lesson starts with a discussive prompt. Students then consider how many examples of religious freedom and expression they can think of and are introduced to some examples, e.g. wearing of clothes, symbols, jewellery, being allowed to practice religion, festivals, funerals… Students learn wear freedom of religion and belief fits into UK law, analyse a poem about wearing hijab and watch a view giving different views on the choice to wear a veil. They can then put their learning into context by looking at the issue in a worldwide context, e.g. Iran, Saudi Arabia and France. Finishes with 4 mark question practise. Includes textbook activities to complete. Included: PPT with guidance in PPT slide notes, hijab poem and news article hand outs. For use with AQA Religious Studies Islam and Christianity textbooks.

Learning objective: Understand the diversity in opinion within Christianity and Islam about homosexuality. Lesson starts with knowledge recap, an introduction to UK law on homosexuality (and elsewhere), and an exploration of some of the different views within Christianity, including those of Queer Theology. Students extend their knowledge further by learning that changing views and interpretations of scripture has opened up the doors for LGBTQIA+ people to have more prominent roles within some denominations of the Church, including Britain’s first transgender vicars. Students then learn about different Muslim views, including an introduction to The Unity Mosque in Toronto, Canada, and finish by responding to the statement, ‘all religious people are homophobic’. Includes textbook activities to complete. Resources included: PPT with guidance in PPT slide notes, Queer Theology hand out and an alternative Venn diagram activity if wanting to use. Created for use with the AQA RS Christianity and Islam textbooks.

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.

Whole SOW for the GCSE RS topic Theme F: Religion, Human Rights and Social Justice (AQA) Covering: What are human rights? Religious freedom Women LGBTQIA+ Disability Race Poverty Exploitation Wealth and charity Contains exam question practise Theme F A3 revision sheet for students to complete Link to revision Kahoot. All lesson resources, PPTs and worksheets provided. Guidance in PPT slide notes. Amnesty International’s free street scene resource for lesson 1 is linked in the PPT slide notes. For use with the two AQA textbooks: Islam and Christianity. Textbook pages not provided.

Whole SOW for the GCSE RS topic Theme E: Religion, Crime and Punishment (AQA) Covering: Reasons for crime Attitudes to lawbreakers and types of crime Aims of punishment Types of punishment Capital punishment Revision lesson, including A3 Theme E revision sheet for students to complete Lessons include plentiful reference to real life examples (e.g. Anthony Walker, Rosa Parks, Roy Hackett, the Finnish prison system), case studies (e.g. James Bulger, Derek Bentley and Christopher Craig) and exam question practise All lesson resources, PPTs and worksheets provided. Guidance in PPT slide notes. For use with the two AQA textbooks: Islam and Christianity. Textbook pages not provided.

Please note that this lesson is for use with the textbook: Collins Key Stage 3 - Philosophy and Ethics by Robert Orme. For copyright purposes, I cannot include a copy of the pages from this textbook. Lesson objectives: To consider and evaluate the different reasons why some people may choose to be vegan. To apply the principle of utility to the issue of veganism. Students start lesson by completing a 19 statement survey and sharing the statement they feel most strongly about. They then share their current knowledge on what vegetarianism, veganism and ethical veganism might mean, and are then introduced to a definition given by The Vegan Society, which they must simplify. After finding out the meaning of utilitarianism, they then explore the view of Peter Singer, including the term speciesism. Finishes with a knowledge recap and quiz on veganism. Included: PPT, starter survey, lesson plan. Not included: textbook (pages 48-49)

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).

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

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

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)

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.

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

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 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.

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.

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.