Science SMSC Card Sorts

Science SMSC Card Sorts

These outstanding resources on controversial issues linked to the science curriculum have been bundled together to give to you exceptional value. These card sorts are great for the full range of ability and are designed to help promote debate and discussion of these difficult topics. You can cut them out and put them into an envelope for students to sort or you can get them to cut, sort and stick them into their books. Failing that they can create a key or use highlighters and stick the information into their books. Whenever possible, I have linked in videos that are suitable for classroom use that cover both sides of the debate and can be previewed alongside our resources. Everything is supplied in Microsoft Word and can be easily customized to suit your students . For more information, please click on each resource.
Roy_Huggins
Justice and Compassion - Catholic Social Teaching

Justice and Compassion - Catholic Social Teaching

Catholic Social Teaching needs to be taught to all students if they are to grow in compassion for their fellow mankind. In an increasingly narcissistic world young people should be challenged to act in solidarity with the poor and to seek justice for all of God’s Creation.
sheensr
AQA: Themes: Religion, Crime and Punishment - Whole Unit

AQA: Themes: Religion, Crime and Punishment - Whole Unit

This is a unit of 8 lessons (in 7 PowerPoints) for the AQA theme of Religion, Crime and Punishment. Lessons cover a variety of tasks, activities and learner styles, geared towards the final exam. Each lesson includes: Homework Starter 3D learning objectives and differentiated outcomes Construct (Main tasks) Apply tasks (Exam practice and technique) Review Plenary Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
CreativeRE
AQA: Religion, Crime and Punishment: Suffering and Forgiveness - Whole Lesson

AQA: Religion, Crime and Punishment: Suffering and Forgiveness - Whole Lesson

Lesson intended as a double lesson (roughly 1.5 hours) as part of a unit of work called ‘Religion, Crime and Punishment’ for the AQA spec at KS4. This lesson is called ‘Suffering and Forgiveness’ and is L8 in the unit. This lesson can be taught as a stand alone lesson or as part of the unit. Lesson includes: Homework Starter 3D learning objectives and differentiated outcomes Construct (Main tasks) Apply tasks (Exam practice and technique) Review Plenary Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
CreativeRE
AQA Religion, Crime and Punishment: Corporal Punishment - Whole Lesson

AQA Religion, Crime and Punishment: Corporal Punishment - Whole Lesson

Lesson intended as a double lesson (roughly 1.5 hours) as part of a unit of work called ‘Religion, Crime and Punishment’ for the AQA spec at KS4. This lesson is called ‘Corporal Punishment’ and is L6 in the unit. This lesson can be taught as a stand alone lesson or as part of the unit. Lesson includes: Homework Starter 3D learning objectives and differentiated outcomes Construct (Main tasks) Apply tasks (Exam practice and technique) Review Plenary Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
CreativeRE
AQA: Religion, Crime and Punishment - Crime, Good and Evil - Whole Lesson

AQA: Religion, Crime and Punishment - Crime, Good and Evil - Whole Lesson

Lesson intended as a double lesson (roughly 1.5 hours) as part of a unit of work called ‘Religion, Crime and Punishment’ for the AQA spec at KS4. This lesson is called ‘Crime, Good and Evil’ and is L2-3 in the unit. This lesson can be taught as a stand alone lesson or as part of the unit. Lesson includes: Homework Starter 3D learning objectives and differentiated outcomes Construct (Main tasks) Apply tasks (Exam practice and technique) Review Plenary Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
CreativeRE
All Course Notes for Christianity (OCR GCSE Religious Studies)

All Course Notes for Christianity (OCR GCSE Religious Studies)

This 3000-word resource is a summary of Christianity for OCR GCSE Religious Studies. It includes 2 main sections: 1. Christian Beliefs Nature of God Trinitarianism Biblical accounts of Creation The problem of evil Jesus Christ 2. Christian Practices Worship Sacraments Prayer Pilgrimage Role of the Church in the local community Mission of the church Role of the church in the wider world (there are a variety of biblical quotes and also a variety of viewpoints from different denominations of Christianity throughout the notes)
alfiesimpson717
Taize Order of Service for Schools

Taize Order of Service for Schools

An order of service suitable for a school service that last for just under one hour. The service covers the Passion, Resurrection and Pentecost. Selected Taize chants are printed in two part harmony (for some) as well as a few popular style hymns. It provides opportunities for some performances by school students as well as vocal solos for either senior students or adults. The language used in the readings are simple and paraphrased to enable younger children to understand and relate to the bible stories. Preparatory materials (not included here) include prayer slips completed by students before the day of the service as well as a prayer box where they are presented on the altar.
pjames37
Suffering in the world - How do we cope? Job's example

Suffering in the world - How do we cope? Job's example

Fabulous video entitled “Dangle” sets off this fully resourced lesson concerning emotions and experiences of suffering. Includes the story of Job as a man tested by faith when disaster strikes. Encourages students to think about how emotions may change and how there is a real test of faith when things go wrong. Complete with powerpoint with progress points and activities to study this biblical story of trust, comfort and resilience.
hundredacre15
What about the problem of suffering?

What about the problem of suffering?

Man made ? Natural ? What about the problem of evil ? How can we decipher which are the most or least ‘evil’ events which happen in the world? Fully resourced lesson considering this age old issue. Complete with Evil Card Sort activity - a task which I used and was enthusiastically met by all abilities. Lesson material includes frameworks for development. progress points and fully explanatory powerpoint.
hundredacre15
Card Sort: Fox Hunting Debate

Card Sort: Fox Hunting Debate

Fox hunting has become for many an emotive issue with the views of the countryside and cities diverging other whether the sport is a cruel or natural past time. This resource aims to help students understand some of the key issues and help then come to a balanced conclusion on the morality of fox hunting. It be used alongside any main stream text book or video clip as a starter, mini plenary or a consolidation exercise. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted to help summarise the arguments for and against the ban being lifted. The aims of this lesson / activity are: Theme: Rights and Responsibilities Know: What is Fox hunting and why was it banned? Understand: What are the arguments for and against lifting the ban on Fox hunting? Evaluate: Should the hunting of all animals be banned or is fox hunting a special case? WILF - What am I Looking For? Identify and describe - What is Fox hunting and why was it banned? Explain - the arguments for and against lifting the ban on fox hunting? Analyse - If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy
Roy_Huggins
Forgiveness Knowledge Organiser

Forgiveness Knowledge Organiser

This is a knowledge organiser that is used for a scheme of work I use for ‘Forgiveness’. It is an excellent revision tool and can be used for GCSE or KS3. If not in line with the buyers SOW it can be edited or used as extra reading. Thanks and enjoy!
TeacherofThought
SMSC Card Sorts

SMSC Card Sorts

These excellent resources have bundled together to give you outstanding value. The over a range of social, moral, spiritual and cultural issues that relate to a number of subjects. If you would like to know more then please click on each resource. They are aimed at the fully range of ability. You can cut them out and put them into an envelop for students to sort or you can get them to cut, sort and stick them into their books. Failing that they can create a key or use highlighters and stick the whole sheet into their books. I have also produced an American version of these resources called Moral Philosophy, but this bundle is smaller and the resources included have been especially adapted for US schools. If you would like some further updates, then please follow me on the TES or facebook.
Roy_Huggins
Card Sort: Euthanasia For & Against

Card Sort: Euthanasia For & Against

There have recently been a number of controversial cases in the news over the issue of Euthanasia. Can the taking of another human life to stop suffering ever be justified? This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against voluntary Euthanasia. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organise them into their most persuasive order and then sick into their books before they have a go at the extended writing activity / discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as fourteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Social, Moral, Spiritual Values Know: What is Euthanasia? Understand: What are the arguments for and against Euthanasia? Evaluate: Are there any circumstances in which is acceptable to take another life? WILF - What am I Looking For? Identify and describe - what is Euthanasia? Explain - the arguments for and against Euthanasia? Analyse - Are there any circumstances in which it is acceptable to take another life? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy
Roy_Huggins
Does the widespread existence of Evil and Suffering disprove God's existence?

Does the widespread existence of Evil and Suffering disprove God's existence?

This is a debate lesson that I planned and put together - it follows after my other lesson on Religious responses and Explanations to suffering. Overall - this lesson aims to bring together all the things that they have learnt in the topic and gives them the opportunity to express their understanding of the topic and to evaluate the various arguments that arise with the problem of evil and suffering. Documents 5-9 are the resources that I gave to the students to help them plan - the resources may seem a little heavy but these were top ability year 10 groups so they managed them well. Documents 1 and 2 are the sheets that groups used to write down their arguments. Document 3 has a number of pictures displaying suffering and could be used by pupils in the debate to support the points they are making. Document 4 is the starter and this can be displayed in different parts of the class. The whole point in this lesson is that the students should talk and discuss throughout the duration of the lesson in a controlled manner with very little imput needed from the teacher. I would recommend that this resource be used in conjuction with the scheme - the lessons on evil, on religious views on suffering, the nature of evil, the problem of evil and the religious explanations and responses to evil and suffering - they will probably struggle a little if you decide to have a one off in my opinion.
Qasim87
Euthanasia

Euthanasia

Right to die, types and forms, Christian and Muslim perspectives
jowebb66
Religious explanations and  responses to suffering

Religious explanations and responses to suffering

Evil and Suffering Lesson 6 GCSE Religious Education. This lesson explores in greater detail the religious responses to evil and suffering and explores how three religions explain evil and suffering. You may want to adapt and only focus on two or even just one religions response if it is too much in one lesson. This lesson get’s pupils ready to debate the statement “The widespread existence of Evil and suffering prove there is no God”
Qasim87
The Problem of Evil

The Problem of Evil

Year 10 GCSE Evil and Suffering - Lesson 5. The Lesson explores possible issues of evil and suffering for religious believers. The lesson looks at the Omnipotence, Omnicience and Omni-benevolence of God and how some people can use evil and suffering to show that this poses a problem for someone who believes in God. It also explores what religious believers offer as responses to these possible issues. WALT: Consider how evil causes problems for those who believe in God WILF: 1. Describe three problems that evil creates for believers in God (E/F) 2. Explain how believers in God respond to these problems (C/D) 3. Evaluate the strengths and weaknesses of the different arguments (A/B)
Qasim87
Edexcel A-Level RS Philosophy Notes

Edexcel A-Level RS Philosophy Notes

Notes for Paper 1 of the Edexcel Religious Studies specification, including the following topics: 1.1 Design Argument 1.2 Cosmological Argument 1.3 Ontological Argument 2.1 The nature of religious experience 2.2 Influence of religious experience as an argument for the existence of God 3.1 Problem of evil and suffering 3.2 Theodicies and solutions to the problem of suffering 4.1 Analogy and Symbol 4.2 Verification and falsification debates 4.3 Language games 5.1 Context to critiques of religious belief 5.2 A comparison between Bertrand Russell and Frederick Copleston
asapxamz
The Nature of Evil

The Nature of Evil

Lesson 4 GCSE RE Evil and Suffering Unit WALT: Investigate ideas about the nature and origin of evil WILF: Describe three different viewpoinnts on where evil comes from Consider whether we can put the responsibility of evil on God Evaluate the different ideas about evil’s origin
Qasim87
What is evil?

What is evil?

Year 10 GCSE Evil and Suffering WALT: To investigate what is meant by evil WILF: Describe the different ways evil is defined Investigate how evil is presented in the media Analyse and evaluate different viewpoints about evil Lesson Plan attached.
Qasim87
Religious Explanations for Suffering

Religious Explanations for Suffering

Year 10 GSCE Evil and Suffering Unit. WALT: Investigate the religious explanations for suffering and explain to what extent these explanations solve the problem of suffering WILF: All will be able to describe at least 2 religious perspectives on suffering With more thought you will explain what the story of job teaches about suffering Evaluate how far these religious perspectives solve the problem of suffering I have attached a lesson overview explaining how I delivered the lesson. Any questions/queries please feel free to message. Thanks
Qasim87
Long Term Aid and Short Term Aid

Long Term Aid and Short Term Aid

This is a lesson for year 7 on the wealth and poverty unit that I taught a few years back. WALT: Investigate Projects designed to help people in the long-term. WILF: 1.Describe what emergency aid is and long term aid is and give an example of each 2. Explain how two projects help people in the long-term 3. Design a product to help poor people in the long term Bell Work - Cryptogram to solve which reveals the explanation for Long Term and Emergency (Short Term) Aid. Starter - Display images and discuss with pupils what help would be needed in each situation. Task 1 - Students to put the 6 needs in the order of importance for them. Task 2 - Organise the Aid examples into Long Term and Short Term. Task 3 - Big Issue and Tradecraft Videos - Projects that help to alleviate poverty Match up the actions that Tradecraft do with the explanation of how this helps to alleviate poverty (coloured statements) Task 4 - Pupils to design their product that could be sold to help alleviate poverty. Instructions on slide 16 and examples on slide 17.
Qasim87
How do religious charities help to stop poverty?

How do religious charities help to stop poverty?

This is a lesson as part of a wealth and poverty Unit. WALT: Investigate the actions of charities designed to help people in the long term WILF: Describe the activities of 2 religious charities Create a poster explaining how the charity helps to stop poverty and explaining the religious teachings relating to it Write a letter from an Orphan’s perspective to your charity, explaining your situation of poverty
Qasim87
Jewish Identity & 1000 yrs of anti-semitism

Jewish Identity & 1000 yrs of anti-semitism

This resource looks at Jewish identity, and is part of a scheme of work about the Shoah/Holocaust. It includes some basic beliefs about G-d (including why Jews often write G-d, instead of God) as well as a brief overview of 1000 years of anti-semitism. It puts the anti-semitism that flared into the Shoah into perspective and I’ve used it mainly with KS3 students. It includes a clip of some survivors testimonies which speak about their experience of antisemitism, and has differentiated tasks that explore quotes from the Torah and Talmud in more depth. Extension tasks also included. Easily adaptable for KS4. Ideal for religious studies, SMSC, citizenship and PHSE. Learning Questions (Objectives) include: Can I imagine the possible impacts of the Holocaust on a Jewish person? How may the Holocaust have influenced or challenged Jewish beliefs? What are some key Jewish Beliefs? EXTENSION: Can I evaluate how the Holocaust may effect Jewish people today?
DavidFew
Loss and Blame in the Holocaust

Loss and Blame in the Holocaust

This lesson explores who is to blame for the Shoah/Holocaust. It endeavours to introduce nuance and deeper empathy into students’ understanding in that the Shoah cannot simply be Hitler’s fault: millions of people collaborated, agreed and perpetuated anti-semitism, including some Jews in the Ghettos who faced making impossible decisions in desperate circumstances. Activities are differentiated, with youtube videos of survivors testimonies (which are a little quiet), and the lesson is perfect for religious studies, PHSE, citizenship and SMSC. It’s perhaps a bit personal for a history lesson, but may be used to augment existing scheme’s of work to help engagement. Learning Questions include: Can I describe the different things that were lost in the Holocaust? (level 4-5) Can I explain my opinion on who was responsible for different things in the Holocaust? (5-6) Can I evaluate different opinions on who was to blame in specific situations? (level 6-7) There are also extension tasks which include footage of Otto Frank after his loss of his entire family. All feedback gratefully received.
DavidFew
Religious Philosophy (4 lessons)

Religious Philosophy (4 lessons)

4 hours of lessons about religious philosophy, questions of evil, God and the Devil, existence and suffering. Created as an introduction to philosophy for a KS3 RE unit. Originally created for KS3 but easily editable for KS4 as lots of GCSE-prep style activities. Includes: 4 x 1 hour Powerpoints, differentiated worksheets for all tasks, clips with question activities, group tasks, debate tasks, classroom philosophical experiments, extended writing essay and literacy focus tasks - everything you need to teach an engaging short KS3 unit. More RE lessons for KS3 and KS4 can be found here.
EC_Resources
Judaism Task Mat Bundle: Ethics and Values

Judaism Task Mat Bundle: Ethics and Values

Creative and visually engaging learning mats / revision sheet for Judaism: Ethics and Values. Can be used for revision, cover work, homework or class work - incredibly versatile resource! Download as an editable A3 Word document and as an A4 PDF (for compatibility) Topics are: Jewish Morality Stewardship Family Life Holocaust War and Peace Life and Death Wealth and Poverty Each Mat includes: Knowledge on the topic Knowledge Check Choice of Tasks Challenge question (Analysis question for extended writing) with exam technique Created with the WJEC / Eduqas RS GCSE in mind, though can be applied across specifications and qualifications. As an examiner for this specification, I have used what I know of the course to create this resource. Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
CreativeRE
Judaism: The Holocaust - Task Mat

Judaism: The Holocaust - Task Mat

Creative and visually engaging learning mat / revision sheet for Judaism: The Holocaust - What was the Holocaust? Can be used for revision, cover work, homework or class work - incredibly versatile resource! Task mat includes: Knowledge Knowledge Check Choice of Tasks Challenge question (Analysis question for extended writing) with exam Download as an A3 word document and as an A4 PDF, for compatibility. Created with the WJEC / Eduqas RS GCSE in mind, though can be applied across specifications and qualifications. As an examiner for this specification, I have used what I know of the course to create this resource. Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!
CreativeRE
AQA GCSE RS - Religion and Life - Ln 10 Abortion

AQA GCSE RS - Religion and Life - Ln 10 Abortion

Lesson 10 of Year 10 SOW to coincide with the the AQA GCSE Relgious Studies Theme - Religion and Life. Lessons are fully resourced with Powerpoint, tasks/activities and worksheets to go with the lesson. Differentiated resources are also added.
katyn1