This resource provides a set of templates for students to make notes on for AQA Christianity – Practices. The templates cover all the topics within the Specification section. It can be used in a revision session as the teacher does Q and A; can be used between students for them to complete from their memory (information retrieval being a more effective form of revision than simple note taking); or from notes; can be set as homework to complete after the Theme has been studied. Once completed, it gives the student a revision resource which they have engaged in and completed, so they are more likely to remember. Central is a stimulus on the topic (which is stated at the bottom of the page for clarity) to trigger discussion. Each template is split into key words, beliefs/teachings about, influence and diversity – which is where the student makes their notes.

This resource provides a set of templates for students to make notes on for AQA Islam – Practices. The templates cover all the topics within the Specification section. It can be used in a revision session as the teacher does Q and A; can be used between students for them to complete from their memory (information retrieval being a more effective form of revision than simple note taking); or from notes; can be set as homework to complete after the Theme has been studied. Once completed, it gives the student a revision resource which they have engaged in and completed, so they are more likely to remember. Central is a stimulus on the topic (which is stated at the bottom of the page for clarity) to trigger discussion. Each template is split into key words, beliefs/teachings about, influence and diversity – which is where the student makes their notes.

This resource provides a set of templates for students to make notes on for AQA Christianity – Beliefs. The templates cover all the topics within the Specification section. It can be used in a revision session as the teacher does Q and A; can be used between students for them to complete from their memory (information retrieval being a more effective form of revision than simple note taking); or from notes; can be set as homework to complete after the Theme has been studied. Once completed, it gives the student a revision resource which they have engaged in and completed, so they are more likely to remember. Central is a stimulus on the topic (which is stated at the bottom of the page for clarity) to trigger discussion. Each template is split into key words, beliefs/teachings about, influence and diversity – which is where the student makes their notes ​

This resource provides a set of templates for students to make notes on for AQA Theme E – Religion, Crime and Punishment. The templates cover all the topics within the Theme. It can be used in a revision session as the teacher does Q and A; can be used between students for them to complete from their memory (information retrieval being a more effective form of revision than simple note taking) or from notes; can be set as homework to complete after the Theme has been studied. Once completed, it gives the student a revision resource which they have engaged in and completed, so they are more likely to remember. Central is a provocative statement on the topic (which is stated at the bottom of the page for clarity) to trigger discussion. Each template is split into key words, beliefs/teachings about, influence and diversity – which is where the student makes their notes. There is no religion specified in the templates, so they can be used in any classroom.

This resource provides a set of templates for students to make notes on for AQA Theme B – Religion and Life. The templates cover all the topics within the Theme. It can be used in a revision session as the teacher does Q and A; can be used between students for them to complete from their memory (information retrieval being a more effective form of revision than simple note taking) or from notes; can be set as homework to complete after the Theme has been studied. Once completed, it gives the student a revision resource which they have engaged in and completed, so they are more likely to remember. Central is a provocative statement on the topic (which is stated at the bottom of the page for clarity) to trigger discussion. Each template is split into key words, beliefs/teachings about, influence and diversity – which is where the student makes their notes. There is no religion specified in the templates, so they can be used in any classroom.

These are materials for revising Theme D from the perspective of Christianity. From the Specification, the Theme is split into a series of topics, each having its own sheet. Using the exam questions as published in Specimen materials as a start point, the topics are talked via these questions on the first side of the sheet. On the reverse of the sheet are examples of potential questions, using the language of the Specimen Materials. These can be used in class, as a revision aid, issued for homework to do some/all of the questions. They can form the basis of a lesson, and are useful for supporting non-specialists.

These are materials for revising Theme D from the perspective of Islam. From the Specification, the Theme is split into a series of topics, each having its own sheet. Using the exam questions as published in Specimen Materials as a start point, the topics are tackled via these questions on the first side of each sheet. On the reverse of the sheet are examples of potential questions, using the language of the Specimen Materials. These can be used in class, as a revision aid, issued for homework to do some/all of the questions. They can form the basis of a lesson, and can be used as an aid for non-specialists.

These are materials for revising Theme C from the perspective of Christianity. From the specification, the Theme is split into a series of topics, each having its own sheet. Using the exam questions as published in Specimen Materials as a start point, the topics are tackled via these questions on the first side of each sheet. On the reverse of the sheet are examples of potential questions, using the language of the Specimen Materials. These can be used in class, as a revision aid, issued for homework to do some/all the questions. They can form the basis of a lesson.

These are materials for revising Theme C from the perspective of Islam. From the specification, the Theme is split into a series of topics, each having its own sheet. Using the exam questions as published in Specimen Materials as a start point, the topics are tackled via these questions on the first side of each sheet. On the reverse of the sheet are examples of potential questions, using the language of the Specimen Materials. These can be used in class, as a revision aid, issued for homework to do some/all the questions. They can form the basis of a lesson.

These are materials for revising Theme F from the perspective of Islam. From the specification, the Theme is split into a series of topics, each having its own sheet. Using the exam questions as published in Specimen Materials as a start point, the topics are tackled via these questions on the first side of each sheet. On the reverse of the sheet are examples of potential questions, using the language of the Specimen Materials. These can be used in class, as a revision aid, issued for homework to do some/all the questions. They can form the basis of a lesson. They are useful for non-specialists to support subject knowledge.

These are materials for revising Theme F from the perspective of Christianity. From the specification, the Theme is split into a series of topics, each having its own sheet. Using the exam questions as published in Specimen Materials as a start point, the topics are tackled via these questions on the first side of each sheet. On the reverse of the sheet are examples of potential questions, using the language of the Specimen Materials. These can be used in class, as a revision aid, issued for homework to do some/all the questions. They can form the basis of a lesson. They are useful for non-specialists to support subject knowledge.

This is a powerpoint presentation for a lesson which sits at the start of delivering the ethics Themes for GCSE RS. This is from an Islam perspective. Whilst written for the AQA Themes, it does fit the same Themes for any of the exam boards. The point of the materials is to show students that they already know lots about the Themes, which they can use as they learn in more depth. It is also to show them that a few teachings go a long way. It is true that the exam boards want to see specific teachings for topics, and want students to apply those Themes, rather than using the same few generic quotes every time. However, it is also true that those generic quotes do have a multitude of applications as they are what the religion boils down to in its basic moral guidance. So this powerpoint is based on that latter fact! Use the powerpoint in its entirety with students who need to speed through the course for whatever reason, or with students who need a simpler chunk of knowledge. This gives a baseline from which to work in studying in depth, and one to fall back on if exam anxiety kicks in. Within the powerpoint there are notes for each slide as teacher guidance, and there are some suggestions for different ways of using the materials.

This is a set of revision sheets for WJEC GCSE Religious Studies for Theme 1 - Issues of Relationships - studied from theMuslim perspective. It takes into account the question forms asked in the published SAMS, presenting material to support revision for the angles of questioning they pose. So it covers key terms, key and other teachings, general and specific religious information to do with each topic, and examples of diversity in belief/ practice. The reverse of each two-sided sheet provides guidance on answering each of the question types from the SAMS - so that students can become more familiar and so comfortable with the topics in exam terms. There are a number of sample questions for students to practise with in each format. The sheets can be used as a revision tool at home, as notes for class, to set homework from the questions on there. They also form a good basic level of knowledge for any teacher, and good examples of questions which can be explored with classes

This resource provides a set of templates for students to make notes on for AQA Theme D – Religion, War and Peace. The templates cover all the topics within the Theme. It can be used in a revision session as the teacher does Q and A; can be used between students for them to complete from their memory or from notes (information retrieval being a more effective form of revision than simple note taking); can be set as homework to complete after the Theme has been studied. Once completed, it gives the student a revision resource which they have engaged in and completed, so they are more likely to remember. Central is a provocative statement on the topic (which is stated at the bottom of the page for clarity) to trigger discussion. Each template is split into key words, beliefs/teachings about, influence and diversity – which is where the student makes their notes,

This is a set of revision sheets for WJEC GCSE Religious Studies for Islam - Practices. It takes into account the question forms asked in the published SAMS, presenting material to support revision for the angles of questioning they pose. So it covers key terms, key and other teachings, general and specific religious information to do with each topic, and examples of diversity in belief/ practice. The reverse of each two-sided sheet provides guidance on answering each of the question types from the SAMS - so that students can become more familiar and so comfortable with the topics in exam terms. There are a number of sample questions for students to practise with in each format. The sheets can be used as a revision tool at home, as notes for class, to set homework from the questions on there. They also form a good basic level of knowledge for any teacher, and good examples of questions which can be explored with classes.

This is a presentation for use in a lesson on 'reasoned consideration' and 'chains of logical reasoning'. The new GCSE RS specifications require students to give answers to evaluation questions using chains of logical reasoning, and showing reasoned consideration - however, what these are is not what has been used up to now in GCSR RS. Hence, the presentation which is written for a one-hour lesson including extension/homework. It works through the terms, giving tasks to practice recognising and writing reasoned consideration, and then chains of logical reasoning. A worksheet accompanies the presentation to allow practice of recognising and building chains of logical reasoning.