AQA GCSE RS (9-1) has questions which demand the use of teachings if a student wishes to achieve a good grade. These are sheets to give two relevant and usable teachings per topic area for the Beliefs and Practices sections for Judaism. Each section is covered in two sides. Can be used as an aide memoire in class, as a revision sheet, to aid question response. Also useful as a homework aid – so that homework can be set with students using their own ‘teachings sheet’ which they have at home. Could be laminated/stuck to the desk as a permanent feature of lessons whilst covering the section in class, so that students can have them available in discussion and written work.

This is a powerpoint presentation for a lesson which sits at the start of delivering the ethics Themes for GCSE RS. This is from a Judaism 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 guidance, and there are some suggestions for different ways of using the materials.

This is a powerpoint presentation for a lesson which sits at the start of delivering the ethics Themes for GCSE RS. It comes from a Christian 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 guidance, and there are some suggestions for different ways of using the materials.

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 resource provides a set of templates for students to make notes on for AQA Theme F – Religion, human rights and social justice. 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 A – Relationships and Families. 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 topic 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. Since this is a template, it does not matter which religion is being covered in class - all fit notes-wise.

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.

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 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 resource provides a set of templates for students to make notes on for AQA Islam – 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 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 mock paper was generated by an analysis of which topics had been covered in the two SAMS papers and the 2018 exam. The analysis showed the topics not yet used as a questions focus. These topics were then used to formulate questions in the language of the exam paper. Hence, by completing this mock, a student will not simply be practising those questions already asked, but rather being tested on the gaps. All seven religions are contained within the paper here, so that the relevant ones can be taken out for use as a mock paper. Beliefs and Practices are on separate pages for each religion, so that it is easy to just test Beliefs or Practices. This paper does not provide space for answers, though questions could be printed out and stuck over an existing paper if a teacher wants students to work from an ‘authentic’ paper.

This mock paper was generated by an analysis of which topics had been covered in the two SAMS papers and the 2018 exam. The analysis showed the topics not yet used as a questions focus. These topics were then used to formulate questions in the language of the exam paper. Hence, by completing this mock, a student will not simply be practising those questions already asked, but rather being tested on the gaps. All six Themes are contained within the paper here, so that the relevant ones can be taken out for use as a mock paper. Each Theme is on a separate page, so that it is easy to use selected Themes rather than all of them.

JCQ issued new grade descriptors in March 2021. These gave a little more information on the grades outside the 8/5/2 found in Specifications. Some are simply saying that the evidence is ‘stronger than…’. At a time when schools need to be confident about the grades they submit as Teacher Assessed or Centre Assessed Grades, the published grade descriptors do not give much detail. This document unpacks each of the grades giving a strong picture of what each of the grades look like in easily understood language, giving confidence to the correct assessment of any portfolio of evidence. This detail includes the quality of the written expression, use of key language, style of writing, as well as encompassing the spirit of each of the elements of the actual descriptors. JCQ descriptors sit alongside expanded descriptors. Use of this document will help create confident grades, which stand up to any scrutiny.

This is a mock paper based on the gaps in the Specimen material coverage. It is written in the question language of the SAMS, trying to build familiarity and continuity for students. All seven religions are present, so that the two used by the school can be selected from these. Both sections (Beliefs and Teachings, and, Practices) are on the same page to reduce copying. This can be used as a mock exam (issued in its entirety, or just the relevant sections), can be given as homework, used in class as a peer answer/mark exercise, or as additional familiarisation alongside the SAMS. A companion mark scheme is also available on this site.

This is a mock paper based on the gaps in the Specimen Material coverage. It is written in the question language of the SAMS, trying to build familiarity and continuity for students. It covers all six Themes - even though students only do 4 - so as to give them the task of navigating through for their Themes. This can be used as a mock exam (issued in part or in entirety), as end of Theme study assessments (individual sections), can be given as homework, used in class as peer answer/mark exercises, or as additional familiarisation alongside the SAMS.

This is a resource produced by mapping all the questions on Sams and past live papers since the specification began. It looks at what questions have been asked, mapping the gaps that remain for the 2022 examination. It covers all 6 Themes.

This resource maps out all the questions from the SAMS through 2018-2021. It includes all the advanced information published specifically for 2022 exam series. This allows the mapping out of questions to allow students to practice questions on the topics most likely to be on 2022, so creating more targeted revision.