11 Lessons, including an assessment, covering: Causes of War The Just War Theory Christian and Muslim Attitudes to War Jihad (comparison with the Just War Theory) Nuclear War Terrorism and War Independent Research Task The Sanctity of Life The Iraq War and Refugees Assessment This bundle includes worksheets, videos, presentations, assessment, starters, plenaries and everything you should need to teach this fascinating topic of Peace and Conflict. There's plenty here (hence the size of some of the presentations) so space for trimming slides and activities out. Feedback gratefully received.

A differentiated resource to help students explore the causes of war, why war exists and if they think it will always exist. This resource includes a board game with cards for students to engage in team work and discussion with each other. The key learning questions explored are as follows: Key questions What causes war? Is war ever justified? Great fro Religious Studies, Citizenship, History or Politics groups, suitable from KS3 and up.

A lesson for KS3 students to get their heads around the Big Bang and if it is compatible with religious beliefs. Can one believe in God and the Big Bang? This includes videos about the big bang, the size of the universe and a short powerpoint with pictures of earth to play while students enter to create that SMSC 'awe and wonder' feeling. Also included are instructions in the PPT on how to teach and youtube links. Learning Questions: What is the Big Bang theory? What is my opinion about how the universe was created? Is it possible to believe in religion AND science? Great for SMSC, Religious Studies, and Science and Religion modules.

A differentiated activity with Marketplace, opinion line and video clip which explores these key questions: What are new religious movements and cults? What are the benefits and challenges of such movements? Should these new religious movements be made illegal? A Powerpoint and extensive word resource which has information on 8 of the world's new religious movements & cults.

A set of 9 lessons about some of the most awkward stuff a teacher can try to teach. There are presentations, worksheets, online links and assessments all included here and plenty to personalize, adapt and tweek. Including: Self Esteem (4 Lessons) Pornography and Puberty Condoms Sexting Homosexuality and Christianity Break ups

This resource is intended to be a quick and easy resource to inform students about puberty. Aimed primarily at 10-14 year olds, it’s a great start for beginning understanding the biological and emotional changes and challenges of this transformation from a child’s to an adults body. It includes videos which explain, in very child friendly terms, the what, how and why of puberty, and has space for class discussion too. Ideal for specialists and non-specialists alike.

This assessment aims to be a creative one, where students research a war and try to apply the just war theory, jihad, religious attitudes, the approach of a peace making organisation and their opinion to it. It is an attempt to have students using their critical thinking skills in a project that fosters analytic, creative and original thought. I know. I’m an optimist. Sarcasm aside, I think our students are getting smarter all the time: they are exposed to more information than any preceding generation and deserve the opportunity to show off and really apply themselves.

This lesson aims to give students (particularly British ones) some understanding of the histories and activities of Britain we don’t mention as much as the 2nd World War, the Tudors and the Romans. It is an exploration of the slave trade, the arms trade, native american indians, aborigines and transportation and our involvement in India during the empire. It aims to give students an alternative perspective on Britain without undermining them as individuals, invalidating their experience or burdening them with guilt. Hopefully it leads to some interesting discussion and learning. It certainly does in my classroom! Group activities, based on SOLE (Self Organised Learning Environments), which need some monitoring but the resources created would work well with a variety of exercises including marketplace and others. It aims to meet the Global Citizenship Education aims, specifically 4.7 (which focuses on global citizenship education and education for sustainable development). Any feedback greatly received Learning Questions include: What are the histories we learn about in school? What was Britain’s role in the slave trade, Native American Indians, Aboriginal peoples, the arms trade and India? How do these histories affect our opinions about today’s world? Extension: can you figure out what/whose histories are not included in this lesson? How would you find out about them? Are we responsible for our ancestors’ actions?

This small bundle of resources is designed to help students revise together and independently so they really know what embryology, cloning, IVF, surrogacy, human experimentation and transplants and transfusions are, as well as the key terms essential for a good grade. Learning objectives are: Be more confident about the topics involved in Medical Ethics Have a more fluent understanding of the religious issues raised by these topics. Have begun to evaluate the various merits of different opinions about modern medical procedures.

A lesson that explores the pros and cons of human experimentation: how it is essential for new safe drugs, as well as the darker sides of using humans for purely ‘scientific’ progress. Learning Questions: What are some examples of human experimentation? What ethical issues do they raise? What may religious responses be? Particular examples are included as a seperate word document, as well as youtube links to modern versions of Milgrams electric shock experiment in the 60s.

With Brexit being a ubiqutous and fairly exhausting topic in the news, I made this to try and teach my KS3 and 4 students about and explore their opinions on it. Mostly, students respond to the first learning question with ‘Brexit means brexit’ which has about as much substance as the middle of a doughnut. Not the jam ones. Learning questions: What is Brexit? What is the EU? What are the different Brexit options? What are the arguments for and against it? Stretch and Challenge: After weighing up both sides of the argument, what is my opinion? Some differentiation included, with a brief summary of the seven main brexit options available. There is also a critical thinking extension which explores a claim that the PM’s deal meets all requirements, which is produced by a thinktank. Students will be shown how to use google power search’s ‘WHO IS’ function to find out who the director of that thinktank is, and how they have conservative leanings, hopefully boosting awareness of bias and independent thought. There are group tasks as well as individual work and opinion line activities included. Also attached here are the ‘four corners’ posters which can be stuck on the four corners of the room so students move to that area depending on their opinion.

An assessment to see how much students have engaged and learnt from this scheme of work. There are two options, with differentiated questions to answer one after the other or a creative assessment option where students create something of their choosing (poem, rap, painting etc. which answers the questions in their own way). It comes with printable questions and levelled marking grids to help you mark in a time efficient, clear way. Enjoy :)

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.

A whole Holocaust/Shoah scheme of work with videos, worksheets, wordsearches, youtube videos, embedded videos that include real survivors talking about their experience. I've taught and tweeked this over 6 years, teaching it perhaps 30 times, adding a real dimension of Jewish faith and how the Holocaust/Shoah challenged and strengthened different people's faiths. Excellent resource for higher achievers: level 7-8 is quite common with the scafolding here. It starts historical, and then becomes increasingly integrated with the effect on Jewish Faith. There's really loads here, including 34 files in total, so plenty to chop and change. Lesson 1: Introduction: 6 258 673 Lesson 2: Propaganda and Indoctrination Lesson 3: Timeline and Gradual Change in Nazi Germany Lesson 4: The Ghettos Lesson 5: Jewish Identity Lesson 6: The Concentration camps and Anne Frank Lesson 7: What was lost? Who's to blame? Lesson 8: Rescuers Lesson 9: Fight Back! The Bielski Brothers Lesson 10: Lessons from the Holocaust Lesson 11: Assessment

9-11, ISIS and The Truth and Reconciliation Trials. Here are 3 examples of terror and a lesson about moving forward, past the cycle of retribution. A highly rated resource with over 6000 downloads in the past, and now monetized as they are a three in one pack! Includes a trimmed down version of what caused 9-11.

UPDATED from last year with more detailed exploration of all topics. A Resource written, compiled and edited by yours truly which should cost about £1 to print in school. Students can hopefully buy this from your department, and it is a good middle ground between the official revision guide and, well, nothing at all! :) My students have found it very helpful. Covering Islam and Christianity, mainly, with a smattering of Buddhism. Also includes the most challenging exam questions from past papers on the last pages, as well as an overview from AQA.

What are religious Laws in Judaism, Christianity, Islam and Hinduism? How have they influenced society? Is it time we got rid of all religious laws? Should we tolerate a plurality of religious laws in one society? These are all questions this resource explores. Plenty of scope for more able students to thrive as well as some scaffolding for students who struggle more. Video embedded in the PPT, as well as an opinion line plenary. Enjoy!

Chandra Bose has been likened to Malcolm X in comparison to MLK, but when compared with Gandhi. He led a profoundly effective campaign at forcing the British out of India through armed resistance, but is greatly neglected by a narrative that prefers non-violent protest. Key question: Is violence justified when fighting injustice?

A couple of revision booklets for units 3 and 4, missing the topics of poverty in the UK and religion and science.