Hi all. Please see my key words glossary for Unit 1 AQA Sociology covering every key word from the specification in pupil friendly language. You can use this for revision, planning and interventions. I think it could be really helpful as the subject can be very wordy and pupils can lose confidence. This will help pupils quickly understand the key words and how to apply them. Please do leave feedback as these resources will continue to be developed for another two years until a new reformed Sociology course begins. Thanks for your time. best wishes

Pupil friendly revision guide for the AQA GCSE Sociology Unit 2 Topic on the mass media. The revision notes have been made with pupils in mind. They can also be used by NQTs to brush up on subject knowledge. More to come.

The New Grade 9-1 Framework for GCSE RS began this term. The Assessment Framework supports grade boundaries and the statement of attainment concerning each grade from 9-1. This is still in its infancy but the move away from levels has caused confusion and resulted in numerous systems. I hope and trust this is helpful. This was mainly developed to bridge the Key Stage 3 move away from levels and make it representative of GCSE 9-1.

This will be the last year for this SPEC but I found it worked really well in the last two weeks before the examination.

This Powerpoint presentation includes 6 Lessons that introduce pupils to GCSE Sociology focussing on Theories, Education and Family. It is content driven and colleagues are free to change and amend to suit their own learning contexts. It has been produced with the AQA Specification.

Spread over 4 Lessons but delivered over 6-8 lessons. Lesson plans that cover the Religion and Prejudice Unit of work and cover all requirements of the Syllabus for this topic. Colleagues can change and amend as they see fit. This will be the last year for this SPEC under AQA. Hope it helps.

Part of the AQA RS GCSE UNIT 2 Topic, Religion and Prejudice. Specifically dealing with the key points regarding Religious perspectives on Homosexuality and Role of women. This lesson focusses on covering the Syllabus requirements in a mixed ability setting. This will be the last year for this SPEC under AQA.

Hi colleagues. we are under two months away from the final exam and we want to support pupils with revision for the GCSE AQA SPEC B Unit 2. Please see model answers developed from exemplars, pupil exam papers from AQA and the mark scheme. It can support pupils at all abilities and will also support AQA SPEC A GRADE 9-1 Thematic studies for next year.

Hi colleagues. we are under two months away from the final exam and we want to support pupils with revision for the GCSE AQA SPEC B Unit 2. Please see model answers developed from exemplars, pupil exam papers from AQA and the mark scheme. It covers every 3 marker from 2011-2015 in the Paper 2 It can support pupils at all abilities and will also support AQA SPEC A GRADE 9-1 Thematic studies for next year.

Hi please see every 4 mark answer for AQA GCSE Sociology Paper 2, covering inequality, crime and deviance and the mass media. I used, recalled scripts, teacher mark scheme and teacher marking to support the responses. I hope it helps. wishing your pupils success in the upcoming exams.

Model 6 mark answers for all questions on paper 1covering relationships, sport, multicultural society and identity. The answers were made using mark schemes, recalled scripts and teacher marking.

This resource can be printed on A4 and acts as a bridge between beliefs and practices In the updated SOW for GCSE Islam, there is an emphasis on links. Pupils can use this in the following way: Revision tool/knowledge organiser Highlight key words Allocate a range of influences to each belief and then rank them in importance or relevance to promote higher levels of understanding Number each influence and allocate to each belief beginning which ones apply to most of them. Teachers can use it to: develop pupil’s written response with small chunks of information on influences and importance. For example, the crucifixion has obvious influences but also has specific responses. pupils can be stretched to further develop each influence or practice to show deeper understanding especially for 4, 5 and 12 mark extended writing. Check knowledge and understanding through quizzing Pupils can do self test (I do, we do, you do) In class discussion, teacher can call target pupils with each belief and see how many influences they can recall or link. In class discussion, pupils can make active links to the beliefs and practices.

I have put together a set of Notes for the GCSE AQA A Christianity Specification using pupil friendly language. These notes can be used sheet by sheet or as a booklet. In larger departments, each teacher could have a set of them which they can use across their teaching groups. The Notes are in two column form Key words are highlighted for questioning, linking, cold calling and prompting Each point is numbered and teachers can select content for different abilities Quotes/teachings are paraphrased in line with the specification These can be used for other specifications from OCR/EDEXCEL and Eduqas The Questions are kept as simple as possible to support teacher questioning Pupils can write additional points and summarise at the end of each set of notes There are opportunities for evaluative questioning e.g. Is belief in resurrection the most important? Teachers are free to add further knowledge where appropriate through lesson delivery. They can also be used as knowledge organisers. Teachers can use the Cornell Notes to promote links and I have included linked beliefs and practices where appropriate. These notes can be used to support scaffolding for exam style questions These notes have been organised for easy retrieval and reducing cognitive load per topic. The headers can be used as ‘Titles’ Pupils can write out their notes in similar form so their exercise books can be used as revision guides. Use the notes to easily locate knowledge and apply it (I do, we do, you do) Printer and white board friendly - where copying is an issue, they can be used on the interactive whiteboard to scroll as appropriate. Where there are errors use them as a learning activity to correct. I hope it supports colleagues and departments to raise progress as it has been really helpful for our pupils to attain well across the ability range.

These learning mats/knowledge organisers are designed to offer small chunks of information per topic for GCSE AQA Christianity and Islam. They cover all the beliefs and practices in the specification. Each Mat/Organiser can be used in a variety of ways in the classroom. It is best suited to middle to low ability especially where all pupils in a cohort are doing the GCSE. Higher ability pupils can use to prompt and check learning too. I have included the essential information so pupils can begin to write more ‘religious’ responses as per the specification. It is crucial that any resource can be used in multiple ways especially when colleagues spend time and effort making them and pupils do respond in different ways. It can be used to check what pupils know as part of retrieval practice It can be used to test learners It can be used for paired/group activities in Paper 1 Beliefs and practices It can be used as a revision aid based on what the teacher has taught. It can be used to support modelling for pupils for AO1. It can be used to support scaffolding especially where pupils are engaged in I do/we do/you do. It can be printed and handed out every lesson to check previous learning. Pupils can add to it with more advanced information. Itcan be used as a knowledge organiser. It can be uploaded for pupils in Microsoft Teams or Google Classroom for online learning for those who are not attending school. It worked very well with my Year 11 groups. The MATS/knowledge organisers can be repeated throughout the learning cycle to promote retrieval and progress. I will eventually upload as separate as not everyone may do Islam Beliefs and practices at GCSE.

I have put together a set of Notes for the GCSE AQA A Islam Specification using pupil friendly language. These notes can be used sheet by sheet or as a booklet. In larger departments, each teacher could have a set of them which they can use across their teaching groups. The Notes are in two column form Key words are highlighted for questioning, linking, cold calling and prompting Each point is numbered and teachers can select content for different abilities Quotes/teachings are paraphrased in line with the specification These can be used for other specifications from OCR/EDEXCEL and Eduqas The Questions are kept as simple as possible to support teacher questioning Pupils can write additional points and summarise at the end of each set of notes There are opportunities for evaluative questioning e.g. Are Muslims only good because of the existence of hell? Teachers are free to add further knowledge where appropriate through lesson delivery. They can also be used as knowledge organisers. Teachers can use the Cornell Notes to promote links and I have included linked beliefs and practices where appropriate. These notes can be used to support scaffolding for exam style questions These notes have been organised for easy retrieval and reducing cognitive load per topic. The headers can be used as ‘Titles’ Pupils can write out their notes in similar form so their exercise books can be used as revision guides. Use the notes to easily locate knowledge and apply it (I do, we do, you do) Printer and white board friendly - where copying is an issue, they can be used on the interactive whiteboard to scroll as appropriate. Where there are errors use them as a learning activity to correct. I hope it supports colleagues and departments to raise progress as it has been really helpful for our pupils to attain well across the ability range.

Developed from The American Psychological Association and a Book The Psychology of Teaching and Learning by David Didau and Nick Rose. This document summarises the principles of Psychology that can be applied to teaching, learning and assessment for pupils in the UK. To make this UK centric I have added practical strategies that can be used instantly in the classroom. Many of these ideas may already be working but this one stop document can inform Teaching, Learning and Progress Frameworks for the whole school for the coming year. Feedback will be great.

Hi all please see lessons 1-6 for Religion War and Peace . This is Topic 5 from AQA SPEC B Unit 2 Religion and Life Issues . Lessons cover the Scheme of work for this unit. Lessons include questions from actual exams taken in this unit. Hope it helps and can support current Year 11s and next years Year 11s too! KNOWLEDGE ORGANISERS FOR ALL TOPICS TO FOLLOW! Best wishes

Part of Topic 4 Religion and Multicultural Society Covers the idea of faith communities and includes relevant quotes Pupils are further given the opportunity to discuss and evaluate religious involvement in politics Hope it helps as this is the last year of the SPEC

FROM 2013, 2014 AND 2015, A SELECTION OF MODEL ANSWERS FOR 5 MARK AND 4 MARK QUESTIONS USING MARKSCHEMES, EXAM REPORTS AND PUPIL RESPONSES WE ARE CURRENTLY USING THEM AND FOR EXAM PRACTICE HOPE IT HELPS

4 Lessons to cover the Key definitions, beliefs and topics covered in Paper 1. Religion and relationships, Religion Sport and Leisure, Religion and Multicultural Society and Religion and Identity. Key words and key questions to support. Thanks for your support.