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The RS and P4C Specialist

Currently teaching across the Key Stages as the Head of Ethics in an inner-city comprehensive secondary school. Previously I have taught Humanities in an inner-city secondary school and have experience of teaching Geography at KS3, as well as History at KS3 and KS4. A Religious Studies and Philosophy specialist, having studied Philosophy at university and taught RS at KS3, KS4 and KS5.

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Currently teaching across the Key Stages as the Head of Ethics in an inner-city comprehensive secondary school. Previously I have taught Humanities in an inner-city secondary school and have experience of teaching Geography at KS3, as well as History at KS3 and KS4. A Religious Studies and Philosophy specialist, having studied Philosophy at university and taught RS at KS3, KS4 and KS5.
Christian and Buddhist attitudes to the use and abuse of animals and the environment

Christian and Buddhist attitudes to the use and abuse of animals and the environment

NEW 2018 AQA Religious Studies Specification ‘A’ lesson on ‘Buddhist Beliefs and Teachings’ following the 1-9 grading criteria. The lesson includes differentiated tasks for every activity, designed to stretch and challenge all students. Students identify different uses and abuses of animals and the environment and which are acceptable, as well as suggesting possible solutions to unacceptable treatment. Students reflect on their learning so far with a progress bridge linked to the learning outcomes. A YouTube video by Al Gore introduces global warming and students identify areas of pollution. Students then respond to sacred writing from both Christianity and Buddhism, followed by another progress bridge linked to the learning outcomes. Lastly, students respond creatively to case studies and information from Catholic Christianity, the Parable of the Talents and Buddhism and the Holy Isle project.
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The Buddha's Enlightenment

The Buddha's Enlightenment

NEW 2018 AQA Religious Studies Specification ‘A’ lesson on ‘Buddhist Beliefs and Teachings’ following the 1-9 grading criteria. The lesson includes differentiated tasks for every activity, designed to stretch and challenge all students. Students are asked to interpret the meaning of sacred writing from Jataka vol. 1, p.71 and consider how the Buddha used meditation to reach enlightenment. They then explore the significance of the 'three watches' before applying their learning to a GCSE type exam question, with scaffolding provided, as well as a student friendly mark scheme, which can be used for self- or peer-assessment.
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AQA GCSE Religious Studies 2018 Assessment Criteria

AQA GCSE Religious Studies 2018 Assessment Criteria

NEW AQA GCSE Religious Studies 2018 assessment criteria. A PPT with templates for the new GCSE style questions (1, 2, 3, 4 and 5) for use during lessons or assessments with students at KS4. There is a clear and student friendly breakdown of the new question types, including tips for how to answer each question as well as sentence starters. There is also a student friendly mark scheme for each question, perfect for use as peer- or self-assessment. There are also basic instructions for how to write in PEE paragraphs as well as a student friendly overview of the requirement for both AO1 and AO2. Also included is an information sheet with the assessment criteria, brief instructions for how to answer each question (1, 2, 3, 4 and 5) and a breakdown of marks for every question, which has been extremely useful for students to use either as revision, during an assessment, or as a self- or peer-marking sheet.
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The importance of Al-Quadr (Predestination) in Islam

The importance of Al-Quadr (Predestination) in Islam

NEW 2016 Edexcel Religious Studies GCSE lesson on the importance of Al-Quadr in Islam, following the 'Religion, Peace and Conflict through Islam' unit. The lesson is split into Muslim beliefs on predestination focusing on the universe as a whole as well as relating to human lives in particular. There is a strong focus on using sources of wisdom and authority from the Qur'an and for students to interpret Muslim beliefs based on religious teaching. There is also an exploration of the concept of Free Will in Islam and how this is interpreted differently by divergent Muslims following both the Sunni and Shia traditions of Islam. Students use the Hadith Sahih Al-Bukhari 78:685 as a source of wisdom and authority to suggest if Free Will can be compatible with a belief in predestination.
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Comparing Theravada and Mahayana Buddhism

Comparing Theravada and Mahayana Buddhism

NEW 2018 AQA Religious Studies Specification ‘A’ lesson on ‘Buddhist Beliefs and Teachings’ following the 1-9 grading criteria. The lesson includes differentiated tasks for every activity, designed to stretch and challenge all students. Students investigate and compare some of the main features of Theravada and Mahayana Buddhism including differences regarding; sunyata, Buddhahood, the five aggregates, kamma and nibbana. This can be done through a carousel task, or peer teaching, with students being asked to take notes from the information sheet. Students then use their knowledge to create a poster outlining the key differences between the two types of Buddhism, with particular emphasis on the concept of 'self' and 'enlightenment'. The spinning plenary wheel, allows for a random plenary from a selection of 8.
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An introduction to the Four Noble Truths in Buddhism

An introduction to the Four Noble Truths in Buddhism

NEW 2018 AQA Religious Studies Specification ‘A’ lesson on ‘Buddhist Beliefs and Teachings’ following the 1-9 grading criteria. The lesson includes differentiated tasks for every activity, designed to stretch and challenge all students. Students are hooked into the lesson by considering if it is possible for humans to overcome suffering. Students then have the opportunity to consider how the life of the Buddha could link to him considering suffering to be a major problem that needs to be overcome. Students then listen to the Rolling Stones song 'satisfaction' and link the message of the lyrics to Buddhism and suffering in particular. Students then summarise the Four Noble Truths by responding to a definition of each and respond by giving an example of suffering that can be applied to the Four Noble Truths (model answer provided). Students then consider evidence for Buddhist beliefs about the Four Noble Truths by analysing sacred writing, before summarising their learning as the plenary.
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The role of suffering in the Four Noble Truths

The role of suffering in the Four Noble Truths

NEW 2018 AQA Religious Studies Specification ‘A’ lesson on ‘Buddhist Beliefs and Teachings’ following the 1-9 grading criteria. The lesson includes differentiated tasks for every activity, designed to stretch and challenge all students. This lesson is an in-depth study of the first three of the Four Noble Truths, allowing students to create a detailed fact-file or poster (it is also suitable for peer-teaching or a carousel task if you print the main information slides). Students respond to each if the first three of the Four Noble Truth by considering the role suffering plays in human lives, linked to the three poisons and attachment, as well as analysing several sources of sacred writing. The plenary, which can be built up into an entire separate lesson, introduces students the AQA GCSE question types (1-5) and asks them to create their own exam questions about the Four Noble Truths, which can then be answered by individual students, teams or the whole class and be used to build key exam skills.
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Dukkha and the causes of suffering in Buddhism

Dukkha and the causes of suffering in Buddhism

NEW 2018 AQA Religious Studies Specification ‘A’ lesson on ‘Buddhist Beliefs and Teachings’ following the 1-9 grading criteria. The lesson includes differentiated tasks for every activity, designed to stretch and challenge all students. As a hook, students are asked to respond to the question whether life itself causes suffering, before investigating the main causes of suffering identified by the Buddha. Students then engage with the notions of change and attachment as causes of suffering before analysing sacred writing as evidence for Buddhist beliefs. Students then apply their knowledge to a GCSE exam type question, scaffolded with sentence starters and a student friendly mark scheme that can be used for self-or peer-assessment. As a plenary, students complete a WHY-Tree, where they start with a single question and keep answering it and then asking 'why' to elaborate as far as they can ( students should aim to include 4-5 'whys').
hinzc
Dhamma in Buddhism

Dhamma in Buddhism

NEW 2018 AQA Religious Studies Specification ‘A’ lesson on ‘Buddhist Beliefs and Teachings’ following the 1-9 grading criteria. The lesson includes differentiated tasks for every activity, designed to stretch and challenge all students. As a starter, students explore the concept of universal laws and respond with an opinion on whether the Buddha's view about suffering constitutes a universal law. Students then use sacred writing to investigate the link between dhamma and suffering before engaging with the Buddhist belief in the 'Three Jewels'. As plenary, students are asked to create a short quiz about their learning to test someone else in the class as well as linking the lesson to keywords linked to SMSC.
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The Noble Eithfold Path in Buddhism

The Noble Eithfold Path in Buddhism

NEW 2018 AQA Religious Studies Specification ‘A’ lesson on ‘Buddhist Beliefs and Teachings’ following the 1-9 grading criteria. The lesson includes differentiated tasks for every activity, designed to stretch and challenge all students. Students respond to an overview of the Eightfold Path by considering its nature and the role it plays in overcoming suffering before explaining how following the Eightfold Path can lead Buddhists towards enlightenment. Students then attempt a 12-mark GCSE style exam question, which has scaffolded sentence starters as well as a fully written model answer and a student friendly mark scheme, which can be used for self- or peer-assessment. Finally, students reflect on their learning using PLTS.
hinzc
Dependent Arising in Buddhism

Dependent Arising in Buddhism

NEW 2018 AQA Religious Studies Specification ‘A’ lesson on ‘Buddhist Beliefs and Teachings’ following the 1-9 grading criteria. The lesson includes differentiated tasks for every activity, designed to stretch and challenge all students. Students are hooked into the lesson by a picture of the Buddhist Wheel of Life and asked to ask a question about it, without any further context before engaging with the concept of 'dependent arising' through its definition. Students then complete a creative task, by adding key information to a diagram of samsara focusing on: samsara, kamma, nibbana, the three poisons, the nidanas and the various realms. This task can be done in a variety of ways, either as a poster, leaflet, mind-map, carousel task (and many more). Students then use sacred writing to evidence Buddhist beliefs in dependent arising before applying their knowledge to a GCSE exam type question, including scaffolded sentence starters and a student friendly mark scheme, which can be used for self- or peer-assessment. As a plenary, students attempt to answer their question about the Wheel of Life from the starter task.
hinzc
The Four Noble Truths in Buddhism

The Four Noble Truths in Buddhism

NEW 2018 AQA Religious Studies Specification ‘A’ lessons on ‘Buddhist Beliefs and Teachings’ following the 1-9 grading criteria. The lessons include differentiated tasks for every activity, designed to stretch and challenge all students. This is a comprehensive examination of the Four Noble Truths in Buddhism, through three separate lessons (it could be up to five or six, depending on how much time is devoted to practising the GCSE exam style questions). Lesson 1 is an introductory overview of the nature and purpose of the Four Noble Truths Lesson 2 is an in-depth investigation of the first three noble truths including detailed reference to sacred writing. Lesson 3 is an exploration of the Eightfold Path and includes a 12-mark practice exam question, including sentence starters, a model answer and a student friendly mark scheme.
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Christian attitudes to sexual relationships

Christian attitudes to sexual relationships

NEW GCSE Edexcel RS specification on Christian attitudes to sexual relationships with a strong focus on independent learning and interpretation of sources of wisdom and authority from the Bible. Main task includes detailed information sheet about non-religious attitudes with a focus on legal changes. Video starter task also included.
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Explore the meaning of the Three Marks of Existence for Buddhists

Explore the meaning of the Three Marks of Existence for Buddhists

NEW 2018 AQA Religious Studies Specification ‘A’ lesson on ‘Buddhist Beliefs and Teachings’ following the 1-9 grading criteria. The lesson includes differentiated tasks for every activity, designed to stretch and challenge all students. The first task gets students to explore the definitions of the three marks of existence, before completing a specific task on each mark of existence; dukkha, anicca and anatta. For dukkha, students investigate different causes of suffering. For anicca, students consider ways in which humans change over time in different ways. This is extended during the anatta task, to include specific elements of a person and what makes someone who they are. Students then respond to 'sacred writing' through the story of Kisa Gotami and link it to all three marks of existence. As a plenary, students complete a 'why-tree' based on the key question: why does suffering happen?
hinzc
Edexcel GCSE Religious Studies 2018 Assessment Criteria

Edexcel GCSE Religious Studies 2018 Assessment Criteria

NEW Edexcel GCSE Religious Studies 2018 assessment criteria. A PPT with templates for the new GCSE style questions (a, b, c and d) for use during lessons or assessments with students at KS4. There is a clear and student friendly breakdown of the new question types, including tips for how to answer each question as well as sentence starters. There is also a student friendly mark scheme for each question, perfect for use as peer- or self-assessment. There are also basic instructions for how to write in PEE paragraphs as well as a student friendly overview of the requirement for both AO1 and AO2. Also included is a single information sheet with the assessment criteria, brief instructions for how to answer each question (a, b, c and d) and a breakdown of marks for every question, which has been extremely useful for students to use either as revision, during an assessment, or as a self- or peer-marking sheet.
hinzc
Investigate Christian and Buddhist views towards abortion

Investigate Christian and Buddhist views towards abortion

NEW 2018 AQA Religious Studies Specification ‘A’ lesson on ‘Buddhist Beliefs and Teachings’ following the 1-9 grading criteria. The lesson includes differentiated tasks for every activity, designed to stretch and challenge all students. Start with a class discussion about why abortion is a contentious issue, using statements about abortion on the board (this could be done as paired work or an individual task if necessary). Students respond to 'sacred writing' from Buddhism and examine why some Buddhists allow abortion and some do not. Students then respond to Christian 'sacred writing' and organise this under different denominations. Students then apply religious attitudes to three case studies, which can again be done as a class discussion or as individual written work. Students then reflect on their learning. An extension discussion task / written task to stretch the most able is attached right at the end. Students tend to respond really well to the different points of view, which can be explored in depth through discussion or team work.
hinzc
Investigate the Buddha's early life

Investigate the Buddha's early life

NEW 2018 AQA Religious Studies Specification ‘A’ lesson on ‘Buddhist Beliefs and Teachings’ following the 1-9 grading criteria. The lesson includes differentiated tasks for every activity, designed to stretch and challenge all students. The initial task recounts the birth of the Buddha and students are asked to re-tell it in a creative way. Students then respond to 'sacred writing' from the Anguttara Nikaya, to highlight the luxurious upbringing the Buddha had. Students then consider the Four Sights and what impression these might have left on the Buddha and how they informed his decision to leave the palace. Students self-reflect on their learning through De-Bono's hats.
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The origin and value of human life

The origin and value of human life

NEW GCSE Edexcel Religious Studies specification lesson on the origin and value of human life. A Diamond 9 task starter introduces students to the evidence for the theory of evolution. Two video clips, one from the Simpsons and one from the film Noah to compare and contrast evolution to the Christian creation story. Sources of wisdom and authority allow students to suggest the value and origin of human life as presented in Genesis. This lesson includes an information sheet with Creationist, Conformist and Non-conformist Christian perspectives on creation and the problems posed by evolution linked to an exam style question with a mark scheme for self-or peer assessment.
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Muslim Holy Books

Muslim Holy Books

NEW Edexcel GCSE on Religion, Peace and Conflict through Islam. An engaging and creative lesson exploring the five Muslim Holy Books; the Shahifah, the Tawrat, the Zabur, the Injil and the Qur'an. This is taught using 'Top Trumps' so the students are required to rank the information in order of importance using the following categories: Purpose, Importance, Prophets, Religion and Quote. This allows students to fully analyse the significance of each Holy Book in detail using sources of wisdom and authority. The lesson can either be taught giving each student one Holy Book to research or put students in teams of 5 to work together on all of the Holy Books. A creative element allows students to design their own Top Trumps card, based on each Holy Book. If time allows, or you want to spend two lessons on this topic, students can make enough cards to play Top Trumps the game to further understanding.
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Muslims festivals and commemorations

Muslims festivals and commemorations

NEW 2018 Edexcel Religious Studies GCSE lesson on Living the Muslims Life, with a focus on Sunni and Shi'a festivals and commemorations. The lessons follows the new 1-9 grading criteria with stretch and challenge tasks built into every activity. The main task revolves around using De Bono's Hats to thoroughly examine four Muslims festivals; Id-ul-Fitr, Id-ul-Ghadeer, Id-ul-Adha and Ashura, including their origins, purpose and relevance to Sunni and Shi'a Muslims respectively. Students then get the opportunity to respond to sources of wisdom and authority relating to Muslim festivals, before applying their knowledge to a practice exam question. There is a student friendly mark scheme to allow for either self- or peer-assessment. The plenary allows students to reflect on their performance using Personal Learning and Thinking Skills as prompt questions.
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