A great way to finish a topic with pupils being taken through an exam paper with the teacher. Rather than just give pupils the answer, the powerpoint gives prompts in the form of pictures or direct questions before suggested answers are revealed. The 1 mark question also uses revision to define all 4 terms. There are exam tips, suggested answers; also, useful terminology and quotes are weaved in to the powerpoint. The 12 mark question uses hints and tips to draw out arguments on both sides of the argument so the pupils can then choose which arguments they would use. It then presents some sample paragraghs as starting points for discussion. This works before giving pupils an exam paper to do on their own or as a test. The questions are as follows: 1 Which one of the following describes God as all-knowing? [1 mark] A Omnipotent B Personal C Omniscient D Impersonal 2 Give two reasons why some people believe that God does not exist. (2) 3 Explain two contrasting views about the strengths of the First Cause argument for the existence of God. In your answer you must refer to one or more religious traditions. (4) 4- Explain two beliefs about nature as a source of knowledge about the divine. Refer to sacred writings or another source of religious belief and teaching in your answer. [5 marks] 5 ‘God cannot be both transcendent (beyond the world) and immanent (within the world).’ Evaluate this statement. In your answer you: should give reasoned arguments in support of this statement should give reasoned arguments to support a different point of view should refer to religious arguments may refer to non-religious arguments should reach a justified conclusion. 12 marks

This powerpoint runs through section 1.4 of the AQA syllabus. It uses the syllabus points as a guide and takes the students through each of those points one by one. It also makes reference one of the main text books by Hodder education (Hayward, Jones, Cardinal)- however, these are only fleeting references so it would not make any difference if you did not use this text book. There are also some potential exam questions at the end.

Gives a simple, yet effective intro to the syllabus points below. Invites responses with questions and uses pictures to clarity each point that is relevant. Key terms are identified, broken down and defined. *Features of mental states: • All or at least some mental states have phenomenal properties • Some, but not all, philosophers use the term ‘qualia’ to refer to these properties, where ‘qualia’ are defined as ‘intrinsic and non-intentional phenomenal properties that are introspectively accessible’ • All or at least some mental states have intentional properties (ie intentionality)*

This presentation has 64 slides taking an exam paper as the basis of the lesson. It uses pictures and other prompts to gives clues and discussion points before the answer is revealed. A number of religions are used including Christianity, Judaism, Buddhism and Islam. Teachers can use some, or all of the sections provided. Quotes are used where appropriate and also where development is needed in the answers, examples are provided along with useful terminology. The 12 mark answer builds up arguments, again giving clues to the pupils of simply asking direct questions before arguments are revealed. This builds up to a table of arguments on both sides. Questions are as follows- 1.Which one of the following do religious believers regard as an evil intention? -showing forgiveness -going to prison -planning murder -opposing an unjust law 2. Give two examples of religious moral laws which some criminals break. 3. Explain two contrasting religious views in contemporary British society about the use of sending criminals to prison. 4. Explain two religious beliefs about forgiveness. Refer to sacred writings or another source of religious belief and teaching in your answer. 5. 'Corporal punishment can never be justified’. DO YOU AGREE, OR DISAGREE?

If you wish to see what is included in this lesson, please access the resource below. AQA GCSE SAMPLE PAPER THEME D WAR. https://woodhousegrove-my.sharepoint.com/:v:/g/personal/jennings_a_woodhousegrove_co_uk/EcPbYdOi86hPojGNrpBu89sBJpw5Ja3z9ntKPwgXyMoItg?e=FozvAw This resource takes you through a GCSE RELIGIOUS STUDIES SAMPLE WAR paper. However, before any answers are given it presents a clue in the form of a picture, a question or even an unfinished quote so that the pupils can work out the answers themselves. This allows the teacher to draw some answers out from the pupils before suggestions are revealed. Further slides then suggest answers with potential wording and paragraphs. The 12 mark question asks leading questions to draw out the arguments on both sides and this leads to a table. It then has a number of suggested paragraphs; pupils might want to comment on the ways they can be improved. The religions used in the answers are Christianity and Judaism, although there are some brief mentions of Buddhist thought. As an exam marker for this paper, I have included the odd hint and tip in relation to exam technique. Questions are below. Which one of the following is not a reason for war? (1) A) Self defence B) Greed C) Retaliation D) Forgiveness. Give two religious beliefs that show that violence is wrong. (2) Explain two similar religious beliefs about pacifism. In your answer you must refer to one or more religious traditions. (4) Explain two religious beliefs about just war. Refer to scripture or sacred writings in your answer. (5) ‘There are no good reasons for countries to possess nuclear weapons.’ (12)

Takes pupils through a paper as an end of topic practice run. It also includes revision and uses Christian, Jewish and Buddhist teachings. The slides ask the exam question and then promote a response from the students using images, quotes of a direct question for them to think about. A potential answer is then revealed for them to comment on. The 12 mark question looks at arguments for and against. Pupils should then be able to use some of these as a template to plan an answer, or even to contruct an full answer. The questions are- Which of these refers to the type of euthanasia when medical professionals or another person deliberately do something to cause a person to die (direct action). Passive euthanasia Hospice Active euthanasia Respite care Give two ways that a religious believer might understand the term, ‘quality of life’. (2) Explain two contrasting beliefs in contemporary British society about abortion (4) Explain two religious beliefs about the origins of the planet. (5) ‘Religious believers should never agree with euthanasia’. Evaluate this statement. (12) Look at both sides with reasoned arguments. Conclude Religious arguments are essential Non-religious arguments are also acceptable.

This lesson uses the painting by Caspar David Friedrich of the ‘Abbey in the Oakwood’ as a way to understand the Christian belief in resurrection. It also uses the commentary of Simon Schama in the ‘The Romantics and us’ which relays the background and symbolism of the painting. The lesson looks at the emotion of the painting and how it first appears to be a the melancholic image of an artist who was expressing some unhappiness. It then looks deeper at the context of the artist’s life and begins to look more deeply at what the painting could really be pointing to. Having unravelled the key elements of symbolism in the painting, the lesson moves to tasks related to knowledge, understanding and evaluation. These all relate to the Christian belief in resurrection. Please contact me if you have any questions- Jennings.a@woodhousegrove.co.uk Here are some of the slides… https://woodhousegrove-my.sharepoint.com/:v:/g/personal/jennings_a_woodhousegrove_co_uk/EYb9MqPsN61ElkXs7Km6X98BtJ5qCe2N9McXPIC7w5cLgg?e=Bknnyx

This lesson uses the art work of Tintoretto and his classic depiction from John’s gospel of Jesus washing the feet of the disciples at the last supper. It is also influenced by the subject of anthropology and the theme of the body as a symbol. Please click on the link to see the content of the lesson. https://woodhousegrove-my.sharepoint.com/:v:/g/personal/jennings_a_woodhousegrove_co_uk/EUP2jq-teqxNoiZdB0sebAkBwLH4MfJyub3qBnFUsWJluw?e=8tOYN8 The lesson starts with some images of feet washing from Islam, Buddhism and the Pope at Easter to get the pupils thinking about what the theme of the lesson is about. Having examined what happens in John’s gospel, It then moves to the Tinterotto painting; it first looks at an interesting way that Jesus does not appear at the centre of the painting (but he is really!). However, the core of the lesson is looking at different emotions, expressions, beliefs and how each character or small scene might depict this. There are further activities at the end which are based on knowledge, understanding and evaluation.