This contains a set of fully resourced, differentiated philosophy revision lessons aimed at the new OCR Religious Studies specification

This contains a scheme of work on the symbolism of light and darkness. It focuses on the emotions we can associate with them and the beliefs of world faiths . This theme is then explored further by studying the story of Brian Keenan, who was trapped in a cell of complete darkness for an extended period of time. Students also explore how the symbolism of light and darkness is demonstrated in the Diwali festival. An assessment task is also included. All lessons are fully resourced and differentiated, with a clear set of learning objectives and activities. Scheme of work in order: 1. Why is light important to people and faiths? 2. What it total darkness like? 3. How does light change things? 4. Brian Keenan assessment task 5. Why is the Diwali festival celebrated? 6. Light and darkness assessment

This contains a fully resourced, differentiated set of lesson on Plato's analogy of the cave and Aristotle's theory of the four causes. It should be taught in the following order: 1. What is Plato's analogy of the cave? 2. How valid is Plato's analogy of the cave? 3. What is Plato's theory of forms? 4. What are Aristotle's four causes? 5. What is the Prime Mover? 5.

This contains a fully resourced, differentiated set of lessons that are used to teach students the different understandings people can have when they use the term 'miracle', assess different points of view towards them using the 'Miracle of the Sun' as a case study, consider the importance of miracles for Christians in the context of both the Old Testament and New Testament, and finally the problems associated with them using the 17th Century philosopher David Hume. It should be taught in the following order: 1. What is a miracle? 2. Was the 'Miracle of the Sun' actually a miracle? 3. What miracles can be found in the Old Testament? 4. What miracles can be found in the New Testament? 5. What are the problems with miracles?

This contains a fully resourced, differentiated scheme of work on 'Ultimate Questions'. All lessons contain a set of clear activities to meet a set of differentiated learning objectives. They should be taught in the following order: 1. What are Ultimate Questions? 2. What is the Meaning of Life? 3. How is the Christian Creation Story best understood? 4. How convincing is the Big Bang theory? 5. How convincing is the theory of Evolution? 6. Creation Stories Assessment

This contains a scheme of work designed to cover the key content of settlement. It is aimed at KS3 to give students a good grounding in preparation for the more rigorous GCSE's and so contains demanding exercises in a fun, interesting and innovative fashion. Content covered: settlement hierarchies, services, site factors, settlement functions, Burgess model, urban land uses, urbanisation patterns and reasons. It should be taught in the following order: 1. What Is A Settlement? 2. What Makes A Good Site For A Settlement? 3. What Different Functions Can A Settlement Have? 4. How Is Land Used In Urban Areas? 5. Why Is The World Increasingly Urban? 6. Settlement End-Of-Unit Test

This contains a set of fully resourced, differentiated lessons on arguments for the existence of God to cover the OCR AS Philosophy specification for Theme 2 - The Existence Of God. It was taught in the following order: What Is The Teleological Argument? How Can The Teleological Argument Be Challenged? What Is The Cosmological Argument? What Is The Ontological Argument? Does The Ontological Argument Work?

This contains a set of fully resourced, differentiated lessons on the nature of reality (Plato vs Aristotle) and the philosophical distinctions between the body and soul (Plato, Descartes, Aristotle, Dawkins, Ryle) to cover the OCR AS Philosophy specification for Theme 1 - Philosophical Language And Thought. It was taught in the following order: What Is Plato’s Analogy Of The Cave? How Valid Is Plato’s Analogy Of The Cave? What Is Plato’s Theory Of The Forms? What Are Aristotle’s Four Causes? What Is Aristotle’s Prime Mover? How Did Plato Distinguish Between The Body And Soul? How Did Aristotle Distinguish Between The Body And Soul? How Did Descartes Distinguish Between The Mind And Soul?

This contains a set of fully resourced, differentiated lessons on religious experiences and the problem of evil to cover the OCR AS Philosophy specification for Theme 3 - God And The World. It was taught in the following order: What Are Religious Experiences? Do Religious Experiences Prove The Existence of God? How Can The Validity Of Religious Experiences Be Challenged? How Is The Problem Of Evil A Challenge To The Existence Of God? Does The Augustinian Theodicy Solve The Problem Of Evil? Does The Irenaean Theodicy Solve The Problem Of Evil?

This contains a fully resourced, differentiated scheme of work on ‘Energy’. All lessons contain a set of clear activities to meet a set of differentiated learning objectives. They should be taught in the following order: Where Does Our Energy Come From? Why Is Using Renewable Energy Important? Are Biofuels Really A Good Source of Energy? What Are The Problems With Using Fossil Fuels? Is Wind Power A Good Source of Energy? (Two Lessons) What Makes A Good Site For A Wind Turbine? Wind Turbine Data Collection Wind Turbine Report (Two Lessons)

This contains a fully resourced, differentiated scheme of work on ‘Weather and Climate’. All lessons contain a set of clear activities to meet a set of differentiated learning objectives. They should be taught in the following order: What is the difference between weather and climate? What factors influence climate? What is the climate of the UK like? How do we use climate graphs? How does the water cycle work? What are the causes of rain in the UK? What are the different types of cloud? How does air pressure affect weather? How do we measure the weather? How do different factors affect microclimate? How do we measure school microclimates? School microclimate survey School microclimate report

This contains a fully resourced, differentiated scheme of work on ‘Coasts’. All lessons contain a set of clear activities to meet a set of differentiated learning objectives. They should be taught in the following order: Why Are Coastlines Important? How Is The Coastline Weathered? How Is The Coastline Eroded? What Causes Waves? How Do Headlands and Bays Form? How Does a Stump Form? What Is Longshore Drift? How Do Spits, Bars and Tombolos Form? How Can We Protect The Coast? How Do Coastal Defences Affect People? Should Happisburgh Be Protected From Coastal Erosion?

This contains a fully resourced, differentiated scheme of work on 'Map Skills'. All lessons contain a set of clear activities to meet a set of differentiated learning objectives. They should be taught in the following order: 1. What is Geography all about? 2. Why is it important to study Geography? 3. What are the fundamentals of maps? (Compass directions and map scales) 4. Where in the world are we? (Global Geography) 5. How do we know where we are? (Geography of the British Isles) 6. How can symbols be used on an O.S. map? 7. How do we find places on a map? (Four-figure grid references) 8. How do we find specific places on a map? (Six-figure grid references) 9. Treasure Island (Consolidation task) 10. How do we show height on a map? 11. Contour Island practical

This contains a set of fully resourced, differentiated lessons to cover the entire OCR AS Philosophy syllabus. Theme 1 - Philosophical Language And Thought It was taught in the following order: What Is Plato’s Analogy Of The Cave? How Valid Is Plato’s Analogy Of The Cave? What Is Plato’s Theory Of The Forms? What Are Aristotle’s Four Causes? What Is Aristotle’s Prime Mover? How Did Plato Distinguish Between The Body And Soul? How Did Aristotle Distinguish Between The Body And Soul? How Did Descartes Distinguish Between The Mind And Soul? Theme 2 - The Existence Of God It was taught in the following order: What Is The Teleological Argument? How Can The Teleological Argument Be Challenged? What Is The Cosmological Argument? What Is The Ontological Argument? Does The Ontological Argument Work? Theme 3 - God And The World It was taught in the following order: What Are Religious Experiences? Do Religious Experiences Prove The Existence of God? How Can The Validity Of Religious Experiences Be Challenged? How Is The Problem Of Evil A Challenge To The Existence Of God? Does The Augustinian Theodicy Solve The Problem Of Evil? Does The Irenaean Theodicy Solve The Problem Of Evil?