This is a tutor time activity we have used across all year groups. Students discussed the questions (choosing slides appropriate to the year group) and created a large collection of tiny torn pieces of red/blue paper. You can then arrange these into the shape of the union flag to display as a representation of your school's attitude to British values.

Spice up your GCSE feedback with these spiffing cover sheets. I've broken down the mark scheme to make accurate feedback based on the assessment criteria a breeze. Just tick boxes and circle scores. On the reverse is a reflection task where students set targets. It also includes a swish multi-purpose thermometer for all sorts of miscellaneous measuring.

I use this sheet to organise a student's thinking and questions when they interview each other.

KS3 RE Assessment. Three or four lesson assessment task. I use this as the culmination of a Year 8 SOW on the holocaust entitled 'Faith and Suffering'. The lesson could be adapted for use in History SOWs. Lesson one: You require the PPT slideshow, the memorial stations (preferably printed onto A3 and laminated) and the ideas board. I encourage students to write on the stations sheets using board pens so they can be rubbed off and re-used. The ideas board can be set as a homework. Lesson Two (possibly with an additional lesson): Students working in pairs to complete the A3 proposal blueprint for their own memorial design. Lesson Three: Students to write a letter to the local council to ask permission to erect their memorial. This is individual work to be levelled alongside the pair work.

Lesson designed to enable students to give arguments for and against and evaluate our duty to shelter refugees in the UK. The lesson is designed as a KS4 RE lesson though source content is not expressly religious in nature and therefore I believe the lesson could be employed in other subject areas. This lesson follows on from an introduction to Human Rights but if students don't have their own copy of the Universal Declaration of Human Rights, they will need to be provided with one to complete the starter if you choose to use it. The source material is taken from recent publications and is designed to allow for stretch and challenge at the top end. There are a large number of sources available and you may wish to choose to omit some based on time pressure and/or ability range of students, though they should be able to differentiate for themselves since the sources are designed to be traffic lighted using different colours of card. I hope you find it enables students to respond with evidence and justification to this relevant and engaging debate.

I love teaching these fundamentals of philosophical argument. The lesson goes through what is meant by: a priori knowledge a posteriori knowledge analytic statements synthetic statements deductive arguments inductive arguments I use a range of examples to explain and to test knowledge. Included also is a a brief run down of AO2 considerations: How do you defeat a deductive/ inductive argument? What is the difference between valid and sound reasoning?

The empathy person task is a way of showing understanding of concepts/ideas or events by forcing students to categorise their thinking. I've used this task to accompany video material often. Such as the key events like Passover ('Prince of Egypt' works well for this) or ritual events like weddings/funerals. I've used it when teaching prejudice and discrimination, wealth and charity, the list goes on.

Spruce up your assessment feedback and reflection time. How to use: Step 1: Students fill in the topic, name and date then add targets from previous essay on the reverse side. Step 2: Write an essay, attach cover sheet and hand in. Step 3: Teacher circles mark on criteria. Highlight in green what has been done, pink what hasn’t. Step 4: Fill in teacher feedback on reverse. Step 5: Students complete reflection on cover sheet and choose three targets. Super-charge your DIRT by highlighting a paragraph that needs improving in line with your feedback before handing back. Ask students to redraft. Immediate progress!

Students are challenged in this lesson to understand the range of different reasons why Christians believe Jesus was sacrificed on the cross. They will use extracts from 'Love Wins' by Rob Bell and explore some recognisable hymns to make links between theory and lived religion. The lesson was designed for use with the new AQA Religious Studies A - 'Beliefs and Teachings'. It will, however, work with any specification including Jesus and Salvation. Target grade is 7-9. PowerPoint and worksheet included.

I use them sticking out around my board but they're a pretty adaptable lot...

Works well if you play the audio extracts. I tend to just focus on the boxed sections since they pick out important analysis points.

I teach this lesson at the start of the Relationships and Families thematic unit (Chapter 3). I want students to understand the diverse world we live in and put the learning we will do into context. I also want the students to understand that we embrace all of them and are not interested in pigeon-holing them into badly defined categories of sexuality. The aim here is to open the debate, challenge preconceptions, build a welcoming and open discussion environment and show them how relevant this topic area is to all of us.

A tailored reading for information sheet with an accompanying analysis triad. Students are tasked with creating their own religious festival subsequently.

This follows on from my first A2 Compatibilism lesson on the features of Soft Determinist thinking and the form developed by Locke. With this foundation in place and with the appropriate language to hand, I ask students to analyse Hume and draw links between his language and the theory set out by Locke and the locked room thought experiment. This information is taken in part from the Stanford Encyclopaedia and reformatted to be more easily accessible. plato.stanford.edu/entries/hume-freewill/ If you're struggling, the answers I give to the three types of liberty are as follows: Liberty of Indifference: Being to choose against your will. Liberty of Spontaneity: Being able to carry out your will unconstrained. Hypothetical Liberty: Having a number of valid different options that you may or may not will to do and can do. The previous lesson is available for sale here: https://www.tes.com/teaching-resource/as-a2-compatibilism-soft-determinism-11124715

For use with discussion on Cartesian dualism. Ryle argues that dualists such as Descartes are fundamentally misunderstanding what the 'mind' is and explains their model as a 'category error'. Why not first teach my lesson explaining Cartesian dualism? https://www.tes.com/teaching-resource/descartes-substance-dualism-ocr-2017-a-level-soul-mind-and-body-11523728

A selection of images on the topic of 'humans' or 'humanity'. I have used these images as stimulus for the assessment task in my KS3 SOW on human nature entitled 'What is a human?' Find it here: https://www.tes.com/teaching-resource/human-nature-what-is-a-person-complete-ks3-sow-and-resources-11068727

Lesson intended for use with AQA Religion, War and Peace unit. It details different types of pacifism and scriptural sources from the Gospel narratives. A card-sort encourages students to analyse the scriptural sources. Students will learn key scripture in support of pacifism. Furthermore, students are asked to compare contrasting accounts in the Bible and evaluate whether or not Jesus was a absolute pacifist and if not, what he really thought about violence.

This is a game I created and use with Y9 as part of a SOW that addresses the question of 'What is real?' This game features in a lesson on the Matrix and we explore whether or not students think it's always best to know the truth. The link to the film is made through the choice of the red and blue pill. I devised the game in order to help students find reasons and give justifications for deciding to either stay in the Matrix, or leave and discover the truth. It's necessary to print the game board as A3 and the cards as A4.

The Sala Dei Nove is a series of Frescos in the Council Chambers of Sienna. They are entitled 'Allegory of Good Government', 'Allegory of Bad Government', 'The effect of Good Government' and 'The effect of Bad Government'. The example appears in the AQA RS textbook and this task is designed to help students identity key features of the frescos. This resource includes three high resolution images of the frescos and a number of small cards to place onto the pictures as annotation. I include an annotated version as an answer sheet or hand-out. Print the frescos onto A3 and provide these to each group. Give a set of the cards (printed A4) and ask the students to place the cards onto the pictures. In doing so, students should come to an understanding of the utility of the frescos to the Council of Nine and the people of Sienna. All images shared freely by Wikipedia as faithful reproductions of images in the public domain.

In this challenging lesson students take on some A Level style discussion about the nature of salvation. Going beyond the GCSE course, students not only learn about sin, its nature and origin, but also discuss the Pelagian controversy and the long-standing debate between salvation through works or through God's grace. The lesson was designed for use with the new AQA Religious Studies A - 'Beliefs and Teachings'. It will, however, work with any specification including Sin. Target grade is 7-9. Ready to teach this lesson includes: - Full Lesson Plan - PowerPoint - Worksheets - Card sort