Lesson 3:
Investigate the prevalence of Capital
Punishment throughout the world
Identify and evaluate why people disagree with Capital Punishment
Remembering: students recall information
Evaluating – students are asked to make a judgement. They will have an opportunity to revise their judgement later in the lesson.
Analysing – students deconstruct information, organise it in a chart, and use their charts to find specific information and to compare and contrast data about specific countries. They are encouraged to generate questions and suggest explanations.
Understanding – students read information identify that which is useful to them.
Evaluating – students critique the different arguments as they use them in a class discussion.
Evaluating – students have the opportunity to
1. Revision activity
2. Identify the countries which execute the most people.
3. Evaluate reasons for campaigning against
Capital Punishment
4. Reasoned discussion about Capital
Punishment
The online revision activity gave students instant feedback and gave the teacher a record of how each individual did.
Students made use of the most recent data to identify individual countries with a disproportionate rate of capital punishment and generated questions about this.
Students identified why some data is unreliable, such as for China.
Students were able to deepen their understanding of the issues surrounding capital punishment
The google form showed that some students had changed their minds about capital punishment.
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL

make a different judgement about the same questions from earlier.
Lesson 4:
Explain the teachings of two traditions on capital punishment.
Give a range of arguments and apply teachings from religious traditions.
Remembering: students recall information
Understanding – students read information identify that which is useful to them.
Evaluating – students critique the different arguments as they use them to answer the c) question.
Lesson 5:
Prepare and answer the 8 mark evaluation question
Remembering: students recall information
Evaluating – students critique existing answers and collaborate to identify the strengths and weaknesses of the answers and to improve them.
1. Key word revision activity
2. Researching religious arguments about
Capital Punishment
3. Evaluating religious arguments in a practice exam question
The competitive nature of the Socrative key word quiz encouraged students to try their hardest, especially with regard to spelling the key words.
Students identified a range of Christian and
Muslim views about capital punishment which informed their answer to the c) question.
1. Key word revision activity
2. Recap/revise main arguments about capital punishment
3. Collaboratively improving 'model' answers
4. Answering the 8 mark evaluation question
There was an improvement in the number of keywords that students got right in the Socrative quiz.
Students responded to each others' comments on the model answers.
All learners were equipped to answer the e) question. More able achieved B or higher.
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL

Topic 1
Topic 2
Topic 3
Topic 4
Babington Community College Scheme of Learning
Subject: Religious Studies
Long Term Planning
Year Group: 11
Topics/Modules
Religion and Conflict
Religion and Medicine
Religious Expression
Authority Religion and State
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL

Babington Community College Scheme of Learning
Medium Term Plans
Subject: Authority Religion and State Year group: 11
At the core of this topic is an exploration of the impact of authority on religion and society.
Candidates will be expected to have a clear understanding of what is meant by the key concept of authority and the dilemmas that can be caused between the demand of religion and state.
Through the practices of two different religious traditions candidates will recognise the importance of human rights in religious traditions and their attitude to punishment and duty.
The topic requires the study of a religious believer who has worked to secure human rights for others.
Candidates will be expected to understand the impact of sacred texts in believers’ lives.
They will not be required to know the composition of the sacred texts or the historical background but be able to explain the range of ways a believer’s personal and public life may be impacted upon .
Candidates will be expected to refer to contemporary situations where there are conflicts between personal convictions or beliefs and authority. They will be expected to identify the dilemmas caused when law conflicts with religious beliefs and the role of personal conviction, duty and authority.
Prior Learning Needed for this Unit
This unit builds on the knowledge of religious practices and beliefs gained at KS3 and in Y10.
Differentiated Learning Outcomes for LA, MA and HA within this Unit
Must
All students will be able to
Demonstrate basic knowledge and understanding of religion to describe, with some reasons, the significance and impact of beliefs, teachings, sources, practices, ways of life and forms of expressing meaning. They show some awareness of the meaning and importance of the religion(s) and/or beliefs studied, sometimes recognising and making simple connections between religion and people’s lives.
They communicate their ideas using everyday language. They present reasons in support of an opinion about the issues studied, and show some understanding of the complexity of the issues by describing different points of view.
Should
Most students will be able to
Demonstrate sound knowledge and understanding of religion to describe and explain the significance and impact of beliefs, teachings, sources, practices, ways of life and forms of expressing meaning. They show awareness of the meaning and importance of the beliefs and practices of the religion(s) and/or beliefs studied, and can describe the impact of these on the lives of believers. They recognise how differences in belief lead to differences of religious response. They communicate their ideas using specialist vocabulary appropriately. They use argument supported by relevant evidence to express and
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL

evaluate different responses to issues studied. They refer to different points of view in making judgements about these issues.
Could
Some students will be able to
Demonstrate detailed knowledge and thorough understanding of religion to describe, explain and analyse the significance and impact of beliefs, teachings, sources, practices, ways of life and forms of expressing meaning. They interpret, draw out and explain the meaning and importance of the beliefs and practices of the religion(s) and/or beliefs studied, and assess the impact of these on the lives of believers. They explain, where appropriate, how differences in belief lead to differences of religious response. They understand and use accurately and appropriately a range of specialist vocabulary. They use reasoned argument supported by a range of evidence to respond to religious beliefs, moral issues and ultimate questions, recognising the complexity of issues. They demonstrate informed insight in evaluating different points of view to reach evidenced judgements about these beliefs, issues and questions.
Progression from this Unit
Students will progress through all the Y11 modules; Religious Expression, Religion and Conflict,
Religion – Authority and State, Religion and Medicine
Home Learning Opportunities linked to this Unit
Learning key words; spelling and definition
Preparation for ten minute topical discussions
Reading/watching relevant news stories and reporting back
Answering exam questions as revision, consolidation or preparation for a class activity
Revision and research using http://www.bbc.co.uk/schools/websites/11_16/site/re.shtml http://www.reonline.org.uk/ks4/indexx.php http://www.revisioncentre.co.uk/gcse/re/ http://www.rsrevision.com/contents/games.htm
Babington Community College Scheme of Learning
Assessment For Learning (AfL)
What are the AFL activities? When will they be used in the scheme?
Self-Assessment
Peer Assessment
Formative teacher assessment
Formal Assessments
Practice exam
Exam question each Learning Stage
Exam question each Learning Stage
Exam question each Learning Stage
APP sheets used for questions to enable self and peer assessment
At the end of the topic
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL

Building Learning Power (BLP)
What are the BLP activities? When will they be used in the scheme?
Resilience is required throughout the unit as students need to be absorbed in what they are doing and persevere
Resourcefulness
Learning Stage 1 LE2, LE3, LE4, LE5, LE6, LE7
Learning Stage 2 LE1, LE2, LE3, LE4, LE5
Learning Stage 3 LE 2, LE3, LE4, LE5, LE6, LE7
Learning Stage 4 LE2, LE3, LE4, LE5
Learning Stage 5 LE2, LE5, LE6, LE7
Reflectiveness
Learning Stage 6 LE2, LE3, LE5, LE6, LE7, LE9
Learning Stage 7 LE1, LE2, LE3, LE4, LE5, LE6,
LE7
Learning Stage 8 LE2, LE3, LE4, LE5
Learning Stage 9 LE2
Learning Stage 3 LE5
Learning Stage 4 LE5
Learning Stage 7 LE7
Learning Stage 8 LE5
Reciprocity
(mainly peer assessment)
Respect
Throughout the Unit students are encouraged to manage their feelings, develop their selfawareness and awareness of others as well as their social skills
Learning Stage 1 LE7
Learning Stage 2 LE5
Learning Stage 3 LE7
Learning Stage 4 LE5
Learning Stage 5 LE7
Learning Stage 6 LE9
Learning Stage 7 LE7
Learning Stage 8 LE5
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL

Literacy For Learning (LfL)
What are the LfL activities?
Using structured talk to explain and persuade and develop questions
Writing for purpose; in selecting words and ordering them, conveying ideas, explaining and persuading. Modelling of answers and scaffolded exam question answers.
Reading – skimming, scanning and close reading
When will they be used in the scheme?
Learning Stage 1 LE5
Learning Stage 2 LE1, LE3
Learning Stage 3 LE2
Learning Stage 5 LE1
Learning Stage 7 LE1
Learning Stage 1 LE7
Learning Stage 2 LE5
Learning Stage 3 LE7
Learning Stage 4 LE5
Learning Stage 5 LE7
Learning Stage 6 LE9
Learning Stage 7 LE7
Learning Stage 8 LE2, LE5
Learning Stage 9 LE2
Learning Stage 1 LE6
Learning Stage 2 LE2
Learning Stage 3 LE5, LE6
Learning Stage 6 LE3
Learning Stage 7 LE3
Numeracy For Learning (NfL)
What are the NfL activities? When will they be used in the scheme?
Ranking and timed activities
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL

Citizenship
What are the Citizenship activities?
1.1 Democracy and justice
Weighing up what is fair and unfair in different situations
Understanding that justice is fundamental to a democratic society and exploring the role of law in maintaining order and resolving conflict.
Considering how democracy, justice, diversity, toleration, respect and freedom are valued by people with different beliefs, backgrounds and traditions within a changing democratic society.
1.2 Rights and responsibilities
Exploring different kinds of rights and obligations and how these affect both individuals and communities.
Understanding that individuals, organisations and governments have responsibilities to ensure that rights are balanced, supported and protected.
Investigating ways in which rights can compete and conflict and understanding that hard decisions have to be made to try and balance these.
2.1 Critical Thinking and Enquiry
Question and reflect on different ideas, opinions, assumptions, beliefs and values when exploring topical and controversial issues and problems
Evaluate different viewpoints, exploring connections and relationships between viewpoints and actions in different contexts
2.2 Advocacy and representation
Evaluate critically different ideas and viewpoints including those with which they do not necessarily agree
Explain their viewpoint, drawing conclusions from what they have learnt through research, discussion and actions
Present a convincing argument that takes account of, ad represents different viewpoints
3 Range and content
When will they be used in the scheme?
They are highlighted throughout the SoL e) and c) questions require critical thinking and
Enquiry
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL

Political, legal and human rights and freedoms in a range of contexts
The roles and operation of civil and criminal law and the justice system
How information is used including from the media
Policies and practices for sustainable development and their impact on the environment
The challenges facing the global community, including international disagreements and conflict and debates about inequalities, sustainability and use of the world’s resources
4 Curriculum opportunities
Debate in croups and whole-class discussions, topical and controversial issues
Sports Specialism
What are the activities?
Throughout the SoL activities provide the class to undertake competitive elements in their learning through active individual or team plenary activities to consolidate learning.
When will they be used in the scheme?
Activities

Key word games; bingo, iwb flash cards, splat
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL

Learning
Stage
1 Authority and Duty
Learning
Objectives
Identify authority in their lives.
Explain what is meant by duty in two different religious traditions.
Babington Community College Scheme of Learning
Short Term Learning Plan
Differentiated
Learning
Teaching and Learning Bloom’s and
Outcomes
(Linked to
AFs and
Activities
(cross-referenced to AfL,
BLP, LfL and NfL)
Apps
Assessment
Criteria)
MUST –
Identify authority in their lives and understand the keywords
G
SHOULD –
As above and explain duty with two points of view from different religions
C
COULD –
As above withthorough reasoned discussion using relevant teachings and appropriate
SPAG and vocab
Learning Episode
1
Key word Bingo
Learning Episode 2
Study page 106 of the
Hodder textbook and rank order the importance of forms authority in their lives
Learning Episode 3
Compile a list stating why we obey authority, for example, scared of punishment/trust judgement of others/inner belief/conscience/fear of displeasing others/peer pressure. Identify which are static reasons and which might change within someone’s life.
Learning Episode 4
Complete the task on page
108 of the Hodder textbook based upon the quote by
HA LA
Differentiated Process for LA
(cross-referenced in lesson
Model answer
A* assessment criteria
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL and HA planning)
Picture key word resource
Definition cards
Exam question scaffold
Sentences to support answer

2
Punishment
A
Identify the main aims and purpose of punishment in different traditions.
Explain the connection and
MUST
– understand the differences between punishment and justice with simple explanation
G
SHOULD –
As above
Elie Wisel.
Learning Episode 5
Topical discussion: How do we know our duty?
Learning Episode 6
True or false activity:
Only religious believers have authority in their lives.
Sacred texts would be a source of authority for religious believers.
– The duty of religious believers is to do what the law of the country tells them to do.
–
There is a connection between duty and conscience.
Only parents have a duty to the family.
Learning Episode 7
Exam Question b)
Learning Episode 1
Topical Discussion: Who punishes you if you break the law? And Who punishes you if you break your duty?
Learning episode 2
Read page 111 of the
Hodder textbook . Use a range of newspapers to show different types of punishment.
Model answer
A* assessment criteria
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL
Picture key word resource
Definition cards
Exam question scaffold
Sentences to support

3
Capital
Punishment
Overview differences between the two key concepts: punishment and justice
Investigate the prevalence of
Capital
Punishment throughout the world
Identify and evaluate why people identifying and giving examples of the purposes of punishment in different traditions.
C
COULD
–
As above demonstrating thorough reasoned discussion.
A
MUST –
Identify the countries which execute the most people.
State their own opinion about Capital
Punishment
G
SHOULD –
As above and
Learning Episode 3
In groups explain to others the main teachings and practices of one religion through a poster. The poster must include:
– a symbol of the religion
–
– three main teachings one relevant sacred text.
Learning Episode 4
Watch Eclip What’s in a
Name?
Do the justice question in Be the Marker on page 124 of
Hodder teaching resource
Learning Episode 5
Exam question e)
Learning Episode 1
Test your learning: socrative quiz on
Punishment
Learning episode 2 regarding Capital
Google form.
Learning Episode 3
'Washing line' opinions
Punishment delivered by
Using www.amnesty.org.uk
Remembering: students recall information
Students access m.socrative.com/student and put it the teacher's room number. The teacher starts a quiz.
This can be competitive or at the student's own pace.
HA
Make own chart using
Use Notes App to compile report
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL answer
LA
Bar Chart and prompt questions provided to enable understanding of the data.
Prompt questions to enable access

disagree with
Capital
Punishment comment on why the data on some countries is unreliable.
Evaluate some reasons why
Amnesty
International campaigns against Capital
Punishment
C
COULD –
As above demonstrating thorough reasoned discussion capitalising on the research and using appropriate
SPAG and specialist vocabulary
A+ make a graph/chart to record the number of executions across the world in 2012.

select a representative sample.

Indicate which countries consistently execute the most people.

Comment on why the data for China and
North Korea is unreliable?
Individual feedback to the class with regard to observations about the data.
Learning Episode 4
Use the Amnesty
International site to help you explain the issues that many people have about Capital
Punishment

Working as a team in learning sets. Work as a team, ensure that you cover the main issues that
Amnesty
International raise; human rights, sanctity of life, justice/miscarriage of justice etc

You have ten minutes to compile
Results for each student are emailed to the teacher's email account and can be kept as a marking record.
Students get immediate feedback about their results.
Evaluating judgement. They will have an opportunity to revise their judgement later in the lesson.
Students have two questions to answer; is capital punishment right or wrong, and should capital punishment should be reintroduced to the UK? Google form links can be long. They can be emailed to student accounts, uploaded to Edmodo or put on a simple to make
'sites.google.com' website.
– students are asked to make a
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL to the
Amnesty information and understanding
.
Prompt questions to promote discussion.

an aural report between you.
Learning Episode 5
Making good use of the research, class discussion about Capital Punishment.
Comments sought from each learning set. Students to comment on any changes of opinion they may have had.
Learning Episode 6
Second 'washing line' of opinions sought using google forms.
Free SpreadSheet
Luminant Software
Analysing – students deconstruct information, organise it in a chart, and use their charts to find specific information and to compare and contrast data about specific countries. They are encouraged to generate questions and suggest explanations.
Students input data and use the graph tab to create a chart.
Understanding – students read information identify that which is useful to them.
Evaluating – students critique the different arguments as they use them in a class discussion.
Students access http://www.amnesty.org.
uk/issues/Death-penalty through safari.
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL

4
Capital
Punishment and
Religion
Explain the teachings of two traditions on capital punishment.
Give a range of arguments and apply teachings from religious traditions.
MUST –
Identify the the teachings of two traditions and give simple explanations
G
SHOULD
–
As above including a range of arguments and teachings from different at least two religious traditions
C
COULD –
As above demonstrating thorough reasoned
Learning Episode 1
Key word socrative game
Learning Episode 2
Look at picture of a person on death row on page 118 of the Hodder textbook .
Discuss: Is it ever right to take a life?
Learning Episode 3
Use http://www.bbc.co.uk/ethics/ capitalpunishment/ to investigate religious arguments about capital punishment
Learning Episode 4 c) question 'the death penalty is wrong'. Give two reasons a religious believer would agree or disagree. (4
Evaluating – students have the opportunity to make a different judgement about the same questions from earlier.
Remembering: students recall information
Either the same quiz or a subsequent one can be used to measure revision progress for key words or subject content.
Understanding – students read information identify that which is useful to them.
Evaluating – students critique the different arguments as they use them to answer the c)
Model answer
A* assessment criteria
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL
Exam question scaffold
Sentences to support answer

5
Evaluating
Capital
Punishment
Prepare and answer the 8 mark evaluation question discussion using relevant teachings and appropriate
SPAG and vocabulary
A
MUST –
Make A simple justification of a point of view, linked to evidence or example and making a simple connection between religion and people’s lives.
G
SHOULD –
As above offering two points of view from different religions as well as their own.
C marks)
Learning Episode 1
Socrative keyword quiz
Learning Episode 2
Capital Punishment
Table/Group Rally Robin
(each group in turn rallies arguments for or against capital punishment - different members of the group have to answer each round)
Learning Episode 3
Students access 'model' answers that the teacher has created on Google Docs and add their comments.
Google Docs can be shared with anyone who has the link or can be linked to a website created at https://sites.google.com/ question.
Students access http://www.bbc.co.uk/eth ics/capitalpunishment/ through the Safari web browsing app to investigate the differing teachings about capital punishment from two religious perspectives.
They then use this research to answer an examination question.
Remembering: students recall information
Either the same quiz or a subsequent one can be used to measure revision progress for key words or subject content.
Will provide suggestions for the model answer to bring it up to A+
Will lead the group in providing Rally
Robin arguments
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL
Will suggest at least one improvement to the model answers
Will be supported by group members to remember/thin k of arguments
Shared answer to support individual e) answer
Scaffold for e) question

6 Sacred
Texts
COULD well as religious and moral reasoning to formulate judgement.
There must be appropriate use of SPAG and vocabulary.
A
–
As above using relevant evidence as
Learning Episode 4
Students answer the e) question in their books.
Understand the role books can have in people’s lives.
MUST –
Understand the importance and role books can have in their lives
G
SHOULD –
As above offering two points of view from different religions as well as their own.
C
Learning Episode
Key words game
Learning Episode 2
Fill in Structuring a Religion on page 9 of Hodder teaching resource .
Learning Episode 3
Identify books that have had an influence on own lives.
Learning Episode 4
Complete a Venn diagram for the two traditions studied showing the influences/roles the sacred books can have
Evaluating
– students critique existing answers and collaborate to identify the strengths and weaknesses of the answers and to improve them.
Students use the link on
Edmodo or the website created at https://sites.google.com to access the teacher input answers. Students make suggestions as to how to improve the answers, or explaining how marks were achieved, or explaining why more marks were not awarded.
Model answer
A* assessment criteria
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL
Picture key word resource
Definition cards
Exam question scaffold
Sentences to support answer

7 The role of sacred texts in individuals’ lives and as a source of authority
Be able to identify the different roles that sacred texts can have in believers’ lives..
COULD –
As above using reasoned discussion and appropriate use of SPAG and vocabulary.
A
MUST –
Be able to identify the different roles that sacred texts can have in believers’ lives
G
SHOULD –
Show understanding of the above referring to two different religions as examples.
C
COULD
–
As above offering detailed discussion
A on people’s lives.
Learning Episode 5
Exam question e)
Learning Episode 1
Topical discussion: How far should people follow authority of the written word?
Learning Episode 2
Thought breaker: ‘I am puzzled about which Bible people are reading when they suggest religion and politics don’t mix.’ (See page 215 of Hodder teaching resource .)
Learning Episode 3
Watch Eclip Alice and the
Da Vinci Code from The
Vicar of Dibley.
Learning Episode 4
If possible invite a speaker to explain to the students the role of sacred texts in their lives.
Model answer
A* assessment criteria
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL
Picture key word resource
Definition cards
Exam question scaffold
Sentences to support answer

8 Personal
Conviction
Recognise and explain own views and beliefs based upon family experiences, etc.
Identify situations where there may be personal clashes between convictions
MUST –
Recognise and explain own views and beliefs based upon family experiences
G
SHOULD
–
As above and
Identify situations where there may be personal clashes between convictions and beliefs.
Learning Episode 5
Using the thought breaker look at a newspaper and highlight the issues the Bible would have a teaching or example of.
Learning Episode 6
Watch a video about the importance of sacred texts.
Turn down the volume and concentrate on how the book is respected and shown as sacred.
Learning Episode 7
Exam question d)
Learning Episode
1
Key Word Bingo
Learning Episode 2
What if there are clashes between laws and religious beliefs?
Learning Episode 3
Read the poem by Pastor
Niemoller on page 204 of
Hodder teaching resource , then answer the thought breaker question.
Thought breaker: Who would you speak out for?
Learning Episode 4
Model answer
A* assessment criteria
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL
Picture key word resource
Definition cards
Exam question scaffold
Sentences to support answer

9 Human
Rights and beliefs.
Identify a range of different human rights issues.
C
COULD
–
As above offering thorough reasoned discussion
A
MUST
Identify a range of different human rights issues
–
Identify different religious attitudes to
Look at the examples on pages 125
–26 of the Hodder textbook and complete the task.
Learning Episode 5
Give justifications to Amal’s headteacher on page 99 of
Hodder teaching resource .
Learning Episode 6
Complete Facts to Consider on pages 179 –82 of Hodder teaching resource .
Learning Episode 7
Explore page 127 of the
Hodder textbook and identify which laws were wrong.
Learning Episode 8
Eclip Sikh Policeman
Eclip The Cross and the
Hijab
Learning Episode 9
Exam Question b)
Learning Episode 1
Topical Discussion: What if the authority is wrong?
Learning Episode 2
Answer the question in
Improving Evaluations on page 191 of Hodder teaching resource .
Model answer
A* assessment criteria
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL
Picture key word resource
Definition cards
Exam question scaffold

Identify different religious attitudes to human rights.
Justify how and why people try to get human rights for others. human rights
G
SHOULD –
As above and be able to
Justify how and why people try to get human rights for others.
C
COULD –
As above offering thorough reasoned discussion and appropriate use of SPAG and vocabulary
A
Learning Episode 3
Thought breaker: Read the quote from Martin Luther
King Jr on page 89 of
Hodder teaching resource :
‘Whoever accepts evil without protesting against it is really cooperating with it.’
Give two reasons for or against this view.
Learning Episode 4
Students could produce a
PowerPoint to show the range of different human rights that are infringed.
Learning Episode 5
Complete the Explaining
Religious Viewpoints activity on page 139 of Hodder teaching resource .
Learning Episode 6
Design a collage to show the quote on page 90 of
Hodder teaching resource :
‘It is necessary only for the good to do nothing for evil to happen.’
Learning Episode 7
Exam question e)
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL
Sentences to support answer

10 An example of a religious believer who has worked for human rights
Explain how a religious believer has worked for human rights.
Apply their knowledge and understanding of the topic to a range of different activities.
Understand how to achieve a higher grade.
MUST
–
Explain how a religious believer has worked for human rights
G
SHOULD –
As above and apply their knowledge and understanding of the topic to a range of different activities.
C
COULD –
As above offering thorough reasoned discussion and appropriate use of SPAG and vocabulary
A
Learning Episode
1
Key Words game
Learning Episode 2
Complete a booklet that could be used with Year 7 students or a board game as on pages 201 –02 of
Hodder teaching resource
Learning Episode 3
Do the Piece Together exercise on pages 26 –27 of
Hodder teaching resource .
Learning Episode 4
Complete Test It Out on page 122 of the Hodder textbook. Allow 5 minutes for reading and note time and 20 minutes for answering time.
Learning Episode 5
Exam question e)
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL
Model answer
A* assessment criteria
Picture key word resource
Definition cards
Exam question scaffold
Sentences to support answer

11 Practice
Exam
Practice
Exam
Technique
Learning Episode 1
15 minutes revision
Learning Episode 2
26 minutes to complete practice exam question for this topic
Learning Episode 3
Keyword charades
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL

Babington Community College
Other Cross Curricular Links
ICT Home learning opportunities, IWB activities, ppt presentation LE7
WRL
Respecting different faith perspectives and identifying common ground
Recognising potential conflicts between faith perspectives and the law
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL by Babington Community
College is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License .
Developing the Use of iPads to Support the Learning Process: Religious Studies SoL