“Where do I start?”: Revising New Spec

How is it that time already!! With a whirlwind new spec approaching the finish line, impending final exams and just not enough time to feel in control, it all feels a little too much!

I receive a lot of emails asking for advice and help with revision. In short there is no 1.pngquick fix or easy answer. Revision is hard work and takes a long time. I often describe revising like going to the gym (it’s about as fun!!), you need to go to the gym consistently, regularly and with a healthy approach, in order to change your physical fitness. This is exactly the same for your brain, you need to revise regularly and consistently and follow a healthy approach – regular breaks, plenty of sleep, no distractions etc.

So here is some advice that might help:

What to revise?:

This might seem a really silly question but the answer of all 32 topics is just so daunting it needs to be broken down into more manageable chunks:

      • Learning key words
      • Answering short content based questions
      • Planning potential essay answers (e.g. “An argument based on reason is more reliable than an argument based on senses.” Discuss or ‘Critically compare Plato’s Form of the Good and Aristotle’s Prime Mover’ or “Evolution logically explains design without the need of God.” Discuss)
      • Making textbook/ wider reading notes
      • Analyzing the spec requirements

These cover all the main elements needed. If students know their key words and spec requirements = C grade, if they can plan potential answers this will help ease the pressure off the exam and if they do a little wider reading this will support higher grades.

Where to start my revision?:

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Revision Guides: Which ones are worth your money?

The Revision Guides I purchased where Libby Ahluwalia’s Oxford A Level Religious Studies (one book) and Chris Eyre and Julian Waterfield’s My Revision Notes for Religious Studies (separated into three books).

I have to admit straight away I am biased towards both books, so when ordering them I knew it was a done deal as far as quality. Ahluwalia’s text books have been an invaluable support over the last two years in preparing and teaching the new spec material. I trust Ahluwalia’s experience with OCR and her keen yet fair eye when it comes to assessment. I have also worked closely with Julian Waterfield over the years, so I know first hand his love for the subject, his honed skills for marking essays and his understanding of the reality of teaching. Neither of the Revision Guides let me down!

However I know with tight budgets purchasing a class set for both guides is unrealistic. Also bombarding students with lots of different books can sometimes over complicate revision rather than make it easier. Therefore as I am not a fence sitter, here is a rundown of my views of both guides:review 1

So my overall verdict:

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Homework – who is it really ‘work’ for?

Anyone that knows a teacher, knows they have a shadow that follows them everywhere. That shadow is marking. A teacher is never far from another essay to examine, book to mark or piece of work to score. I’ve been marking between 100-150 pieces of work every fortnight for the last ten years, mostly on an evening or grabbing the odd five minutes here and there but rarely at college (otherwise when do you plan, prepare resources and answer an endless stream of emails?) However, this blog isn’t about marking because I accepted many years ago that it is just part and parcel of the job. It is an essential to ensure students’ progress, learn from their mistakes, develop their technique and understanding and recognise their current working grade. No, this blog is about homework or the lack of it.

Now at school, teachers have detentions whereby students complete the work that should have been done at home. At college you hope your students have learnt those life lessons and therefore do their homework. The problem is what happens if they don’t do it or at least can never remember to hand it in? The answer – more time is then spent by the teacher chasing up those students, asking for it, reminding them, sending emails, contacting parents…there must be an easier way.

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Once Experienced Never Forgotten – A tour of Auschwitz

Last year my department got a letter from Chesterhill Charitable Trust Limited offering a free 2 day tour of Krakow and the Auschwitz camps in March 2018, including hotel, travel and food for 5 students, with an accompanying teacher. Who could say no to such an opportunity – certainly not us! So we packed our bags and off we went… (well that is once SLT authorised, risk assessments completed, letters home, payments received  for travel expenses to Heathrow airport, passports checked, endless train deals searched, mini bus and driver arranged, cover work set – you get the idea!)

We were greeted at Heathrow airport by Chuni Kahan (@Kahan_Travel), a man who has dedicated his life to arranging these visits for police workers, ambulance drivers, emergency service workers, students and others, in order to keep the history of the Holocaust alive, current and real to the next generation. Through the support of educational trusts and charities, Chuni has organised trips for over 15 years and we were very fortunate to now be part of this legacy of learning. Chuni was immediately welcoming, clearly very organised with group lanyards, fresh bagels and booklets of information on hand. We were set for our tour.

We arrived in Krakow and after a guided tourDSC03981.JPG of the historical features of the main town, a filling tea of homemade hummus, soup, marinated chicken and salad, we headed to our Spa and Wellbeing hotel that looked like something out of an Austrian Ski resort. After an early start, filled with a hot Kosher breakfast including crepes, coffee and fresh bread, we made our way to Auschwitz One.

As we approached the first camp the familiar feelings of dread started and upon seeing the brick buildings, barbed wire and overgrown railway line along the main road, I knew we had arrived (I visited the camps through the Holocaust Educational Trust about 7 years ago.) I didn’t know what was worse – knowing what we were about to experience or not knowing, as the case was for my students, the horrors that awaited them inside. Once you have seen the hair, the suitcases, the inside of a gas chamber, such memories are etched forever into your mind. A little bit of innocence is left behind. 

We were kitted out with our tour headphones and made our way to the famous sign. Over the next two hours we went in and out of the brick buildings (originally built for prisoners of war),  heard how the holocaust started and developed, the stories of the souls that perished and saw their lives captured in their belongings.

Once back on the coach, with our pre packed lunches that were provided, we made our way to Auschwitz Birkenau. We re-joined our guide and made our way through the sleeping barracks, along the railway lines, past the endless knocked down buildings and piles of rubble that were once the gas chambers.

Through the birch trees along the back of the camp (Auschwitz Birkenau means ‘Auschwitz of the Birch trees’) we visited the ponds were the burnt ashes of thousands of lives were scattered.

We ended the day with a touching prayer given by Chuni Kahan and then a slow, thoughtful walk back to the coach, each of us lost in our own thoughts from the day.

Thank you to Chesterhill Charitable Trust Limited and Chuni Kahan at Kahan Travel  for without them I would not have been able to share this experience with my students.

                        “This was by far the most intense experience of my life which deeply moved and affected me.”
(From one of my students)

For more Holocaust related posts check out Leaving a Lasting Impression: Personalised Holocaust Memorials, It is all about the number: Teaching about the Holocaust and Holocaust Memorial Museum UK.

Religious Language-Twentieth Century Perspectives: A2 Philosophy

Preview of Lesson Plans

“Everything we hear is an opinion, not a fact. Everything we see is a perspective, not the truth.” Marcus Aurelius
Agree/ Disagree

  1. What does it mean to say something is true or false?
  2. How can we prove something is true/ false?

Go through the table worksheet answering whether the statements are true/ false or have empirical evidence to support. Discuss answers

Ppt: Slides 1-7 covering the Logical Positivists, Ayer’s Verification and how this goes against the meaningfulness of religious language.

Students write an introduction for:

“Only Cognitive language is meaningful. Discuss”

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Religious Language- Apophatic and Cataphatic Ways: A2 Philosophy

Preview of Lesson Plans

Via Negativa:

Students pick three things in room and describe it by 10 things it is not

Write on board:
E.g:

  • Not heavy
  • Not on the floor
  • Not universally known
  • Not moving
  • Not mental
  • Not black or purple
  • Not hot
  • Not absent from me (Aimee/ teacher)

= dream catcher (I have a dream catcher tattoo on my ankle)

Students share one thing with partner – guess – share with class

Write a short paragraph:

  1. I think it was (clear/ unclear) to describe items by what they are not because…

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