Tag: Religious Studies

Gender and Theology: A2 DCT

On By Aimee HorsleyIn Developments in Christian ThoughtLeave a comment

Please find power point for first half of Gender and Theology. What a topic!! After a week of going round in circles with Mary Daly (I have never come across this lady nor experienced anything like this) I finally got fingers to keyboard and then 22 slides later realize that Rosemary Radford Ruether hasn’t even made an appearance. Result…two power points.

Second power point on Rosemary Radford Ruether:

Preview of Lesson Plan

Discuss in pairs/ groups strengths and weaknesses (A02) of:

  • The patriarchal understanding of Christianity is mistaken and that a better, truer, non-sexist interpretation can be found
  • Christianity needs reinterpreting without the patriarchal elements, cleansed of their distorting influences
  • Christianity is intrinsically sexist and so flawed it should be discarded with all its sexist practices and beliefs.

Write down answers on worksheet table. Share views as a class

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First Year Exam Paper Breakdown: Philosophy Cosmological Question

On By Aimee HorsleyIn Essay Tips and TechniquesLeave a comment

Here’s a break down of a student’s answer for the question on the Cosmological Argument from the new spec exams 2017 (Examiner’s Report 2017: What can we learn?).

To what extent does Aquinas’ Cosmological argument successfully reach the conclusion that there is a transcendent creator? (30)

OCR marks given for student’s answer:
A01 15/15
A02 15/15

This is the same student who wrote the POE answer (see First Year Exam Paper Breakdown: Philosophy POE Question) so she displays similar essay writing techniques in this answer too.

The structure is very clear and simple with an introduction, four main paragraphs and a conclusion.

intro

Whilst this introduction does not have a quote, definition or any interesting extra details (other than the name of Aquinas’ book) which normally are required for higher grades, what this introduction does is it establishes a strong evaluative tone (‘decent attempt’, ‘credibility could be seen as questionable’) and really engages with the question (‘ transcendent creator’ and ‘successfully’ both used twice in this short bit of writing). This shows that students do not need to have a really good memory for remembering quotes or details but just need to attack the question at hand.

The four main paragraphs have a very clear theme and structure.

  1. Paragraph One: First Way
  2. Paragraph Two: Second Way
  3. Paragraph Three: Third Way
  4. Paragraph Four: Further evaluation

Example of first paragraph:

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First Year Exam Paper Breakdown: Philosophy POE Question

On By Aimee HorsleyIn Philosophy New Spec, Teaching, Learning and AssessmentLeave a comment

I love deliveries from new spec text books to stationery. Today’s delivery: philosophy exam papers from the new spec exams (Examiner’s Report 2017: What can we learn?). Here’s a break down of a student’s answer for the question on Problem of Evil.

Assess the claim that natural evil has a purpose (30)

OCR marks given for student’s answer:
A01 15/15
A02 14/15

From reading the student’s answer there are a few noticeable points:

The structure is very clear and simple with an introduction, four main paragraphs and a conclusion.

intro aug 1.jpg

There are three simple things that make this introduction work. The first is the student uses the word ‘natural’ 3 times and ‘purpose’ twice. This shows that they are directly linking their essay to the question immediately (it is also a good way for the student to really clarify what the question is asking of them). Secondly the quote grabs the reader’s attention immediately. It is a short yet relevant quote from Augustine which the student then links into the question with a ‘this means’. Thirdly the student introduces the other key names involved Hick and Irenaeus. This makes it clear to the reader that they will be involved in this answer.

The four main paragraphs have a very clear theme and structure

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Gender and Society: A2 DCT

On By Aimee HorsleyIn Developments in Christian ThoughtLeave a comment

I am really looking forward to this unit. I am expecting fireworks! I have planned in  a lot of group and class discussions because this is such a topical debate and one that is very current to our students. So I am going to use this opportunity to delve into what they really know and think about issues such as gender neutral identity and equality of men and women.

I will be setting out my discussions clearly with ground rules:

  1. No talking over each other
  2. Be respectful and polite to opposing views
  3. Explain and justify your reasons for your view
  4. Back up with examples
  5. Do not talk when someone else is

I am also giving them a work sheet so that any quiet students, who do not wish to speak during discussions, can involve themselves by writing down their views and the views of other students. I am going to play the role of board scribe (to document relevant points) and facilitator. See discussion tips for more ideas.

Preview of Lesson Plan

A3 Birds and the Bees worksheet. Students must define the words from their own understanding.

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Religious Pluralism and Society: A2 DCT

On By Aimee HorsleyIn Developments in Christian ThoughtLeave a comment

Preview of Lesson Plans

A4 sheet of paper – fold into three columns. Students to use notes from previous topic to create a summary sheet of main ideas.

Discuss answers  from quiz (see if it raises any good discussion about pluralism, multi faith society, inter faith dialogue ect such as ‘why do you think your parents sent you to a faith school? Are they Christian, go to Church?)

Work through PP slides

Essay Practice:

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Goodbye GCSE…Hello A Level: Where to start when teaching A Level R.S

On By Aimee HorsleyIn Philosophy and Ethics: R.SLeave a comment

First impressions are very important at the start of a new year. You always want to set the right tone for your classes – one that is both enjoyable and serious. It is about setting the bar with high expectations, introducing early challenge whilst making sure that students don’t drown with A level despair!

In the lead up to the start of term (and often during the first week back) you hear a lot of “What are your ice breakers?” I don’t have any for three main reasons: Firstly I believe that students soon get to know each other through the activities you do in lessons. My first activity is a picture of Socrates Death with “What is Happening” (download the PowerPoint and worksheet free from: TES Resources).

socratesThis activity works perfectly as an ice breaker because the students cannot get the wrong answer, it is directly linked to the learning and enables students to contribute freely if they are comfortable (giving off those initial impressions).

The second reason I don’t use ice breakers (by ‘ice breaker’ I mean those ‘talk to the person next to you, now tell the class what you have learnt’ sort of activities) is because we have so little time. I am half way through Plato at this point because we do not have the luxury to introduce students back slowly.

The third reason is because the course is tough, the content is heavy and the ideas are difficult to understand. I don’t want to lull my students into a false sense of security then surprise them with what the course really is like. Start as you mean to go on!

So here are my top tips for starting the year:

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