“Even when you think things can never move forward and you feel so low, there’s always a way out.”

For me, this quote beautifully sums up Katie Piper. At the young a515DfqLwgtL__SY344_BO1,204,203,200_.jpgge of 24-years-old Katie, an aspiring model and t.v. presenter, became a victim of physical and sexual abuse when her boyfriend, Danny Lynch beat and raped her and later, had someone throw sulfuric acid over her. Despite this, Katie’s strong will meant that she wouldn’t remain a victim for long, with her soon becoming a survivor. Her story is an inspiration to many as she shows that, however difficult it may seem, it is possible to pull through the toughest of times. 

This amazing woman, even when fighting her own inner demons, channeled her negative experiences into building her own charity for victims of abuse, enabling others to see a glimmer of hope when all seems lost.

~Philosophy Bookworm.~




Beautiful Ever After

“Things will never get better if you believe they won’t”  

Katie, once again, defied all odds. She achieved the impossible and, along 51tVoN-TABL__SL300_with her ever growing and successful charity, Katie found the love of her life and started her own family. This achievement of course, was accompanied with additional worries and fears for her: “A son might not be attacked, have acid thrown in his face… But a daughter might.”

Despite all of these, Katie still managed to pull through and became, once again, an inspiration to not only those with physical and mental health issues but also to first time parents. 

~Philosophy Bookworm.~




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”

Continue reading “Religious Language-Twentieth Century Perspectives: A2 Philosophy”

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:

  • 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…

Continue reading “Religious Language- Apophatic and Cataphatic Ways: A2 Philosophy”

What you NEED to know from the OCR Training Course!

A friend from another school has recently been to an OCR training course (My car was stuck in the snow doing wheel spins in sunny Scarborough!) and the major snippet of information is that on the content table of the spec, if it mentions a Bible passage or a text from the Pope for example, this could be used as part of a specific question.

Whilst I have covered these areas within the unit and students know to make reference to them in their answers, I was not expecting them to be part of the wording of questions. This was quite naïve of me! In my ten years of teaching OCR specs I know that anything mentioned on the spec could be used in the exam questions, I am just pleased I am now able to incorporate it into my exam practice with students.

A possible question for example might then be: Critically assess the view that official Christian teachings, with reference to Ephesians, should resist current secular views on gender. To me this sounds quite a clunky question but the powers-at-be at OCR have made it clear that this sort of question is possible. 

Foot note:

I finally made it to an R.S course, well it was more like an intimate get-together in Leeds with about 15 other teachers and author Hugh Campbell (who is always a pleasure and I highly recommend attending anything he is speaking on). Here are some of the highlights and tidbits from the morning – mostly aimed at students:

  • Avoid “Blue Peter answers” – here’s one I made earlier. It is obvious to an examinerheres-one-i-made-earlier-blue-peter when students have learnt essays and try to crow bar them into another question. The key tip: students have to answer the question in front of them. Anything mentioned (whether learnt in that topic or not) is accredited marks if it is relevant to the specific question asked.
  • Weave in evaluation – be critical of scholars immediately e.g Hume is right to say….because…
  • BUG technique – Box in question, Underline the key words, Glance at the question again
  • Always stick to the timings (40mins for A2) never just think ‘oh five more minutes to finish this essay off.’ No!! Why…because you will get more marks writing a second full answer than you would get for completing a conclusion for the 1st answer.
  • Never write in the margins, when exam papers are scanned into computers it cuts them off.
  • Don’t just stick a link to the question in the last sentence of the paragraph -integrate it throughout.
  • Avoid ‘I think’ assertions as this is not academic writing
  • If you don’t finish an answer leave half a page gap and start next question – this way an examiner doesn’t have to scroll through pages and pages on a computer to find the remaining piece of your answer at the back if you add more at a later time.
  • Introduction: define terms in the questions and if a broad/ general question mention your focus, so the reader knows how you have interpreted the question.

Updated A2 SOW: Is There Time?

What a term! In my previous A2 SOW (see Organising a New SOW: Second Year) you will notice that I planned to cover all six of the new DCT topics first (rather than traditionally starting with Philosophy then Ethics) which was definitely the right move! They are deceivingly chucky topics with a lot of new content to learn and understand (for me) then teach – so I am pleased I’ve got those out of the way. However because I underestimated these topics, I am now seriously behind where I optimistically planned I would be. So I went back to the drawing board to work out how in the remaining weeks left, I can cover A2 Philosophy, A2 Ethics and all revision.

In brief, the plan is that students revise AS Philosophy over Christmas, AS Ethics over February half term and AS DCT over Easter. This takes care of the bulk of self-revision. In class time the plan is to cover the new topics first, then the students sit a Key Knowledge Exam in the AS material to identify problem areas. I am then going to get them to vote from worst to best topics so I can focus their revision with me on the areas most needed. I will leave the topics they are happiest with until the end (if there is time). I think the only way to cover the new material and get the most out of revision together in class is by prioritising the topics the students most need to go over.

Click on the image below if you would like to see my updated scheme of work on TES:



In the up- coming weeks I will be blogging about revision techniques and I’m also looking into some sort of revision podcasts, so students can go over the revision lessons outside of class (the thought of recording myself at this point though still makes my tummy flip!!)