<p>Key Stage 3 flight paths and progress indicators for supporting students towards target grades at KS4.</p> <p>An example assessment for the progress indicator has also been provided.</p> <p>Based on the AQA GCSE.</p> <p>Please leave feedback if you have found this resources useful.</p>

<p>This is a 6 lesson scheme of work, based on one lesson a week, for KS3 on the 5 pillars of Islam ending in an AQA style assessment which includes a mark scheme and flight path. These lessons were designed to be taught by non-specialists within my department and feature some suggested timings and teacher notes where appropriate.</p> <p>The lessons are based upon SOLO taxonomy and feature a clear success criteria that is continually linked to throughout the lesson to encourage students to link the undertaken task with the completion of the success criteria.</p> <p>There is also a suggested flight path provided, based on the current AQA specification and SOLO taxonomy.</p> <p>The assessment, based on the AQA GCSE, consists of 25 marks and features a full written mark scheme for non specialists. This is to be used in conjunction with the KS3 progress indicator towards expected GCSE grades.</p> <p>The lessons are as follows.</p> <p>L1 - British Muslims - An introduction<br /> L2 - Shahada and Salah<br /> L3 - Zakah and Sawm<br /> L4 - Christian pilgrimage and Hajj<br /> L5 - Hajj - potential to extend to 2 lessons<br /> L6 - Assessment</p>

A short 10 - 15 minute presentation on Islamophobia, predominately aimed at Key Stage 3 but also suitable for Key Stage 4 which explores ideas of prejudice and discrimination. Reasons for prejudice and discrimination. Before exploring some of the media's influence with regards to Islamophobia. <br /> <br /> PP includes a link to a 4 minute youtube video. <br /> <br /> Notes are available on some of the slides. <br /> <br /> Please review and leave comment if you have found this resource useful.

A 10 - 15 minute power point assembly for the International Day for Preventing the Exploitation of the Environment in War and Armed Conflict.<br /> Make links between the idea of destructible environments within relevant computer games and link to the destruction of the environment in the real world.<br /> Consider finding relevant and recent figures between the US army and oil consumption.<br /> Strong links can also be made to the crisis in Syria. <br /> Make students aware that due to the destabilisation of countries during and after conflict natural resources can be exploited. Include poaching, illegal mining and logging.<br /> <br /> Please feel free to use and improve. <br /> <br />