British Reforms Assessment for KS3 or KS4, following NEW GCSE AQA exam style questions and marking criteria (all provided). The assessment takes its focus through the campaign for votes for women, starting with an 8 mark source based question focusing on suffragettes being force fed in prison (How useful is this source to a historian studying the women’s suffrage movement). This is followed by a 10 mark significance question comparing the impact of theWSUP and the NWSSU (Explain which group was more significant in helping women to win the vote, the WSUP or the NWSSU). The final question is a 16 mark evaluation question, which allows students to incorporate information about male suffrage in relation to women ultimately winning the right to vote (Women would never have won the vote without WW1 occurring).

NEW 2018 Edexcel GCSE in Religious Studies. Lesson on Religion, Peace and Conflict through Islam chapter 3, Living the Muslim Life. This lesson focuses on the nature, role, significance and purpose of Zakah and Khums in Islam. All tasks are differentiated to provide stretch and challenge for all pupils. Students start by considering the nature and benefits of charitable giving and follow this with an analysis of sources of wisdom and authority from the Qur'an to describe the purpose of Zakah in Islam. The main task involves students using an information sheet to complete a table of information on the role and benefits of Zakah and Khums for Muslims. Students then create a Venn diagram to assess the benefits of charitable giving to those giving and receiving as well as for society as a whole. Students apply their learning to an exam style question and self/peer assess using a student-friendly mark scheme. The plenary involves 10 statements students have to correctly identify as true or false.

NEW 2018 Edexcel Religious Studies lesson on the Hajj, following the 'Religion, Peace and Conflict through Islam' topic, section three; Living the Muslim Life. Following the 1-9 GCSE grading criteria with a practice GCSE exam question and a mark scheme for self or peer assessment included. Students start by thinking about a special occasion or event they have attended and explore why they wanted to attend and what they got out of the experience. This is followed by a HOTS task where students see a picture of the Ka'bah and have to respond by asking a question. The main task is differentiated by outcome and requires students to respond to an information sheet about the Hajj by writing a travel blog from the perspective of a Muslim. A stretch and challenge extension is based around sources of wisdom and authority from the Qur'an. Students peer-assess this work with reference to the learning outcomes for the lesson. Students follow on by responding to a GCSE style practice exam question, complete with sentence starters and a mark scheme. Students get to spin the plenary wheel for a choice of plenaries.

NEW 2018 AQA Religious Studies Specification ‘A’ lesson on ‘Buddhist Beliefs and Teachings’ following the 1-9 grading criteria. The lesson includes differentiated tasks for every activity, designed to stretch and challenge all students. Start with a class discussion about why abortion is a contentious issue, using statements about abortion on the board (this could be done as paired work or an individual task if necessary). Students respond to 'sacred writing' from Buddhism and examine why some Buddhists allow abortion and some do not. Students then respond to Christian 'sacred writing' and organise this under different denominations. Students then apply religious attitudes to three case studies, which can again be done as a class discussion or as individual written work. Students then reflect on their learning. An extension discussion task / written task to stretch the most able is attached right at the end. Students tend to respond really well to the different points of view, which can be explored in depth through discussion or team work.

NEW 2016 KS3 Religious Studies curriculum lesson on the topic of 'Belonging' using the 1-9 grading criteria. There is specific focus on the Baptism of Jesus. Students are introduced to the topic of baptism and belonging to the Christian faith through a YouTube video. The next task allows students to be creative by asking them to convert information about the Christian understanding of the nature and history of baptism into pictures. This always goes down really well with visual learners and those of lower ability. It can also really challenge those of higher ability to explore the concept of symbolism. Students then use Luke Chapter 3 as a source of wisdom and authority to explain the story of Jesus' Baptism by John. Finally, students consider the importance of baptism for Christians today by using the quote from Matthew 28:19 as a source of wisdom and authority, All tasks are differentiated and suitable for all abilities.

NEW 2016 Religious Studies KS3 curriculum assessment based on a unit of work including the following lessons, available in my shop. 1) The nature and purpose of Church in Christianity 2) The importance of worship and prayer in Christianity 3) The Bible as a source of authority for Christians 4) Christians denominations in the UK. 5) Symbols and Artefacts used during Christian worship. There are two assessments included, which offer a choice for students. Assessment option 1: Students to create their own religious symbol to be used during worship. Assessment option 2: Students to create a podcast about worship in Christianity. There is also included a confidence and revision sheet for students to reflect on their progress during the topic.