Lesson designed to enable students to give arguments for and against and evaluate our duty to shelter refugees in the UK. The lesson is designed as a KS4 RE lesson though source content is not expressly religious in nature and therefore I believe the lesson could be employed in other subject areas. This lesson follows on from an introduction to Human Rights but if students don't have their own copy of the Universal Declaration of Human Rights, they will need to be provided with one to complete the starter if you choose to use it. The source material is taken from recent publications and is designed to allow for stretch and challenge at the top end. There are a large number of sources available and you may wish to choose to omit some based on time pressure and/or ability range of students, though they should be able to differentiate for themselves since the sources are designed to be traffic lighted using different colours of card. I hope you find it enables students to respond with evidence and justification to this relevant and engaging debate.

KS3 RE Assessment. Three or four lesson assessment task. I use this as the culmination of a Year 8 SOW on the holocaust entitled 'Faith and Suffering'. The lesson could be adapted for use in History SOWs. Lesson one: You require the PPT slideshow, the memorial stations (preferably printed onto A3 and laminated) and the ideas board. I encourage students to write on the stations sheets using board pens so they can be rubbed off and re-used. The ideas board can be set as a homework. Lesson Two (possibly with an additional lesson): Students working in pairs to complete the A3 proposal blueprint for their own memorial design. Lesson Three: Students to write a letter to the local council to ask permission to erect their memorial. This is individual work to be levelled alongside the pair work.

Spruce up your assessment feedback and reflection time. How to use: Step 1: Students fill in the topic, name and date then add targets from previous essay on the reverse side. Step 2: Write an essay, attach cover sheet and hand in. Step 3: Teacher circles mark on criteria. Highlight in green what has been done, pink what hasn’t. Step 4: Fill in teacher feedback on reverse. Step 5: Students complete reflection on cover sheet and choose three targets. Super-charge your DIRT by highlighting a paragraph that needs improving in line with your feedback before handing back. Ask students to redraft. Immediate progress!

I teach this lesson at the start of the Relationships and Families thematic unit (Chapter 3). I want students to understand the diverse world we live in and put the learning we will do into context. I also want the students to understand that we embrace all of them and are not interested in pigeon-holing them into badly defined categories of sexuality. The aim here is to open the debate, challenge preconceptions, build a welcoming and open discussion environment and show them how relevant this topic area is to all of us.

I love teaching these fundamentals of philosophical argument. The lesson goes through what is meant by: a priori knowledge a posteriori knowledge analytic statements synthetic statements deductive arguments inductive arguments I use a range of examples to explain and to test knowledge. Included also is a a brief run down of AO2 considerations: How do you defeat a deductive/ inductive argument? What is the difference between valid and sound reasoning?