LO: To define legal and political sovereignty LO: To analyse how sovereignty moves between the branches of government LO: To evaluate where sovereignty lie in the UK

LO: To define the EU and explain how it works LO: To analyse how EU has impacted UK institutions LO: To evaluate the extent to which the EU has impacted UK institutions

Resources sharing my experience about how I started a Model UN club in 2022-23 despite knowing nothing about going about it. It also includes resources to get started. Hopefully you find it useful. These resources will especially be useful to London-teachers wanting to attend Model UN conferences. All teachers, however, will find the resources useful if they just want to run a club without having to attend a Model UN conference.

Personal assessment strategy developed during academic year 2022-23. Its focus is to make sure your KS4 classes learn and internalise the RE GCSE (Edexcel) mark scheme.

Full lesson (Year 7/8) LO: To discuss about where young people find help and support in life LO: To recall important facts about the sangha LO: To think of and identify ways the sangha help young Buddhists in life LO: To design a vihara young Buddhists can relate to

Full lesson (Year 7/8) LO: To collect and use relevant information about the Three Treasures LO: To create examples making the Dharma relevant to a teenager’s life LO: To create my personal moral code/Five Precepts

Full lesson (Year 7/8) LO: To discuss the freedom and limits on creating your own identity LO: To explain why young Sikhs struggle to follow their religion in Britain LO: To analyse/evaluate the challenges of religious expression for young Sikhs

Full lesson (Year 7/8) LO: To define and explain Gurmukhi LO: To discuss the decline of Gurmukhi in the UK LO: To explain the importance of learning Gurmukhi for young Sikhs

Full lesson (Year 7/8) LO: To identify similarities and differences between Sikhi and Western culture LO: To identify benefits and difficulties for British Sikhs growing up in two cultures LO: To reflect on the cultural challenges young Sikhs may face in Britain

Full lesson (Year 7/8) LO: To define the religious environment young Muslims are part of LO: To analyse why the Muslim community is growing in Britain LO:To evaluate the challenges of being Muslim in Britain

Full lesson (Year 7/8) LO: To define religious commitment LO: To link identity traits to religious commitments LO: To identify personal challenges in following / not following a religion as teenager

Full lesson (Year 9) LO: To define the Four noble Truths LO: To summarise information about the Four Noble Truths LO: To analyse the Buddhist beliefs on ending suffering LO: To reflect on the effectiveness of the Eightfold Path

Full lesson (Year 9) LO: To identify potential benefits of suffering LO: To form an opinion about the Free Will Defense for suffering LO: To form an opinion about the humanist stance on suffering LO: To write a letter sharing your opinion about the existence of suffering in the world

Full lesson (Year 9) LO: To record reasons for suffering from Christian believers LO: To support Christian beliefs about suffering with religious stories and text LO: To make an overall personal judgment about suffering

Full lesson (Year 9) LO: To identify Christian understandings of suffering from Genesis and Job LO: To discuss why Christians may accept suffering LO: To explain what Christians can learn about suffering from the Bible

Full lesson (Year 9) LO: To define suffering LO: To identify the biggest problems related to suffering in the world LO: To evaluate whether suffering is a normal human state

Full lesson (Year 7/8) LO: To define the religious environment young Muslim are part of LO:To analyse the reasons why the Muslim community is growing in Britain LO: To evaluate the challenges of being Muslim in Britain