NEW Edexcel GCSE Religious Studies 2018 assessment criteria. A PPT with templates for the new GCSE style questions (a, b, c and d) for use during lessons or assessments with students at KS4. There is a clear and student friendly breakdown of the new question types, including tips for how to answer each question as well as sentence starters. There is also a student friendly mark scheme for each question, perfect for use as peer- or self-assessment. There are also basic instructions for how to write in PEE paragraphs as well as a student friendly overview of the requirement for both AO1 and AO2. Also included is a single information sheet with the assessment criteria, brief instructions for how to answer each question (a, b, c and d) and a breakdown of marks for every question, which has been extremely useful for students to use either as revision, during an assessment, or as a self- or peer-marking sheet.

NEW KS3 History curriculum on British Reforms following the NEW 1-9 grading criteria. This lesson focuses on the different reasons why women got the vote, including changing attitudes of men and society in general, new opportunities for women through education and work, as well as the role played by women themselves in campaigning for their right to vote. Students are asked to analyse a variety of reasons and place them into the above categories. This forms the basis of a creative task where students produce a leaflet to show why women eventually got the vote. In the plenary, students are asked to reflect on their target grade and the work they completed during the lesson and set a target for future learning. All tasks are clearly differentiated and this lesson is suitable for all abilities.

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 Religion and Ethics through Christianity, with a focus on 'Living the Christian Life'. This lesson follows the new 1-9 assessment criteria and includes a variety of tasks, such as exam style questions with mark schemes for student self-or peer-assessment. A video from 'request' introduces the nature and purpose of pilgrimage for Christians today. Sources of wisdom and authority are given for students to respond to the history of Christian pilgrimage and modern day places of pilgrimage are given as case studies for students to examine the purpose of pilgrimage; Taize, Walsingham and Iona.

NEW 2018 Edexcel Religious Studies GCSE lesson on Religion, Peace and Conflict through Islam, topic three; Living the Muslims Life. The learning outcomes follow the 1-9 grading criteria. This lesson is intended to be taught across two 60 minute sessions and asks students to use information from the first half of the lesson to respond to a 12 mark practice exam question. Sentence starters and structure for the NEW Edexcel 12 mark question are included, as well as a model answer and a student friendly mark scheme. The lesson focuses heavily on collaborative learning through working in teams, however, it can work equally well working in pairs or independently as students can access the information in a number of ways. Students are hooked into the lesson by considering the concept of giving up something important to them, linking this to fasting during Ramadan. As the main task for the first session, students get into 5 teams and each analyse a different source of wisdom and authority, as well as team investigating non-religious views on Sawm. There are information sheets included in the PPT for this. The teams are then mixed up, so that 5 students who have researched information are matched up to peer-teach each other and collaborate on creating a poster detailing Muslim views on Sawn, Ramadan and the Night of Power. In the second session, students use the information gathered in the first session to answer a 12 mark GCSE practice exam question, using a scaffold of sentence starters and overall writing structure. Students then respond to a model answer and the mark scheme (this can be printed out to allow students to annotate) by improving their own work through self-assessment. Finally, students reflect on the progress they have made, their strengths and weaknesses.

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.