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

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. 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. There is also a suggested flight path provided, based on the current AQA specification and SOLO taxonomy. 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. The lessons are as follows. L1 - British Muslims - An introduction L2 - Shahada and Salah L3 - Zakah and Sawm L4 - Christian pilgrimage and Hajj L5 - Hajj - potential to extend to 2 lessons L6 - Assessment

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. PP includes a link to a 4 minute youtube video. Notes are available on some of the slides. 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. Make links between the idea of destructible environments within relevant computer games and link to the destruction of the environment in the real world. Consider finding relevant and recent figures between the US army and oil consumption. Strong links can also be made to the crisis in Syria. 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. Please feel free to use and improve.