Learning objective
- To evaluate the importance of religious guidance to some Christian and Jewish people.
Success criteria
- I can explain what the Ten
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- B1: Observe and understand varied
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Cross-curricular links
English
Spoken language
Pupils should be taught
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: Explain the answer and ask the children to explain to their partner why the statement, ‘It’s cool to be kind,’ is moral guidance using examples from the last lesson to justify their ideas.
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Extended-mode explainer videos
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Extended-mode explainer video: For Mac
Extended-mode explainer video: For Windows
Adaptive teaching
Pupils needing extra support
Could choose the two most and the two least useful commandments rather than ranking nine of the commandments.
Pupils working at greater depth
Should explain why someone with a different worldview might rank the commandments differently; could write an explanation of their ranking.
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Assessing progress and understanding
Pupils with secure understanding indicated by: explaining why
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Vocabulary definitions
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Christian Bible
Scripture believed by many Christians to be the word of God, made up of the Old and New Testaments.
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commandments
Rules, often referring to the Ten Commandments, that some Jewish and Christian people believe to be given from God.
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In this unit
Assessment - R&W Y3: Where do our morals come from?
Lesson 1: How do we know what is right and wrong?
Lesson 2: What do some Christian and Jewish people believe about right and wrong?
Lesson 3: How do people remember the rules?
Lesson 4: Is all religious guidance the same?
Lesson 5: How do some Buddhists make moral decisions?
Lesson 6: What helps you make moral decisions?
Maintained by: Kapow Primary team
Last update: 14th October, 2024
