Learning objective
- To describe how some people apply religious guidance in daily life.
Success criteria
- I can make links between Christian, Hindu, Jewish
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance)
- B2: Understand the
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Cross-curricular links
RSE
Respectful relationships
Pupils should
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Before the lesson
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Lesson plan
Recap and recall
Hand out a whiteboard and pen to each child. Display the Quiz: Jewish religious guidance and ask the children to record their answers to the multiple choice questions on their whiteboards.
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Adaptive teaching
Pupils needing extra support: Should use the Activity: Tricky choices with options which provides picture prompts and options for each situation.
Pupils working at greater depth: Should take the lead role in their discussion group and give feedback on behalf of their group during the Wrapping up; could come up with their own scenarios when completing the Activity: Tricky choices.
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Assessing progress and understanding
Pupils with secure understanding indicated by: identifying similarities and differences
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Vocabulary definitions
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Shahadah
The Muslim declaration of faith, one of the Five Pillars of Islam.
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Salat
The five daily prayers carried out by some Muslims.
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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: 6th June, 2024
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