Learning objective
- To explore where some religious laws might come from.
Success criteria
- I can identify some examples of religious laws
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- A3: Explore and describe a
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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
1: Lesson plan
An area for you to put useful resources from the previous lesson
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Adaptive teaching
Pupils needing extra support:
Could be introduced to the keywords and vocabulary prior to the lesson to clarify misconceptions or concepts; should use the Resource: Sorting actions and stories: support version, using the colour coded system to help them identify the practices and sayings of Muhammad.
Pupils working at greater depth:
Could be challenged to explore and present examples of how religious laws influence daily life in different parts of the world; could write some scenarios for a partner to discuss which Hadith saying a Muslim person might think about when deciding what to do.
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Assessing progress and understanding
Pupils with secure understanding indicated by: sorting practices, actions, stories and sayings
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Vocabulary definitions
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adhere
To act in the way that is required by a law, rule, belief or promise.
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admiration
Feeling impressed or proud of someone.
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In this unit
Assessment - Religion and worldviews Y5: Who should get to be in charge?
Lesson 1: How are laws created?
Lesson 2: How is a leader chosen?
Lesson 3: Where do religious laws come from?
Lesson 4: How did Guru Nanak choose a successor?
Lesson 5: When can someone become a leader?
Lesson 6: How can religious texts be leaders?
Maintained by: Kapow Primary team
Last update: 1st May, 2024
