Learning objective
- To recognise why there are different ideas about succession in the Muslim worldview.
Success criteria
- I can recall what happened after the death
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- A1: Describe and make connections
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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
Arrange the children in pairs, hand out whiteboards and pens and display the Presentation: Bingo – key vocabulary. Ask the children to divide their whiteboards into six boxes and write one of the words from the presentation in each box.
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Extended-mode explainer videos
How to extend your display to view the lesson page and preseantion mode simultaneously. Choose your operating system below to watch the video
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Extended-mode explainer video: For Mac
Extended-mode explainer video: For Windows
Adaptive teaching
Pupils needing extra support:
Should focus on one example of how the next leader could be chosen; could use the vocabulary in the Resource: Knowledge organiser to support their sentences.
Pupils working at greater depth:
Should consider the broader implications of different succession choices on communities and societies; could develop their own criteria for what they think makes a good leader.
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Assessing progress and understanding
Pupils with secure understanding indicated by: identifying the pattern in the British
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Vocabulary definitions
-
anointed
Chosen by a higher power for a specific role or responsibility.
-
bloodline
The genetic or biological relationship between family members.
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In this unit
Assessment - R&W 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?
