Learning objective
- To explore leadership qualities through monarchs and religious leaders.
Success criteria
- I can identify and discuss the key qualities
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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
Display the Presentation: Gimme five! and hand out whiteboards and pens (one each). Ask the children to work with a partner to think of five things they can remember about the succession of the Sikh gurus.
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Adaptive teaching
Pupils needing extra support
Should use the Resource: Guru Har Krishan (support version) during the activity for the Main event; could use the Resource: Knowledge organiser to support them using accurate vocabulary in their discussions.
Pupils working at greater depth
Should write a balanced argument on whether age decides how good a leader you are; could discuss the importance of lineage in leadership, using examples from the lesson and their research.
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Assessing progress and understanding
Pupils with secure understanding indicated by: comparing and contrasting the leadership
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Vocabulary definitions
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compassion
Feeling kindness and a desire to help others who are suffering or in trouble.
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devotion
Love, commitment or enthusiasm for a person, activity or cause.
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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?
