Unit outcomes
Pupils who are secure will be able to:
- Explain how religious laws are created, using Muslim examples.
- Describe the concept of a bloodline and its relevance to succession in the British monarchy.
- Explain how Muhammad’s successor influenced different groups of Muslims and why.
- Linking Muhammad’s practices, sayings or actions to the formation of some religious laws.
- Show an understanding of how Guru Nanak chose his successor.
- Compare and contrast the leadership qualities of Sikh Gurus, noting virtues and selection methods.
- Discuss how Sikh teachings in the Guru Granth Sahib guide followers.
During the unit, a member of one of the worldviews covered, or someone from the local community, could be invited to share how they follow religious or non-religious laws and the influence they have on their day-to-day life.
Suggested prior learning
Y5/6 (A): What happens when we die? (Part 2)
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Teacher video: Who should get to be in charge?
Lessons
Y5/6 (A): Lesson 1: How are laws created?
Y5/6 (A): Lesson 2: How is a leader chosen?
Y5/6 (A): Lesson 3: Where do religious laws come from?
Y5/6 (A): Lesson 4: How did Guru Nanak choose a successor?
Y5/6 (A): Lesson 5: When can someone become a leader?
Y5/6 (A): Lesson 6: How can religious texts be leaders?
Key skills
- Asking challenging questions and reflecting on the origins of their questions.
- Identifying key information from a broad range of sources independently.
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Key knowledge
- Some of the ways that history, geography and leadership influence people’s worldviews.
- Leadership and authority can impact people’s worldviews.
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Key vocabulary
devotion
discrimination
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Equipment list
Equipment needed across all lessons in this unit.
This list does not include equipment which is usually readily available in the classroom (e.g pencils, A4 paper etc)
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Full equipment list for the subject
Quantities marked × will update. Items without quantities are unaffected
- Wonder box ×1
- Scissors right- and left-handed options recommended. ×30
- Highlighters ×30
- Sticky notes
- Sugar paper ×15
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Related content
Unit resources
Knowledge organiser – R&W Y5/6 (A): Who should get to be in charge?
Aimed at pupils, two pages providing key facts and definitions from the 'Who should get to be in charge?' unit.
Vocabulary display – R&W Y5/6 (A): Who should get to be in charge?
A display version of the vocabulary from the unit 'Who should get to be in charge?'
Subject resources
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Cross-curricular opportunities
British Values: Democracy; Tolerance of different cultures and religions; Mutual respect.
English: Reading comprehension; Spoken language.
History: Significant historical events, people and places in their own locality.
RSE: Respectful relationships.
Build on the learning
Y5/6 (B) Why doesn’t Christianity always look the same?
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