Learning objective
- To describe how religious guidance can influence daily life in different worldviews.
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
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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: support which provides picture prompts and options for each scenario; could use the Resource: Knowledge organiser to help remind them of the Five Pillars of Islam .
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 suggest 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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duty
Something you should do.
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Five Pillars of Islam
Sets of guidance for Muslims.
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In this unit
Assessment - R&W Y3/4: Where do our morals come from?
Y3/4 (B): Lesson 1: How do we know what is right and wrong?
Y3/4 (B): Lesson 2: What do some Christian and Jewish people believe about right and wrong?
Y3/4 (B): Lesson 3: How do people remember the rules?
Y3/4 (B): Lesson 4: Is all religious guidance the same?
Y3/4 (B): Lesson 5: How do some Buddhists make moral decisions?
Y3/4 (B): Lesson 6: What helps you make moral decisions?
Maintained by: Kapow Primary team
Last update: 25th June, 2025
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