Learning objective
- To explore beliefs by comparing religious and non-religious guidance.
Success criteria
- I can explain
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- B2: Understand the challenges of
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Cross-curricular links
RSE
Respectful relationships
Pupils should
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: 3, 2, 1 and ask the children to write on their whiteboards three positive pieces of guidance they can recall from the previous lesson, two restrictive pieces of guidance and one question they have about religious guidance.
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Extended-mode explainer videos
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Adaptive teaching
Pupils needing extra support
Could explore a reduced number of cards from the Activity: Guidance cards; could sort the guidance cards into two categories: ‘guidance about others’ and ‘guidance about oneself’.
Pupils working at greater depth
Could sort the cards from the Activity: Guidance cards into a two or three-way Venn diagram; could consider how difficult each card’s guidance would be to follow and write 1 (easy to follow), 2 or 3 (difficult to follow) on the back of the cards.
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Assessing progress and understanding
Pupils with secure understanding indicated by: making links between Buddhist
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Vocabulary definitions
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Buddha
The person who introduced Buddhist teachings, called Siddhatta Gotama.
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Eightfold Path
Eight practices that many Buddhists try to follow to live a fulfilled life.
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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
