Lesson 4: Is all religious guidance the same?

Learning objective

To describe how some people apply religious guidance in daily life.

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

Pupils should

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Before the lesson

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Lesson plan

1: Lesson plan

An area for you to put useful resources from the previous lesson

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Adaptive teaching

Pupils needing extra support: Should use the Activity: Tricky choices with options which provides picture prompts and options for each situation.

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 come up with 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

Shahadah

The Muslim declaration of faith, one of the Five Pillars of Islam.
Salat

The five daily prayers carried out by some Muslims.

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In this unit

Assessment - Religion and worldviews Y3: Where do our morals come from?

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Lesson 1: How do we know what is right and wrong?

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Lesson 2: What do some Christian and Jewish people believe about right and wrong?

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Lesson 3: How do people remember the rules?

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Lesson 4: Is all religious guidance the same?

Lesson 5: How do some Buddhists make moral decisions?

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Lesson 6: What helps you make moral decisions?

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