Lesson 2: How is a leader chosen?

Learning objective

To recognise different ways leaders might be selected.

Success criteria

I can recall what happened after the death

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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

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 sentence starters as a prompt for the Activity: How could the next leader be selected?; could engage in group discussion to explore the idea of choosing a leader based on characteristics versus bloodline to support thought processes; could create a word bank to keep their own record of key vocabulary along with symbols or visual signs to support the retention of language.

Pupils working at greater depth:

Should discuss the broader implications of different succession choices on communities and societies; could develop their own criteria for what they think makes a good leader.

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Assessing progress and understanding

Pupils with secure understanding indicated by: identifying the pattern in the British

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Vocabulary definitions

anointed

Chosen by a higher power to fulfill a specific role or responsibility.
bloodline

The genetic or biological relationship between family members.

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In this unit

Assessment - Religion and worldviews Y5: Who should get to be in charge?

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Lesson 1: How are laws created?

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Lesson 2: How is a leader chosen?

Lesson 3: Where do religious laws come from?

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Lesson 4: How did Guru Nanak choose a successor?

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Lesson 5: When can someone become a leader?

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Lesson 6: How can religious texts be leaders?

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