This is the children’s introduction to the M in RME and are learning the significance of this in the subject.

 

Curricular links:

RME 3-09d, RME 3-08a, LIT 3-02a

 

Learning intention:

Discussion leading to a definition of morality.

 

Success criteria:

The children will engage in discussion, listening and respecting each other’s opinions, to come to a working definition of morality and be aware that this will inform the further unit discussions around right and wrong and the religious and secular significance of morality.

 

Learning activities and use of teaching time:

Registration, meeting and greeting. Any administrative requirements and pop up the mindfulness slide (5mins)

Warm up by asking the class if they’ve ever heard the word before, this will help figure out how new the concept is to them or if they’ve heard/engaged with it before and ask them to complete a traffic light of how well they understand the topics in the new unit, reminding them that if everything is red that is perfectly okay this is to track progress of learning later on (5 mins)

Pair activity answer questions in jotters (what is morality? Where does morality come from? Are morality and religion inseparable?) give 10 mins but explain we will talk about it further this is just for initial rough ideas

Draw on white board a class mind map of these ideas and also adding in the who do we think are moral people and the idea of moral sets of rules, ask them once this is complete to reflect on if they think they are moral people (15 mins)

5 mins for any questions they still have

10 mins left to write a final concluding definition for everyone to write down, remind them of our learning intention and decide if we’ve achieved it, and explain where this class is leading to next week.

 

Resources:

Morality prezi    https://prezi.com/view/BSXkVPkcrS3y9Qca29Xl/

White board mind map

 

Evaluation on learning/teaching and next steps:

This lesson was successful in that we achieved our learning intention and achieved our success criteria. 

Student x was less engaging in class discussion than others but when prompted or asked to expand they had a good understanding of their thoughts.

Next lesson plan something where students can thoughtfully consider and write in their jotter’s their ideas on the topic so they don’t feel as under pressure to see if this helps student X’s confidence.

Develop on the idea of morality further and more about how it relates to both religious studies and the students lives personally working from the homework task set of bringing in examples of what the students consider good and bad actions.

2)     RME 2-03a-b , RME 3-01a , RME 3-07a, 

3)     Learning Intentions: 

-        To enable pupils to understand the importance of Oaths. 

-        To allow the pupils to reflect and speak about their own promises and discuss how easy or difficult they have found to keep them.

-        To introduce the first pillar of Islam – Shahadah. 

4)     Success Criteria

-        The pupils will be able to demonstrate knowledge of the first pillar of Islam

-        The pupils will be able to discuss a promise they kept and why it was important to them.

-        The pupils can show an understanding of what factors influence a person in keeping promises.

5)     Introduction - Registration, meeting and greeting. Any administrative requirements (5mins)

       Warm up – Group discussion about Slide 1 of ppt. (10mins)

       Link to previous learning – New topic 

       Discuss/Construct learning intentions –  Talk to the pupils about the LI slide on ppt.

Discuss/Construct success criteria – Talk to the pupils about the success criteria slide on ppt. 

6)     Resources – PPT slides.

7/8) Evaluation – This lesson was not very successful as the fire alarm went off halfway through but since this lesson was more focused on discussion than note-taking it proved to be effective in fulfilling the learning intentions and success criteria. All pupils participated in the discussions and had lots to say about the topics discussed. Pupils N,L, and O were absent therefore a catchup worksheet is to be given to them next week. 

 

·      Pupils have knowledge of the life of the Buddha and are ready to learn about the teachings of Buddha

·      Pupils have not studied Buddhism in primary school

 

RME 1-07a, RME 1-05a, LIT 1-02a, LIT 1-09a

 

·      Learn what the Three Marks of Existence in Buddhism are

·      Learn about Anicca

·      Reflect on changes in the world and in pupils’ lives

·      How do changes affect pupils’ lives

 

·      The pupils will demonstrate knowledge and understanding of Anicca and it’s significance

·      Pupils will reflect on how Anicca affects them

 

·      Registration (5 mins)

·      Discuss learning intentions and success criteria (5 mins)

·      PPt defining the Three Marks of Existence, focussing on Anicca (10 mins)

·      GA – discuss examples of Anicca, how they change and the effects of those changes (10 mins)

·      CA – feedback examples from each group (10 mins)

·      PA – discuss changes in their own lives and their consequences and write into jotter (10 mins)

·      CA – What have we learned, review lesson in terms of learning intentions and success criteria (5 mins)

 

 

·      PowerPoint

·      The Three Marks of Existence, specifically Anicca

·      Jotters

 

·      Continue with the Three Marks of Existence: Anatta then Dukkha.  Finally, demonstrate how the three are interconnected.

Introduction to a new topic within Christianity, pupils have prior knowledge surrounding Christianity. 

Curricular Links 

RME 3-09a  RME 3-09d RME 3-01b HWB 3-07a LIT 3-05a 

Learning intentions: 

To Identify religious views on forgiveness

To understand different viewpoints surrounding forgiving/ forgiveness 

Success Criteria 

To  explain different viewpoints and why they may be important​

To explain why forgiveness is important in Christianity​

To understand why religions place importance on forgiveness and not punishment​

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Resources

PowerPoint 

Parable Sheet 

Victim/ Offender sheet 

Workbooks 

Learning Activities and Use of Teaching Time 

Registration 5m 

Warm up, intro 5m

Short animation 2m 19s Written Exercise 5m 

Parable Reading 5m Discussion 5m 

Short video 4m, Writing and Discussion 10m 

Plenary Activity 15m  

Evaluation and Improvements 

A lot to cover in the lesson, depending on how the class goes the lesson could be split into two classes, and discussions and activities where pupils are more engaged could be given more time.