I Can Attainment Statements Strands for Moses As a Leader

MOSES AS A LEADER

KS2

NATIONAL

“I CAN”
STSTEMENTS /

“I CAN” ATTAINMENT STATEMENTS STRANDS FOR MOSES AS A LEADER

AT1 (A)-BELIEFS, TEACHINGS AND SOURCES

AT2 (C) VALUES AND COMMITMENTS

AT1 (A)-BELIEFS, TEACHINGS AND SOURCES

LEVEL3: Describe what a believer might learn from a religious story.
LEVEL4: Make links between the beliefs of different religious groups and show how they are connected to believer’s lives.
LEVEL5: Suggest reasons for the similar and different beliefs which people hold and explain how religious sources are used to provide answers to important questions about life and morality.
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AT2 (C) VALUES AND COMMITMENTS

LEVEL3: Link things that are important to me and other people with the way I think and behave.
LEVEL4: Ask questions about the moral commitments I and other people make and suggest what might happen as a result of different decisions, including those made with reference to religious beliefs/values

LEVEL5: Ask questions that are important to me and other people and suggest answers which relate to my own and others’ lives.

STATEMENTS FOR THIS

SDBE UNIT / COMMENT ON ANY SPECIFIC ASSESSMET ACTIVITY COMPLETED
/ LEVEL3: Describe what Christians, Jews and Muslims might learn from the story of Moses
LEVEL4: Choose one of the events in Moses life and explain its significance for a believer.
LEVEL5: Compare Christian, Jewish and Islamic stories about Moses.
/ LEVEL3: Explain a difficult situation Moses was in and how I might learn from it in my life.
LEVEL4: List some important qualities Moses had and what I can learn from them.

LEVEL5: Think of some questions Moses faced and the answers he might have given and relate them to my own experiences.

CLASS
ATTAINMENT
(Please attach work sample, photo, oral response sheet as appropriate) /

NUMBERS OF PUPILS WORKING AT LEVELS (Some schools may wish to keep a class list tick sheet record over the year)

/ COMMENT ON PUPILS ABOVE AND BELOW EXPECTED LEVEL /

COMMENT FOR NEXT STEPS IN PUPILS’ LEARNING AND TEACHERS’ METHODS OF DELIVERY.

LEARNING OBJECTIVES

ACTIVITIES

RESOURCES

Lesson 1
AT1
AT2 / Understand the background to Moses becoming an important person in Christianity, Jusaism and Islam
Explain what Moses might have understood when God said “I am who I am” / Introduce Moses as an important person in the Hebrew Bible and in the Jewish faith. Muslims know him as Musa, a prophet of Allah.
Read the first part of the story of Moses from Exodus 2 and 3 show video clip.
Identify how God protected him from being killed as a baby, how Moses kills an Egyptian and flees to Midian and an angel spoke to him in the burning bush.
Use picture or drama sequences to summarise the events and reflect on Mose’s question: “What should I say if they asl me your name?” discuss what the meaning of God’s response “I am who I am” for Moses. /
Moses and Judaism, Sharon Barron,
Bibles (The graphic Bible)
Video of Moses
Acts 20:7-34
Deuteronomy 34:10-12
So Who Is God? chapter12Answers to real questions about God, Robert Willoughby, Scripture Union 2006, ISBN1844271234
Lesson 2
AT1
AT2 / To recognise what the holiness of God means
To understand and identify with some of the issues that faced Moses as a prophet chosen by God. / Discuss own experiences of the strange and mysterious and relate to religious beliefs.
Discuss how a religious person might believe God is with them and has a job for them to do.
Explore the qualites of a good leader and identify aspects.
Write a poem or prayer as Moses expressing his encounter with God and his feelings about what lies ahead for him. . / Meetings with Mystery: Encounter
Sarah Lane (unit 1) pages 10-13
Biblos Primary Curriculum resource
RMEP ISBN 1-85175-280-3
Exodus 3:1-8
Lesson 3
AT1
AT2 / To know how God saved the Israelites from the Egyptians
To realise that God provided but the Israelites were ungrateful / Watch the video of the 10 plagues
Explore feelings of freedom as an Israelite
Compose drama or dance of freedom.
Summarise the events of Exodus Chap 16 & 17 re: food & water.
Discuss concept of gratefulness.
Review poems/prayers from previous lesson and consider how Moses felt in his leadership role. / Video of Moses
Exodus14
Lesson 4
AT1
AT2 / To know the rules God gave to Moses & to understand the importance of rules for living in society today / Read Ten Good Rules. Recall the Ten Commandments Discuss why rules are necessary. Who makes rules today? Who ensures they are kept?
Review and discuss why was Moses chosen to be a leader & whether he was a good one.
Debate whether all leaders set good examples? Do you expect a leader to be perfect? What do you do if they don’t? How should a leader use his/her power? decide on one rule that is vital for a harmonious community. / Ten Good Rules by S Remick Topek
Exodus 20
Video Moses (Exodus 20)
Lesson 6
AT1
AT2 / To know about religious leaders today
Assessment I CAN…
LEVEL3: Describe what Christians, Jews and Muslims might learn from the story of Moses
LEVEL4: Choose one of the events in Moses life and explain its significance for a believer.
LEVEL5: Compare Christian, Jewish and Islamic stories about Moses.
LEVEL3: Explain a difficult situation Mosesor areligous leader could be in and how I might learn from it in my life.
LEVEL4: List some important qualities Moses or a religious leader needs and what I can learn from them.
LEVEL5: Think of some questions Moses or a religious leader might face and the answers he might had given and relate them to my own experiences. / Arrange church visit/E mail and interview faith leaders. Find out who your local bishop is. Use resources to find out the roles of religious leaders from other faiths. Invite a rabbi or imam in to talk to the class
Plan questions to ask about the spiritual qualities a religious leader needs, E mail them to leader to help them prepare.
Pupils make notes of replies and ask further questions.
Give pupils assessment tasks related to the I Can statements / Visit church / interview leaders of other faiths
Look at church websites
Pathways of Belief series BBC
RE Today Life Stories

Draft revision SDBE units of work with I can statements 2006-7