SUBJECTREYr6Briding Unit Who Decides? RulesTerm Summer 2/ 2010

Key Skills /

Learning Objectives

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Teaching Activities and Focused Tasks

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Evaluation

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Cross Curricular

Observation
Interpretation
Responding
To consider the consequences of actions
To realise that there are consequences if rules are broken; / To know the story of God, the Creator, as told in Genesis
To understand how rules affect Christian/ Jewish/ Muslim lives
To consider what are our beliefs / values / principles for living /
  • Ask What is a rule and where do we find rules? Then in pairs discuss the rules members of the class have kept so far today (could be noted on post-its) Feedback.
  • Give pupils different rules ask them to match rules at home and rules at school.
  • Watch video and/or look at Christian Creation story in Bibles. Discuss who kept/did not keep rules.
  • Read a story about a person who does not keep the rules. Discuss how they did not keep rule and consequences of not keeping rule.
  • Agree on a small project that could, in some way, help the environment, e.g. can recycling, picking up litter, care of playground equipment. Write class set of rules, list of responsibilities and consequences of not keeping the rules.
  • As a class read, tell, listen or watch on video a version of one selected Islamic story, ensuring that children understand it is a Muslim story.
  • Look at examples of secular ‘creeds’ or statements of belief e.g. school mission, statement, Brockley Community Poem, ‘Sunscreen Rap – Everybody’s Free’ by Baz Luhrmann. Highlight these on sheets
  • Pupils should now devise their beliefs / values / principles for living life: e.g. personal, care and treatment of others, the natural world within which we live. This could be done over a week by writing their beliefs / values / principles on strips of cards for interactive wall display. Children may wish to draw upon their personal /family’s religious beliefs
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Numeracy

Number work / ICT

Work Related learning

Keywords (Literacy)

environment responsibilities morality respect
writings
Bible
Qur’an
authority

Unit outline

Through this unit pupils will consider the implications of rules and responsibilities for belonging to communities and in particular of belonging to a faith community. Children will consider rules in religions and other sources of authority.
This unit contains work on rules, laws and responsibilities in society and in Christianity, Islam and Judaism. /
Prior Knowledge
Pupils will have learnt about the school rules and made rules for the classroom.
Assessment Criteria
/ Children will produce a piece of wok to show how agreed rules help people to live together.
Most children will know that there are some rules that religious people follow.
Some children will not have made so much progress and will know thatspecial rules for some people.

Language

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Attitudes and Values

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Health and Safety

Pupils will communicate using words, signs or symbols.
Pupils will use relevant technical terms whenever possible, e.g. Kesh / Pupils will work in small groups.
Pupils will be sensitive to the needs of the group.
Pupils will use appropriate language to each other.
Pupils will respect other religions. / Pupils will be aware of using equipment safely.

Evaluation and Assessment (level descriptors pupils are working towards)