Awareness, Mystery and Value (AMV) 2011
Key Stage 2 Unit 6 How do we make moral choices?
This unit explores how religious beliefs affect approaches to moral issues.
About this example
This example is intended to provide a set of learning activities for a Year 4 class (and may be adapted for a Y3 class).
It was written by Sue Thompson, for Elmlea Junior School, Bristol.
Where the example fits into the new primary curriculum
This example is likely to be used as a ‘stand-alone’ sequence of learning within a discrete unit of learning for RE. It deals with aspects of
people’s values and commitments and aspects of belief about spiritual dimensions of life.
Essentials for learning and life. This sample scheme will support pupils to learn how to listen attentively, talk clearly and confidently about
their thoughts, opinions and ideas (Literacy), investigate and communicate (learning and thinking skills) and work collaboratively towards
common goals (social skills).
Prior Learning
Pupils will have some experience of, and practice at being able to put forward a point of view and say why things are important to people of
different beliefs, giving reasons.
1
Featured Religions / Beliefs
Areas of Enquiry
Christianity
AT 1: Learning ABOUT religion and belief
AT 2: Learning FROM religion and belief
Judaism
A. Beliefs, teachings and sources
Islam
B. Practices and ways of life
E. Meaning, purpose and truth
Hinduism
C. Forms of expression
F. Values and commitments

D. Identity and belonging

Key Question: How do we make moral choices?
Supplementary Questions
a)
b)
c)
d)
e)
What are moral questions?
What are the consequences of the moral choices we make?
What people and organisations help in making moral choices?
What are the most important moral values and teachings?
How do we decide what is right and wrong?
Resources
The following texts and e-resources have been used for the sample learning activities below. Teachers are, of course, free to vary the
resources suggested here to suit their pupils.
Words of Wisdom by Joyce Mackley
www.natre.org.uk Copy of the 10 Commandments
www.bbc/learningzone
(clip 309)
www.topmarks.co.uk/judaism
(The story of Moses)
The 10 Commandments retold by Lois Rock
Version of The Good Samaritan
Quest video “Animated World Faiths” programme 9 The Conference of the Birds and teacher’s notes
2
Expectations: ‘A & F’ are the focus areas of enquiry
By the end of this sequence of learning:
All pupils:
A2 tell a religious story and say some things
that people believe
Most pupils (majority class expectation):
A3 describe what a believer might learn from
a religious story
F2 talk about what is important to me and to
others with respect for their feelings
F3 link things that are important to me and
other people with the way I think and behave
Some pupils: (G & T Y4s)
A4 make links between the beliefs teachings
and sources of different religious groups and
show how they are connected to believers’
lives
F4 ask questions about the moral decisions 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
These statements are taken from the ‘Can-do’ levels published on the AMV website at: http://amv.somerset.gov.uk/syllabus/standardsand-assessment/
3
Key Question: How do we make moral choices?
Key vocabulary: wisdom, proverbs, morals, choices, morality,
Learning objectives
and questions
Lesson 1
Pupils will:
 begin to understand
what a moral issue
is and the meaning
of the words “moral
choices”
 Look at a variety of
wise words
Question:
What are the wisest
sayings?
Suggested activities for teaching and learning
Outcomes
Tell pupils about the context of this unit and how they will be
investigating the key question:
“How do we make moral choices?”
Morality (information for teachers!) (from
the Latin moralitas "manner, character, proper behaviour") is the
differentiation of intentions, decisions, and actions between those
that are "good" (or right) and those that are "bad" (or wrong).
A moral code is a system of morality (according to a
particular philosophy, religion, culture, etc.) and a moral is any one
practice or teaching within a moral code. Morality may also be
specifically synonymous with "goodness" or "rightness." An
example of a moral code is the Golden Rule which states that,
"One should treat others as one would like others to treat oneself."
Ask pupils about proverbs and wise sayings:
Do they know any and if so what do they mean.
Share your own and discuss their meanings.
Provide a selection of wise sayings e.g. from Words of Wisdom,
positioning them around the room
Pupils:
 can explain what a moral
issue is

References, points to note,
resources
Words of Wisdom book
Teacher’s own wise
sayings/proverbs
express their own ideas
as to other people’s wise
words
ACTIVITY 1:
Ask pupils to move around the classroom saying whether they
agree, disagree or are unsure about a selection of these sayings
Discuss the pupils’ responses as a class
ACTIVITY2:
Pupils choose some of their favourite wise words and record in
their books with a brief explanation of why they have been chosen
(Begin a collection of wise sayings and quotes for a class display,
including those from religious traditions)
4
Key Question: What are some important moral values and teachings?
Key vocabulary: sayings, rules, laws, beliefs, values
Lesson 2
Pupils will:
 know what is of value and
concern to others, including
people with a faith
commitment
 suggest reasons for their
importance
Questions:
Where do rules and laws come
from and why are they important?
What do other children say about
the best way to live?
Explain that “wise words” offer guidance on how best to live,
but people also need rules.
Ask pupils about rules at home and school.
Discuss different rules for different circumstances e.g. traffic
rules, rules for games and draw attention to the reasons
behind the rules (health, safety, moral values etc.).
Explain that some rules become laws when the government
wants to show how important they are to the whole country.
Ask pupils about the differences between sayings, rules and
laws.
Explain that religions have rules or laws to guide people to live
in the best way.
Ask pupils who they think makes religious rules and why.
ACTIVITY 1:
Write a new rule and explain why it is important.
Explain that many people believe that God gave people some
rules for life.
Get pupils thinking by asking “Suppose a king or queen sent
out messengers to find out the best way to live, and they
asked you. What would you tell them?”
Go to the “Children talking Online” website and compare pupils
own answers with those of children their own age who said
they were Christian, Hindu or Jewish and answered question 1
about the right way to live.
Pupils:
 can say what the
difference is
between wise
words (sayings),
rules and laws

explain who
they think makes
rules or laws,
including
religious rules

compare their
own beliefs and
values with
others and say
how these affect
their behaviour
www.natre.org.uk
ACTIVITY 2:
Ask pupils to focus on one response from the website and say
why their own beliefs and values are similar or different and
why their behaviour may be similar or different.
5
Key Question: What are some important moral values and teachings?
Key vocabulary: 10 Commandments, Jews, Christians, Torah, Bible, laws, guidance
Lesson 3
Pupils will:
 explore meanings
contained in
religious stories
that might be
given by a believer
 make links
between values
and commitments
including religious
ones and their
own and others
attitudes and
behaviour
Question:
What is special about
the 10
Commandments?
Tell the story of Moses and the 10 Commandments.
(Topmarks website is recommended)
Explain that the 10 Commandments are important to
Christians and Jews. God gave his laws to Moses and they
were written down in the first 5 books of the Bible. Explain
that these books are holy to Christians and Jews and are
shared by both.
Show a Bible and a copy of the Torah.
Show BBC Learning zone clip which says what the 10
Commandments are.
Discuss the idea of promise and covenant with pupils and
how easy or difficult it might be to keep them.
Ask pupils why God gave the Commandments to Moses and
what they think would have happened if he hadn’t.
Pupils:
 explain the story of
Moses and how he
received the 10
Commandments
 know that the
Commandments are
important to Christians
and Jews
 say what some of the
10 Commandments are
Copy of the 10 Commandments
www.bbc/learningzone
(clip 309)
www.topmarks.co.uk/judaism
(The story of Moses)
The 10 Commandments retold by Lois
Rock
ACTIVITY:
Write the 10 Commandments in modern language
or
Choose some of the commandments and say how they
might be followed in everyday life
or
Make a new set of Commandments for the world
6
Key Question: What are some important moral values and teachings?
Key vocabulary: neighbour Jew Samaritan Priest Levite Jesus commandment “Love your neighbour as yourself”
Lesson 4
Pupils will:
 know Jesus’ new
commandment and
begin to understand
what it means to
Christians
 reflect on what the
new commandment
could mean in their
own lives
Questions:
What is Jesus’ “new
commandment?”
Who is my neighbour?
Recap on the previous lesson on the 10 commandments.
Explain that Jesus knew and referred to the commandments as he
was a Jew and would be familiar with them.
Introduce Jesus’ new commandment:
“Love the Lord your God with all your heart, with all your soul, with
all your mind and with all your strength… and love your neighbour
as yourself.” (Mark 12: 29-32)
Discuss what this could mean and why it is a valuable message to
Christians.
Read the story of The Good Samaritan (Luke 10: 25-37) either
from a children’s Bible or from a modern translation such as Bob
Hartman’ Bible stories
Give background to the story (hatred between Jews and
Samaritans and say why Jesus told this story.
Pupils:
 can say what Jesus new
commandment was and
the message for
Christians in it

know the story of The
Good Samaritan and the
message it contains for
Christians

give an explanation of
what this story could
mean in their own lives
Version of The Good
Samaritan
ACTIVITY:
Either:
Retell The Good Samaritan Story as a modern tale
or
Dramatise/freeze frame important parts of the story
or
Write how you could be a good neighbour to an elderly person,
someone who is ill, someone you have argued with, a homeless
person etc.
PLENARY:
Return to the question “Who is my neighbour? and discuss.
7
Key Question: What are important moral values and teachings?
Key vocabulary: Muslim Simorgh bridge scriptures barriers choices
Lesson 5
Pupils will:
 know that for
Christians, Jews
and Muslims the
scriptures are
important in helping
believers to make
good moral choices

hear a religious
story and begin to
understand the
meaning for
believers
Questions:
What moral choices did
the birds make?
Explain that for Jews, Christians and Muslims the scriptures
provide a “bridge” between human beings and what God wants for
us. They believe that the laws and teachings provide a guide on
the right way to live.
Tell pupils that there are many barriers in life that need to be
overcome and many moral choices to be made.
Introduce The Conference of the Birds story (from the Muslim Sufi
tradition).
Watch the story
Ask the pupils where they think the birds may have been and how
they think they have changed
Discuss with the pupils the personal obstacles that each character
has to overcome, eg.
Hawk and Owl are dominating and prejudiced, Partridge is vain
etc.
Pupils:
 can tell the story of The
Conference of the Birds
Quest video “Animated
World Faiths” programme 9
The Conference of the Birds

Teacher’s notes
accompanying the
programme
can identify the religious
beliefs in the story
ACTIVITY:
Play The Journey of the Birds game (from the teacher’s notes –
Animated World faiths)
8
Key Question: What are the consequences of the moral choices we make?
Key vocabulary: Muslim Simorgh bridge scriptures barriers choices
Lesson 6
Pupils will:
 hear a religious
story and begin to
understand the
meaning for
believers
 make links between
values and
commitments,
including religious
values and
commitments, and
their own and
others’ attitudes
and behaviours
Questions:
What moral choices did
the birds make?
Revise the story of The Conference of the Birds with a re-reading
of key parts of the story or by re-enacting the key parts
Ask questions such as:
What barriers did the birds have to overcome in their journey?
What choices did they have to make?
How did they manage to overcome each barrier?
What did each bird learn about himself/herself in the process?
How did they feel when they looked in the mirror at their reflection?
Which bird was the real leader?
Pupils:
 identify what is of value
and concern to others

As lesson 5
can ask a range of
questions about choices
and decisions and
suggest what moral
implications may be
involved (Level 4)
ACTIVITY:
Choose one of the characters from the story. Interview him/her
about the choices they made. Say what happened to them and ask
how they think they were changed by the journey.
PLENARY:
Return to the questions and discuss pupils’ responses
What moral choices do
we make?
9
Key Question: How do we decide what is right and wrong?
Key vocabulary: Bhagavad-Gita, known as the Gita (Hindu scripture) dilemmas
Lesson 7
Remind pupils of the story of Rama Pupils:
Pupils will:
and Sit and explain that Hindus
 can identify moral dilemmas
use stories like this (in the
 hear words from a Hindu holy
Ramayana), and others from other
book and begin to understand
scriptures to guide them when
the meaning for believers
 give their own ideas on how to
solve moral dilemmas
 make links between values and faced with difficult decisions.
commitments, including
Show pupils a copy of the
religious values and
Bhagavad-Gita and outline the
commitments, and their own
context of the story it tells.
and others’ attitudes and
(See Words of Wisdom p 25)
behaviours
Question:
How do we decide the best thing to
do?
How do religions help people
decide what to do?
Words of Wisdom edited by Joyce
Mackley
Set of dilemma cards
ACTIVITY 1:
Put pupils in pairs and provide
them with dilemma cards (such as
from Words of Wisdom p26, or
invent ones to suit your class)
e.g.
You see your friend stealing
something
Prompt the pupils’ discussions with
factors, including religious
considerations, to help make a
decision about what to do.
ACIVITY 2:
What would a Hindu child of your
age do in each situation if they
were following the advice given in
the Gita?
Would you make the same or
different choices?
10
Key Question: What people and organisations help in making moral choices?
Key vocabulary: moral choices relief agencies
Lesson 8/9
Pupils will:
 research religious
charities
Question:
What moral choices
does a religious charity
have to deal with?
In Lessons 8 & 9 the pupils should be given the opportunity to
research the work of a religious charity and find out:
The nature of their work
What moral choices have to be made
What informs these choices
Suggested religious charities could include:
Tear Fund
www.tearfund.org.uk
Pupils:
 have knowledge of the
work of religious charities

Websites as suggested in
the lesson notes
can identify some of the
ways a religious
organisation is involved in
moral issues (e.g. rules,
traditions, principles,
commitments and how
they experience possible
consequences)
Christian Aid
www.christianaid.org.uk
The Noah project (Jewish environmentalists):
www.noahproject.org.uk
CAFOD
www.cafod.org.uk
All the above have children’s areas on their websites
Possible Lesson 10
It would be good to have a speaker in from one of the
organisations to tell stories of how they have been involved in
some way in moral issues.
11
RECORD OF ATTAINMENT
KS2 Unit 2: How do we make moral choices? (A & F) Y3/4
All pupils: (Level 2)
A2 tell a religious story and say some things
that people believe
Most pupils - majority class expectation:
(Level 3)
A3 describe what a believer might learn from
a religious story
F2 talk about what is important to me and to
others with respect for their feelings
F3 link things that are important to me and
other people with the way I think and behave
Some pupils – mainly G & T Y4s: (Level 4)
A4 make links between the beliefs teachings
and sources of different religious groups and
show how they are connected to believers’
lives
F4 ask questions about the moral decisions 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
12