Unit 6
Year 4
8 sessions of 1 hour
ABOUT THIS UNIT
This unit explores how religious beliefs affect approaches to moral issues.
Contributors to this unit include: Natalie Smith (Locking Community Primary School) and Jeanette Cockitt (Yatton
CofE VC Junior School)
WHERE THE UNIT FITS IN
This unit is designed for Y4 (Summer Term). It connects with units 3 and 9 in dealing with aspects of people's values
and commitments, and with units 1 and 8 in dealing with aspects of beliefs about spiritual dimensions of life.
FEATURED FAITH(S)
Buddhism
Christianity
Hinduism
Islam
Judaism
Sikhism
FOCUS AREAS OF ENQUIRY







AT 1 Learning ABOUT Religions
A Beliefs about the spiritual

dimensions of life
B Religious practices &
lifestyles
C Expressing religious beliefs,
ideas and feelings
AT2 Learning FROM Religion
D Human identity, personality
and experience
E The world in which we live
F People’s values and
commitments

RESOURCES








Joyce Mackley (ed) 2004, Developing Primary RE: Words of Wisdom, RE Today Services,
ISBN: 1 904024 45 9.
Websites: Children Talking Online: http://www.pcfre.org.uk/db/profile1.php.
Nelson Thornes Living Religions poster: Judaism: Poster 1, The Ten Commandments and Poster 6, The Torah.
Maureen Harris, 1996, Living Religions: Judaism, Nelson, ISBN 0 17 428052 1.
Jewish artefacts, especially, Torah scroll, Shema scroll, Mezuzah case.
Quest: Animated World Faiths: Teachers’ Guide, Channel 4 Schools, ISBN 1 86215 236 5.
Quest: Animated World Faiths: The Conference of The Birds Video, Channel 4 Schools, programme 9.
Sally Humble-Jackson, 1998, The Conference of The Birds, Channel 4 Animated World Faiths Series, ISBN 1
86215 252 7.
PROGRAMME OF STUDY LEARNING OPPORTUNITIES
a)
b)
c)
d)
Identify a range of questions related to a moral issue.
Hear stories about people/organisations who have been involved in some way in moral issues.
Consider some of the factors that may affect attitudes and behaviour towards a moral issue, eg rules, beliefs,
traditions, principles, commitments, experiences possible consequences.
Express their own ideas and views about a moral issue in the light of a range of responses.
OBJECTIVES FOR LEARNING AND ASSESSMENT
A2
A3
A4
F2
Demonstrate factual knowledge of some basic religious beliefs / ideas.
Explain meanings contained in religious stories that might be given by a believer.
Identify and compare some religious beliefs / ideas and describe their significance to believers.
Identify what is of value and concern to others, including people with a faith commitment, and suggest reasons
for their importance.
F3 Make links between values and commitments, including religious values and commitments, and their own and
others’ attitudes and behaviour.
F4 Ask a range of questions about choices and decisions and suggest what moral implications may be involved,
making reference to the teaching of religions where appropriate.
KS2 unit 6
Key Stage 2
Part 1
K
Barriers and Bridges
OBJECTIVES & KEY QUESTIONS
TEACHING ACTIVITIES (Leaning Opportunities in brackets)
1. What are the wisest sayings?
1. Tell pupils about the context of this unit and how they will be investigating such
questions as those listed to the left.
Ask pupils about proverbs and wise sayings: which are their favourites? What do they
mean? Share your own, or provide pupils with examples, eg, from Words of Wisdom (see
resources). Begin a collection of quotes and wise sayings for class display, including from
religious traditions. (6c)
Ask pupils to say whether they agree, disagree or are unsure about a selection of these
sayings.
-----------------------------------------------------------------------------------------------------------------------2. Explain that ‘wise words’ offer guidance on how best to live, but people also need rules.
Ask pupils about rules at home, eg bedtime, and rules at school. Explain that some rules
become laws when the Government wants to show how important they are to the whole
country, and that different countries often have different laws. Ask pupils about the
differences between ‘sayings’, ‘rules’ and ‘laws’. Explain that religions also have sayings
and rules or laws to guide people to live in the best way: what might happen if there were
only sayings, but no rules or laws? (6c)
Ask pupils who they think makes the rules, including religious ‘rules’ and why. Ask them for
a new rule, and one to get rid of, and then to write a favourite saying and an important rule,
for display.
-----------------------------------------------------------------------------------------------------------------------3. 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?’
Explain that many people believe that God gave people some rules for life. Go to the
‘Children Talking Online’ website (see ‘Points to note’) and compare pupils’ answers to
those of boys and girls their own age who said they were Christian, Hindu or Jewish and
answered question 1 about the right way to live.
Ask pupils to say which responses involved rules and what beliefs and values were being
expressed. (6c)
Focus on ONE response from the website and ask pupils to say why their own beliefs and
values are similar or different and why their behaviour may be similar or different.
-----------------------------------------------------------------------------------------------------------------------4. Show pupils poster 1 from the Living Religions – Judaism set and tell the story of
Moses and the Ten Commandments, eg from Living Religions: Judaism. (6b)
Ask pupils why God gave the Commandments to Moses and what they think would have
happened if he hadn’t. (6a)
Show poster 6 – the Torah, and explain Jewish belief that God revealed his laws to Moses
and they were written down in the first five books of the Bible. Explain that these books are
holy to Christians and Jews and point out which books of the Bible are shared by both
religions. Discuss the idea of ‘promises’ and ‘covenant’ with pupils and how easy or difficult
it might be to keep them.
-----------------------------------------------------------------------------------------------------------------------5. Ask pupils to write out their class rules on two paper ‘tablets of stone’ or to list five laws
which they think would make the world a better place and make them into a scroll. (6d)
Show pupils facsimile Torah scroll, Shema prayer and a mezuzah case. Explain that Jews
attach mezuzahs to the doorposts of most rooms in their houses.
Ask pupils how touching the mezuzah case might help Jews in their daily life. (6c,d)
-----------------------------------------------------------------------------------------------------------------------6. Explain that for Jews, Christians and Muslims, Holy 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 also a lot of
‘barriers’ that people have to overcome in life and introduce the Conference of The Birds
story (from the Muslim Sufi tradition). Watch and/or read the story (see resources) and
discuss with pupils the personal obstacles that each character has to over come, eg. Hawk
and Owl are domineering and prejudiced, Partridge is vain and so on. (6c)
-----------------------------------------------------------------------------------------------------------------------7. Revise the story of The Conference of The Birds with a re-reading of key parts of the
story. Ask pupils about the ‘barriers’ that the birds had to overcome in their journey. How
did they manage to overcome or ‘bridge’ each of these obstacles? What did each bird
learn about themselves in the process? How did they feel when they looked in the mirror at
their reflection? Which bird was the real leader?
Ask pupils to choose one of the characters from the story, and interview them about the
choices they made, what happened to them and how they think they were changed by the
journey. (6a,c)
-----------------------------------------------------------------------------------------------------------------------8. Pupils can either play The Journey of the Birds game from the Animated World Faiths
Teachers’ Guide, or, in small groups, plan a holiday abroad which includes saying how
they feel at each stage, eg, planning, leaving pets behind, getting lost on the way to an
airport, flying for the first time, life in a different country, and how they can enjoy the holiday
by helping each other. (6b,c)
At the end of the activity, ask pupils to list or describe the personal obstacles or barriers
that they might have to overcome to succeed in (the next part of their) life. (6d)
-------------------------------------------------------------2. Identify what is of value and concern to
others, including people with a faith
commitment, and suggest reasons for their
importance.
Where do rules and laws come from and why
are they important?
-------------------------------------------------------------3. Demonstrate factual knowledge of some
basic religious beliefs about life.
Explain meanings contained in religious stories
that might be given by a believer.
Identify and compare some religious beliefs /
ideas and describe their significance to
believers.
What do other children say about the best way
to live?
What difference does religious belief make?
-------------------------------------------------------------4. Explain meanings contained in religious
stories that might be given by a believer.
Make links between values and commitments,
including religious values and commitments,
and their own and others’ attitudes and
behaviour.
What is special about the Ten
Commandments?
-------------------------------------------------------------5. Demonstrate factual knowledge of some
basic religious beliefs / ideas.
What laws might make the world a better
place?
-------------------------------------------------------------6. Why are Holy Scriptures so important for so
many people?
What ‘barriers’ get in the way of people’s
happiness?
-------------------------------------------------------------7. Make links between values and
commitments, including religious values and
commitments, and their own and others’
attitudes and behaviour.
Why is it important to have good leaders?
-------------------------------------------------------------8. What kinds of barriers do we face in our
every day lives?
How could we overcome these barriers?
KS2 unit 6 Barriers and Bridges – Part 1
ASSESSMENT OPPORTUNITIES
POINTS TO NOTE
1. -
For activities for older primary pupils, see the
key stage 2 unit 6 in Other Dimensions: how
religious education may contribute to
personal, social and health education and
citizenship at key stages 1 & 2, published by
Somerset CC & North Somerset Council,
2002.
--------------------------------------------------------------------------------------------------------------------------2. In answering questions about sayings, rules and laws, pupils identify what is of value and
concern to others, including people with a faith commitment, and suggest reasons for their
importance. (F2)
You could turn the final activity in lesson 1
into a more ‘kinaesthetic’ experience by
asking pupils to move to designated areas of
the classroom according to whether they
agree, disagree or are unsure about each of
the sayings selected for consideration.
--------------------------------------------------------------------------------------------------------------------------3. In their consideration of pupils’ responses to the question about the right way to live,
pupils may demonstrate factual knowledge of some basic religious beliefs about life. (A2)
Some pupils may explain meanings contained in religious stories that might be given by a
believer (A3), and others may go on to identify and compare some religious beliefs / ideas
and describe their significance to believers. (A4)
--------------------------------------------------------------------------------------------------------------------------4. In answering questions about the Ten Commandments and the Covenant, pupils explain
meanings contained religious stories that might be given by a believer. (A3)
--------------------------------------------------------------------------------------------------------------------------5. –
--------------------------------------------------------------------------------------------------------------------------6. -
--------------------------------------------------------------------------------------------------------------------------7. In their interviews with the characters in the story, pupils make links between values and
commitments, including religious values and commitments, and their own and others’
attitudes and behaviour. (F3)
Some may go on to ask a range of questions about choices and decisions and suggest what
moral implications may be involved, making reference to the teaching of religions where
appropriate.
--------------------------------------------------------------------------------------------------------------------------8. -
For lesson 3, you will need to prepare the
internet activity in advance, particularly if you
do not have internet access in the
classroom. Go to:
http://www.pcfre.org.uk/db/profile1.php and
choose a few of the children’s comments
from each featured religion to consider.
Pupils can then add their own responses to
the website if they wish.
Choose Muslim children from the list instead
of Hindu / Jewish if that is your featured faith
for this unit.
Unit 6
Year 4
4 sessions of 1 hour
ABOUT THIS UNIT
This unit explores how religious beliefs affect approaches to moral issues.
Contributors to this unit include: Natalie Smith (Locking Community Primary School) and Jeanette Cockitt (Yatton
CofE VC Junior School)
WHERE THE UNIT FITS IN
This unit is designed for Y4 (Summer Term). It connects with units 3 and 9 in dealing with aspects of people's values
and commitments, and with units 1 and 8 in dealing with aspects of beliefs about spiritual dimensions of life.
FEATURED FAITH(S)
Buddhism
Christianity
Hinduism
Islam
Judaism
Sikhism
FOCUS AREAS OF ENQUIRY







AT 1 Learning ABOUT Religions
A Beliefs about the spiritual

dimensions of life
B Religious practices &
lifestyles
C Expressing religious beliefs,
ideas and feelings
AT2 Learning FROM Religion
D Human identity, personality
and experience
E The world in which we live
F People’s values and
commitments

RESOURCES



Joyce Mackley (ed) 2004, Developing Primary RE: Words of Wisdom, RE Today Services,
ISBN: 1 904024 45 9.
The Bhagavad-Gita.
Material from religious charities, e.g.,

Christian Aid: http://www.christian-aid.org.uk/ > le@rn zone > primary;

World Jewish Aid: http://www.worldjewishaid.org.uk/;

The Noah Project (Jewish Environmentalists): http://www.noahproject.org.uk/ > education > kids corner;

Hindu Disaster Aid Organisations: http://www.hindu.org/aid-relief/.
PROGRAMME OF STUDY LEARNING OPPORTUNITIES
a)
b)
c)
d)
Identify a range of questions related to a moral issue.
Hear stories about people/organisations who have been involved in some way in moral issues.
Consider some of the factors that may affect attitudes and behaviour towards a moral issue, eg rules, beliefs,
traditions, principles, commitments, experiences possible consequences.
Express their own ideas and views about a moral issue in the light of a range of responses.
OBJECTIVES FOR LEARNING AND ASSESSMENT
A2
A3
A4
F2
Demonstrate factual knowledge of some basic religious beliefs / ideas.
Explain meanings contained in religious stories that might be given by a believer.
Identify and compare some religious beliefs / ideas and describe their significance to believers.
Identify what is of value and concern to others, including people with a faith commitment, and suggest reasons
for their importance.
F3 Make links between values and commitments, including religious values and commitments, and their own and
others’ attitudes and behaviour.
F4 Ask a range of questions about choices and decisions and suggest what moral implications may be involved,
making reference to the teaching of religions where appropriate.
KS2 unit 6
Key Stage 2
Part 2
K
Barriers and Bridges
OBJECTIVES & KEY QUESTIONS
TEACHING ACTIVITIES (Leaning Opportunities in brackets)
9. Identify what is of value and concern to
others, including people with a faith
commitment, and suggest reasons for their
importance.
9. Remind pupils about the story of Rama and Sita (see KS2 unit 10) and explain that
Hindus use stories like this (in the Ramayana), and others from other scriptures, as a
‘bridge’ to cross life’s ‘barriers’, eg, to guide them when faced with difficult decisions.
Show pupils a copy of the Bhagavad-Gita and outline the context of the story it tells, eg,
from Words of Wisdom, p.25 (see resources).
Provide pairs of pupils with dilemma cards, such as those in Words of Wisdom, p.26, or
invent some, eg, ‘You see your friend stealing something’. Prompt pupils’ discussions with
factors, including religious considerations, to help make a decision about what to do. After
discussion of some issues, assemble pupils’ views and record key ideas. (6a,b,c,d)
-----------------------------------------------------------------------------------------------------------------------10. Recap on the discussion of moral dilemmas and provide pupils with some sayings
from the Bhagavad-Gita, eg, from Words of Wisdom, p.26.
Ask pupils for examples of putting the Gita’s words into practice: ‘doing your duty’, ‘giving
things up to help others’, ‘being kind and gentle’, ‘doing everything to the best of your
ability and not because you want a reward’, etc.
Now return to the moral dilemmas and ask pupils to say what a Hindu of their age might do
in each situation if they were following the Gita’s advice, and whether they might do the
same. (6c,d)
-----------------------------------------------------------------------------------------------------------------------11. Provide pupils with simplified versions of the Ten Commandments and the teachings
of the Bhagavad-Gita (see Words of Wisdom, pp. 14,26), and ask them to choose one
Commandment and one saying from the Gita and to draw a suitable illustration for each
one. (6c)
Then ask pupils to explain EITHER why a Jew thinks the Commandments are important
OR why a Hindu thinks the sayings from the Bhagavad-Gita are important. (6d)
Some pupils could go on to make a written comparison between the Ten Commandments
and the Bhagavad-Gita, showing how they might affect some aspects of believers’ lives.
(6c,d)
-----------------------------------------------------------------------------------------------------------------------12. Show pupils examples of good responses to the last activity and provide time for all to
improve or add to their work.
If time allows, reshow The Conference of the Birds, or other episode from the Animated
World Faiths series, and ask pupils to pick out the ‘barriers’ faced by the characters in the
story and the ‘bridges’ which helped them reach their goal.
Ask whether they think Christians, Jews, Hindus and other religious believers would like
the story and why. (6b,c,d)
-----------------------------------------------------------------------------------------------------------------------13. Explain that many people, including people with a religious faith, work for or give to
charities. Use educational material produced by a Christian, Jewish and Hindu charity (see
resources) or introduce a speaker from such a charity to show pupils how charities can act
as a ‘bridge’ between people who are in need and those who can help. In particular, pupils
should hear stories about people and organisations involved in moral issues and have the
opportunity to ask their own questions relating to the issues being presented. (6a,b,c,d)
How do we decide on the best thing to do?
-------------------------------------------------------------10. Make links between values and
commitments, including religious values and
commitments, and their own and others’
attitudes and behaviour.
How can religions help people decide on the
right thing to do?
-------------------------------------------------------------11. Demonstrate factual knowledge of some
basic religious beliefs / ideas.
Explain meanings contained in religious stories
that might be given by a believer.
Identify and compare some religious beliefs /
ideas and describe their significance to
believers.
Why are religious scriptures important?
-------------------------------------------------------------12. Identify and compare some religious
beliefs / ideas and describe their significance
to believers.
Ask a range of questions about choices and
decisions and suggest what moral implications
may be involved, making reference to the
teaching of religions where appropriate.
-------------------------------------------------------------13. Ask a range of questions about choices
and decisions and suggest what moral
implications may be involved, making
reference to the teaching of religions where
appropriate.
KS2 unit 6 Barriers and Bridges – Part 2
ASSESSMENT OPPORTUNITIES
POINTS TO NOTE
9. In their discussions of the moral dilemmas, pupils identify what is of value and concern to
others, including people with a faith commitment, and suggest reasons for their importance.
(F2)
For lesson 9, a copy of the Bhagavad-Gita
may be borrowed from the Somerset>> and
North Somerset>> RE resource centres.
For lessons 13 & 14, try, eg, Christian Aid’s
‘Goat for it!’ campaign:
http://www.christianaid.org.uk/learn/goats/index.htm
--------------------------------------------------------------------------------------------------------------------------10. In saying what a Hindu child might do, pupils make links between values and
commitments, including religious values and commitments, and their own and others’
attitudes and behaviour. (F3)
--------------------------------------------------------------------------------------------------------------------------11. Pupils demonstrate factual knowledge of some basic religious beliefs / ideas by drawing
a suitable illustration to go with their Commandment saying. (A2)
They explain meanings contained in religious stories that might be given by a believer if they
provide Jewish / Hindu views on the importance of their scriptures. (A3)
They identify and compare some religious beliefs / ideas and describe their significance to
believers if they then go on to write up their comparison of the Commandments and the Gita,
showing what difference they might make to believers. (A4)
--------------------------------------------------------------------------------------------------------------------------12. –
--------------------------------------------------------------------------------------------------------------------------13. In asking their own questions about charitable work undertaken by religious groups,
pupils begin to ask a range of questions about choices and decisions and suggest what
moral implications may be involved, making reference to the teaching of religions where
appropriate. (F4)