How should we live our lives? The children can examine various life choices and consider what they would choose and why.
The second lesson plan examines a man named Zacchaeus, who was known for his greed and dishonesty, cheating people out of their money, until he met Jesus…
Table of Contents:
1. Teacher’s background information.
Some people live for the moment without considering how that might impact other people.
Others waste their lives hoping to win the Lottery, and then everything would be okay, but they do not enjoy what they have got at the moment.
Another group of people enjoy helping others in a worse state than themselves.
Adults and children have to make moral decisions regularly, so how do we choose what is best for us and other people?
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2a. Lesson plans and resources for Lifestyle and moral principles
[a] Lifestyle and Moral Principles Primary School. The lesson plan is a downloadable PDF document to present to the children. (Opens in a new tab.)
[b] Lifestyle and Moral Principles Primary School RE Lesson Plan is a PowerPoint presentation viewable or downloadable for teachers to show the children. (Opens in a new tab on www.slideshare.net) (Same material as the PDF above).
[c] Lifestyle and Moral Principles Primary School RE Lesson Plan video based on a PowerPoint presentation. Created with 5-second slides, so pause the video to enable the children to study each slide: (Same material as the PowerPoint above).
[d] Free children’s song and videos:
‘Without grumbling or arguing’ song.
A cartoon video of Adam and Eve choosing to disobey.
A puppet video of Cain choosing to kill his brother Abel.
A puppet video on the evil plan to throw Daniel into the den of lions.
2b. Lesson plans and resources for Managing money and riches -Zacchaeus
[a] Managing money and riches -Zacchaeus. The lesson plan is a downloadable PDF document to present to the children. (Opens in a new tab.)
[b] Managing money and riches -Zacchaeus Primary School RE Lesson Plan is a PowerPoint presentation viewable or downloadable for teachers to show the children. (Opens in a new tab on www.slideshare.net) (Same material as the PDF above).
[c] Managing money and riches -Zacchaeus Primary School RE Lesson Plan video based on a PowerPoint presentation. Created with 5-second slides, so pause the video to enable the children to study each slide: (Same material as the PDF above).
[d] Free children’s song and video about Zacchaeus:
‘Zacchaeus Was a Wee Little Man’ song.
‘God’s Story: Zacchaeus’ video.
3a. Children’s songs and videos for Lifestyle and moral principles:
A song about not grumbling…
‘Without grumbling or arguing, but shining like stars’ by Slugs and Bugs.
Adam and Eve chose to disobey God cartoon video (4.41 minutes long)
Cain chose to kill his brother Abel. Puppet video (6.37 minutes long)
The evil plan to throw Daniel into the den of lions. Puppet video (5.6 minutes long)
3b. Children’s songs and videos for Zacchaeus lesson plan:
‘Zacchaeus Was a Wee Little Man’ song
A simple, short children’s song: ‘Zacchaeus Was a Wee Little Man’ By Jacqueline Hegarty.
‘God’s Story: Zacchaeus’
The short story of Zacchaeus. By Crossroads Kids’ Club.
Zacchaeus was a tax collector who had no friends because he took people’s money to make himself rich. Jesus showed him love, and it changed his life.
When Zacchaeus realised that Jesus loved him even though he had messed up, he wanted to show that kind of love to others.
4. How to fulfil the locally agreed syllabus for ‘Lifestyle and moral principles’ lesson plan
Hopefully, you will be able to match your locally agreed syllabus with what is here.
This lesson plan is based on the UK RE Attainment Targets.
Here is the Mapping Grid for the Attainment Target Categories:
- Sacred Texts – stories, scriptures, parables, teachings
- Beliefs – ideas about God, truth, meaning, purpose
- Practices – worship, prayer, festivals, rituals, lifestyle
- Identity – belonging, community, worldview, personal reflection
- Values – moral ideas, attitudes, virtues
- Living – how beliefs affect actions and everyday life
🎯 Why This Grid Works for UK Schools
✔ Matches Agreed Syllabus expectations
✔ Supports progression from KS1 to KS2
✔ Aligns with Ofsted language (knowledge, understanding, impact)
✔ Works for lesson planning, assessment, and inspection evidence
✔ Non-political, non-denominational, UK-appropriate
For many local syllabi, in KS1, Christianity plus at least one other major religion is studied.
Effective RE should combine:
- knowledge (stories, beliefs, practices)
- understanding (why people believe/do what they do)
- reflection (personal response, values, empathy).
Typical Key Questions for KS2
Here are common “core/enquiry” questions or themes that appear in most KS2 agreed syllabi:
- Beliefs & Worldviews
a) What do different people believe about God / the world / human life?
What are the origins of the religions, and why are the ‘founders’ so significant? How do devotees show their devotion to these figures?
How do the lives, teachings and examples of the key religious figures in the different religions influence individuals and faith communities today?
Are these figures good role models for us today? Why?
How important is it for us to have good role models to base our lives on?
b) What do sacred texts, teachings and stories say? Why are they important? Why are sacred texts and holy books so important? (Sacred Texts)
What is a sacred text? What sacred texts are important in religion? How did they come into existence?
What beliefs about God are expressed in the sacred texts?
What do different sacred texts say about what it means to be a person?
What rules for living are found in different sacred texts?
c) What do people believe about life after death, morality, purpose and meaning?
What do people believe about life after death — and how do these beliefs affect their actions? - Practices & Expression
a) How and why do people worship? (Worship)
What do religious people do in their worship? Why do they do this?
What do believers gain from worshipping on their own (privately) and with other people (in the home or place of worship)?
How does worship influence their lives?
Why don’t all members of a religious or non-religious community believe and live in the same ways? (Diversity).
Does it matter that people have views, beliefs and religions that differ from my own? Why?
How might differences enhance the life of a community?
b) What makes religious places, festivals, rituals, and symbols important? What do our celebrations show about what we think is important in life? (Festivals)
What are some of the main festivals in the religions?
How do festivals express important beliefs and events in each religion?
What value do religious festivals have in the lives of individuals and communities?
How do religions express their beliefs about God? (Symbolism)
How do they express these beliefs through art, language, rituals and symbols?
c) How do believers express and live out their beliefs — individually and as communities?
How can belonging to a religion influence the lives of the faith communities? How do religious communities live out their beliefs and actions in the wider world?
What does it mean to be a Christian, a Hindu or a Muslim? Is religion important in the community?
Are places of worship really needed? (Religious buildings)
How do the features of these buildings help them to fulfil their purpose? What are the differences between private and collective worship?
Why do religions and non-religious groups celebrate important moments in life? (Rites of Passage).
What rites of passage do people observe in religious and non-religious traditions? - Impact, Values & Ethics
a) What does it mean to live by certain values — and what can we learn from different religions/worldviews?
What do the religious and non-religious worldviews teach about ‘the good life’? (Ethics).
Who and what influences how I live my life? How important is my behaviour?
What is my personal code of conduct? What are my most important values in life?
What do the different religious and non-religious teachings say about how we should live our lives?
How do different religious and non-religious groups decide what is right and wrong?
b) How do religious ideas influence attitudes toward social justice, fairness, environment, community life and global issues?
Is there a purpose to life, and how can we find out? What helps give meaning and purpose to life?
How does what we believe influence the way we should treat the world? (Creation and environment).
What do I think caused the universe?
Does the universe have a purpose, or is it just there?
What do different religions, non-religious groups and scientific views say about how the universe and life came about?
Do people have a responsibility to care for the world? Why, and what is this?
How important is human life? Why? Is human life more important than all other life?
How do religions respond to global issues such as justice, environment and human rights?
These then required merging within the Assessment Aims, but as can be seen, there had to be some overlapping of the themes/core questions:
- ASSESSMENT AIM: 1. SACRED TEXTS (Stories, Scriptures, parables & teachings) – [SACRED TEXTS & WHO AM I?]
- ASSESSMENT AIMS: 2. BELIEFS (Ideas about God, truth, meaning & purpose) – CREATION & IMPORTANT PEOPLE]
- ASSESSMENT AIM: 3. PRACTICES (worship, prayer, festivals, rituals & lifestyle) – [FESTIVALS & PLACES]
- ASSESSMENT AIM: 4. IDENTITY (belonging, community, worldview & personal reflection) – [BELONGING & IDENTITY]
- ASSESSMENT AIMS: 5. VALUES (moral ideas, attitudes, virtues, right & wrong) – [FESTIVALS & BELONGING]
- ASSESSMENT AIMS: 6. LIVING (how beliefs affect actions and everyday life) – [IMPORTANT PEOPLE & FESTIVALS]
Each assessment had its own set of questions to answer. These are included in each lesson plan, which is suitable for that particular subject.