Ethical Teachings

Overview

Lesson 4 of 10 focuses on evaluating ethical teachings from Christianity, Islam, and Judaism and considering how these ideas shape adherents’ daily lives and responses to ethical dilemmas. Students will build toward exam-style writing by moving from description to evaluation.

Learning intentions

Students will be able to:

• Describe key ethical teachings in Christianity, Islam, and Judaism.
• Explain how those teachings can guide decision-making in daily life.
• Evaluate the application of these teachings in modern society using evidence and reasoning.

Success criteria

Students can:

• Identify and summarise at least two ethical teachings from each tradition.
• Use a clear evaluation structure (claim, evidence, reasoning, limitation) to judge modern applications.
• Discuss similarities and differences respectfully, linking back to daily-life implications.

Curriculum links

• LST-12-05 — Students assess methods to resolve conflict and encourage cooperation between individuals, group and nation-states.
• LST-12-07 — Students use and analyse a range of sources to evaluate the effectiveness of guidance (law/policies/ethical frameworks) in addressing issues.
• HX-12-04 — Students communicate detailed, well-structured texts to analyse and evaluate historiographical/interpretive issues (used here as exam-style evaluation structure).
• ESD-12-01 and EE2-12-04 — Students use strategies and independent inquiry to interpret ideas and perspectives through sustained critical writing.

Lesson structure (60 minutes)

1. 0–5 min · Starter (WALT link). Teacher writes: “What makes an ethical teaching ‘useful’ in modern life?” Students respond to the prompt in 3–4 sentences using one example from any religion.

2. 5–12 min · Retrieval practice (describe teachings). Teacher displays three headings (Christianity, Islam, Judaism) with sentence starters (e.g., “A key ethical teaching in Islam is…”). Students complete a quick “teach-back” in pairs, then share one idea per religion with the class.

3. 12–25 min · Source-informed mini tasks (analyse). Teacher gives three short, dyslexia-friendly extracts (one per religion) describing ethical principles and everyday implications (e.g., honesty, compassion, charity, justice, community obligations). Students complete a “Ethical Principle → Everyday Choice → Why it matters” table for each extract, then underline one sentence that gives evidence for their claim.

4. 25–40 min · Evaluation circles (modern application). Teacher introduces two contemporary case studies (printed and read aloud):

• Case A: “Workplace fairness” (e.g., reporting wrongdoing / honesty vs loyalty)
• Case B: “Social media harm” (e.g., truth, responsibility, harm and community) In groups of 3–4, students choose one case and evaluate how each tradition’s ethical teaching could apply. Prompt structure on the board: “In this case, the teaching could… because… However, it may be challenged by…” Teacher circulates, checking for evidence, reasoning, and respectful balance.

5. 40–52 min · Debrief to exam skills (well-structured evaluation writing). Teacher models a 6–8 sentence paragraph using a visual scaffold:

• Evaluation claim
• Evidence from source/extract
• Link to daily life
• Reasoning (why it leads to cooperation/justice)
• Limitation/alternative view Students draft their own paragraph for the same case study (individual writing). Teacher provides one “next step” comment to each student.

6. 52–60 min · Exit ticket (success criteria check). Students complete a short exit ticket:

• “One ethical teaching from each religion is…”
• “One judgement about modern application is…”
• “One limitation or counterpoint is…”

Resources

• Three short extracts (Christianity, Islam, Judaism) on ethical principles and daily life implications
• Case study sheets (Case A and Case B)
• Ethical principle table template
• Evaluation paragraph scaffold handout
• Exit ticket slips
• Highlighters or sticky notes
• Timer and group roles card (Reader, Evidence finder, Recorder)

Assessment

• Formative: teacher checks tables for accurate description and evidence selection during the 12–25 min stage.
• Formative: evaluation circles focus on whether students use claim–evidence–reasoning and include at least one limitation.
• Summative-in-mini: evaluate one individual paragraph using a simple checklist aligned to success criteria; exit ticket confirms readiness for the next lesson.

Differentiation

• Provide dyslexia-friendly reading supports: extracts printed in larger font, high contrast, reduced-text versions, and teacher read-aloud option.
• Sentence starters for evaluation: “This teaching applies by… Evidence shows… Therefore… However…”
• Offer a partially completed table for students needing structure (one example pre-filled, then students add the remaining cells).
• Extension (advanced learners): students must incorporate an additional viewpoint (e.g., how differing interpretations within the same tradition might change application) and write a counter-argument sentence before concluding.

Extension (optional)

• Teacher sets up a 3-minute mini-debate in the next lesson prep: “Should personal loyalty ever outweigh ethical responsibility?” Advanced students prepare two sides using at least two teachings across different religions.