Living Faith Practices

Overview

In this RE lesson, students explore how believers in their own and other traditions show care, respect and service in everyday life. Students connect these ideas to real-life actions, then plan a class “helping kindness” response that is safe, realistic and inclusive.

Learning intentions

• Students will understand that religions include teachings about how people should live and treat others.
• Students will identify examples of kindness, respect and service shown by believers.
• Students will explain why these actions matter to individuals and communities.
• Students will plan a short, achievable act of service for our classroom or school.

Success criteria

• I can name at least two ways people show care or respect in a faith community.
• I can give a reason why these actions are important to believers and others.
• I can describe what I will do, when I will do it, and how it will help.
• I can listen respectfully when sharing ideas about beliefs.

Curriculum links

• Humanities and Social Sciences (Year 5): explore the impact of beliefs and community life on people’s lived experiences and on communities (linking learning about communities with how people respond through actions and practices).
• English (Year 5): contribute ideas in structured discussions and communicate information clearly using appropriate language (listening, speaking and explaining).
• Personal and Social Capability (Year 5): recognise emotions and perspectives, work cooperatively and demonstrate respectful relationships.
• Cross-curriculum priorities: consider the importance of community and shared responsibility for wellbeing.

Lesson structure (60 minutes)

1. 0–5 min · Entry routine. Teacher displays three prompts: “How do people show respect?”, “What does kindness look like?”, “Who benefits when we help?” Students do a quick silent think, then jot one idea in their books.

2. 5–15 min · Hook and discussion. Teacher reads a short age-appropriate scenario (e.g., a student includes someone new at lunch; a community member volunteers after a storm; people donate food during a collection). Students in pairs discuss:

• What actions show care?
• Why might someone do this because of their faith? Whole-class share: teacher records responses under “actions” and “reasons”.

3. 15–25 min · Mini teaching: faith in action. Teacher explains that many religions teach followers to live with compassion and respect. Students learn a simple framework:

• Belief/teaching (what a tradition values)
• Practice (what people do)
• Community effect (who is helped and how) Teacher provides 2–3 examples (kept general and inclusive), such as caring for others, welcoming people, supporting those in need, or showing gratitude through service. Students complete a quick matching task: action → possible value/teaching → community effect.

4. 25–40 min · Group activity: plan a service response. Students are placed into groups of 4–5. Each group chooses one issue relevant to school life (e.g., litter awareness, helping a younger buddy read, a “welcome” message for new students, making a class appreciation board, collecting non-perishable food for a local drive—only if school policy allows). Teacher provides a planning sheet with guiding questions:

• What is the need?
• What action will we take?
• How is this an example of care/respect/service?
• What time and materials do we need?
• How will we include everyone and keep it respectful? Teacher circulates, prompting students to connect their plan to values of compassion and respect.

5. 40–50 min · Share and refine. Each group presents for about 2 minutes. After each presentation, classmates use a “warm feedback, next step” sentence starter:

• “I like your idea because…”
• “A next step could be…” Teacher ensures feedback stays respectful and keeps plans realistic.

6. 50–58 min · Individual written reflection. Students write a short reflection using a template:

• One faith practice that shows care is…
• The reason it matters is…
• My class service action will be…
• One way I will show respect while doing it is… Teacher reminds students to avoid putting down anyone’s beliefs.

7. 58–60 min · Exit ticket. Students answer: “What does it mean to live with compassion/respect in everyday life?” (one paragraph or 3 dot points).

Resources

• Scenario cards (2–3 short examples)
• Planning sheet (need, action, values link, inclusion, timing)
• Reflection template
• Whiteboard or chart paper for recording ideas
• Coloured pencils/pens
• Optional: classroom “Kindness actions” word bank cards

Assessment

• Teacher observation during pair discussion: check for respectful listening and ability to identify care/respect actions.
• Planning sheet review: look for clear links between values (care/respect) and an achievable community action.
• Exit ticket: assess understanding of why faith-based or values-based service matters and whether students can articulate “practice → community effect”.

Differentiation

• Provide sentence starters for discussion and writing (e.g., “I think this shows respect because…” “This helps the community by…”).
• Offer roles in groups (timekeeper, materials manager, presenter) to support participation for all learners.
• Extension option (for early finishers): add a second community effect (e.g., emotional wellbeing and sense of belonging).
• Support students who need examples by giving a “value bank” (respect, kindness, compassion, service, gratitude) and allowing them to choose from it.