Decision Making Basics

Overview

This lesson is the third in a four-part unit on Beliefs and Values Exploration. Building on the unit’s earlier work on recognising feelings and sharing ideas, students practise making simple decisions and begin to explain how values (such as fairness, kindness, honesty, and respect) can influence choices.

Learning intentions

• Students will practise making a choice when faced with a simple situation.
• Students will identify at least two values that could guide a decision.
• Students will explain their choice using “I chose because…”.
• Students will take part in a short role-play and make decisions respectfully.

Success criteria

• I can choose an option in a given situation.
• I can say which value(s) helped me make my decision.
• I can explain my decision using “I chose because…”.
• I can listen to others and respond politely during role-play.

Curriculum links

• Religious education: Personal development and well-being—discern and value truth and goodness through moral judgement in everyday situations.
• Religious education: Personal development and well-being—strengthen pupils’ ability to make positive and healthy choices.
• Good practice for this age group—reflect on, express and justify opinions in light of learning about religious, philosophical, moral and spiritual questions.
• Good practice for this age group—relate learning to the wider world, gaining a sense of personal autonomy in preparation for adult life.

Lesson structure (30 minutes)

1. 0–4 min · Warm-up prompt. Teacher shows a “decision card” with two snack options and asks: “What might you choose first?” Students turn and talk, sharing one possible reason.

2. 4–10 min · Values quick teach. Teacher explains: “Values are what we think is important.” Show four value words on the board: kindness, fairness, honesty, respect. Teacher gives a short example for each (e.g., “If someone drops their pencil, kindness helps me decide to help.”). Students repeat the value words and point to the one that best matches teacher examples.

3. 10–16 min · Guided decision practice (think–pair–share). Teacher reads three short situations (one at a time), pausing after each:

• “You find a lost item. Do you keep it or hand it in?”
• “A friend wants the last turn on a game. Do you let them or share the turns?”
• “Someone is being left out. Do you join in or ignore it?” Students think silently, then discuss in pairs which value(s) fit, then share one sentence: “I chose because…”

4. 16–24 min · Role-play decision making. Teacher sets up four small groups with role-play scripts on paper (simple, age-appropriate prompts). Each group chooses one value focus card (kindness, fairness, honesty, respect) and performs a two-minute role-play: a student faces a choice and explains their decision. Teacher circulates, prompting with questions like: “Which value is guiding you?” and “How will you make sure others feel respected?” Students act out the scenario and practise giving their explanation clearly and politely.

5. 24–28 min · Class debrief (moral reasoning). Teacher leads a whole-class discussion: “Was anyone’s decision different from someone else’s? What values were the same or different?” Teacher summarises: “Different choices can still be careful and respectful when values are considered.” Students respond with one value name and one reason.

6. 28–30 min · Exit check. Teacher hands out an individual “Decision Ticket” (a single question). Students write/draw one choice and complete: “I chose because I value ___.”

Resources

• Decision cards (snack choice, lost item, game turn, someone left out)
• Four value word cards: kindness, fairness, honesty, respect
• Role-play prompt slips (one per group)
• “Decision Ticket” paper for each student
• Board/whiteboard and marker/pen
• Timer
• Optional: simple classroom props (e.g., pencil case, toy game)

Assessment

• Teacher listens during pair sharing for correct value vocabulary and reasons using “I chose because…”.
• Teacher observes role-play to check that students can link a decision to a value and communicate respectfully.
• Exit Ticket provides a quick check for individual understanding: choice + at least one value + a reason.

Differentiation

• Support: Provide sentence starters on the board: “I chose because I value…” and “I think this is fair/kind because…”.
• Support: Use picture prompts next to values (e.g., kindness = helping hands).
• Extension: Ask a follow-up: “What could you do if someone disagrees with your decision?” to deepen justification and respectful listening.
• EAL/SEN: Allow responses as drawing plus a single word for the value; pair students with a supportive partner for role-play rehearsals.

Assessment Notes (for teacher use)

• Aim to see most students name at least one value and give a simple explanation.
• If many students cannot explain “because,” revisit the value-teach step with one more teacher example before role-play next time.