Ordering The Commandments

Overview

A practical and engaging 60-minute session tailored for Year 9 MLD students at a special school, focusing on understanding and ordering the Ten Commandments. The lesson employs interactive and sensory activities to support comprehension and retention, in full alignment with the National Curriculum for England, RS Key Stage 3 Attainment Target (AT1 and AT2).

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National Curriculum Links

• Religious Education Key Stage 3 (Years 7-9) – Attainment Target 1 (AT1):
  Learning about religion — Pupils investigate and describe the main beliefs, teachings, and practices within Christianity and Judaism, including important religious rules and their significance.

• Religious Education Key Stage 3 (Years 7-9) – Attainment Target 2 (AT2):
  Learning from religion — Pupils reflect on and evaluate the significance of religious beliefs, practices, and values, and relate them to their own and others’ experiences.

• Curriculum Focus for MLD students:
  Emphasis on multi-sensory learning, repetition, clear structure, simplified language, visuals, and practical activities to aid engagement and comprehension.

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Learning Objective (LO)

I can order the Ten Commandments.

WILF (What I'm Looking For)

• I can explain what the Ten Commandments are.
• I can explain why the Ten Commandments are important to Christians and Jews.
• I can name three of the Ten Commandments.

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Resources

• Large laminated cards with each of the Ten Commandments written simply and with symbols/pictures (one commandment per card)
• Velcro or magnetic board for ordering activity
• A4 coloured paper, crayons, markers, and collage materials for art activity
• Visual aid posters with the Ten Commandments illustrated in simple language
• Prepared ‘help cards’ with sentence starters and keywords (e.g. God, rules, respect)
• Timer or stopwatch for game pacing
• Whiteboard and markers or interactive board for instructions and summarising
• Reward stickers or tokens for motivation

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Lesson Structure

Starter (10 minutes)

Activity: Introduction and explanation using visuals

• Show and read aloud a simple poster listing the Ten Commandments, with pictures.
• Engage students by asking: "Has anyone heard of the Ten Commandments?"
• Briefly explain: "The Ten Commandments are special rules given by God to help people live in a good way."
• Check understanding using thumbs up/down or simple Q&A (e.g. “Are these rules for Christians? For Jews? Both?”)
• WILF focus: Explain what the Ten Commandments are.

Main Activity 1 (20 minutes)

Activity: Ordering Game – “Put the Commandments in the Right Order”

• Divide class into pairs or small groups; assign each group some of the laminated commandment cards.
• Model the activity on the magnetic/velcro board or floor mat; invite groups to place their cards in the correct order with teacher support.
• Use a visual reminder of the correct order as needed.
• After placing all cards, review each one aloud with the class and discuss briefly why it might come early or late in the list.
• Encourage students to verbally state the numbers and the commandment content.
• Use the timer to add a gentle challenge element (optional).
• WILF focus: I can order the Ten Commandments.

Main Activity 2 (20 minutes)

Activity: Art & Visual Representation

• Ask students to select three commandments they remember or find important.
• Provide them with art materials to create a visual representation — drawings, symbols, or a collage illustrating each selected commandment.
• Offer sentence starters for students to verbalise or write (supported as needed): "This shows...", "This means...", "It is important because..."
• Support group sharing where students present their artwork and explain their choices in simple language.
• WILF focus: I can name three of the Ten Commandments AND explain why they are important.

Plenary (10 minutes)

Activity: Recap Discussion & Assessment

• Display all Ten Commandments on the board again.
• Ask individual pupils to choose one commandment and explain what it means or why it’s important, using visuals or help cards for support.
• Celebrate each pupil’s contribution with verbal praise and reward stickers.
• Summarise key learning: "Today, we learnt what the Ten Commandments are, why they help many people, and how to order them correctly."
• Check WILF targets verbally with students using thumbs up/down or simple verbal answers.

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Differentiation

• Provide one-on-one support for students needing extra help with reading or sequencing.
• Use simplified language and symbols for students with reading difficulties.
• Pair higher support needs with stronger communicators for peer support.
• Extend learning for more able students by encouraging explanation of more than three commandments.

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Assessment for Learning

• Observation of students’ ability to physically order the commandment cards.
• Listening to explanations during plenary to assess understanding of importance and meaning.
• Review of art work with verbal explanations to gauge recall and comprehension.
• Use of thumbs up/down or traffic light cards throughout for immediate feedback.

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Reflection for Teacher

• Note which students were most engaged and which struggled with ordering or explanation.
• Consider adapting commandment cards or support aids based on student feedback and performance.
• Reflect on timing and adjust activities for future lessons to allow more time for discussion if needed.

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This carefully scaffolded and highly tactile lesson supports MLD learners to engage meaningfully with fundamental religious teachings, fulfilling statutory RS curriculum aims whilst making learning accessible and memorable.