Reflect and Empower

Lesson Overview

Subject: Religious Education
Key Stage: Key Stage 2
Year Group: Year 6
Unit Title: Rights, Needs, and Justice (Lesson 10 of 10)
Lesson Duration: 60 minutes
Class Size: 30 pupils
Lesson Title: Reflection and Action Plan
Curriculum Link:

• Religious Education in England (as per the Non-Statutory National Framework):
  • KS2 – Learning from religion:
    • Reflect on what it means to belong to a community that stands for justice and fairness.
    • Consider how ideas about justice affect individuals and communities.
  • Cross-curricular SMSC links:
    • Spiritual: Developing beliefs and values.
    • Moral: Recognising right and wrong and respecting the law.
    • Social: Understanding rights and responsibilities.

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Learning Objectives

By the end of this session, students will be able to:

• Reflect critically and personally on their learning about rights and justice.
• Identify and articulate key takeaways from the unit.
• Create a thoughtful, age-appropriate Action Plan to promote fairness and justice in their own lives.
• Recognise the power of agency and responsibility in making a positive difference.

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Success Criteria

All pupils will:

• Recall key themes from the Rights, Needs, and Justice unit.
• Reflect thoughtfully on their personal views and values.

Most pupils will:

• Make clear links between religious or ethical teachings and the concept of justice.
• Identify real-life situations where they can promote rights and fairness.

Some pupils will:

• Demonstrate deeper empathy and critical thinking when applying religious principles to societal issues.
• Propose innovative and realistic actions they can take to promote justice in their community or school.

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Resources Required

• Reflection Journals (or exercise books)
• “My Action Plan” worksheet (printed)
• Large sheet of A1 paper or display board
• Sticky notes in two colours
• Markers, pens, coloured pencils
• RE Floorbook or Class RE Portfolio
• Timer or bell
• Sticky labels for group names
• Printed excerpt cards with quotes on justice (religious and secular)

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Lesson Structure (60 minutes)

⏰ Starter (10 minutes): Justice Jigsaw

Objective: Re-engage students with unit themes and set the tone for deeper reflection.

1. On each table, place a quote card from a variety of sources (e.g., Martin Luther King Jr., the Torah, the Qur’an, the Bible, Aung San Suu Kyi, Malala Yousafzai).
2. In small, mixed-ability groups, pupils read the quote and discuss:
   • What is this person saying about justice or rights?
   • Do you agree with them? Why or why not?
3. Each group writes one key word or phrase on a sticky note and adds it to the A1 display under the heading: “Justice Is…”

🧠 Teacher Insight: Choose quotes that are conceptually rich but age-appropriate. Provide support for EAL or SEND pupils by offering a simplified version of the quote alongside the original.

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🎒 Main Activities (35 minutes)

Part 1: Looking Back (15 minutes)

Objective: Reinforce prior learning from the unit and support meaningful reflection.

1. Give each student their Reflection Journal or exercise book used throughout this unit.
2. Ask students to independently answer the following reflection questions (projected on board or provided as a handout):
   • 🟣 What is one thing you learned about rights and justice that surprised you?
   • 🟣 Which religion or culture helped you understand justice in a new way?
   • 🟣 Has your thinking changed since the beginning of the unit? How?
   • 🟣 Why do you think justice matters in your own world?
3. Invite a few volunteers to share responses with the class. Encourage respectful listening and celebration of diverse views.

🧠 Teacher Tip: Provide scaffolded sentence starters for pupils who need support: “I was surprised to learn that…”, “Now I think that…”

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Part 2: Action Plan Creation (20 minutes)

Objective: Empower students to apply learning by creating a personal action plan.

1. Distribute the “My Justice Action Plan” worksheet (sections below).
2. Pupils complete the sheet with the following prompts:
   • 🙋‍♂️ My Values: What do I believe is fair and unfair?
   • 🏫 In School: One way I can help promote fairness in my classroom (e.g., include someone at playtime, speak up kindly).
   • 🏠 At Home or in My Community: One action I can take to help someone whose needs are not being met.
   • 🌍 Big Picture: One person who inspires me with their sense of justice, and why.
3. Encourage creativity: pupils may illustrate their plan, use colour coding, or add inspirational words around their work.

🧠 Stretch Task: Challenge early finishers to write a short paragraph explaining how their plan connects to teachings from a chosen religion or ethical worldview.

4. Pupils pair-share their plan with a partner (2-3 minutes each), practising speaking and listening skills.

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🌀 Plenary (15 minutes): “Turning Words into Action”

1. Review the “Justice Is…” display created during the starter.
2. Hand out yellow sticky notes. Ask each student to write down one truth or value from today’s lesson they want to carry forward into their life (e.g., “I will stand up if I see something unfair”, “I will look out for lonely people”).
3. Ask volunteers to place their sticky on a new section of the display titled “Our Justice Promises”.
4. Celebrate collective responses. Optional: Photograph the display for inclusion in newsletter or RE floorbook.

🧠 Teacher Hint: Invite a Visiting Associate, TA, or parent volunteer to witness / document this moment — affirming the idea that pupils are not only learning but committing.

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Assessment Opportunities

• Formative: Observation during group discussions; quality of responses in Reflection Journals; peer conversations when sharing plans.
• Summative: Evaluation of completed Action Plans for depth of thought, sincerity, and ability to link ideas from the unit.

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Differentiation and Inclusion

• SEN: Use sentence stems, supported vocabulary sheets, and one-to-one or TA-supported discussion when needed.
• EAL: Provide translated versions of key quotes/simplified text or peer pairing with bilingual support.
• Higher able: Challenge to apply their justice plan to systemic issues (e.g., rights of refugees, environmental justice).
• Visual/Auditory Learners: Use visuals, spoken instructions, music linked to social justice when reflecting.

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Extension Opportunity

🌱 "Seed of Justice" Journals
Encourage pupils to keep a small diary over the next 10 weeks noting whenever they see or act on a moment of justice. Revisit the topic in future PSHE or RE assemblies.

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Teacher Reflection

• Did pupils demonstrate a strong understanding of justice and rights?
• Which pupils particularly stood out in their reflections or Action Plans?
• How can this lesson lead into future values-based learning in Citizenship, PSHE, or RSE?

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Display Opportunity

Create a classroom display titled “Justice in Action – Our Year 6 Pledge” featuring:

• Photos of pupils with their action plans
• The “Justice Is…” and “Our Justice Promises” sticky note walls
• Powerful quotes and examples of pupils putting their plans into practice over time

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Final Words

This lesson isn’t the end — it’s the beginning of empowered, hopeful young people who believe their voice and actions matter. Today we didn’t just reflect, we prepared to act. That’s the heart of powerful RE: Connecting learning to life.

“Speak up for those who cannot speak for themselves.” – Proverbs 31:8

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