Learning objective
- To find out why different places are important to people because of their beliefs.
Success criteria
- I can describe
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- A1: Recall and
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Cross-curricular links
English
Spoken language
Pupils should be taught
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Before the lesson
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Lesson plan
Recap and recall
Arrange the children into pairs and hand out a copy of the Knowledge organiser to each pair. Display the Presentation: Knowledge organiser and ask the children to think of two questions to ask their partner about the unit. Remind the children that they need to know the answers to their questions.
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Extended-mode explainer videos
How to extend your display to view the lesson page and preseantion mode simultaneously. Choose your operating system below to watch the video
Adaptive teaching
Pupils needing extra support
Could refer to the Knowledge organiser when completing the Activity: Connections; could cut and stick words from the word bank on the Activity: Connections.
Pupils working at greater depth
Could write their add their own words to the Activity: Connections; could explain their reasoning as to where they placed words; should circle words that are connected using coloured pencils.
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Assessing progress and understanding
Pupils with secure understanding indicated by: identifying where people who
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Vocabulary definitions
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Alevi
A worldview with a belief in a universal power and truth, or God, referred to as Hakk.
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Cem
The ceremony where Alevi people come together and worship Hakk.
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In this unit
Assessment resources
Lesson 1: Why do some Muslim people pray in a mosque?
Lesson 2: What can Orthodox churches suggest about some Christians’ beliefs?
Lesson 3: What can we learn by exploring different Christian places of worship?
Lesson 4: Why do some Jewish people go to a synagogue?
Lesson 5: Why do some Sikh people visit a gurdwara?
Lesson 6: What makes a place important to believers?