Learning objective
- To consider how some candles are used to remember in the Jewish worldview.
Success criteria
- I can explain why some Jewish candles are
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- A1: Describe and make connections
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Cross-curricular links
English
Spoken language
Pupils should
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: Symbolism and allow the children time to consider which word reflects each flame. Take feedback, inviting the children to drag and drop the words to the associated flame. Discuss which words have been used the most and least and encourage the children to suggest why they think this might be.
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Extended-mode explainer videos
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Adaptive teaching
Pupils needing support:
Could use the Resource: Ceremony words from Lesson 2 to help them annotate their drawings; could draw symbols instead of annotating their candle with words (for example, using a heart instead of love).
Pupils working at greater depth:
Should suggest words that could be used for both their candle and other Jewish flames and write a sentence to show the connections; should consider why religious and non-religious people might use some of the Jewish flames and candles.
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Assessing progress and understanding
Pupils with secure understanding indicated by: explaining why different Jewish candles might
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Vocabulary definitions
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covenant
A promise or agreement.
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hanukiah
A candelabra with nine candles or small oil lamps.
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In this unit
Assessment - Religion and worldviews: Why is fire used ceremonially?
Lesson 1: What can fire symbolise?
Lesson 2: How is fire used in some Hindu ceremonies?
Lesson 3: Can fire be divine?
Lesson 4: What is an eternal flame?
Lesson 5: How is fire used to remember?
Lesson 6: What happens in the Easter Vigil?
