Learning objective
- To explain similarities and differences in how people understand God.
Success criteria
- I can explain why God can be referred
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
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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
Write the names of the following religious worldviews on pieces of paper and place them in a cup or tub: Christian. Sikh. Muslim. Bahá’í. Hindu. Jewish. Zoroastrian. Buddhist. Pick one religion and in pairs, ask the children to discuss one way it links to another religious worldview. Repeat until all of the religions have been…
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Adaptive teaching
Pupils needing extra support
Could use a device to access the following links: Cambridge learner's dictionary and Children's thesaurus to find the meaning of tricky words used in the scripture quotes.
Pupils working at greater depth
Should be challenged to use evidence to explain their reasoning when explaining what a worldview may think of God; could explain how the scripture read might influence people’s daily lives if they think about God in a particular way.
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Assessing progress and understanding
Pupils with secure understanding indicated by: identifying different names and ways
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Vocabulary definitions
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Athravan
Zoroastrian fire keeper; an important role in the temple.
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invoke
Call on someone or something for action.
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In this unit
Assessment - R&W Y4: Are all religions equal?
Introductory lesson: How can we talk about religions and worldviews respectfully?
Lesson 1: How are different religious worldviews connected?
Lesson 2: Is there more than one way to understand God?
Lesson 3: Why is religious harmony important?
Lesson 4: How can people from different worldviews live in harmony?
Lesson 5: How and why should we celebrate religious equality?
Maintained by: Kapow Primary team
Last update: 9th October, 2024
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