Learning objective
- To determine how Bahá’í teachings influence some practices.
Success criteria
- I can use a range of
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
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Cross-curricular links
RSE
Respectful relationships
Pupils should
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: Agree or disagree and in pairs, ask the children to discuss whether they agree or disagree with the statement. Challenge the children to use learning from the previous lesson in their discussions. (The children should agree with the statement based on the scripture and practices from lesson 3.)
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Adaptive teaching
Pupils needing extra support
Could focus on two sources (e.g. the houses of worship and songs) during the Main event.
Pupils working at greater depth
Could give reasons for someone from the Bahá’í worldview placing importance on unity, equality and harmony; should answer the question, ‘How can we live together in harmony when we all have different worldviews?’ from a Bahá’í perspective, justifying their answer using evidence from the sources used in the lesson.
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Assessing progress and understanding
Pupils with secure understanding indicated by: using a range
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Vocabulary definitions
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Bahá'í
The name of a worldview founded by Bahá'u'lláh in the Middle East in the 1800s.
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Bahá'u'lláh
The founder of the Bahá'í worldview.
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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: 11th June, 2024
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