Learning objective
- To explore and express ideas about how the world began.
Success criteria
- I can use
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- C1: Explore questions
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Cross-curricular links
Art
Pupils
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: Using the Knowledge organiser and hand out the Resource: Knowledge organiser: Religion and worldviews: How did the world begin? (one each). Working in pairs, ask the children to use the Knowledge organiser to ask their partner some questions about the unit. Challenge them to answer the questions without looking at the Knowledge…
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Adaptive teaching
Pupils needing extra support
Could be prompted to consider how the world began, who or what makes natural things and where natural things come from when creating the artwork; could refer to the Knowledge organiser when creating their artwork in the Main event.
Pupils working at greater depth
Should explain and justify their artwork ideas (either verbally, written or scribed by an adult); could explain why the artwork created by the class will be varied; could compare and contrast their artwork to another piece which shows a different idea about how the world began.
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Assessing progress and understanding
Pupils with secure understanding indicated by: using art to express
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Vocabulary definitions
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express
To share thoughts or ideas.
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respect
Treat someone well.
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In this unit
Assessment - R&W Y1/2 (A): How did the world begin?
Y1/2 (A): Lesson 1: What is creation?
Y1/2 (A): Lesson 2: What might some Jewish and Christian people think about creation?
Y1/2 (A): Lesson 3: What do some Hindu people believe about creation?
Y1/2 (A): Lesson 4: What do creation stories suggest to some people about God?
Y1/2 (A): Lesson 5: How do some Humanists believe the world began?
Y1/2 (A): Lesson 6: Where did the world come from?
Maintained by: Kapow Primary team
Last update: 24th October, 2024
