Learning objective
- To compare and contrast different beliefs about the origin and value of religious texts.
Success criteria
- I can explain
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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
Reading –
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: Quizmaster and hand out the Resource: Knowledge organiser: What makes some texts sacred? (one between two). Working in pairs, ask the children to think of a question and answer to ask their partner. Take feedback, asking some pairs to share their question with the class.
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Extended-mode explainer videos
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Adaptive teaching
Pupils needing extra support
Could use the Knowledge organiser for reference during the lesson; could read the information on the Resource: Buddhist scripture jigsaw and make the picture without sorting the cards.
Pupils working at greater depth
Should justify their decisions clearly when sorting the cards; could explain how a person might change the way they live their everyday life if following the teachings in the Buddhist Canon; should explain different reasons for valuing a text.
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Assessing progress and understanding
Pupils with secure understanding indicated by: identifying the origins of
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Vocabulary definitions
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canon
A collection of texts that are considered to be the authoritative scriptures of a religion.
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enlightenment
A very deep understanding, often spiritual.
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In this unit
Assessment - Religion and worldviews: Y3/4 What makes some texts sacred?
Y3/4 (A): Lesson 1: How do people communicate?
Y3/4 (A): Lesson 2: What do some people mean by revelation?
Y3/4 (A): Lesson 3: How are some scriptures both similar and different?
Y3/4 (A): Lesson 4: What does the Bible mean to some Christians?
Y3/4 (A): Lesson 5: Are all religious texts connected to God?
Y3/4 (A): Lesson 6: How important are religious texts?
