Learning objective
- To evaluate the role of some religious texts by examining a range of information.
Success criteria
- I can summarise
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- A2: Describe and understand links
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Cross-curricular links
English
Spoken word
Pupils
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: Gimme five! and ask the children to tell their partner five things they can remember about Buddhist texts from the last lesson.
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Adaptive teaching
Pupils needing extra support
Could, in the Main event, focus on the character Tom from the Activity: Sources which is modelled during the teacher input; could use the sentence starters on the Presentation: Debate during the Wrapping up; could use the Knowledge organiser for support during the Attention grabber.
Pupils working at greater depth
Should consider which sources were most helpful and why when completing the Activity: How important are religious texts?; could complete the Activity: How important are religious texts? for more than one person and compare their views.
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Assessing progress and understanding
Pupils with secure understanding indicated by: using a range of
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Vocabulary definitions
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Vocabulary from this unit has already been introduced in Lessons 1-5.
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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?
