Learning objective
- To explore the significance of water through investigating Buddhist and Shinto rituals.
Success criteria
- I can make connections between rituals
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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
Spoken language
Pupils should
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: 3, 2, 1 and hand out whiteboards and pens (one each). Ask the children to list three practical uses of water, two symbolic uses of water and one use of water that can be both symbolic and practical.
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Adaptive teaching
Pupils needing extra support
Could record their ideas on an electronic device; should use the Knowledge organiser to support during discussion and recording; could suggest one symbolic meaning of water and one thing the ritual might suggest for each ritual on the Activity: Rituals.
Pupils working at greater depth
Should suggest multiple possible symbolic means for water for each ritual; should make and explain connections between a ritual and a person’s beliefs and values; could suggest additional words that could go either outside or in the centre of the three-way Venn diagram during the Wrapping up.
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Assessing progress and understanding
Pupils with secure understanding indicated by: identifying how water is
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Vocabulary definitions
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blessing
A good thing sometimes believed to be from God.
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calm
A peaceful state of mind.
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In this unit
Assessment - R&W Y3/4 (A): Why is water symbolic?
Y3/4 (A): Why is water important?
Y3/4 (A): Lesson 2: How is water used in some rituals?
Y3/4 (A): Lesson 3: What can stories suggest about water?
Y3/4 (A): Lesson 4: What is baptism?
Y3/4 (A): Lesson 5: How and why do some Hindus celebrate the River Ganges?
Y3/4 (A): Lesson 6: Why is water precious?
