Learning objective
- To analyse the importance of water in some Christian, Jewish and Muslim stories.
Success criteria
- I can explain the significance of
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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
Reading – comprehension
Pupils
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: Keyword and hand out whiteboards and pens (one each). Read out the keyword ‘ritual’ and the prompts on the slide. Ask the children to complete the tasks on their whiteboards.
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Adaptive teaching
Pupils needing extra support
Should focus on the picture and summary version of the story on the Activity: Water stories; could watch a video version of one of the stories (see Have ready); could use the Knowledge organiser when completing the Activity: Water story responses and during discussions.
Pupils working at greater depth
Could look at more than one of the stories during the Main event; should use vocabulary from across the unit when answering questions and making suggestions; could explain how the ritual use of water can express beliefs; could use an online or paper version of the Bible, Tenak and Qur’an to read the stories from the original scripture.
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Assessing progress and understanding
Pupils with secure understanding indicated by: identifying common themes in stories found
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Vocabulary definitions
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Abrahamic religions
Religious groups (Jewish, Christian and Muslim) who believe God made the first covenant with Abraham.
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holy
Connected to God or religion, considered special and to be respected by followers.
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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?
