Learning objective
- To explore how some people maintain their Hindu identity in the UK.
Success criteria
- I can suggest
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- B1: Observe and understand
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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
Arrange the children into pairs and share the Presentation: Speak like an expert. Ask the children to take turns speaking for 30 seconds about why different deities are important to different people.
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Adaptive teaching
Pupils needing extra support:
Could read the extract from Priya when exploring the Activity: Living here and living there; could refer to their learning from the previous lesson during the Recap and recall activity.
Pupils working at greater depth:
Should explore more than one extract from the Activity: Living here and living there; should consider the limitations when making conclusions from sources.
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Assessing progress and understanding
Pupils with secure understanding indicated by: listing how people in
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Vocabulary definitions
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belonging
Feeling accepted and included.
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community
A group of people who live in the same area or share common interests, beliefs or activities.
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In this unit
Assessment - Why do religions look different around the world?
Y5/6 (A): Lesson 1: How can God be linked to a place when he is everywhere?
Y5/6 (A): Lesson 2: What can it be like as a Hindu in the UK?
Y5/6 (A): Lesson 3: What does being Sikh mean to different people?
Y5/6 (A): Lesson 4: Why are festivals of light important in different worldviews?
Y5/6 (A): Lesson 5: How do some Buddhists practise beliefs in their daily lives?
Y5/6 (A): Lesson 6: Do all Buddhists practise in the same way?
