Learning objective
- To analyse and understand festivals of light from different worldviews.
Success criteria
- I can describe the themes of
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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: In the spotlight and ask the children to answer the questions about the tenth Sikh Guru, Guru Gobind Singh, who introduced the Khalsa.
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Extended-mode explainer videos
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Adaptive teaching
Pupils needing extra support:
Could focus only on the story of Rama and Sita; could use the Resource: Themes and symbolism to help them identify themes in the story.
Pupils working at greater depth:
Should make comparisons with different festivals they have studied; should identify broader connections about themes and symbolism associated with the festivals explored in the lesson, for example, liberation, justice and righteousness.
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Assessing progress and understanding
Pupils with secure understanding indicated by: identifying the
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Vocabulary definitions
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Ashok Vijayashadami
A Buddhist festival of light celebrating King Ashoka's conversion.
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Bandi Chhor Divas
A Sikh festival of light celebrating Guru Hargobind’s devotion and release from prison.
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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?
