Unit outcomes
Pupils who are secure will be able to:
- Identify challenges people face because of their religious beliefs.
- Suggest ways to create positive change.
- Express the different ways light symbolises celebration.
- Assess different points of view.
- Begin to use the terms bias, stereotype and prejudice.
- Explore various viewpoints surrounding religious prejudice.
- Consider why there are still issues regarding religious freedom today.
Suggested prior learning
Are all religions equal?
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Teacher video: Why do people have to stand up for what they believe in?
Lessons
Y5/6 Lesson 1 (Cycle A): What does freedom look like?
Y5/6 Lesson 2 (Cycle A): How have beliefs been challenged in the past?
Y5/6 Lesson 3 (Cycle A): How can light represent standing up for what you believe in?
Y5/6 Lesson 4 (Cycle A): Should we celebrate Bonfire Night?
Y5/6 Lesson 5 (Cycle A): What can inspire people to stand up for their beliefs?
Y5/6 Lesson 6 (Cycle A): How can we stand up for what we believe in?
Key skills
Disciplinary
- Asking challenging
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Key knowledge
Substantive
To know:
- In the UK
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Key vocabulary
atheist
Bandi Chhor Divas
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Unit resources
Assessment – R&W Y5/6 (A): Why do people have to stand up for what they believe in?
Assessment resources for this unit. Use
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Mixed-age | Knowledge organiser
Aimed at pupils, a single page
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Vocabulary: R&W – Y5/6 Why do people have to stand up for what they believe in?
Display versions of the year group
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Subject resources
Mixed-age | Long-term plan
This document organises our Religion and
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Equipment list
A list of essential and optional
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Mixed-age | Knowledge and skills progression
Progression of skills document to accompany
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Unit vocabulary
Vocabulary progression document that outlines the
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Assessment
A downloadable spreadsheet to record teacher
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Mixed-age
A mapping document showing each
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Mappingㅤ | Policy support
This document shows schools how our
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Cross-curricular opportunities
British Values: Tolerance of different cultures and religions, mutual respect.
English: Reading comprehension, writing, spelling, spoken language.
History: A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066.
Build on the learning
Who should get to be in charge?
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