Y5/6: Why do people have to stand up for what they believe in? (Cycle A)
Investigating historical and modern-day examples of people who have fought for their beliefs.
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?
Get started
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
This content is for subscribers only. Join for access today.
Key knowledge
Substantive
To know:
- In the UK
This content is for subscribers only. Join for access today.
Key vocabulary
atheist
Bandi Chhor Divas
This content is for subscribers only. Join for access today.
Unit resources
Assessment – Religion and worldviews Y5/6 (Cycle A): Why do people have to stand up for what they believe in?
Assessment resources for this unit. Use
This content is for subscribers only. Join for access today.
Knowledge organiser: Religion and Worldviews – Y5/6 (A): Why do people have to stand up for what they believe in?
Aimed at pupils, a single page
Download
This content is for subscribers only. Join for access today.
Vocabulary: R&W – Y5/6 Why do people have to stand up for what they believe in?
Display versions of the year group
This content is for subscribers only. Join for access today.
Subject resources
Mixed-ageLong-term plan
This document organises our Religion and
This content is for subscribers only. Join for access today.
Equipment list
A list of essential and optional
This content is for subscribers only. Join for access today.
Mixed-ageKnowledge and skills progression
Progression of skills document to accompany
This content is for subscribers only. Join for access today.
Key vocabulary
Vocabulary progression document that outlines the
This content is for subscribers only. Join for access today.
Assessment
A downloadable spreadsheet to record teacher
This content is for subscribers only. Join for access today.
Mixed-age
A mapping document showing each
This content is for subscribers only. Join for access today.
MappingㅤPolicy support
This document shows schools how our
This content is for subscribers only. Join for access today.
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?
Get started
