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 (A): Lesson 1: What does freedom look like?
Y5/6 (A): Lesson 2: How have beliefs been challenged in the past?
Y5/6 (A): Lesson 3: How can light represent standing up for what you believe in?
Y5/6 (A): Lesson 4: Should we celebrate Bonfire Night?
Y5/6 (A): Lesson 5: What can inspire people to stand up for their beliefs?
Y5/6 (A): Lesson 6: 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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Related content
Unit resources
Knowledge organiser – R&W Y5/6 (A): Why do people have to stand up for what they believe in?
Aimed at pupils, a single page document that gives key facts and definitions from the 'Why do people have to…
Vocabulary: R&W – Y5/6 Why do people have to stand up for what they believe in?
Display versions of the year group key vocabulary and unit vocabulary from the 'Why do people have to stand up…
Subject resources
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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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