Learning objective
- To recognise the importance of religious freedom by interpreting news reports.
Success criteria
- I can interpret sources of evidence.
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
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Cross-curricular links
English
Spoken
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Before the lesson
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Lesson plan
Recap and recall
Remind the children of their learning in the Introductory lesson: Does everyone have the same beliefs about God? and display the Presentation: Agree or disagree?
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Extended-mode explainer videos
How to extend your display to view the lesson page and preseantion mode simultaneously. Choose your operating system below to watch the video
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Extended-mode explainer video: For Mac
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Adaptive teaching
Pupils needing extra support
Could verbalise their thoughts in regards to an article rather than noting them; could use the Activity: I wish I knew to structure their poems or lyrics; could use the Resource: Breaking news when discussing the news articles on slide 2 of the Presentation: Religious freedom in the Main event.
Pupils working at greater depth
Could explore an additional news article; could write more than one verse, focusing on different religious prejudices.
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Assessing progress and understanding
Pupils with secure understanding indicated by: expressing their thoughts and
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Vocabulary definitions
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discrimination
The unfair treatment of someone due to their personal characteristics.
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Jain
A person who believes in non-violent living and that the universe has always existed without a creator god.
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In this unit
Assessment - Why do people have to stand up for what they believe in?
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?
