Learning objective
- To consider the challenges some religious figures faced by looking at Jewish, Christian and Sikh stories.
Success criteria
- I can summarise the message in
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- A2: Describe
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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: Keyword and hand out the mini whiteboards and pens (one each). Allow the children time to jot down their ideas.
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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 explore the story ‘Jesus visits the temple’ in the Resource: Stories as it is shorter than the others; could use the Knowledge organiser to support their understanding of some of the vocabulary used in the lesson, such as discrimination and prejudice.
Pupils working at greater depth
Should think about the similarities and differences between the issues in the Resource: Stories and those in the news reports from Lesson 1; could consider why change has or has not happened.
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Assessing progress and understanding
Pupils with secure understanding indicated by: using their
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Vocabulary definitions
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devotion
Love, commitment or enthusiasm for a person, activity or cause.
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martyr
Someone who accepts suffering or even death for their religious beliefs.
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In this unit
Assessment - R&W: Why do people have to stand up for what they believe in?
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?
Lesson 3: How can light represent standing up for what you believe in?
Lesson 4: 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?
