Learning objective
- To explain how and why people stand up for what they believe in.
Success criteria
- I can explain why some religious groups support
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- B2: Understand the challenges of
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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
Display the Presentation: Speak like an expert. Working in pairs, give the children one minute to share their knowledge about someone who has stood up for their beliefs in recent history (examples might include: Malala Yousafzai, Mahatma Gandhi, Corrie ten Boom, Ani Pachen, Preet Kaur Gill, Stormzy and Greta Thunberg).
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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
Extended-mode explainer video: For Windows
Adaptive teaching
Pupils needing extra support
Could complete the sentences using the Activity: Ring of peace: support version; could use the Knowledge organiser to support using vocabulary accurately.
Pupils working at greater depth
Should be encouraged to make connections with challenges in the past; should think about some of the reasons why someone might not be supportive.
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Assessing progress and understanding
Pupils with secure understanding indicated by: exploring various viewpoints surrounding religious prejudice;
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Vocabulary definitions
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hardship
A situation in which somebody struggles or suffers.
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In this unit
Assessment - 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?
