Learning objective
- To explore why people stand up for their beliefs using a variety of modern-day scenarios.
Success criteria
- I can give examples of people
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- A3: Explore and 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
Hand out the whiteboards and marker pens (one each). Display the Presentation: Anagrams and ask the children to unscramble the keywords from the previous lessons. Once they have unscrambled the words, they should write a definition for each one.
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Extended-mode explainer videos
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Adaptive teaching
Pupils needing extra support
Could use the Resource: Issue definitions during the Attention grabber; could focus on Greta Thunberg’s biography which has more accessible text or continue learning about Malala Yousafzai by exploring her biography after discussing her as a whole class.
Pupils working at greater depth
Should make connections with other figures explored in the unit; should consider which protected characteristics have been exploited within each biography.
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Assessing progress and understanding
Pupils with secure understanding indicated by: beginning to use the terms ‘bias’,
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Vocabulary definitions
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advocacy
The act of supporting and speaking up for someone else or for a cause they believe in.
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advocate
Someone who supports and speaks up for someone else or for a cause they believe in.
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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?
