Learning objective
- To explore ways that fire can be used in the community.
Success criteria
- I can describe the significance of fire in
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- A1: Describe and make connections
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Cross-curricular links
English
Spoken language
Pupils should
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Before the lesson
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Lesson plan
1: Lesson plan
An area for you to put useful resources from the previous lesson
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Adaptive teaching
Pupils needing extra support
Could record their ideas on an electronic device when participating in the Activity: Langar; should use the Knowledge organiser to support any writing or recording of key concepts or vocabulary; should add to their vocabulary list using the Activity: Fire word bank (support).
Pupils working at greater depth
Should share their own interpretations of what fire might symbolise in other contexts not covered within the lesson; could write a further example of when or where they think fire has brought people together; should add to their vocabulary list using the Activity: Personalised word bank (extension).
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Assessing progress and understanding
Pupils with secure understanding indicated by: describing the practical uses of fire
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Vocabulary definitions
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community
A group of people who live in the same area or share common interests, beliefs or activities.
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equality
Everyone being equal in terms of rights, treatment and opportunities.
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In this unit
Assessment - Religion and worldviews Y3: Why is fire used ceremonially?
Lesson 1: What special meanings do some flames have?
Lesson 2: How can fire be used to bring people together?
Lesson 3: Why is there a fire at the Olympics?
Lesson 4: What is an eternal flame?
Lesson 5: Why is fire used in some Hindu ceremonies?
Lesson 6: Why is fire important in different worldviews?