Learning objective
- To explore how fire is used at the Olympics.
Success criteria
- I can describe the role of the Olympic
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- A3: Explore and
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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 use illustrations, icons or keywords when completing the Activity: What does the Olympic flame represent?; could use a recording device to provide a simple definition of one of the keywords from slide 5 of the Presentation: The Olympic flame and draw a symbol to represent it; should add to their vocabulary list using the Activity: Fire word bank (support).
Pupils working at greater depth
Should make connections between the importance of fire for non-religious and religious reasons; could create their own flame outline and write a sentence underneath recalling some of the key information from the lesson; should add any words and definitions 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: discussing the similarities and differences between
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Vocabulary definitions
-
Ancient Greece
A long time ago in Greece.
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Olympia
A place in Greece where the first Olympic Games were held long ago.
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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?
Maintained by: Kapow Primary team
Last update: 30th May, 2024
