Learning objective
- To explore the significance of the eternal flame in the Jewish and Zoroastrian worldviews.
Success criteria
- I can suggest links between beliefs
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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 be taught
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Before the lesson
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Lesson plan
Recap and recall
Show the Presentation: Speak like an expert and arrange the children into pairs.
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Adaptive teaching
Pupils needing extra support
Could replay the Presentation: Ner Tamid and Presentation: Atash Bahram quotes to review key information when answering discussion questions; could use the Knowledge organiser‘s definitions for support; should add to their vocabulary list using the Activity: Fire word bank.
Pupils working at greater depth
Should use the key vocabulary for summarising their learning; should be challenged to ask open questions in the Wrapping up activity; should add to their vocabulary list using the Activity: Personalised word bank.
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Assessing progress and understanding
Pupils with secure understanding indicated by: explaining the role and
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Vocabulary definitions
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Ahura Mazda
The supreme Zoroastrian God, represented by eternal flames symbolising light and wisdom.
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Atash Bahram
An eternal flame that burns in Zoroastrian fire temples, symbolising purity and the presence of Ahura Mazda.
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In this unit
Assessment - R&W 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: 23rd July, 2024
