Learning objective
- To understand the role of translations by exploring religious scripture.
Success criteria
- I can identify
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- A1: Describe and
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Cross-curricular links
English
Reading comprehension
Pupils should
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: Range of answers.
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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 use the Knowledge organiser for vocabulary support in the lesson; should use the Activity: The Gurmukhi script – support (one between two) which has a few statements already ordered.
Pupils working at greater depth:
Could also order the three types of text (ancient language, translation and commentary) from most to least important and compare whether the order is the same; could consider their response to the additional question: ‘Do you think translations are necessary? Why?’ in the Wrapping up.
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Assessing progress and understanding
Pupils with secure understanding indicated by: identifying the ancient language,
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Vocabulary definitions
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Chumash
A Jewish book that contains the five books of the Torah.
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commentary
Written or spoken explanations.
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In this unit
Assessment - R&W Y4: Does the language of scripture matter?
Lesson 1: What came before written scripture?
Lesson 2: How has Biblical Hebrew evolved?
Lesson 3: Is all Arabic the same?
Lesson 4: Should prayers be said in their ‘original’ languages?
Lesson 5: How important are translations of religious scripture?
Lesson 6: Why does some religious scripture contain artwork?
Maintained by: Kapow Primary team
Last update: 5th September, 2024
