Lesson 5: Can relics make a place significant?

Learning objective

To find out about beliefs by investigating relics.

Success criteria

I can define what a relic and a

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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

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 read about the Hajar al-Aswad (The Black Stone) which contains more accessible text than the other relic sheets; could use the Resource: Relics or places? with a list of suggested reasons why each is significant to support their choices in the Main event activity.

Pupils working at greater depth:
Should respectfully question replicas and their significance in relation to authentic relics; should begin to explore the authenticity of relics and the stories behind them, considering fact and fiction.

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Assessing progress and understanding

Pupils with secure understanding indicated by: explaining the significance of

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Vocabulary definitions

artefact

An object made by past humans, including remains of an object.
authentic

Genuine, original, and true; not a copy or replica.

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In this unit

Assessment resources

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Lesson 1: What can make a place significant?

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Lesson 2: How can religious events make a place significant?

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Lesson 3: What makes the Harmandir Sahib significant to many Sikhs?

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Lesson 4: How can a river be a goddess?

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Lesson 5: Can relics make a place significant?

Lesson 6: Who can visit significant places?

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