Lesson 6: Who can visit significant places?

Learning objective

To evaluate who should have access to significant places.

Success criteria

I can recognise

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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):

B3: Observe and consider

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Cross-curricular links

English

English

Writing – composition

Pupils should be

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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 the Activity: Conundrum (support version) to help them answer Toby’s message; could use the Knowledge organiser to remind them of previous learning in the unit; could refer to the Resource: Descriptive words from lesson 1 to support their writing in the Wrapping up.

Pupils working at greater depth:

Should think about how issues linked to access could be resolved; should consider many people’s perspectives surrounding visiting significant places.

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Assessing progress and understanding

Pupils with secure understanding indicated by: recognising why members of

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Vocabulary definitions

UNESCO World Heritage Site

A place recognised by the United Nations for its important cultural or natural features.

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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?

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Lesson 6: Who can visit significant places?

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