Unit outcomes
Pupils who are secure will be able to:
- Use clues to determine someone’s beliefs about God.
- Assess different points of view.
- Gather evidence to form an opinion.
- Articulate the importance of Guru Hargobind’s inclusivity of others.
- Identify the meaning behind different festivals of light.
- Express their thoughts and feelings after considering events in the past and present.
- Consider various viewpoints surrounding religious prejudice.
Suggested prior learning
Teacher video: Why do people have to stand up for what they believe in?
Lessons
Introductory lesson: Respectful R&W – Does everyone have the same beliefs about God?
Lesson 1: What does freedom look like?
Lesson 2: How have beliefs been challenged in the past?
Lesson 3: How can light represent standing up for what you believe in?
Lesson 4: Should we celebrate Bonfire Night?
Lesson 5: How can we stand up for what we believe in?
Key skills
- Exploring why
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Key knowledge
- To know
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Key vocabulary
agnostic
atheist
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Unit resources
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Assessment – Religion and worldviews Y5: Why do people have to stand up for what they believe in?
Assessment resources for this unit. Use
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Knowledge organiser
Aimed at pupils, a single page
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Subject resources
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Religion and worldviews: Long-term plans
Long-term plans giving a suggested order
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Equipment list
A list of essential and optional
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Religion and worldviews: Progression of pupils skills and knowledge
Progression documents showing how skills and
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Key vocabulary
Vocabulary progression document that outlines the
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Assessment
A downloadable spreadsheet to record teacher
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National curriculum mapping
A mapping document showing each
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Mappingㅤ ![](data:image/gif;base64,R0lGODlhAQABAAAAACH5BAEKAAEALAAAAAABAAEAAAICTAEAOw==)
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Policy support
This document shows schools how our
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Cross-curricular opportunities
British Values: Tolerance of different cultures and religions, Mutual respect.
English: Comprehension, Spelling.
History: A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066.