Unit outcomes
Pupils who are secure will be able to:
- Identify challenges people face because of their religious beliefs.
- Suggest ways to create positive change.
- Express the different ways light symbolises celebration.
- Assess different points of view.
- Begin to use the terms bias, stereotype and prejudice.
- Explore various viewpoints surrounding religious prejudice.
- Consider why there are still issues regarding religious freedom today.
Suggested prior learning
Are all religions equal?
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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
Disciplinary
- Asking challenging
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Key knowledge
Substantive
To know:
- In the UK
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Key vocabulary
atheist
Bandi Chhor Divas
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Unit resources
Assessment – R&W 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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Vocabulary: R&W – Year 5 Why do people have to stand up for what they believe in?
Display versions of the year group
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Subject resources
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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Unit 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 | 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: Reading comprehension, writing, spelling, spoken language.
History: A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066.
Build on the learning
Who should get to be in charge?
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