Lesson 6: Why should we learn about religions and worldviews?

Learning objective

To explain the importance of learning about and understanding others’ worldviews through real-life examples.

Success criteria

I can identify some of the ways religious

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

B2: Understand the

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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 choose a job from the Pupil video: Religion and worldviews at work to write their own suggestions for in ‘My future job’; could take the role of prober or challenger from the Activity: Discussion roles as these roles may support the children in being more active in the discussion; could use one colour to add own responses only during silent conversations in the Wrapping up.

Pupils working at greater depth:

Should use key vocabulary from previous lessons in their video script; could talk about their job role and the location in their video script; could take the role of summariser or builder in the Activity: Discussion roles to encourage a leading role in the discussions.

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Assessing progress and understanding

Pupils with secure understanding indicated by: identifying ways in which

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Vocabulary definitions

citizen

A legally recognised member of a country with rights and responsibilities.
public

Something that is open to anybody

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In this unit

Assessment: What place does religion have in the world?

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Lesson 1: What is my worldview?

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Lesson 2: What can we find out about religion in the UK from census data?

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Lesson 3: What can buildings tell us about religion in the UK?

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Lesson 4: Where and why do religions spread?

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Lesson 5: What is freedom of religion or belief?

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Lesson 6: Why should we learn about religions and worldviews?

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