Unit outcomes
Pupils who are secure will be able to:
- Explain the meaning and origin of the prefix ‘omni’ and understand the significance of omni words in religious circumstances.
- Compare similarities and differences between the Abrahamic religions.
- Recall why different worldviews may have interpreted similar origins differently.
- Give reasons about why Shabbat can be observed differently.
- Consider how geography and culture can affect religious traditions.
- Explain why people may choose to wear head wear or hair coverings to support their belief.
Suggested prior learning
Why are some places in the world significant to believers?
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Teacher video: What does religion look like around the world?
Lessons
Introductory lesson: Respectful R&W – What words can be used to describe God?
Lesson 1: How do some religions believe in the same God?
Lesson 2: How might a Jewish person observe Shabbat?
Lesson 3: Why is Friday night dinner different?
Lesson 4: What can a head covering tell us about identity?
Lesson 5: Why might someone want to cover their hair?
Key skills
Disciplinary
- Asking challenging questions and
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Key knowledge
Substantive
To know:
- The meaning of
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Key vocabulary
Abrahamic eligions
attributes
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Related content
Unit resources
Knowledge organiser – R&W Y6: Why does religion look different around the world? (Part 1)
Aimed at pupils, a double page document that gives key facts and definitions from the 'Why does religion look different…
Vocabulary: R&W – Year 6 Why does religion look different around the world? (Part 1)
Display versions of the year group key vocabulary and unit vocabulary from the 'Why does religion look different around the…
Subject resources
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Cross-curricular opportunities
British values: Mutual respect, Tolerance of those with different beliefs.
English: Reading – comprehension, Writing – transcription.
Geography: Human and physical geography.
Build on the learning
Why does religion look different around the world? (Part 2)
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