Learning objective
- To understand the significance of places for some Jewish and non-Jewish people.
Success criteria
- I can explain
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- A1: Describe and make connections
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Cross-curricular links
English
Speaking and listening
Pupils should
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: Anagram and ask the children to unscramble a keyword from the previous lesson: spiritual – Connecting with the non-physical aspects of being human. Once they have unscrambled the word, they should tell their partner what it means and why someone might use it to describe how they feel at a place of significance…
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Extended-mode explainer videos
How to extend your display to view the lesson page and preseantion mode simultaneously. Choose your operating system below to watch the video
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Extended-mode explainer video: For Mac
Extended-mode explainer video: For Windows
Adaptive teaching
Pupils needing extra support
Could use the Activity: The Western Wall: support version and complete the sentence stems.
Pupils working at greater depth
Could consider the long-term impact of leaving messages at the wall as a non-Jewish person: how would they feel about their message after five or ten years?
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Assessing progress and understanding
Pupils with secure understanding indicated by: articulating the importance of
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Vocabulary definitions
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atheist
A person who does not believe there is a God or gods.
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Babylonians
An ancient people who lived in Babylon.
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In this unit
Assessment - R&W Y6: Why is it better to be there in person?
Lesson 1: What can make a space significant? People, place or practice?
Lesson 2: Why might a Jewish person want to visit Jerusalem?
Lesson 3: Why is Jerusalem significant to some Muslim people?
Lesson 4: How can shared challenge bring people together?
Lesson 5: Are all journeys pilgrimages?
Lesson 6: Why is it better to be there in person?
Maintained by: Kapow Primary team
Last update: 3rd September, 2024
