Learning objective
- To evaluate the rules around attending significant places.
Success criteria
- I can discuss the significance of Jerusalem
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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
Writing
Pupils should be
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Before the lesson
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Lesson plan
Recap and recall
Explain that the children will work with a partner to remember what they learnt in the previous lesson. Display the Presentation: High five! and arrange the children in pairs. Read the slide aloud and allow time for paired discussion.
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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
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Adaptive teaching
Pupils needing extra support
Should use the Activity: The comment section: support version with sentence stems to structure their responses, helping them explain why the Dome of the Rock is important and why some areas are not accessible to everyone; could create a list of reasons why the Dome of the Rock is significant, rather than completing the activity sheet.
Pupils working at greater depth
Should consider how a religious visitor and a non-religious visitor may feel about the restrictions around the Dome of the Rock, explaining the reasons behind each viewpoint; should suggest responses from more than one viewpoint in their comment (for example, how a Muslim visitor, a tourist or a local resident might feel), showing empathy for different members of society; could evaluate how restrictions at the Dome of the Rock compare with rules at other sacred or significant places they know, explaining why such rules might be valued or challenged.
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Assessing progress and understanding
Pupils with secure understanding indicated by: discussing why the Dome of the Rock
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Vocabulary definitions
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Angel Jibril
Also known as Gabriel, an archangel believed to have delivered Allah's revelations to the Prophet Muhammad.
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Buraq
A creature believed to have carried the Prophet Muhammad from Makkah to Jerusalem during the Night Journey.
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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: 17th November, 2025
Lesson 4: How can shared challenge bring people together?
Investigating pilgrimages and significant journeys.
Lesson 2: Why might a Jewish person want to visit Jerusalem?
Considering the significance of the Western Wall and why someone may choose to leave a...
Lesson 6: Why is it better to be there in person?
Embarking on a personal pilgrimage.
Assessment – R&W Y6: Why is it better to be there in person?
Assessment quiz and Knowledge catcher for use at the start and/or end of the unit...
