Learning objective
- To consider the challenges that many Muslims may face when travelling to Makkah.
Success criteria
- I can interpret
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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
RSE
Respectful relationships
Pupils
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: Keyword. Ask the children to complete the tasks displayed about the word pilgrimage and take feedback.
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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
Adaptive teaching
Pupils needing extra support
Could use the Activity: Diary entry (support) to help structure their sentences when writing about a pilgrimage or significant journey.
Pupils working at greater depth
Could consider the different parts of Hajj when thinking about the importance of people, place and practice; could focus on the significance of people, place and practice when writing their diary entry; could think about challenges for both religious and non-religious people when on a pilgrimage.
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Assessing progress and understanding
Pupils with secure understanding indicated by: identifying the key factors
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Vocabulary definitions
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Al-Masjid Al-Aqsa
An Islamic mosque in Jerusalem, located on the Temple Mount.
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Al-Masjid Al-Haram
A mosque in Makkah considered to be the holiest site in Islam which houses the Ka'bah.
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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?