Learning objective
- To consider whether height can make a place significant by exploring how some people understand and use mountains.
Success criteria
- I can identify places I consider significant.
- I can
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- A1: Describe and make
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Cross-curricular links
Geography
Locational knowledge
Pupils should
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Before the lesson
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Lesson plan
Recap and recall
Before starting this unit, you might want to check the children can recall the following: The meaning of the words holy and sacred. The link between Jewish, Christian and Muslim religions. The significance of the Sikh Gurus. Water’s role as a purifier and cleanser in religious practices. Hindu belief in many deities.
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Adaptive teaching
Pupils needing extra support:
Could use the Resource: Descriptive words when describing different places and keep these for Lesson 4: How can a river be a goddess?; could use the Resource: Sentence stems when discussing their image.
Pupils working at greater depth:
Should consider what makes a place sacred rather than significant and whether it can be sacred for a non-believer; should identify why there might be similarities and differences between each place.
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Assessing progress and understanding
Pupils with secure understanding indicated by: identifying what makes a
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Vocabulary definitions
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altitude
The height of an object or point in relation to sea level or ground level.
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holy
Related to God or religion, considered special and to be respected by followers.
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In this unit
Assessment - Y5: Why are some places in the world significant to believers?
Lesson 1: What can make a place significant?
Lesson 2: How can religious events make a place significant?
Lesson 3: What makes the Harmandir Sahib significant to many Sikhs?
Lesson 4: How can a river be a goddess?
Lesson 5: Can relics make a place significant?
Lesson 6: Who can visit significant places?
Maintained by: Kapow Primary team
Last update: 19th June, 2024
