Learning objective
- To find out about beliefs by investigating relics.
Success criteria
- I can define what a relic and a
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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
Spoken language
Pupils should be taught
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Before the lesson
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Lesson plan
Recap and recall
Share the Presentation: Expand and add detail and ask the children to discuss some expanded sentences with their partners.
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Adaptive teaching
Pupils needing extra support:
Could read about the Hajar al-Aswad (The Black Stone) which contains more accessible text than the other relic sheets; could use the Resource: Relics or places? with a list of suggested reasons why each is significant to support their choices in the Main event activity.
Pupils working at greater depth:
Should respectfully question replicas and their significance in relation to authentic relics; should begin to explore the authenticity of relics and the stories behind them, considering fact and fiction.
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Assessing progress and understanding
Pupils with secure understanding indicated by: explaining the significance of
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Vocabulary definitions
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artefact
An object made by past humans, including remains of an object.
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authentic
Genuine, original, and true; not a copy or replica.
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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: 23rd July, 2024
