Learning objective
To evaluate who should have access to significant places.
Success criteria
- I can recognise
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- B3: Observe and consider
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Cross-curricular links
English
English
Writing – composition
Pupils should be
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: Opposites and ask the children to discuss their answers with their partners before taking feedback. The rucksack is not considered a relic. It is unlikely the rucksack has links to a holy person. The rucksack looks very modern and may not have a history of religious links. People would likely not go to…
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Extended-mode explainer videos
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Adaptive teaching
Pupils needing extra support:
Could use the Activity: Conundrum (support version) to help them answer Toby’s message; could use the Knowledge organiser to remind them of previous learning in the unit; could refer to the Resource: Descriptive words from lesson 1 to support their writing in the Wrapping up.
Pupils working at greater depth:
Should think about how issues linked to access could be resolved; should consider many people’s perspectives surrounding visiting significant places.
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Assessing progress and understanding
Pupils with secure understanding indicated by: recognising why members of
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Vocabulary definitions
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UNESCO World Heritage Site
A place recognised by the United Nations for its important cultural or natural features.
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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: 31st May, 2024
