Learning objective
- To identify why some mitzvot have been adapted.
Success criteria
- I can recognise
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- A3: Explore and
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Cross-curricular links
English
Reading – comprehension
Pupils should be
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: Gimme five and ask the children to think of five facts they learnt about the Abrahamic religions in the previous lesson.
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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
Extended-mode explainer video: For Windows
Adaptive teaching
Pupils needing extra support
Could use the Activity: Melachot (support), which has discussion points and sentence starters to help answer the question: ‘Why does Shabbat look different around the world?’.
Pupils working at greater depth
Could be encouraged to think about the impact that tradition and culture has on a Jewish person’s approach to the melachot.
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Assessing progress and understanding
Pupils with secure understanding indicated by: recalling the importance of
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Vocabulary definitions
-
Liberal
A denomination where followers make personal interpretations and individual choices about how they practice.
-
melacha
A singular forbidden labour.
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In this unit
Assessment - R&W Y6: Why does religion look different around the world?
Introductory lesson: What words can be used to describe God?
Lesson 1: How do some religions believe in the same God?
Lesson 2: How might a Jewish person observe Shabbat?
Lesson 3: Why is Friday night dinner different?
Lesson 4: What can a head covering tell us about identity?
Lesson 5: Why might someone want to cover their hair?
Maintained by: Kapow Primary team
Last update: 27th June, 2024
