Learning objective
- To recognise how some religious practices are influenced by both culture and scripture.
Success criteria
- I can explain
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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
Provide each child with a mini whiteboard and ask them to draw a three-by-three grid on their whiteboards. Display the Presentation: Shabbat bingo! and explain that in each square, they must write an activity or item a Jewish family may carry out or use during Friday night dinner (e.g. lighting candles or singing songs). Play…
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Extended-mode explainer videos
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Adaptive teaching
Pupils needing extra support
Can use the Resource: Kippot (support) when considering which Jewish denominations may wear certain kippot.
Pupils working at greater depth
Could be encouraged to think about or research why Christians generally remove their head coverings or hats when entering the Church to pray.
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Assessing progress and understanding
Pupils with secure understanding indicated by: explaining why there are
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Vocabulary definitions
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kippah
A domed head covering worn by Jewish people.
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kippot
The plural of kippah.
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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: 14th February, 2024
