A Knowledge organiser that captures the essential knowledge and skills learnt throughout the unit Religion and Worldviews, Year 5/6 (B), Why do Abrahamic religions look different around the world?
This Religion and Worldviews resource is designed to support the pupils as they explore how religion interacts with society, culture and global issues. It introduces key vocabulary such as faith, morality, secularism, philosophy and worldview, helping pupils understand different perspectives on the role of religion in the modern world. The pupils will also examine the influence of religion on laws, ethics and personal identity.
This History scheme of work video supports teachers in introducing and developing pupils’ understanding of the concepts of cause and consequence. It explains that causes are the reasons leading up to an event — which may be people, events, or conditions — and that consequences are the direct results of that event. Examples, such as the melting of an ice cream on a hot day, are used to make the concepts accessible and relatable for pupils.
The video outlines the difference between short-term and long-term causes, as well as the need to avoid assuming that just because something happened before an event, it caused it. Similarly, consequences can be short or long term, can trigger further events, and may have a wide-ranging impact on people and places. Teachers are encouraged to ensure pupils have secure knowledge of the event itself — including its name, timing, and key details before analysing causes and consequences. Strategies for developing analytical thinking are shared, such as arranging and categorising causes, evaluating responsibility, and using diagrams like Venn diagrams to sort and compare factors.
This French video introduces teachers to a cross-curricular topic combining sport, language learning, and cultural knowledge. Pupils learn football-related vocabulary, practise pronunciation, and explore strategies for independent vocabulary learning. The lesson encourages pupils to reflect on how they remember new words and to apply games and competitions, such as the scorer vocabulary goal sheet, to keep motivation high.
This French video introduces teachers to a lesson where children combine family vocabulary, possessive pronouns, and house-related language to construct a descriptive text. Pupils revise terms for family members and practice using mon, ma, and mes before adding phrases for locations such as “on the ground floor” and “upstairs”.
This French video introduces teachers to a lesson where children combine their knowledge of prepositions, sentence openers, and town vocabulary to give and follow directions. Pupils practise listening and repeating key phrases, such as “Where is…?” and “Where can I find…?”, along with directional vocabulary like “turn left” and “second right”, to navigate around a town map.
This French video introduces teachers to a lesson where children learn vocabulary for places in a town and build complex sentences to share their preferences. Using connectives and adjectives, pupils explain why they like or dislike visiting particular places, starting with model sentences before creating their own.
This French video introduces teachers to a holiday-themed topic where children recap country names and practise the verb aller to form the near future tense. Pupils learn to say where they will go and give reasons for visiting their chosen destinations, supported by music and repetition to aid memory.
This History scheme of work video supports teachers in helping pupils understand that there are multiple ways of looking at the past and that interpretations are an essential part of historical study.
The video outlines different forms interpretations can take from written accounts and media to replicas, reconstructions, artefacts, and monuments and stresses that while not all interpretations are equally valid, each should be evaluated with care. Teachers are given strategies to help pupils consider why interpretations were created, the influences behind them, and the importance of linking evidence to conclusions.
This Science video introduces teachers to the Linnaean system of classification, developed by Carl Linnaeus in the eighteenth century, and why it was a turning point in scientific organisation. Before his work, scientists in different countries used separate methods, causing confusion and duplication.
