Learning objective
- To recognise why some people believe it is important to care for the world by exploring ahimsa.
Success criteria
- I can explain
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- A1. Recall and
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Cross-curricular links
English
Spoken language
Pupils should
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: Gimme five! Ask the children to think of five things people might do to show stewardship.
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Extended-mode explainer videos
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Adaptive teaching
Pupils needing extra support
Should use the Activity: Ahimsa in action: support version and tick off what they have circled; could watch the Pupil video: Stories about Muhammad from Lesson 4 as a reminder and listen to the quotes on the Presentation: Why do some people believe we should care for the world? from Lesson 3 as a prompt.
Pupils working at greater depth
Should make links to scripture in other worldviews that show similarities to belief in ahimsa; could draw some ways people show carry out ahimsa in addition to circling.
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Assessing progress and understanding
Pupils with secure understanding indicated by: explaining what ahimsa means;
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Vocabulary definitions
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ahimsa
Being kind and respectful to all living things.
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Brahma
A Hindu name for God as the creator.
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In this unit
Assessment - R&W Y1: Why should we care for the world?
Lesson 1: Who owns the world?
Lesson 2: Who can care for the world?
Lesson 3: Why do some people believe we should care for the world?
Lesson 4: What do some Muslim people believe about caring for the world?
Lesson 5: What other reasons are there for caring for the world?
Lesson 6: Why should we care for the world?
Optional Easter lesson: Why is Easter special to many Christians?
Lesson 6: Can we make our playground even better?
Creating a design to improve the playground, taking into account the survey results from Lesson...
Lesson 2: Caring for others: Animals
Developing an appreciation that animals have different needs and an understanding of how to care...
