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Unit outcomes
Pupils who are secure will be able to:
- Explain the meaning and origin of the prefix ‘omni’ and understand the significance of omni words in religious circumstances.
- Compare similarities and differences between the Abrahamic religions.
- Recall why different worldviews may have interpreted similar origins differently.
- Give reasons about why Shabbat can be observed differently.
- Consider how geography and culture can affect religious traditions.
- Explain why people may choose to wear head wear or hair coverings to support their belief.
Suggested prior learning
Why are some places in the world significant to believers?
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Teacher video: What does religion look like around the world?
Lessons
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?
Key skills
Disciplinary
- Asking challenging questions and
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Key knowledge
Substantive
To know:
- The meaning of
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Key vocabulary
liberal
mitzvot
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Related content
Unit resources
Knowledge organiser – R&W Y6: Why does religion look different around the world? (Part 1)
Aimed at pupils, a double page document that gives key facts and definitions from the 'Why does religion look different…
Vocabulary display – R&W Y6: Why does religion look different around the world? (Part 1)
A display version of the vocabulary from the 'Why does religion look different around the world? (Part 1)' unit.
Cross-curricular opportunities
British values: Mutual respect, Tolerance of those with different beliefs.
English: Reading – comprehension, Writing – transcription.
Geography: Human and physical geography.
Build on the learning
Why does religion look different around the world? (Part 2)
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