Learning objective
- To consider why and how some people celebrate Christmas.
Success criteria
- I can discuss
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- A1: Describe and make
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Cross-curricular links
English
Reading
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: Mystery bag.
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Extended-mode explainer videos
How to extend your display to view the lesson page and presentation mode simultaneously. Choose your operating system below to watch the video
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Adaptive teaching
Pupils needing extra support:
Could explore less of the traditions in the Resource: Christmas traditions; could use the vocabulary listed on the Knowledge organiser when discussing their ideas.
Pupils working at greater depth:
Should consider how beliefs about God would affect each of the traditions; should think about the symbolism behind each tradition and how it might connect to the Nativity story; could suggest their own criteria for ranking the Christmas traditions, e.g. traditions that show love, traditions connected to the birth of Jesus or traditions that display Christian values.
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Assessing progress and understanding
Pupils with secure understanding indicated by: discussing the reasons people may choose
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Vocabulary definitions
-
culture
A group of people's way of life, such as their traditions, languages, food and arts.
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traditions
Ways of doing things that have been passed down through generations.
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In this unit
Assessment - R&W Y6: Why does religion look different around the world?
Lesson 1: How can God be linked to a place?
Lesson 2: What can it be like as a Hindu in the UK?
Lesson 3: What does being Sikh mean to different people?
Lesson 4: Why are festivals of light important in different worldviews?
Lesson 5: How do some Buddhists practise beliefs in their daily lives?
Lesson 6: Do all Buddhists practise in the same way?
Year 6: Who celebrates Christmas?
Drawing: Expressing ideas
Exploring how artists express ideas and how they use scale to do so.