Learning objective
- To understand the significance of attending a non-religious event as a Humanist.
Success criteria
- I can categorise
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- A1: Describe and make connections
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Cross-curricular links
RSE
Respectful
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Before the lesson
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Lesson plan
Recap and recall
Explain that the children will be thinking about whether place, people or practice is the most significant part of Hajj. Display the Presentation: Agree or disagree? and arrange the children in pairs. Read the statement out loud. Ask the pairs to discuss whether they agree with the statement and to explain their reasoning.
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Extended-mode explainer videos
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Adaptive teaching
Pupils needing extra support:
- Could use the Activity: Advertisements (support) to support the structure of their adverts.
Pupils working at greater depth:
- Could consider human needs like belonging, validation and identity when planning their advert.
- Could think about other non-religious events and how they could apply some of the factors in their advert to advertise for this.
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Assessing progress and understanding
Pupils with secure understanding can:
- Identify statements about religious and non-religious
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Vocabulary definitions
-
convention
A large meeting or conference, often for people with a specific professional or interest focus.
-
ethics
The study of what is morally right and wrong or a set of beliefs about what is morally right and wrong.
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In this unit
Assessment - R&W Y6: Why is it better to be there in person?
Lesson 1: What can make a space significant? People, place or practice?
Lesson 2: Why might a Jewish person want to visit Jerusalem?
Lesson 3: Why is Jerusalem significant to some Muslim people?
Lesson 4: How can shared challenge bring people together?
Lesson 5: Are all journeys pilgrimages?
Lesson 6: Why is it better to be there in person?
Maintained by: Kapow Primary team
Last update: 25th March, 2026
Lesson 4: How can shared challenge bring people together?
Investigating pilgrimages and significant journeys.
Lesson 1: What can make a space significant? People, place or practice?
Investigating the significance of religious and non-religious spaces.
Assessment – R&W Y6: Why is it better to be there in person?
Assessment quiz and Knowledge catcher for use at the start and/or end of the unit...
Lesson 3: Why is Jerusalem significant to some Muslim people?
Recognising why some spaces are reserved for believers.
