Learning objective
- To investigate the significance of the River Ganges for religious and non-religious people.
Success criteria
- I can explain why people from different
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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
RSE
Respectful
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: What makes the Harmandir Sahib significant? and ask the children to share with a partner anything they can remember about the Harmandir Sahib’s significance from the previous lesson, using the prompts for support.
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Extended-mode explainer videos
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Adaptive teaching
Pupils needing extra support
Could verbally list associations with water rather than writing them down; could complete the Activity: Tourism, which has sentence starters to support the children with their writing.
Pupils working at greater depth
Should consider why the River Ganges is significant for many non-Hindu and non-religious people; could write guidelines for a specific group of people, e.g. pilgrims, Hindus, non-Hindus, locals, etc; should include reasons for following each suggestion in their guidance.
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Assessing progress and understanding
Pupils with secure understanding indicated by: explaining religious associations with water; exploring
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Vocabulary definitions
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cleanse
To make something clean or fresh (free from dirt, guilt or impurities).
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suggest
To offer an idea or plan for someone to consider.
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In this unit
Y5/6 (B): Lesson 1: What can make a place significant?
Assessment - Y5/6 (B): Why are some places significant to believers?
Lesson 2: How can religious events make a place significant?
Y5/6 (B): Lesson 3: What makes the Harmandir Sahib significant to many Sikhs?
Y5/6 (B): Lesson 4: How can a river be a goddess?
Lesson 5: Can relics make a place significant?
Y5/6 (B): Lesson 6: Who can visit significant places?
Maintained by: Kapow Primary team
Last update: 25th July, 2025
