Learning objective
- To evaluate who should have access to significant places.
Success criteria
- I can recognise why a place can
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- B3: Observe and consider
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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: Opposites and ask the children to discuss the question in pairs.
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Extended-mode explainer videos
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Adaptive teaching
Pupils needing extra support
Could use the Activity: Conundrum: support version to help them answer Toby’s message; could use the Knowledge organiser to remind them of previous learning in the unit; could refer to the Resource: Descriptive words from Lesson 1 to support their writing in the Wrapping up.
Pupils working at greater depth
Should think about how issues linked to access could be resolved and make thoughtful suggestions; should consider many people’s perspectives surrounding visiting significant places.
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Assessing progress and understanding
Pupils with secure understanding indicated by: recognising why members of a worldview
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Vocabulary definitions
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UNESCO World Heritage Site
A place recognised by the United Nations for its important cultural or natural features.
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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
