Unit outcomes
Pupils who are secure will be able to:
- Identify key similarities and differences between Jewish, Muslim and Christian beliefs about Abraham.
- Compare the ways some Jewish people observe Shabbat.
- Make links between a traditional Jewish meal and a denomination.
- Describe how a kippah can reflect someone’s beliefs or identity within the Jewish community.
- Identify reasons why someone might wear a hair covering.
- Explaining how some Christian teachings link to beliefs and practices in different communities.
Suggested prior learning
Y5/6 (B): Why are some places in the world significant to believers?
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Teacher video: Why do Abrahamic religions look different around the world?
Lessons
Y5/6 (B): Lesson 1: Why do some religions believe in the same God?
Y5/6 (B): Lesson 2: How might a Jewish person observe Shabbat?
Y5/6 (B): Lesson 3: Why is Friday night dinner different?
Y5/6 (B): Lesson 4: What can a head covering tell us about identity?
Y5/6 (B): Lesson 5: Why might someone want to cover their hair?
Y5/6 (B): Lesson 6: How can scripture be expressed?
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
Abrahamic religions
Liberal
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Related content
Unit resources
Y5/6 (B): Why do Abrahamic religions look different around the world?
Aimed at pupils, a double page document that gives key facts and definitions from the 'Why do Abrahamic religions look…
Vocabulary display – R&W Y5/6 (B): Why do Abrahamic religions look different around the world?
A display version of the vocabulary from the 'Why do Abrahamic religions look different around the world?' unit.
Subject resources
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Cross-curricular opportunities
British values: Mutual respect, Tolerance of those with different beliefs.
English: Reading – comprehension, Writing – transcription.
Geography: Human and physical geography.
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Why is there suffering? (Part 1)
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