Learning objective
- To recognise how religious beliefs vary.
Success criteria
- I can define
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- A3: Explore and
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Cross-curricular links
English
Writing – transcription
Spelling
Pupils
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Before the lesson
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Lesson plan
1: Lesson plan
An area for you to put useful resources from the previous lesson
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Adaptive teaching
Pupils needing extra support
Should refer to the prompts on slide 5 of the Presentation: Agnostic, atheist or theist?; could plot the beliefs of fewer children.
Pupils working at greater depth
Should be encouraged to ask questions to support a more accurate placement of each person on the sliding scale; could consider the changes in a person’s life which may alter their perception of God.
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Assessing progress and understanding
Pupils with secure understanding indicated by: identifying a person’s views using correct
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Vocabulary definitions
-
agnostic
A person who believes it is not possible to know if there is a God.
-
atheist
A person who does not believe there is a God or gods.
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In this unit
Assessment - R&W Y5: Why do people have to stand up for what they believe in?
Introductory lesson: Respectful Religion and worldviews - Does everyone have the same beliefs about God?
Lesson 1: What does freedom look like?
Lesson 2: How have beliefs been challenged in the past?
Lesson 3: How can light represent standing up for what you believe in?
Lesson 4: Should we celebrate Bonfire Night?
Lesson 5: How can we stand up for what we believe in?
Maintained by: Kapow Primary team
Last update: 28th September, 2023
