Learning objective
- To recognise the impact of influences on beliefs.
Success criteria
- I can explain
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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
Geography
Geographical skills and fieldwork
Pupils should
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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:
Could use the Activity: Journeys (support version) with the place names already written on the map.
Pupils working at greater depth:
Could consider how the government, schools and media can be the largest ripples of influence and discuss why this might be; can think about how their own ideas and beliefs can be influenced by these people.
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Assessing progress and understanding
Pupils with secure understanding indicated by: recognising the factors that may have
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Vocabulary definitions
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monastic practices
The customs or rules followed by people living in a monastery.
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omnipresent
Being everywhere in place and time.
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In this unit
Assessment - R&W Y6: Why does religion look different around the world?
Lesson 1: How can God be linked to a place when he is everywhere?
Lesson 2: How can a worldview evolve?
Lesson 3: How can Diwali be celebrated?
Lesson 4: Why are there different Buddhist teachings?
Lesson 5: Do all Buddhists practise in the same way?
Lesson 6: Why does religion look different around the world?
Maintained by: Kapow Primary team
Last update: 18th December, 2023
