Learning objective
- To understand the significance of places for some Jewish and non-Jewish people.
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
English
Speaking and listening
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: The Western Wall: support version and complete the sentence stems.
Pupils working at greater depth
Could consider the long-term impact of leaving messages at the wall as a non-Jewish person: how would they feel about their message after five or ten years?
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Assessing progress and understanding
Pupils with secure understanding indicated by: articulating the importance of
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Vocabulary definitions
-
atheist
A person who does not believe there is a God or gods.
-
Babylonians
An ancient people who lived in Babylon.
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In this unit
Assessment - R&W Y6: Why is it better to be there in person?
Lesson 1: What can make a space significant? People, place or practice?
Lesson 2: Why might a Jewish person want to visit Jerusalem?
Lesson 3: Why is Jerusalem significant to some Muslim people?
Lesson 4: How can shared challenge bring people together?
Lesson 5: Are all journeys pilgrimages?
Lesson 6: Why is it better to be there in person?
Maintained by: Kapow Primary team
Last update: 9th November, 2023
