Learning objective
- To investigate the significance of the River Ganges for religious and non-religious 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
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Cross-curricular links
RSE
Respectful relationships
Pupils
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: 3, 2, 1 and ask the children to discuss the prompts with their partners.
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Extended-mode explainer videos
How to extend your display to view the lesson page and preseantion mode simultaneously. Choose your operating system below to watch the video
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Extended-mode explainer video: For Mac
Extended-mode explainer video: For Windows
Adaptive teaching
Pupils needing extra support:
Could verbally list associations with water rather than writing them down; could complete the Activity: Tourism which has sentence stems to support the children with their writing.
Pupils working at greater depth:
Should consider why the River Ganges is significant for many non-Hindu and non-religious people; should consider the economic differences between parts of India and the UK and how this may affect their cleanliness.
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Assessing progress and understanding
Pupils with secure understanding indicated by: explaining religious associations with water; exploring
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Vocabulary definitions
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atman
A word used by many Hindus to describe the soul which is an extended part of Brahman (God).
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cleanse
To make something clean or fresh (free from dirt, guilt, or impurities).
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In this unit
Assessment - Y5: Why are some places in the world significant to believers?
Lesson 1: What can make a place significant?
Lesson 2: How can religious events make a place significant?
Lesson 3: What makes the Harmandir Sahib significant to many Sikhs?
Lesson 4: How can a river be a goddess?
Lesson 5: Can relics make a place significant?
Lesson 6: Who can visit significant places?
Maintained by: Kapow Primary team
Last update: 7th May, 2025
