Learning objective
- To consider how the meaning of festivals can differ by exploring the origin of Bonfire Night.
Success criteria
- I can explore
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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
History
Pupils
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Before the lesson
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Lesson plan
Recap and recall
Hand out the mini whiteboards and marker pens. Display the image of Guru Hargobind using the Presentation: In the spotlight and ask the children to record their responses to the questions on their mini whiteboards.
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Extended-mode explainer videos
How to extend your display to view the lesson page and presentation 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 learning
Pupils needing extra support
Could choose their place on the line at the end of the debate after hearing others’ opinions; could re-listen to the audio at various points in the lesson to consolidate; could use the Resource: Debate prompts during the debate.
Pupils working at greater depth
Should be encouraged to pose questions during the debate to challenge viewpoints; should consider how their understanding of an issue or event may evolve, recognising that situations are not always straightforward; could take the role of Guy Fawkes or King James and make comments in role during the debate; should justify their opinions using specific examples of learning in this and previous lessons in the unit.
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Assessing progress and understanding
Pupils with secure understanding indicated by: assessing different points of view; gathering
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Vocabulary definitions
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Catholic
A Christian denomination with the Pope as its leader.
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conspiracy
A secret plan with a negative outcome.
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In this unit
Assessment - Y5: Why do people have to stand up for what they believe in?
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 5: What can inspire people to stand up for their beliefs?
Lesson 4: Should we celebrate Bonfire Night?
Lesson 6: How can we stand up for what we believe in?
Year 5: Why do some people use different names for Jesus?
Lesson 2: How have beliefs been challenged in the past?
Exploring religious stories from the past to identify religious challenges.
Lesson 5: What can inspire people to stand up for their beliefs?
Recognising the religious and non-religious influences on people standing up for their beliefs.
Assessment – R&W Y5: Why do people have to stand up for what they believe in?
Assessment quiz and Knowledge catcher for use at the start and/or end of the unit...
Lesson 1: What does freedom look like?
Recognising the importance of religious freedom and protected characteristics in the UK.
