Exploring World Religions

Year 5 | 60-minute session | 14 students

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Learning Objectives

By the end of this lesson, pupils will be able to:

• Describe what religion is and explain its significance in different cultures.
• Identify key beliefs and practices of five major world religions: Christianity, Islam, Hinduism, Buddhism, and Judaism.
• Recognise similarities and differences between these religions.
• Use subject-specific vocabulary confidently (e.g., belief, faith, worship, sacred).

National Curriculum References

• History:
  • Pupils should study “… significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires…” (NC Programme of Study, Year 5).
  • Understand and explore “… beliefs, behaviour and experience of different people, recognising that some aspects change over time and others are similar all over the world.”
• Religious Education Link (non-statutory, often linked to History/PSHCE):
  • Explore major world religions, their origins, and impact on cultures.

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Resources Required

• Interactive Whiteboard or projector with internet access (for multimedia).
• Printed fact cards for Christianity, Islam, Hinduism, Buddhism, Judaism (one for each group).
• World map or globe.
• A3 paper and coloured pens for group activity.
• Sticky notes for exit tickets.

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Lesson Structure

1. Starter (10 minutes): What is Religion?

• Begin with an open question: “What is religion? Can anyone share what they think it means?”
• Record key ideas on board.
• Show a short engaging animated video (3-4 minutes) that introduces ‘Religion’ as a concept, highlighting how religion influences cultures.
• Discuss briefly: Why do people follow religions? (Emphasising shared values, explaining existence, community, moral guidelines.)

Assessment: Children share one thing they learnt or knew before about religion.

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2. Main Activity Part 1: Exploring Major Religions (20 minutes)

• Divide the class into 5 small groups (2-3 children each). Assign each group one religion (Christianity, Islam, Hinduism, Buddhism, Judaism).
• Hand each group a colourful fact card containing:
  • Origins (where and when it began),
  • Key beliefs (e.g. monotheism, reincarnation),
  • Important practices (worship, festivals),
  • Symbols or sacred objects,
  • A colourful image or icon.
• Groups use the cards to discuss and prepare a 2-minute verbal summary for the class.

Teacher Tip: Circulate to support vocabulary and understanding, encouraging use of words: faith, sacred, ritual, holy, community.

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3. Main Activity Part 2: Sharing and Multimedia Presentation (15 minutes)

• Groups present their findings to the class.
• After each presentation, show a short video clip or slideshow (1-2 mins per religion) showcasing cultural images & practices related to that religion (e.g., Diwali lights, Church, Mosque call to prayer).
• As presentations progress, pinpoint each religion’s birthplace on a world map/globe for geographical context.

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4. Plenary: Comparing Religions and Reflecting (10 minutes)

• Facilitate a whole-class discussion:
  • What are some similarities between these religions? (e.g., importance of kindness, prayer).
  • What differences did you notice? (e.g., one god vs. many gods, different festivals).
• Create a simple T-chart on the board to highlight similarities and differences in beliefs and practices.
• Invite children to write one new thing they learnt on a sticky note and place it on a ‘Learning Wall’ or board.

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5. Exit Ticket (5 minutes)

• Each pupil writes a sentence responding to:
  • Why is it important to learn about different religions?
• Collect to assess individual understanding and attitude towards cultural diversity.

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Differentiation

• Support: Provide sentence starters and vocabulary mats. Use visuals heavily.
• Challenge: Encourage some pupils to research one extra interesting fact on their religion for next lesson.
• EAL learners: Use bilingual key vocabulary cards if applicable.

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Assessment

• Formative assessment through group presentations and class discussions.
• Exit tickets to assess individual reflection and understanding.
• Observe pupils’ use of vocabulary and engagement during activities.

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Cross-Curricular Links

• Geography: locating religions’ origins on a map.
• PSHE: learning respect, tolerance, and understanding for others’ beliefs.
• Art: future lessons could explore religious symbols through drawing or craft.

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Next Steps for the Unit

• Lesson 2: Deep dive into Christianity and Islam, comparing beliefs, practices, and festivals.
• Lesson 3: Study of Hinduism and Buddhism’s core teachings.
• Lesson 4: Exploring Judaism and summarising learning with a creative group project.

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Teacher Reflection Prompts (Post-Lesson)

• Did students engage with multiple religions respectfully and thoughtfully?
• Were key vocabulary and concepts effectively understood?
• How did the multimedia elements support learning?
• What adjustments might improve group interaction or student involvement?

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End of Lesson