Exploring World Religions

Overview

Year Group: Year 3
Duration: 45 minutes
Class Size: 25 students
Unit Title: Exploring Our Neighbourhood Faiths
Lesson Title: Introduction to World Religions
Subject: Religious Education
National Curriculum Reference:

• Religious Education (2021 Model Curriculum for England, Key Stage 2)
• Pupils should learn about “the key beliefs and teachings of religions and other world views and how these influence individuals, communities and societies.” (NC, Key Stage 2, Understanding Christianity and other major world religions)
• Develop “respect and sensitivity towards the beliefs and practices of others.”

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Learning Objectives

By the end of this lesson, pupils will:

• Identify and name the major world religions studied in the unit: Christianity, Islam, Hinduism, Judaism, Buddhism, and Sikhism.
• Understand basic key beliefs and practices associated with each religion.
• Recognise important religious symbols and terminology (e.g. worship, belief, prayer, community).
• Appreciate diversity and show respect for different faiths and cultures in their neighbourhood.

National Curriculum Links:

• Pupils should be taught to recall and name key aspects of religions studied.
• Explore religious beliefs and practices to understand how they contribute to identity.
• Respect and reflect on religious diversity in the local community and wider world.

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Resources Needed

• Large world map or globe
• Flashcards or images representing symbols and places of worship for each religion (cross, crescent, Om, Star of David, Dharma Wheel, Khanda)
• Simple storybooks or short videos (2-3 minutes each) about each religion’s founder or key belief
• Whiteboard and coloured markers
• “Faith Passport” worksheet – an activity sheet with space for names, symbols, and facts about each religion

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Lesson Structure

Introduction (10 minutes)

Activity: "Where in the World?"

• Use the map/globe to locate countries where the major religions originated.
• Briefly name each religion and show its symbol flashcard.
• Discuss what religion means – sharing the idea of belief in something bigger, helping people know how to live, and often coming together in communities.

Teacher Explanation:

• Introduce key terms: belief, religion, worship, community, symbols.
• Emphasise that people practice religions in many ways, but all have importance to their followers.

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Main Activity (25 minutes)

Interactive Exploration Stations (6 stations, approx. 4 minutes each):
Set up six tables, each focusing on one religion. Pupils rotate in small groups.

At each station:

• Christianity: Show a Bible and cross. Share a short story about Jesus and how Christians go to church and pray.
• Islam: Show the crescent symbol and a picture of a mosque. Briefly explain the importance of prayer and Ramadan.
• Hinduism: Show the Om symbol and small images of festivals like Diwali. Explain belief in many gods and respect for life.
• Judaism: Show the Star of David and a menorah. Tell about Shabbat (Sabbath) and synagogue.
• Buddhism: Show the Dharma Wheel. Mention the teachings of Buddha and the idea of kindness.
• Sikhism: Show the Khanda symbol. Briefly talk about equality and the Gurdwara.

Group Task:

• Pupils complete their “Faith Passport” by drawing symbols and writing one thing they learn at each station.

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Plenary (10 minutes)

Class Discussion:

• Gather as a class and invite pupils to share one interesting fact or symbol they discovered.
• Discuss how knowing about different religions can help us be respectful neighbours.
• Recap key vocabulary using a word wall on the whiteboard.

Reflection Question:

• “Why is it important to learn about other people’s beliefs?”

Teacher to highlight:

• Positive attitudes of respect, curiosity, and understanding different perspectives.

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Assessment Opportunities

• Observation of pupil engagement and participation during station rotations.
• Review completed “Faith Passport” worksheets for understanding of symbols and facts.
• Listen to contributions in the plenary discussion for evidence of respectful language and reflection.

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Differentiation

• Support: Provide vocabulary cards with pictures for pupils needing additional help.
• Challenge: Encourage more confident pupils to share personal experiences of any religious or cultural festivals they know.
• Visual and kinaesthetic learning opportunities through symbols, stories, and group movement.

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Cross-Curricular Links

• Geography: Locating countries on a world map.
• Art: Drawing religious symbols in “Faith Passport”.
• PSHE: Promoting respect, tolerance, and community values.

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Teacher Notes

• Emphasise inclusivity: focus on learning about faiths rather than promoting any one religion.
• Encourage open questions to foster curiosity rather than judgement.
• Use simple, age-appropriate language and avoid complex theological concepts.
• Prepare all resources in advance to ensure smooth transition between activities.
• Use positive reinforcement to celebrate all contributions.

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This lesson plan sets a strong foundation for exploring the rich diversity of faiths in pupils’ local environment and beyond, fostering respect and understanding in line with the National Curriculum for England's Religious Education framework.