Pupils needing extra support:

• Could draw their responses using emojis for feelings and simple illustrations for actions to express their views about suffering instead of relying on extended verbal explanations.
• Could use the Resource: Sentence stems to discuss how people might respond to suffering.
• Could read independently or hear the teacher read the Resource: Transcript of different perspectives slowly to demonstrate clearly modelled language, provide additional processing time or repeat instruction or content, where needed.
• Could focus on one response from the scenario activity to describe how it might bring comfort by talking it through with a partner before sharing with the class.

Pupils working at greater depth:

• Should explore how theist and atheist responses to suffering may differ and challenge assumptions that religious actions (such as prayer or reading scripture) always indicate belief in God.
• Should consider and compare multiple possible responses to the same scenario, explaining how different actions might reflect different beliefs or values.
• Should make connections between responses discussed in this lesson and ideas from the unit Religion and worldviews, Year 6, Why is there suffering? (Part 1)  to explain how worldviews influence hope, meaning and action.