Pupils needing extra support:

• Could use the Knowledge organiser to recall key vocabulary and ideas about kami and shrines by referring to definitions and images during discussion activities.
• Could be given a Sikh or Muslim response card during the Attention grabber to focus on comparing beliefs by drawing on familiar learning before exploring Shinto ideas.
• Could choose just one sticky-note question during the shrine exploration to reduce cognitive load by focusing on observation or inference rather than answering all three.

Pupils working at greater depth: 

• Should consider how support from kami might differ from belief in a single, supreme God, explaining possible benefits and challenges of asking multiple kami for help.
• Should discuss why some Shinto followers might believe suffering exists, using ideas about harmony, balance and the role of kami.
• Should compare different kami and justify which would be most suitable to pray to in specific scenarios, explaining how each kami’s role links to the situation.