Learning objective
- To consider how people’s beliefs influence their response to suffering.
Success criteria
- I can express my own views about suffering.
- I
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- A2: Describe and understand
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Cross-curricular links
English
Spoken language
Pupils should be taught
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Before the lesson
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Lesson plan
1: Lesson plan
An area for you to put useful resources from the previous lesson
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Adaptive teaching
Pupils needing extra support:
Could draw their responses using emojis to show feelings and illustrations to show actions; could use the Resource: Sentence stems to support their discussion around beliefs.
Pupils working at greater depth:
Should consider whether praying or reading scripture always reflects a belief in God; should make links to the unit Religion and worldviews, Year 6, Why is there suffering? (Part 1) and consider how different actions can show hope; should think about how responses to suffering and their outcomes might differ for an atheist and a theist.
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Assessing progress and understanding
Pupils with secure understanding indicated by: considering different responses to
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Vocabulary definitions
-
Angra Mainyu
Evil or negative spiritual force in the Zoroastrian teachings.
-
Spenta Mainyu
Good or positive spiritual force in the Zoroastrian teachings.
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In this unit
Assessment - Why is there suffering? (Part 2)
Lesson 1: What can suffering teach us about happiness?
Lesson 2: What can cause suffering?
Lesson 3: How do some people overcome suffering?
Lesson 4: How can Hukam help in difficult times?
Lesson 5: Who is the best at helping?
Lesson 6: How can beliefs affect our understanding of suffering?
Maintained by: Kapow Primary team
Last update: 22nd April, 2024
