Lesson 5: Who is the best at helping?

Learning objective

To discuss how some Shinto followers believe suffering can be prevented.

Success criteria

I can share some Shinto beliefs about kami.
I

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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):

A3: Explore and describe

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Cross-curricular links

English

Reading – comprehension

Pupils should be

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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 use the Activity: Kami to support recording their ideas; could use the Knowledge organiser when reflecting on beliefs from different worldviews.

Pupils working at greater depth:

Should consider how kami might be worshipped for reasons not directly linked with their association to human experiences (such as good fortune); should explore more than one kami and make comparisons.

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Assessing progress and understanding

Pupils with secure understanding indicated by: explaining some Shinto beliefs

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Vocabulary definitions

shimenawa rope

Braided rope usually signifying a boundary to a sacred space.
torii

A gate marking the entrance to a sacred space.

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In this unit

Assessment - Why is there suffering? (Part 2)

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Lesson 1: What can suffering teach us about happiness?

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Lesson 2: What can cause suffering?

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Lesson 3: How do some people overcome suffering?

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Lesson 4: How can Hukam help in difficult times?

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Lesson 5: Who is the best at helping?

Lesson 6: How can beliefs affect our understanding of suffering?

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