Learning objective
- To recognise how responses to suffering vary using stories, beliefs and practices.
Success criteria
- I can place beliefs and stories on a
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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 use the Knowledge organiser (part 1 and 2) to support them in the Main event; could use the Activity: Pyramid instead of the Activity: Diamond nine.
Pupils working at greater depth:
Should consider similarities and differences within and across worldviews when organising their scale; should create their own heading for the Activity: Diamond nine rather than using one of the prompts; should consider further stories and beliefs to rank in the activity; should explain how some ideas could be placed in more than one position on their spectrum, using justified reasoning.
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Assessing progress and understanding
Pupils with secure understanding indicated by: ordering statements on a
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Vocabulary definitions
-
Vocabulary for this unit has already been introduced in Lessons 1–5.
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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: 27th March, 2024
