Learning objective
- To investigate beliefs about human wrongdoing through religious perspectives.
Success criteria
- To identify reasons
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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- A2: Describe and understand links
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Cross-curricular links
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: What am I? and ask the children to write on their whiteboards which keyword from the unit the definition on each tile is for. Click on each tile to reveal the answers.
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Adaptive teaching
Pupils needing extra support
Could look at two or three of the information sheets on the Resource: Beliefs about good and bad rather than all four; could use the Knowledge organiser: Religion and worldviews – Why is there suffering? Part 1 to refer to during the lesson; could have audio of the Activity: Scenario recorded by the teacher to listen to.
Pupils working at greater depth
Could highlight reasons for humans making the right choice as well as the wrong choice that may cause suffering; could discuss whether causing suffering through unintentional actions is the same as if it is intentional.
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Assessing progress and understanding
Pupils with secure understanding indicated by: identifying different reasons why
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Vocabulary definitions
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Ahura Mazda
Zoroastrian creator force, also called Lord of Wisdom.
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Angra Mainyu
Evil or negative spiritual force in the Zoroastrian teachings.
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In this unit
Assessment - R&W Y6: Why is there suffering? (Part 1)
Lesson 1: How do people suffer?
Lesson 2: What is free will?
Lesson 3: Why do we cause suffering?
Lesson 4: Does being good always mean less suffering?
Lesson 5: If God is all-powerful, can suffering not be stopped?
Lesson 6: How might beliefs about Jesus affect responses to suffering?
Maintained by: Kapow Primary team
Last update: 25th March, 2024
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