Learning objective
- To consider how people’s beliefs influence their response to suffering.
Success criteria
- I can express my own views about suffering.
- I
This content is for subscribers only. Join for access today.
Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):
- A2: Describe and understand
This content is for subscribers only. Join for access today.
Cross-curricular links
English
Spoken language
Pupils should be taught
This content is for subscribers only. Join for access today.
Before the lesson
This content is for subscribers only. Join for access today.
Lesson plan
Recap and recall
Before starting this unit, you might want to check the children can recall the following: There is little mention of a divine entity in Buddhist teachings; most Buddhists follow the Buddha’s teachings of knowledge and action through the Four Noble Truths and the Eightfold Path. Sikhs believe in one God, commonly referred to as Waheguru,…
This content is for subscribers only. Join for access today.
Extended-mode explainer videos
How to extend your display to view the lesson page and preseantion mode simultaneously. Choose your operating system below to watch the video
If you need further support with extending your display,
please contact [email protected].
Extended-mode explainer video: For Mac
Extended-mode explainer video: For Windows
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.
This content is for subscribers only. Join for access today.
Assessing progress and understanding
Pupils with secure understanding indicated by: considering different responses to
This content is for subscribers only. Join for access today.
Vocabulary definitions
-
Angra Mainyu
Evil or negative spiritual force in the Zoroastrian teachings.
-
Spenta Mainyu
Good or positive spiritual force in the Zoroastrian teachings.
This content is for subscribers only. Join for access today.
In this unit
Assessment - R&W Y6: 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 June, 2024
