Why do we suffer?

YEAR 9: AUTUMN 1

About the unit

In this unit pupils consider a variety of forms of suffering, and study Christian and Jewish responses. They draw information from a variety of written and visual sources. Pupils explore specific examples of Christian help to those who suffer. They also consider related ‘fundamental questions’ which all people might ask. Pupils evaluate various responses to suffering and related questions, as well as formulate their own response.

This unit is expected to take approximately 7 hours.

Where the unit fits in

The unit is appropriate for pupils in year 9 as they begin to look out from themselves to the world in which they live. Pupils will be expected to draw on the knowledge of Christian beliefs and values gained in years 7 and 8, and to build on knowledge of Christian values and commitment gained in the key stage 2 scheme of work. They will also draw on and extend the knowledge of Judaism gained in year 8.

The unit prepares pupils for study at GCSE, including the short courses in GCSE RS.

Expectations

At the end of this unit

most pupils will: know a variety of examples of suffering and explain various responses and explanations; explain the premises on which Christians and Jews base their beliefs about suffering, and have knowledge of more than one scripture teaching about suffering, including an explanation of the suffering of Jesus; make informed responses to these ideas; give an account and explanation of the work of an individual or charity which has worked to combat or care for the suffering; have a clear grasp of other related fundamental questions in life

some pupils will not have made so much progress and will: give at least one example of more than one type of suffering, possibly naming categories; know one scripture story about suffering and explain in simple terms how and why Jesus suffered; give simple explanations of the Christian and Jewish views about suffering and state their own view; know a little about an individual, charity or belief which seeks to combat suffering or care for the suffering; give examples of other related, fundamental questions in life

some pupils will have progressed further and will: know a wide variety of examples of suffering and explain various responses and explanations in detail; explain clearly the premises on which Christians and Jews base their ideas about suffering, and support this explanation with detailed reference to scripture teaching about suffering, including an explanation of the suffering of Jesus, and also other religious material, such as the creed; articulate their own views fully and evaluate those of others, drawing well-reasoned conclusions; give a full account and explanation of the work of an individual, charity or belief which has worked to combat suffering or care for the suffering; have a clear understanding of other related fundamental questions in life

Prior learning

It is helpful if pupils have:

• learnt to use technical terminology within the study of religion
• learnt to consider, weigh up and evaluate different responses to an issue
• learnt basic Christian and Jewish beliefs concerning God, people and the world
• an ability to use ICT as a research and presentation tool
  

Language for learning

Through the activities in this unit pupils will be able to understand, use and spell correctly words relating to:

• suffering and specific Christian terminology in response, eg free-will response, theodicy, justification
• fundamental questions in life, eg What happens when we die?
• belief in God, eg theist, atheist, agnostic

Speaking and listening – through the activities pupils could:

• solve a problem, consider alternatives, structure plans and organise group activity

Reading – through the activities pupils could:

• identify what information is needed, and draw together information from different sources
• appraise texts quickly and effectively for their usefulness
  

Resources

As well as a range of textbooks and published resources, this unit will be enhanced by the use of original materials from Christian and Jewish sources, including:

• resources from a variety of media – visual, video, music and poetic – which exemplify ideas within the unit
• material from scriptures
• games that illustrate suffering or poverty, eg ‘The trading game’

Out of school learning

Pupils could:

• research different types of suffering using the media, ICT and surveys
• develop their capacity for personal reflection and response through art or some other medium
• research the charitable responses of Christian and Jewish organisations
  

Future learning

Pupils could go on to:

• a philosophical study of different teachings about the nature and existence of God
• a deeper study of issues of suffering and the nature of human beings
• further develop their ICT skills in research and presentation
• develop skills such as debating and evaluation at a higher level