9. Buddhism
Buddhism statutory content Key Stage 2
Buddhist beliefs about God
1. Unit 1: The Buddha
2. Unit 2: Buddhist teaching
3. Unit 3: The Sangha
Waltham Forest Agreed Syllabus for Religious Education
BUDDHISM Key Stage 2
Buddha
¾
¾
¾
Stories about Gotama Buddha
ƒ
His concern in finding an
answer to the problem of
suffering and
unsatisfactoriness in life, e.g.
his restlessness,
the four sights,
years spent searching
for the answer.
ƒ
Enlightenment.
ƒ
Teaching of the ‘Middle
Way’.
ƒ
How suffering can be eased
e.g. the Buddha &
Angulimala.
Festivals
ƒ
Wesak – a festival that
celebrates the birth,
enlightenment and passing
away of the Buddha.
Buddhist Teaching (The Dhamma)
¾
Beliefs:
ƒ
All things change.
ƒ
Buddha taught about suffering& the ending of
suffering.
¾
Symbol
ƒ
The Lotus Flower - symbol of enlightenment.
¾
Compassion
ƒ
The importance of being compassionate, generous,
kind, truthful, helpful and patient
ƒ
Actions have consequences
¾
The Four Noble Truths
ƒ
Life involves suffering
ƒ
The origins of suffering lie in wanting, which is
made more intense by greed, hatred & ignorance.
ƒ
The ending of suffering is possible.
ƒ
The Noble Eightfold Path is the way to end
suffering and become enlightened.
The Buddhist Community
(The Sangha)
¾
The Buddhist community (The Sangha)
ƒ
Made up of ordained (e.g. monks, nuns
and priests) and lay people.
ƒ
All Buddhists try to follow the example
of the Buddha’s life and live by his
teachings.
ƒ
The lives of ordained and lay people
and how they support each other.
¾
The Buddhist Temple or Centre
ƒ
Used for worship, meditation or
ceremonies.
ƒ
Significant features and objects - e.g.
water offering bowls, image of Buddha,
incense, flowers, bell.
ƒ
Mala of 108 beads, used when
chanting.
¾
Bodhgaya
ƒ
An important place for Buddhists
worldwide.
ƒ
A place of pilgrimage.
The Buddha image:
ƒ
is not worshipped as an idol;
ƒ
communicates values, e.g.
tranquility.
Continued on the next page
Waltham Forest Agreed Syllabus for Religious Education
Continued on the next page
Statutory Content
BUDDHISM Key Stage 2 Unit 1:1
BUDDHISM Key Stage 2
Buddha
The Buddhist Community
(The Sangha)
Buddhist Teaching (The Dhamma)
¾
The Noble Eightfold Path (The 8 spoked wheel)
ƒ
Right Understanding (seeing the world as it is, in terms
of the Four Noble Truths).
ƒ
Right Thought (commitment to follow the path).
ƒ
Right Speech (truthfulness; gentle and useful speech).
ƒ
Right Action (following the Five Precepts with love and
compassion).
ƒ
Right Livelihood (avoiding work that causes harm or
injustice, choosing one which is beneficial to others).
ƒ
Right Effort (avoiding bad thoughts, encouraging
good).
ƒ
Right Mindfulness (attentiveness and awareness).
ƒ
Right Meditation (training the mind in meditation).
(When people follow the path, the wheel turns in a positive direction
(traditionally clockwise) symbolising their development)
¾
The Three Jewels
ƒ
The Buddha.
ƒ
The Dhamma.
ƒ
The Sangha
Buddhists ‘take refuge’ in the Three Jewels or
Triple Gem
¾
Helping to alleviate suffering
ƒ
Practice the Dhamma.
ƒ
Be sympathetic and kind to others,
including animals.
ƒ
Give generously of time, food and
abilities.
ƒ
Teach by example.
¾ The Five Moral Precepts
Buddhists should refrain from:
ƒ
harming and killing living beings,
ƒ
sexual misconduct,
ƒ
taking drugs or drink that impair clarity of mind,
ƒ
taking what is not freely given,
ƒ
wrong speech.
(There is a positive aspect of each precept, e.g. it is not enough not to
harm – one should show compassion for all living things)
¾
Stories that exemplify values - The Monkey King
Waltham Forest Agreed Syllabus for Religious Education
Statutory Content
BUDDHISM Key Stage 2 Unit 1:2
BUDDHISM Key Stage 2
Buddha
¾
¾
¾
Stories about Gotama Buddha
ƒ
His concern in finding an
answer to the problem of
suffering and
unsatisfactoriness in life, e.g.
his restlessness,
the four sights,
years spent searching
for the answer.
ƒ
Enlightenment.
ƒ
Teaching of the ‘Middle
Way’.
ƒ
How suffering can be eased
e.g. the Buddha &
Angulimala.
Festivals
ƒ
Wesak – a festival that
celebrates the birth,
enlightenment and passing
away of the Buddha.
Buddhist Teaching (The Dhamma)
¾
Beliefs:
ƒ
All things change.
ƒ
Buddha taught about suffering& the ending of
suffering.
¾
Symbol
ƒ
The Lotus Flower - symbol of enlightenment.
¾
Compassion
ƒ
The importance of being compassionate, generous,
kind, truthful, helpful and patient
ƒ
Actions have consequences
¾
The Four Noble Truths
ƒ
Life involves suffering
ƒ
The origins of suffering lie in wanting, which is
made more intense by greed, hatred & ignorance.
ƒ
The ending of suffering is possible.
ƒ
The Noble Eightfold Path is the way to end
suffering and become enlightened.
The Buddhist Community
(The Sangha)
¾
The Buddhist community (The Sangha)
ƒ
Made up of ordained (e.g. monks, nuns
and priests) and lay people.
ƒ
All Buddhists try to follow the example
of the Buddha’s life and live by his
teachings.
ƒ
The lives of ordained and lay people
and how they support each other.
¾
The Buddhist Temple or Centre
ƒ
Used for worship, meditation or
ceremonies.
ƒ
Significant features and objects - e.g.
water offering bowls, image of Buddha,
incense, flowers, bell.
ƒ
Mala of 108 beads, used when
chanting.
¾
Bodhgaya
ƒ
An important place for Buddhists
worldwide.
ƒ
A place of pilgrimage.
The Buddha image:
ƒ
is not worshipped as an idol;
ƒ
communicates values, e.g.
tranquility.
Continued on the next page
Waltham Forest Agreed Syllabus for Religious Education
Continued on the next page
Statutory Content
BUDDHISM Key Stage 2 Unit 1:1
BUDDHISM Key Stage 2
Buddha
The Buddhist Community
(The Sangha)
Buddhist Teaching (The Dhamma)
¾
The Noble Eightfold Path (The 8 spoked wheel)
ƒ
Right Understanding (seeing the world as it is, in terms
of the Four Noble Truths).
ƒ
Right Thought (commitment to follow the path).
ƒ
Right Speech (truthfulness; gentle and useful speech).
ƒ
Right Action (following the Five Precepts with love and
compassion).
ƒ
Right Livelihood (avoiding work that causes harm or
injustice, choosing one which is beneficial to others).
ƒ
Right Effort (avoiding bad thoughts, encouraging
good).
ƒ
Right Mindfulness (attentiveness and awareness).
ƒ
Right Meditation (training the mind in meditation).
(When people follow the path, the wheel turns in a positive direction
(traditionally clockwise) symbolising their development)
¾
The Three Jewels
ƒ
The Buddha.
ƒ
The Dhamma.
ƒ
The Sangha
Buddhists ‘take refuge’ in the Three Jewels or
Triple Gem
¾
Helping to alleviate suffering
ƒ
Practice the Dhamma.
ƒ
Be sympathetic and kind to others,
including animals.
ƒ
Give generously of time, food and
abilities.
ƒ
Teach by example.
¾ The Five Moral Precepts
Buddhists should refrain from:
ƒ
harming and killing living beings,
ƒ
sexual misconduct,
ƒ
taking drugs or drink that impair clarity of mind,
ƒ
taking what is not freely given,
ƒ
wrong speech.
(There is a positive aspect of each precept, e.g. it is not enough not to
harm – one should show compassion for all living things)
¾
Stories that exemplify values - The Monkey King
Waltham Forest Agreed Syllabus for Religious Education
Statutory Content
BUDDHISM Key Stage 2 Unit 1:2
BUDDHISM Key Stage 2
Buddhist beliefs about God
Some Buddhist Words on God
by Paul Seto *
Higher and Higher Beings
All mainstream religions believe in beings that are in a higher state of development than ordinary human beings. Most
religions call the highest of all these beings: ‘God’ or some equivalent e.g. ‘Allah’ or ‘Yahweh’. People then give ‘God’ a
number of extremely pure human attributes, or give humans as-yet-imperfect reflections of God-qualities, such as wisdom,
love, compassion, patience, etc.
Buddhism would say that there are countless higher beings in all the possible levels of existence. However to call the
Highest and First Being of all ‘God’ could be correct in some ways but it would be to fall short of the ultimate reality, which
is that no thing has the power to create itself. This is the ‘emptiness’ that is spoken of in Buddhist teachings – all things
are empty (of the ability to self- create) and so are the result of collections of various causes and conditions, that is, all
things are mutually inter-dependant, in every instance.
Buddhism would say that all matter, including energy and consciousness, cannot be created or destroyed – it just keeps
changing form, depending on what is done to it. Western science would agree with this statement.
For example water changes from ice to liquid to vapour, depending on its temperature. The ‘original’ water remains the
same, in essence. Similarly, water can be polluted or purified, depending on what is put into it. So it is with the human
mind.
Buddhism sees all human consciousnesses in continual movement, either ‘upwards’ or ‘downwards’, through virtuous or
non-virtuous activities. The driving force is one’s own karma (that is: ‘actions’) which is generated by one’s every thought,
Waltham Forest Agreed Syllabus for Religious Education
Teachers information sheet
BUDDHISM Key Stage 2:1
BUDDHISM Key Stage 2
Buddhist beliefs about God
word and deed. The present form and state of every individual’s ever-changing river of consciousness is determined by
their cumulative karma and the surrounding conditions in the present moment.
The most important thing is what is done in the next moment. Falling down happens. Getting up is a positive response.
Being disappointed happens; examining why is a positive response.
The Dalai Lama says: ‘The purpose of all religions is to grow good people.’
It is relatively easy to know what is good. The criteria is ‘How many will benefit?’ The more who benefit then the ‘higher
the good’.
Who decides ‘Good’?
Ultimately, no one. There are absolute forces in the universe which just naturally produce results, eg gravity and light.
Karma is like a natural enlightened gravity of justice. All beings will always receive what they deserve, not in a punishing
way or a lottery winning way, but simply as consequential products reflecting what has been done previously. A very just
and fair method of running the universe.
The Good News is that in essence, ‘God helps those who help themselves’. Those beings who increasingly turn towards
virtuous activities find that they are in the company of countless others who have been there before, and who are all
happy to help, when and where they can.
May all beings be swiftly released from all their sufferings.
Waltham Forest Agreed Syllabus for Religious Education
Teachers information sheet
BUDDHISM Key Stage 2:2
BUDDHISM Key Stage 2
Buddhist beliefs about God
* Paul Seto was previously Buddhist member on three London SACREs; Director: The Buddhist Society, London;
National Secretary, the Network of Buddhist Organisations (UK).
Some Related Topics:
ƒ Liberation, through Self-Power or Other-Power?
ƒ Rebirth and Reincarnation
ƒ No beginning to Time and Space and Consciousness
ƒ The Big Bang and no First Big Bang
ƒ How is God related to Humans?
ƒ Six Realms of Existence (Gods, Demi-Gods, Human, Animal, Hungry Spirits, Hell Beings)
Bibliography and Further Reading:
‘The Buddha Nature: Death and Eternal Soul in Buddhism’
by HH Dalai Lama, Blue Star Communications, Woodside, California, USA, 1997.
‘The Good Heart’,
HH Dalai Lama, Rider/Random House, London, 1997. Christian – Buddhist commentaries on the Gospels.
‘The Many Ways to Nirvana’
by HH Dalai Lama, Hodder and Stoughton, London, 2004.
Waltham Forest Agreed Syllabus for Religious Education
Teachers information sheet
BUDDHISM Key Stage 2:3
BUDDHISM Key Stage 2
Unit 1: The Buddha
What this unit contains
The Buddha’s life, enlightenment, teaching and death. How the Buddha changed people’s
lives.
Wesak – festival remembering the life, enlightenment and death of the Buddha.
Images of the Buddha.
Where the unit fits and how it builds upon
previous learning
This is the first unit of Buddhism for the primary phase; one of three units that together cover
the Syllabus requirements for Buddhism in Key Stage 2. This unit introduces pupils to the life
and impact of the Buddha.
Extension activities and further thinking
¾
¾
¾
¾
¾
Describe key events in their lives and explain their significance.
Explore beliefs about life and death by finding out more about Buddhist beliefs about
reincarnation.
Research the work of a person or organisation that has made a significant contribution
towards improving the lives of others.
Find out about the images that other faith communities use to help and inspire them.
Complete the activity sheet from the LgFL & espresso Faiths-Buddhism unit ‘What is
meditation & why is it important to Buddhists? ‘
Vocabulary
Buddha
Buddhism
Siddhartha
Gotama
challenge
SMSC/Citizenship
prince
Bodhi tree
change
image
Bodhgaya
pilgrimage
mudra
meditation
holy
suffering
Angulimala
truth
enlightened
meditate
Wesak / Vesak
Waltham Forest Agreed Syllabus for Religious Education
¾
¾
¾
¾
Ultimate questions of life, death, meaning & purpose.
Qualities that make someone ‘good’.
Spiritual development - Meditation - its importance to individuals of faith
communities.
Times of shared reflection and celebration within faith communities.
Teaching unit
BUDDHISM Key Stage 2 Unit 1:1
BUDDHISM Key Stage 2
Unit 1: The Buddha
Unit 1 Session 1
Learning objectives
Pupils should:
¾
know that Buddha was
a human being;
¾
know that the Buddha
was born a prince and
that he wanted to find
answers to the
problem of suffering
and dissatisfaction in
life;
¾
¾
know that Buddhists
believe that ‘all things
change’;
know that reflection
and meditation are
important to Buddhists.
A
T
1
A
T
2
Suggested teaching activities
Sensitivities, points to
note, resources
√
Watch a video or read a story of the Buddha focussing on ‘The Four Sights,’ and
the Buddha’s desire to search for meaning. Make a class list of questions the
Buddha might have been asking and discuss.
Resources
Video: Clearvision Trust:
Buddhism for Key Stage 2
√
Point out to pupils that the Buddha taught that ‘all things change’. How did the
four sights lead him to this teaching?
LgFL & Espresso CD Rom or
online Activity – ‘Story of the
Buddha’
√
√
√
Share ideas about how members of the class find the answers to questions. Talk
about getting answers from people, books, places that are helpful. Consider why
the Buddha left home looking for answers and why meditation might be so
important to Buddhists. Continue the video/ story to find out about Buddha’s
meditation under the Bodhi tree – where the answer came to him. He was
‘enlightened’.
Picture of the Buddha
meditating under the Bodhi
tree.
√
Explain to pupils that Buddhists believe in a cycle of life / death/ rebirth. Discuss
what this belief means and impress on pupils that changes to how we live our
lives can be influenced by human activity and inactivity, e.g. by not looking after
yourself.
√
Practice sitting quietly, thinking about someone who has helped to find an answer
to a problem or a problem that is currently a worry.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
N.B. if pupils are concerned
about the Buddha leaving his
home and family, explain that
in the palace there were
many people who would care
for his family and that it was
accepted in their culture that
people would go on spiritual
journeys in their lives.
BUDDHISM Key Stage 2 Unit 1:2
BUDDHISM Key Stage 2
Unit 1: The Buddha
Unit 1 Session 2
Learning objectives
A
T
1
√
Pupils should:
¾
identify challenges they
have to face;
¾
recall information about
Buddha and his
concern to find an
answer to the problems
of suffering and
dissatisfaction in life.
A
T
2
√
√
Suggested teaching activities
Sensitivities, points to
note, resources
Share experiences of times when members of the class have done something that
was extremely difficult, for example learning something new or embarking on
something that will take a long time. Share views on how it feels when you know
you are going to have to do something hard.
Recall the story of the Buddha’s life. What hard decisions did the Prince
Siddhartha have to make to go to search for meaning?
√
How hard would it have been for Prince Siddhartha to leave his palace and how
might he have felt to see the four sights?
√
How hard might it have been for him to finally leave the palace and his family after
he had seen the 4 sights? (This activity could be done by hot seating).
Complete a short response sheet ‘I think the hard challenges the Buddha had to
face were …’ explaining why you think these were hard challenges.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Resources
'Under the Bodhi Tree ' by
Lynne Broadbent & John
Logan
ISBN :185 175 203– X
Videos
Water, Moon, Candle
Tree & Sword – section on
‘Tree’
Buddhism for Key Stage 2
Clearvision Trust
Short response sheet (Page
9)
BUDDHISM Key Stage 2 Unit 1:3
BUDDHISM Key Stage 2
Unit 1: The Buddha
Unit 1 Session 3
Learning objectives
Pupils should:
¾
¾
know ways in which
suffering can be eased,
e.g. know the moral
drawn from the
Angulimala story from
the life of the Buddha;
reflect on how they
would respond to the
Buddha’s challenge to
change their lives.
A
T
1
A
T
2
Suggested teaching activities
√
Use a picture/image of the Buddha as a focus. What can pupils recall about the
Buddha as a teacher?
√
Watch a video or tell the story of Angulimala – how did the Buddha change
people’s lives? How was Angulimala suffering? How did the Buddha’s teachings
change this?
Sensitivities, points to
note, resources
Resources
‘Don’t just do something, sit
there’ by Mary K Stone
The Barefoot book of
Buddhist Tales - Chodzin &
Kohn
Videos
Buddhism for Key Stage 2 Clearvision Trust
√
Discuss in small groups: If a holy man told you to give up your favourite things,
pastimes you enjoy, games etc. what would be the good and bad thing about that
decision?
√
Explore what is means to be attached to 'things' and the feelings and attachments
you have about them. How could not being attached make you appreciate the
'thing' even more? Which things would be hardest to give up and why? What
would you gain? Feedback to whole class and discuss.
√
Each pupil should record what would be the hardest thing for him / her to give up
and explain why.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
BUDDHISM Key Stage 2 Unit 1:4
BUDDHISM Key Stage 2
Unit 1: The Buddha
Unit 1 Session 4
Learning objectives
A
T
1
Pupils should:
√
¾
know and
understand that
the Buddha image
communicates
values e.g.
tranquillity,
compassion;
¾
understand that
the Buddha image
is not worshipped
as an idol;
¾
know that
traditional
postures and
positions of the
Buddha have
meaning.
A
T
2
Examine images and postures of the
Buddha including mudras (mudras – hand
positions). Discuss the Buddha’s facial
expressions and body language. How do
the images look? What qualities are
expressed through the Buddha image?
√
√
√
Suggested teaching activities
Watch the short section in the Clear Vision
video on ‘The Buddha’ explaining about the
Buddha's hand positions. Practice the
mudras for fearlessness, teaching,
generosity and meditation. Do close
observational drawing of hands
demonstrating one of these positions.
Recall that the Buddha was not a God and
that when Buddhists consider an image of
the Buddha they are not worshipping him.
Assessment Task
Why is it that although the Buddha was not
a God people look at his image to inspire
them?
Waltham Forest Agreed Syllabus for Religious Education
Focus for assessment
Sensitivities, points
to note resources
Assessment Levels
Level 1 Attainment target 1
Pupils use some religious words and phrases to
recognise and name features of religious life and
practice.
Attainment target 2
Pupils talk about what is of value and concern to
themselves and to others.
Level 2 Attainment target 1
Pupils use religious words and phrases to identify
some features of religion and its importance for
some people. They begin to show awareness of
similarities in religions. They identify how religion is
expressed in different ways.
Attainment target 2
Pupils ask, and respond sensitively to, questions
about others’ experiences and feelings.
Level 3 Attainment target 1
Pupils use a developing religious vocabulary to
describe some key features of religions, recognising
similarities and differences. They begin to identify
the impact religion has on believers’ lives. They
describe some forms of religious expression.
Attainment target 2
Pupils identify what influences them, making links
between aspects of their own and others’
experiences.
Teaching unit
Resources
Video: Buddhism for
Key Stage 2 Clearvision Trust
LgFL & Espresso
‘Faiths’ – Buddhism
images
Posters or images of
the Buddha
http://www.buddhanet.n
et/mudras.htm
BUDDHISM Key Stage 2 Unit 1:5
BUDDHISM Key Stage 2
Unit 1: The Buddha
Unit 1 Session 5
Learning objectives
A
T
1
Pupils should:
¾
know that the Buddha
spent 6 years in the
forest learning
meditation;
√
¾
know about Buddha's
enlightenment and the
importance of the
Bodhi tree;
√
¾
experience a short
meditation exercise to
appreciate difficulties
and benefits.
A
T
2
Suggested teaching activities
Sensitivities, points to
note, resources
√
Discuss positions that people find comfortable for listening and thinking, e.g. lying
down, sitting in an armchair. Read the story about Buddha at the Bodhi tree – and
discuss where members of the class go to feel peaceful, quiet, and safe.
√
Draw or collage pictures for post cards of ‘My most peaceful/ special place’ and
describe in one sentence what makes this place special.
Watch a short piece of Video showing pilgrims visiting Bodhgaya. What do people
gain from such visits? What is the name given to visits to places of religious
significance? Introduce pupils to the term ‘pilgrimage’ and encourage pupils to
share anything they know about pilgrimage from their experience.
√
In a meditation seating position pupils should try to meditate. How does this feel?
– Discuss. How hard is it to cut out distracting sounds and sights around? What
do you think about? What are the benefits of meditation? Record feelings and
responses.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Resources
'Under the Bodhi Tree' by
Lynne Broadbent & John
Logan
ISBN : 185 175 203–X
Video: Buddhism for Key
Stage 2 - Clearvision Trust
beginning of programme 1
N.B. Meditation is practiced
by most religions that may
use it for recalling their own
teachings or contemplating
on their beliefs and practice.
Meditation has a physical
element and a mental
element, so encourage pupils
to realise they need to be
aware of what is happening
to them.
BUDDHISM Key Stage 2 Unit 1:6
BUDDHISM Key Stage 2
Unit 1: The Buddha
Unit 1 Session 6
Learning objectives
Pupils should:
¾
¾
¾
know the festival of
Wesak celebrates the
birth, enlightenment
and passing away of
the Buddha;
A
T
1
A
T
2
Suggested teaching activities
Sensitivities, points to
note, resources
√
Explain that at Wesak Buddhists recall the story of the Buddha. Watch the section
on Wesak from the ‘Water, candle, moon, tree & sword’ video. Discuss and record
who celebrates the festival, where and why.
√
Explore the Buddhist belief in the journey of life, death and rebirth and how the
festival explores this through a focus on the Buddha.
Resources
Video: Water, Moon, Candle
Tree & Sword – section on
‘Tree’
Lotus flower images
Origami paper for lotus flower
candle holders
nightlights
√
know that the lotus
flower is a symbol of
enlightenment;
√
consider someone
special to each
member of the class.
√
√
Show pupils lotus flower images. Explain that the lotus blossom starts out under
water with its roots in the mud and emerges from the water to flower in the light.
Show pictures / images of a lotus blossom. Discuss why this might be a symbol of
enlightenment to Buddhists.
Either:
a. Make a lotus candleholder and if possible float a lotus candle or
nightlight on water as is done on the River Thames from the Peace
Pagoda in Battersea.
Write a note to someone special in his or her life to place with the
candle. This could be a note of thanks, a message of peace or a
statement intended to ‘enlighten’.
or
b. Write a letter or diary entry about an experience of the Wesak
celebration.
or
c. Engage in a piece of reflective writing about the concept of life as a
journey.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Teacher note
Wesak, or Vesak (Sinhalese)
Buddha Day. Name of a
festival and a month. On the
full moon of Wesak (in May
or June), the birth,
enlightenment and passing
away of the Buddha took
place, although some schools
celebrate only the birth at this
time, eg Zen.
BUDDHISM Key Stage 2 Unit 1:7
BUDDHISM Key Stage 2
Unit 1: The Buddha
Unit 1 Sessions 1 & 4 Information Sheet 1
The Buddha meditating under the Bodhi Tree
Waltham Forest Agreed Syllabus for Religious Education
Information sheet
BUDDHISM Key Stage 2 Unit 1:8
BUDDHISM Key Stage 2
Unit 1: The Buddha
Unit 1 Session 2 Activity Sheet 1
Short Response Sheet
I think the hard challenges the Buddha had to face were.................................................
..........................................................................................................................................
..........................................................................................................................................
...........................................................................................................................................
I feel...................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
Waltham Forest Agreed Syllabus for Religious Education
Activity sheet
BUDDHISM Key Stage 2 Unit 1:9
BUDDHISM Key Stage 2
Unit 1: The Buddha
Unit 1 Session 3 & 4 Activity Sheet 2
The Buddha
Waltham Forest Agreed Syllabus for Religious Education
Activity sheet
BUDDHISM Key Stage 2 Unit 1:10
BUDDHISM Key Stage 2
Unit 1: The Buddha
Unit 1 Session 4 Activity Sheet 3
Images of the Buddha
Waltham Forest Agreed Syllabus for Religious Education
Activity sheet
BUDDHISM Key Stage 2 Unit 1:11
BUDDHISM Key Stage 2
Unit 1: The Buddha
Unit 1 Session 3 Story Sheet 4
Angulimala, the Bandit
When Ahinsaka was born to the adviser of the King of Kosala, all the weapons in the country shone brightly. The king was
disturbed by this, and the next morning he called his adviser to find out the reason why the weapons were shiny. The
adviser said, "My wife has given birth to a son, Your Majesty."
"Why do all the weapons shine so much?" asked the king.
"Your Majesty, his horoscope predicts that my son will be a bandit."
"Will he rob alone or with a gang?" asked the king.
"He will be alone, Your Majesty," replied the boy’s father.
"We should kill him now," said the king.
But the baby’s loving father exclaimed "No! When it happens, as he will be alone we shall be able to catch him easily."
Time went on and when Ahinsaka was old enough his father sent him away to a school. Ahinsaka was the strongest,
brightest and the most obedient child of all the children in the whole school. Other children became jealous of him and
behind his back made the teacher hate him. So when he had finished his education, the teacher said, "Now you must pay
me my tuition fee."
"How much should I pay, teacher?" asked Ahinsaka.
Waltham Forest Agreed Syllabus for Religious Education
Story sheet
BUDDHISM Key Stage 2 Unit 1:12
BUDDHISM Key Stage 2
Unit 1: The Buddha
Unit 1 Session 3 Story Sheet 4 Continued - Angulimala, the Bandit
"I don’t want money,” replied his angry teacher, “ I want one thousand right-hand human fingers. And remember not to
bring two right-hand human fingers from the same person."
Although it was a most difficult thing for him to do, Ahinsaka was in debt to his teacher and had vowed to obey him. He
promised to pay his teacher. Taking a sword, off he went until he reached his homeland.
Hiding near a jungle clearing, he waited for passers by. When someone came he would rush out and kill them, cutting off
a right-hand finger and hanging their corpses on a tree for the vultures and crows. He made a necklace and out of the
finger bones and soon became known as "Angulimala" (anguli means fingers, mala means garland).
Angulimala went to another district and began to kill again. Because he was murdering so many people, the King of
Kosala decided to go with his army to capture the bandit. Ahinsaka’s mother and father knew that this bandit was their
son and his mother wanted her husband to try to get him to save their son.
"He is very fierce and dangerous now," he said. "He may have changed completely, and if I go there he may even kill me."
But the boy’s mother loved her son more than she loved herself. She thought, "I must go to the jungle myself and save
him."
By now Angulimala had killed 999 people. He had spent months and months in the jungle without proper food, sleep or
comfort, and was bitter from having to do such horrible deeds. He was impatient to pay off his debt and live a decent life.
He thought, "Today if even my own mother comes I will kill her and cut off a finger to make one thousand fingers."
Now that day the Buddha had set out towards the jungle. The villagers, seeing the Buddha, cried out, "Teacher, don’t go
that way, it is too dangerous. Return home quickly." Three times they warned him but the Buddha continued, thanking
them for their concern.
Waltham Forest Agreed Syllabus for Religious Education
Story sheet
BUDDHISM Key Stage 2 Unit 1:13
BUDDHISM Key Stage 2
Unit 1: The Buddha
Unit 1 Session 3 Story Sheet 4 Continued - Angulimala, the Bandit
When Angulimala’s mother entered the jungle, Angulimala saw her coming and thought, "My poor mother, I love and pity
her but it cannot be helped . I must keep my word and kill her."
Just as he was about to the Buddha appeared between them. Angulimala thought, "It is very good that this man comes in
front of my mother. Why should I kill her? I will leave her alone and kill this stranger." So with his sword he ran towards the
Buddha.
The Buddha walked slowly away from him, thinking, "Let this young man see me running." Angulimala ran and ran
towards the Buddha, but he could not catch up with him. Eventually he became weak and could not run any further. Then
he shouted at the Buddha, "Stop! Stand still!"
The Buddha talked to Angulimala and showed him how he could stop his actions and start to lead a good life. Angulimala
was distressed when he thought of all the bad he had done and was determined to turn away from his evil ways and
follow the Buddha’s teachings. Throwing away his sword he knelt before the Buddha, who blessed him and took him to a
monastery, where he became a monk.
Waltham Forest Agreed Syllabus for Religious Education
Story sheet
BUDDHISM Key Stage 2 Unit 1:14
BUDDHISM Key Stage 2
Unit 1: The Buddha
Unit 1 Session 6 Activity Sheet 5
Lotus Flowers
Waltham Forest Agreed Syllabus for Religious Education
Story sheet
BUDDHISM Key Stage 2 Unit 1:15
BUDDHISM Key Stage 2
Unit 2: Buddhist Teaching
What this unit contains
This unit covers the Buddha's teachings of:
ƒ
The Four Noble Truths,
ƒ
The Noble Eightfold Path,
ƒ
The Five Moral Precepts,
ƒ
Buddhist stories.
Where the unit fits and how it builds upon
previous learning
This unit builds on work covered in Buddhism Unit 1 'The Buddha’
It is suggested that this unit should be covered in upper Key Stage 2
Extension activities and further thinking
¾
¾
¾
Research aspects of the Noble Eightfold path in more depth - e.g. Right Meditation.
Interview a practising Buddhist about how these teachings influence daily life.
Link some of the teachings to the idea of actions having consequences.
Vocabulary
Buddhism
Buddhist
moral
enlightenment
SMSC/Citizenship
noble
consequence
eightfold
path
change
suffering
truth
Dharmachakra
Dhamma
meditate
precepts
wheel
Waltham Forest Agreed Syllabus for Religious Education
¾
¾
¾
Responsible attitudes towards self and others.
Ultimate questions of meaning & purpose.
Behaviours that cause suffering - e.g. bullying, racism.
Teaching unit
BUDDHISM Key Stage 2 Unit 2:1
BUDDHISM Key Stage 2
Unit 2: Buddhist Teaching
Unit 2 Session 1
Learning objectives
Pupils should:
¾
¾
know that the main
message of
Buddhist teaching is
that life involves
suffering and the
Buddha found a way
to end suffering;
explore and share
feelings about
different types of
suffering today;
A
T
1
know the First Noble
Truth – life involves
suffering.
Suggested teaching activities
Recall what is already known of the Buddha’s search for an answer to the
problem of suffering.
√
√
Sensitivities, points to note,
resources
Resources
Newspapers containing examples of
a range of types of suffering
Look at current national and local newspapers and identify articles that
demonstrate suffering. As a class discuss different types of suffering, define
what suffering is and discuss how it is more than feeling physical pain.
Explain that the Buddha taught four statements called the Four Noble Truths.
The first of these is ‘life involves suffering’.
√
√
In groups find examples of suffering caused by greed, hatred, and ignorance
in the newspapers. Role-play or make a news report to demonstrate and
explain this, linking to the Buddha’s teaching.
√
In class discussion link to local or national examples, e.g. local anti-racist
issues and record what a Buddhist response to one of these issues might be.
Do he class agree with the first Noble Truth?
√
√
¾
A
T
2
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
BUDDHISM Key Stage 2 Unit 2:2
BUDDHISM Key Stage 2
Unit 2: Buddhist Teaching
Unit 2 Session 2
Learning objectives
A
T
1
A
T
2
Using one of the following suggestions discuss how wanting something that you
believe will make you happy is not a good way to live:
Pupils should:
√
¾
¾
know that Buddha's
ideas about suffering are
found in the Four Noble
Truths;
ƒ
ƒ
consider a time when
they wanted something
very badly and the
consequences of this
wanting;
ƒ
know the second Noble
Truth – ‘suffering is
caused by wanting’;
√
¾
understand the issues
around the first 2 of the
Noble Truths and that
they are a set of 'effect'
with its ‘cause'.
Watch Programme 2 Sequence 3 of the Clearvision Buddhism for Key
Stage 2 video and discuss the story of Sheherazade and the bicycle.
Tell the story of 'The Old Woman who lived in the vinegar bottle' and
discuss how getting her wishes granted did not make her happy and
fulfilled.
Use a contemporary example of a famous person who appeared to
have everything but was still not happy.
Discuss how long pupils have felt satisfied after obtaining something they have
wanted for a long time.
√
¾
Suggested teaching activities
Sensitivities, points to
note, resources
Resources
Video: Clearvision Trust:
Buddhism for Key Stage 2
Story of 'The old woman who
lived in the vinegar bottle'
N.B. 'wanting' is really, or can
turn into 'craving' so
encourage pupils to explore
different intensities of
'wanting'.
Plenary
Recall the 4 Noble Truths from the first session, giving them their correct title.
Summarise the first two and link to the work done in this lesson. Explain that the
last 2 Truths will be discussed in the next lesson.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
BUDDHISM Key Stage 2 Unit 2:3
BUDDHISM Key Stage 2
Unit 2: Buddhist Teaching
Unit 2 Session 3
Learning objectives
Pupils should:
¾
¾
know that the last 2
Noble Truths teach
about the Noble
Eightfold Path;
A
T
1
¾
Sensitivities, points to
note, resources
Recall work covered in the previous lesson. Display the wording of the last 2
Noble Truths; these are the topics of this lesson.
Resources
Eightfold Path
√
Introduce the Buddha’s teaching of the Eightfold Path. This is the way he taught
that people can escape suffering and become enlightened like him.
Worksheet – Clearvision
Buddhism for Key Stage 2
booklet page 28
√
Give out the Eightfold Path/ Dharmachakra information. Discuss and draw the 8spoked wheel; label the spokes. Colour those that relate to body, speech and
mind separately.
know the 8 spokes of
the wheel and steps of
the path;
know that the Eightfold
Path can be grouped
into 3 main sections, for
body, speech and mind;
Suggested teaching activities
√
√
¾
A
T
2
Explain that Buddhists believe that the wheel is supposed to turn clockwise
symbolising development in a positive direction – travelling forwards.
Wheel template
Buddhist wheels printed on
card and cut out
Talk about how all parts of the wheel need to be included at all times otherwise a
person’s development is not whole.
know that the Noble
Eightfold Path is the way
to end suffering and
become enlightened.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
BUDDHISM Key Stage 2 Unit 2:4
BUDDHISM Key Stage 2
Unit 2: Buddhist Teaching
Unit 2 Session 4
Learning objectives
Pupils should:
¾
¾
know the importance of
good values in
Buddhism;
know how the Monkey
King demonstrated
compassion for his
monkeys in the Buddhist
Jataka Tale.
A
T
1
A
T
2
Suggested teaching activities
√
Recall work done earlier in the unit on the first Noble Truth about suffering.
Discuss what life would be like if there were no suffering of any kind. Create a
thought bubble or short response sheet of pupils’ views.
√
Tell the Buddhist story of the Monkey King.
√
How did the Monkey King in his suffering show compassion for others? Explain
that Buddhists believe it is important to be kind and compassionate.
√
In small groups talk about and then individually record how people can show
compassion for others in school, locally or globally.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Sensitivities, points to
note, resources
Resources
The Monkey King – RE-tell
Stories Volume 4, South
London Multifaith &
Multicultural Resources
Centre.
Clearvision Buddhism for Key
Stage 2 Video or book ‘The
Monkey King’
BUDDHISM Key Stage 2 Unit 2:5
BUDDHISM Key Stage 2
Unit 2: Buddhist Teaching
Unit 2 Session 5
Learning objectives
Pupils should:
¾
know that the Buddha
has given some
guidelines on
behaviour which should
form attitudes of mind
called the Five Moral
Precepts;
A
T
1
A
T
2
Watch Programme 2 Sequence 5 of the Clearvision Buddhism for Key Stage 2
video and discuss the differences between guidelines and rules.
√
Introduce the Five Moral precepts and discuss how these have two aspects behaviour that should be avoided and behaviour that should be cultivated.
√
List the bad habits that Buddhists try to avoid and good actions that they try to
develop.
√
√
¾
identify the difference
between guidelines
and rules.
Suggested teaching activities
Clarify the difference between precepts and rules and then as a class make up
a set of class precepts that everyone should try to follow.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Sensitivities, points to
note, resources
Resources
Video: Clearvision Trust:
Buddhism for Key Stage 2
For years 3 - 4 teachers may
wish to rephrase the term
'sexual misconduct'
In years 5-6 this may link to sex
education in a positive way: e.g.
monogamy, being faithful to a
partner, not causing hurt or
suffering to others, protecting
oneself and others.
BUDDHISM Key Stage 2 Unit 2:6
BUDDHISM Key Stage 2
Unit 2: Buddhist Teaching
Unit 2 Session 6
Learning objectives
A
T
1
A
T
2
Through a class concept
mapping activity recall the
Buddhist teachings covered in
the unit under the headings,
Four Noble Truths, Eightfold
Path etc.
Pupils should:
√
¾
know that Buddhist
stories exemplify
Buddhist
teachings;
¾
know one or more
of these stories
and understand
the teaching that
lies behind the
story.
Suggested teaching
activities
√
Listen to / read one or two
Buddhist short stories, drawing
out the moral / meaning of the
story and relating it to one of the
teachings.
√
Assessment Task
Pupils should:
ƒ
describe how a
Buddhist teaching can
be understood from
one of the short stories
they have read,
ƒ
explain how the story
might have something
to say to anyone
whether they are a
Buddhist or not.
Waltham Forest Agreed Syllabus for Religious Education
Focus for assessment
Sensitivities, points
to note, resources
Assessment Level
Level 2 Attainment target 1
Pupils use religious words and phrases to identify a Buddhist
teaching and explain its importance for some people.
Attainment target 2
Pupils recognise that some questions cause people to wonder
and are difficult to answer or in relation to matters of right and
wrong, recognise their own values and those of others.
Level 3 Attainment target 1
Pupils use a developing religious vocabulary. They begin to
identify the impact religion has on believers’ lives. They
describe some forms of religious expression.
Attainment target 2
Pupils identify what influences them, making links between
their own and others’ experiences. They make links between
values and commitments, and their own attitudes and
behaviour.
Level 4 Attainment target 1
Pupils use a developing religious vocabulary to describe and
show understanding of, beliefs, ideas, feelings and
experiences. They make links between them, and describe
some similarities and differences both within and between
religions. They describe the impact of religion on people’s
lives.
Attainment target 2
Pupils raise, and suggest answers to, questions of identity,
belonging, meaning, purpose, truth, values and commitments.
They apply their ideas to their own and other people’s lives.
They describe what inspires and influences themselves and
others.
Teaching unit
Resources
Short stories from the
Jataka Tales or the
Buddhist tradition with a
Buddhist moral.
http://watthai.net/talon/j
ataka/jataka.htm
http://www.mainlesson.
com/display.php3?auth
or=babbitt&book=morej
ataka&story=_contents
http://www.buddhanet.n
et/bt_conts.htm
BUDDHISM Key Stage 2 Unit 2:7
BUDDHISM Key Stage 2
Unit 2: Buddhist Teaching
Unit 2 Sessions 1 & 2 Information Sheet 1
The Four Noble Truths
Life involves suffering
The origins of suffering lie in wanting (which is made more intense by greed, hatred & ignorance).
The ending of suffering is possible.
The Noble Eightfold Path is the way to end suffering and become enlightened
Waltham Forest Agreed Syllabus for Religious Education
Information sheet
BUDDHISM Key Stage 2 Unit 2:8
BUDDHISM Key Stage 2
Unit 2: Buddhist Teaching
Unit 2 Session 2 Story Sheet 1
The Old Woman Who Lived in a Vinegar Bottle
There once was an old woman who lived in a vinegar bottle; don't ask me why. It was a common old vinegar bottle, maybe
a little larger than most, but, still, it made a very small house. The old woman would often sit on her front steps and
complain. "Oh, what a pity! What a pity, pity, pity! That I should have to live in a tiny house such as this. I should be living
in a charming cottage with a thatched roof and roses growing up the walls, that's what I deserve."
One day a fairy happened to be flying overhead and she heard the old woman's complaint. "I can do that," thought the
fairy. "If that's what she wants...that's what she'll get." And to the old woman she said, "When you go to bed tonight, turn
round three times and close your eyes. In the morning, just see what you shall see."
Well, the old woman thought the fairy was probably telling tales, but she decided to give it a try. When she went to bed
that night she turned round three times and closed her eyes. When she opened them again in the morning ... She found
herself in a charming cottage with a thatched roof and roses growing up the walls! "It's just what I've always wanted," she
said. "I know I will be so happy here." But not a word of thanks did she give to the fairy.
The fairy went north and south and east and west. She did all the business she had to do, then she began to think about
the old woman. "I wonder how that old woman is getting along, the one who used to live in the vinegar bottle. I think I'll just
stop round and see."
When she got to the charming cottage, the fairy found the old woman sitting and complaining. "Oh, what a pity! What a
pity, pity, pity! That I should have to live in a tiny cottage like this. I should be living in a smart house with lace curtains at
the windows and a brass knocker on the door! That's what I deserve!"
Waltham Forest Agreed Syllabus for Religious Education
Story sheet
BUDDHISM Key Stage 2 Unit 2:9
BUDDHISM Key Stage 2
Unit 2: Buddhist Teaching
Unit 2 Session 2 Story Sheet 1 Continued – The Old Women who lived in a Vinegar Bottle
"Well," said the fairy, "I can do that. If that's what she wants ... that's what she'll get." And to the old woman she said,
"When you go to bed tonight, turn round three times and close your eyes. When you open them again in the morning, just
see what you shall see."
The old woman didn't have to be told twice; she went right to bed. She turned round three times and closed her eyes and
when she opened them again in the morning, she found herself in a smart house with lace curtains at the windows and a
brass knocker on the door. "It's just what I always dreamed of!" she said. "I know I'll be so happy here!" But not a word of
thanks did she give to the fairy.
The fairy went north and south. The fairy went east and west. She did all the business she had to do, then she began to
think about the old woman. "I wonder how that old woman is getting along, the one who used to live in the vinegar bottle.
I'll just go round and see."
When she got to the smart house, there sat the old woman in her brand new rocking chair ... rocking and complaining.
"Oh, what a pity! What a pity, pity, pity! That I should have to live in this house with common neighbours on either side. I
should be living in a mansion on a hilltop with a manservant and a maidservant to do my bidding. That's what I deserve!"
When the fairy heard this, she was amazed, but she said, "Well, if that's what she wants ... That's what she'll get." And to
the old woman she said, "When you go to bed tonight, turn around three times and close your eyes. When you open them
again in the morning, just see what you will see!"
Waltham Forest Agreed Syllabus for Religious Education
Story sheet
BUDDHISM Key Stage 2 Unit 2:10
BUDDHISM Key Stage 2
Unit 2: Buddhist Teaching
Unit 2 Session 2 Story Sheet 1 Continued – The Old Women who lived in a Vinegar Bottle
The old woman turned round three times and closed her eyes. When she opened them again the next morning ... She
found herself in a mansion on a hilltop with a manservant and a maidservant to do her bidding! "This is just what I've
always deserved," said the old woman. "I know I will be so happy here!" But not a word of thanks did she give to the fairy.
The fairy went north and south and east and west doing all the work she had to do. Then she began to think about the old
woman. "I wonder how that old woman is getting along, the one who used to live in the vinegar bottle. I think I'll just go
round and see."
But when she came to the mansion on the hilltop she found the old woman in her velvet chair and complaining! "Oh, what
a pity! What a pity, pity, pity! That I should have to live in such a drafty old mansion. Why, I should be living in the palace.
Oh, yes, I should be the queen with musicians to entertain me and courtiers to bow to me. That's what I deserve."
"Good heavens," thought the fairy. "Will she never be content? Well, if that's what she wants ... that's what she'll get." And
to the old woman she said, "When you go to bed tonight, turn round three times and close your eyes. When you open
them again in the morning, just see what you shall see!"
The old woman could not wait to go to bed that night. She turned round three times and closed her eyes. When she
opened them again the next morning, she found herself in the palace and she was the queen, with musicians to entertain
her and courtiers to bow to her. "Oh, yes! This is what I've always dreamed of. I know I will be so happy here!" But again
not a word of thanks did she give to the fairy.
Waltham Forest Agreed Syllabus for Religious Education
Story sheet
BUDDHISM Key Stage 2 Unit 2:11
BUDDHISM Key Stage 2
Unit 2: Buddhist Teaching
Unit 2 Session 2 Story Sheet 1 Continued– The Old Women who lived in a Vinegar Bottle
The fairy went north and south and east and west doing all the work she had to do. Then she began to think about the old
woman. "I wonder how that old woman is getting along ... the one who used to live in the vinegar bottle. I think I'll go round
and see."
When she got to the palace there sat the old woman on her throne ... sitting and complaining! "Oh what a pity! What a pity,
pity, pity! That I should be queen of such an insignificant little kingdom. Why I should be Empress of the Universe. Oh,
yes, Empress of the Universe! That's what I really deserve!"
"Well!" said the fairy. "There is no pleasing some people! If that's what she wants, that's what she'll not get!" And to the old
woman she said, "When you go to bed tonight, turn round three times and close your eyes. When you open them again in
the morning, just see what you shall see."
The old woman hurried to bed that night. She turned round three times and closed her eyes. When she opened them
again the next morning, she found herself right back in her vinegar bottle!
"And there she shall stay!" exclaimed the fairy. "If she can't be happy here, she won't be happy there. For, after all,
happiness comes from the heart, not from the house!"
Waltham Forest Agreed Syllabus for Religious Education
Story sheet
BUDDHISM Key Stage 2 Unit 2:12
BUDDHISM Key Stage 2
Unit 2: Buddhist Teaching
Unit 2 Session 3 Information Sheet 2
The Noble Eightfold Path (The 8 spoked wheel)
Right Understanding (seeing the world as it is, in terms of the Four Noble Truths)
Right Thought [or intention] (commitment to follow the path)
Right Speech (truthfulness; gentle and useful speech)
Right Action (following the Five Precepts with love and compassion)
Right Livelihood (avoiding work that causes harm or injustice, choosing one which is beneficial to
others)
Right Effort (avoiding bad thoughts, encouraging good)
Right Mindfulness (attentiveness and awareness)
Right Meditation [or concentration] (training the mind in meditation)
Waltham Forest Agreed Syllabus for Religious Education
Information sheet
BUDDHISM Key Stage 2 Unit 2:13
BUDDHISM Key Stage 2
Unit 2: Buddhist Teaching
Unit 2 Session 3 Information Sheet 3
The Eight Spoked Wheel
Waltham Forest Agreed Syllabus for Religious Education
Information sheet
BUDDHISM Key Stage 2 Unit 2:14
BUDDHISM Key Stage 2
Unit 2: Buddhist Teaching
Unit 2 Session 3 Activity Sheet 2
Wheel Template
Waltham Forest Agreed Syllabus for Religious Education
Activity sheet
BUDDHISM Key Stage 2 Unit 2:15
BUDDHISM Key Stage 2
Unit 2: Buddhist Teaching
Unit 2 Session 5 Information Sheet 4
The Five Moral Precepts
These are important in forming attitudes of mind and as guidance for living.
Buddhists should refrain from:
Harming and killing living beings
Activities that cause people to suffer
Taking drugs or drink that confuse the mind
Taking what is not freely given
Wrong (harmful) speech
Waltham Forest Agreed Syllabus for Religious Education
Information sheet
BUDDHISM Key Stage 2 Unit 2:16
BUDDHISM Key Stage 2
Unit 3: The Sangha
What this unit contains
This unit introduces pupils to the traditional Buddhist community, locally and worldwide.
Where the unit fits and how it builds upon
previous learning
This unit builds on Unit I ‘The Buddha' and introduces pupils to the idea of a faith community where
people live their lives according to the teachings of their faith. It introduces the idea of the Buddhist
community locally and worldwide. It enables pupils to complete learning from the Buddhism Key
Stage 2 section of the Agreed Syllabus.
Extension activities and further thinking
¾
¾
¾
¾
¾
Write a diary entry for a day in the life of a monk or nun, showing how beliefs are put into action.
Consider times when personal items are shared with others at school, home or place of worship.
Find out how others put their beliefs into action in daily life.
Consider the importance of pilgrimage in Buddhism and other faiths. How does this differ from a
holiday and what are the benefits to the pilgrim?
Reflect on the concept of the three jewels and identify 'three jewels' in their own lives.
Vocabulary
Buddha
Buddhism
Buddhist
mantra
community
SMSC/Citizenship
lay
ordained
refuge
nun
shaven
Three Jewels
Triple Gem
dhamma
pilgrimage
robe
Bodhgaya
symbol
Dhamma
Sangha
bowl
Waltham Forest Agreed Syllabus for Religious Education
¾
¾
¾
¾
¾
What it is to belong or to outside of a community.
Interdependent roles, contributions and responsibilities of people in
communities.
'Sacred' space.
The benefits of reflection.
Personal values.
Teaching unit
BUDDHISM Key Stage 2 Unit 3:1
BUDDHISM Key Stage 2
Unit 3: The Sangha
Unit 3 Session 1
Learning objectives
Pupils should:
¾
¾
know that to Buddhists
the Three Jewels or
Triple Gem. (Buddha,
Teachings or
Dhamma and Sangha
or spiritual community)
are very important;
know that a Buddhist
Community is made
up of ordained and lay
people.
A
T
1
A
T
2
Suggested teaching activities
√
As a whole class activity, recall what pupils know about the Buddha and his
teachings.
√
Show pupils the Triple Jewel image / symbol. Explain this is an important
symbol for Buddhists. In the different sections record what they know about
these areas – the Buddha, the Dhamma, the Sangha. Introduce the correct
Buddhist vocabulary. Explain that in this unit pupils will find out about the
Sangha, the community of Buddhists worldwide.
√
Explain that there are different members of the Buddhist Community - monk,
nun, priest, ordained and lay person. Compare the roles and lives of the
different sections of the community, e.g. a lay Buddhist…. A Buddhist monk….
Draw out the fact that all Buddhists follow the Dhamma. You might use the
section The Sangha (page 29) in Buddhism Key Stage 1 (Buddhist Education
Foundation UK).
Written Task
Explain how a community pupils know well is made up of different members
who all have their unique contributions to give.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Sensitivities, points to note,
resources
Resources
Buddhism Key Stage 1 (Buddhist
Education Foundation UK)
Video: Clearvision: ’Buddhism for
KS2’'
Triple Jewel image
Teacher note
Dhamma / Dharma = Universal
law; ultimate truth. The teachings
of the
Buddha. A key Buddhist term.
Sangha = Community; assembly.
Often used for the order of monks
and nuns in Theravadin countries.
In the Mahayana countries, the
Sangha includes lay devotees
and priests, e.g. in Japan.
BUDDHISM Key Stage 2 Unit 3:2
BUDDHISM Key Stage 2
Unit 3: The Sangha
Unit 3 Session 2
Learning objectives
Pupils should:
¾
¾
know that in the
Buddhist community
there are ordained
monks, nuns, priests
and lay people;
A
T
1
A
T
2
√
√
know that Buddhists
'seek refuge' in the
Three Jewels or Triple
Gem. (Buddha,
Teachings or Dharma
and community);
√
√
√
In the school community members support each other. How do they do this? What
are the different roles of monks/nuns and lay people in the Buddhist community?
Suggest reasons for the lay members supporting monks. What do the monks do in
return?
Discuss what refuge means. What is a refugee? What makes a safe place? Share
ideas of places that are safe to members of the class. Explore the difference
between internal and external safe places.
Why is the Triple Gem described as a safe place for Buddhists? What does it
represent to them? (It symbolises all that matters to them. Good answers will
include that because they are dependable, the Buddha and his teachings are
always there).
understand what
'seeking refuge'
means to Buddhists.
√
Sensitivities, points to
note, resources
Watch the section in the Clear Vision video – 'Thubten’s Day' to find out how the
Buddhist community is structured, everyone follows the Buddha’s teaching and
members of the community support each other. Explain that many Buddhist
communities around the world are like this one
√
¾
Suggested teaching activities
√
Either:
a. On a triple gem image record what the 3 areas represent and why they are
a 'refuge' to Buddhists. Consider what would be three things that are a
refuge to each member of the class and record;
Or
b. Pupils should each draw a diagram to represent comparisons between
Thubten’s Day / a monk’s day and the pupil’s own day.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Resources
Buddhist artefacts,
resources, pictures showing
what you would expect to
see in a Temple.
Videos
Meridian trust - The
Buddhist Community
Clearvision: ’Buddhism for
KS2’'
N.B.
Yellow = Buddha (gold of
preciousness)
Blue = teachings (blue of
unobstructed wisdom)
Red = Sangha (red of
compassion).
BUDDHISM Key Stage 2 Unit 3:3
BUDDHISM Key Stage 2
Unit 3: The Sangha
Unit 3 Session 3
Learning objectives
Pupils should:
¾
¾
know the importance
of reflection and
meditation to
Buddhists;
consider how people
should treat special
objects and how
people should behave
in a special place.
A
T
1
A
T
2
√
√
√
√
Suggested teaching activities
Sensitivities, points to
note, resources
Explain that Buddhist use meditation to train the mind and develop wisdom. Look at
pictures of Buddhists meditating and the Buddha’s meditating mudra. Recall how it
felt to meditate or think deeply during Unit 1.
√
Recall times when it is useful to be quiet and still. List some thoughtful times e.g.
Remembrance Day, Holocaust memorial day, and times of sadness or
thanksgiving. Point out that Buddhists develop the capacity to meditate for long
periods of time. How does this help them?
Examine a range of Buddhist artefacts and images showing items that you would
expect to see in a Temple or Centre. Talk about why the items are special. Using
textbooks or the internet research the items and how they are used. Create a
display in the classroom showing the items and labels of pupils’ explanations of
them.
Watch a section in a video that shows the Buddhist community in a shrine room.
Discuss why this is a special place for Buddhists, the items that are found there and
how people should behave in a special place.
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
Resources
Questions and behaviour
rules generated in previous
lesson
Resources to research for
information about artefacts
Video – Clearvision
Buddhism for Key Stage 2 –
section showing worship in a
shrine room
LgFL & Espresso ‘Faiths –
Buddhism’ section showing
temple worship.
Artefacts
Prayer wheel
Mala
Offering bowl
Incense holder
Buddha image
BUDDHISM Key Stage 2 Unit 3:4
BUDDHISM Key Stage 2
Unit 3: The Sangha
Unit 3 Session 4
Learning objectives
Pupils should:
¾
A
T
1
√
know that Bodhgaya is
a special place for
Buddhists worldwide,
why that is so and
how Buddhists visit it
on Pilgrimage.
√
A
T
2
Suggested teaching activities
Watch a video to find out about
Bodhgaya. Locate this place on a
large map of India. Discuss what
Buddhists do when they visit
Bodhgaya and the story that they
recall.
Assessment Task
Pupils should devise a travel
advertisement for pilgrims to
Bodhgaya, making sure that this is
promoted as a pilgrimage and not
a holiday. The advertisement
should explain what such a visit
would mean to a Buddhist.
Waltham Forest Agreed Syllabus for Religious Education
Focus for assessment
Sensitivities, points to
note resources
Assessment Levels
Level 3 Attainment target 1
Pupils use a developing religious vocabulary. They
begin to identify the impact religion has on
believers’ lives. They describe some forms of
religious expression.
Attainment target 2
Pupils identify what influences them, making links
between their own and others’ experiences. They
ask important questions about religion and beliefs.
They make links between values and
commitments, and their own attitudes and
behaviour.
Level 4 Attainment target 1
Pupils use a developing religious vocabulary to
describe and show understanding of, beliefs,
ideas, practices, feelings and experiences. They
make links between them, and describe some
similarities and differences both within and
between religions. They describe the impact of
religion on people’s lives.
Attainment target 2
Pupils raise, and suggest answers to, questions of
identity, belonging, meaning, purpose, truth, values
and commitments. They apply their ideas to their
own and other people’s lives. They describe what
inspires and influences themselves and others.
Teaching unit
Resources
Videos
Meridian trust - The
Buddhist Community
Clearvision: ’Buddhism for
KS2’'
Map of India
http://www.pilgrimageindia.com/buddhistpilgrimage/bodhgaya.html
http://www.cultureholidays.c
om/cities/bodhgaya.htm
http://www.travelmasti.com/b
udhist_sites/bodhgaya.htm
BUDDHISM Key Stage 2 Unit 3:5
BUDDHISM Key Stage 2
Unit 3: The Sangha
Unit 3 Session 5 & 6
Learning objectives
Pupils should:
¾
A
T
1
√
know that Buddhists
try to follow the
example of Buddha
and live by his
teachings;
√
¾
¾
A
T
2
know that Buddhists
try to alleviate
suffering by practising
the Dhamma and
being kind to other
people and all life;
consider how the
class can alleviate
suffering and help
those around them.
√
Suggested teaching activities
Sensitivities, points to
note, resources
Buddhists practice the Dhamma. In groups pupils should either watch a video,
research websites or talk to Buddhists to find out some ways in which Buddhists try
to put the Buddha’s teachings into practice today, particularly in relation to alleviating
suffering. Link to teaching from unit 1 and earlier in Unit 2.
Resources
List of occupations
Noble Eightfold Path
Present findings to the class.
Websites
http://www.rokpa.org/int/eng
/index.htm
List some of the ways that Buddhists respond to their teachings and talk about how
hard or easy this might be – e.g. ‘right speech’.
Recap what is already known.
http://www.karuna.org/
Focus on Right Livelihood. Using a list of possible occupations, in groups discuss
those which Buddhists would find appropriate and those they would discount.
√
√
http://www.geocities.com/To
kyo/Pagoda/8118/at.htm
Feed back to whole class.
http://www.tzuchi.org/global/
about/index.html
As a class activity decide on ways to make the school a better place to work in or the
world a better place to live in and explain how this might alleviate suffering.
http://www.bpf.org/html/wha
ts_now/events/tsunami.html
Waltham Forest Agreed Syllabus for Religious Education
Teaching unit
BUDDHISM Key Stage 2 Unit 3:6
BUDDHISM Key Stage 2
Unit 3: The Sangha
Unit 3 Session 1 Activity Sheet 1
The Three Jewels
This woven image of the Three Jewels is a
photograph of the emblem on the kesa worn
by ordained Buddhists in the Western
Buddhist Order as shown in the smaller
photograph.
Waltham Forest Agreed Syllabus for Religious Education
Activity sheet
BUDDHISM Key Stage 2 Unit 3:7
BUDDHISM Key Stage 2
Unit 3: The Sangha
Unit 3 Session 4 Activity Sheet 2
Bodhgaya
Waltham Forest Agreed Syllabus for Religious Education
Activity sheet
BUDDHISM Key Stage 2 Unit 3:8