RME Progression 3rd level
S1 Buddhism: The Human condition
(10 lessons : 1 period a week)
Significant Aspect of Learning:
Investigation of religious beliefs, values, issues, traditions and practices through a range of
primary and secondary sources.
Es & Os:
o I can explain range of beliefs which followers of world religions hold about “ultimate
questions” and participate in debates about these.
RME 3-04c
o Through investigation and reflection upon the responses of world religions to issues of
morality, I can discuss ways in which to create a more just, equal, compassionate and
tolerant society.
RME 3-05a
o I am developing respect for others and my understanding their beliefs and values.
RME 3-07a/RME 4-07a
Learning Intention
To investigate Buddhist beliefs about the Human Condition and the
ways in which these beliefs influence Buddhist values.
Success Criteria (for final assessment)
1. Be able to describe the 5 precepts.
2. Be able to explain “compassion” and how this might influence a
Buddhist.
3. Identify the significance of these beliefs and why a Buddhist might
keep the 5 Precepts.
4. Think critically about and communicate an understanding of how
Scotland/ The World can be challenged to become more just, equal and
compassionate.
5. Communicate informed personal opinions justified with reasons.
Learning Statements – These learning statements run
through this unit of work and are not wholly covered
by one piece of work or one lesson, rather they evolve
as the learning develops.
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Communicated a developed understanding of the significance of the key figures, stories and
teachings of world religions.
Investigate and evaluate the meaning of key sources of evidence.
Consider the role of primary and secondary sources of evidence in supporting and challenging peoples
beliefs and viewpoints and the actions which result from these beliefs and viewpoints.
Critically reflect upon and communicate an understanding of how society can be challenged to become
more just, equal, compassionate and understanding.
Using a range of sources critically reflect upon other peoples values and the relationship between
these values and actions.
Reflect upon, account for and communicate similarities and differences between their own values and
those of others.
Consider and evaluate a range of values and offer views about the relationship between these values
and actions.
Drawing upon a range of religious and other sources reflect on the values of others and the actions
such values lead towards and consider their own responses to these.
Further consider and reflect upon how people come to have their values and the impact of a range of
values on society.
Stage 1: The Birth of Siddhartha and the Prediction
The Learner used the story of the birth of Siddhartha and the prediction to
communicate an understanding of the significance of key events in Siddhartha’s
life which will lead on to the development of the key teachings of Buddhism.
The Learner has identified the challenge within the different viewpoints of
Asita and King Suddhodana and the resulting actions which stem from those
beliefs.
This is 3rd level because:
The learner
o has identified that
beliefs about the Human
Condition lead to action.
o through response to
questioning, was able to
reflect critically about
other people’s point of
view.
Pupil Voice and Evidence
“The king was raging because he did not
want his son to be a holy man and live out
in the wilderness. He wanted his son to be
King and follow in the family footsteps.
I think the King decided to try to not let
Siddhartha see or feel suffering so that
Siddhartha wouldn't be unhappy and then
want to change the world.”
PDF: Asita & King Suddhodana Fakebook
Reflection
Stage 2: A Life of Luxury: Materialism
Learners looked at the life of luxury of Siddhartha had and thought about
materialism in today’s world. Through questioning the learner reflected upon
and communicated an understanding of the challenge of materialism in the
modern world and Scotland. The learner reflected upon what objects or values
might make someone happy and expressed an opinion about this and then
considered the opinions of others.
This is 3rd level because
The learner
o considered inequality in
Scotland and the World
and after questioning
they expressed ways in
which society could
become more equal.
o communicated informed
personal opinions
justified with reasons.
Pupil Voice and Evidence
“I think money can make people happy. It
can buy you things that you like and want…
and that can make you happy. But money
can’t always make you happy, friends can
make you happy and your Mum and Dad
can make you happy and money can help
with that. But my Mum has an illness and
money will not help that or make it go
away…so money can’t always buy
happiness.”
PDF: Luxury Fakebook Reflection
PDF: Money can’t buy happiness
Reflection
Stage 3: A Life Changing Moment
The Learner examined the 4 sights as a key story in the development of the
teachings of Buddhism. They explained the meaning of this event and how this
challenged Siddhartha’s viewpoint of society leading to action. Through reflecting on
the life of Siddhartha, the learner considered their own personal actions and values
and thought about their own response to a life changing moment. The learner
expressed through a “vote with your feet” debate whether or not there was
suffering in their own life.
This is 3rd level because
The learner:
o expressed though a “show me board”
response the meaning of “compassion.”
o through questioning identified how
compassion might be used in today’s
world.
o identified ultimate questions which arose
from the story and then participated in a
debate about the human condition,
suffering, and reincarnation.
o communicated informed personal opinions,
justified with reasons.
o demonstrated through discussion an
awareness of possible answers to ultimate
questions and the influences on decision
making
Pupil Voice and Evidence
“Compassion is when you feel
something for someone else when they
are unhappy or in a bad way… like
when they have tonsillitis.”
PDF: 4 sights Fakebook reflection
PDF: Life Changing Moment
PDF: Siddhartha 4 sights reflection
PDF: Old age, Illness and Death
PDF: Suffering: Ultimate Questions
Stage 4: Siddhartha’s Sacrifice
The learner reflected on the impact of selfishness/selflessness on society.
The learner was challenged to consider differing viewpoints of Siddhartha’s
sacrifice of a life of luxury & family to find an end to suffering.
The learner also considered the sacrifices they would have to make in order to
achieve a goal or to put their own beliefs in to action.
This is 3rd level because :
The learner:
o thought critically and communicated
through discussion an understanding
of how society can be challenged to
become more just, equal and
compassionate.
o gave a critical response to other
peoples values.
o communicated informed personal
opinions justified with reasons.
o identified and communicated
situations that might involve moral
dilemmas.
Pupil Voice and Evidence
“I think we are all pretty selfish, I am
selfish with my things when my brother
wants to use them. It is important to
think about others and to share and not
be selfish but it is important to think
about yourself too. The television and
adverts also make us selfish.
PDF: The Cycle of Suffering
PDF: Selfish or Selfless
PDF: Asceticism Reflection
PDF: What sacrifices might I have
to make if I want to achieve a goal?
Stage 5: The Teachings of the Buddha; The Middle Way & The 5 precepts
The Learner was challenged to identify the Middle Way through the extremes of
living Siddhartha experienced and then reflect upon the values identified through
this and the relationship with actions. The learner identified practical methods of
living a middle way and through discussion critically analysed these.
This is 3rd level because:
The learner:
o identified and communicated key
beliefs and their significance
o thought critically about the
meaning of key religious sources
o communicated an understanding
of how beliefs impact actions
Pupil Voice and Evidence
“It would be really hard to live a
middle way, you would have to really
think about everything you do in your
life. I think I would find it hard to
follow the 5 Precepts, because I lie all
the time…not to be bad, but to not
hurt other peoples feelings…also I like
eating meat!”
PDFs: Teaching Quote response 1
234
PDF: The Middle Way
PDFs: The 5 Precepts 1 2
Final Summative Assessment
This is 3rd level because:
The learner:
o could communicate a developed
understanding of beliefs and teachings
(the 5 Precepts and Compassion)
o could identify the significance of these
beliefs (why a Buddhist might keep them)
o think critically about and communicate an
understanding of how society can be
challenged to become more just, equal and
compassionate. (Scotland /the world
following the 5 precepts )
o communicate informed personal opinions
justified with reasons
o think critically and communicate how
beliefs might influence their own actions.
Pupils Voice and
Evidence
PDF: Assessment 1
PDF: Assessment 2
PDF: Assessment
questions
Looking up to 4th level
From this point there are areas that the learner should be starting to look to
developing at the 4th level.
• Using more primary and secondary sources to analyse and critically assess
beliefs, through a range of key figures (e.g. Siddhartha, Dalai Lama, Jesus,
Muhammad,) stories and teachings.
• To consider how these support or challenge beliefs and viewpoints, (e.g. Poverty,
Charity, Karma)
• To evaluate the responses to how a society can be more just, equal,
compassionate and understanding. (e.g. Buddhist, Christian, Humanist)
• Apply and critically assess a variety of responses to moral issues in greater
depth (e.g. any religious or secular views)
• Express informed personal opinions with reasons about meaning, value and
purpose of life, (e.g. life non-life after death, stewardship)
• Consider the impact of a range of values on society. ( e.g. Vegetarianism, eating
Halal/ Kosher food)