Download SUGGESTED UNIT OUTLINE INCLUDING TEACHING PACKS

UPPER KEY
2
STAGE
UNIT TITLE:
WHAT IS THE ‘BUDDHIST WAY OF LIFE?’
BUDDHISM
6-8 HOURS
WHAT’S THE PURPOSE OF THIS UNIT?
It is the intention of this unit to introduce pupils to the principal beliefs and practices of Buddhism. This is a key unit to prepare pupils for KS3,
where they will further develop their understanding of Buddhism as a non-theistic religion (with no god). For this reason, it is strongly
recommended that this unit is taught in Year 6, by which time pupils will have gained more of an overview of the nature of ‘religion’ through their
study in the primary phase.
CORE KNOWLEDGE
Know about and understand beliefs,
Expressing ideas and insights into questions of
Pupils should learn:
teachings & sources, practices & ways of life identity, diversity & belonging, meaning, purpose
and ways of expressing meaning
& truth and values & commitments
SUCCESS CRITERIA:
SUCCESS CRITERIA:
All pupils will be able to:
All pupils will be able to:
 about the story of how Prince Siddattha
became Buddha
 make links between Buddhist stories /
 compare aspects of their own experiences and
artefacts / religious symbols and the beliefs
those of others, identifying what influences and
 that ‘Buddha’ means ‘awakened’ or
that
underlie
them
(L3)
inspires them (L3)
‘enlightened one’
 that there is no supreme deity in Buddhism Most pupils should be able to:
Most pupils should be able to:
 that Buddhists follow the teachings of
 gather, select & organise ideas about
 apply ideas and reflections about issues raised
Buddhism to gain enlightenment (Nirvana)
Buddhism (L4)
e.g. suffering, enlightenment, meditation to their
which is achieved by meditating
 consider how the four Noble Truths or the
own, and Buddhists’ lives (L4)
 that there are Four Noble Truths in
Eightfold Path might affect a Buddhist’s way
 consider whether worship and meditation are
Buddhism
of life (L4)
different things and why this might be (L4)
 that Buddhists follow the teachings of the
 connect the key beliefs and teachings of
Eightfold Path
Buddhism with features of the religion e.g.
Some pupils might be able to:
 that there are artefacts that help Buddhists
artefacts, symbols, rituals (L4)
 express clear views about how following the
to meditate
Eightfold Path might create challenges for a
Some pupils might be able to:
 that worship and meditation are different
Buddhist (L5)
 explain how and why Buddhism compares
with other religions that they have studied
using relevant sources and evidence (L5)
POSSIBLE LEARNING JOURNEY:
Engage:
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Show selection of images related to Buddhism including pagoda, a Buddha statue, symbols, a monk, a map of India – ask pupils to find the link
Show a “What a Wonderful world” you tube clip with David Attenborough voice over, then use images of natural disaster, poverty, pollution, drought etc. and ask “why?”
Use Buddhist artefacts mixed with other faith artefacts - find commonality and differences.
Game of “Are you a Buddhist?” with cards containing variety of clues e.g. I pray 5 times a day; I meditate daily; I pray in church; I am a vegetarian for sorting.
Ring the school bell and discuss the purpose of bells as alarms, to waken us, alert us, communicate a start/finish.
Share “lightbulb” moments i.e. times when a sudden discovery was made, new knowledge acquired, new understanding of a concept, breakthrough in a challenge
GUILDFORD DIOCESAN GUIDELINES FOR R.E.
Enquire and Explore:
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Read the story of Prince Siddhartha Gautama or view animation on you tube and find out what changed his life
Use photo cards or images to investigate key aspects of Buddhist belief and practice (Buddhist artefacts are available at Diocesan Resource Centre)
Investigate and compare Buddhist artefacts and artefacts from other faiths which are used in prayer and/or meditation e.g. beads, bells, prayer wheel,
music/sound/silence.
Visit a Buddhist temple or set up a Buddhist shrine and identify symbols and items used in Buddhist “worship.”
Invite a Buddhist to visit school and answer questions and model how a Buddhist would meditate, explaining the challenges and benefits of meditation.
Evaluate:
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Discuss the similarities and differences between “worship,” “prayer” and “meditation” and consider how Christian meditation might differ or be similar to Buddhist
meditation.
Reflect on the Eightfold path and rank the steps in order of “importance” or “level of challenge.”
What does it mean to be “enlightened?” Compare this idea with the Christian idea of being “lights in the world.”
Imagine that in the school everyone believed the four noble truths and eightfold path – what might be different? Discuss an “eightfold path” for the class/school.
Express: Pupils could …
 Write a short bio or make a fact file of Prince Siddhartha Gautama (the Buddha) to show how the key events of his life influenced his teaching.
 Act the story of Gautama Buddha, then “hot seat” him to find out how he reached enlightenment, the challenges he met and his advice for us today
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Debate some of the key problems/injustices facing the world e.g. “Everyone should have the same amount of money;” “Wars are always the result of greed;” “Animals
should never be killed.” What might a Buddhist say in response, and what do you think?
Design a Buddhist shrine to include 5 elements of your choice and explain reasons for including them.
Write a Buddhist meditative “prayer” and inscribe it on a flag or write a poem in response to the idea of a perfect or spoilt world.
Draw a plan for an exhibition of Buddhist artefacts, detailing artefacts to include and why.
Prepare a leaflet describing the Buddhist lifestyle to a non-Buddhist. Include comments about the positive benefits of living life this way.
SKILLS TO BE DEVELOPED BY THIS UNIT
Pupils should demonstrate progression by:
KEY VOCABULARY
 Reflecting on the beliefs and practices of Buddhists
 Empathising by considering the beliefs and values
of Buddhists and seeing issues from their point of
view
 Investigating by asking relevant questions and
knowing how to gather information from a variety of
sources e.g. artefacts, stories
 Interpreting by drawing meaning from statues of
Buddha and interpreting religious language
 Evaluating by debating issues of religious
significance within Buddhism
 Analysing by distinguishing between opinion and
fact
 Synthesising by linking significant features of
Buddhism together
 Expressing by explaining the key concepts, rituals
and practices of Buddhism e.g. how meditation helps
a Buddhist
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Siddhartha
Gautama
Buddha
enlightenment
meditation
shrine
EVIDENCE OF PUPIL PROGRESS
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Nirvana
Four Noble Truths
Eightfold Path
Wheel of life
rebirth
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Learning about religions: describe how the Buddha’s
enlightenment influenced his teachings; investigate
artefacts associated with Buddhism and explain how these
are used in Buddhist practice. (enquire/explore and
express tasks)
Learning from religion: evaluate aspects of the Buddhist
lifestyle as having value for all, discuss the challenges of
fulfilling a meditative discipline. Apply eightfold path to
school life. (evaluation discussions)
LINKS WITH OTHER UNITS ACROSS KEY STAGES
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KS3 units – ‘What did Siddartha teach about suffering?’; ‘Is death the end?’
POINTS TO NOTE / BACKGROÚND KNOWLEDGE
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Whilst Buddha is the most important authority within Buddhism, he is not worshipped as a god. There is no
supreme deity in Buddhism, which is what makes it different from all the other faiths taught at KS2. This needs
to be clearly explained to pupils.
The Eightfold Path is: Right view; Right thought; Right speech; Right action; Right livelihood; Right effort;
Right mindfulness; Right contemplation
The five elements within a Buddhist temple are Fire, Air, Earth, Water and Wisdom
GUILDFORD DIOCESAN GUIDELINES FOR R.E.
Unit: What is the ‘Buddhist way of life?’
Assessment sheet for RE
Expressing ideas and insights into
questions of identity, diversity &
belonging, meaning, purpose & truth and
values & commitments
Know about and understand beliefs, teachings
& sources, practices & ways of life and
expressing meaning
Some pupils will have not made
so much progress and will be
able to:
Most pupils will be able to:
Some pupils may have
progressed further and will be
able to:
 make links between Buddhist stories /
artefacts / religious symbols and the
beliefs that underlie them (L3)
 gather, select & organise ideas about
Buddhism (L4) and / or
 consider how the four Noble Truths or the
Eightfold Path might affect a Buddhist’s
way of life (L4) and / or
 connect the key beliefs and teachings of
Buddhism with other features of the
religion e.g. artefacts, religious
expression etc. (L4)

Names:
Names:
Names:
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compare aspects of their own
experiences and those of others,
identifying what influences and inspires
them (L3)
Names:

apply ideas and reflections about issues
raised e.g. suffering, enlightenment,
meditation to their own, and Buddhists’
lives (L4) and / or
consider whether worship and
meditation are different things and why
this might be (L4)
Names:
GUILDFORD DIOCESAN GUIDELINES FOR R.E.
Year: 6
explain how and why Buddhism differs
from other religions that they have
studied
express clear views about how following
the Eightfold Path might create
challenges for a Buddhist (L5)
Names: