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Chapter 6 Buddhism: 6.1 How it all began
Chapter 6 Buddhism
6.1 How it all began
Learning intentions
By the end of this lesson pupils will:
왘 have examined the life of Siddhartha Gautama.
Key elements
Spiritual awareness
Mutual understanding
Cultural understanding
Cross-curricular skills
Communication
Using mathematics
Thinking skills and personal capabilities
왘 Sequence, order, classify and make comparisons.
왘 Examine options and weigh up pros and cons.
왘 Experiment with ideas and questions.
왘 Listen actively and share opinions.
왘 Take personal responsibility for work with others and evaluate
their own contribution to the group.
왘 Respect the views and opinions of others and reach agreements
using negotiation and compromise.
Lesson plan
Starter
왘 Write the word ‘happiness’ on one side of the board and ‘unhappiness’ on the
other.
왘 Give each pupil two Post-it notes. Ask the pupils to write down one word that
they associate with each word and stick the Post-its to the board.
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Chapter 6 Buddhism: 6.1 How it all began
왘 Discuss with the class the different words that they have chosen and why they
have been chosen.
왘 Ask the pupils to complete the introduction activities in the Pupil’s Book
(page 67).
왘 Explain that in very simple terms Buddhism aims to help people find happiness.
Development
왘 Tell the class that the founder of Buddhism was Prince Siddhartha, and explain
that they are going to use the strategy below to tell the story.
왘 Divide the class into groups of four and give each person a number from one
to four.
왘 While the rest of the class completes Worksheet 6.1, take all the number ones
outside the room and tell them the story of Siddhartha (Pupil’s Book pages 68–
69).
왘 When the story has been told ask the number twos to go out and listen to the
story from the number ones.
왘 The ones will then return to the classroom and the threes will go outside. The
twos will tell the story to the number threes.
왘 The twos will then return to the room and the fours will go outside and hear it
from number threes.
왘 The threes and fours will return to the classroom and the fours will retell the
story to the ones. It will be interesting to see how the story has changed! (Be
careful with your timing and ensure that all pupils have a turn at listening to and
retelling the story.)
왘 When everyone has heard the story, ask the groups to work together to answer
questions about Siddhartha. Ask the class five to ten questions. The group that
gets the most questions right wins a prize.
왘 Ask pupils to read the information in the Pupil’s Book (pages 68–69) and
complete Get Active 1.
Plenary
왘 Sum up the lesson by using the true/false statements on Worksheet 6.2. These
can be used in various ways:
쐍 The pupils can be given the statements and, working in groups, sort them into
true and false.
쐍 Alternatively the statements can be put into a box. A pupil chooses one
statement and tells the class whether he/she thinks it is true or false. The class
then decides if this is correct.
쐍 A third possibility is to ask the pupils to work in groups and, as the teacher
reads each statement, decide whether it is true or false.
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Chapter 6 Buddhism: 6.1 How it all began
Answers: a) False; b) True; c) False; d) False; e) True; f) True; g) False; h) False;
i) True; j) True; k) True; l) True; m) False; n) True.
Homework suggestion
Pupils complete Worksheet 6.3.
Extension activity
Pupils complete the living graph on Worksheet 6.4.
왘 Pupils are given the twelve statements based on Siddhartha’s life.
왘 Working in groups, pupils put these into chronological order.
왘 The pupils then number each of the cards chronologically.
왘 The group decides how Siddhartha felt in each statement.
왘 The chart is completed by putting the number of the card beside the emotion
Siddhartha was experiencing on the x axis and when it happened in his life on
the y axis.
Learning outcomes
왘 Work effectively with others.
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Chapter 6 Buddhism: 6.1 How it all began
Worksheet 6.1
Happiness
1 How can you tell if someone is happy?
________________________________________________________________
________________________________________________________________
2 When you are feeling happy, what sorts of things can change that?
________________________________________________________________
________________________________________________________________
3 What do you do to try to make someone happy?
________________________________________________________________
________________________________________________________________
4 When you are happy, do you think it has any effect on the people around you?
Give examples to support your answer.
________________________________________________________________
________________________________________________________________
5 Do you always need ‘things’ to make you happy? Give examples to support your
answer.
________________________________________________________________
________________________________________________________________
6 Why do you think that people are not happy all the time?
________________________________________________________________
________________________________________________________________
7 When you are unhappy, are there any things that you can do to change how you
feel? What are these things? Why do you think they work?
________________________________________________________________
________________________________________________________________
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Chapter 6 Buddhism: 6.1 How it all began
Worksheet 6.2
True/false
a Siddhartha was born in Nairobi.
b His father made sure that Siddhartha never saw any suffering.
c To ensure that Siddhartha never saw any suffering he was kept within the
Palace walls.
d Siddhartha left the Palace without his father knowing and enjoyed a
peaceful walk around the town.
e When Siddhartha left the Palace without his father’s knowledge he saw five
sights that troubled him.
f The first sight that Siddhartha saw when he left the Palace was an old man.
g One of the sights that Siddhartha saw when he left the Palace was a woman
dancing in the street.
h Siddhartha married and had six children – four girls and two boys.
i Siddhartha had never seen sickness before he left the Palace and he had no
understanding of what it was.
j Before Siddhartha left the Palace he thought that people lived forever.
k Siddhartha decided that all the luxury in the world did not make him happy
so he left the Palace and his family to discover how to find happiness.
l Siddhartha joined some holy men and ate so little that his spine could be
seen through his stomach.
m Siddhartha believed that living a simple life and eating very little was the
only way to find happiness.
n Siddhartha meditated under a bodhi tree and discovered the answer to his
question – ‘Why do people suffer?’
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Chapter 6 Buddhism: 6.1 How it all began
Worksheet 6.3
In his shoes
Imagine you are Siddhartha and you have just left your wife and baby son to find
the answer to your question – ‘Why do people suffer?’ You left without explaining
anything to her. Write a letter to her explaining how the four sights have changed
you, why you left home and what you want to achieve.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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_______________________________________________________________
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_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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Chapter 6 Buddhism: 6.1 How it all began
Worksheet 6.4
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Sad
Disbelieving
Confused
Amazed
Happy
Ecstatic
Beginning
Middle
End
Living graph
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Chapter 6 Buddhism: 6.1 How it all began
Worksheet 6.4 (page 2 of 2)
Cut out and place these statements on the living graph.
Siddhartha lives in a palace
Siddhartha joins some
wandering holy men
Siddhartha becomes
a holy man
Siddhartha meditates
under a bodhi tree
Siddhartha has everything
he could want
Siddhartha leaves his family
Siddhartha has a son
Siddhartha marries a
beautiful princess
Siddhartha leaves the palace
and sees four sights
Siddhartha becomes
enlightened and
is called Buddha
Siddhartha eats so little he
almost starves himself to
death
Siddhartha wonders if
there is more to life
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Chapter 6 Buddhism: 6.2 Buddhist beliefs 1
Chapter 6 Buddhism
6.2 Buddhist beliefs 1
Learning intentions
By the end of this lesson pupils will:
왘 have an understanding of the Three Universal Truths and the Four Noble
Truths
왘 appreciate what Karma is
왘 understand the Buddhist belief that our actions have consequences.
Key elements
Mutual understanding
Spiritual awareness
Cultural understanding
Cross-curricular skills
Communication
Using ICT
Thinking skills and personal capabilities
왘 Develop routines of turn-taking, sharing and cooperating.
왘 Give and respond to feedback.
왘 Suggest ways of improving their approach to working
collaboratively.
왘 Organise and plan how to go about a task.
왘 Learn ways to manage their own time.
왘 Select the most appropriate method for a task.
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Chapter 6 Buddhism: 6.2 Buddhist beliefs 1
Lesson plan
Starter
왘 Divide pupils into groups, ideally of six.
왘 Place at the front of the room the three pieces of information about the main
Buddhist beliefs (Worksheets 6.5, 6.6 and 6.7).
왘 Ensure that these are in three separate areas and that they are covered up until
they are going to be used.
왘 Two pupils from each group go to look at the first set of information, two pupils
from each group go to look at the second set of information and two pupils from
each group go to look at the third set of information. They should be given a set
time – for example, one minute – to look at and read the information.
왘 The pupils return to their desks and record on one of three separate sheets of
paper as much information as they can remember.
왘 Pupils then go and look at the next set of information. After a set time they
return to their desks again and add to the information that has already been
recorded on that topic.
왘 This is repeated a third time in order that all pupils will see all of the
information and have the opportunity to add to the sheets on their desks.
왘 Pupils can discuss what they have learned in their groups.
왘 The groups can then be given Worksheets 6.8, 6.9 and 6.10 to complete using the
information they have recorded on their sheets. The sheets are exchanged and
marked as the teacher gives out the correct answers.
Development
왘 Pupils read the information in the Pupil’s Book (page 70).
왘 Explain to pupils that the term ‘Karma’ can be summed up in the phrase ‘What
goes around, comes around’. Discuss with pupils what they think this means.
왘 In order to explain the concept of Karma, pupils could complete the activity
found on Worksheet 6.11.
왘 Pupils should now complete Get Active 1 in the Pupil’s Book (page 71).
왘 Read the information in the Pupil’s Book (page 71) and complete Get Active 2.
Plenary
왘 Before pupils leave give them a quick-fire quiz to see how much they can
remember.
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Chapter 6 Buddhism: 6.2 Buddhist beliefs 1
Homework suggestion
Pupils should be given Worksheet 6.12 to learn for homework.
Extension activity
Jataka tales were used to teach moral values and are still used in Buddhism today.
The Jataka stories date back to the third century BC and are believed to be one of
the oldest forms of storytelling. In the past people were appointed Jataka
storytellers and they would travel far and wide to teach kindness, compassion, nonviolence, charity, generosity and self-sacrifice through these stories.
Buddhists believe that Buddha himself used these stories to explain concepts like
karma and rebirth and to emphasise the importance of certain moral values.
www.jatakkatha.com is a website that has many of these stories both to read and
watch. Pupils could find out what these stories are about and the moral teaching
behind them.
Learning outcomes
왘 Work effectively with others.
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Chapter 6 Buddhism: 6.2 Buddhist beliefs 1
Worksheet 6.5
The Three Universal Truths
Anicca
Nothing lasts forever and people, plants and the land are always changing every
second, every minute, every day.
Dukkha
Life is unsatisfactory because it involves suffering. It includes things like being
bored or uncomfortable and change. Nothing is completely perfect.
Anatta
Nothing is permanent and nothing lasts forever (even humans). They do not believe
in a soul that goes from one body to another. What carries on to the next life is a
‘life force’ which the person has made in this life.
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Chapter 6 Buddhism: 6.2 Buddhist beliefs 1
Worksheet 6.6
Four Noble Truths
1 Dukkha (suffering) is everywhere, all the time.
2 Dukkha is caused by greed and selfishness.
3 Greed and selfishness can be ended.
4 The way to end greed and selfishness is to follow the Noble Eightfold Path.
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Chapter 6 Buddhism: 6.2 Buddhist beliefs 1
Worksheet 6.7
The Noble Eightfold Path
Right understanding
You must understand the Four Noble Truths and the causes of suffering.
Right thought
You must think about your life and try to live in a caring and selfless manner.
Right speech
You must speak to people in a kind, caring and truthful manner.
Right action
Respect other people, living things and yourself.
Right livelihood
Only do jobs that will not harm other people or animals.
Right effort
Make an effort to avoid evil and to do good at all times.
Right self-awareness
Be aware of yourself, how you feel and how you act towards the world around you.
Right meditation
Spending time in meditation will help someone to gain enlightenment.
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Chapter 6 Buddhism: 6.2 Buddhist beliefs 1
Worksheet 6.8
Using the information that you have collected, complete the following.
The Three ____________________ Truths
Anicca: ___________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________________: life is unsatisfactory because it involves suffering.
It includes things like being bored or uncomfortable and change. Nothing is
completely perfect.
Anatta: ___________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Chapter 6 Buddhism: 6.2 Buddhist beliefs 1
Worksheet 6.9
Using the information that you have collected, complete the following.
Four _______________ Truths
1 Dukkha (____________________) is everywhere, all the
____________________;
2 Dukkha is caused by ____________________ and ____________________;
3 ____________________ and ____________________ can be ended.
4 The way to end ____________________ and ____________________ is to
follow the Noble ____________________ Path.
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Chapter 6 Buddhism: 6.2 Buddhist beliefs 1
Worksheet 6.10
Using the information that you have collected, complete the following.
Noble ____________________ Path
Right ____________________: you must understand the Four Noble Truths and
the causes of suffering.
Right ____________________: you must think about your life and try to live in a
caring and selfless manner.
Right ____________________: you must speak to people in a kind, caring and
truthful manner.
Right ____________________: respect other people, living things and yourself.
Right ____________________: only do jobs that will not harm other people
or animals.
Right ____________________: make an effort to avoid evil and to do good at
all times.
Right ____________________: be aware of yourself, how you feel and how you
act and the world around you.
Right ____________________: spending time in meditation will help someone to
gain enlightenment.
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Chapter 6 Buddhism: 6.2 Buddhist beliefs 1
Worksheet 6.11
Karma
Karma can be summed up in the phrase ‘What goes around comes around’.
Complete the following activity in groups of three.
1 First, write a situation that will have consequences. It could be a good or bad
situation. For example:
Julie arrived at school and discovered that she had forgotten to do her maths
homework. At break time, when her friend wasn’t looking, she took her maths
homework book and copied her answers.
OR
Paul’s neighbour’s dog became sick and had to go to the vet. They had a lively twoyear-old child who was asleep and in bed. It was Friday night and Paul was
looking forward to going out with his friends. The neighbour called and asked if he
would babysit. Paul knew that the child was a bad sleeper and would most likely
wake up and be very demanding. He would also have to miss going out with his
friends. However, his neighbour had no one else to babysit so he agreed to do it.
2 Pass on your situation to the next person in your group. He/she has to continue
writing the story.
3 The last person in the group has to complete the story. He/she must include the
consequences of the decisions that the person made.
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Chapter 6 Buddhism: 6.2 Buddhist beliefs 1
Worksheet 6.12
Learn the following information.
The Three Universal Truths
Anicca
Nothing lasts forever and people, plants and the land are always changing every
second, every minute, every day.
Dukkha
Life is unsatisfactory because it involves suffering. It includes things like being
bored or uncomfortable and change. Nothing is completely perfect.
Anatta
Nothing is permanent and nothing lasts forever (even humans). They do not believe
in a soul that goes from one body to another. What carries on to the next life is a
‘life force’ which the person has made in this life.
Four Noble Truths
1 Dukkha (suffering) is everywhere, all the time.
2 Dukkha is caused by greed and selfishness.
3 Greed and selfishness can be ended.
4 The way to end greed and selfishness is to follow the Noble Eightfold Path.
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Chapter 6 Buddhism: 6.3 Buddhist beliefs 2
Chapter 6 Buddhism
6.3 Buddhist beliefs 2
Learning intentions
By the end of this lesson pupils will:
왘 have examined the Noble Eightfold Path
왘 be able to identify that what a Buddhist believes will influence how he/she
should behave.
Key elements
Moral character
Spiritual awareness
Cross-curricular skills
Communication
Thinking skills and personal capabilities
왘 Organise and plan how to go about a task.
왘 Focus, sustain attention and persist with tasks.
왘 Respect the views and opinions of others and reach agreements
using negotiation and compromise.
왘 Be fair.
왘 Use their own and others’ ideas to locate sources of information.
Lesson plan
Starter
왘 Recap on the previous lesson when pupils had to complete a learning
homework:
쐍 On a lined piece of paper ask them to spell ‘anicca’, ‘dukkha’ and ‘anatta’ and
explain the meanings of the terms.
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Chapter 6 Buddhism: 6.3 Buddhist beliefs 2
쐍 Ask pupils to write down the four steps of the Four Noble Truths.
쐍 Pupils swap their sheets and, as the answers are read out by the teacher, they
mark each other’s work. Pupils give each other feedback on their work.
Development
왘 Pupils could read the information in the Pupil’s Book (page 72).
왘 Put the pupils into groups. Enlarge the picture of the wheel on Worksheet 6.13 to
A3 size and give each group a set of the cards from Worksheet 6.14.
왘 The pupils read each card and decide which spoke of the wheel it should go
beside. They then put it in the correct place.
왘 Discuss the answers with the class. These are given below.
왘 Ask pupils to complete Get Active 1 in the Pupil’s Book (page 73).
왘 Pupils then read the information in the Pupil’s Book (page 73) and complete Get
Active 2.
Answers:
Right understanding
왘 I am happy and content with who I am and what I have.
왘 Unhappiness is due to suffering. Suffering is due to craving for things.
Right thought
왘 I will not think bad things about that person.
왘 I will not allow myself to feel jealous.
Right speech
왘 I will not tell lies.
왘 I will not gossip.
Right action
왘 I will not steal.
왘 I will not murder.
Right livelihood
왘 I will always work hard.
왘 I will not take advantage of other people.
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Chapter 6 Buddhism: 6.3 Buddhist beliefs 2
Right effort
왘 I will always do the best that I can in all that I do.
왘 I will think of others before myself.
Right self-awareness
왘 I will not let myself be influenced by others.
왘 I will not act or speak in a careless or forgetful manner.
Right meditation
왘 I will fully focus on my breathing.
왘 Meditation will help me gain enlightenment.
Plenary
왘 Ask pupils to read out their emails to the class from Get Active 2. This should
summarise the key beliefs within Buddhism. Again, encourage pupils to give
feedback to each other.
Homework suggestion
Ask pupils to read the problem scenarios on Worksheet 6.15 and write a reply to
each one from a Buddhist point of view. The key beliefs of Buddhism should
influence their answer.
Extension activity
Read out the parable about enlightenment on Worksheet 6.16. Discuss this with
pupils and complete the questions found on the bottom of the page.
Learning outcomes
왘 Demonstrate self-management by working systematically, persisting with tasks,
evaluating and improving own performance.
왘 Work effectively with others.
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Chapter 6 Buddhism: 6.3 Buddhist beliefs 2
Worksheet 6.13
The Noble Eightfold Path
Right
meditation
Right
self-awareness
Right
understanding
Right
effort
Right
thought
Right
livelihood
Right
speech
Right
action
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Unhappiness is
due to suffering.
Suffering is due to
craving for things.
I will not allow
myself to feel
jealous.
I will not gossip.
I will not murder.
I am happy and
content with who I
am and what I
have.
I will not think bad
things about that
person.
I will not tell lies.
I will not steal.
I will think of
others before
myself.
I will not act or
speak in a careless
or forgetful
manner.
Meditation will
help me gain
enlightenment.
I will not let myself
be influenced by
others.
I will fully focus on
my breathing.
I will not take
advantage of other
people.
I will always do the
best that I can in
all that I do.
I will always work
hard.
Chapter 6 Buddhism: 6.3 Buddhist beliefs 2
Worksheet 6.14
Cut out and place these statements in the correct place on the Noble Eightfold Path.
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173
Chapter 6 Buddhism: 6.3 Buddhist beliefs 2
Worksheet 6.15
Read the following scenarios and write an answer to each one from a Buddhist
point of view.
1 Someone in school is spreading lies about me. I want to start a rumour about
him in order to get my own back. What do you think?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2 My dad wants me to help with his old motorbike on Saturday. He wants to strip
down the engine and teach me how to put it back together again. I can’t stand
the bike. My dad thinks it will be ‘good father and daughter’ time. I was planning
to be useless at everything he asks me to do, so he’ll tell me to go away. What do
you think?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3 My sister just won a dancing competition that I was also in. Everyone thought it
was wonderful that she won and her trophy stands in pride of place on the hall
table. I want to knock the trophy off so that it will smash. I’m the better dancer,
not HER!! What do you think?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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Chapter 6 Buddhism: 6.3 Buddhist beliefs 2
Worksheet 6.16
A parable about Enlightenment
The tale of the five disciples
There was once a wise old saint who had five disciples. When he was dying he said
to them, ‘I have one last wish. When I am dead I want you all to make a pilgrimage
to my home city, and when you get there pray for me and honour me.’ Though this
city was a long way away the five disciples agreed. It was not long after this that the
old man died.
The disciples set off on the long dusty road to the city. As they plodded along one of
them grew impatient. ‘I can’t be bothered to walk as slowly as this,’ he shouted.
‘I want to get there quickly so I can do other things!’ He began to walk quickly and
soon had left the other disciples behind. Week after week he pressed on, only
stopping briefly at night for sleep, food and water. Within a month he had reached
the city.
One of the other disciples was finding the going too fast. He got tired very quickly
and told his friends to leave him. He sat under a tree and fell asleep. When he woke
up the other disciples had gone and he was alone. He walked a few miles to the
next village. He had a good meal and slept for the night. The next day he felt
stronger and he walked another few miles. After a year he reached the city.
The other three disciples walked on together for a while longer. However, one of
them began to worry. He wasn’t sure if they were on the right road so he asked a
farmer who was working in a field which was the quickest way to the city. The
farmer told him to turn left and head for the town, then ask again. So he said
goodbye to the other disciples and went his own way. He asked everyone he met if
they knew the way to the city. Everyone he asked described a different route. He
walked backwards and forwards, up and down and round and around until he
finally reached the city two years later.
There were now two disciples left and one was fed up with having sore feet, no
money and a long journey ahead. So he decided to return home. He soon forgot his
promise, began to steal and ended up in prison. Many years went by and a doctor in
the prison told him that he would die soon because of his heavy drinking. Suddenly
he remembered his promise to the old saint and as soon as he was released from
prison he set out for the city. He finally arrived thirty years after he first set out!
The last disciple walked steadily on alone. One day he met a man who was carrying
a heavy load of wood. The disciple offered to help him and went with him to his
house, many miles from the road. When he arrived in the village he discovered that
all the people were poor and worked for a very wealthy landowner. The villagers
were expected to do the worst jobs for the owner who lived on a big farm. The
disciple felt he had to stay and help the people of the village. He eventually
returned to his journey but almost every day he came across someone who needed
his help or advice. His journey became longer and slower but he did reach the city
in the end, ten years after he had started out.
1 How long did it take each disciple to reach the city? Why did it take each of them
a different length of time?
2 What do you think this parable teaches Buddhists about the road to
Enlightenment?
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175
Chapter 6 Buddhism: 6.4 Types of Buddhism
Chapter 6 Buddhism
6.4 Types of Buddhism
Learning intentions
By the end of this lesson pupils will:
왘 have explored the two main groups within Buddhism
왘 have explored who the Dalai Lama is and understand the role he plays
within Buddhism.
Key elements
Ethical awareness
Cultural understanding
Spiritual awareness
Cross-curricular skills
Communication
Using ICT
Thinking skills and personal capabilities
왘 Use a range of methods for collating, recording and representing
information.
왘 Communicate with a sense of audience and purpose.
왘 Learn from and value other people’s ideas.
Lesson plan
Starter
왘 Begin the lesson with a discussion of the fact that, within most religions, there
are different groups who have different beliefs and practices.
왘 Use the example of Christianity. Discuss with the class the differences within the
denominations.
왘 Ask the class if they know of any differences within the Jewish or Islamic faiths.
왘 Conclude the discussion by explaining that the core beliefs are the same but they
differ in other aspects. The same is true within Buddhism.
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Chapter 6 Buddhism: 6.4 Types of Buddhism
Development
왘 Pupils read the information in the Pupil’s Book (page 74). In order to allow
pupils to place the countries mentioned in terms of their location, ask them to
find the following countries in an atlas:
Thailand
Laos
Tibet
Cambodia
Sri Lanka
Korea
China
왘 Pupils could complete Get Active 1 in the Pupil’s Book (page 74).
왘 Pupils read the information about the Dalai Lama in the Pupil’s Book (page 75)
and complete Get Active 2.
Plenary
왘 As a revision of the work pupils have completed on the two Buddhist traditions,
explain that you will say a word/words – for example, ‘Tibet’. If they think it
belongs to the Theravada tradition they should stand up. If they think it belongs
to the Mahayana tradition they should put their hands up (you could write these
instructions on the board). If a data projector is available the words could be
flashed up on the screen. A list of the words/statements are below:
쐍 Theravada: Thailand; Cambodia; Laos; Sri Lanka; Southern Buddhism; Way of
the elders: Pali Canon; Only monks and nuns reach Enlightenment
쐍 Mahayana: Tibet; China; Korea; Northern Buddhism; Pali Canon and
Tripitaka; Bodhisatvas; Dalai Lama; Anyone can reach Enlightenment
Homework suggestion
Write a letter to the Chinese government outlining why you think Tibet should be
free of Chinese rule and why you think the Dalai Lama should be allowed to return
home.
OR
Design a poster that is campaigning for the freedom of Tibet. Think carefully about
what your slogan will be and what images will be on the poster.
Extension activity
Ask pupils to complete some research on the Dalai Lama and create a fact file on
him.
Type ‘BBC Dalai Lama’ into a search engine and a short synopsis of his life, which is
easily accessible to pupils, will appear as a link
(www.bbc.co.uk/religion/religions/buddhism/people/dalailama_1.shtml)
Learning outcomes
왘 Communicate effectively in oral, visual, written and ICT formats, showing clear
awareness of audience and purpose.
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Chapter 6 Buddhism: 6.5 Buddhist symbols
Chapter 6 Buddhism
6.5 Buddhist symbols
Learning intentions
By the end of this lesson pupils will:
왘 have explored the most common symbols within Buddhism
왘 have investigated other symbols associated with the religion
왘 have discovered how to find the meaning behind a Buddha image through
looking at its characteristics and hand positions – mudras.
Key elements
Spiritual awareness
Cultural understanding
Cross-curricular skills
Communication
Using ICT
Thinking skills and personal capabilities
왘 Make ideas real by experimenting with different designs, actions
and outcomes.
왘 Make new connections between ideas/information.
왘 Be aware of their personal strengths, limitations and interests.
왘 Set personal targets and review them.
왘 Generate possible solutions, try out alternative approaches and
evaluate outcomes.
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Chapter 6 Buddhism: 6.5 Buddhist symbols
Lesson plan
Starter
왘 Prepare a PowerPoint presentation of different symbols that are seen everyday.
Ask pupils to work in groups to write down what they think the symbols
represent.
왘 Discuss with the class why we use symbols and why they are important within
religions.
왘 Ask pupils if they can remember any of the symbols associated with the other
religions they have studied and if they can remember what they mean.
왘 Discuss what they think the symbol of Buddhism might be.
Development
왘 Ask pupils to complete Get Active 1 in the Pupil’s Book (page 76).
왘 Explain to the class that within Buddhism there are many symbols.
왘 Ask pupils to read the information in the Pupil’s Book (pages 76–77) and
complete Get Active 2.
왘 Create a PowerPoint presentation containing different images of Buddha. Point
out the different characteristics and the positions of the hands. Choose two of
the slides and discuss with the class what the images are representing.
왘 Ask pupils to read the information on Buddha images and mudras in the Pupil’s
Book (page 78).
왘 Pupils could practise the mudras and test each other.
왘 The teacher could show the class a mudra and pupils then write down what they
think it is.
왘 Show the rest of the PowerPoint presentation to the class and ask them what
they think each Buddha image represents.
Plenary
왘 Create a PowerPoint presentation of Buddhist symbols and mudras. Show the
class each one and in groups have pupils write down what they think each one
represents. The group with the most correct wins a prize.
Homework suggestion
Pupils could complete Worksheet 6.17. Each pupil is to draw their own Buddha
image in one of the three positions – sitting, lying down or standing. They need to
decide which mudra position the hands are in and what special features the image
will have. They will then write a short explanation.
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179
Chapter 6 Buddhism: 6.5 Buddhist symbols
Extension activity
왘 Create a worksheet that contains five or six different Buddha images. These can
easily be found on the internet.
왘 Ask pupils to look at each image and write down the following:
1 What positions it is in, i.e. sitting, lying or standing.
2 What the mudra positions of the hands represents.
3 Any special features the image has and what they represent.
Learning outcomes
왘 Demonstrate creativity and initiative when developing ideas and following
them through.
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Chapter 6 Buddhism: 6.5 Buddhist symbols
Worksheet 6.17
Draw your own Buddha image
Draw your own Buddha image in one of the three positions – sitting, lying down or
standing. Decide which mudra position the hands are in and what special features
the image will have. Then write a short paragraph explaining your drawing.
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181
Chapter 6 Buddhism: 6.6 Worship
Chapter 6 Buddhism
6.6 Worship
Learning intentions
By the end of this lesson pupils will:
왘 have discussed the elements of a Buddhist shrine
왘 have explored meditation and experienced practising it
왘 have investigated mandalas, mantras, prayer wheels and flags
왘 have an understanding of stupas and Buddhist scripture.
Key elements
Spiritual awareness
Cultural understanding
Cross-curricular skills
Communication
Using ICT
Thinking skills and personal capabilities
왘 Focus, sustain attention and persist with tasks.
왘 Make ideas real by experimenting with different designs, actions
and outcomes.
왘 See opportunities in mistakes and failures.
왘 Use their own and others’ ideas to locate sources of information.
왘 Communicate with a sense of audience and purpose.
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Chapter 6 Buddhism: 6.6 Worship
Lesson plan
Starter
왘 Have incense burning as the class enters the room. Hopefully this will generate
some discussion about what the smell is. If not, as the class is settling down,
walk around the room with the incense stick so that the smell fills the air.
왘 Ask the class if they know what incense is and what it is used for. Tell them that
it is used in Buddhist worship and explain what it represents. Allow the incense
to burn throughout the lesson, as long as the smell doesn’t become overbearing.
Development
왘 Read the information in the Pupil’s Book (page 79). As you read the description
of the shrine it would be beneficial to have the elements that make up the
shrine to build one in the class.
왘 Ask pupils to read the section on meditation in the Pupil’s Book (page 79) and
complete Get Active 1.
왘 Ask pupils to read the section on mandalas in the Pupil’s Book (page 80). Use a
PowerPoint presentation to show pupils different types of mandalas, including
butter and sand.
왘 Pupils could complete the ‘map from memory’ exercise (extension exercise).
왘 Read the information about mantras, prayer wheels and flags in the Pupil’s Book
(page 80).
왘 There are many wonderful images on the internet of prayer wheels and flags. It
would be a good idea to use PowerPoint to show pupils what they look like.
왘 Ask pupils to complete Get Active 2 in the Pupil’s Book (page 80).
왘 Read the information about stupas and Buddhist scripture in the Pupil’s Book
(page 81) and complete Get Active 3.
Plenary
왘 Play the game of Jeopardy:
쐍 Ask each pupil to write down one question about Buddhist symbols on a piece
of paper. On another piece of paper, they should write down the answer to it.
쐍 Collect in all pupils’ questions and answers.
쐍 Ask pupils to work in groups. Choose some of the answers that have been
written and give these, one by one, to the class. Each group then has to decide
what the question might have been.
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Chapter 6 Buddhism: 6.6 Worship
Homework suggestion
Pupils could make a Tibetan prayer wheel:
왘 On a long strip of paper pupils write ‘Om Mani Padma’ over and over again.
왘 Pupils stick one end to a pencil and wrap the strip of paper around it.
왘 They then get a cylinder shape, such as the inside of kitchen paper roll cut in
half, stick a piece of card over the top of the cylinder and decorate it.
왘 Pupils should place the pencil inside the cylinder and hold it horizontally. Using
their wrist, the pupils can make the prayer wheels spin.
Extension activity
Pupils could complete the ‘map from memory’ exercise:
왘 Choose a search engine and type in ‘mandala clipart’. Chose a suitable mandala
that you think your class would be able to copy. Enlarge the image to A3 size.
왘 Ask the class to work in groups of four and to number themselves one to four.
왘 All the number ones should come to the front of the class to view the image for
30 seconds. No else should be able to see it.
왘 They return to their group and draw what they have seen. After one minute of
drawing, the number twos come up to see the drawing for 30 seconds.
왘 The cycle is continued until everyone has seen the drawing.
This activity helps pupils develop skills of working together. Time should be given
afterwards for each group to reflect not just on the quality of the work they
produced but on how they worked as a group.
Learning outcomes
왘 Demonstrate creativity and initiative when developing ideas and following them
through.
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Chapter 6 Buddhism: 6.7–6.8 Festivals and the Sangha
Chapter 6 Buddhism
6.7–6.8 Festivals and the Sangha
Learning intentions
By the end of this lesson pupils will:
왘 have an understanding of some of the festivals celebrated within
Buddhism
왘 have an appreciation of the Sangha and its role within Buddhism.
Key elements
Cultural understanding
Spiritual awareness
Mutual understanding
Cross-curricular skills
Communication
Using ICT
Thinking skills and personal capabilities
왘 Take personal responsibility for work with others and evaluate
their own contribution to the group.
왘 Be fair.
왘 Communicate with a sense of audience and purpose.
Lesson plan
Starter
왘 Write the word ‘festival’ on the board and ask pupils what they associate with it.
Write their answers around the word.
Development
왘 Pupils read the information in the Pupil’s Book about the Wesak festival (page 82).
왘 Source some pictures of the New Year festival or Songkran festival. Use these
images to discuss the festival. Use the ‘Five Ws’ – Who, What, Where, When and
Why – to generate discussion about what the festival is and why it is happening.
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Chapter 6 Buddhism: 6.7–6.8 Festivals and the Sangha
왘 Pupils read the information in the Pupil’s Book on the New Year festival (page
82) and complete Get Active 1.
왘 Draw a triangle on the board and at each corner write ‘Buddha,’ ‘Dharma’ and
‘Sangha’. Explain to the class that these are known as the three jewels that make
up Buddhism. Ask the class to give you a definition of Buddha and Dharma.
Then give the class a series of clues to help them work out what the Sangha is.
왘 Pupils read the information on the Sangha in the Pupil’s Book (page 83) and
complete Get Active 1.
Plenary
왘 As this is the end of the topic, recap on everything that pupils have learnt.
Homework suggestion
Ask pupils to complete Worksheet 6.18.
Extension activity
Complete the Odd One Out activity on Worksheet 6.19.
Learning outcomes
왘 Demonstrate creativity and initiative when developing ideas and following them
through.
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Chapter 6 Buddhism: 6.7–6.8 Festivals and the Sangha
Worksheet 6.18
Songkran festival
Imagine you are visiting Thailand when the New Year festival is on. Write an email
to a friend explaining what was happening over the three days.
To
Subject
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Chapter 6 Buddhism: 6.7–6.8 Festivals and the Sangha
Worksheet 6.19
Odd one out
Answer the questions in the boxes below.
1 Buddha
What do 1 and 2 have
in common?
What do all three have
in common?
What do 1 and 3 have
in common?
2 Sangha
What do 2 and 3 have
in common?
3 Dharma
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