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Buddhism Part 2
Unit 5 Title: The Sangha
Year:
What this unit contains
This Unit is about the Buddhist Community locally and worldwide.
Where the unit fits and
how it builds upon
previous learning
This Unit develops work done in Unit 2 - The Buddhist Community - and introduces the idea of the Buddhist
community locally and worldwide. It enables pupils to complete learning from the Buddhism Part 2 section of the
Agreed Syllabus.
Extension activities and
further thinking
 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
sangha
mantra
community
SMSC/Citizenship
lay
ordained
refuge
Three Jewels / pilgrimage
Triple Gem
Bodhgaya
dhamma
Southwark Education Agreed Syllabus for Religious Education
 What it is to belong to a community and what it is to be outside a
community - not belong.
 Interdependent roles and responsibilities of people in communities.
 'Sacred' space.
 The benefits of reflection.
 Personal values.
Non-statutory units
Page: 1
Buddhism Part 2
Unit 5 Title: The Sangha
Year:
Unit 5 Session 1
Learning objectives
Pupils should:
 Know that a
Buddhist
Community is made
up of ordained and
lay people;
 Know that
Buddhists visit
Centres or Temples
for worship,
meditation and
ceremonies.
A
T
1
A
T
2
Suggested teaching activities
Focus for assessment
√
Recall previous learning about Buddhism. This could
involve making mind maps under different headings,
e.g. community, teachings etc.
√
Discuss the 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).
√
Sensitivities, points to
note resources
Resources
Buddhism Key Stage 1
(Buddhist Education
Foundation UK)
Video: Clearvision:
’Buddhism for KS2’'
If possible plan a visit to a Buddhist Centre or invite
a member of a Buddhist community in to the school
to find out how and when the community use the
Centre / Temple. If this will not be possible then plan
to watch a video and research via the internet for this
purpose. In this lesson list all the things you want to
find out about the Centre / Temple.
Southwark Education Agreed Syllabus for Religious Education
Non-statutory units
Page: 2
Buddhism Part 2
Unit 5 Title: The Sangha
Year:
Unit 5 Session 2
Learning objectives
Pupils should:
 Know some items
you would expect to
see in a Temple /
Centre, what they
are and how they
are used e.g. mala
of 108 beads;
A
T
1
√
√
Suggested teaching activities
Focus for assessment
Examine a range of Buddhist artefacts and images
showing items that you would expect to see in a
Temple or Centre. Using textbooks or the internet
research the items and how they are used. Create a
display in the classroom showing the items and pupils'
explanations of them.
√
 Consider how
people should treat
special objects and
how people should
behave in a special
place.
A
T
2
Sensitivities, points to
note resources
Resources
Buddhist artefacts,
resources, pictures
showing what you would
expect to see in a Temple.
Videos:
Meridian trust - The
Buddhist Community
Talk about why the items are special. Discuss how
special items should be treated and draw up class
rules for how to ensure that this happens.
Watch a section in a video that shows the Buddhist
community in a shrine room. Discuss why this is a
special place for Buddhists and how people should
behave in a special place.
Clearvision: ’Buddhism for
KS2’'
Devise and agree a set of expectations / checklist for
behaviour in such a special place.
Southwark Education Agreed Syllabus for Religious Education
Non-statutory units
Page: 3
Buddhism Part 2
Unit 5 Title: The Sangha
Year:
Unit 5 Session 3
Learning objectives
Pupils should:
 Know about one
particular Buddhist
Temple or Centre;
A
T
1
A
T
2
√
Visit a Buddhist Centre or Temple, e.g. The
Jamyang Buddhist Centre in Kennington or the
London Buddhist Centre, Roman Road.
√
Using questions generated in class, find out about
the use of the building and the various rooms and
items within it.
 Consider how the
Buddhist Centre is
important to
members of the
Buddhist
Community.
Suggested teaching activities
√
Focus for assessment
Sensitivities, points to
note resources
Resources
Questions and behaviour
rules generated in
previous lesson
Engage in quiet reflection in the shrine room and talk
to members of the community about different roles in
the Centre. Complete a short response sheet to
explore feelings about the place and the meditation /
reflection experience.
If a visit is not possible this lesson will entail
research using a range of sources.
Southwark Education Agreed Syllabus for Religious Education
Non-statutory units
Page: 4
Buddhism Part 2
Unit 5 Title: The Sangha
Year:
Unit 5 Session 4
Learning objectives
Pupils should:
 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.
A
T
1
A
T
2
Suggested teaching activities
Focus for assessment
√
Recap knowledge gained from visit / research and
reflect on the quality of the place visited / researched
as a 'special place' for the community and visitors.
√
Buddhists practice the Dhamma - recap what is
already known. Focus on Right livelihood. Using
worksheet about occupations*, in groups discuss
those which Buddhists would find appropriate and
those they would discount Feed back to whole class.
√
Sensitivities, points to
note resources
Resources
Worksheet – list of
occupations *
Shared 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 how this might alleviate suffering.
Southwark Education Agreed Syllabus for Religious Education
Non-statutory units
Page: 5
Buddhism Part 2
Unit 5 Title: The Sangha
Year:
Unit 5 Session 5
Learning objectives
Pupils should:
 Know that
Bodhgaya is a
special place for
Buddhists
worldwide, why that
is so and how
Buddhists visit it on
Pilgrimage.
A
T
1
A
T
2
Suggested teaching activities
Focus for assessment
√
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.
Southwark Education Agreed Syllabus for Religious Education
Non-statutory units
Sensitivities, points to
note resources
Resources
Videos: Meridian trust The Buddhist Community
Clearvision: ’Buddhism for
KS2’'
Map of India
Page: 6
Buddhism Part 2
Unit 5 Title: The Sangha
Year:
Unit 5 Session 6
Learning objectives
Pupils should:
 Know that
Buddhists 'seek
refuge' in the three
jewels or triple gem.
(Buddha, Teachings
or Dharma and
community);
 Understand what
'seeking refuge'
means to
Buddhists.
A
T
1
A
T
2
√
Suggested teaching activities
Focus for assessment
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.
√
Explore why the triple gem is a safe place for
Buddhists. (Good answers are that because they are
dependable, the Buddha and his teachings are
always there).
√
Look at a picture or image of the Buddha. On a triple
gem image record what the 3 areas represent and
why they are a 'refuge' to Buddhists.
√
Sensitivities, points to
note resources
Resources
3 Jewel image
Pictures / images of the
Buddha
Consider what would be three things that are a
refuge to each member of the class and record.
Southwark Education Agreed Syllabus for Religious Education
Non-statutory units
Page: 7