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Buddhism Part 1
Unit 2
Title: The Buddhist Community
Year:
What this unit contains
This unit introduces pupils to the traditional Buddhist community.
Where the unit fits and
how it builds upon
previous learning
This unit builds on Unit I ‘’The Buddha and Buddhist Teaching’’ and introduces pupils to the idea of a faith
community where people live their lives according to the teachings of their faith. It enables pupils to complete
learning from the Buddhism Part 1 section of the Agreed Syllabus.
Extension activities and
further thinking
 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.
Vocabulary
Buddha
Buddhism
Buddhist
community
SMSC/Citizenship
lay
ordained monk
nun
shaven
robe
bowl
symbol
jewel
Dhamma
Sangha
Southwark Education Agreed Syllabus for Religious Education
 Communities are made up of people who all have different
contributions.
 People live their lives according to their values.
Non-statutory units
Page: 1
Buddhism Part 1
Unit 2
Title: The Buddhist Community
Year:
Unit 2 Session 1
Learning objectives
Pupils should:
 know that they
belong to different
groups within the
community and
consider their role
within these groups;
 know that the
Buddhist
community has a
structure where
people support
each other.
A
T
1
A
T
2




Suggested teaching activities
Focus for assessment
Focus on a community group e.g. school, scouts,
and guides. Do class members belong to any clubs?
Why? How do you feel belonging to that group?
What does the group do? Who is in charge? What
job do they do?
Consider the structure of groups e.g. Brownie / Cub
groups, and explain that during this RE unit they will
find out about the Buddhist community, which also
has a structure.
Each pupil should draw a picture of themselves in a
group to which they belong and use speech bubbles
to say what each individual’s role is in that group /
community.
Explain that in the next lesson pupils will find out
more about how a Buddhist Community is
structured.
Southwark Education Agreed Syllabus for Religious Education
Non-statutory units
Sensitivities, points to
note resources
Resources
Provide an outline of
scout / cub / brownie
badges, or a collection of
symbols representing
charity or community
groups. Pupils could bring
in their own club badges.
Books:
‘’My Buddhist Life’’
‘’My Buddhist Faith’’
Videos:
Clearvision 'Buddhism for
KS2'
Buddhism section of
‘Water Candle, Moon
Sword, Tree’. Channel 4
Page: 2
Buddhism Part 1
Unit 2
Title: The Buddhist Community
Year:
Unit 2 Session 2
Learning objectives
Pupils should:
 know that in the
Buddhist
community there
are ordained and
lay people;
 know that the
Buddhist
Community is made
up of monks, nuns,
priests and lay
people.
A
T
1
A
T
2
Suggested teaching activities
Focus for assessment

Recall what is known about the Buddha and his
teachings from Unit 1.

Finding out about the Buddhist community is best
achieved by meeting with it and so if possible
organise a visit to a Buddhist Centre or invite a
member of a Buddhist community in to the school to
fulfil the aims of this lesson.

Sensitivities, points to
note resources
Resources
Video: Clearvision
'Buddhism for KS2'
Jamyang Buddhist Centre,
Renfrew Road, Kennington 020
7820 8787
http://www.jamyang.co.uk/
Alternatively, if that is not possible, watch the section
in the Clear Vision video – 'Thubten’s Day' to find out
how the Buddhist community is structured, how
everyone follows the Buddha’s teaching and how
members of the community support each other.
Explain that many Buddhist communities around the
world are like this one.

Make Zig Zag books or a diagram to represent
comparisons between Thubten’s Day / a monk’s day
and pupils own days.
Southwark Education Agreed Syllabus for Religious Education
Non-statutory units
Page: 3
Buddhism Part
1 Unit
2 2
Title:
TheThe
Buddhist
Community
Buddhism
Part
1 Unit
Title:
Buddhist
Community
Year:
Year:
Unit 2 Session 3
Learning objectives
Pupils should:
 Know that monks
and nuns wear
robes and that the
bowl and shaven
head is a symbol for
Buddhists;
 know why
Buddhists always
give food etc, to
monks;
 consider how
members of the
class can be
generous towards
each other.
A
T
1
A
T
2


Suggested teaching activities
Focus for assessment
Recall knowledge from previous lesson. Can pupils
recall that members of the community follow the
teaching and example of the Buddha? What are the
different roles of monks/nuns and lay people in the
community?
Assessment
In this community all members support each other.
How do members of the school support each other?
Make a class list.
Level 2 Attainment target 1
Pupils use religious words and phrases
to identify some features of the Buddhist
practices they have learnt and their
importance for some Buddhists. Pupils
retell suggest meanings for religious
actions and symbols in the form of the
laity making offerings to the monks.

Suggest reasons for the lay members supporting
monks. What do the monks do in return?

Watch the short film ‘Community’ from the Faiths CD
Rom Part 2 – Buddhism. Then look at the Buddhist
monk's bowl and talk about the way this symbolises
the link between members of the community.

Assessment Task
Consider the monk's bowl and decide on the objects
that a Buddhist might like to offer to the monks for
their daily collection. On a picture of a bowl draw or
write what they might offer to the monks that day,
why they made their choice and how this would be
considered supporting the monks.
Southwark Education Agreed Syllabus for Religious Education
Level 1 Attainment target 1
Pupils use some religious words and
phrases to recognise and name features
of Buddhist life and practice. They can
recognise symbols.
Sensitivities, points
to note resources
Resources
Espresso & LGfL Faiths
Part 2 CD Rom – Video
‘Community’
A monk's bowl / picture
of a monk’s bowl
Pictures of monks
accepting items in their
bowls from members of
the community.
Paper
Level 3 Attainment target 1
Pupils use a developing religious
vocabulary to describe some key
features of Buddhism, recognising
similarities and differences. They make
links between beliefs and sources,
including the teaching of the Buddha
through religious stories and sacred
texts. They begin to identify the impact
religion has on believers’ lives in
Buddhism.
Non-statutory units
Page: 4
Buddhism Part 1
Unit 2
Title: The Buddhist Community
Year:
Unit 2 Session 4
Learning objectives
Pupils should:
 know the
importance of
reflection and
meditation to
Buddhists;
A
T
1
A
T
2

Suggested teaching activities
Focus for assessment
Explain that Buddhists 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, times of sadness or
thanksgiving.

As a class, spend some time firstly listening to
music/looking at candles and calming the mind.
Then for a short time each pupil should reflect on
something important to them.

Share and record feelings about the experience.
 be able to discuss
feelings after being
quiet and still.
Southwark Education Agreed Syllabus for Religious Education
Non-statutory units
Sensitivities, points
to note resources
Resources:
Tape or CD of music or
sounds from nature
suitable for relaxation.
Candles / nightlights
(Health & Safety - care
with candles.)
Page: 5
Buddhism Part 1
Unit 2
Title: The Buddhist Community
Year:
Unit 2 Session 5
Learning objectives
Pupils should:
 Know that
Buddhists try to
follow the example
of Buddha and live
by his teachings.
A
T
1
A
T
2

Focus for assessment
Watch a video or talk to a Buddhist to find out some
ways in which Buddhists try to put the Buddha’s
teachings into practice. Recall teaching from Unit 1
and earlier in Unit 2.


Suggested teaching activities
Sensitivities, points
to note resources
Resources
Video – Clearvision as
before
List some of the ways that Buddhists respond to
these teachings and talk about how hard or easy this
might be – e.g. ‘right speech’.

Written Task
Consider one of the Buddha's teachings that
everyone could/should follow and make a rule for the
class that reflects this teaching.
Share rules and discuss.
Southwark Education Agreed Syllabus for Religious Education
Non-statutory units
Page: 6
Buddhism Part 1
Unit 2
Title: The Buddhist Community
Year:
Unit 2 Session 6
Learning objectives
A
T
1
A
T
2

Pupils should:
 know that Buddhists
follow the Three
Jewels or Triple

Gem. (Buddha,
Teachings or
Dhamma and
spiritual
community).
Suggested teaching activities
Focus for assessment
Resources
As a whole class activity, recall what pupils know
about the Buddha, his teachings and the Buddhist
community.
3 Jewel image
Hand out copies of the 3 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.
Look at an image of the Buddha. Buddhists find it
useful to reflect on the Buddha image to recall his
teachings and example.


Sensitivities, points to
note resources
Clearvision ‘Buddhism for
Key Stage 2’ video notes.
Pictures / images of the
Buddha
Let each member of the class find something to
focus on that will help them to reflect. Through a
meditation consider a personal quality that they
would like to develop or improve in themselves, e.g.
being a good friend, always speaking kindly to
others. Record a ‘resolution’ to improve that quality.
Southwark Education Agreed Syllabus for Religious Education
Non-statutory units
Page: 7