Download 2007 RE- Dorset KS3 Buddhism

How do Buddhists today practice their beliefs?
I am grateful to Claire Neil of Sandford Middle school for sharing this
scheme of work. I have made a few minor alterations to enable it to fit
the Dorset Format
About this unit: This unit provides opportunities for pupils to observe
the Buddhist teachings learnt in practice in society. They will look at the
impact of Buddhism on Western society and consider why this is the case.
Pupils will also have the opportunity to look at issues surrounding
Buddhism in Tibet, considering the motivation ad work of the Dalai Lama.
Prior Learning
Technical Vocabulary
Resources
It would be helpful if the
pupils:
Have had opportunities to
engage in stilling or quiet
reflection.
In this unit pupils will have
an opportunity to use
words and phrases related
to:Mahayana
Theravada
Buddha
Siddhartha Gautama
Enlightenment
Meditation
Karma
Moksha
Buddhahood
Nirvana
Sangha
The Buddhist Experience by Mel
Thompson. (Other texts may be
equally as good if not better)
Know the basic teachings and
principles of Buddhism.
Have studied buildings and
communities in another
religion.
Are able to express views
clearly, both in discussion and
writing.
Developing Secondary RE: Faiths
in Britain today – Rosemary
Rivett.
www.bbc.co.uk
www.dalailama.com
www.tibetsociety.org.uk/tibet.html
Investigating World Religions CD
Rom (Heinemann)
See resource file that Claire Neil
has developed to support this
unit
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Expectations
At the end of this unit
Most pupils will:

(Level 5 )
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
some pupils will not have made
so much progress and will:


(Level 3 )

Some children will have
progressed further and will:
(Level 6 )
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Use an increasingly wide vocabulary to explain the impact of
Buddhist beliefs on individuals and communities.
Describe why people follow Buddhism.
Understand some of the similarities and differences between
Theravada and Mahayana Buddhism.
Express their own and others’ views on the challenges of
belonging to a religion.
Describe some key features of Buddhism.
Recognise some similarities and differences between Theravada
and Mahayana Buddhism.
Begin to identify the impact Buddhism has had on believers’
lives.
Ask important questions about Buddhist beliefs.
Explain why the impact of Buddhist beliefs on individuals,
communities and societies varies.
Use reasoning and examples to express insights into the
relationship between Buddhist teachings and world issues.
Consider the challenges of belonging to a religion in the
contemporary world.
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Learning Objectives
For Pupils to:
Possible Teaching Activities
Learn about the life and
teaching of famous
Buddhists.
Buddhism today/ Key figures.
Recap what pupils have learnt about Buddhism.
Name famous Buddhists. Richard Gere? Dalai Lama? Discuss Buddhism
today and its increasing popularity. Why do you think this is?
360,000,000 Buddhists worldwide
130,000 Buddhists in Britain.
Pupils list 5 reasons why they think Buddhism is appealing to today’s
western society.
Do all Buddhists practice their beliefs in the same way?
Theravada and Mahayana Buddhists.
Reflect on how a person’s
faith or beliefs affect their
lives.
Understand the difference
between Mahayana and
Theravada Buddhism.
Understand the
development of the of the
Western Buddhism Order
Learning Outcomes
Pupils should be able to:
Like most faiths there are various traditions within Buddhism. Use ‘The
Different Buddhist Traditions’ to explain the difference between Mahayana
and Theravada (Hinayana) Buddhism. (this is on the Ready to Go Further
disc for Dorset Teachers and on the Thinking together disc in Wiltshire)
the rest of you I suggest a goggle search.) Use the Heinemann World
Religions CD Rom (‘Is he a Buddhist or a Buddhist?’) to illustrate the basic
differences.
Pupils can draw a table explaining the similarities and the differences
between the two traditions or they can answer some of the questions on
the pdf file included on the disc. Alternatively this could be done a short
group presentation on PowerPoint.
Contribution to other
Curriculum Areas
Explain possible reasons for
the popularity of Buddhism
today.
Explain clearly what
Buddhism mean for current
followers.
Spiritual Development
Cultural Development.
Describe similarity and
difference in the features of
two types of Buddhism.
Cultural Development.
ICT
Research skills
Which of these two traditions do you think the Buddha would be happiest
with? And Why
Which of these two traditions would appeal most to Western followers?
Why?
Now research The Western Buddhist Order (FWBO) www.fwbo.org
Identify how this branch of Buddhism differs from the others you have
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looked at. Why would this approach appeal more to Western Followers?
Learning Objectives
For Pupils to:
Relate religious beliefs,
teachings practices and
lifestyles to their historical
and cultural contexts and
to their relevance today.
Evaluate the effects of
applying religious and
moral values to the lives
of individuals and societies
Possible Teaching Activities
Learning Outcomes
Pupils should be able to:
Can Buddhism Bring Happiness To The People Of Tibet?
 Introduce this key question by focusing on the Dalai Lama and his
response to the Chinese invasion of Tibet. Use Heinemann World
Religions CD Rom to introduce the Dalai Lama. Can students identify
Tibet and the surrounding countries on a map? Does anyone know
why Tibet isn’t featured in some atlases? (It is seen as part of


China.)
If you became leader of the UK at 15 what changes would you make?
The young Dalai Lama decided to flee the country as his presence
there was threatening the safety of his people. He was determined
to stick to the principle of non-violence (see the Eight-fold path and
the Five Precepts). Consider the question, did the Dalai Lama make
the right decisions?
 What is the situation today? Students could research the work of
charities such as ‘Tibet Relief Fund’ and the ‘Free Tibet Campaign’
using their websites. The contribution of celebrities such as Richard
Gere might be a point of interest. Why are these people taking
action? What should the UK/UN do?
www.dalailama.com
www.tibet-society.org.uk/tibet.html
Contribution to other
Curriculum Areas
Describe how the Dalai Lama
put Buddhist teachings into
action.
Research Skills
Empathise with the Dalai
Lama and the people of
Tibet.
Moral, social and cultural
development.
Empathy
Understand the situation in
Tibet today.
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Learning Objectives
For Pupils to:
Understand the presence
of Buddhism in the UK.
Learn about the
importance of the
Buddhist community.
Possible Teaching Activities
Learning Outcomes
Pupils should be able to:
Buddhist Communities in the UK.
Describe Buddhist temples
and communities.
Explain the term Sangha, This isn’t done desperately well in The Buddhist
Experience but is covered more effectively in other texts. Make sure that
students understand what lay Buddhists means. And the idea of the
Buddhist community.
Using the BBC website (or printouts enclosed), search for ‘Buddhists’.
Find examples of Buddhist communities/ buildings. A good starting point
is Stan Collymore visiting a Buddhist temple for the weekend. There are
video clips here which you may want to show the pupils in the ICT suite.
Pupils then research their own communities, answering the following
questions:
Where is it?
What is it called?
What does the building look like outside?
sketches)
Do you know anything about its history?
Make notes on any people in the community.
Write three adjective to describe the building.
Inside?
Contribution to other
Curriculum Areas
Art and design.
History
Consider the diversity of the
Buddhist population.
Citizenship
Social and cultural
development.
(Include some
Pupils can feedback some of their findings to the rest of the group.
www.stl.org.uk is the website of a small Tibetan Buddhist community in
Bournemouth, the Sakya Thubten Ling.
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Learning Objectives
For Pupils to:
Possible Teaching Activities
Help pupils consider the
use of silence in prayer and
meditation.
Barnaby and Shakya-Exploring Silence
Read Shakya and Barnaby’s interviews. Discuss similarities and
differences. Both of these can be found in Developing Secondary RE: Faiths
Learning Outcomes
Pupils should be able to:
Contribution to other
Curriculum Areas
Identify similarities and
differences between Barnaby
and Shakya.
Spiritual Development
Reflect on the use of silence.
Art and Design
Cultural Development
in Britain today – Rosemary Rivett. Published by RE Today Services
Consider the differences
and similarities between
young Theravada and
Mahayana Buddhists.
Ask pupils to read the interviews again, focusing on words like: ‘calm’,
‘refreshing’, ’relax’, ‘quietening’ and ‘discipline’. What do these words
Literacy.
mean here?
Ask the pupils to sit in silence for two minutes. Use stilling exercise to
settle pupils (e.g. The Peaceful place or the Peaceful Video from Stilling,
It is important to explain to students that this is not a Buddhist meditation
that they are being asked to do but a reflection activity suitable for those
of all faiths and those of none).
What was it like being silent?
What made it easy or difficult for you?
What did you like or not like about it?
What was it like being silent in a group of people? Is it different on your
own?
How might silence be of value?
Consider the question –
Who is a typical Buddhist?
Understand why people
follow Buddhism.
Consider their own
thoughts about Buddhism.
Ask pupils to write or draw something to express how they felt during the
silence, or what they thought about.
HW – Find out about someone who has converted to Buddhism, living in
the UK.
Profile of a Buddhist.
Assessment task: Use HW to produce a profile of the Buddhist you have
researched.
There are stories of people who have become Buddhists (also Barnaby
and Shakya) enclosed for children who have not done the homework
Produce detailed facts about
the person studied.
Literacy.
Cultural Development.
Explain the person’s faith
and their own views of this.
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Suggested Assessment Task: Use HW to produce a profile of the Buddhist you have researched.
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