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Download 2007 RE- Dorset KS3 Buddhism
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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 CN RE 2005 Expectations At the end of this unit Most pupils will: (Level 5 ) some pupils will not have made so much progress and will: (Level 3 ) Some children will have progressed further and will: (Level 6 ) 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. CN RE 2005 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 CN RE 2005 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. CN RE 2005 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. CN RE 2005 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. CN RE 2005 Suggested Assessment Task: Use HW to produce a profile of the Buddhist you have researched. CN RE 2005