Suggested Teaching Activities

Year Three Year Theme Founders and Leaders Unit Buddhism This unit enables pupils to examine how meaning can be conveyed through names and actions. The content focus is on The Buddha, The Dharma and The Sangha. Opportunities are provided to explore the significance of the names and example of the Buddha. Pupils are encouraged to make links to facets of their identity and to difficult questions in their lives.

Objectives Field of Suggested Teaching Activities Learning Outcomes Possible Focus for Attainment Possibilities Pupils will Enquiry Pupils could Pupils can Differentiation / Assessment Be aware that Shared Use local maps, IT and a survey to investigate the origin of Make the link between AT 2- Learning From names can Human names related to a craft, geographical feature or locality or names signifying a person Religion and Human convey Experience from another language. Use a baby naming book and and some other aspect of Experience meaning. 1,2,3,4 homework to identify possible meanings of pupils’ names their being.  Identity and Experiences and why they were chosen. Note that some names focus on  Meaning and Purpose qualities, e.g. Joy, Faith, Constance. Make a list of nicknames and discuss why some people acquire them. Make a display that links their names with the meaning or reason for having them.

Become Religious Use video, books and posters to research the early lifestyle Identify Prince Siddhartha AT 1- Learning About familiar with Traditions of Prince Siddhartha as ‘the man’, including his birth, Gautama and The Buddha as Religion and Human events in the 5,6,8,10,11, youth, marriage, discovering the Four Sights and search names for the same person. Experience life of the 12 for an end to suffering. Read an account of Siddhartha’s  Beliefs, Values and Buddha. Beliefs and experience under the bodhi tree and how his name was Explain why the Four Sights Teaching Values changed to The Buddha. Make a picture map that includes were important to  Practice and Lifestyle 13,14,15,16,17 key moments in his life and label. Siddhartha Gautama.  Expression and Language 18,19,20 Depict a modern version of the Four Sights using pictures AT 2- Learning From from papers and magazines and/or words and phrases. Religion and Human Use dance and music to depict Siddhartha’s journey for Experience truth, the moment of enlightenment and how that changed  Identity and Experiences him. Perform this for other pupils, perhaps in assembly.  Meaning and purpose Or, express this through art e.g. use of colours, patterns and textures.

Know that Investigate the festival of Wesak through research or by Explain what Wesak Wesak is a interviewing a member of the Buddhist tradition. Discuss celebrates. Buddhist how it celebrates the life of the Buddha and signifies his festival. importance for Buddhists. Understand Beliefs and Discuss the meaning of the word ‘Buddha’ and relate it to Explain the qualities or AT 1- Learning About the Values the belief that all may become enlightened if they follow behaviour that Buddhists Religion and Human significance 13,14,15,16,17 the Buddha’s example. Investigate the teachings of the believe lead to Experience of the name 18,19,21 Buddha through examples from the Jakata Tales. The enlightenment.  Beliefs, Values and ‘Buddha’. Religious stories may be dramatised, e.g. using freeze framing, to Teaching Traditions investigate the events and identify the message. The  Practice and Lifestyle 6,8,10,11 message could be written as a ‘moral’ and displayed  Expression and Language alongside or on a book jacket depicting the story. AT 2-Learning From Religion and Human Experience  Identity and Experiences  Meaning and Purpose  Values and Commitments

AT 2-Learning From Religion Understand Personal Review how the names of the Buddha reveal different Link their names to aspects and Human Experience how their Meaning things about who the man was. Consider the names or of their lives.  Identity and Experience different 23,24,25 nicknames they have or would like to have and what they  Meaning and Purpose names say might reveal about their talents, hopes, interests,  Values and Commitments different relationships or values. Produce a shield or banner that things about illustrates their name and qualities they link to it. Explain them. their choices to the class or to a friend. Consider times when they have been unhappy about something. Reflect on what caused their ‘suffering’ and Compare events in their life Develop how it was resolved. Would they feel the same if the to the idea of ‘suffering’ in awareness of situation arose again? How is it similar or different to their Buddhism. ‘suffering’ in understanding of the Buddhist idea of ‘suffering? Write an their lives. acrostic poem about their experience. Links with SMSC Other Possible Links Resources (in school) English D.T. Spiritual Maths Art Moral Science Music Social History PE Cultural Geography PSHE & Citizenship (Agreed Syllabus p.21-24) ICT