St Nicholas VC School

Encounter Unit – What do Buddhist believe (Year 5/6 encounter) In this unit the children will find out about the life and teachings of Gotama Buddha – the founder of Buddhism. They use a range of written and visual sources to select, record and evaluate information on the importance of this religious figure. Pupils will think about his ideas about truth and wisdom. They will consider their own beliefs in the light of their learning about the Buddha. Background Story/ Information In this unit children will learn about Buddhist ideas and beliefs and how these ideas are expressed in Buddhist Stories. They will learn about meditation, worship and Buddhist ritual in the temple/home and gain some understanding of some Buddhist festivals.

Cross Curricular Links Key Vocabulary Art, literacy, dance, drama, geography Through the activities in this unit pupils will be able to understand, use and spell correctly words relating to the study of: • the life of Gotama Buddha, eg enlightenment, meditation, the Middle Way • Buddhism, eg the Four Noble Truths, the Noble Eightfold Path, karma, nibbana/nirvana Skills Attitudes Investigation, Interpretation, Application, Communication, Respect, Open –mindedness, compassion Learning about religion (Attainment Target 1) Learning from religion (Attainment Target 2) Pupils use a developing religious vocabulary to describe and show Pupils raise, and suggest answers to, questions of identity, belonging, meaning, understanding of Buddhist sources, practices, beliefs, ideas, feelings and purpose, truth, values and commitments within Buddhist belief. They apply experiences. They make links between them, and describe some similarities their ideas to their own and other people’s lives. They describe what inspires and differences both within and between religions. They describe the impact and influences themselves and others. of religion on people’s lives. They suggest meanings for a range of forms of religious expression Key Questions Who was the Buddha? What did the Buddha teach? Why is the Buddha important? What do Buddhist believe and how does this guide the way they live their lives? What things do Buddhists do that are special? What special festivals do Buddhists have? How do Buddhist teachings compare to those of Jesus Christ? What teachings of the Buddha could help me live my life? Assessment opportunities are indicated by a J throughout the document

1 Learning Objectives Possible Teaching/Learning Activities Learning Outcomes Resources / Extension / Home learning Study Unit 1 (Buddhism Introduction)  Prayer Flags, Prayer  why the life of the  Place a Buddhist artifact where all pupils can see it. Outline  identify where and Wheels, Prayer beads, Buddha is that it tells us information about the Buddhist religion. when the Buddha singing bowls, DVD The remembered by What questions could we ask about each artifact. Children was born Little Buddha. Buddhists today then try to answer the questions based on what they know  Discuss the key  about the from looking at them. points about the background of the Buddha’s birth to  Talk briefly about the artifact to give the children a Buddha show why Buddhists concept of what they are looking at.  why his birth is believe that it was  Identify the Buddha as a real historical figure and and show considered special special where his birth place was on a map of South East Asia by Buddhists (Nepal Himalaya).  Research countries where Buddhism is practiced, plot these on a world map and research 10 quick facts about the countries for a country fact sheet. Plenary for Study Unit 1  Read about the birth of the Buddha: who his parents were, his mother’s dream and his birth, the soothsayers’ prophecy, etc. Talk about why his birth is considered important to Buddhists.  Alternatively watch the first part of the DVD The Little Buddha.

2 Study Unit 2 (Understanding dissatisfaction) Home Learning  what ‘renunciation’  Ask pupils to define in pairs ‘dissatisfaction’ and to give an  explain what Collect magazine and newspaper means example of something someone could be dissatisfied with. renunciation means articles and photographs that  to identify 4 Record on class mind map. and recognise the show make you think “why do bad situations that lead link to the word  Read about the Buddha’s life in the palace and how his things happen?”, or unhappiness / people / Buddha to renounce father tried to protect him from seeing suffering. sadness. ask ultimate  explain why the (Alternatively, watch this section on the DVD), Identify the questions Buddha left home to 4 sights that made him question his own existence and Possibly display images within  to know and search for truth ultimately his longing to find the answer to the question the classic outline of the understand the  identify situations “Why do people suffer?” Buddha. reasons why the that give rise to  Ask pupils to produce a collage of images from newspapers Buddha left home ultimate questions and magazines that make people ask ultimate questions, eg DVD The Little Buddha. being asked Why do bad things happen?  Ask children to place themselves in a reflective standpoint and discuss and consider their solutions to suffering. What did Jesus teach us about “Love”, as proactive people what would our answers be? Add these to the collages. Study Unit 3 (Enlightenment, what is a Buddhists way of life)  Ask pupils to review the Buddha’s life so far, and look at Home Learning  what enlightenment  explain what the next part of his story up to his discovery of the Middle and the Middle Way enlightenment and Use interview notes to write a Way and achievement of ‘nibbana/nirvana’ – a state of mean to Buddhists the Middle Way short report about their learning perfect peace and awareness, (alternatively use video clip  how enlightenment mean to Buddhists from our Buddhist visitor. J to illustrate this). changed the  describe how  Ask pupils to discuss and then answer the questions How Buddha’s life enlightenment did the Buddha achieve enlightenment? What effect did changed the DVD The Little Buddha. achieving enlightenment have on the Buddha? Buddha’s life  Ask a practicing Buddhist to talk to the children about the Extension  describe through way they live their life. Prior to this visit ask the children discussion or Watch video of Tibetan New to formulate questions they can use to help them written reporting Year. What do they see understand this person’s beliefs and their spiritual way of how following Buddhists doing? life. Buddhist teaching has changed a persons life.

3 Study Unit 4 (What are the Buddha’s main teachings? – 4 Noble Truths and the 8 Fold Path)  Introduce the children to the Four Noble Truths and the  the main Buddhist  explain what is  Buddhist Wheel Noble Eightfold Path. teachings contained in the  to evaluate the  In groups or as part of a “World Cafe” activity ask the Four Noble Truths importance of the children to build up a set of activities or things that they and the Noble Middle Way for could do that would allow them to walk the Eight Fold Path. Eightfold Path Buddhists today  Display their ideas within a picture of a Buddhist wheel and  To suggest how they explain why this is one of the Buddhist symbols. J might walk this path

Study Unit 5 (How helpful are the Buddha’s teachings for today?)  how the Buddha’s  Prayer Flags  Ask pupils in pairs to write a description of a modern-day  explain how the teachings affect dilemma where a moral decision needs to be made. Look at Buddha’s teachings the lives of modern the 8 Fold Path and ask the pupils to make a copy of these affect the lives of Buddhists rules for everyday living. Ask pupils to prepare, in groups, modern Buddhists  to evaluate how presentations of their dilemmas and then perform these to  evaluate how helpful helpful the Buddha’s the rest of the class, and encourage them to decide what a the Buddha’s teachings are to Buddhist could do in each situation. teachings are for practising Buddhists  Look at Tibetan Buddhist Prayer flags. Revise how these modern believers today are used. Ask children to review their work on suffering and link this with dilemmas. Ask the children to write a thought piece to go on their own prayer flag. Join these together to add to a class display. J  Discuss how they feel the 8 Fold Path would be in their lives (add to a floor book )

4 Study Unit 6 (Meditation and Prayer)  Complete the story of the Buddha’s life and death. Home Learning  about Buddhist (alternatively use video clip to illustrate this).  describe Buddhist Write a think piece on meditation meditation meditation  Ask pupils to identify when the Buddha meditated in his life and how it makes them feel. practices practices  to understand the and what this meditation led to. Give pupils the option of Possibly write as a poem, J.  give reasons for the reasons for and doing a breathing exercise with you, concentrating on importance of importance of slowing down their breathing. Encourage the children to meditation to meditation feel the passage of air in and out of their noses and use Buddhists.  to experience the this as a focus on the “now”. Ask for feedback on how being sensation of quiet quiet made them feel. Go on to think about how meditation  consider similarities and differences and reflection may help Buddhists. Add ideas to floor book J.  to reflect on the with Christian  Read Matthew 6:25 – 34. Use this as a reflection on living importance of Prayer. for now and link this to 4 Noble Truths and Right finding meaning and  describe the Mindfulness. Discuss as a class the similarities and purpose in human sensation of quiet differences. life and reflection  Link ideas about Christian prayer with Buddhist meditation. Question the children to consider the role of prayer in their life and ask how often they just allow themselves to listen. “If prayer is like a telephone call, how often do we just hold the phone and listen?”

5 Artefact Questions and thoughts Artefact

6 St Nicholas VC School 18th January 2007 Dear Parents,

As part of our RE Discovery unit on Buddhism I want to illustrate some of my lessons with extracts from the film “The Little Buddha”. This film is certified a PG as it has one section that is classified as “mild horror”. Although it is not essential to watch sections of this video, they do illustrate aspects of the Buddha story and as such will add additional interest for the children. Could you please complete the attached return indicating your preferences in relation to the viewing of this film. You are of course also more than welcome to visit school and view sections of the DVD yourself.

Kind regards,

Paul Bacon ------I do / do not give permission for my child to watch sections of the film the “Little Buddha”.

Signed ...... Print Name ...... January 2007

St Nicholas VC School 18th January 2007

Dear Parents,

As part of our RE Discovery unit on Buddhism I want to illustrate some of my lessons with extracts from the film “The Little Buddha”. This film is certified a PG as it has one section that is classified as “mild horror”. Although it is not essential to watch sections of this video, they do illustrate aspects of the Buddha story and as such will add additional interest for the children. Could you please complete the attached return indicating your preferences in relation to the viewing of this film. You are of course also more than welcome to visit school and view sections of the DVD yourself.

Kind regards,

Paul Bacon ------I do / do not give permission for my child to watch sections of the film the “Little Buddha”.

Signed ...... Print Name ...... January 2007

7 Home Learning Activity (Monday 22nd January to return to school by Thursday 25th)

As part of Thursday’s RE activity, I want you to consider the question “Why is there suffering in the World?”. To do this I want you to talk about pictures that illustrate unhappiness. To help enable you to do this find at least 5 (or more) newspaper or magazine pictures that show an aspect of unhappiness or something that makes you unhappy. Choose one of the pictures and use the caption box with this activity to write a short paragraph that explains why you have chosen it.

Home Learning Activity (Monday 22nd January to return to school by Thursday 25th)

As part of Thursday’s RE activity, I want you to consider the question “Why is there suffering in the World?”. To do this I want you to talk about pictures that illustrate unhappiness. To help enable you to do this find at least 5 (or more) newspaper or magazine pictures that show an aspect of unhappiness or something that makes you unhappy. Choose one of the pictures and use the caption box with this activity to write a short paragraph that explains why you have chosen it.