buddhism - how it all begin

Learning intentionsBy the end of this lesson pupils will:

� have examined the life of Siddhartha Gautama.

Key elementsSpiritual awarenessMutual understandingCultural understanding

Cross-curricular skillsCommunicationUsing mathematics

Lesson plan

Starter� Write the word ‘happiness’ on one side of the board and ‘unhappiness’ on the

other.

� Give each pupil two Post-it notes. Ask the pupils to write down one word thatthey associate with each word and stick the Post-its to the board.

Thinking skills and personal capabilities

� Sequence, order, classify and make comparisons.

� Examine options and weigh up pros and cons.

� Experiment with ideas and questions.

� Listen actively and share opinions.

� Take personal responsibility for work with others and evaluatetheir own contribution to the group.

� Respect the views and opinions of others and reach agreementsusing negotiation and compromise.

Chapter 6 Buddhism

6.1 How it all began

Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010

150

Chapter 6 Buddhism: 6.1 How it all began



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� Discuss with the class the different words that they have chosen and why theyhave been chosen.

� Ask the pupils to complete the introduction activities in the Pupil’s Book (page 67).

� Explain that in very simple terms Buddhism aims to help people find happiness.

Development� Tell the class that the founder of Buddhism was Prince Siddhartha, and explain

that they are going to use the strategy below to tell the story.

� Divide the class into groups of four and give each person a number from one to four.

� While the rest of the class completes Worksheet 6.1, take all the number onesoutside the room and tell them the story of Siddhartha (Pupil’s Book pages 68–69).

� When the story has been told ask the number twos to go out and listen to thestory from the number ones.

� The ones will then return to the classroom and the threes will go outside. Thetwos will tell the story to the number threes.

� The twos will then return to the room and the fours will go outside and hear itfrom number threes.

� The threes and fours will return to the classroom and the fours will retell thestory to the ones. It will be interesting to see how the story has changed! (Becareful with your timing and ensure that all pupils have a turn at listening to andretelling the story.)

� When everyone has heard the story, ask the groups to work together to answerquestions about Siddhartha. Ask the class five to ten questions. The group thatgets the most questions right wins a prize.

� Ask pupils to read the information in the Pupil’s Book (pages 68–69) andcomplete Get Active 1.

Plenary� Sum up the lesson by using the true/false statements on Worksheet 6.2. These

can be used in various ways:� The pupils can be given the statements and, working in groups, sort them into

true and false.� Alternatively the statements can be put into a box. A pupil chooses one

statement and tells the class whether he/she thinks it is true or false. The classthen decides if this is correct.

� A third possibility is to ask the pupils to work in groups and, as the teacherreads each statement, decide whether it is true or false.



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Answers: a) False; b) True; c) False; d) False; e) True; f) True; g) False; h) False; i) True; j) True; k) True; l) True; m) False; n) True.

Homework suggestionPupils complete Worksheet 6.3.

Extension activityPupils complete the living graph on Worksheet 6.4.

� Pupils are given the twelve statements based on Siddhartha’s life.

� Working in groups, pupils put these into chronological order.

� The pupils then number each of the cards chronologically.

� The group decides how Siddhartha felt in each statement.

� The chart is completed by putting the number of the card beside the emotionSiddhartha was experiencing on the x axis and when it happened in his life onthe y axis.

Learning outcomes� Work effectively with others.



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Worksheet 6.1

Happiness1 How can you tell if someone is happy?

________________________________________________________________

________________________________________________________________

2 When you are feeling happy, what sorts of things can change that?

________________________________________________________________

________________________________________________________________

3 What do you do to try to make someone happy?

________________________________________________________________

________________________________________________________________

4 When you are happy, do you think it has any effect on the people around you?Give examples to support your answer.

________________________________________________________________

________________________________________________________________

5 Do you always need ‘things’ to make you happy? Give examples to support youranswer.

________________________________________________________________

________________________________________________________________

6 Why do you think that people are not happy all the time?

________________________________________________________________

________________________________________________________________

7 When you are unhappy, are there any things that you can do to change how youfeel? What are these things? Why do you think they work?

________________________________________________________________

________________________________________________________________



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Worksheet 6.2

True/false

a Siddhartha was born in Nairobi.

b His father made sure that Siddhartha never saw any suffering.

c To ensure that Siddhartha never saw any suffering he was kept within thePalace walls.

d Siddhartha left the Palace without his father knowing and enjoyed apeaceful walk around the town.

e When Siddhartha left the Palace without his father’s knowledge he saw fivesights that troubled him.

f The first sight that Siddhartha saw when he left the Palace was an old man.

g One of the sights that Siddhartha saw when he left the Palace was a womandancing in the street.

h Siddhartha married and had six children – four girls and two boys.

i Siddhartha had never seen sickness before he left the Palace and he had nounderstanding of what it was.

j Before Siddhartha left the Palace he thought that people lived forever.

k Siddhartha decided that all the luxury in the world did not make him happyso he left the Palace and his family to discover how to find happiness.

l Siddhartha joined some holy men and ate so little that his spine could beseen through his stomach.

m Siddhartha believed that living a simple life and eating very little was theonly way to find happiness.

n Siddhartha meditated under a bodhi tree and discovered the answer to hisquestion – ‘Why do people suffer?’



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Worksheet 6.3

In his shoesImagine you are Siddhartha and you have just left your wife and baby son to findthe answer to your question – ‘Why do people suffer?’ You left without explaininganything to her. Write a letter to her explaining how the four sights have changedyou, why you left home and what you want to achieve.

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Worksheet 6.4

Living graph

Ecst

atic

Hap

py

Amaz

ed

Conf

used

Dis

belie

ving Sad

Begi

nnin

gM

iddl

eEn

d



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Worksheet 6.4 (page 2 of 2)Cut out and place these statements on the living graph.

Siddhartha lives in a palaceSiddhartha joins some

wandering holy men

Siddhartha becomes

a holy man

Siddhartha meditates

under a bodhi tree

Siddhartha has everything

he could wantSiddhartha leaves his family

Siddhartha has a sonSiddhartha marries a

beautiful princess

Siddhartha leaves the palace

and sees four sights

Siddhartha becomes

enlightened and

is called Buddha

Siddhartha eats so little he

almost starves himself to

death

Siddhartha wonders if

there is more to life

Chapter 6 Buddhism: 6.2 Buddhist beliefs 1


158


� have an understanding of the Three Universal Truths and the Four NobleTruths

� appreciate what Karma is

� understand the Buddhist belief that our actions have consequences.

Key elementsMutual understandingSpiritual awarenessCultural understanding

Cross-curricular skillsCommunicationUsing ICT


� Develop routines of turn-taking, sharing and cooperating.

� Give and respond to feedback.

� Suggest ways of improving their approach to workingcollaboratively.

� Organise and plan how to go about a task.

� Learn ways to manage their own time.

� Select the most appropriate method for a task.

Chapter 6 Buddhism

6.2 Buddhist beliefs 1



159

Lesson plan

Starter� Divide pupils into groups, ideally of six.

� Place at the front of the room the three pieces of information about the mainBuddhist beliefs (Worksheets 6.5, 6.6 and 6.7).

� Ensure that these are in three separate areas and that they are covered up untilthey are going to be used.

� Two pupils from each group go to look at the first set of information, two pupilsfrom each group go to look at the second set of information and two pupils fromeach group go to look at the third set of information. They should be given a settime – for example, one minute – to look at and read the information.

� The pupils return to their desks and record on one of three separate sheets ofpaper as much information as they can remember.

� Pupils then go and look at the next set of information. After a set time theyreturn to their desks again and add to the information that has already beenrecorded on that topic.

� This is repeated a third time in order that all pupils will see all of theinformation and have the opportunity to add to the sheets on their desks.

� Pupils can discuss what they have learned in their groups.

� The groups can then be given Worksheets 6.8, 6.9 and 6.10 to complete using theinformation they have recorded on their sheets. The sheets are exchanged andmarked as the teacher gives out the correct answers.

Development� Pupils read the information in the Pupil’s Book (page 70).

� Explain to pupils that the term ‘Karma’ can be summed up in the phrase ‘Whatgoes around, comes around’. Discuss with pupils what they think this means.

� In order to explain the concept of Karma, pupils could complete the activityfound on Worksheet 6.11.

� Pupils should now complete Get Active 1 in the Pupil’s Book (page 71).

� Read the information in the Pupil’s Book (page 71) and complete Get Active 2.

Plenary� Before pupils leave give them a quick-fire quiz to see how much they can

remember.



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Homework suggestionPupils should be given Worksheet 6.12 to learn for homework.

Extension activityJataka tales were used to teach moral values and are still used in Buddhism today.The Jataka stories date back to the third century BC and are believed to be one ofthe oldest forms of storytelling. In the past people were appointed Jatakastorytellers and they would travel far and wide to teach kindness, compassion, non-violence, charity, generosity and self-sacrifice through these stories.

Buddhists believe that Buddha himself used these stories to explain concepts likekarma and rebirth and to emphasise the importance of certain moral values.

www.jatakkatha.com is a website that has many of these stories both to read andwatch. Pupils could find out what these stories are about and the moral teachingbehind them.

Learning outcomes� Work effectively with others.



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Worksheet 6.5

The Three Universal Truths

AniccaNothing lasts forever and people, plants and the land are always changing everysecond, every minute, every day.

DukkhaLife is unsatisfactory because it involves suffering. It includes things like beingbored or uncomfortable and change. Nothing is completely perfect.

AnattaNothing is permanent and nothing lasts forever (even humans). They do not believein a soul that goes from one body to another. What carries on to the next life is a‘life force’ which the person has made in this life.



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Worksheet 6.6

Four Noble Truths1 Dukkha (suffering) is everywhere, all the time.

2 Dukkha is caused by greed and selfishness.

3 Greed and selfishness can be ended.

4 The way to end greed and selfishness is to follow the Noble Eightfold Path.



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Worksheet 6.7

The Noble Eightfold Path

Right understandingYou must understand the Four Noble Truths and the causes of suffering.

Right thoughtYou must think about your life and try to live in a caring and selfless manner.

Right speechYou must speak to people in a kind, caring and truthful manner.

Right actionRespect other people, living things and yourself.

Right livelihoodOnly do jobs that will not harm other people or animals.

Right effortMake an effort to avoid evil and to do good at all times.

Right self-awarenessBe aware of yourself, how you feel and how you act towards the world around you.

Right meditationSpending time in meditation will help someone to gain enlightenment.



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Worksheet 6.8Using the information that you have collected, complete the following.

The Three ____________________ Truths

Anicca: ___________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

____________________: life is unsatisfactory because it involves suffering.

It includes things like being bored or uncomfortable and change. Nothing is

completely perfect.

Anatta: ___________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________



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Four _______________ Truths

1 Dukkha (____________________) is everywhere, all the

____________________;

2 Dukkha is caused by ____________________ and ____________________;

3 ____________________ and ____________________ can be ended.

4 The way to end ____________________ and ____________________ is to

follow the Noble ____________________ Path.



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Noble ____________________ Path

Right ____________________: you must understand the Four Noble Truths and

the causes of suffering.

Right ____________________: you must think about your life and try to live in a

caring and selfless manner.

Right ____________________: you must speak to people in a kind, caring and

truthful manner.

Right ____________________: respect other people, living things and yourself.

Right ____________________: only do jobs that will not harm other people

or animals.

Right ____________________: make an effort to avoid evil and to do good at

all times.

Right ____________________: be aware of yourself, how you feel and how you

act and the world around you.

Right ____________________: spending time in meditation will help someone to

gain enlightenment.



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Worksheet 6.11

KarmaKarma can be summed up in the phrase ‘What goes around comes around’.Complete the following activity in groups of three.

1 First, write a situation that will have consequences. It could be a good or badsituation. For example:

Julie arrived at school and discovered that she had forgotten to do her mathshomework. At break time, when her friend wasn’t looking, she took her mathshomework book and copied her answers.ORPaul’s neighbour’s dog became sick and had to go to the vet. They had a lively two-year-old child who was asleep and in bed. It was Friday night and Paul waslooking forward to going out with his friends. The neighbour called and asked if hewould babysit. Paul knew that the child was a bad sleeper and would most likelywake up and be very demanding. He would also have to miss going out with hisfriends. However, his neighbour had no one else to babysit so he agreed to do it.

2 Pass on your situation to the next person in your group. He/she has to continuewriting the story.

3 The last person in the group has to complete the story. He/she must include theconsequences of the decisions that the person made.



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Worksheet 6.12Learn the following information.

The Three Universal Truths

AniccaNothing lasts forever and people, plants and the land are always changing everysecond, every minute, every day.

DukkhaLife is unsatisfactory because it involves suffering. It includes things like beingbored or uncomfortable and change. Nothing is completely perfect.

AnattaNothing is permanent and nothing lasts forever (even humans). They do not believein a soul that goes from one body to another. What carries on to the next life is a‘life force’ which the person has made in this life.

Four Noble Truths

1 Dukkha (suffering) is everywhere, all the time.

2 Dukkha is caused by greed and selfishness.

3 Greed and selfishness can be ended.

4 The way to end greed and selfishness is to follow the Noble Eightfold Path.



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� have examined the Noble Eightfold Path

� be able to identify that what a Buddhist believes will influence how he/sheshould behave.

Key elementsMoral characterSpiritual awareness

Cross-curricular skillsCommunication


� Organise and plan how to go about a task.

� Focus, sustain attention and persist with tasks.

� Respect the views and opinions of others and reach agreementsusing negotiation and compromise.

� Be fair.

� Use their own and others’ ideas to locate sources of information.

Chapter 6 Buddhism

6.3 Buddhist beliefs 2

Lesson plan

Starter� Recap on the previous lesson when pupils had to complete a learning

homework:

� On a lined piece of paper ask them to spell ‘anicca’, ‘dukkha’ and ‘anatta’ andexplain the meanings of the terms.



170

� Ask pupils to write down the four steps of the Four Noble Truths.� Pupils swap their sheets and, as the answers are read out by the teacher, they

mark each other’s work. Pupils give each other feedback on their work.

Development� Pupils could read the information in the Pupil’s Book (page 72).

� Put the pupils into groups. Enlarge the picture of the wheel on Worksheet 6.13 toA3 size and give each group a set of the cards from Worksheet 6.14.

� The pupils read each card and decide which spoke of the wheel it should gobeside. They then put it in the correct place.

� Discuss the answers with the class. These are given below.

� Ask pupils to complete Get Active 1 in the Pupil’s Book (page 73).

� Pupils then read the information in the Pupil’s Book (page 73) and complete GetActive 2.

Answers:Right understanding

� I am happy and content with who I am and what I have.

� Unhappiness is due to suffering. Suffering is due to craving for things.

Right thought

� I will not think bad things about that person.

� I will not allow myself to feel jealous.

Right speech

� I will not tell lies.

� I will not gossip.

Right action

� I will not steal.

� I will not murder.

Right livelihood

� I will always work hard.

� I will not take advantage of other people.



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Right effort

� I will always do the best that I can in all that I do.

� I will think of others before myself.

Right self-awareness

� I will not let myself be influenced by others.

� I will not act or speak in a careless or forgetful manner.

Right meditation

� I will fully focus on my breathing.

� Meditation will help me gain enlightenment.

Plenary� Ask pupils to read out their emails to the class from Get Active 2. This should

summarise the key beliefs within Buddhism. Again, encourage pupils to givefeedback to each other.

Homework suggestionAsk pupils to read the problem scenarios on Worksheet 6.15 and write a reply toeach one from a Buddhist point of view. The key beliefs of Buddhism shouldinfluence their answer.

Extension activityRead out the parable about enlightenment on Worksheet 6.16. Discuss this withpupils and complete the questions found on the bottom of the page.

Learning outcomes� Demonstrate self-management by working systematically, persisting with tasks,

evaluating and improving own performance.

� Work effectively with others.



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Worksheet 6.13

The Noble Eightfold Path

Right meditation

Right understanding

Right thought

Right self-awareness

Right effort

Right speech

Right action

Right livelihood



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Worksheet 6.14Cut out and place these statements in the correct place on the Noble Eightfold Path.

I am

hap

py

an

dco

nte

nt

wit

h w

ho

Iam

an

d w

hat

Ih

ave

.

Un

hap

pin

ess

is

du

e t

o s

uff

eri

ng.

Suff

eri

ng i

s d

ue t

ocr

avi

ng f

or

thin

gs.

I w

ill

alw

ays

wo

rkh

ard

.

I w

ill

no

t ta

ke

ad

van

tage

of

oth

er

peo

ple

.

I w

ill

no

t th

ink b

ad

thin

gs

ab

ou

t th

at

pers

on

.

I w

ill

no

t allo

wm

yself

to

feel

jealo

us.

I w

ill

alw

ays

do

th

eb

est

th

at

I ca

n i

nall t

hat

I d

o.

I w

ill

thin

k o

fo

thers

befo

rem

yself.

I w

ill

no

t te

ll l

ies.

I w

ill

no

t go

ssip

.I

will

no

t le

t m

yself

be i

nfl

uen

ced

by

oth

ers

.

I w

ill

no

t act

or

speak i

n a

care

less

or

forg

etf

ul

man

ner.

I w

ill

no

t st

eal.

I w

ill

no

t m

urd

er.

I w

ill

fully

focu

s o

nm

y b

reath

ing.

Med

itati

on

will

help

me g

ain

en

ligh

ten

men

t.



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Worksheet 6.15Read the following scenarios and write an answer to each one from a Buddhistpoint of view.

1 Someone in school is spreading lies about me. I want to start a rumour abouthim in order to get my own back. What do you think?

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2 My dad wants me to help with his old motorbike on Saturday. He wants to stripdown the engine and teach me how to put it back together again. I can’t standthe bike. My dad thinks it will be ‘good father and daughter’ time. I was planningto be useless at everything he asks me to do, so he’ll tell me to go away. What doyou think?

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________________________________________________________________

3 My sister just won a dancing competition that I was also in. Everyone thought itwas wonderful that she won and her trophy stands in pride of place on the halltable. I want to knock the trophy off so that it will smash. I’m the better dancer,not HER!! What do you think?

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Worksheet 6.16A parable about Enlightenment

The tale of the five disciplesThere was once a wise old saint who had five disciples. When he was dying he saidto them, ‘I have one last wish. When I am dead I want you all to make a pilgrimageto my home city, and when you get there pray for me and honour me.’ Though thiscity was a long way away the five disciples agreed. It was not long after this that theold man died.

The disciples set off on the long dusty road to the city. As they plodded along one ofthem grew impatient. ‘I can’t be bothered to walk as slowly as this,’ he shouted.‘I want to get there quickly so I can do other things!’ He began to walk quickly and

soon had left the other disciples behind. Week after week he pressed on, onlystopping briefly at night for sleep, food and water. Within a month he had reachedthe city.

One of the other disciples was finding the going too fast. He got tired very quicklyand told his friends to leave him. He sat under a tree and fell asleep. When he wokeup the other disciples had gone and he was alone. He walked a few miles to thenext village. He had a good meal and slept for the night. The next day he feltstronger and he walked another few miles. After a year he reached the city.

The other three disciples walked on together for a while longer. However, one ofthem began to worry. He wasn’t sure if they were on the right road so he asked afarmer who was working in a field which was the quickest way to the city. Thefarmer told him to turn left and head for the town, then ask again. So he saidgoodbye to the other disciples and went his own way. He asked everyone he met ifthey knew the way to the city. Everyone he asked described a different route. Hewalked backwards and forwards, up and down and round and around until hefinally reached the city two years later.

There were now two disciples left and one was fed up with having sore feet, nomoney and a long journey ahead. So he decided to return home. He soon forgot hispromise, began to steal and ended up in prison. Many years went by and a doctor inthe prison told him that he would die soon because of his heavy drinking. Suddenlyhe remembered his promise to the old saint and as soon as he was released fromprison he set out for the city. He finally arrived thirty years after he first set out!

The last disciple walked steadily on alone. One day he met a man who was carryinga heavy load of wood. The disciple offered to help him and went with him to hishouse, many miles from the road. When he arrived in the village he discovered thatall the people were poor and worked for a very wealthy landowner. The villagerswere expected to do the worst jobs for the owner who lived on a big farm. Thedisciple felt he had to stay and help the people of the village. He eventuallyreturned to his journey but almost every day he came across someone who neededhis help or advice. His journey became longer and slower but he did reach the cityin the end, ten years after he had started out.

1 How long did it take each disciple to reach the city? Why did it take each of thema different length of time?

2 What do you think this parable teaches Buddhists about the road toEnlightenment?

Chapter 6 Buddhism: 6.4 Types of Buddhism


176


� have explored the two main groups within Buddhism

� have explored who the Dalai Lama is and understand the role he playswithin Buddhism.

Key elementsEthical awarenessCultural understandingSpiritual awareness



� Use a range of methods for collating, recording and representinginformation.

� Communicate with a sense of audience and purpose.

� Learn from and value other people’s ideas.

Chapter 6 Buddhism

6.4 Types of Buddhism

Lesson plan

Starter� Begin the lesson with a discussion of the fact that, within most religions, there

are different groups who have different beliefs and practices.

� Use the example of Christianity. Discuss with the class the differences within thedenominations.

� Ask the class if they know of any differences within the Jewish or Islamic faiths.

� Conclude the discussion by explaining that the core beliefs are the same but theydiffer in other aspects. The same is true within Buddhism.

Chapter 6 Buddhism: 6.4 Types of Buddhism


177

Development� Pupils read the information in the Pupil’s Book (page 74). In order to allow

pupils to place the countries mentioned in terms of their location, ask them tofind the following countries in an atlas:

Thailand Laos Tibet Korea

Cambodia Sri Lanka China

� Pupils could complete Get Active 1 in the Pupil’s Book (page 74).

� Pupils read the information about the Dalai Lama in the Pupil’s Book (page 75)and complete Get Active 2.

Plenary� As a revision of the work pupils have completed on the two Buddhist traditions,

explain that you will say a word/words – for example, ‘Tibet’. If they think itbelongs to the Theravada tradition they should stand up. If they think it belongsto the Mahayana tradition they should put their hands up (you could write theseinstructions on the board). If a data projector is available the words could beflashed up on the screen. A list of the words/statements are below:

� Theravada: Thailand; Cambodia; Laos; Sri Lanka; Southern Buddhism; Way ofthe elders: Pali Canon; Only monks and nuns reach Enlightenment

� Mahayana: Tibet; China; Korea; Northern Buddhism; Pali Canon andTripitaka; Bodhisatvas; Dalai Lama; Anyone can reach Enlightenment

Homework suggestionWrite a letter to the Chinese government outlining why you think Tibet should befree of Chinese rule and why you think the Dalai Lama should be allowed to returnhome.

OR

Design a poster that is campaigning for the freedom of Tibet. Think carefully aboutwhat your slogan will be and what images will be on the poster.

Extension activityAsk pupils to complete some research on the Dalai Lama and create a fact file onhim.

Type ‘BBC Dalai Lama’ into a search engine and a short synopsis of his life, which iseasily accessible to pupils, will appear as a link(www.bbc.co.uk/religion/religions/buddhism/people/dalailama_1.shtml)

Learning outcomes� Communicate effectively in oral, visual, written and ICT formats, showing clear

awareness of audience and purpose.

Chapter 6 Buddhism: 6.5 Buddhist symbols


178


� have explored the most common symbols within Buddhism

� have investigated other symbols associated with the religion

� have discovered how to find the meaning behind a Buddha image throughlooking at its characteristics and hand positions – mudras.

Key elementsSpiritual awarenessCultural understanding



� Make ideas real by experimenting with different designs, actionsand outcomes.

� Make new connections between ideas/information.

� Be aware of their personal strengths, limitations and interests.

� Set personal targets and review them.

� Generate possible solutions, try out alternative approaches andevaluate outcomes.

Chapter 6 Buddhism

6.5 Buddhist symbols



179

Lesson plan

Starter� Prepare a PowerPoint presentation of different symbols that are seen everyday.

Ask pupils to work in groups to write down what they think the symbolsrepresent.

� Discuss with the class why we use symbols and why they are important withinreligions.

� Ask pupils if they can remember any of the symbols associated with the otherreligions they have studied and if they can remember what they mean.

� Discuss what they think the symbol of Buddhism might be.

Development� Ask pupils to complete Get Active 1 in the Pupil’s Book (page 76).

� Explain to the class that within Buddhism there are many symbols.

� Ask pupils to read the information in the Pupil’s Book (pages 76–77) andcomplete Get Active 2.

� Create a PowerPoint presentation containing different images of Buddha. Pointout the different characteristics and the positions of the hands. Choose two ofthe slides and discuss with the class what the images are representing.

� Ask pupils to read the information on Buddha images and mudras in the Pupil’sBook (page 78).

� Pupils could practise the mudras and test each other.

� The teacher could show the class a mudra and pupils then write down what theythink it is.

� Show the rest of the PowerPoint presentation to the class and ask them whatthey think each Buddha image represents.

Plenary� Create a PowerPoint presentation of Buddhist symbols and mudras. Show the

class each one and in groups have pupils write down what they think each onerepresents. The group with the most correct wins a prize.

Homework suggestionPupils could complete Worksheet 6.17. Each pupil is to draw their own Buddhaimage in one of the three positions – sitting, lying down or standing. They need todecide which mudra position the hands are in and what special features the imagewill have. They will then write a short explanation.



180

Extension activity� Create a worksheet that contains five or six different Buddha images. These can

easily be found on the internet.

� Ask pupils to look at each image and write down the following:1 What positions it is in, i.e. sitting, lying or standing.2 What the mudra positions of the hands represents.3 Any special features the image has and what they represent.

Learning outcomes� Demonstrate creativity and initiative when developing ideas and following

them through.



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Worksheet 6.17

Draw your own Buddha imageDraw your own Buddha image in one of the three positions – sitting, lying down orstanding. Decide which mudra position the hands are in and what special featuresthe image will have. Then write a short paragraph explaining your drawing.

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Chapter 6 Buddhism: 6.6 Worship


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� have discussed the elements of a Buddhist shrine

� have explored meditation and experienced practising it

� have investigated mandalas, mantras, prayer wheels and flags

� have an understanding of stupas and Buddhist scripture.

Key elementsSpiritual awarenessCultural understanding



� Focus, sustain attention and persist with tasks.

� Make ideas real by experimenting with different designs, actionsand outcomes.

� See opportunities in mistakes and failures.

� Use their own and others’ ideas to locate sources of information.


Chapter 6 Buddhism

6.6 Worship



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Lesson plan

Starter� Have incense burning as the class enters the room. Hopefully this will generate

some discussion about what the smell is. If not, as the class is settling down,walk around the room with the incense stick so that the smell fills the air.

� Ask the class if they know what incense is and what it is used for. Tell them thatit is used in Buddhist worship and explain what it represents. Allow the incenseto burn throughout the lesson, as long as the smell doesn’t become overbearing.

Development� Read the information in the Pupil’s Book (page 79). As you read the description

of the shrine it would be beneficial to have the elements that make up theshrine to build one in the class.

� Ask pupils to read the section on meditation in the Pupil’s Book (page 79) andcomplete Get Active 1.

� Ask pupils to read the section on mandalas in the Pupil’s Book (page 80). Use aPowerPoint presentation to show pupils different types of mandalas, includingbutter and sand.

� Pupils could complete the ‘map from memory’ exercise (extension exercise).

� Read the information about mantras, prayer wheels and flags in the Pupil’s Book(page 80).

� There are many wonderful images on the internet of prayer wheels and flags. Itwould be a good idea to use PowerPoint to show pupils what they look like.

� Ask pupils to complete Get Active 2 in the Pupil’s Book (page 80).

� Read the information about stupas and Buddhist scripture in the Pupil’s Book(page 81) and complete Get Active 3.

Plenary� Play the game of Jeopardy:

� Ask each pupil to write down one question about Buddhist symbols on a pieceof paper. On another piece of paper, they should write down the answer to it.

� Collect in all pupils’ questions and answers.� Ask pupils to work in groups. Choose some of the answers that have been

written and give these, one by one, to the class. Each group then has to decidewhat the question might have been.



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Homework suggestionPupils could make a Tibetan prayer wheel:

� On a long strip of paper pupils write ‘Om Mani Padma’ over and over again.

� Pupils stick one end to a pencil and wrap the strip of paper around it.

� They then get a cylinder shape, such as the inside of kitchen paper roll cut inhalf, stick a piece of card over the top of the cylinder and decorate it.

� Pupils should place the pencil inside the cylinder and hold it horizontally. Usingtheir wrist, the pupils can make the prayer wheels spin.

Extension activityPupils could complete the ‘map from memory’ exercise:

� Choose a search engine and type in ‘mandala clipart’. Chose a suitable mandalathat you think your class would be able to copy. Enlarge the image to A3 size.

� Ask the class to work in groups of four and to number themselves one to four.

� All the number ones should come to the front of the class to view the image for30 seconds. No else should be able to see it.

� They return to their group and draw what they have seen. After one minute ofdrawing, the number twos come up to see the drawing for 30 seconds.

� The cycle is continued until everyone has seen the drawing.

This activity helps pupils develop skills of working together. Time should be givenafterwards for each group to reflect not just on the quality of the work theyproduced but on how they worked as a group.

Learning outcomes� Demonstrate creativity and initiative when developing ideas and following them

through.

Chapter 6 Buddhism: 6.7–6.8 Festivals and the Sangha


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� have an understanding of some of the festivals celebrated withinBuddhism

� have an appreciation of the Sangha and its role within Buddhism.

Key elementsCultural understandingSpiritual awarenessMutual understanding



� Take personal responsibility for work with others and evaluatetheir own contribution to the group.

� Be fair.


Chapter 6 Buddhism

6.7–6.8 Festivals and the Sangha

Lesson plan

Starter� Write the word ‘festival’ on the board and ask pupils what they associate with it.

Write their answers around the word.

Development� Pupils read the information in the Pupil’s Book about the Wesak festival (page 82).

� Source some pictures of the New Year festival or Songkran festival. Use theseimages to discuss the festival. Use the ‘Five Ws’ – Who, What, Where, When andWhy – to generate discussion about what the festival is and why it is happening.



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� Pupils read the information in the Pupil’s Book on the New Year festival (page82) and complete Get Active 1.

� Draw a triangle on the board and at each corner write ‘Buddha,’ ‘Dharma’ and‘Sangha’. Explain to the class that these are known as the three jewels that makeup Buddhism. Ask the class to give you a definition of Buddha and Dharma.Then give the class a series of clues to help them work out what the Sangha is.

� Pupils read the information on the Sangha in the Pupil’s Book (page 83) andcomplete Get Active 1.

Plenary� As this is the end of the topic, recap on everything that pupils have learnt.

Homework suggestionAsk pupils to complete Worksheet 6.18.

Extension activityComplete the Odd One Out activity on Worksheet 6.19.

Learning outcomes� Demonstrate creativity and initiative when developing ideas and following them

through.



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Worksheet 6.18

Songkran festivalImagine you are visiting Thailand when the New Year festival is on. Write an emailto a friend explaining what was happening over the three days.

To

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Worksheet 6.19

Odd one outAnswer the questions in the boxes below.

What do all three havein common?

What do 1 and 2 havein common?



2 Sangha 3 Dharma

1 Buddha

buddhism - how it all begin

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