Year 56 A3B Religion - Buddhism Can people change 2018

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2 Year 5/6 Key Skills to be covered, taken from National Curriculum pitching at the correct year group and differentiation within plan for different groups Be specific in the key skills, and make them more understandable for children. Consider what it is YOU feel the children should learn as well as the National Curriculum: WALT find out if people can change and which changes exist in our lives. WALT discover if suffering and impermanence are inevitable. WALT find out about Siddhartha and the 4 Noble Truths. WALT find out which changes are happening to us now and how school are helping us deal with them. WALT - think about how Buddhist teachings would help me change. WALT - focus on enlightenment and discuss how it might affect us. Possible Cross-curricular links, especially opportunities for English, Mathematics and Computing within teaching: English links Mathematics links Computing links Other links Writing the Noble truths, Links to writing advice for a dilemma or dilemmas based on the teachings of Buddhism. Biography of Siddhartha (Buddha) and His Holiness the Dalai Lama. Speaking and listening discussing the key elements of Buddhism and changes. Possible links with probability and the word inevitable/ inevitability Researching the 4 Noble truths and also the main features of the Buddhist faith. See web links during the MTP Links with the Dalai Lama s TWITTER FEED. Links to end of year transition and also to the work on changes/relationships and empathy in PSHE/SEAL/Values. Links to Art Sculptures of the Buddha? Discussing the purpose of Buddhist art and craft. Live timelines links with historical studies. Buddhist Music links to music to explain how music/sound and rhythm can influence the mind body and spirit. Possible Experiences including visits/visitors/other: Consider what could augment your planning to really enthuse the children in your class: Creating a meditation garden or area which the children could design themselves. Experiencing meditation process. Display/Resources ideas: Consider what resources could be brought into the classroom and what display work could be completed either before/during or after topic is taught: New Buddhism display in class featuring the key vocabulary and symbols of the Buddhist faith. Reading books from the school library and the Buddhism Religion resource box. Statues/ Pictures of the Buddha for display in the Classroom. Creating a meditation place either inside/outside the school as part of the topic (see lesson 6). Fabric triangles needed for prayer and mantra flags. Additional information (Teachers) LOTS OF USEFUL IDEAS AND RESOURCES. Buddhist links to meditation music: - Buddhist Monks chanting. Tibetan chakra music. Tibetan singing bowl meditation music.

3 Session Key Objective from skills listed above (What is it that you want the children to learn?) Possible Activities including use of Computing and other technologies, and showing at least 3 differentiations Vocabulary to be taught and used in their work correctly Outcomes/Evidence of what they have learnt (Where will this be found? Will it be in a book? Topic book? Display? Photographic evidence? Possible extension into homework if appropriate to enhance and deepen learning 1 WALT find out if people can change and which changes exist in our lives. Children to complete a KWL grid in books Thinking about what we know and what we learn through the topic. Mixed ability discussion based upon the changes which exist in their life. HA children should be able to expand their understanding by explaining why these changes happen and exist in their own and other people s lives. MA children can begin to discuss why changes happen in theirs and others lives. Change, Buddhism, Buddhist, existence, life, negativity, positivity, temple. Buddha Siddhartha Dalai lama Verbally children should be able to feedback their understanding of change. Collect additional information on Buddhism to add to the class display board. LA children can identify the changes which have occurred in their lives and talk about how they felt during the change. 2 WALT discover if suffering and impermanence are inevitable. news clips of people suffering Nepal clips (earthquake) How has this situation created suffering? Key questions: What does inevitability mean? What does Impermanence mean? When have you suffered? / What does it mean to suffer? Children sort events and words into things that show examples of suffering/inevitability and impermanence. Suffering inevitability, impermanence. Pain Challenge, adversity, strength, life, death. The three characteristics of existence that we have in mind are the characteristics of impermanence (Anitya), suffering (Duhkha) and not-self (Anatma). Children can understand the concepts of Inevitability Impermanence And inevitability And share their experiences of suffering through discussion. Evidence of words ( events sorted into appropriate piles) Photographs. Write a description of a change that has happened in their lives. Supported with an opinion to explain how the event changed their life. HA given a list of words to sort under the three titles

4 MA given an example of each meaning and have to sort events LA with support children have to sort out between examples of suffering and inevitability. 3 WALT find out about Siddhartha, the 4 Noble Truths and the Eightfold path. Death inevitable watch potential issues due to family bereavement. Ha Research and find out what the 4 Noble Truths are and why they are important to the followers of the Buddhist faith. MA- matches the Four Noble Truths to the descriptions of each one. LA Supported to read and discuss the Four Noble Truths. Get the children after discussion to match the description to the Truth. All groups to create an eightfold path whee ( see link below for resources)l. Nobile, truth, Siddhartha, Buddha, Buddhist, Faith. Eightfold path. Right understanding Right speech Right thought Right action Right livelihood Right mindfulness Right meditation Right effort. Children will have written and matched the 4 Noble truths and this will be displayed in their RE/Topic books. 4 Noble truths to be displayed in the classroom on the class display copies of the work written by the children. Eightfold wheels produced. Create an icon/picture of Siddhartha and a Buddha. 4 WALT find out which changes are happening to us now and how school are helping us deal with them. compare different pictures of Siddhartha/ Buddha what do these pictures and images show us about the man/myth make sure there are a selection of pictures/icons of the Buddha and Siddhartha. HA/MA/LA ask the children to list all the changes that they are experiencing at the moment physically, social at home and at school( link to new jobs, responsibilities and going to Year 6). LA can draw events which have happened during their lives. Change, puberty ( links with PSHE), transition, permanent, temporary, Children create a profile of the changes that have and will affect them as they move through their live. Picture journey/ written journey and time line. Completion of work if not finished during the lesson. MA a mixture of pictures and descriptions of their live changes. HA need to explain and describe their feelings through their change then or in hindsight. Children fill in a list of things that have changed in each sector of their life _ generalisations: 5 WALT - think about how Buddhist E.g - 0mths to 1 year learning to work and to crawl 1-4 years starting to talk, reading, starting school 4-7 moving from infants to juniors 7-11 moving on to high school 11 upwards which changes might happen in the future Looking at all of the teachings of the Buddhist faith discuss as a class which rules/mantra s are important and which they feel would help them as they approach the end of their time at Trumacar Primary School. Contemplation, Buddha, calm, Buddhism, Buddhist, Children can discuss their learning from the topic. Write a resolution think of a change you will make in your

5 teachings would help me change. 6 WALT - focus on enlightenment and discuss how it might affect us. LA as a group children with support create a positive mantra (on a prayer flag). MA children can independently write a positive mantra for their life (on a prayer flag). HA children can create a personal mantra for themselves (prayer flags) and design mantras for a range of scenarios. Lesson key question DO YOU AGREE WITH ENLIGHTMENT? How does this concept link in with beliefs in other faiths? What is enlightenment? Children can design their own meditation area or regimes. HA extend the task and say why they have chosen their design and why they feel these routines/objects will help them meditate. reflection, temple, meditation. Peace, quiet, Meditation, enlightenment, calm, tranquillity, peace, contemplation. Reflection Solitude Thoughts Mind Children can identify the key figures and stories from the Buddhist faith. Children can create positive mantra s (displayed on Prayer flags within the classroom). Evidence through photos or video of the meditation process. Children can discuss why meditation can be important to Buddhists and how it can be used in the modern world. Children s designs for a school meditation area. school/home life and say how it will impact you in the future. Children find 5 minutes at home to meditate so that they can discuss the impact it had having their own space and peace in their busy lives. Meditation lesson children will have a session where they are contemplating the topic, their day and use techniques to relax, meditate and find tranquillity. If weather permits we will find an area of the school garden to meditate within and begin to think about and create a reflection area for the school. Possible trip to the Manjushri centre in ULverston ( see music meditation links in resource box at top of the plan).