RME Progression 3 rd level S1 Buddhism: The Human condition (10 lessons : 1 period a week)

1. RME Progression 3rd levelS1 Buddhism: The Human condition (10 lessons : 1 period a week) Significant Aspect of Learning: Investigation of religious beliefs, values, issues, traditions and practices through a range of primary and secondary sources. Es & Os: I can explain range of beliefs which followers of world religions hold about “ultimate questions” and participate in debates about these. RME 3-04c Through investigation and reflection upon the responses of world religions to issues of morality, I can discuss ways in which to create a more just, equal, compassionate and tolerant society. RME 3-05a I am developing respect for others and my understanding their beliefs and values. RME 3-07a/RME 4-07a

2. Learning Intention To investigate Buddhist beliefs about the Human Condition and the ways in which these beliefs influence Buddhist values. Success Criteria (for final assessment) 1. Be able to describe the 5 precepts. 2. Be able to explain “compassion” and how this might influence a Buddhist. 3. Identify the significance of these beliefs and why a Buddhist might keep the 5 Precepts. 4. Think critically about and communicate an understanding of how Scotland/ The World can be challenged to become more just, equal and compassionate. 5. Communicate informed personal opinions justified with reasons.

3. Learning Statements – These learning statements run through this unit of work and are not wholly covered by one piece of work or one lesson, rather they evolve as the learning develops. • Communicated a developed understanding of the significance of the key figures, stories and teachings of world religions. • Investigate and evaluate the meaning of key sources of evidence. • Consider the role of primary and secondary sources of evidence in supporting and challenging peoples beliefs and viewpoints and the actions which result from these beliefs and viewpoints. • Critically reflect upon and communicate an understanding of how society can be challenged to become more just, equal, compassionate and understanding. • Using a range of sources critically reflect upon other peoples values and the relationship between these values and actions. • Reflect upon, account for and communicate similarities and differences between their own values and those of others. • Consider and evaluate a range of values and offer views about the relationship between these values and actions. • Drawing upon a range of religious and other sources reflect on the values of others and the actions such values lead towards and consider their own responses to these. • Further consider and reflect upon how people come to have their values and the impact of a range of values on society.

4. Stage 1: The Birth of Siddhartha and the Prediction The Learner used the story of the birth of Siddhartha and the prediction to communicate an understanding of the significance of key events in Siddhartha’s life which will lead on to the development of the key teachings of Buddhism. The Learner has identified the challenge within the different viewpoints of Asita and King Suddhodana and the resulting actions which stem from those beliefs. “The king was raging because he did not want his son to be a holy man and live out in the wilderness. He wanted his son to be King and follow in the family footsteps. I think the King decided to try to not let Siddhartha see or feel suffering so that Siddhartha wouldn'tbe unhappy and then want to change the world.” PDF: Asita & King Suddhodana Fakebook Reflection

5. Stage 2: A Life of Luxury: Materialism Learners looked at the life of luxury of Siddhartha had and thought about materialism in today’s world. Through questioning the learner reflected upon and communicated an understanding of the challenge of materialism in the modern world and Scotland. The learner reflected upon what objects or values might make someone happy and expressed an opinion about this and then considered the opinions of others. “I think money can make people happy. It can buy you things that you like and want… and that can make you happy. But money can’t always make you happy, friends can make you happy and your Mum and Dad can make you happy and money can help with that. But my Mum has an illness and money will not help that or make it go away…so money can’t always buy happiness.” PDF: Luxury Fakebook Reflection PDF: Money can’t buy happiness Reflection

6. Stage 3: A Life Changing Moment The Learner examined the 4 sights as a key story in the development of the teachings of Buddhism. They explained the meaning of this event and how this challenged Siddhartha’s viewpoint of society leading to action. Through reflecting on the life of Siddhartha, the learner considered their own personal actions and values and thought about their own response to a life changing moment. The learner expressed through a “vote with your feet” debate whether or not there was suffering in their own life. “Compassion is when you feel something for someone else when they are unhappy or in a bad way… like when they have tonsillitis.” PDF: 4 sights Fakebook reflection PDF: Life Changing Moment PDF: Siddhartha 4 sights reflection PDF: Old age, Illness and Death PDF: Suffering: Ultimate Questions

7. Stage 4: Siddhartha’s Sacrifice The learner reflected on the impact of selfishness/selflessness on society. The learner was challenged to consider differing viewpoints of Siddhartha’s sacrifice of a life of luxury & family to find an end to suffering. The learner also considered the sacrifices they would have to make in order to achieve a goal or to put their own beliefs in to action. “I think we are all pretty selfish, I am selfish with my things when my brother wants to use them. It is important to think about others and to share and not be selfish but it is important to think about yourself too. The television and adverts also make us selfish. PDF: The Cycle of Suffering PDF: Selfish or Selfless PDF: Asceticism Reflection PDF: What sacrifices might I have to make if I want to achieve a goal?

8. Stage 5: The Teachings of the Buddha; The Middle Way & The 5 precepts The Learner was challenged to identify the Middle Way through the extremes of living Siddhartha experienced and then reflect upon the values identified through this and the relationship with actions. The learner identified practical methods of living a middle way and through discussion critically analysed these. “It would be really hard to live a middle way, you would have to really think about everything you do in your life. I think I would find it hard to follow the 5 Precepts, because I lie all the time…not to be bad, but to not hurt other peoples feelings…also I like eating meat!” PDFs: Teaching Quote response 1234 PDF: The Middle Way PDFs: The 5 Precepts 12

9. Final Summative Assessment PDF: Assessment 1 PDF: Assessment 2 PDF: Assessment questions

10. Looking up to 4th level From this point there are areas that the learner should be starting to look to developing at the 4th level. • Using more primary and secondary sources to analyse and critically assess beliefs, through a range of key figures (e.g.Siddhartha, Dalai Lama, Jesus, Muhammad,) stories and teachings. • To consider how these support or challenge beliefs and viewpoints, (e.g. Poverty, Charity, Karma) • To evaluate the responses to how a society can be more just, equal, compassionate and understanding. (e.g. Buddhist, Christian, Humanist) • Apply and critically assess a variety of responses to moral issues in greater depth (e.g. any religious or secular views) • Express informed personal opinions with reasons about meaning, value and purpose of life, (e.g. life non-life after death, stewardship) • Consider the impact of a range of values on society. ( e.g. Vegetarianism, eating Halal/ Kosher food)