Primary RE Conference The Law of Karma – Teach Well, Learn Well (Buddhism in Year 6)

1. Wednesday 7th October 2009 Primary RE ConferenceThe Law of Karma –Teach Well, Learn Well(Buddhism in Year 6) Alexis Fowler

2. Session Outcomes To gain knowledge and understanding of the changes made to the Hertfordshire Scheme of Work for Year 6. To participate in an Interactive Overview, understanding their place throughout KS2. To participate in an activity which uses an example of a weblink. To re-familiarise with the balancing AT1 and AT2.

3. Hertfordshire Scheme of Work for RE - Year 6 Non-statutory Meets the statutory requirements of the Agreed Syllabus In response to teachers’ request due to the curriculum overload in the year of SATs, the study of Hinduism hasbeen moved to Year 4, reducing the content in Year 6 to Christianity and Buddhism - Teaching activities can be amended, substituted or deleted, providing there is coverage of the Programmes of Study across KS2(Agreed Syllabus). Use tick sheets on pages 11 and 12. • RE can be taught in weekly, in blocks, around revision and testing, • or any other way, providing 156 hours are taught in KS2. -Visits and visitors contribute to this time allocation. Optional unit to introduce aspects of Holocaust education

4. Interactive Overview Getting the Wheels in Motion Year 6 Autumn A (p158-9) HOW DO CHRISTIANS AND BUDDHISTS LIVE THEIR LIVES? (2:1, 2:5, 2:22, 2:23, 2:24) • Provide on display a picture of an eight spoke wheel. Write in each section a right way of living according to the Buddhist Noble Eightfold Path. Conceal these eight rules for living under flaps. (This is The Buddha’s first teaching.) •Reveal one at a time and discuss.

5. Interactive Overview Getting the Wheels in Motion Right Awareness Right Effort Right Concentration Right Living Right Understanding Year 6 Autumn A (p159) How does the way people speak to each other have an effect on others? What is the ‘right way’ to speak. Right Action Right Speech Right Thought Can you provide any good examples that would be worthy of displaying?

6. Interactive Overview There is an Interactive Overview like this at the start of each academic year in Key Stage 2. Provide an opportunity to ascertain pupil prior knowledge. The Scheme allows for flexibility to change activities. Link prior knowledge to these teachings on the display. Present to the children what they will be learning about during the year. Practices and ways of life that are connected with these teachings. Provide an opportunity for a growing interactive display throughout the year which can be used interactively with both pupils and teachers contributing to it. The displays can be used as learning aids, a place for pupils to contribute their thoughts and a celebration of their learning. 2.2 is an on-going Pos – To use specialist vocabulary in communicating their knowledge and understanding. Recommended vocabulary is listed in an adjacent column. Vocabulary can be displayed and children encouraged to use it. Provides opportunity for both learning about Buddhism and learning from Buddhism. Provides opportunity for personal reflection. Pupils may have questions they gather over time and should be encouraged to note these to ask a Buddhist visitor later in the year. Pupils should be encouraged to understand that this is a living religion.

7. The Buddha The relationship between The Buddha and Buddhists is that of teacher and students. Buddhism does not call for unquestionable faith, but places heavy emphasis on self discipline and individual striving. The Buddha is not a God. He does not hand out rewards or punishments. Anyone can become a Buddha (enlightened) if one practices diligently and attains purity of mind. The purpose of shrines are not to worship the Buddha, but to look to him for inspiration to develop his good qualities.

8. Year 6 Autumn A (p160) Discuss in groups – What do these images show about the character and qualities of the Buddha? Hand(s) raised, palm out Flame-like headdress Bump between eyes Legs crossed, hands in lap palms up Bump on top of head Half-closed eyes/ withdrawn expression Elongated ear lobes Light of supreme knowledge Wisdom eye Calm / meditating No weapons or fighting Friendship Fearlessness Two hands raised - strength Teaching / preaching / instructing Reason / logic / intellect Wisdom bump Calm/meditating Wise / spiritual understanding Palm out, circle made with index finger and thumb

9. The Buddha Friendly Teacher Gentle Preacher Strength of mind Instructor Fearless Logical Wise Intelligent Supreme knowledge Spiritual understanding Calm Meditates Peaceful Empathetic Self Control Commitment

10. Right Understanding Buddhists use images like these when meditating to help them to focus on The Buddha’s teachings and qualities and move towards a complete or perfect vision / RIGHT UNDERSTANDING. Ask your pupils - What qualities would you accredit to the most enlightened human being? The images are from two websites – Buddhanet and the Clear Vision Trust. Other images are from Buddhaimages.com. Buddhanet also provides detailed explanation of the symbolism. The Year 6 Scheme of Work has links to all of these. The laughing Buddha is a Chinese symbol for good luck, not a Buddha rupa used for meditation.

11. Year 6 Autumn A (p161) Values Game The Values Game is not sufficient as an RE lesson on it’s own – alone this would be a PSHE lesson. The Values Game provides an AT2 element to The Buddha activity which is necessary for balanced religious education. The game encourages pupils to rank personal qualities. The game may also provoke personal reflection. There a link to the Year 6 Literacy genre – argument.

12. Values Game In a moment move if necessary, so you can play in groups of four. Groups need a board and set of cards. The first player takes the top card (pack face down) and decides where to put it, on the grid or in the dustbin, explaining why it should be placed there. Next player can either move that card up or down one ‘brick’ or take the next card from the pile. Explanation and negotiation over moves is key to the game. Play until all the cards have been turned over.

13. Values Game What qualities were at the top? The Buddhanet website states that RIGHT AWARENESS means ‘awareness/mindfulness of things, oneself, feelings, thought, people, reality. “If you hold yourself dear, watch yourself well”. The ‘Commitments Game’ demonstrated in this morning’s Overview Session is available in Lat Blaylock’s book and costs £6. The ‘Values Game’ will come free with the purchase of this book.

14. Year 6 Autumn A (p161) The Life of PrinceSiddhartha

15. Conscience Tunnel We will draw out the contrast of Siddhartha’s life as a rich prince living a sheltered life inside the walls of the palace and his life searching for the truth and helping people to find peace. Form a tunnel with two lines of people. One side of the tunnel encourage Prince Siddhartha to leave the palace to search for the truth (become enlightened) and help others.The other side of the tunnel speak against the idea of him leaving. Delegates say what Prince Siddhartha is thinking or what others think about him. One person in character as Prince Siddhartha, walk through the tunnel deciding whether or not to leave the palace.

16. Conscience Tunnel Provides a lively, interactive and interesting way to learn the story of how Buddhism began. Pupils learn about Buddhism (AT1) while balancing it with learning from Buddhism (AT2) by reflecting on ideas of right and wrong and responses to it (2.23). Cross-curricular link - Could provide a starting point to Year 6 Literacy, journalistic writing, where pupils write a newspaper report. Or a script for television/radio of an interview with Prince Siddhartha after seeing the four sights or after becoming enlightened. Right effort – Prince Siddharthaconsciously directed his life’s energy on a path to foster wholeness.

17. Year 6 Autumn B (p162) RIGHT THOUGHT; acting from love and compassion. The Dalai Lama said – ‘If you want others to be happy, practise compassion. If you want to be happy, practise compassion.’ Discuss.

18. Concentrating the mind RIGHT CONCENTRATION According to Tibetan meditation master and teacher of Buddhism Geshe Kelsang, “Meditation for Buddhists is to calm the mind and be free from worries and mental discomfort in order to experience true happiness. If we train our mind to become peaceful we shall be happy all the time, even in the most adverse conditions; but if our mind is not peaceful, then even if we have the most pleasant external conditions we shall not be happy. Therefore, it is important to train our mind through meditation”.

19. Year 6 Spring A (p166) Concentrating the mind ‘Don’t Just Sit There, Do Something’ by Mary Stone

20. Year 6 Summer (p171) RIGHT ACTION; ethical principle of non-exploitation of oneself and others (five precepts) List examples of things people do because of a belief they hold. Relate this to themselves ‘I strongly believe… so I do/do not …’ e.g, ‘I strongly believe animals should be respected, so I do not buy products tested on animals’.

21. RIGHT LIVING; livelihood based on the ethical principal of non-exploitation Year 6 Summer (p173) Page 173 Which of these jobs would a Buddhist find acceptable/unacceptable? – Cook, shopowner, tobacconist, builder, butcher, teacher, soldier, nuclear power worker, fisherman, doctor, librarian. Pupils should give their own examples of ‘Right Living’

22. Conscience Tunnel The Values Game(resource) Right Awareness Right Effort Stilling Activity(resource) Jobs discussion Right Concentration Right Living Right Understanding Right Action The Buddha Activity (weblink) I believe… Right Speech Right Thought Interactive Overview (vocabulary) Dalai Lama discussion

23. Session Outcomes To gain knowledge and understanding of the changes made to the Hertfordshire Scheme of Work for Year 6. To participate in an Interactive Overview, understanding their place throughout KS2. To participate in an activity which uses an example of a weblink. To re-familiarise with the balancing AT1 and AT2.

24. Any Questions?

25. Time for Tea!