Non-Statutory Curriculum Planning Guide Page 55
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63Non-Statutory Guidance 2012
Section 1 – Curriculum Planning
A SAMPLE UNIT FOR BUDDHISM KEY STAGE 3 (YEAR 8)
Skills & Processes
Learning Outcome
Content
Activities (including VAK)
(Themes/Topics)
To understand and give examples
Jigsaw
Question
when explaining
The 8 Fold Path.
Match the aspects of the Eight – fold
the Eight – Fold Path.
path with its explanation and an example
Reflect
To know that Buddhist’s do not
The Wheel of Life
(AT1 – L4 – 5)
worship/believe in a God.
Using pictures and/or words describe a
Evaluate
To be able to explain
Belief in no God.
possible journey through the wheel of
reincarnation and the Wheel of
life. Make sure you explain reincarnation
Explain.
Life.
The 5 precepts – as a way
in your work. (AT1 – L4 – 5)
To be able to reflect upon the 5
of life, e.g. law & order.
Case Study
Define.
Precepts and be able to apply the
Using a topical example of law breaking,
principles of the Precepts to an
Respect for life, e.g.
explain the Buddhist response to crime,
Understand.
example of ethical living.
War & Peace
the criminal and the victims. (AT2 L4 –
To be able to define respect for
Animal rights.
6)
Justify.
life, to understand the Buddhist
Discussion/Thinking Skills
concept and to be able to
Using the photograph of the Buddhist
Apply
reflect, evaluate and respond to
Monk burning himself in protest
these beliefs.
(available in …)
Communicate a Response
To justify using evidence their
Use the thinking skills approach to
assessment of a Buddhist belief
discuss whether the Monk acted in
or value.
accordance with Buddhist belief. (Some
background knowledge of the situation is
advisable)
(AT2 L4 – 7)
Should we eat animals?
In groups prepare a presentation on the
above topic with reference to Buddhism.
(AT2 L 4 – 7)
55
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