Year 1: What do people say about God?
Buddhism: How do some people behave because they believe in God?
Key Skills to be covered:
Key Stage One Key Skills RE
AT1: Learning about religion – Pupils
AT1: Beliefs and Teachings
I can describe some religious ideas from stories.
I can describe some religious beliefs, teachings and events.
AT2: Learning From Religion
AT2: Meaning and Purpose
I ask a range of questions about puzzling aspects of life.
I suggest answers, including religious ones.
AT2: Values and Commitments
I know the effect of actions on others when I am thinking about moral dilemmas.
AT2: Identify & Experience
I can describe my feelings to other people.
I know that other people have feelings.
I talk about how my feelings may be similar to characters in religious stories.
National Curriculum Links
Lancashire Agreed Syllabus for R.E 2011
Field of Enquiry
Shared human experience:
• pupils will identify, explore and reflect on people’s experiences of identifying what is of worth and how they respond to show its worth
Living religious traditions:
• pupils will enquire into examples of worship in religions locally, nationally and globally
Beliefs and values:
• pupils will ask questions about and respond to some examples of beliefs and values seen in worship and celebration
Search for personal meaning:
• pupils will think about how they respond to the things that matter most to them and express their thoughts about the meaning of worship in the religions they
have studied
Cross-curriculum links, especially opportunities for Literacy, Numeracy and ICT within teaching
Literacy:
Writing Opportunities:
• Extended writing- Possible extended write opportunity- write your prediction about what you think will happen next in the story and why.
Speaking and Listening:
• Sharing religious stories and symbols
Drama
• Retelling religious stories
ICT:
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Talking tins
Video camera
Photographs
Extended Opportunities including possible visits/visitors and local connections
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Key objectives as questions
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What did you learn in RE last
time?
Key Skills that can be covered
AT1: Beliefs and Teachings
I can describe some religious ideas
from stories.
What do you already know
about Buddhism?
AT2: Meaning and Purpose
What do you want to improve
in your knowledge of this
religion?
I ask a range of questions about
puzzling aspects of life.
I suggest answers, including
religious ones.
Possible activities including use of Computing
and Technology
Introduce this half- term’s key question “How do
some people behave because they believe in God?”
What do you think of when I say ‘God’? TP’s. Then
spend a couple of minutes drawing it (for class RE
book). Discuss.
Do all people believe in the same God? Establish
that people have different beliefs.
How should you behave if you believe in God? TP’s.
Children brainstorm ideas and feedback to class.
Explain to the children that we are going to be
finding out about a different religion called
Buddhism this half term. Ask if any of them have
ever heard of this. Buddhism began in north
eastern India (show a map) and is based on the
teachings of Siddhartha Gautama. Display image of
the Buddha.
Outcomes/Evidence that
teaching has taken place
Share slides 2-4 on power point
about the early life of the
Buddha. Discuss similarities with
Christianity on Slide 3.
At slide 5, ask children to talk
their partners and make
predictions about what they think
will happen next in the story.
Children to record their
predictions on paper.
LA- Guided discussion with
Teacher. May just record in
pictures.
MA/HA – Include a written
prediction. Or just pictures and
discussion as planning for
Extended Writing.
Why was the Buddha important?
What is he doing? What does he look like? Why do
you think that? Does he look like an important man?
Why/why not?
What do you think the Prince will
see? Why?
You can use children to act out as you tell the start
of the story.
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Why do you think the Prince
felt sad?
AT1: Beliefs and Teachings
I can describe some religious ideas
from stories.
Have you seen anything that
made you feel sad?
AT2: Values and Commitments
What did the Prince decide
to do? What would you do?
I know the effect of actions on
others when I am thinking about
moral dilemmas.
Recap on last week’s session and our term’s key
question
“How do some people behave because they believe
in God?”
Explain that we are looking at how people behave
because of the things they believe in.
Show image of The Buddha again
What did the Prince decide to do? What things did
Make a poster to show the things
that the Prince saw outside the
palace.
LA- Label each image. Provide a
poster template with 3 sections.
MA/HA- Explain what these
things made him realise (An old
man- showed him that everyone
has to grow old. Sickness – anyone
you think he saw?
Discuss what we have found out so far, and the
children’s predictions.
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How would you have felt if
you saw those things?
How did the swan feel? Have
you ever felt like this?
Who do you think should get
the swan?
AT2: Identify & Experience
I can describe my feelings to other
people.
I know that other people have
feelings.
I talk about how my feelings may be
similar to characters in religious
stories.
could get sick any time. Funeral –
everyone will die.)
Reveal the next section of the story (slide 5-6)
Why do you think these things
made him feel sad? What might
he have wanted to do?
Show image of Buddha and brainstorm describing
words for him.
HA/MA: Sequencing activity for
the story (p4 in story pack).
Quick recap on the story of the Buddha- discuss
how he went in search of the reason for suffering.
LA: Circle the things that have
feelings (P6 in story pack)
What kind of a person do you think he was? Why?
How do you think you would have felt if you saw
those things?
What do you think is the message
of this story? What did the
Prince believe? Does this show
that he was a good person?
Explain that people learn about what kind of person
the Buddha was through old stories that have
messages.
Read the story of ‘The Buddha and the swan’ but
pause before the conclusion. Ask children to think
about the story and what they think will happen.
How do you think the swan felt? Have you ever felt
like this? Who should get the swan and why?
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What was the message from
the Swan story?
Why is it important to be
good and kind?
Have you ever done anything
bad or wrong? How did you
make the right decision?
AT1: Beliefs and Teachings
I can describe some religious ideas
from stories.
I can describe some religious
beliefs, teachings and events.
AT2: Identify & Experience
I talk about how my feelings may be
Finish the story. Discuss why the Prince was sorry
for the swan, and the fact that living creatures
have feelings.
Briefly recap on message from story of the Swan
from last sessionWhat kind of man was the Buddha? What did he
believe in?
Retell story-write own sentences
to go with the pictures/match
words and pictures/sequence
pictures Make an elephant mask
for next session.
Explain that religious stories are important to
people because they teach them something. They
have been given to people, as presents, to explain
Have you ever behaved badly?
What happened? How did you
know it was wrong?
similar to characters in religious
stories.
AT2: Meaning and Purpose
I ask a range of questions about
puzzling aspects of life.
I suggest answers, including
religious ones.
some of the wonders of life.
Explain today we are going to look at another
Buddhist story. All these stories have special
messages, so children have to listen carefully to try
and work out what this story is trying to teach us.
Read The King’s Elephant story.
What do you think this story is trying to teach us?
Why do you think it is important to be good and
kind in life?
The cure was to put the elephant
in the
positive company of good friends
so she would remember how to be
kind.
Do you have any good friends who
help you do the right thing or
make you behave better?
Discuss the fact that actions have consequences.
What was the consequence of the robbers bad
behaviour? How did the friends make it right?
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How do my actions make
others feels? Should I
change my actions to make
others happy?”
AT2; Values and Commitments
Have you ever copied
behaviours that you know are
wrong?
AT2: Identify & Experience
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Who influences you and how
you behave? Good/bad.
I know that other people have
feelings.
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How do you choose your
friends?
AT2: Meaning and Purpose
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I know the effect of actions on
others when I am thinking about
moral dilemmas.
I can describe my feelings to other
people.
Explain that Buddhists believe in Karma- if you
say/do bad things, then bad things will happen to
you in return. If you are good and kind, then good
things will come back to you.
Selfish action leads to suffering and selfless action
leads to true happiness.
This story shows the influence our friends can have
on us.
Have you ever copied behaviours that you know are
wrong?
Who influences you and how you behave? Good/bad.
How do you choose your friends?
How do we learn what is right and wrong?
Explain to children that I want them to think about
these things throughout today’s session.
Re-read The King’s Elephant. Children explore the
message of the story through drama.
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How do we learn what is right
I ask a range of questions about
puzzling aspects of life.
2.
Move around the room as if you were
Mahaghiri the elephant: walk in a slow and
stately way; swing your trunk; use it to pick
up and eat fruit and coconut cake etc.
Find your ‘stall’ and stand still.
Photo evidence of drama session.
and wrong?
I suggest answers, including
religious ones.
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How do other people help me?
How do some Buddhists
choose to behave because of
their beliefs?
AT1: Practices and Lifestyles
I can describe some religious
practices.
AT2: Expressing Meaning
I can describe the messages or
meanings of some religious symbols.
Listen to the robbers talking. Show the
effect this has on you.
Rajinder comes to give you your breakfast.
Throw him out of the stall. Show how
difficult and violent you have become.
The king’s men come and bind you with
strong ropes. You don’t like it but you can’t
move.
The good friends meet in your stall. Listen
to them talking. Show how listening to
them begins to change you. You become
gentle and trustworthy again.
Rajinder comes and removes the ropes.
Stretch your legs and trunk. At last you
can
move again. How does it feel?
Stretch out your trunk and gently put
Rajinder on your back.
Move around the room in a strong, happy
and graceful way.
Think about the differences in the elephants
behaviour when she is around the robbers/friends.
How can you tell that the robbers are bad? That
the friends are good? What effect do they each
have on the elephant?
Look at this half-terms key question again
“How do some people behave because they believe
in God?”
Discuss the stories looked at in the previous
sessions, and recap on the messages behind them.
How do some Buddhists choose to behave because
of their beliefs?
Discuss need to be kind and lead a good life, be kind
to people and animals.
Who can remember what Karma means? What does
this teach Buddhists about how to behave?
Think about your teachers and
teaching assistants. Draw a
picture and surround it with all
the different jobs they do and
ways they help you.
Do teachers/TAs at school help
everyone in exactly the same
way? How do they decide what to
help you with?
Discuss how you have to change
the ways that you are helpful,
depending on who you are trying
to help. You have to try and help
Play the ‘Dilemmas’ game – pretend you are a
Buddhist and answer the ‘dilemma’ as they think a
Buddhist might. Emphasise Buddhists try to be
kind, thoughtful, considerate of others’ feelings
and helpful.
Who helps you with things in your life? Brainstorm
different people who help us for 2/3 mins in TP’s –
whiteboards or sugar paper and felt tips.
Share ideas and put into categories on the boardpeople who help in the community, people who help
at home, people who help at school.
people when they need it. Take
notice of others and recognise
when someone might need your
help.
Talk to the person next to you
about something they find really
hard.
How might you be able to help
your friend this week? Share
ideas.
How do you think it will make you
feel to help someone this week?
Why?
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What did you learn during
this topic?
What questions are still
unanswered?
How do you feel the topic
went?