1. The West Midlands Assessment Project What does it mean to be a Buddhist?

2. The West Midlands Assessment Project Meeting 2008 difficulties using 2004 NSNF levels Empirical research Level 4 / Level 5

3. Empirical research design some half descent lessons clear focus of enquiry clearly specified assessment task narrowed focus of investigation arrange for the lessons to be taught double blind assessment analyse the outcome

4. Making sense of religion ‘It is often simpler for them to fall back on the mechanics of religion instead of tacking the reality of being religious.’ ‘Textbooks tend to concentrate on ceremonies rather than what it is like to live as a Catholic, a Muslim or a Hindu…’ Making sense of religion p.12 Diversity and citizenship review DfES 2007

5. Making sense of religion ‘It is often simpler for them to fall back on the mechanics of religion instead of tacking the reality of being religious.’ ‘Textbooks tend to concentrate on ceremonies rather than what it is like to live as a Catholic, a Muslim or a Hindu…’ Making sense of religion p.12 Diversity and citizenship review DfES 2007 What is it like to live as a Buddhist? What does it mean to be a Buddhist? Focus of enquiry

6. What does it mean to be a Buddhist? You work for a Public Relations company. Assessment task Y7 The company has been contracted to design and write a leaflet which explains what it means to be a Buddhist. The leaflet will be available in public buildings, council offices, libraries, places of worship, etc. The leaflet should be between 250 – 350 words You have 6 weeks to complete the task

7. Describe what you think a satisfactory answer to this assignment might look like compared to a good answer. What does it mean to be a Buddhist? Assessment task Y7 a satisfactory answer a good answer Level 4 Level 5

8. What does it mean to be a Buddhist? Assessment task Y7 Level 5 Attainment target 1 Pupils use an increasingly wide religious vocabulary to explain the impact of beliefs on individuals and communities. They describe why people belong to religions. They understand that similarities and differences illustrate distinctive beliefs within and between religions and suggest possible reasons for this. They explain how religious sources are used to provide answers to ultimate questions and ethical issues, recognising diversity in forms of religious, spiritual and moral expression, within and between religions. Attainment target 2 Pupils ask, and suggest answers to questions of identity, belonging, meaning, purpose and truth, values and commitments, relating them to their own and others’ lives. They explain what inspires and influences them, expressing their own and others’ views on the challenges of belonging to a religion. Level 4 Attainment target 1 Pupils use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences. They make links between them, and describe some similarities and differences both within and between religions. They describe the impact of religion on people’s lives. They suggest meanings for a range of forms of religious expression Attainment target 2 Pupils raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments. They apply their ideas to their own and other people’s lives. They describe what inspires and influences themselves and others. Describe what you think a satisfactory answer to this assignment might look like compared to a good answer.

9. Six lessons - What does it mean to be a Buddhist? Lesson 1 Intro to Buddhism PowerPoint on the life and teaching of the Buddha Lesson 2 Two Buddhist stories Sayings of the Buddha Lesson 3 The Four Noble Truths There is always a feeling that life is not perfect.

10. Six lessons - What does it mean to be a Buddhist? Lesson 4 What do Buddhists say? Lesson 5 What is meditation? Lesson 6 The Assessment task

11. Express your own views on the challenge of being a Buddhist. What does it mean to be a Buddhist? 1.Is this task mainly an AT1 task? knowledge and understanding of Buddhism? 3. Is it equally both an AT1 and an AT2 task? 2. Is it mainly an AT2 task? What have they learnt from Buddhism?

12. ‘Are you still carrying her?’ Two Buddhist stories What is the message behind this story? What does this story tell us about what it means to be a Buddhist? Lesson 2 Resources What does it mean to be a Buddhist? We monks don’t go near females, especially not young and lovely ones, why did you do that? I left the girl back there, are you still carrying her?

13. Two Buddhist stories ‘The tiger and the strawberry’ What is the message behind this story? Lesson 2 Resources What does it mean to be a Buddhist?

14. We are what we think. With our thoughts, we make our world. 1 Serenity of mind, craving nothing in this world, they are living the holy life. 4 They insulted me, they hurt me, for those who hold on to such thoughts hate will never end. 5 He who envies others does not obtain peace of mind. 8 It is good to control the mind. A controlled mind brings happiness. 9 Lesson 2 Resources What does it mean to be a Buddhist?

15. Research skills Four Noble Truths Eightfold Path ‘This is RE!’ by Cath Large ‘Buddhism for today’ by Chris Wright ‘Think RE 2’ by Michael Brewer ‘Looking for Happiness’ by Robert Kirkwood Lesson 3

16. It is very important because when we do meditation it is all about awareness – building awareness. So living in the moment is actually the vital thing. Because if we don’t know what we are doing at this point then we are completely lost. So living in the moment is very important to Buddhists. First hand knowledge The Buddha once said, ‘Do not dwell in the past, do not dream of the future, concentrate the mind on the present moment.’ Is there a sense in which focussing the mind on living in the moment – is that an idea which you actually try to live by as a Buddhist? Anonymous rubbish interviewer Tak Yu Buddhist nun living in the West Midlands Mindfulness Lesson 4

17. First hand knowledge What dies it mean to be a Buddhist? What sort of central ideas would you suggest are part of the answer to that question? Joyce ‘discovered’ Buddhism about 24 years ago. She lives near Bradford in Yorkshire. Meditation Anonymous rubbish interviewer Mindfulness is one. Meditation. Metta. Metta is the practice of loving kindness. It is a lovely practice because in Buddhism there is meditation on the idea of loving kindness and it is one of the mental states Buddhists should practise in order to develop it. This meditation begins with focussing loving kindness on yourself, and then on people around you, friends, parents and gradually taking it out, like ripples in a circle, until it is loving kindness towards all beings everywhere. Lesson 4

18. Buddhist meditation is… Meditation is about learning to be aware of what is happening now, so that you enjoy this moment now. 15 Meditation is about calming yourself down. 8 Meditation is about focussing on being positive towards others so that when you are not meditating you stay positive. 20 Meditation is peace, serenity, like a lake with no ripples. 2 Meditation is about abandoning negative states of mind and cultivating positive ones. 22 Meditation is like dwelling on one idea like loving kindness so that loving kindness becomes your practice. 6 Meditation is about giving the mind intense practice at not wavering about so that it doesn’t flit from one thing to another. 12 Meditation is about learning to be aware that the point of life is always in the immediate moment. 23 Lesson 5

19. The Trial Four schools 50 assignments 10% Level 5 or better 38% Level 4 52% Level 3 or lower 5 pupils 19 pupils 26 pupils 5 independent assessors disparity 3 out of 5 disagreed 11 out of 19 disagreed 21 out of 26 disagreed Each assignment was marked by 3 different people

20. Five principle issues can an assignment effectively assess both AT1 and AT2? is the use of religious vocabulary a significant indicator of higher levels of understanding? Enlightened One The Buddha Four noble truths Meditation Nirvana dukkha tanha metta Theravada Mahayana knowledge of similarities and differences within a religion?

21. to move from descriptive to explaining should we more directly model and explain what this means? personal evaluation impersonal evaluation? Explain what you mean. Give more details What about Buddhism would you find it hard to do? Many Buddhists say that craving or wanting for things makes us unhappy. Is this is true? Give reasons to support your view. personal evaluationimpersonal evaluation A question about the person A question about the issue Five principle issues interpretation examples analogy I would find it hard to meditate because it can be difficult to sit still.