Improving RME: Approaching Buddhism in the Senior Phase

Published 01/01/2017.  Last updated 11/04/2023
sourceLearning resources schoolReligious and Moral Education (RME)

​How to use this Learning and assessment resource to improve practice

This resource can be used by practitioners to stimulate debate and discussion around religion, beliefs and values. While using this resource, the following reflective questions may be helpful:

  • How can learners be supported to engage with a topic area they may well have studied previously through a more complex approach using Higher Order Thinking Skills?
  • How well do learners engage with primary and secondary sources?
  • How can learners be supported to develop skills of critical analysis and reflection in the context of a world religion?
  • How does learning in the Senior Phase build upon prior learning in RME throughout the Broad General Education?
  • How might the materials used in this learning resource stimulate learners in reflecting upon and developing their own beliefs and values, challenging their thinking, and learning about and from the views of others?
  • How well is learning in RME in the Senior Phase linked to contemporary religious, moral and social issues, and to other curricular areas?
  • How does learning in RME in the Senior Phase support the development of higher order thinking skills and other relevant skills for learning, life and work?

Download (s)

PDF file: Buddhism as a world religion in the senior phase (175 KB)

PowerPoint presentation: What Is Life Like? (1 MB)

PDF file: Buddhism as a world religion: The Senior Phase Context (485 KB)

​Explore the resource

1. Buddhism as a world religion in the senior phase:

 

2. Buddhism as a world religion: the senior phase context

 

 

Use the sources referred to in these materials to support learners in considering:

  • the source’s meaning for a Buddhist
  • the implications of the source for Buddhist belief and practice
  • the potential wider meaning of the source beyond Buddhism
  • how far individual learners feel the source is meaningful and helpful for them
  • the source’s relevance in today’s world

Improving RME: Approaching Buddhism in the Senior Phase

Published 01/01/2017.  Last updated 11/04/2023
sourceLearning resources schoolReligious and Moral Education (RME)

​How to use this Learning and assessment resource to improve practice

This resource can be used by practitioners to stimulate debate and discussion around religion, beliefs and values. While using this resource, the following reflective questions may be helpful:

  • How can learners be supported to engage with a topic area they may well have studied previously through a more complex approach using Higher Order Thinking Skills?
  • How well do learners engage with primary and secondary sources?
  • How can learners be supported to develop skills of critical analysis and reflection in the context of a world religion?
  • How does learning in the Senior Phase build upon prior learning in RME throughout the Broad General Education?
  • How might the materials used in this learning resource stimulate learners in reflecting upon and developing their own beliefs and values, challenging their thinking, and learning about and from the views of others?
  • How well is learning in RME in the Senior Phase linked to contemporary religious, moral and social issues, and to other curricular areas?
  • How does learning in RME in the Senior Phase support the development of higher order thinking skills and other relevant skills for learning, life and work?

Download (s)

PDF file: Buddhism as a world religion in the senior phase (175 KB)

PowerPoint presentation: What Is Life Like? (1 MB)

PDF file: Buddhism as a world religion: The Senior Phase Context (485 KB)

​Explore the resource

1. Buddhism as a world religion in the senior phase:

 

2. Buddhism as a world religion: the senior phase context

 

 

Use the sources referred to in these materials to support learners in considering:

  • the source’s meaning for a Buddhist
  • the implications of the source for Buddhist belief and practice
  • the potential wider meaning of the source beyond Buddhism
  • how far individual learners feel the source is meaningful and helpful for them
  • the source’s relevance in today’s world