KR002 · Certificate of Buddhist Studies

Buddhism and the Disciples of the Buddha

Explore the Buddha’s principal disciples, their qualities and contributions, followed by the ten perfections, kamma, mindfulness, dependent origination and the Wheel of Life.

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Study plan

1. 1. The Great Disciples — Introduction, Sariputta and Moggallana

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES The Great Disciples — Introduction, Sariputta and Moggallana Learning outcomes By the end, you can (1) explain two chief disciples; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work individually or with a partner. A spoken, written or diagrammed response can demonstrate the same outcome. 1. Two chief disciples Sāriputta and Moggallāna appear as leading disciples in the Pāli discourses. Traditional biographies also contain narrative expansions. Name the source behind a claim instead of combining every account into one verified chronology. The course studies the qualities represented by these lives as well as the texts. 2. Sāriputta and analysis MN 111 portrays Sāriputta through a detailed account of meditative understanding. For this lesson, focus on careful differentiation rather than attempting the advanced states described. Analytical learning asks what a term means, how it differs from a related term and what evidence supports the distinction. 3. Moggallāna and dialogue In MN 32, Moggallāna describes two monks discussing the teaching, asking questions and answering without faltering. The passage gives an accessible model of reciprocal inquiry. Asking a well-formed question can be as valuable as delivering a polished answer. 4. Several forms of excellence MN 32 presents several disciples describing what makes a forest beautiful. Their different answers invite discussion about complementary forms of training. Avoid reducing a disciple to a personality label or assuming a single ability exhausts a person’s contribution. 5. Kalyāṇamittatā in study A constructive study partner checks understanding, gives honest feedback and supports a worthwhile aim. Friendship does not require agreeing with every claim. Use a source-based question and a specific correction to practise cooperation without turning disagreement into a personal contest. Reading basis MN32 (Sujato, trans., n.d.); MN111 (Sujato, trans., n.d.). The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional Two presenters disagree about whether wisdom means remembering many facts or examining experience carefully. Each claims a famous disciple supports their position but neither provides a passage. One reasoned approach The passage offers several emphases, so no single slogan captures the whole discussion. Identify who says what, explain the passage in context and use the difference to design complementary roles: one learner checks terms, another tests the explanation through questions. Workshop Read the different answers in MN 32. Create a two-column comparison, then explain how analytical study and dialogue can support the same group project. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. How should a biographical claim be supported? 2. Which learning habit fits the analytical emphasis? 3. Which classroom activity reflects this passage? 4. What does comparing the answers reveal? 5. Which feedback best supports learning? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) The longer discourse at Gosiṅga (MN32; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn32/en/sujato One by one (MN111; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn111/en/sujato APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE Two presenters disagree about whether wisdom means remembering many facts or examining experience carefully. Each claims a famous disciple supports their position but neither provides a passage. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning The passage offers several emphases, so no single slogan captures the whole discussion. Identify who says what, explain the passage in context and use the difference to design complementary roles: one learner checks terms, another tests the explanation through questions. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.
2. 2. Subhuti and Punna

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES Subhuti and Punna Learning outcomes By the end, you can (1) explain subhūti in an early passage; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work individually or with a partner. A spoken, written or diagrammed response can demonstrate the same outcome. 1. Subhūti in an early passage Udāna 6.7 depicts Subhūti sitting in meditation. Read this brief Pāli text before importing descriptions from other collections. Subhūti is also a central interlocutor in Mahāyāna perfection-of-wisdom literature; a shared name does not make the literary settings identical. 2. Puṇṇa’s request In MN 145, Puṇṇa requests concise instruction before going to live elsewhere. The teaching examines delight in sensory experience and the ending of attachment. A concise lesson is effective when its central relationship is clear, not when complexity is hidden behind unexplained words. 3. Difficult audiences The dialogue in MN 145 considers severe hostility. It belongs to a narrative of a committed monastic’s resolve. It should not be converted into a classroom requirement to endure abuse or enter danger. Discuss non-retaliation alongside practical protection and appropriate help. 4. Listening before teaching Find out what a listener already understands. Use one example, ask the listener to restate the idea and correct a specific misunderstanding. An explanation that impresses the speaker but confuses the audience has not yet achieved its educational purpose. 5. Different kinds of restraint Restraint can concern speech, attention or retaliation. It is not the absence of every response. A teacher can pause, decline an intrusive question or redirect a discussion while maintaining goodwill. Explain the purpose of the restraint in the particular situation. Reading basis MN145 (Sujato, trans., n.d.); UD6.7 (Sujato, trans., n.d.). The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional A learner is asked to teach a difficult audience and is told that a good Buddhist never sets a boundary. The learner wants to explain the teaching without accepting insults. One reasoned approach The discourse can inform reflection on non-retaliation and attachment. It does not create a requirement for students to accept abuse. A clear explanation, an invitation to questions and a firm boundary can coexist. Workshop Prepare a ninety-second explanation of one concept and a respectful response to an intrusive question. Identify what MN 145 supports and what would be an overextension. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. How should texts featuring Subhūti be compared? 2. What makes a concise explanation useful? 3. What is a responsible classroom application? 4. What best checks an explanation? 5. Which response can be restrained and constructive? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) Advice to Puṇṇa (MN145; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn145/en/sujato Subhūti (UD6.7; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/ud6.7/en/sujato APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A learner is asked to teach a difficult audience and is told that a good Buddhist never sets a boundary. The learner wants to explain the teaching without accepting insults. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning The discourse can inform reflection on non-retaliation and attachment. It does not create a requirement for students to accept abuse. A clear explanation, an invitation to questions and a firm boundary can coexist. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.
3. 3. Katyayana and Anuruddha

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES Katyayana and Anuruddha Learning outcomes By the end, you can (1) explain mahākaccāna and explanation; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work individually or with a partner. A spoken, written or diagrammed response can demonstrate the same outcome. 1. Mahākaccāna and explanation MN 18 includes Mahākaccāna’s detailed explanation of a brief statement. Track the movement from a short formulation to a reasoned account. A good expansion clarifies relationships and is checked against its starting point; it does not merely add more words. 2. Contact and elaboration MN 18 examines how sensory experience becomes entangled in perception, thought and proliferating interpretations. For a classroom example, distinguish a received message from the assumptions added to it. This is an analytical exercise, not a diagnosis of a classmate. 3. Anuruddha in MN 32 Anuruddha’s answer in MN 32 concerns an extraordinary mode of seeing within the text’s religious setting. Present that claim as the discourse presents it. The classroom can analyse its place in the dialogue without requiring students to claim or demonstrate supernatural abilities. 4. Observation and inference Write an observation separately from the conclusion drawn from it. A late reply may have several explanations. Naming uncertainty makes discussion more accurate and allows an appropriate next question. It does not mean every explanation is equally supported. 5. Teach-back Explain a difficult idea in ordinary language, then return to the source term. A partner should identify one relationship retained and one nuance lost. Revise the explanation accordingly. Simplicity is useful when it preserves meaning rather than replacing it. Reading basis MN18 (Sujato, trans., n.d.); MN32 (Sujato, trans., n.d.). The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional A committee reads a short message as an insult. Members add increasingly elaborate explanations of the sender’s motives without checking what the sender intended. One reasoned approach The observable event is the message and its wording. Claims about hostility require more evidence. Ask a neutral clarifying question and explain how added interpretation can intensify a dispute. Keep the modern example labelled as an application. Workshop Separate observation, interpretation and a verification question. Relate the exercise to MN 18 without claiming that the text is a modern theory of messaging. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. What makes an expanded explanation reliable? 2. Which distinction helps analyse a misunderstood message? 3. How should extraordinary abilities be handled in this class? 4. Which statement is an observation? 5. What should follow a simplified explanation? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) The honey-cake (MN18; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn18/en/sujato The longer discourse at Gosiṅga (MN32; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn32/en/sujato APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A committee reads a short message as an insult. Members add increasingly elaborate explanations of the sender’s motives without checking what the sender intended. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning The observable event is the message and its wording. Claims about hostility require more evidence. Ask a neutral clarifying question and explain how added interpretation can intensify a dispute. Keep the modern example labelled as an application. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.
4. 4. Upali and Rahula

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES Upali and Rahula Learning outcomes By the end, you can (1) explain two people named upāli; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work individually or with a partner. A spoken, written or diagrammed response can demonstrate the same outcome. 1. Two people named Upāli The lay householder Upāli in MN 56 must not be confused with the monastic Upāli associated with Vinaya in traditional accounts. A name alone is insufficient identification. Record role, source and context whenever a course compares biographical material. 2. Vinaya and shared life Vinaya concerns monastic discipline and communal procedures. Lay precepts and classroom agreements have different scopes. The educational comparison is about why shared life needs clear expectations and fair procedures, not about imposing monastic rules on every learner. 3. Rāhula and truthfulness MN 61 gives Rāhula instruction about truthful conduct and deliberate reflection. The lesson is suitable for analysing fictional actions. Students need not disclose private failures to demonstrate understanding. Accurate explanation and a reasoned repair plan provide assessable evidence. 4. Before, during and after The reflection sequence examines an action before it begins, while it unfolds and after its effects are visible. Each stage offers a different opportunity: anticipate harm, adjust ongoing conduct and learn or repair afterwards. Apply the sequence to a concrete project. 5. Repair and accountability A repair plan identifies the harm, the people affected and a proportionate next step. An apology does not automatically undo consequences. A useful classroom rule makes correction possible and applies consistently across status and friendship. Reading basis MN61 (Sujato, trans., n.d.); MN56 (Sujato, trans., n.d.). The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional A group publishes an image without permission. It notices the problem while the post is still spreading, then argues about whether deleting it is enough. One reasoned approach Check permission before publication; stop further sharing and remove the image when the problem appears; contact affected people and review the process afterwards. The analogy concerns reflective conduct while the formal rules belong to different communities. Workshop Use the before–during–after sequence to propose prevention, immediate response and follow-up. Explain why a classroom agreement is not the same as a monastic Vinaya rule. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. What prevents confusion between the two Upālis? 2. Which comparison is appropriate? 3. What is suitable evidence of understanding? 4. Why use all three stages? 5. Which repair plan is strongest? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) Advice to Rāhula at Ambalaṭṭhikā (MN61; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn61/en/sujato With Upāli (MN56; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn56/en/sujato APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A group publishes an image without permission. It notices the problem while the post is still spreading, then argues about whether deleting it is enough. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning Check permission before publication; stop further sharing and remove the image when the problem appears; contact affected people and review the process afterwards. The analogy concerns reflective conduct while the formal rules belong to different communities. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.
5. 5. Ananda and Mahakassapa

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES Ananda and Mahakassapa Learning outcomes By the end, you can (1) explain ānanda in the discourses; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work individually or with a partner. A spoken, written or diagrammed response can demonstrate the same outcome. 1. Ānanda in the discourses Ānanda frequently appears as an attendant and participant in dialogue. DN 16 presents him within the account of the Buddha’s final journey. Read a specified scene rather than assuming that every later anecdote comes from this discourse. 2. Transmission and memory Religious traditions preserve teachings through recitation, study and communal transmission. A modern student should distinguish the tradition’s account of preservation from a verbatim recording made by contemporary technology. Careful citation respects both the text and the limits of historical evidence. 3. Mahākassapa in MN 32 Mahākassapa’s answer emphasises a disciplined manner of life and encouragement of such training. Examine the emphasis in its monastic setting. A lay application may concern consistency and reduced distraction without pretending to reproduce the whole monastic lifestyle. 4. Study and practice together Knowing the wording of a teaching and applying it are distinct but related achievements. A source log tests accurate study; a reasoned case analysis tests application. Neither should be replaced by public claims about a learner’s spiritual attainment. 5. Preserving an accurate record For a group teaching resource, record title, source, translator, date and editorial changes. Keep a correction log. Good stewardship includes making errors visible enough to repair, rather than silently passing them into the next cohort’s slides. Reading basis DN16 (Sujato, trans., n.d.); MN32 (Sujato, trans., n.d.). The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional A volunteer inherits a slide deck with attractive quotations but missing sources. Another volunteer wants to reuse it immediately because it has been taught for years. One reasoned approach Search for the original passage and identify the translation. If verification fails, remove quotation marks and either label a defensible paraphrase or omit the claim. Preserve a correction record so the next teacher understands the change. Workshop Create a verification record for one quotation and a plan for handling material that cannot be traced. Connect textual stewardship with practice and accountability. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. How should a claim about Ānanda be investigated? 2. Which description is most careful? 3. What is a suitable lay application? 4. Which evidence assesses both study and application? 5. What belongs in a teaching-resource record? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) The great discourse on the Buddha’s extinguishment (DN16; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/dn16/en/sujato The longer discourse at Gosiṅga (MN32; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn32/en/sujato APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A volunteer inherits a slide deck with attractive quotations but missing sources. Another volunteer wants to reuse it immediately because it has been taught for years. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning Search for the original passage and identify the translation. If verification fails, remove quotation marks and either label a defensible paraphrase or omit the claim. Preserve a correction record so the next teacher understands the change. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.
6. 6. Generosity, Morality, Renunciation and Wisdom

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES Generosity, Morality, Renunciation and Wisdom Learning outcomes By the end, you can (1) explain the ten in the pāli tradition; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work individually or with a partner. A spoken, written or diagrammed response can demonstrate the same outcome. 1. The ten in the Pāli tradition The Theravāda list comprises dāna, sīla, nekkhamma, paññā, viriya, khanti, sacca, adhiṭṭhāna, mettā and upekkhā. English equivalents are generosity, ethical conduct, renunciation, wisdom, energy, patience, truthfulness, determination, loving-kindness and equanimity. Keep the sequence available as a study aid while learning what each quality does. 2. Generosity with judgement Dāna develops willingness to give rather than cling. Consider whether the gift is yours to give and whether it answers a real need. A donation made mainly for praise can invite reflection on motivation. The class should not judge a person’s virtue by how much money they can afford. 3. Nekkhamma as letting go Renunciation concerns releasing attachment and unnecessary dependence. Monastic going forth is one important form, but a lay learner can practise a limited reduction of clinging. The purpose is freedom for wholesome activity, not contempt for ordinary enjoyment or neglect of responsibilities. 4. The Makhādeva narrative Jātaka 9 presents a king responding to the appearance of grey hair by relinquishing kingship. Read the event in its narrative context as recognition of ageing and a change of priorities. A classroom application should examine planning and responsibility rather than tell learners to abandon work or family abruptly. 5. Paññā as discernment Wisdom examines conditions, consequences and the limits of what is known. It is not merely cleverness used to obtain what one wants. Ask whether an interpretation is supported and whether an action reduces harm. Wise judgement can include changing one’s mind after receiving better evidence. Reading basis Dhammapāla (2005); MN61 (Sujato, trans., n.d.); Jātaka 12 (1895); MN26 (Sujato, trans., n.d.); Jātaka 9 (1895). The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional A learner deletes every communication app to practise renunciation, then misses a family responsibility and a class notice. They feel changing the plan would show weakness. One reasoned approach Retain essential communication and reduce only the unnecessary demand. The practice should create space for wholesome attention. Adjusting the method after noticing harm demonstrates discernment, rather than failure to renounce. Workshop Redesign the experiment around one non-essential habit. State the purpose, protected responsibilities and a review point. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. Which pair belongs to the Theravāda ten? 2. Which gift best illustrates thoughtful generosity? 3. What is the central purpose of renunciation here? 4. What theme does the Makhādeva narrative invite? 5. Which action illustrates discernment? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) Dhammapāla. (2005). A treatise on the pāramīs (Bhikkhu Bodhi, Trans.). Access to Insight. https://accesstoinsight.org/lib/authors/bodhi/wheel409.html Advice to Rāhula at Ambalaṭṭhikā (MN61; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn61/en/sujato Nigrodhamiga-Jātaka (No. 12). (1895). In E. B. Cowell (Ed.), The Jātaka, or stories of the Buddha’s former births (R. Chalmers, Trans., Vol. 1). Cambridge University Press. Internet Sacred Text Archive. https://sacred-texts.com/bud/j1/j1015.htm The noble search (MN26; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn26/en/sujato Makhādeva-Jātaka (No. 9). (1895). In E. B. Cowell (Ed.), The Jātaka, or stories of the Buddha’s former births (R. Chalmers, Trans., Vol. 1). Cambridge University Press. Internet Sacred Text Archive. https://sacred-texts.com/bud/j1/j1012.htm APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A learner deletes every communication app to practise renunciation, then misses a family responsibility and a class notice. They feel changing the plan would show weakness. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning Retain essential communication and reduce only the unnecessary demand. The practice should create space for wholesome attention. Adjusting the method after noticing harm demonstrates discernment, rather than failure to renounce. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.
7. 7. Energy and Patience

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES Energy and Patience Learning outcomes By the end, you can (1) explain viriya and direction; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work individually or with a partner. A spoken, written or diagrammed response can demonstrate the same outcome. 1. Viriya and direction Energy supports wholesome action. Its value depends on what is pursued and how. A person can work very hard at a harmful aim, so intensity alone is not virtue. Define the task, its ethical purpose and a manageable next step before praising persistence. 2. The desert caravan Jātaka 2 describes a caravan facing a water crisis and the search that leads to water. Study the observation, effort and practical judgement in the narrative. Persistence does not mean ignoring conditions; it can include looking more carefully and changing the next action. 3. Balanced energy AN 6.55 uses the image of a stringed instrument to discuss energy that is neither overstrained nor slack. The point is appropriate tuning for the task. A sustainable learning plan includes a realistic pace and review. Exhaustion should not be used as the automatic measure of dedication. 4. Khanti and response Patience allows space between difficulty and retaliation. It can support listening and sustained work. It does not require staying in an unsafe situation or accepting abuse. A patient response may be a firm boundary stated without hatred. Explain both the restraint and the protective action. 5. Persistence with feedback Break a difficult task into steps and use evidence to adjust. If a method repeatedly fails, inspect the cause rather than simply demand more effort. Combine energy with patience towards oneself and others. Peer feedback should identify a useful next action rather than assign a character defect. Reading basis AN6.55 (Sujato, trans., n.d.); Dhammapāla (2005); Jātaka 2 (1895). The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional A volunteer keeps extending an editing session despite fatigue and makes increasing errors. A teammate is impatient and sends insulting messages. Both claim they are showing dedication to the temple. One reasoned approach Effort should serve accurate delivery. Pause when errors increase, divide the remaining tasks and agree a realistic continuation. Address insulting messages firmly without returning insults. Patience and energy support a sustainable method rather than glorifying exhaustion. Workshop Write a plan using viriya, khanti and balanced energy. Include a stopping point, a division of work and a respectful boundary. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. What makes effort ethically skillful? 2. What should be examined in the caravan story? 3. What does the instrument analogy emphasise? 4. Which response can express patience? 5. What is the best response to repeated failure of a method? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) With Soṇa (AN6.55; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/an6.55/en/sujato Dhammapāla. (2005). A treatise on the pāramīs (Bhikkhu Bodhi, Trans.). Access to Insight. https://accesstoinsight.org/lib/authors/bodhi/wheel409.html Vaṇṇupatha-Jātaka (No. 2). (1895). In E. B. Cowell (Ed.), The Jātaka, or stories of the Buddha’s former births (R. Chalmers, Trans., Vol. 1). Cambridge University Press. Internet Sacred Text Archive. https://sacred-texts.com/bud/j1/j1005.htm APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A volunteer keeps extending an editing session despite fatigue and makes increasing errors. A teammate is impatient and sends insulting messages. Both claim they are showing dedication to the temple. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning Effort should serve accurate delivery. Pause when errors increase, divide the remaining tasks and agree a realistic continuation. Address insulting messages firmly without returning insults. Patience and energy support a sustainable method rather than glorifying exhaustion. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.
8. 8. Truthfulness and Determination

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES Truthfulness and Determination Learning outcomes By the end, you can (1) explain sacca and trust; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work individually or with a partner. A spoken, written or diagrammed response can demonstrate the same outcome. 1. Sacca and trust Truthfulness includes accurate reporting and acknowledging what is not known. A technically true sentence can still mislead through omission or framing. Examine what the audience is likely to understand. Trust grows when corrections are possible, not when everyone must pretend never to make mistakes. 2. The mirror in MN 61 The Buddha’s instruction to Rāhula links truthfulness with reflection before, during and after action. A mirror reveals what is present rather than what one wishes were present. Use the analogy for checking conduct, while avoiding a demand that learners expose private experiences to the class. 3. Adhiṭṭhāna and purpose Determination sustains a worthy purpose through difficulty. It differs from defending every original method. A goal can remain stable while the plan changes in response to evidence. State the value being protected so that persistence does not become loyalty to a mistake. 4. Truth with care MN 58 asks about truth, benefit and appropriate timing. Care does not require lying, and truth does not require humiliation. A correction can be specific, proportionate and addressed to the people who need it. Sometimes a private conversation is more useful than a public performance of being right. 5. A verifiable commitment Make a commitment with a task, time and review point. If it cannot be met, communicate early and explain the adjustment. Do not promise absolute outcomes beyond your control. In a group project, honest progress reporting supports both determination and trust. Reading basis MN61 (Sujato, trans., n.d.); MN58 (Sujato, trans., n.d.); Dhammapāla (2005). The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional A group discovers a false citation in its presentation an hour before class. One member wants to keep it because the deck looks professional and removing it would reveal a mistake. One reasoned approach Remove or correct the unsupported citation and tell the audience if the earlier version was shared. Preserve the goal of accurate teaching while adapting the presentation. Determination is directed towards the educational purpose, not the appearance of infallibility. Workshop Draft a correction and a revised delivery plan. Explain how truthfulness and determination both support the response. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. Which statement best expresses truthfulness? 2. What does the mirror analogy support? 3. What distinguishes determination from stubbornness? 4. Which correction best combines truth and care? 5. Which commitment is most defensible? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) Advice to Rāhula at Ambalaṭṭhikā (MN61; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn61/en/sujato With Prince Abhaya (MN58; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn58/en/sujato Dhammapāla. (2005). A treatise on the pāramīs (Bhikkhu Bodhi, Trans.). Access to Insight. https://accesstoinsight.org/lib/authors/bodhi/wheel409.html APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A group discovers a false citation in its presentation an hour before class. One member wants to keep it because the deck looks professional and removing it would reveal a mistake. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning Remove or correct the unsupported citation and tell the audience if the earlier version was shared. Preserve the goal of accurate teaching while adapting the presentation. Determination is directed towards the educational purpose, not the appearance of infallibility. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.
9. 9. Loving-Kindness and Equanimity

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES Loving-Kindness and Equanimity Learning outcomes By the end, you can (1) explain mettā as goodwill; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work individually or with a partner. A spoken, written or diagrammed response can demonstrate the same outcome. 1. Mettā as goodwill Mettā wishes for beings’ welfare. It need not depend on liking every person or approving every action. A class can examine what helpful conduct follows from goodwill in a difficult situation. The practice should not require a learner to deny anger or immediately feel affection. 2. Compassion and discernment Compassion responds to suffering, while wisdom considers what help is useful. Ask the person what support they want when possible. A dramatic intervention may satisfy the helper’s image while failing the recipient. Helpful action respects privacy, agency and actual circumstances. 3. Upekkhā as balance Equanimity supports steady care amid changing results. It is different from indifference. One can help carefully while recognising that every outcome is not controllable. This balance can reduce reactive favouritism and prevent disappointment from turning immediately into blame. 4. Equal concern and boundaries A fair rule can apply across status, friendship and popularity. Boundaries protect participation and can be stated without hatred. Equal concern does not require identical treatment when needs differ. An accessible alternative may be fair because it allows the same learning outcome. 5. A realistic practice Use a short goodwill phrase or a written intention towards a manageable case. Observe the response without forcing an emotion. Then identify a practical action, such as listening or offering an appropriate resource. The class assesses explanation and application, not whether a learner reports a particular inner state. Reading basis SNP1.8 (Sujato, trans., n.d.); AN4.125 (Sujato, trans., n.d.); Dhammapāla (2005). The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional Two volunteers request help. One is a close friend and the other recently criticised the team. Resources are limited, and the organiser wants to ignore the critic. One reasoned approach Use relevant need and role responsibilities rather than friendship or retaliation. Goodwill concerns both people’s welfare. Equanimity helps tolerate criticism without withdrawing care, while boundaries can still address harmful behaviour consistently. Workshop Propose a fair allocation rule, a respectful boundary and an explanation of how mettā and upekkhā work together. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. What can goodwill include? 2. What should guide a compassionate intervention? 3. How does equanimity differ from indifference? 4. Which decision expresses fair concern? 5. What should be assessed in this class? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) The discourse on love (SNP1.8; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/snp1.8/en/sujato Love (1st) (AN4.125; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/an4.125/en/sujato Dhammapāla. (2005). A treatise on the pāramīs (Bhikkhu Bodhi, Trans.). Access to Insight. https://accesstoinsight.org/lib/authors/bodhi/wheel409.html APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE Two volunteers request help. One is a close friend and the other recently criticised the team. Resources are limited, and the organiser wants to ignore the critic. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning Use relevant need and role responsibilities rather than friendship or retaliation. Goodwill concerns both people’s welfare. Equanimity helps tolerate criticism without withdrawing care, while boundaries can still address harmful behaviour consistently. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.
10. 10. Kamma — The Law of Cause and Effect

    FULL TEACHING NOTES · ENGLISH · 60 MINUTES Kamma — The Law of Cause and Effect Learning outcomes By the end, you can (1) explain intentional action; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work individually or with a partner. A spoken, written or diagrammed response can demonstrate the same outcome. 1. Intentional action AN 6.63 identifies intention as kamma, expressed through body, speech and mind. Intention gives ethical action its direction. The term does not mean every event in the universe. Distinguish the deliberate action, its immediate effects and the wider Buddhist teaching about the results of kamma. 2. Results have conditions An action occurs within conditions that may include other people, institutions and the physical environment. SN 36.21 rejects the explanation that all feeling is caused by past action. The discourse lists other causes in the medical language of its time. Its classroom relevance is the rejection of a single-cause moral explanation. 3. Kamma and mechanics Newton’s third law describes physical interactions. It is not a scientific proof or definition of Buddhist kamma. A familiar analogy may assist an introduction but can become false when treated as identity. State where an analogy helps and where its explanatory power stops. 4. Responsibility without blame A person who is ill, poor or discriminated against should not be presumed to deserve that condition. Ethical inquiry focuses on what can be done now to reduce harm. Someone else’s wrongdoing remains their conduct even if a victim is blamed. Compassion and responsibility can coexist without speculative moral accounting. 5. A practical action review Ask what was intended, what was done, who was affected and what repair is possible. Different intentions can accompany similar outward actions, while similar intentions can have different effects under different conditions. This framework invites care and learning without claiming that a class can calculate another person’s karmic destiny. Reading basis AN6.63 (Sujato, trans., n.d.); SN36.21 (Sujato, trans., n.d.); MN61 (Sujato, trans., n.d.). The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional A volunteer gives food to someone who later behaves rudely. Another volunteer says the gift was wasted and all future help should stop. They also claim the recipient’s hardship proves bad past kamma. One reasoned approach The giver’s intention and the recipient’s later action are distinct. A rude response does not erase the value of addressing hunger. Boundaries can be adjusted to protect volunteers, but hardship does not prove deserved punishment. Present decisions should consider evidence and foreseeable effects. Workshop Separate the giver’s intention, the recipient’s later conduct and the conditions of hardship. Propose a generous response with reasonable boundaries. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. What does AN 6.63 identify as kamma? 2. What does SN 36.21 challenge? 3. How should Newton’s third law relate to kamma teaching? 4. A person experiences discrimination. Which response fits the lesson? 5. What can a classroom action review reasonably do? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) A penetrative discourse (AN6.63; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/an6.63/en/sujato With Sīvaka (SN36.21; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/sn36.21/en/sujato Advice to Rāhula at Ambalaṭṭhikā (MN61; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn61/en/sujato APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A volunteer gives food to someone who later behaves rudely. Another volunteer says the gift was wasted and all future help should stop. They also claim the recipient’s hardship proves bad past kamma. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning The giver’s intention and the recipient’s later action are distinct. A rude response does not erase the value of addressing hunger. Boundaries can be adjusted to protect volunteers, but hardship does not prove deserved punishment. Present decisions should consider evidence and foreseeable effects. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.
11. 11. Mindfulness and Dhamma in Daily Life

    FULL TEACHING NOTES · ENGLISH · 60 MINUTES Mindfulness and Dhamma in Daily Life Learning outcomes By the end, you can (1) explain four areas of observation; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work individually or with a partner. A spoken, written or diagrammed response can demonstrate the same outcome. 1. Four areas of observation MN 10 organises mindfulness around body, feelings, mind and dhammas. Feelings here include pleasant, unpleasant and neutral tone, not only complex emotions. Naming the four areas helps students distinguish bodily sensation, affective tone and an interpretation of what an event means. 2. Mindfulness and ethics Mindfulness is taught with clear comprehension and an ethical direction. Attentiveness used to manipulate someone does not fulfil the whole training. In daily life, noticing an intention before speaking creates an opportunity to choose more carefully. Awareness supports responsibility rather than excusing any action one observes. 3. A brief practice Choose a comfortable posture and an ordinary anchor such as contact with the chair or natural breathing. Notice a sensation, recognise distraction and return gently. Keep eyes open if preferred. A student may instead analyse a written example. The task is noticing, not forcing calm or reporting private health details. 4. Observation and interpretation “My shoulders tightened” is an observation. “Everyone is judging me” is an interpretation. Both may be meaningful, but they have different evidential status. Mindful inquiry can pause the move from one sensation to a sweeping story. It does not guarantee that an interpretation is false or that external problems are imaginary. 5. Practice in daily life Select a short ordinary activity such as walking to class or washing a cup. Notice sensations and intention without turning the exercise into another perfection standard. Afterwards name what you noticed and one choice it made possible. Do not score another person’s meditation depth from appearance or stillness. Reading basis MN10 (Sujato, trans., n.d.); MN118 (Sujato, trans., n.d.); MN61 (Sujato, trans., n.d.). The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional A learner receives a critical message, notices a hot face and immediately concludes the sender hates them. They begin typing a harsh reply while insisting they are being mindful because they noticed their anger. One reasoned approach The hot face and urge to type are observations. Hatred is an inference about the sender. A pause allows checking the message’s actual content and choosing truthful, proportionate speech. Awareness of anger does not by itself make the harsh reply skillful. Workshop Write three columns: observable experience, interpretation and possible response. Practise a brief pause or analyse the example on paper. Draft a reply asking for clarification. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. Which belongs to the four foundations? 2. What gives mindfulness its Buddhist training context? 3. What is a suitable response to distraction during practice? 4. Which is the clearest bodily observation? 5. What should this class assess? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) Mindfulness meditation (MN10; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn10/en/sujato Mindfulness of breathing (MN118; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn118/en/sujato Advice to Rāhula at Ambalaṭṭhikā (MN61; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn61/en/sujato APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A learner receives a critical message, notices a hot face and immediately concludes the sender hates them. They begin typing a harsh reply while insisting they are being mindful because they noticed their anger. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning The hot face and urge to type are observations. Hatred is an inference about the sender. A pause allows checking the message’s actual content and choosing truthful, proportionate speech. Awareness of anger does not by itself make the harsh reply skillful. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.
12. 12. Dependent Origination and the Wheel of Life

    FULL TEACHING NOTES · ENGLISH · 60 MINUTES Dependent Origination and the Wheel of Life Learning outcomes By the end, you can (1) explain conditional arising; (2) distinguish at least two ideas in this lesson; (3) support a claim with an identified source; and (4) produce a reasoned response to the case. Prepare Have the linked reading, this note sheet and paper or a text editor available. Read the five explanations before attempting the workshop. Work individually or with a partner. A spoken, written or diagrammed response can demonstrate the same outcome. 1. Conditional arising Dependent origination examines phenomena through conditions rather than an isolated independent cause. SN 12.2 sets out a familiar twelve-factor sequence. Learn the terms with attention to the discourse’s definitions; a classroom diagram is a study aid, not a substitute for the text. 2. The twelve factors The sequence names ignorance, formations, consciousness, name-and-form, six sense bases, contact, feeling, craving, clinging, becoming, birth, and ageing-and-death. Translations vary. Explain one adjacent relationship carefully before attempting to summarise the entire sequence in a slogan. 3. Feeling and craving Feeling here concerns the pleasant, unpleasant or neutral tone of experience. Craving is a further response, not simply another word for feeling. A modern example can distinguish receiving praise from grasping after repeated praise, while acknowledging that the example does not exhaust the doctrine. 4. Avoiding extremes SN 12.15 relates dependent origination to avoiding extremes of existence and non-existence. Discuss the argument in its textual setting. Do not turn a complex teaching into the claim that nothing matters or that a permanent self controls every outcome. 5. The wheel as a teaching image The wheel of becoming is a visual teaching tradition whose details vary. Distinguish the twelve links from other sections of the image. When using an artwork, identify its tradition and source. A diagram can prompt questions but does not prove a literal geography of experience. Reading basis SN12.2 (Sujato, trans., n.d.); SN12.15 (Sujato, trans., n.d.). The explanations distinguish textual or institutional claims from original classroom applications. Read the specified work in context; a modern analogy does not establish every aspect of a doctrine. Worked case — fictional A learner says an unpleasant comment made an angry reply inevitable. Another says dependent origination means nobody is responsible for anything. One reasoned approach Receiving a comment and its unpleasant tone do not by themselves justify an angry reply. Attention, habits and further conditions matter. Conditional analysis invites examination of responses; it does not erase accountability or establish that the classroom example fully explains the doctrine. Workshop Distinguish contact, feeling and a possible response in the scenario. Explain why a limited modern application should not be presented as the complete twelve-link teaching. Deliverable: a clearly labelled response or first draft, with one source note and a sentence explaining a limitation. Use the remaining class time to begin; allow 20–30 minutes after class to finish. Source worksheet Record: title; author or translator; collection and passage/chapter; publication date if known; URL; the claim supported; your interpretation; and one limitation. Paraphrase accurately. Use quotation marks only for wording checked against the source. Check your understanding 1. What does dependent origination emphasise? 2. Which pair appears in this sequence? 3. Why distinguish feeling from craving? 4. Which conclusion should be avoided? 5. How should a wheel image be used? Then complete the five-question practice quiz for this week. Use its explanations to correct one misunderstanding in your own words. Exit reflection Explain the main idea in two sentences, give one application and name one question to revisit. Keep private experience private; a fictional example is sufficient. 60-minute teaching sequence 00–02 orient; 02–04 outcomes; 04–07 opening question; 07–27 five explanations with checks; 27–32 case; 32–35 debrief; 35–41 source lab; 41–47 workshop; 47–55 practice; 55–58 exit reflection; 58–60 references and next steps. Further study Read a passage from the second source, compare it with the first and record a supported similarity or difference. If only one source is listed, compare two relevant sections. Bring a specific question to the next class. References (APA 7) Analysis of dependent origination (SN12.2; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/sn12.2/en/sujato With Kaccānagotta (SN12.15; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/sn12.15/en/sujato APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A learner says an unpleasant comment made an angry reply inevitable. Another says dependent origination means nobody is responsible for anything. 1. Explain the relevant lesson concept accurately, using a source or passage. 2. Separate facts from assumptions; compare two responses and justify your choice. 3. Describe a specific action, how to carry it out and how to check or repair its effects. 4. Identify the Dhamma value and explain how your choice demonstrates it. Worked reasoning Receiving a comment and its unpleasant tone do not by themselves justify an angry reply. Attention, habits and further conditions matter. Conditional analysis invites examination of responses; it does not erase accountability or establish that the classroom example fully explains the doctrine. Use knowledge MCQs, scenario MCQs, multiple-select questions with explanations, short or medium responses and practical demonstrations. A typical application may be 200–250 words. Presentations develop clear communication, source use, listening and responses to questions. Suggested formats: children show-and-tell; teenagers a short paired case; youth, adults and seniors a case presentation or demonstration. Assess all four domains, adding References for extended work; speaking speed, confidence and slide decoration do not substitute for understanding. Oral, audio or supported formats can be agreed for access needs. Access and level choices Children · Sunday Dhamma School: Use pictures, stories and safe role-play. Choose an answer, give a spoken reason, demonstrate an action and name a value. A drawing or supported response can show understanding; an essay is not required. Teenagers · Sunday Dhamma School: Compare scenario choices and multiple-select options. Give reasons, practise a response and present a short case. Use a 200–250 word application when appropriate to the learner and task. Youth and young adults: Work with consent, digital sharing, credit, group responsibility and community service. Combine short reasoning, a 200–250 word application and a presentation with questions. Adults: Apply Dhamma to family, work, shared property and community decisions. Use discussion, practical projects, presentations or written reflections matched to the brief. Seniors: Offer equally thoughtful work through discussion, audio, demonstration, supported writing or a presentation. Adapt text size, pace and access needs; age does not set a ceiling on reasoning. Where the advanced assignment offers this choice: up to 500 self-written words, or up to 1,000 AI-assisted words. Follow the specific brief. Both routes use the same four domains and References criterion; longer AI output does not earn extra marks by itself. The 200–250 word task remains a separate, shorter format. Disclose the tool, how you used it, relevant prompts or a short process summary, what you changed and which claims you checked. Read the original sources and verify quotations and references. Identify errors, bias or weak reasoning in AI output. You remain responsible for the final work. Each question uses four equal domains, each worth one quarter of its stated marks. Choice/numeric correctness is a provisional Knowledge and Understanding indication; teacher review of the response determines the final four-domain result. Reasoning, Application and Dhamma Value are never awarded automatically. Written responses may be replaced by an agreed spoken, visual or practical demonstration, recorded and reviewed by the teacher. This edition’s allocations are shown before submission; they do not change earlier marks.

Teaching and assessment materials

Source-linked notes, 20 slides and a 60-minute lesson plan each week. Cases, worked reasoning and practice are integrated with the lecture.

Source readings

• https://suttacentral.net/mn24/en/sujato
• https://suttacentral.net/mn18/en/sujato
• https://suttacentral.net/dn16/en/sujato
• https://suttacentral.net/an1.188-197/en/sujato
• https://suttacentral.net/mn61/en/sujato
• https://www.accesstoinsight.org/lib/authors/bodhi/wheel409.html
• https://suttacentral.net/an6.63/en/sujato
• https://suttacentral.net/sn36.21/en/sujato
• https://suttacentral.net/mn10/en/sujato
• https://suttacentral.net/mn118/en/sujato
• https://www.accesstoinsight.org/tipitaka/sn/sn12/sn12.002.than.html
• https://www.himalayanart.org/search/set.cfm?setID=6021

The original programme guide below is retained as source history. The current edition and your assigned workspace plan govern assessment.