MD002 · Certificate of Buddhist Studies

Traditions of Buddhism — The Countless Buddhas of the World and Dharma Doors

Compare Buddhist traditions and approaches to practice, including Guan Yin, Kṣitigarbha, Thai Forest, Ch’an, Pure Land and Vajrayāna, with review and community learning.

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Study plan

1. 1. Study and Preparation Week

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES Study and Preparation Week Learning outcomes By the end, you can (1) explain a claim and its grounds; (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. A claim and its grounds Separate what someone asserts from why they believe it. A statement may be based on scripture, tradition, observation, inference or personal experience. These grounds are useful for different questions. Write the claim in a form that could be checked before debating whether it is true. 2. The Kālāma discourse AN 3.65 warns against relying on hearsay, tradition, scripture or reasoning alone. It also asks about greed, hatred, delusion, harm and the judgement of the wise. It does not teach that any personally pleasing belief is automatically true. Inquiry includes consequences and informed judgement. 3. Preserving truth MN 95 distinguishes acknowledging a basis for belief from asserting exclusive certainty. “This is my tradition’s account” can accurately report a position without pretending to settle every historical or philosophical question. Students should state what a source establishes and what remains uncertain. 4. Misconceptions in practice Buddhist traditions do not generally posit a single omnipotent creator. Sakka is a deva in Buddhist cosmology. Identifying Sakka as the Abrahamic God is not a canonical equivalence established by resemblance in vocabulary. Respectful comparison can recognise differences without ranking communities. 5. A responsible correction A correction identifies the original claim, relevant evidence and a more accurate wording. It need not attack the person who made a mistake. MN 58 supports considering truth, benefit and timing. Preserve an audit trail when public materials change, particularly if learners relied on the earlier wording. Reading basis AN3.65 (Sujato, trans., n.d.); MN95 (Sujato, trans., n.d.); MN58 (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 viral image says, “The Buddha taught that science proves every Buddhist belief.” It names no discourse, author or study. A volunteer wants to repost it on the official page because it sounds positive. One reasoned approach Neither popularity nor a positive tone supplies evidence. Ask for a discourse and an identifiable study. A specific study could address a limited empirical claim, not every doctrine. A suitable caption invites careful investigation of a named teaching and gives its actual source. Workshop Complete a claim-check table: claim, missing evidence, source to consult, possible harm and corrected caption. Write a respectful reply to the volunteer. 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 is the first step in evaluating a claim? 2. Which reading of AN 3.65 is strongest? 3. Which statement preserves an evidential distinction? 4. How should a proposed Sakka–Abrahamic God equivalence be taught? 5. Which correction is most useful? 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 the Kesamuttis (Kālāma discourse) (AN3.65; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/an3.65/en/sujato With Caṅkī (MN95; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn95/en/sujato With Prince Abhaya (MN58; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn58/en/sujato APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A viral image says, “The Buddha taught that science proves every Buddhist belief.” It names no discourse, author or study. A volunteer wants to repost it on the official page because it sounds positive. 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 Neither popularity nor a positive tone supplies evidence. Ask for a discourse and an identifiable study. A specific study could address a limited empirical claim, not every doctrine. A suitable caption invites careful investigation of a named teaching and gives its actual source. 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. Guan Yin Bodhisattva — Compassion in the Buddhist Tradition

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES Guan Yin Bodhisattva — Compassion in the Buddhist Tradition Learning outcomes By the end, you can (1) explain names and setting; (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. Names and setting Avalokiteśvara is known as Guanyin in Chinese Buddhist contexts. Chapter 25 of the Lotus Sūtra is a key textual source. Name the chapter and translation when discussing its claims. Images and devotional practices vary across places and periods; one local image does not represent every tradition. 2. Compassion in the chapter The chapter portrays a bodhisattva responding to beings in distress. Read this as a Mahāyāna religious text. A classroom may explore the meaning of responsive compassion without promising that a particular recitation guarantees a measurable worldly result. 3. Forms and audience The text’s varied manifestations invite reflection on responding appropriately to different beings. In a teaching application, helpful communication depends on the listener’s situation. The analogy is pedagogical and should be labelled as such; it is not a replacement for the chapter’s religious meaning. 4. Reading an image Describe visible attributes before interpreting them. Record the artwork’s title, place, date if known and collection. Distinguish a documented identification from a guess. For a locally supplied image, ask the host about its significance rather than assuming the same explanation applies everywhere. 5. Compassionate application Choose a modest action that responds to a stated need: listening, accessible information or practical support. Ask before intervening. The class assesses reasoning and responsiveness rather than the amount donated or a declaration of personal devotion. Reading basis The Lotus Sutra (2007), chapter 25; SNP1.8 (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 poster for a community help desk promises that reciting a phrase will solve every problem. A visitor instead needs clear directions and someone who can listen. One reasoned approach Retain respectful information about the tradition, remove the unsupported guarantee and provide accessible practical help. Explain the chapter’s portrayal of compassion without treating a service desk as a test of someone’s faith. Workshop Revise the poster and plan a helpful response. Explain one connection to chapter 25 while distinguishing textual belief, devotional practice and practical service. 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 source anchors this lesson? 2. What is a careful account of the chapter? 3. What does an audience-sensitive response require? 4. What should come before interpreting an artwork? 5. Which action best demonstrates responsive care? 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 Lotus Sutra (T. Kubo & A. Yuyama, Trans.; Rev. 2nd ed.). (2007). Numata Center for Buddhist Translation and Research. https://www.bdkamerica.org/product/the-lotus-sutra-revised-second-edition/ The discourse on love (SNP1.8; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/snp1.8/en/sujato APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A poster for a community help desk promises that reciting a phrase will solve every problem. A visitor instead needs clear directions and someone who can listen. 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 respectful information about the tradition, remove the unsupported guarantee and provide accessible practical help. Explain the chapter’s portrayal of compassion without treating a service desk as a test of someone’s faith. 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. The Three Major Traditions of Buddhism

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES The Three Major Traditions of Buddhism Learning outcomes By the end, you can (1) explain a working map; (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. A working map Theravāda, Mahāyāna and Vajrayāna are useful broad labels, but they do not form three uniform populations. Vajrayāna is commonly practised within Mahāyāna frameworks. Compare particular texts and communities rather than assigning fixed personalities to entire traditions. 2. Shared vocabulary, different settings Terms such as Buddha, Dharma and Saṅgha occur across traditions, while interpretation and practice can differ. Similar wording does not guarantee identical meaning. Explain the source’s usage before making a comparison. 3. Texts and languages Pāli, Chinese and Tibetan collections preserve different bodies of Buddhist literature. Translation introduces further choices. A source table should record collection, text, translator and passage. Language by itself does not establish that a teaching is earlier or more authentic. 4. Practice and diversity Meditation, ethical training, study, ritual and generosity can appear in different combinations. A short visit reveals a particular event in one community. It cannot establish everything that community does or what every member believes. 5. Respectful comparison Use equivalent questions: what is the practice, how is it explained, which source is used and what varies? Avoid comparing an idealised description of one tradition with the worst example from another. Differences can be discussed without ranking practitioners. Reading basis Forest Sangha (n.d.); The Lotus Sutra (2007), chapter 25; 84000 (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 chart labels Theravāda as only meditation, Mahāyāna as only worship and Vajrayāna as only ritual. Students have visited communities that do not fit these labels. One reasoned approach Use the Thai Forest source, Lotus chapter 25 and an identified Tibetan textual collection as specific examples. Describe their actual emphases, acknowledge overlapping practices and avoid claiming that these examples exhaust the three broad traditions. Workshop Replace the chart with a source-based comparison of three named examples. Include shared features, differences and a limitation for each observation. 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 is the best use of the three labels? 2. How should shared terms be compared? 3. What belongs in a source comparison? 4. What can one visit establish? 5. Which comparison is fair? 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) Forest Sangha. (n.d.). About this tradition. https://www.forestsangha.org/about-this-tradition The Lotus Sutra (T. Kubo & A. Yuyama, Trans.; Rev. 2nd ed.). (2007). Numata Center for Buddhist Translation and Research. https://www.bdkamerica.org/product/the-lotus-sutra-revised-second-edition/ 84000: Translating the Words of the Buddha. (n.d.). 84000: Timeless wisdom for a changing world. https://84000.co/ APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A chart labels Theravāda as only meditation, Mahāyāna as only worship and Vajrayāna as only ritual. Students have visited communities that do not fit these labels. 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 the Thai Forest source, Lotus chapter 25 and an identified Tibetan textual collection as specific examples. Describe their actual emphases, acknowledge overlapping practices and avoid claiming that these examples exhaust the three broad traditions. 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. The Thai Forest Tradition

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES The Thai Forest Tradition Learning outcomes By the end, you can (1) explain a particular lineage; (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. A particular lineage The Forest Sangha source describes the international communities associated with Ajahn Chah and the Thai Forest tradition. This is a particular Theravāda lineage. It should not be presented as the only form of Thai Buddhism or the whole of Theravāda. 2. Discipline and simplicity The tradition gives attention to monastic discipline and a relatively simple way of life. Study the relationship between routines and training. A lay classroom application can examine unnecessary distraction without importing every monastic rule into ordinary household life. 3. Meditation in context Meditation belongs with ethical conduct and understanding rather than functioning as an isolated productivity technique. Explain the context of a short attention exercise. Do not promise clinical outcomes or assess learners by claimed meditative attainments. 4. Balanced effort AN 6.55 provides a useful textual comparison about balanced energy. Its instrument analogy can inform a sustainable study routine. Identify the canonical passage separately from the modern lineage’s own teaching material. 5. Learning from a community Prepare questions about daily routines, teacher guidance and lay participation. Ask permission before recording. A visitor’s report should distinguish what was observed, what a host explained and what the visitor inferred. Reading basis Forest Sangha (n.d.); AN6.55 (Sujato, trans., n.d.); MN10 (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 visitor sees a quiet meditation hall and concludes that the community never studies texts, serves laypeople or performs ceremonies. One reasoned approach The observation concerns one moment. Ask about the weekly routine, study and lay events, then record the host’s answers with permission. The report should state what remains unknown. Workshop Write three questions that would test this conclusion and a short report structure that keeps observation separate from inference. 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 is the scope of the Forest Sangha source? 2. Which lay application is appropriate? 3. How should a short practice be framed? 4. Why distinguish the two sources? 5. What makes a visit report reliable? 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) Forest Sangha. (n.d.). About this tradition. https://www.forestsangha.org/about-this-tradition With Soṇa (AN6.55; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/an6.55/en/sujato Mindfulness meditation (MN10; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn10/en/sujato APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A visitor sees a quiet meditation hall and concludes that the community never studies texts, serves laypeople or performs ceremonies. 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 observation concerns one moment. Ask about the weekly routine, study and lay events, then record the host’s answers with permission. The report should state what remains unknown. 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. Ksitigarbha / Earth Store Bodhisattva

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES Ksitigarbha / Earth Store Bodhisattva Learning outcomes By the end, you can (1) explain name and text; (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. Name and text Kṣitigarbha is commonly known as Dizang or Earth Store in Chinese Buddhist contexts. The Earth Store Bodhisattva Sūtra is an important devotional source. Use an identified translation and chapter rather than an unattributed quotation circulated online. 2. Vows and responsibility The text portrays far-reaching vows directed towards suffering beings. A classroom can explore sustained responsibility and compassionate intention while identifying the narrative’s Mahāyāna religious setting. Do not require learners to make religious vows as an assessment task. 3. Family and gratitude The narrative includes concern for family and the consequences of conduct. Discuss gratitude alongside varied family circumstances. Learners may use fictional examples; the lesson should not presume that every family relationship is safe or supportive. 4. Imagery and interpretation Descriptions of hells and karmic consequences belong to the text’s religious world. Explain them accurately and without sensationalism. They should not be used to frighten learners into donations or to claim that a particular person’s hardship proves moral failure. 5. Practical care A reasoned application might support bereaved people, improve access to information or sustain a volunteer commitment. Ask what is needed and respect boundaries. Distinguish such an application from claims about ritual efficacy that the class has not independently established. Reading basis The Earth Store Bodhisattva Sutra (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 uses frightening imagery to pressure a grieving visitor into paying for a ceremony. Another volunteer wants to offer information without dismissing the visitor’s beliefs. One reasoned approach Explain available practices without promises or threats, give time for a decision and offer ordinary support. The source can be studied respectfully while rejecting coercive use of grief. Workshop Write an alternative conversation that respects belief, provides transparent information and avoids pressure. Identify which parts are textual description and which are your ethical application. 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 is the first step in checking a claim? 2. What is a suitable learning task? 3. How can family themes be taught inclusively? 4. Which use of the imagery is inappropriate? 5. Which action is a defensible application? 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 Earth Store Bodhisattva Sutra (Buddhist Text Translation Society, Trans.). (n.d.). City of Ten Thousand Buddhas. https://www.cttbusa.org/ess/earthstore_contents.htm 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 uses frightening imagery to pressure a grieving visitor into paying for a ceremony. Another volunteer wants to offer information without dismissing the visitor’s beliefs. 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 Explain available practices without promises or threats, give time for a decision and offer ordinary support. The source can be studied respectfully while rejecting coercive use of grief. 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. Ch'an and Pure Land Buddhism

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES Ch'an and Pure Land Buddhism Learning outcomes By the end, you can (1) explain chan through a text; (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. Chan through a text The Platform Sūtra presents teachings associated with Huineng and the Chan tradition. Its literary narrative should not be treated as a modern eyewitness biography. McRae’s translation provides context for reading its religious and polemical purposes. 2. Practice and insight Discussions of sudden insight should not be reduced to the claim that ethical conduct or sustained practice is unnecessary. Read the surrounding argument. A striking phrase may serve a teaching purpose that is lost when it becomes a slogan. 3. Pure Land sources The Three Pure Land Sutras provide a textual basis for traditions centred on Amitābha and Sukhāvatī. Identify which sūtra is being discussed. Names, recitation and aspiration occur within a wider religious framework rather than functioning as a context-free technique. 4. Avoiding a false opposition Chan and Pure Land are not always mutually exclusive in lived East Asian practice. A comparison should leave room for communities combining study, meditation and recitation. Investigate an actual community before assigning an exclusive label. 5. Comparison with evidence Compare a short passage from each source using the same questions: intended audience, problem addressed, practice and aim. State what the comparison cannot establish. Respectful analysis permits differences without requiring a judgement of which practitioners are superior. Reading basis The Platform Sutra (2000); The Three Pure Land Sutras (2003). 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 social-media post claims that Chan rejects all words and Pure Land rejects all reflection. A class wants to respond without oversimplifying either tradition. One reasoned approach Both claims are sweeping. Use the selected passages to explain particular teachings, recognise textual interpretation and avoid inferring every community’s practice from a slogan. Workshop Select a passage from each assigned text and write a corrected comparison. Mark claims that would need further evidence about a living community. 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 its biographical narrative be read? 2. What is needed before interpreting a striking phrase? 3. What should a Pure Land explanation identify? 4. Which approach avoids a false opposition? 5. What makes the comparison useful? 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 Platform Sutra of the Sixth Patriarch (J. R. McRae, Trans.). (2000). Numata Center for Buddhist Translation and Research. https://www.bdkamerica.org/product/the-platform-sutra-of-the-sixth-patriarch/ The Three Pure Land Sutras (H. Inagaki, Trans., in collaboration with H. Stewart; Rev. 2nd ed.). (2003). Numata Center for Buddhist Translation and Research. https://www.bdkamerica.org/product/the-three-pure-land-sutras/ APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A social-media post claims that Chan rejects all words and Pure Land rejects all reflection. A class wants to respond without oversimplifying either tradition. 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 Both claims are sweeping. Use the selected passages to explain particular teachings, recognise textual interpretation and avoid inferring every community’s practice from a slogan. 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. Vajrayana Buddhist Traditions

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES Vajrayana Buddhist Traditions Learning outcomes By the end, you can (1) explain scope of the lesson; (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. Scope of the lesson Vajrayāna is studied here through introductory descriptions and an identified Tibetan Buddhist textual collection. This class offers religious literacy, not initiation or authorisation to perform restricted practices. A tradition’s own conditions of practice should be described accurately. 2. Mahāyāna context Bodhicitta, compassion and wisdom are important to understanding the wider Mahāyāna setting of Vajrayāna. Ritual objects alone cannot explain the aim of a tradition. Ask how a practice is situated in its ethical and doctrinal framework. 3. Texts and translation The 84000 project translates works from the Tibetan Buddhist canon. Its catalogue distinguishes texts and collections. Record the particular work and translator credit when using a passage. A catalogue description is not evidence that a learner has read the complete work. 4. Teacher and learner questions An introductory visitor can ask about public teaching, prerequisites and the meaning of a symbol. Do not imitate a restricted ritual from a short clip. Respect for a teacher can coexist with questions about consent, accountability and the limits of a claim. 5. Interpreting visual material Identify the artwork, tradition and source before discussing imagery. Symbolic forms should not be sensationalised or reduced to assumptions based on appearance. If identification is uncertain, say so and seek a reliable collection record or a knowledgeable host. Reading basis 84000 (n.d.); The Lotus Sutra (2007), chapter 25. 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 wants to reproduce a ritual from a short video in its school presentation. It has no information about the practice, teacher or prerequisites. One reasoned approach Describe the tradition and source, explain what is known and omit an unauthorised reenactment. A presentation can analyse public material without claiming ritual competence. Workshop Redesign the presentation as an accessible introduction using an identified public source, a clear explanation of scope and respectful questions for further learning. 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 this class provide? 2. What should accompany a discussion of ritual objects? 3. What should a source record distinguish? 4. What is an appropriate introductory question? 5. What should follow uncertain identification? 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) 84000: Translating the Words of the Buddha. (n.d.). 84000: Timeless wisdom for a changing world. https://84000.co/ The Lotus Sutra (T. Kubo & A. Yuyama, Trans.; Rev. 2nd ed.). (2007). Numata Center for Buddhist Translation and Research. https://www.bdkamerica.org/product/the-lotus-sutra-revised-second-edition/ APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A group wants to reproduce a ritual from a short video in its school presentation. It has no information about the practice, teacher or prerequisites. 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 Describe the tradition and source, explain what is known and omit an unauthorised reenactment. A presentation can analyse public material without claiming ritual competence. 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. Review of Introduction to Buddhism

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES Review of Introduction to Buddhism Learning outcomes By the end, you can (1) explain buddha as refuge; (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. Buddha as refuge The Buddha is approached as an awakened teacher and example. Refuge expresses the direction of a life rather than ownership of a person or automatic protection from every danger. A learner can investigate the teaching before making a religious commitment. Observation and participation should remain voluntary in a mixed class. 2. The five commitments The five precepts concern killing, taking what is not given, sexual misconduct, false speech and intoxicants that lead to heedlessness. They are training commitments with ethical consequences. The fifth is not merely a moderation rule about overconsumption. Monastic Vinaya and the additional lay eight precepts are distinct systems. 3. Intention and attention MN 61 asks for reflection before, during and after an action. Before acting, consider likely harm. During it, check what is occurring. Afterwards, acknowledge harmful effects and seek correction. Intention matters, but good intention does not remove responsibility to notice foreseeable consequences. 4. The four tasks Dukkha is to be understood, craving abandoned, cessation realised and the path developed. The tasks prevent a passive reading of the truths. Understanding pain is different from cultivating it. Abandoning craving is different from abandoning every useful goal, such as learning a skill or helping another person. 5. Wisdom factors Right view concerns understanding suffering, its origin, cessation and the path. Right intention includes renunciation, goodwill and harmlessness. Wisdom is more than possessing information. It changes how one frames a choice and what one aims to accomplish through it. A correct quotation can still be used with a harmful intention. Reading basis KP1 (Sujato, trans., n.d.); Dhammapada 188–192 (Sujato, trans., n.d.); MN61 (Sujato, trans., n.d.); AN8.39 (Sujato, trans., n.d.); MN58 (Sujato, trans., n.d.); SN56.11 (Sujato, trans., n.d.); SN45.8 (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 posts a friend’s photograph with a joke about their private life. The friend asks for its removal. The volunteer says the post was intended to make people laugh and therefore cannot be harmful. One reasoned approach Humour does not cancel the friend’s objection. Remove the post, apologise without repeating private details and check whether copies need removal. Future permission should explain what will be recorded, where it will appear and how someone can opt out. This applies reflection before, during and after action. Workshop Construct a one-page map linking refuge, the precepts and the path. Explain how each contributes to the case and identify a source for each link. 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 refuge in the Buddha express? 2. Which description correctly states the fifth precept? 3. When does MN 61 recommend examining conduct? 4. Which pairing is correct? 5. Which pair belongs to wisdom training? 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) Going for refuge (KP1; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/kp1/en/sujato Dhammapada: The Buddha (Dhp 179–196; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/dhp179-196/en/sujato Advice to Rāhula at Ambalaṭṭhikā (MN61; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn61/en/sujato Streams of merit (AN8.39; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/an8.39/en/sujato With Prince Abhaya (MN58; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn58/en/sujato Setting the wheel of Dhamma in motion (SN56.11; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/sn56.11/en/sujato Analysis (SN45.8; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/sn45.8/en/sujato APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A volunteer posts a friend’s photograph with a joke about their private life. The friend asks for its removal. The volunteer says the post was intended to make people laugh and therefore cannot be harmful. 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 Humour does not cancel the friend’s objection. Remove the post, apologise without repeating private details and check whether copies need removal. Future permission should explain what will be recorded, where it will appear and how someone can opt out. This applies reflection before, during and after action. 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. Review of the Jataka Tales and Life of the Buddha

   FULL TEACHING NOTES · ENGLISH · 60 MINUTES Review of the Jataka Tales and Life of the Buddha Learning outcomes By the end, you can (1) explain biography and evidence; (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. Biography and evidence Traditional biographies describe Siddhattha Gautama’s family and upbringing in the Śākya community. Early discourses, later biographies and archaeological remains provide different kinds of evidence. A sacred biography can convey meaning without supplying an independently verified date for each event. Record which kind of source supports each claim. 2. The noble search In MN 26 the Buddha recounts recognising that beings subject to ageing and death search for similarly unstable things. His noble search turns towards release from these conditions. Renunciation gives that search priority. The text invites examination of dependence rather than contempt for family or ordinary responsibilities. 3. What a Jātaka is Jātaka narratives present the Buddha’s previous lives as a Bodhisatta. The Pāli collection includes verses, while familiar complete stories also rely on prose narrative and commentary. Identify the edition being read. A modern retelling may simplify a plot or add dialogue, so it should not silently replace the source. 4. The Bodhisatta in a story Bodhisatta is the Pāli form corresponding to Sanskrit bodhisattva. In these narratives it refers to the being on the path towards Buddhahood. A story can explore qualities developed over a long path. Do not assume every admirable character is identified as the Bodhisatta without checking the narrative’s conclusion. 5. An aspiration over time In the Theravāda account, the Bodhisatta path concerns the development towards perfect Buddhahood over a long course. The Sumedha and Dīpaṅkara narrative provides a traditional setting for the aspiration. Present it as a source tradition, not a claim that a classroom can identify someone’s hidden spiritual destiny. Reading basis MN26 (Sujato, trans., n.d.); MN36 (Sujato, trans., n.d.); UNESCO World Heritage Centre (n.d.); Jātaka 12 (1895); Jātaka 316 (1897); 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 modern children’s booklet changes the ending of a Jātaka and adds a speech that is not in the cited translation. The cover calls every sentence “the Buddha’s exact words”. One reasoned approach The retelling can be useful if credited and labelled. Added dialogue should be identified as creative writing. Cite the Jātaka number and edition, distinguish plot from interpretation and avoid claiming verbatim canonical authority for new sentences. Workshop Compare a passage from the Buddha’s life narrative with a Jātaka. Identify genre, protagonist, teaching purpose and a limit of historical inference. 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 source distinction matters in a Buddha biography? 2. What changes in the noble search? 3. What distinction is essential when reading a Jātaka? 4. How should the Bodhisatta’s identity be established in a tale? 5. What is the focus of the Bodhisatta path here? 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 noble search (MN26; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn26/en/sujato The longer discourse with Saccaka (MN36; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn36/en/sujato UNESCO World Heritage Centre. (n.d.). Lumbini, the birthplace of the Lord Buddha. https://whc.unesco.org/en/list/666/ 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 Sasa-Jātaka (No. 316). (1897). In E. B. Cowell (Ed.), The Jātaka, or stories of the Buddha’s former births (H. T. Francis & R. A. Neil, Trans., Vol. 3). Cambridge University Press. Internet Sacred Text Archive. https://sacred-texts.com/bud/j3/j3017.htm 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 modern children’s booklet changes the ending of a Jātaka and adds a speech that is not in the cited translation. The cover calls every sentence “the Buddha’s exact words”. 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 retelling can be useful if credited and labelled. Added dialogue should be identified as creative writing. Cite the Jātaka number and edition, distinguish plot from interpretation and avoid claiming verbatim canonical authority for new sentences. 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. Review of Buddhism and the Contemporary World

    FULL TEACHING NOTES · ENGLISH · 60 MINUTES Review of Buddhism and the Contemporary World Learning outcomes By the end, you can (1) explain goodwill and participation; (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. Goodwill and participation The Mettā Sutta directs goodwill broadly towards living beings. A contemporary class can apply that orientation by checking who can participate. This is an ethical application, not a claim that the ancient text gives a modern accessibility standard. Explain the relationship between principle and practical design. 2. Visible and invisible barriers Language, mobility, hearing, sensory demands, cost and social expectations can affect participation. These factors are not always visible. Ask what would help rather than assuming from age, diagnosis, ethnicity or gender. A learner should not need to disclose private information to obtain a reasonable alternative activity. 3. Different methods A Buddhist discourse and an empirical study can address related questions through different methods. A religious claim about liberation is not identical to a measured change on a questionnaire. State the question and evidence type before judging whether a study supports it. Similar language can conceal different definitions. 4. Population and comparison Ask who participated, what intervention they received and what comparison group was used. An observed improvement could reflect multiple influences. A controlled design can help separate some explanations, but no single design removes every limitation. Do not generalise from one sample to all ages or settings without support. 5. Right livelihood AN 5.177 names trades a lay follower should avoid, including weapons, living beings, meat, intoxicants and poison. Read the actual list and its context. A modern case then requires analysis of the activity and foreseeable harm, rather than assuming a business is ethical because it uses Buddhist imagery. Reading basis SNP1.8 (Sujato, trans., n.d.); MN61 (Sujato, trans., n.d.); World Wide Web Consortium (n.d.); MN95 (Sujato, trans., n.d.); AN3.65 (Sujato, trans., n.d.); Goldberg et al. (2018); AN5.177 (Sujato, trans., n.d.); DN31 (Sujato, trans., n.d.); MN58 (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 fictional poster says a brain scan proves that everyone who meditates becomes compassionate permanently. The linked study measured a self-reported outcome in a limited sample after a short programme. One reasoned approach The poster changes a measured outcome into a universal moral and permanent effect. A responsible summary stays with the actual sample and outcome, notes the follow-up period and does not equate a brain image with compassion or liberation. Workshop Audit a fictional community project for inclusion, claims and ethical enterprise. Support two corrections with course sources. 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 does an accessibility measure relate to this lesson? 2. What is the best first response to a participation barrier? 3. What must be checked before linking a study to a Buddhist claim? 4. Which detail is essential when evaluating an intervention study? 5. What is the relevant starting point for livelihood analysis? 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 Advice to Rāhula at Ambalaṭṭhikā (MN61; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn61/en/sujato World Wide Web Consortium. (n.d.). Introduction to web accessibility. Web Accessibility Initiative. https://www.w3.org/WAI/fundamentals/accessibility-intro/ With Caṅkī (MN95; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn95/en/sujato With the Kesamuttis (Kālāma discourse) (AN3.65; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/an3.65/en/sujato Goldberg, S. B., Tucker, R. P., Greene, P. A., Davidson, R. J., Wampold, B. E., Kearney, D. J., & Simpson, T. L. (2018). Mindfulness-based interventions for psychiatric disorders: A systematic review and meta-analysis. Clinical Psychology Review, 59, 52–60. https://doi.org/10.1016/j.cpr.2017.10.011 Trades (AN5.177; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/an5.177/en/sujato Advice to Sigālaka (DN31; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/dn31/en/sujato With Prince Abhaya (MN58; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/mn58/en/sujato APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE A fictional poster says a brain scan proves that everyone who meditates becomes compassionate permanently. The linked study measured a self-reported outcome in a limited sample after a short programme. 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 poster changes a measured outcome into a universal moral and permanent effect. A responsible summary stays with the actual sample and outcome, notes the follow-up period and does not equate a brain image with compassion or liberation. 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. Field Trip / Comparative Buddhist Community Visit

    FULL TEACHING NOTES · ENGLISH · 60 MINUTES Field Trip / Comparative Buddhist Community Visit Learning outcomes By the end, you can (1) explain a learning question; (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. A learning question A visit begins with a question, such as how a space supports teaching or how an object communicates a story. The question guides observation and avoids collecting unrelated photographs. Choose a scope that can be examined during the available visit and specify what evidence would answer it. 2. Preparation and permission Confirm the host, access, timing and recording rules. For a classroom exercise, do not invent a confirmed booking. Explain respectful observation and a way to ask questions without interrupting worship. Personal safety and institutional arrangements belong with the actual organiser, not assumptions made from a map. 3. Observation and interpretation Keep separate notes for what you saw, what the host explained and what you inferred. “The hall has chairs” differs from “everyone here is elderly”. Recording the distinction helps you correct an interpretation later. Avoid treating visible appearance as proof of someone’s identity or belief. 4. Comparison with sources Compare one observation with a relevant text or institutional record. A difference may reflect local adaptation or a different source tradition. Ask before concluding that the practice is wrong. One visit provides a limited sample, so describe its date and context rather than generalising to all Buddhism. 5. An equivalent virtual visit If travel is unavailable, examine the museum’s official collection page and a named primary text. Record the same observation–interpretation distinction and identify what a website cannot show. The alternative should achieve the analytical outcome, with its evidence limits stated clearly. Reading basis MN61 (Sujato, trans., n.d.); World Wide Web Consortium (n.d.); Department of Museums Malaysia (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 The planned visit cannot proceed. The teacher has an official museum description and a Jātaka reading, but no confirmed guide or transport. Students still need to practise observation and comparison. One reasoned approach The record can analyse documented objects and interpretation while acknowledging the absence of direct observation. It should not claim attendance or invent a guide’s words. A question about use or visitor experience can remain unanswered until a real visit is possible. Workshop Use the linked museum page as a virtual visit. Record three observations from its descriptions, two interpretations, one source comparison and one unanswered question. Clearly label it a virtual study. 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 should guide a field visit? 2. What should be confirmed before recording? 3. Which is an observation rather than an inference? 4. What limits a single visit? 5. What makes the virtual alternative valid? 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 World Wide Web Consortium. (n.d.). Introduction to web accessibility. Web Accessibility Initiative. https://www.w3.org/WAI/fundamentals/accessibility-intro/ Department of Museums Malaysia. (n.d.). Lembah Bujang Archaeological Museum. https://www.jmm.gov.my/en/museum/lembah-bujang-archaeological-museum APPLIED DHAMMA LAB · FOUR-DOMAIN PRACTICE The planned visit cannot proceed. The teacher has an official museum description and a Jātaka reading, but no confirmed guide or transport. Students still need to practise observation and comparison. 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 record can analyse documented objects and interpretation while acknowledging the absence of direct observation. It should not claim attendance or invent a guide’s words. A question about use or visitor experience can remain unanswered until a real visit is possible. 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. Revision, Reflection and Integration

    FULL TEACHING NOTES · ENGLISH · 60 MINUTES Revision, Reflection and Integration Learning outcomes By the end, you can (1) explain a working map; (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. A working map Theravāda, Mahāyāna and Vajrayāna are useful broad labels, but they do not form three uniform populations. Vajrayāna is commonly practised within Mahāyāna frameworks. Compare particular texts and communities rather than assigning fixed personalities to entire traditions. 2. Shared vocabulary, different settings Terms such as Buddha, Dharma and Saṅgha occur across traditions, while interpretation and practice can differ. Similar wording does not guarantee identical meaning. Explain the source’s usage before making a comparison. 3. Texts and languages Pāli, Chinese and Tibetan collections preserve different bodies of Buddhist literature. Translation introduces further choices. A source table should record collection, text, translator and passage. Language by itself does not establish that a teaching is earlier or more authentic. 4. Names and setting Avalokiteśvara is known as Guanyin in Chinese Buddhist contexts. Chapter 25 of the Lotus Sūtra is a key textual source. Name the chapter and translation when discussing its claims. Images and devotional practices vary across places and periods; one local image does not represent every tradition. 5. Name and text Kṣitigarbha is commonly known as Dizang or Earth Store in Chinese Buddhist contexts. The Earth Store Bodhisattva Sūtra is an important devotional source. Use an identified translation and chapter rather than an unattributed quotation circulated online. Reading basis Forest Sangha (n.d.); The Lotus Sutra (2007), chapter 25; 84000 (n.d.); SNP1.8 (Sujato, trans., n.d.); The Earth Store Bodhisattva Sutra (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 chart labels Theravāda as only meditation, Mahāyāna as only worship and Vajrayāna as only ritual. Students have visited communities that do not fit these labels. One reasoned approach Use the Thai Forest source, Lotus chapter 25 and an identified Tibetan textual collection as specific examples. Describe their actual emphases, acknowledge overlapping practices and avoid claiming that these examples exhaust the three broad traditions. Workshop Create a comparative evidence table, then explain how compassion, ethical conduct and accurate sources can guide an interfaith learning resource. 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 is the best use of the three labels? 2. How should shared terms be compared? 3. What belongs in a source comparison? 4. Which source anchors this lesson? 5. What is the first step in checking a claim? 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) Forest Sangha. (n.d.). About this tradition. https://www.forestsangha.org/about-this-tradition The Lotus Sutra (T. Kubo & A. Yuyama, Trans.; Rev. 2nd ed.). (2007). Numata Center for Buddhist Translation and Research. https://www.bdkamerica.org/product/the-lotus-sutra-revised-second-edition/ 84000: Translating the Words of the Buddha. (n.d.). 84000: Timeless wisdom for a changing world. https://84000.co/ The discourse on love (SNP1.8; Bhikkhu Sujato, Trans.). (n.d.). SuttaCentral. https://suttacentral.net/snp1.8/en/sujato The Earth Store Bodhisattva Sutra (Buddhist Text Translation Society, Trans.). (n.d.). City of Ten Thousand Buddhas. https://www.cttbusa.org/ess/earthstore_contents.htm 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 chart labels Theravāda as only meditation, Mahāyāna as only worship and Vajrayāna as only ritual. Students have visited communities that do not fit these labels. 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 the Thai Forest source, Lotus chapter 25 and an identified Tibetan textual collection as specific examples. Describe their actual emphases, acknowledge overlapping practices and avoid claiming that these examples exhaust the three broad traditions. 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://www.bdkamerica.org/product/the-lotus-sutra-revised-second-edition/
• https://www.bdkamerica.org/tripitaka-list/
• https://www.forestsangha.org/about-this-tradition
• https://www.forestsangha.org/ajahn-chah-biography
• https://cbetaonline.dila.edu.tw/zh/T0412
• https://cbetaonline.dila.edu.tw/zh/T2008
• https://84000.co/
• https://www.accesstoinsight.org/tipitaka/sn/sn56/sn56.011.than.html
• https://suttacentral.net/mn61/en/sujato
• https://www.w3.org/WAI/fundamentals/accessibility-intro/

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