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Religious Studies: Buddhism GCE A LEVEL RELIGIOUS STUDIES: BUDDHISM SCHEME OF LEARNING The principal aim of the Scheme of Learning is to support teachers in the delivery of the new specification. It is not intended as a comprehensive reference, but as support for professional teachers to develop stimulating and exciting courses tailored to the needs and skills of their own students in their particular centres. In addition, this document must not be used instead of the specification, but must be used to support the delivery of it. It offers assistance to teachers with regard to possible classroom activities, links to digital resources (both our own, freely available, digital materials and some from external sources), text books and other resources, to provide ideas when planning interesting, topical and engaging lessons. The intention of this scheme of work is that learners will participate in some independent learning tasks prior to attendance at the lesson. In this way, learners should arrive at the lesson with questions concerning areas that they do not understand, and there is more time for analysis and evaluation of the material within the lesson time. For those who do not wish to take this approach, the activity suggestions should still be flexible enough to be adapted. 1 Buddhism Theme 1: Religious figures and sacred texts (part 2) 1A. The Pali Canon: its role in Buddhism as a whole. Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for next detail lesson 1 The Tipitaka. Open by sharing views authority Williams, Paul (2000) – Buddhist Targeted Listen to the podcast – 18 The importance based on their Thought, Routledge, 0415571790 questioning. Focus minutes - on the Parable of the of the Pali reading/previous source of [authenticity of the Tipitaka here pp. on learners who Water-Snake and the Raft taken Canon as a knowledge of the question wisdom 30-34]. need to develop from the Sutta Pitaka: source of raised by Harvey: ‘Do we their responses https://secularbuddhism.com/para wisdom. really know anything of Rahula, Walpola (1959) – What the more. ble-of-the-raft/ what the Buddha taught?’ Buddha Taught, Gordon Fraser, Note that this is from the point of 9559219197 Focus on use of view of secular Buddhism which is Go through Harvey’s technical useful for Theme 2C. Consider analysis of two groups Lopez, D.S. (ed.) (2004) Buddhist terminology to how this may be relevant to regarding the authenticity Scriptures. Penguin Books. (Penguin gauge learners’ understanding the relative of the Tipitaka (pp. 30-34). Classics S), 9780140447583 levels of importance of the Pali Canon. knowledge/underst Summarise key points of the talk. Explain the background to Mascaro, Juan (2015) - The anding the Tipitaka using handout Dhammapada, Penguin, Take notes, give one question for based on 9780141398815 Check notes taken discussion by the class, one key http://palicanon.org/ on the Parable of point that seemed most important Harvey, Peter (1990) – An the Poisoned and an overall assessment. Discuss and note key Introduction to Buddhism, Cambridge Arrow. points on how the Parable University Press, B01K0TGV4Y of the Poisoned Arrow from the Sutta Pitaka might be Handout could be given using points relevant here – print off one in http://palicanon.org/ which outlines version taken from here: the Tipitaka from the parinibbana of http://buddhazen101.tumblr the Buddha through to the Sixth .com/post/25078328254/pa Council in 1954 http://palicanon.org/ rable-of-the-poisoned- http://tipitaka.org/eot arrow 2 Buddhism Theme 1: Religious figures and sacred texts (part 2) 1A. The Pali Canon: its role in Buddhism as a whole. Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for next detail lesson 2 The wider Quick vocabulary/key concepts authority Rahula, Walpola (1959) – Quick vocabulary/key Revision of previous work on the authority and test of 10 questions based on last What the Buddha Taught, concepts test of 10 Patimokkha as used in the significance of lesson. source of wisdom Gordon Fraser, questions based on Theravada Sangha. the Sutta 9559219197 [selected last lesson. Full list of the 227 rules can be Pitaka Open by sharing questions based texts at the end from the found here: on listening to the podcast Sutta Pitaka]. Targeted http://en.dhammadana.org/sang https://secularbuddhism.com/para questioning. Focus ha/vinaya/227.htm ble-of-the-raft/and reading. Mascaro, Juan (2015) - on learners who Discuss the key points given and The Dhammapada, need to develop their Take notes, give one question the overall assessment. Penguin, 9780141398815 responses more. for discussion by the class, one [n.b. the Dhammapada is key point that seemed most Collect in notes summarising key taken from the Minor Focus on use of important and an overall points of the talk Writings of the Sutta technical terminology assessment. Pitaka]. to gauge learners’ Distribute selections from the levels of Listen to extracts from the Dhammapada – best known part The Tale of the Selfless knowledge/understan Vinaya Pitaka: of the Sutta Pitaka. Learners to Hare could be printed off ding https://www.youtube.com/watch comment on the type of literature for learners to ?v=HYuj-UGR4R8 being read i.e. poetry/sermon etc. highlight/note key ideas Check notes taken as it is read. on the talk. Dip into parts of the Demonstrate variety of Sutta https://www.thoughtco.co Abhidhamma Pitaka : free Pitaka by reading together one of m/the-jataka-tale-of-the- download: the Jataka Tales: selfless-hare-450049 https://store.pariyatti.org/Compr https://www.thoughtco.com/the- ehensive-Manual-of- jataka-tale-of-the-selfless-hare- Abhidhamma-A--PDF- 450049 eBook_p_4362.html Follow with a discussion of what Buddhist teaching can be found here. 3 Buddhism Theme 1: Religious figures and sacred texts (part 2) 1A. The Pali Canon: its role in Buddhism as a whole. Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for next detail lesson 3 The authority Without their notes, learners authority Lopez, D.S. (ed.) (2004) Buddhist Without their notes, Background reading: Harvey, of the Vinaya to write brief summary of the Scriptures. Penguin Books. (Penguin learners to write brief Peter (1990) – An Introduction to for the Parable of the Poisoned source of Classics S), 9780140447583 summary of the Buddhism, Cambridge Theravada Arrow and of Raft. wisdom [Evolution of Ordination from the Parable of the University Press, B01K0TGV4Y sangha, the Vinaya Pitaka pp. 223-229]. Poisoned Arrow and [The Heart Sutra and sunyata: relevance of Sharing views based on the of Raft. pp. 133-136] the Vinaya Pitaka. Some Harvey, Peter (1990) – An Abidhamma discussion could take place Introduction to Buddhism, Cambridge Targeted Take notes, give one question for the of the place of nuns in the University Press, B01K0TGV4Y questioning. Focus for discussion by the class, one commentarial Theravada tradition which is [account of the Abidhamma found pp. on learners who key point that seemed most development useful for Theme 3C. 83-89] need to develop their important and an overall of Buddhism. responses more. assessment. Should the Vinaya be Question of relevance of the Vinaya updated? Abridge the article Pitaka particularly in the West could Focus on use of Read the Heart Sutra here in a here for discussion/noting: be useful here based on a handout technical terminology new translation used by Thich https://www.budsas.org/ebud from here: to gauge learners’ Nhat Hanh – more of whose /whatbudbeliev/148.htm https://www.budsas.org/ebud/whatbu levels of work is covered in Theme 1C: dbeliev/148.htm knowledge/understan https://plumvillage.org/news/thic Share views based on the ding h-nhat-hanh-new-heart-sutra- Abhidhamma Pitaka and its translation/ complexity. How relevant is it? Note the comments here: https://www.youtube.com/wat ch?v=LIK3h-UMwaw 4 Buddhism Theme 1: Religious figures and sacred texts (part 2) 1B. The main themes and concepts in two Mahayana texts. Lesson Specification Activities Concepts Useful resources Assessment focus Independent learning for next detail lesson 4 The Heart Quick vocabulary/key One question on the Heart Sutra can Quick vocabulary/key Watch the drama of the Parable Sutra - the concepts test of 10 questions emptiness be found in the SAMS here which concepts test of 10 of the Burning House! philosophical based on last lesson. (sunyata) provide some useful material: questions based on https://www.youtube.com/watch content http://www.wjec.co.uk/qualifications/r last lesson. ?v=D38Dq31achE regarding the 5 minute chant of the Heart form eligious-studies/r-religious-studies- mutual identity Sutra with translation here: gce-asa-from-2016/wjec-gce- Targeted Read these different versions of of emptiness https://www.youtube.com/wat religious-studies-sams-from-2016- questioning. Focus the Parable: and form. ch?v=QUzzivYjvRA e.pdf?language_id=1 on learners who https://www.elephantjournal.com need to develop their /2014/04/the-parable-of-the- Worth spending time going [Possibly set as essay for responses more. burning-house/ through the notes on Harvey, assessment or arranged as part of Peter (1990) – An timed essay practice.] Focus on use of http://www.age-of-the- Introduction to Buddhism, technical terminology sage.org/buddhism/parable_bur Cambridge University Press, Harvey, Peter (1990) – An to gauge learners’ ning_house.html B01K0TGV4Y [The Heart Introduction to Buddhism, Cambridge levels of Sutra and sunyata: pp. 133- University Press, B01K0TGV4Y [The knowledge/understan Take notes, give one question 136] Also useful background Heart Sutra and sunyata: pp. 133- ding for discussion by the class, one for Theme 2A. 136] key point that seemed most Assess learners’ important and an overall Read through some of the Useful/accessible discussion of understanding assessment. issues raised by sunyata sunyata here: through final exercise here: https://www.huffingtonpost.com/lewis explaining sunyata.
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