GCSE

Suggested Outline Framework for Unit 1: Religion and Philosophical Themes Buddhism Suggested Outline Framework for Unit 1: Religion and Philosophical Themes

Buddhism

Unit 1 comprises 50% of the GCSE qualification. Therefore the scheme of learning proposed below is intended only as a guide based on approximately three hours of RS per fortnight over in an academic year. The total number of lessons in this scheme is fifty-five based on one hour per lesson. The recommendation is that the whole of the course is always taught.

Assessment should be formative and engaging. Where possible, try and use the same or similar format to the final examination. Always share mark schemes with students. Ideally this should be towards the end of the unit so that they have had time to assimilate and engage in the work first.

The Moral Maze on Radio 4 is an excellent resource for those who are interested as is The Infinite Monkey Cage (also on Radio 4). Both are available as podcasts thus making it easier to select relevant episodes.

Part B: Theme 1: Issues of Life and Death (lessons 1 - 9)

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Lesson Area of Specific Concepts Resources Possible Learning study Content Activities

1 The world Buddhist views No-soul http://www.bbc.co.uk/religion/religions/buddhism/beliefs/universe_1.sh Watch the short on the origin of tml; video and ask the the universe class to sum up the https://www.youtube.com/watch?v=qansyCThC_k; Buddhist view of With individual whiteboards brainstorm the words decay, death, ‘creation’; how does rebirth it differ to what they have been taught?

2 The world Non-religious Environmental Georges Lemaître – the Belgian cosmologist, mathematician and How far do these views on responsibility; Catholic priest who worked on big bang theory before it was called views concur with creation evolution; no- that: Buddhist views? soul https://www.youtube.com/watch?v=sH4miOx3vFE; Does the idea of the universe expanding https://www.youtube.com/watch?v=VuyYGVDCdN0&t=579s have any equivalent in Buddhism? (This is the whole video of Hawking’s ‘Did God Create the Universe?')

Two great photos to get students to comment on:

http://blogs.futura-sciences.com/e-luminet/2016/03/13/cosmogenesis- 1-from-myth-to-myth/ (the link is for the photo of a young Lemaître with Einstein but the site itself is interesting – a French astrophysicist come poet)

http://www.thefamouspeople.com/profiles/images/georges-lematre- 2.jpg

3 The world Non-religious Evolution; https://humanism.org.uk/about/h4bw/; Compare and views on the environmental contrast Humanist creation of the responsibility Charles Darwin – his journey on the Beagle (Richard Dawkins) – in and Buddhist views; universe, this link Dawkins debates with Ken Ham (it is long and other videos is there any similarity

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stewardship, are available): between the social and https://www.youtube.com/watch?v=6qnOIhLZTpg scientific view and community the Buddhist view? responsibility Also look at the work of Alfred Russel Wallace: http://www.famousscientists.org/alfred-russel-wallace/ (A good Welsh perspective)

4 The world Buddhist beliefs, Environmental http://gov.wales/topics/educationandskills/allsectorpolicies/europeana Define sustainability teachings and responsibility; ndinternational/sustainabledevelop/?lang=en; and global attitudes about sanctity of life citizenship; how do environmental (all life?) https://gittefalkenberg.wordpress.com/2010/03/18/the-noble-eightfold- Welsh Buddhists responsibility path/ view Pratiya - see also lesson 6 (Beliefs teachings and practices); Samutpada? Ask someone from Lam http://www.thegreenfuse.org/ps.htm Rim to come and - good for teachers; talk or visit

https://www.truetube.co.uk/film/can-god-save-planet;

Welsh perspective: http://www.lamrim.org.uk/wales/;

http://www.bbc.co.uk/schools/religion/buddhism/buddha_day_question s.shtml - link second Precept and Right Action

5 The origin Buddhist beliefs, Quality of life; Welsh laws regarding organ donation and Buddhist responses to it; Why is the Middle and value of teachings and sanctity of life; See lesson 6 (Beliefs teachings and practices) for Noble Eightfold Way so important? human life attitudes toward abortion; Path and lesson 4 (Issues of Life and Death) for Five Precepts; How do teachings the value of euthanasia help attain it? human life http://www.bbc.co.uk/religion/religions/buddhism/history/history.shtml

6 The origin Non-religious Quality of life; Abortion and euthanasia – Peter Singer ‘speciesism’ Define and value of views on quality sanctity of life situationist/relativist human life of life over http://www.bbc.co.uk/ethics/animals/rights/speciesism.shtml; and then compare to

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sanctity of life doctrinal/absolutist http://www.bbc.co.uk/religion/religions/buddhism/buddhistethics/aborti views; define karuna on.shtml; http://www.bbc.co.uk/religion/religions/buddhism/buddhistethics/eutha nasiasuicide.shtml;

http://buddhismguide.org/buddhism-and-euthanasia/; How do the Five Precepts help Buddhists in situations involving abortion and euthanasia? https://www.karuna.org/;

http://buddhism.about.com/od/basicbuddhistteachings/a/compassion.h tm;

http://www.tibet.ca/en/library/wtn/archive/old?y=1996&m=9&p=18_4

7 The origin Dignity in dying; Euthanasia; Debate on abortion/euthanasia; compare UK laws on euthanasia to Debate on abortion; and value of right to choose, abortion; quality those of Belgium: refer back to human life of life; sanctity http://www.patientsrightscouncil.org/site/belgium/ situational/absolutist of life views; how would http://www.dailymail.co.uk/news/article-3491951/Belgian-lawmakers- Buddhists living in vote-world-s-death-demand-law-mean-no-doctor-stop-patient-wants- Britain react? Welsh die.html organ donation laws? https://www.youtube.com/watch?v=eo8Hn0DEcpw

http://www.bbc.co.uk/news/world-europe-37335846

http://www.nhs.uk/conditions/Euthanasiaandassistedsuicide/Pages/Int roduction.aspx

http://www.telegraph.co.uk/news/uknews/law-and- order/9480227/Tony-Nicklinson-breaks-down-as-High-Court-rejects- his-right-to-die-plea.html

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http://www.dignityindying.org.uk/

Donald Trump on abortion: https://www.washingtonpost.com/news/wonk/wp/2016/11/15/what- abortion-could-look-like-in-an-america-without-roe-v-wade/

A very touching and intriguing story: http://www.bbc.co.uk/news/health-38012267

8 Beliefs about Buddhist beliefs No-soul; afterlife This is a good opportunity for students to do some research of their Students can work in death and and teachings own: research anattas, khandas, karma, samsara, nirvana, re-birth, pairs and then report the afterlife about life after realms of existence; back to the class death where they take https://thebuddhistcentre.com/text/what-triratna-buddhist-community notes from each other

9 Beliefs about Diverse Afterlife; no- https://humanism.org.uk/ceremonies/nonreligious-funerals/; Compare and death and Buddhist beliefs soul; sanctity of contrast humanist the afterlife about the after- life http://www.thebuddhistsociety.org/page/buddhist-funerals ; practices and life; Buddhist beliefs; find out and Humanist http://www.sfwales.org/about-us/; about how Buddhists burial services in Wales might go http://www.bbc.co.uk/education/guides/zjkjpv4/revision/4 about organising a funeral – see the link in this section

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