© OCR 2009
Contents
Contents
2
Introduction
3
Sample Scheme of Work: Unit B602: Philosophy 2 (Good and Evil, Revelation,
Science (Buddhism)
6
Sample Lesson Plan: Unit B602: Philosophy 2 (Good and Evil, Revelation, Science
(Buddhism)
27
2 of 32
GCSE Religious Studies B (Philosophy and Applied Ethics)
Introduction
Background
Following a review of 14 – 19 education and the Secondary Curriculum Review, the Qualifications
and Curriculum Authority (QCA) has revised the subject criteria for GCSEs, for first teaching in
September 2009. This applies to all awarding bodies.
The new GCSEs have more up-to-date content and encourage the development of personal,
learning and thinking skills in your students.
We’ve taken this opportunity to redevelop all our GCSEs, to ensure they meet your requirements.
These changes will give you greater control of assessment activities and make the assessment
process more manageable for you and your students. Controlled assessment will be introduced for
most subjects.
From September 2012 assessment tasks may be undertaken at any point between release of the
task and the examination series for which the task must be submitted. Centres must ensure that
candidates undertake a task that is valid for submission in the year in which the candidate
intends to submit it.
OCR has produced a summary brochure, which summarises the changes to Philosophy. This can
be found at www.ocr.org.uk, along with the new specification.
In order to help you plan effectively for the implementation of the new specification we have
produced these Schemes of Work and Sample Lesson Plans for Philosophy. These Support
Materials are designed for guidance only and play a secondary role to the Specification.
Our Ethos
OCR involves teachers in the development of new support materials to capture current teaching
practices tailored to our new specifications. These support materials are designed to inspire
teachers and facilitate different ideas and teaching practices.
Each Scheme of Work and set of sample Lesson Plans is provided in Word format – so that you
can use it as a foundation to build upon and amend the content to suit your teaching style and
students’ needs.
The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the
teaching hours are suggestions only. Some or all of it may be applicable to your teaching.
The Specification is the document on which assessment is based and specifies what content and
skills need to be covered in delivering the course. At all times, therefore, this Support Material
GCSE Religious Studies B (Philosophy and Applied Ethics)
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booklet should be read in conjunction with the Specification. If clarification on a particular point is
sought then that clarification should be found in the Specification itself.
4 of 32
GCSE Religious Studies B (Philosophy and Applied Ethics)
A Guided Tour through the Scheme of Work
= Innovative Teaching Idea
This icon is used to highlight exceptionally innovative ideas.
= ICT Opportunity
This icon is used to illustrate when an activity could be taught using ICT
facilities.
GCSE Religious Studies B (Philosophy and Applied Ethics)
5 of 32
Sample GCSE Scheme of Work
Unit B602: Philosophy 2: (Good and Evil, Revelation, Science)
(Buddhism)
Suggested
teaching time
10 hours
Topic outline
Good and Evil
Concepts of good and evil
Topic
Suggested teaching and homework
activities


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
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
6 of 32
= Innovative teaching
idea
Good and Evil
Stimulus: Homework activity.
Students view an episode of the evening
news making lists of the news items.
Discussion: In class, students relay and
discuss news items
Written activity. Which items can be seen
as ‘evil’ and which items as ‘good?’
Students draw up table of news items with
columns to indicate item, the cause and
the consequence
Students investigate the causes and
consequences of ‘evil’ within the news
items and how it can be avoided
Homework Activity: Why is the term
‘suffering’ a key part of the Buddhist
philosophy?
Suggested resources
Points to note





ITC and internet research
bbc.co.uk/news
Teach Yourself Buddhism [Clive Erricker]
Introduction to the Buddhist Experience
[M.Thompson]
 The Buddhist Experience [Mel Thompson]
 This is RE 1 [Cath Large]
 Buddhism for Today [Chris Wright]
It is valuable for students to view the news
to understand how modern day issues can
be related to the concept of Buddhism,
particularly suffering and its causes
= ICT opportunity
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Scheme of Work
Unit B602: Philosophy 2: (Good and Evil, Revelation, Science)
(Buddhism)
Suggested
teaching time
10 hours
Topic outline
Skilful and unskilful actions
Topic
Good and Evil
Suggested teaching and homework
activities
 Introduction to new key word ‘upaya.’
 Students evaluate word in relation to the
five precepts
Suggested resources
Points to note
 http://herenow.org/wwwarticles/faith.html
 Teach yourself buddhism [Clive Erricker]
The role of Mara
= Innovative teaching
idea
 Students work in pairs to devise a set of five
school skilful actions that will lead to a
successful school day and five unskilful
actions that could cause a bad school day.
 Question: ‘the lives of the best religious
leaders are examples of their teachings?
Do you agree?
 Introduction to new key word ‘Mara’.
 Student internet research task find
information and illustrations of Mara, the
Lord of Death
 Written Activity Compare Mara with the
idea of Satan, what are the similarities and
differences?
GCSE Religious Studies B (Philosophy and Applied Ethics)
 Introduction to the Buddhist Experience [Mel
Thompson]
http://en.wikipedia.org/wiki/Mara_[demon]
 Teach Yourself Buddhism [Clive Erricker]
 Students need to be reminded that
Wilkipedia is user edited and therefore not
as reliable as other possible resources
 Introduction to the Buddhist Experience [Mel
Thompson]
= ICT opportunity
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Sample GCSE Scheme of Work
Unit B602: Philosophy 2: (Good and Evil, Revelation, Science)
(Buddhism)
Suggested
teaching time
10 hours
Topic outline
Topic
Good and Evil
Suggested teaching and homework
activities
Suggested resources
Buddhist beliefs about the
causes of evil.
 Using their research based on Mara,
students evaluate the role of the demon in
relation to the causes of evil
 Using their research on the news items,
students discuss examples of evil and the
cause of each individual news item
 Students own written notes
 Various ICT websites
Concepts of natural evil and
moral evil
 Students investigate the difference between
‘moral evil and ‘natural’ evil.
 Students work in groups to investigate
instances of both types of evil, e.g. the
2006 tsunami or the twin towers.
 Discussion: Is Mara responsible for natural
evil?
 Can natural evil be scientifically explained?
Stimulus questions
 ‘Is there a purpose for evil in the world?
 Does anything good come out of suffering?
 Students brainstorm human reaction to
suffering and find examples of positivity in
response e.g. BandAid
 Introduction to key word ‘dukkha’ as part of
the Four Noble Truths



Approaches to why there is
evil and suffering in the world.
Responses to the problem
8 of 32
= Innovative teaching
idea
Points to note

www.bbc.co.uk/news
various internet websites
national/local newspapers

 ICT and internet research
 The story of Kisa Gotami and the mustard
seed
The concept of natural evil and moral evil is
linked to all world faiths
Students may wish to compare how
Christians might deal with the concept of
evil and suffering
Students can empathise with the story of Kisa
Gotama by creating a role play about suffering
and how it may have been dealt with by the
Buddha
= ICT opportunity
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Scheme of Work
Unit B602: Philosophy 2: (Good and Evil, Revelation, Science)
(Buddhism)
Suggested
teaching time
8 hours
Topic
Good and Evil
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
Kamma

Introduction to new key word, ‘kamma.’


Students work in pairs one acting as
hypnotist, the other as patient. Students
discuss the possibility of previous past
existences
ICT and internet research
‘My Name is Earl’ website

Students investigate the laws of kamma
and give personal examples of cases of
cause and consequence

Stimulus: Students view the first episode
of ‘My Name is Earl’’

Homework activity: Create a storyboard
that shows how karmic influence may affect
an individual because of a ‘skilled or
‘unskilled action’
= Innovative teaching
idea
GCSE Religious Studies B (Philosophy and Applied Ethics)
‘My Name is Earl’ features the ‘karmic
adventures’ of a petty crook and gives a
light hearted but often realistic view of the
phrase ‘what goes around comes around’
= ICT opportunity
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Sample GCSE Scheme of Work
Unit B602: Philosophy 2: (Good and Evil, Revelation, Science)
(Buddhism)
Suggested
teaching time
8 hours
Topic
Good and Evil
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
Rebirth


The Buddhist Experience [M.Thompson]


Introduction to the Buddhist Experience [D.
Mitchell]
Look at the two candles story and the way
in which one lights the other to explain the
concept of rebirth

Students investigate how the Dali Lama is
chosen as new leader. Make a list of
questions you might ask the new spiritual
leader to ascertain his previous identity

Write a poem entitle ‘Re-becoming’ which
gives a list of your current good qualities
that you would like to keep and a list of
those you would like to leave behind

The example of one candle lighting another
thus being the same flame but two different
candles is explained in at least two of the
textbooks listed as suggested resources.
Students should understand that the term
rebirth and reincarnation do not mean the
same thing
 Students investigate the previous lives of
the Buddha in the Jataks Tales
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= Innovative teaching
idea
= ICT opportunity
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Scheme of Work
Unit B602: Philosophy 2: (Good and Evil, Revelation, Science)
(Buddhism)
Suggested
teaching time
12 hours
Topic outline
Topic
Good and Evil
Suggested teaching and homework
activities
Coping with suffering
 Stimulus: Students brainstorm their
understanding of suffering and the ways in
Understanding ways of coping
which Buddha taught his followers to accept
with suffering Through.
suffering
Suggested resources
Points to note




This is RE [Cath Large]
The Buddhist Experience
[Mel Thompson]
Teach Yourself Buddhism [Clive Erricker]

Students who have already investigated the
Noble Eightfold Path and Five Precepts
may begin to make links to these Buddhist
teachings
www.buddha-images.com
www.buddhamind.info/leftside/actives/shrines.htm
http://www.dharmanet.org/infoweb.html

Students should be in a position to describe
the main features of a Buddhist shrine and
how it can often assist meditation

Meditation can help gain merit and positive
kamma
 Students work in groups to review their
work on ‘causes and consequences’
Kamma
 Students work in pairs to make a list of the
ways in which the law punishes criminals
and what the consequences of a police
record might be
 Stimulus question: Is the law of kamma
the ultimate deterrent?
Meditation
= Innovative teaching
idea
 Students look for images of the Buddha
meditating and describe the various
positions used
 Split class into four groups to investigate
each of the following sections. Each group
lists the purpose and methods of practice
GCSE Religious Studies B (Philosophy and Applied Ethics)
All previously mentioned text books
= ICT opportunity
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Sample GCSE Scheme of Work
Unit B602: Philosophy 2: (Good and Evil, Revelation, Science)
(Buddhism)
Suggested
teaching time
12 hours
Topic outline
Topic
Good and Evil
Suggested teaching and homework
activities
Suggested resources
involved
Group 1 Meditation as a form of worship.
Group 2 Samatha Meditation
Group 3 Vipassana Meditation
Group 4 Mettabhavana Meditation
Students create their own Buddhist shrine
and role play different types of meditation.
Stimulus question, ‘How can a Buddhist learn
to cope with suffering by using each of the
different types of meditation?
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
Detachment
12 of 32
= Innovative teaching
idea
New key word ‘detachment’
New Key concept: The Three Universal Truths.
 View footage of the funeral of Princess
Diana or other celebrity.
 Students write a commentary for the ways
in which grief and mourning were displayed.
 Students write a commentary from a
Buddhist point of view to describe and
explain how the thought of rebirth might
affect their perception of grief.
Points to note
 Attachments to earthly objects are
unhelpful.
ITC and internet research.
Students should focus on the Key Words
connected to the Three Universal Truths,
‘annica’, ‘annata’ and ‘dukkha.’
= ICT opportunity
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Scheme of Work
Unit B602: Philosophy 2: (Good and Evil, Revelation, Science)
(Buddhism)
Suggested
teaching time
12 hours
Topic outline
The Three Refuges
= Innovative teaching
idea
Topic
Good and Evil
Suggested teaching and homework
activities
 Students split into three groups, each are
given the title:
 ‘I go to the Buddha for refuge’
 ‘I go to the Dharma for refuge’
 ‘I go to the Sangha for refuge’
 Students evaluate the importance of each
‘refuge’ and present a written argument for
why their ‘refuge’ must be considered to be
the most important and influential
Stimulus question
 ‘The Buddha is the most important refuge.’
Do you agree?
 Students think of the one thing they have
needed to take refuge from and who they
asked to help them.
GCSE Religious Studies B (Philosophy and Applied Ethics)
Suggested resources
Points to note
All previously mentioned text books
= ICT opportunity
13 of 32
Sample GCSE Scheme of Work
Unit B602: Philosophy 2: (Good and Evil, Revelation, Science)
(Buddhism)
Suggested
teaching time
10 hours
Topic outline
Topic
Good and Evil
Suggested teaching and homework
activities
Sources and reasons for moral Stimulus
 Students make a list of the school rules
behaviour
and the punishments that are incurred
Suggested resources
Points to note


School Behaviour Policy
The Lord of the Flies [William Golding]
School rules are often indicated in the student’s
planner or homework diary
Various websites including
www.thebuddhistsociety.org
http://herenow.org/wings.book/index.html
Students may wish to evaluate the Jewish and
Christian Ten Commandments and discuss the
similarities and differences and the most
effective set of guidelines to live by
when these rules are broken
Stimulus questions
 Could society exist without the law?
 Why do religions need rules?
 Students set up a ‘Castaway’ experience
and devise a set of rules for a community
stranded on a desert island
The scriptures and the Noble
Eightfold Path




14 of 32
= Innovative teaching
idea
Students look at the way the Pali canon is
divided into three parts and analyse why
each section is necessary to Buddhism
Students create a wall display showing the
Four Noble Truths, the Noble Eightfold
Path and Five Precepts
Stimulus question
‘If all Buddhists followed the Noble Eighfold
Path there would be no need for the Five
Precepts
Do you agree?
There are various internet sights containing
verses from the Dhammapada including an
illustrated version of the verses at
www.buddhanet.net/dhammapada/index.htm
= ICT opportunity
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Scheme of Work
Unit B602: Philosophy 2: (Good and Evil, Revelation, Science)
(Buddhism)
Suggested
teaching time
10 hours
Topic
Good and Evil
Topic outline
Suggested teaching and homework
activities
The example of the Buddha.



= Innovative teaching
idea
‘The Buddha on Trial’
Students divide into groups to present a
case on behalf of the Buddha to support
the proposal that he deserved to be
enlightened
Write a ‘This is Your Life’ script to explain
the early life of the Buddha and why he
gave up his kingship to become more like
the sadhu
GCSE Religious Studies B (Philosophy and Applied Ethics)
Suggested resources
Points to note
All textbooks suggested so far
Students may wish to build a portfolio of verses
and stories to describe the example that
Buddha gave his followers for revision
purposes
= ICT opportunity
15 of 32
Sample GCSE Scheme of Work
Unit B602: Philosophy 2: (Good and evil, Revelation, Science)
(Buddhism)
Suggested
teaching time
10 hours
Topic outline
Form and nature of revelation
Concept of revelation
16 of 32
= Innovative teaching
idea
Topic
Religion, Reason and Revelation.
Suggested teaching and homework
activities
Brainstorm: Students create a spider gram of
three main world faiths. For each one they
describe:
- The founder
- The Holy Scriptures
- Rules of the faith they are familiar with.
Stimulus: Write a diary entry for the day you
received an exciting piece of news. How did it
make you feel?
Students make a list of the ways the internet is
used to disperse information.
Stimulus question: ‘How could a new prophet
use the modern day media to introduce and
promote their faith?
Suggested resources
Points to note
ICT and internet


These activities are designed to be as
creative as possible so that students can
identify the concept of revelation in modern
day terms.
Do students feel that the revelation of the
world faiths help to prove the existence of
the god or prophet they seek to reveal?
= ICT opportunity
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Scheme of Work
Unit B602: Philosophy 2: (Good and evil, Revelation, Science)
(Buddhism)
Suggested
teaching time
10 hours
Topic outline
Revelation of ultimate truths
through Buddha’s and
bodhisattvas
Topic
Religion, Reason and Revelation.
Suggested teaching and homework
activities
Stimulus question
 ‘What does it mean to be enlightened?
 Students split into pairs, each takes a title:
 How to become a Buddha
 How to become a Bodhisattva
 Each student creates a list of the qualities
required to fulfil the job role required
Suggested resources
Points to note
ICT and internet research
This is RE 1 [Cath Large]
The Buddhist Experience [Mel Thompson]
Teach Yourself Buddhism [Clive Erricker]

Students brainstorm the three most
important concepts taught by the Buddha
to show the ultimate truth of the Buddhist
faith
 Students brainstorm the role of the
bodhisattva and present arguments for
their value to the Buddhist faith
Create a poster to advertise a job vacancy for
a bodhisattva in your local newspaper and the
job skills required
= Innovative teaching
idea
GCSE Religious Studies B (Philosophy and Applied Ethics)
= ICT opportunity
17 of 32
Sample GCSE Scheme of Work
Unit B602: Philosophy 2: (Good and Evil, Revelation, Science)
(Buddhism)
Suggested
teaching time
10 hours
TOPIC OUTLINE
Topic
Religion, Reason and Revelation.
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
How nirbbana might be known: New Key Word ‘nirbanna’
Stimulus question:
Scriptures
 ‘How might a Buddhist reach enlightment
Meditation
using the following resources, the Pali
Buddha’s
Cannon, a buddharupa for meditation and
the story of Avalokiteshvara?
Bodhisattvas


18 of 32
= Innovative teaching
idea
Investigate the word bodhisattva and
create a catalogue with images of each
one and the deeds they have performed
and continue to perform so that other
Buddhists might become enlightened
Make a list of your three people in your life
that you view as hero’s or role models.
Suggest why they might make good
Buddhists and if they could become
enlightened
SUGGESTED RESOURCES
POINTS TO NOTE
www.buddhanet-images.com
http://www.aboutbuddhism.org
http://www.ciolek.com/WWWVL-Buddhism.html

Students should evaluate how each of the
four areas through which nirbanna might be
known, relate to the Three Refuges

How can the idea of nirbanna be compared
with the Christian concept of heaven?
= ICT opportunity
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Scheme of Work
Unit B602: Philosophy 2: (Good and Evil, Revelation, Science)
(Buddhism)
Suggested
teaching time
10 hours
TOPIC OUTLINE
Topic
Religion, Reason and Revelation.
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
Stimulus question
‘Can anyone become enlightened if they follow
the Buddha’s teachings?
Divide an A4 page into four sections, entitle
each one with one of the concepts discussed,
make lists in each one to show how they help
nirbanna to be known.
= Innovative teaching
idea
GCSE Religious Studies B (Philosophy and Applied Ethics)
= ICT opportunity
19 of 32
Sample GCSE Scheme of Work
Unit B602: Philosophy 2: (Good and Evil, Revelation, Science)
(Buddhism)
Suggested
teaching time
12 hours
Topic outline
Authority and importance of
sacred texts
The origins of the Buddhist
scriptures
20 of 32
= Innovative teaching
idea
Topic
Form and Nature of Revelation
Suggested teaching and homework
activities
Suggested resources
Points to note
Students investigate the value of religious
scriptures by brainstorming prior
knowledge of the most relevant religious
scriptures related to individual world faiths.
 In pairs students investigate what makes
them important,’
 Students make lists of common rules,
commandments, rewards and punishments
Various ICT and internet resources.
Your RE dept and school library

Do ancient religious texts still hold
relevance in modern day life?

Students could evaluate which teachings
from world faiths have stood the test of time
and why

There are various internet websites to assist
these tasks

Students create a storyboard timeline to
show the death of the Buddha and the
methods by which the Buddhist scriptures
were remembered
Students create a glossary of terms to include:
 Pali Canon
 Tripitaka
 Vinyana Pitaka
 Sutta Pitaka
 Abhidhamma Pitaka
 Dhammapada
The Chinese Whispers game is a great form of
revision particularly when learning parts of
sacred texts
The Buddhist Experience
[Mel Thompson]
Introduction to the Buddhist Experience
[D.Mitchell]
Teach Yourself Buddhism [Clive Erricker]
= ICT opportunity
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Scheme of Work
Unit B602: Philosophy 2: (Good and Evil, Revelation, Science)
(Buddhism)
Suggested
teaching time
12 hours
Topic outline
Topic
Form and Nature of Revelation
Suggested teaching and homework
activities
Suggested resources
Points to note

Significance and importance
of the Buddhist scriptures
= Innovative teaching
idea
Chinese Whispers game. Students sit in
a circle, the first student quietly reads the
Noble Eightfold path to the next student
 How much of the information can be
repeated before parts of the Path are
missed out?
Stimulus Question
Could Buddhism have survived without the
written recordings of the Buddha’s teachings?
 Students take each part of the Triitaka and
describe what is contained in each section
 Students create a set of revision cards with
written notes and illustrations of the main
contents of each part
 Class vote: Students vote for the order of
importance in which the Tripitaka should
be placed and explain their choice
 Make a crossword or word search to ask
and answer questions about the different
parts of the Tripitaka or the key words in
the glossary of terms for this section
GCSE Religious Studies B (Philosophy and Applied Ethics)
When evaluating the significance and
importance of the Tripitaka, discuss and
consider how parts of the text may be used as
evidence in response to a GCSE question
= ICT opportunity
21 of 32
Sample GCSE Scheme of Work
Unit B602: Philosophy 2: (Good and Evil, Revelation, Science)
(Buddhism)
Suggested
teaching time
12 hours
Topic
Religion and Science
Topic outline
Suggested teaching and homework
activities
Origins of the world and life.

Scientific theories about the
origins of the world and
humanity. The relationship
between scientific and
religious understandings of
the origins of the world and
humanity.

Can the common perception between the
main world faiths prove that God created
the earth and humanity?

If you were taking part in a debate about
the origins of the universe and mankind,
which side would you be most likely to
support?

Students investigate the concept of
Cosmology and the Teleological argument
22 of 32
= Innovative teaching
idea
Students brainstorm the main scientific
theories of the scientific theories about the
origin of the world and humanity
Stimulus questions:
Can evolution theories be proved?
Suggested resources
Points to note
 The Origin of the Species, Charles Darwin
 Selected RE resources from your school
library or internet
= ICT opportunity
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Scheme of Work
Unit B602: Philosophy 2: (Good and Evil, Revelation, Science)
(Buddhism)
Suggested
teaching time
12 hours
Topic
Religion and Science
Topic outline
Suggested teaching and homework
activities
Why Buddhists might not
accept scientific theories
The refusal to answer
questions on causation
Stimulus questions:
 Why did the Buddha avoid questions on
the theory of creation?
 How does the Buddha’s use of nature in his
teachings show his value for it?
The cyclical nature of the
universe
Students design a poster to reflect the
teachings of the Three Universal Truths
 Annica Everything Changes
 Anatta No permanent self
 Dukkha Suffering
Suggested resources
Points to note
The Buddhist Experience [Mel Thompson]
Buddhism for Today [Chris Wright]
Teach Yourself Buddhism[ Clive Erricter]
Stimulus: Students present a powerpoint
display of the life cycle of a butterfly to show
the teachings of The Three Universal Truths.
= Innovative teaching
idea
GCSE Religious Studies B (Philosophy and Applied Ethics)
= ICT opportunity
23 of 32
Sample GCSE Scheme of Work
Unit B602: Philosophy 2: (Good and Evil, Revelation, Science)
(Buddhism)
Suggested
teaching time
10 hours
Topic
Religion and Science
Topic outline
Suggested teaching and homework
activities
The place of humanity in
relation to animals.
Attitudes to animals and their
treatment.
Powerpoint or OHP stimulus:
 Students take pictures of a selection
on animals and divide them into
groups under the following headings:
pets, food, sport, clothing, medical
research. Place the groups in the order
through which most controversy for the
treatment of animals has been raised.

Suggested resources
Various internet websites
www.archive.org/details/jatakatalesOOtran
Points to note

Can students link the treatment of
animals to the first precept?

Research stories of the Buddha’s
previous lives where he claimed to be an
animal
 Investigate the following key terms
Sentient and non-sentient beings
Students make a list of questions to
interview the following groups of
people to find out their points of view
on animal rights.
- A vegetarian
- An animal rights protestor
- A vet
- A fashion model
- An RSPCA inspector.

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= Innovative teaching
idea
Students draw the food chain
= ICT opportunity
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Scheme of Work
Unit B602: Philosophy 2: (Good and Evil, Revelation, Science)
(Buddhism)
Suggested
teaching time
10 hours
Topic outline
Topic
Religion and Science
Suggested teaching and homework
activities
Suggested resources
Points to note
common to most societies.

Make a list of animals you would and
wouldn’t eat and explain why.

Write a newspaper article about an
animal that is under threat of
extinction because of the attitude of
human beings

Stimulus questions ‘Rebirth means
that a Buddhist must be a vegetarian.
Do you agree? Give arguments for
and against
 How do stories of the Buddha’s birth
show the importance of animals and
nature?
Response to environmental
issues


= Innovative teaching
idea
Students plan a website to highlight
the dangers of disregarding
important environmental issues.
Students create a page with three
columns entitled, Controversial
GCSE Religious Studies B (Philosophy and Applied Ethics)
Various internet websites.
This is RE [Cath Large]
The Buddhist Experience [Mel Thompson]
Buddhism for Today[Chris Wright]
Teach Yourself Buddhism [Clive Erricker]
Students may find it valuable to investigate
the work of Greenpeace.
= ICT opportunity
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Sample GCSE Scheme of Work
Unit B602: Philosophy 2: (Good and Evil, Revelation, Science)
(Buddhism)
Suggested
teaching time
10 hours
Topic outline
Religious teachings relating to
environmental issues.
The cycle of dependent
origination
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= Innovative teaching
idea
Topic
Religion and Science
Suggested teaching and homework
activities
Environmental Issues, known
causes and possible remedies.
 Look at the Four Noble Truths, the
Eightfold Path and the Five
Precepts, make a list of the
guidelines intended to be in harmony
with the environment
Scenario: As a Buddhist you discover
that the bodhi tree under which
Saddattha gained enlightenment has
been destroyed by acid rain.
 Write a letter to a national
newspaper expressing your views
on this matter
 Read the Buddhist Declaration on
Nature. Make a list of the main
arguments and how they promote
the teachings of Buddha
Suggested resources
Points to note
Various internet websites.
= ICT opportunity
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Lesson Plan
Unit B602: Philosophy 2 (Good and Evil,
Revelation, Science) (Buddhism)
Skilful and Unskilful Actions
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
Students understand the nature of good and evil.
Objective 2
Students understand the Buddha’s teachings to distinguish skilful and unskilful
actions
Students create a wall display to reflect the saying
‘What goes around comes around.’
Objective 3
Recap of Previous Experience and Prior Knowledge

This lesson plan is part of a series of lessons to understand the nature of karmic influence,
both positive and negative.

Student’s previous homework will be collect newspaper articles related to good and evil.
Content
Time
Content
5 minutes
Working in small groups with A3 paper, students review their prior knowledge of
examples of good and evil viewed on the news channels related to current
events which show stories related to good and evil.
10 minutes
One student from each group feeds back to the teacher and to each other
students.
Stimulus: Students use internet research to produce images of their news items
and collate previous homework activity to choose a mixture of newspaper
articles for their wall display.
Students divide into groups to work under the following objectives:
 Examples of ‘good’ with a word processed headline to explain the story.
 Examples of ‘evil’ with accompanying dialogue.
 How each item relates to a ‘skilled or unskilled action’
 How each item reflects the saying ‘What goes around comes around’
Students seek to make their display both informative and eye catching by using
narrative descriptions of the relevant facts.
15 minutes
15 minutes
GCSE Religious Studies B (Philosophy and Applied Ethics)
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Sample GCSE Lesson Plan
10 minutes
Students might reflect on the nature of karma and how this can be defined in the
reports they have chosen to use.
Students continue to assemble display.
Question: Do the Buddha’s teachings still have relevance today?
How might the examples of un-skilful actions have been avoided?
Consolidation
Time
5 minutes
Content
Students feedback and explain to their peers why they have chosen each of the
news items and how it can be used to explain why the teachings of the Buddha
are so necessary.
10 minutes
Homework or future lesson: Research the role of Mara in the Buddhist tradition.
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GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Lesson Plan
Unit B602: Philosophy 2 (Good and Evil,
Revelation, Science) (Buddhism)
How Nirbbana can be know through meditation.
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
Students understand the key words meditation and nirbbanna
Objective 2
Students investigate the resources needed to meditate in the Buddhist tradition
Objective 3
Students understand the link between meditation and enlightenment.
Recap of Previous Experience and Prior Knowledge

Students may use the research and findings from this lesson to construct their own
Buddhist shrine

or create a guide booklet to describe the different types of meditation.
Content
Time
5 minutes
5 minutes
15 minutes
15 minutes
Content
Students create a glossary of terms for their notes:
Key Words

Meditation

Nirbbanna
Teacher and students read the account of the Buddha’s enlightenment under the
bodhi tree and discuss the ways in which meditation may have aided this event.
Students split into four groups working and use text books and internet research
to investigate the following:

The use of the image of a buddharupa during meditation

Samatha meditation

Vipassana meditation

Mettabhavana meditation
All students should reflect on the use of the stimulus of the senses to aid their
type of meditation.
Student’s feedback to teacher and peers.
Student’s look at similarities between methods and purpose of meditation.
Students practice each form of meditation and choose the one they feel might
GCSE Religious Studies B (Philosophy and Applied Ethics)
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Sample GCSE Lesson Plan
10 minutes
help them to reach enlightenment in relation to the teachings of the Buddha.
Students give a written explanation of the possible links between meditation and
enlightenment
Consolidation
Time
5 minutes
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Content
Students recap on the meaning of the key words
Students define the different types of meditation available to Buddhists
Students list the necessary resources required for meditation.
Homework and future lessons
Students research the Three Refuges.
Students work in groups to create their own shrine room for the purpose of
meditation.
GCSE Religious Studies B (Philosophy and Applied Ethics)
Sample GCSE Lesson Plan
Unit B602: Philosophy 2 (Good and Evil,
Revelation, Science) (Buddhism)
Attitude to animals and the treatment.
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
Students understand the nature of existence between man and animal.
Objective 2
Students understand the response of non Buddhists to the treatment of animals.
Objective 3
To evaluate the ways in which we treat animals and how this might conflict with
the teachings of the Buddha.
Recap of Previous Experience and Prior Knowledge

Students may have reflected on the stories that show the Buddha’s respect for nature.
Content
Time
5 minutes
5 minutes
15 minutes
Content
Stimulus:
Teacher gives power point or OHP presentation of examples of the following:
 Animals as pets
 Animals as food
 Animals as clothing
 Animals as sport
 Animals used for medical research
Discussion point:
 Which picture was the most offensive to them personally and why?
 Which picture was the least offensive to them and why?
Students work in pairs to devise a set of interview questions they might use to
question the following groups of people about animal welfare.
 A vet
 An animal rights activist
 A glamour model
 An RSPCA inspector.
 A vegetarian
GCSE Religious Studies B (Philosophy and Applied Ethics)
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Sample GCSE Lesson Plan

A fox hunt protestor
15 minutes
Students take turns to feedback, reflect and record the possible answers that
each group might give.
10 minutes
Students look at the teachings contained in the Noble Eightfold Path and the
Five Precepts and make notes on the ways in which some people treat animals
and how this conflicts with the Buddha’s teachings.
Consolidation
Time
Content
10 minutes
Plan a letter to your local MP on any of the issues you have found controversial
in your feedback.
Homework or future lesson.
Continue rough draft of letter for next lesson
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GCSE Religious Studies B (Philosophy and Applied Ethics)