ccea gce specification in religious studies · 2019. 9. 16. · study of one religion, religion and...

GCE

For first teaching from September 2016For first award of AS level in Summer 2017For first award of A level in Summer 2018Subject Code: 4610

CCEA GCE Specification in

Religious Studies

Version 2: 18 December 2017

Version2:18December2017

Contents 1 Introduction 3 1.1 Aims 41.2 Keyfeatures 41.3 Priorattainment 41.4 Classificationcodesandsubjectcombinations

4

2 Specification at a Glance

6

3 Subject Content 8 3.1 ASTextualStudies 83.2 ASSystematicStudyofOneReligion 193.3 ASReligionandEthics 293.4 ASPhilosophyofReligion 333.5 A2TextualStudies 373.6 A2SystematicStudyofOneReligion 463.7 A2ReligionandEthics 553.8 A2PhilosophyofReligion

58

4 Scheme of Assessment 61 4.1 Assessmentopportunities 614.2 Assessmentobjectives 614.3 Assessmentobjectiveweightings 614.4 Qualityofwrittencommunication 624.5 Assessmentofhumanexperience 624.6 SynopticassessmentatA2 624.7 Higherorderthinkingskills 634.8 Reportingandgrading

63

5 Grade Descriptions

64

6 Guidance on Assessment 68 6.1 UnitsAS1–AS8 686.2 UnitsA21–A28 69 7 Links and Support 70 7.1 Support 707.2 Curriculumobjectives 707.3 Examinationentries 717.4 Equalityandinclusion 717.5 Contactdetails 72 SummaryofChangessinceFirstIssue 73

Version2:18December2017

SubjectCode

QANASLevelQANALevel

4610601/8452/8601/8453/X

ACCEAPublication©2016

Thisspecificationisavailableonlineatwww.ccea.org.uk

CCEAGCEReligiousStudiesfromSeptember2016

3Version2:18December2017

1 Introduction ThisspecificationsetsoutthecontentandassessmentdetailsforourAdvancedSubsidiary(AS)andAdvancedGCEcoursesinReligiousStudies.FirstteachingisfromSeptember2016.Studentscantake:

• theAScourseasafinalqualification;or• theASunitsplustheA2unitsforafullGCEAlevelqualification.WeassesstheASunitsatastandardappropriateforstudentswhohavecompletedthefirstpartofthefullcourse.A2unitshaveanelementofsynopticassessment(toassessstudents’understandingofthesubjectasawhole),aswellasmoreemphasisonassessmentobjectivesthatreflecthigherorderthinkingskills.ThefullAdvancedGCEawardisbasedonstudents’marksfromtheAS(40percent)andtheA2(60percent).Theguidedlearninghoursforthisspecification,asforallGCEs,are:

• 180hoursfortheAdvancedSubsidiarylevelaward;and• 360hoursfortheAdvancedlevelaward.WewillmakethefirstASawardsforthespecificationin2017andthefirstAlevelawardsin2018.ThespecificationbuildsonthebroadobjectivesoftheNorthernIrelandCurriculum.Ifthereareanymajorchangestothisspecification,wewillnotifycentresinwriting.Theonlineversionofthespecificationwillalwaysbethemostuptodate;toviewanddownloadthispleasegotowww.ccea.org.uk



1.1 Aims Thisspecificationaimstoencouragestudentsto:

• developtheirinterestandenthusiasmforreligiousstudies;• relatetheirstudiestothelocalculturalandreligiousenvironmentandtothewiderworld;

• drawtogetherdifferentareasofknowledge,skills,understanding,synthesisandevaluationviasynopticassessment;

• develophigherorderthinkingskills,forexampleindependentlearning,creativethinkingandproblem-solving;

• reflectonanddeveloptheirownvalues,opinionsandattitudesinthelightoftheirlearning;

• developtheabilitytomakeresponsiblejudgementsonsignificanttextual,theological,philosophicalandmoralissues;

• workwithothersingroupsbothlocallyandfurtherafield;• developadvancedstudyskillsthathelpthemprepareforthirdleveleducationandtheworldofwork;

• provideextendedresponsesandevidenceofqualityofwrittencommunication;and• demonstratethroughexternalassessmentsthattheycanunderstandandevaluatekeyconcepts.

1.2 Key features Thefollowingareimportantfeaturesofthisspecification.

• Itgivesstudentsachoiceofoptionstoexplorevariousareasofstudyinreligion.• ItallowsthestudyofotheraspectsofhumanexperienceatASandA2.• SynopticassessmentformspartofthetwoA2assessmentunits.Thisencouragesstudentstodeveloptheirunderstandingofthesubjectasawhole.

• StudyatA2willstretchandchallengestudentsandprovidesasoundfoundationforhighereducationandarangeofcareers.

• Arangeofsupportisavailable,includingspecimenassessmentmaterials,exemplarschemesofworkandteacherguidance.

1.3 Prior attainment Studentsdonotneedtohavereachedaparticularlevelofattainmentbeforebeginningtostudythisspecification.However,thespecificationbuildsontheknowledge,understandingandskillsdevelopedinGCSEReligiousStudies.1.4 Classification codes and subject combinations Everyspecificationhasanationalclassificationcodethatindicatesitssubjectarea.Theclassificationcodeforthisqualificationis4610.



Pleasenotethatifastudenttakestwoqualificationswiththesameclassificationcode,universitiesandcollegesthattheyapplytomaytaketheviewthattheyhaveachievedonlyoneofthetwoGCEs.ThesamemayoccurwithanytwoGCEqualificationsthathaveasignificantoverlapincontent,eveniftheclassificationcodesaredifferent.Becauseofthis,studentswhohaveanydoubtsabouttheirsubjectcombinationsshouldcheckwiththeuniversitiesandcollegesthattheywouldliketoattendbeforebeginningtheirstudies.



2 Specification at a Glance ForbothASlevelandA2,studentscompletetwounitsfromthefollowingareasofstudy:TextualStudies,SystematicStudyofOneReligion,ReligionandEthics,andPhilosophyofReligion.StudentsmuststudytwooftheseunitsatASlevelandafurthertwounitsatA2.Studentsmustnotchoosetwounitsfromthesameareaofstudy.AtA2,studentscanstudythecorrespondingunitsfromASlevelortheycanchoosedifferentunits.ThetablebelowsummarisesthestructureoftheASandAlevelcourses:

Content

Assessment

Weightings

TextualStudiesAS1:AnIntroductiontotheGospelofLukeAS2:AnIntroductiontotheActsoftheApostlesAS3:AnIntroductiontoThemesintheOldTestamentSystematicStudyofOneReligionAS4:TheOriginsandDevelopmentoftheEarlyChristianChurchtoAD325AS5:TheCelticChurchinIrelandintheFifth,SixthandSeventhCenturiesAS6:AnIntroductiontoIslamReligionandEthicsAS7:FoundationsofEthicswithSpecialReferencetoIssuesinMedicalEthicsPhilosophyofReligionAS8:AnIntroductiontothePhilosophyofReligion

Two1hour20minuteexternalwrittenexaminationsStudentsansweronefromtwoquestionsinSectionAandonefromtwoquestionsinSectionB.

Eachpaperisworth50%ofASand20%ofAlevel



Content

Assessment

Weightings

TextualStudiesA21:ThemesintheSynopticGospelsA22:ThemesinSelectedLettersofStPaulA23:ThemesintheOldTestamentSystematicStudyofOneReligionA24:ThemesintheEarlyChurchandtheChurchTodayA25:ThemesintheCelticChurch,ReformationandPost-ReformationChurchA26:IslaminaContemporaryContextReligionandEthicsA27:GlobalEthicsPhilosophyofReligionA28:ThemesinthePhilosophyofReligion

Two2hourexternalwrittenexaminationsStudentsanswertwofromthreequestionsinSectionAandthecompulsorysynopticquestioninSectionB.

Eachpaperisworth50%ofA2and30%ofAlevel



3 Subject Content Wehavedividedthiscourseintofourunits:twounitsatASlevelandtwounitsatA2.Thissectionsetsoutthecontentandlearningoutcomesforeachunit.AtbothASlevelandA2,therearefourareasofstudy:TextualStudies,SystematicStudyofOneReligion,ReligionandEthics,andPhilosophyofReligion.Theseareasofstudyarefurthersubdividedintounits,aslistedinSection2ofthisspecification.StudentsmuststudytwooftheseunitsatASlevelandafurthertwounitsatA2.Studentsmustnotchoosetwounitsfromthesameareaofstudy.AtA2,studentscanstudythecorrespondingunitsfromASlevelortheycanchoosedifferentunits.AnyversionoftheBiblemaybeusedforstudypurposes.However,wherequotationsareusedinassessmentunitquestions,thesewillbetakenfromtheRevisedStandardVersion(RSV).3.1 AS Textual Studies

Unit AS 1: An Introduction to the Gospel of Luke Inthisunit,studentsexplorethecontentoftheGospelofLuke,startingwithanunderstandingofhowandwhytheGospelwaswritten.StudentslearnaboutthereligiousandpoliticalsituationinPalestineatthetimeofJesus,referringtothebeliefsandpracticesofrelevantreligiousgroups.StudentslearnaboutkeyeventsintheministryofJesus,focusingontheInfancyNarrativeandearlyministry.ThisunitintroducesstudentstotheKingdomofGodinLuke’sGospelthroughastudyofselectedmiraclesandparables.Studentslearnaboutmiraclesofhealingandraisingtolife,whichiscontrarytothelawsofnature.Duringtheirstudyoftheparables,studentsfocusonthethemeofmercy,forgivenessandtheKingdomofGod.TheystudythethemesofdiscipleshipandSalvationHistorywithinthecontextofcontemporaryscholarship.StudentsalsoexploretherelationshipbetweentheGospelofLukeandotheraspectsofhumanexperience.Theseareoutlinedattheendoftheunit.Assessmentforthisunitconsistsofawrittenexamination.Formoredetails,seeSection6.



Content

LearningOutcomes

UnderstandingtheGospelofLuke

Studentsshouldbeableto:

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethebackgroundtotheGospel,includinganoverviewofthereligiousandpoliticalsituationinPalestineatthetimeofJesuswithreferencetothebeliefsandpracticesofthePhariseesandSadducees;

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethemakingofLuke’sGospel,including:- howandwhytheGospelofLukewaswritten:Luke/ActsasatwovolumeChristianApology;

- theauthorship,date,purposesandcharacteristicsoftheGospel;and

- thehistoricalaccuracyandreliabilityofLuke’sGospel;

KeynarrativesinLuke’sGospel

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetheInfancyNarrative,including:- theimportanceoftheopeningtwochaptersoftheGospel(1:5–2:52);

- theannunciationsofthebirthsofJesusandJohn(1:5–38);- thebirthstoriesofJesusandJohn(1:57–2:7);- thevisitoftheshepherds(2:2–20);- thePresentationintheTemple(2:21–40);and- theboyJesusattheTemple(2:41–52);and

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetheearlyministryofJesusinLuke,includingthetheologicalsignificanceofnarrativesrecordedinLuke:- thebaptismandtemptationofJesus(3:21–22,4:1–13);- therejectionatNazareth(4:14–30);and- controversywiththereligiousauthorities(5:17–26,6:1–11).



Content

LearningOutcomes

TheKingdomofGodintheparablesandmiraclesinLuke’sGospel

Studentshouldbeableto:

• demonstrateknowledgeandunderstandingof,andcriticallyevaluateparables,including:- themeaning,purpose,characteristicsandtheologicalinterpretationofparablesinLuke;

- parablesofmercy:theGoodSamaritan(10:25–37),theForgivingFather(15:11–32)andtheRichManandLazarus(16:19–31);and

- parablesoftheKingdom:theSower(8:4–15)andtheGreatBanquet(14:12–24);

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatemiracles,including:- themeaning,purpose,theologyandcredibilityofmiraclesinLuke;

- healingmiracles:theCenturion’sServant(7:1–10),theTenLepers(17:11–19);

- raisingtolife:TheWidow’sSon(7:11–17);- naturemiracles:CalmingoftheStorm(8:22–25);and- FeedingoftheFiveThousand(9:10–17);

KeythemesinLuke’sGospel

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatediscipleship,including:- thecalltodiscipleship(5:1–11,27–32,6:12–16);- thenatureofmission(9:1–6,10:1–16);- thedemandsofdiscipleship(9:18–27,57–62,14:25–33);- teachingstodisciples(11:1–13,12:8–12,22–34);and- theroleofPeter(22:31–34,22:54–62);

• demonstrateknowledgeandunderstandingof,andcriticallyevaluateSalvationHistory,including:- anoverviewoftheconceptofSalvationHistory;- Luke'sportrayalofSalvationHistory;and- contributionandcritiqueoftheworkofrelevantscholars;

Otheraspectsofhumanexperience

• criticallyevaluatetheproblemsposedbyreligiousdivisionsandtheopportunityforreligiousandethicalenrichment;and

• criticallyevaluatetheroleofthesacredtextforreligiousbelieversinanyage.



Content

LearningOutcomes

Otheraspectsofhumanexperience(cont.)


• criticallyevaluatetheimportanceofChristianoutreachtothosewhoaremarginalised;

• criticallyevaluatetherelevanceofinitiationandritualinreligion;

• criticallyevaluatetheimportanceofmercyinthelifeofthereligiousbeliever;

• criticallyevaluatethedebateaboutthevalidityandrelevanceofmiracles;

• criticallyevaluatethedemandsofdiscipleshipinanyage;and• criticallyevaluatetherelevanceoftheclaimsoftheGospelinamulti-religiousworldtobothSalvationandResurrection.



Unit AS 2: An Introduction to the Acts of the Apostles Inthisunit,studentsexplorethebeginningsoftheChurchoftheNewTestament.StudentstracethejourneyoftheGospel,fromJerusalemtoJudeaandSamariaandintotheGentileworldofthefirstcentury.Atthestartoftheunit,studentssettheActsoftheApostlesinthecontextoftheNewTestamentbystudyingauthorship,dateandpurpose.TheyalsolearnabouttheorganisationandworshipoftheearlyChristiancommunity.Studentsidentifytheroleandimportanceofkeyindividualsinthegrowthandexpansionofthechurchandassesstheircontribution.StudentsfocusonPeter,StephenandPhilipwiththestartofthemissionaryworkinJerusalem,andthefirstexpansiontoJudeaandSamaria.TheystudyPaul’sworkasamissionaryandevangelistthroughhismissionaryjourneysandspeeches.StudentsalsoexploretherelationshipbetweentheActsoftheApostlesandotheraspectsofhumanexperience.Theseareoutlinedattheendoftheunit.Assessmentforthisunitconsistsofawrittenexamination.Formoredetails,seeSection6.

Content

LearningOutcomes

ThecontextofActs


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethebackgroundtotheActsoftheApostles,including:- internalandexternalevidencefortheauthorshipofActs;- theargumentsforanearly,intermediateandlatedate;- thepurposeofActs;- thecharacteristicsofActs;- the‘we’passages;- challengestothetraditionalauthorshipandhistoricalaccuracyofActs;and

- thesocialandhistoricalcontextofActs;and

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethecharacteristicsoftheearlyChristiancommunity,including:- churchlifeandorganisation,focusingonthechurchasafellowshipofbelievers(2:42–47,4:23–37);

- theneedfordisciplineinthechurch(5:1–11);and- theroleofmiraclesinaidingthespreadoftheGospel(3:1–10,4:23–31,5:12–16,16:16–37).



Content

LearningOutcomes

Thebeginningsofthechurch


• demonstrateknowledgeandunderstandingof,andcriticallyevaluateearlyeventsinJerusalem,including:- Jesus’initiationofthechurch’smissionandthesignificanceoftheAscension(1:1–11);

- theeventsontheDayofPentecostandtheroleoftheHolySpiritintheemergingchurch(2:1–13);and

- thesignificanceoftheseeventsfortheEarlyChurch;

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethemissionaryactivityofPeterandJohn,including:- Peter’sspeechontheDayofPentecostandreaction(2:14–41);

- focusonteachingandmiracles(3:1–26,4:1–22,5:12–42);and

- theapostles’attitudetowardsopposition;

Growthandexpansionofthechurch

• demonstrateknowledgeandunderstandingof,andcriticallyevaluateStephenandPhilip,including:- theroleofStephenandPhilipinActs;- backgroundtotheappointingofthesevenhelpers(6:1–7);- Stephen’sspeechandmartyrdom(6:8–8:1)includinginterpretationofStephen’sspeechasaHellenistdefence;

- theevangelisingactivityofPhilip(8:4–40);and- thesignificanceofStephenandPhilipinfurtheringtheGospel;and

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetheroleofPeter,including:- PeterasanevangelisttotheGentileswithcontrasttohisformermissionaryactivityinJerusalem(10:1–48);

- theimplicationsofthisincidentforthecontinuingmissionaryworkoftheEarlyChurch;

- Peter’sreporttotheJerusalemChurch(11:1–18);- thepersonalimpactofCornelius’conversiononPeter;and- thesignificanceofPeter’smiraculousescapefromprison(12:1–19).



Content

LearningOutcomes

PaultheApostle


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatePaul’smissionaryjourneys,including:- Paul’sconversionanditssignificance(9:1–19);and- themaineventsandsignificanceofthethreemissionaryjourneysundertakenbyPaul(13:1–14:28,15:36–18:22,18:23–21:17);

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatePaul’sspeeches,includinganexaminationofthecontent,theologyandculturalsignificanceofPaul’sspeechesatPisidianAntiochandAthens;


• criticallyevaluatetheroleofthesacredtextforreligiousbelieversinanyage;

• criticallyevaluateperennialissuessurroundingreligious

belief,lifeandpractice;• criticallyevaluatecharacteristicsandrelevanceofthe

charismaticandPentecostalmovements;• criticallyevaluatethedebateabouttherelevanceof

miraclesinstrengtheningreligiousfaith;• criticallyevaluatedefendingreligiousbeliefandpracticein

ahostileworld;• criticallyevaluateevangelisminamulti-cultural,

multi-religious,pluralisticandsecularage;• criticallyevaluatetheimportanceandrelevanceofmission

forthespreadofreligiousbelief;and• criticallyevaluatethechallengeofreligiouswitnessinany

age.



Unit AS 3: An Introduction to Themes in the Old Testament Inthisunit,studentsexploreareasoftheOldTestamentandcriticallyplacethemwithintheirhistoricalcontextsandthetraditionsoftheHebrewBible.Studentsexaminethetexts,manyofwhichappeartohavebeenwrittenretrospectively,astheologicalandpoliticalliterature.Atthestartofthisunit,studentsexploretheideasofcovenantandelection.StudentsfocusontheuniquerelationshipbetweenGodandtheIsraelitesasthechosenpeople.Withinthistheme,keypeoplefromtheOldTestamentareafocusforcriticalandanalyticalstudy.ThefinalthemeontheProphetAmosallowsstudentstoconsidertheimplicationofelectionandresponsibilityandtheneedforsocialjustice.StudentsalsoexploretherelationshipbetweentheOldTestamentandotheraspectsofhumanexperience.Theseareoutlinedattheendoftheunit.Assessmentforthisunitconsistsofawrittenexamination.Formoredetails,seeSection6.

Content

LearningOutcomes

Covenantandelection


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethetermcovenant,including:- thetheologicalconcept,contextandpurposeofcovenants,includingGod’selectionandcallofthe‘chosenpeople’asshowninNoahic(Genesis9:1–17),Abrahamic(Genesis12:1–9,Genesis17:1–27)andMosaic(Exodus19:1–15,Exodus20:1–17)covenants;

- failureofthepeopletoobservecovenantobligations;- pre-exilicdenunciationandIsaiah’scall(Isaiah5:8–30,6:1–13);and

- therib(courtcase)asliterarydevice(Isaiah1:2–31,basedonDeuteronomy32:1–47,Isaiah3:13–26);and

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatecovenant:exclusionandembrace,including:- thepost-exilichistoricalandpoliticalcontext;- electionandexclusion(Ezra9:1–10:17,Nehemiah10:28–39,Nehemiah13:1–31);

- electionandinclusion(Isaiah19:18–25,Isaiah56:1–8,Amos9:7–15);and

- Psalm96:avisionofGod’sreignandjudgement.



Content

LearningOutcomes

ThecareerofKingDavidandthepurposeoftheDavidicNarratives


• demonstrateknowledgeandunderstandingof,andcriticallyevaluateDavidandkingship,including:- thepresentationoftheriseandreignofDavid(1Samuel17:1–18:16,1Samuel24:1–22,1Samuel28:1–25,1Samuel31:1–13,2Samuel2:1–3:1,2Samuel5:17–8:1,2Samuel11:1–13:38,Psalm78:67–72);

- howDavidisrememberedinlightoftheDeuteronomisticthought(1Kings15:1–5);

- therelationshipbetweenkingandtheDecalogue(Deuteronomy17:14–20);and

- theDavidiccovenantasunconditionalpromise(withPsalm89asachallengetotheunconditional);

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethepurposeoftheDavidicNarratives,including:- thedebatebetweenminimalistsandmaximalists;and- possiblereasonsforthenarratives(1Samuel8:1–22,1Samuel12:1–25,1Samuel15:34–16:23);

Therelationshipbetweenkingshipandprophecy

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethemonarchy,including:- asacentralisedsystem(1Kings4:1–7:12)ofinternationalalliancesleadingtothedivisionofthekingdom(1Kings10:1–12:20);

- theroleoftheking(Psalm72);and- theemergenceofkingshipas‘royalpropaganda’;and

• demonstrateknowledgeandunderstandingof,and

criticallyevaluatethechallenge,including:- Elijahaspartofapropheticmovement(1Kings19:19–21,2Kings2:1–18);

- Elijah’sconfrontationwithroyalpowerreflectingcontrastingconceptsofgovernment,societyandreligion(1Kings18:1–46,21:1–29);and

- thenatureofdivinepowerandwhereitismanifest(1Kings17:1–24,2Kings4:8–37,2Kings5:1–19,2Kings6:8–23).



Content

LearningOutcomes

ProphecyandtheProphetAmos


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethecharacteristicsoftrueandfalseprophecyinAmoschapters1–9,including:- thecriteriafortrueandfalseprophecy;- thepropheticfocusonthewordandvisionofGod;- theroleofthespirit;- prophetsaswitnessesandsignsforthepeople,engagedinconflictandhope;

- theAmosandAmaziahconfrontation(Amos7:10–17);and

- theMicaiahincident(1Kings22:1–40);

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetheeighth-centuryProphetAmos,chapters1–9,including:- thecallandvisionsofAmos;- hisconceptofthenatureofGod;- theoraclestothesurroundingnationsandthelinktoAmos9:7–8;

- theideasofelectionandresponsibility;- hiscriticismsofthesocial,religiousandpoliticallifeofthepeople;

- hisviewsonthefutureofthepeople,includinghisteachingonthe‘DayoftheLord’;and

- theredactionattheendoftheBookofAmoscontainingthemessageofhopeandrestoration(Amos9:11–15);


• criticallyevaluatetheproblemsofthedivinewillasitmanifestsitselfindiverseandopposingreligiousgroups;

• criticallyevaluatetheperennialissuesofreligiousexclusivityandinclusivity;

• criticallyevaluatereligious,moralandlegalresponsibilitiesofpoliticalandreligiousleadershipinanyage;and

• criticallyevaluatetheissueoftheinterpretationof

religioustexts.



Content

LearningOutcomes



• criticallyevaluatetherelationshipbetweenmonarchy,religionandpolitics;

• criticallyevaluatethechallengeofopposingvaluestothe

religiousbelieverinarelativisticage;• criticallyevaluatediscerningthetruepropheticvoicein

anyage;and• criticallyevaluateperennialissuessurroundingsocial

justice,humanrightsandmoralresponsibility.



3.2 AS Systematic Study of One Religion

Unit AS 4: The Origins and Development of the Early Christian Church to AD 325

Inthisunit,studentsexplorethebeginning,growthanddevelopmentoftheChristianChurchinthefirstthreecenturies.Studentsfocusonthepossiblereasonsforexpansionandstudythecausesandcourseofpersecution.StudentslearnaboutthedevelopmentofearlyChristianthoughtascharacterisedbyApostolicFathersandapologists.TheyalsoexamineindetailthecontributionofthewritingsofIgnatiusofAntiochandJustinMartyr.Studentslearnaboutthedevelopmentofthesacraments.TheystudythedoctrineandpracticeofbaptismandtheEucharist,referringtoevidenceinthesourcesfromtheperiod.Finally,studentsexaminetherelationshipbetweentheChristianChurchandthestatethroughthelifeofEmperorConstantine.Theyfocusoneventsleadingtohis‘conversion’andhissubsequentreligiouspoliciesuptotheCouncilofNicaea.StudentsalsoexploretherelationshipbetweentheEarlyChristianChurchtoAD325andotheraspectsofhumanexperience.Theseareoutlinedattheendoftheunit.Assessmentforthisunitconsistsofawrittenexamination.Formoredetails,seeSection6.

Content

LearningOutcomes

ThedevelopmentoftheEarlyChurch


• demonstrateknowledgeandunderstandingof,andcriticallyevaluateexpandingthefaith,including:- thereligiousandpoliticalfactorsthatledtothegrowthoftheEarlyChurch;and

- theimpactofmartyrdomwithparticularreferencetoBlandina,JustinandPolycarp;and


criticallyevaluatepersecution,including:- thecausesandeffectsofpersecutionintheEarlyChurch;

- thenatureofpersecutioninthefirsttwocenturiesundertheEmperorsNero,Domitian,Trajan(withparticularreferencetoPliny’sLettertoTrajan)andMarcusAurelius;and

- thechangingnatureoflaterpersecutionsduringthereignsofDeciusandDiocletian.



Content

LearningOutcomes

DevelopingChristianbeliefandpractice


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatebaptism,including:- originsofbaptismintheNewTestament;and- developmentofthedoctrineandpracticeofbaptismwithspecificreferencetoDidache,Justin,Hippolytus,TertullianandCyprian;


criticallyevaluatetheEucharist,including:- originsoftheEucharistintheNewTestament;and- developmentofthedoctrineandpracticeoftheEucharistwithspecificreferencetoDidache,Justin,Hippolytus,TertullianandCyprian;

EarlyChristianwriters

• demonstrateknowledgeandunderstandingof,andcriticallyevaluateIgnatiusofAntioch,including:- backgroundtotheworkoftheApostolicFathers;- thelifeofIgnatiusincludinghisjourneytomartyrdominRome;

- thelettersofIgnatiustotheEphesians,Magnesians,Philadelphians,Romans,Smyrnaeans,TralliansandPolycarp;and

- thekeythemesintheseletters:unityandobediencetothebishop,heresy,Judaisers,thegloryofmartyrdom;and


criticallyevaluateJustinMartyr,including:- backgroundtotheworkoftheapologists;- thelifeandworkofJustinMartyr;- thewritingsofJustin:FirstApology,SecondApologyandDialoguewithTryphotheJew;and

- themainthemesinJustin’sapologeticwritings:political,moral,philosophicalandtheologicalarguments.



Content

LearningOutcomes

Constantineandthechurch


• demonstrateknowledgeandunderstandingof,andcriticallyevaluateConstantine’srisetopowerandconversion,including:- backgroundtothelifeofConstantine;- hisfamilyandearlycareer;- thestruggleforcontroloftheWestbetween

AD306andAD313;and- accountsofConstantine’sconversionbeforetheBattleofMilvianBridgeasrecordedbyEusebiusandLactantius;


criticallyevaluateConstantine’sreligiouspolicy,including:- actionsthatshowhispatronageofandpreferenceforChristianity;and

- thepossibledualityofhismotives;


• criticallyevaluatetheroleofmartyrdomwithinreligion;• criticallyevaluatetheperennialissueofpersecutionof

religiousbelievers;• criticallyevaluatetherelevanceofinitiationinthelifeof

thereligiousbeliever;• criticallyevaluatetheunderstandingofEucharistwithin

theChristiantradition;• criticallyevaluatethecontributionofwriterswhodefend

religiousfaithinanyage;• criticallyevaluatetherelevanceofpastoralandtheological

issuesforreligiousleaders;• criticallyevaluatetheimportanceofreligiousconversionin

thelifeofthebeliever;and• criticallyevaluatetherelationshipbetweenreligionand

state.



Unit AS 5: The Celtic Church in Ireland in the Fifth, Sixth and Seventh Centuries

Inthisunit,studentsexploretheorigins,developmentandnatureoftheCelticChurchinIrelandfromitspaganroots.TheyexplorethevariousdebatesonthearrivalofChristianityinIrelandandfocusonthemissionandwritingsofPatrick.Studentslearnaboutevidenceandscholarlyopiniononalltheissuestheystudy,alongwithrelevantdocumentsinthecaseofPatrick.StudentsfocusontheoriginsanddevelopmentofCelticmonasticism.TheyexaminetheimpactandimportanceofmonasticisminIrelandandelsewhere.InthethemeofCeltichagiography,studentsexaminethecontentandfeaturesofkeytextsalongwiththeirhistoricalvalueandreliability.Finally,theystudythedevelopmentoftheclaimsofArmagh,referringtorelevantsources.StudentsalsoexploretherelationshipbetweentheCelticChurchinIrelandinthefifth,sixthandseventhcenturiesandotheraspectsofhumanexperience.Theseareoutlinedattheendoftheunit.Assessmentforthisunitconsistsofawrittenexamination.Formoredetails,seeSection6.

Content

LearningOutcomes

ThearrivalofChristianityinIreland


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethebackgroundtothearrivalofChristianityinIreland,including:- thepolitical,socialandreligiousbackground;- thearrivalofandtheevidenceforChristianityinIrelandbeforePatrick;and

- thesignificanceofreferencestoPalladius;and• demonstrateknowledgeandunderstandingof,and

criticallyevaluatetheworkofPatrick,including:- thecontent,themesandpurposeofPatrick’sConfessioandLettertoCoroticus;

- theportraitofPatrickthatemergesfromhiswritingsandtheircontinuingsignificance;and

- thenature,successesandchallengesofPatrick’smission.



Content

LearningOutcomes

Celticmonasticism


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetheoriginsofCelticmonasticism,including:- theoriginsofmonasticisminIreland;and- thecontributionandimpactofmonasticfounderstothedevelopmentofmonasticism:Enda,FinnianofClonard,Brigit,BrendanofClonfert,ComgallofBangor;


criticallyevaluatethenatureanddevelopmentofCelticmonasticism,including:- thenature,appealanddistinctivefeaturesofCelticmonasticism;

- theroleandimportanceofmonasticismforthechurchandsocietyintheperiodstudied;and

- thechangefromepiscopaltomonasticorganisationintheCelticChurch;

Celticpenitentials

• demonstrateknowledgeandunderstandingof,andcriticallyevaluateCelticpenitentialpractice,including:- thedevelopmentofthepracticeofpenanceintheCelticChurch;and

- thecontentandfeaturesoftheCelticpenitentialswithreferencetothewritingsofFinnian,ColumbanusandCummean;


criticallyevaluatetheimpactandvalueofthepenitentials,including:- theroleandimportanceofthepenitentialsintheCelticChurch,widerchurchandsocietyintheperiodstudied;

- thevalueofthepenitentialsashistoricalsources;and- theconceptofsinandforgivenessintheCelticChurch;and

Celtichagiography

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethenatureofCeltichagiography,includingthecontentandfeaturesofCeltichagiographywithparticularreferencetoMuirchú’sLifeofPatrickandCogitosus’LifeofBrigit.



Content

LearningOutcomes

Celtichagiography(cont.)


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethesignificanceandvalueofCeltichagiography,including:- thehistoricalvalueandreliabilityofCeltichagiographicalworks;

- thepurposeoftheseworks;and- thespiritualanddevotionalvalueofhagiography;


• criticallyevaluatetherelationshipbetweenreligionanditssocial,politicalandculturalcontext;

• criticallyevaluatetheperennialissuesoffaith,prayerand

religiousauthority;• criticallyevaluatetheintegrityofthereligiouslife:a

challengeforalltimes;• criticallyevaluatetheroleofself-denialandasceticismin

religiouslife;• criticallyevaluatetherelevanceofpenitentialtextsinthe

lifeofthereligiousbeliever;• criticallyevaluatetheperennialissuesofsinand

forgiveness:religiousandsecularperspectives;• criticallyevaluatethemoral,spiritualandreligious

exampleasrevealedinthelivesofsaints;and• criticallyevaluatethespiritualanddevotionalvalueof

religiouswritingsinanyage.



Unit AS 6: An Introduction to Islam ThisunitintroducesstudentstothehistoricaloriginsandcentralbeliefsofIslam.StudentslearnaboutthelifeandcareerofMuhammadandtherevelationshereceivedfromGod,whichsubsequentlyprovidedthecontentoftheQur’an.TheyplacetheoriginsofIslaminhistoricalcontext,focusingontheeventsinthelifeofMuhammadthatarereligiously,politicallyandsociallyimportant.StudentsidentifytheroleoftheQur’anasconstitutiveofIslam.Theytakeaccountofitscontent,structure,processofcollectionandrelationshiptoothersourcesofauthorityinIslam.TheunitalsointroducesstudentstothemainbeliefsandpracticesofIslam,astheseareexpressedintheFivePillarsofIslam.Studentslearnaboutworship,particularlyworshipinthemosqueandinthewiderroleofthemosquewithintheMuslimcommunity.StudentsalsoexploretherelationshipbetweenIslamandotheraspectsofhumanexperience.Theseareoutlinedattheendoftheunit.Assessmentforthisunitconsistsofawrittenexamination.Formoredetails,seeSection6.

Content

LearningOutcomes

ThelifeofMuhammad


• demonstrateknowledgeandunderstandingof,andcriticallyevaluateeventsinthelifeofMuhammaduptotheHijra,including:- religious,culturalandsocialbackground;- theearlylifeofMuhammadandtheinfluencesonhim;- hiscalltoprophethood;- earlypreachingandpersecutioninMecca;and- theeventsthatledtotheHijraandthemovementoftheUmmah(community)fromMeccatoMedina;and


criticallyevaluateeventsinthelifeofMuhammadsubsequenttotheHijra,including:- Muhammad’scommunityandmilitaryleadershipinMedinaandhismilitaryresponseagainsttheMeccans;

- victoriousreturntoMecca;- hisfinalsermonanddeath;and- thewiderandcontinuingsignificanceofMuhammad,takingaccountofarangeofviewpoints,asprophet,leader,preacher,statesmanandexampletoothers.



Content

LearningOutcomes

TheQur’an


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetheoriginsandformoftheQur’an,including:- God’srevelationtoMuhammad;- theeventsofLaylat-ul-Qadr(the‘NightofPower’)onMountHira;

- thesupportofKhadijahandWaraqah;- theformofsubsequentrevelations,theprocessofcollectionandcompilationunderMuhammadandtheCaliphs;

- thestructureofSurahs(takingaccountofthedifferencesinstyleandcontentoftheSurahsrevealedinMeccaandinMedina)andfinalform;and

- issuessurroundingthelanguageoftheQur’an;• demonstrateknowledgeandunderstandingof,and

criticallyevaluatetheQur’an,SunnahandHadith,including:- theimportanceoftheQur’anforMuslimsandtheroleitplaysinpersonalandcommunitydevotion;

- thenatureoftherelationshipoftheQur'antoSunnahandHadith;

- sourcesofauthorityinIslam,includingShariaLawandtheLawSchools;

- thecontemporaryrelevanceandsignificanceoftheQur'anandothersourcesofreligiousauthority;and

- therelationshipofShariaLawtodemocraticsystemsofgovernment;and

TheFivePillarsofIslam

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatebeliefandpractice,including:- thePillarsofShahada,Salat,Zakat,SawmandHajj:theiroriginsintheQur’anandthelifeofMuhammad;

- howtheyarepractised;- thebeliefstheyexpress;and- referencetothecelebrationofkeyfestivals:Eid-ul-FitrandEid-ul-Adha.



Content

LearningOutcomes

TheFivePillarsofIslam(cont.)


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetheirroleandsignificance,including:- thePillarsofShahada,Salat,Zakat,SawmandHajj:theirimportanceinMuslimlifeandfaith;

- referencetotheactionsandrequirementsofeachpillarandtheirmeaningandsignificanceforMuslims;and

- motivation,wordsanddeeds,andeternalreward;

WorshipandthemosqueinIslam

• demonstrateknowledgeandunderstandingof,andcriticallyevaluateworship,including:- theformsandpracticeofprayer;- thepreparationsforprayer;- thesignificanceofprayerandworshipanditsroleinlife;- theformofworshippractisedatSalat-ul-Jumu‘ah(Friday)prayers;

- worshipasibadah;and- theroleoftheImam;


criticallyevaluatethemosque,including:- thefeaturesofthemosque:design,architecture(dome,prayerhall,washingfacilities,minaret)andtheirsignificance;and

- roleofthemosqueinreligiouslifeandthecommunity;


• criticallyevaluatethesignificanceandconsequencesofareligiouscalltopeopleinanyage;

• criticallyevaluatereligious,moralandlegalresponsibilities

ofpoliticalandreligiousleadershipinanyage;• criticallyevaluatethevalueofobediencetosacredtexts;• criticallyevaluatesourcesofauthorityforbelieversbeyond

sacredtexts;and• criticallyevaluatethechallengeofritual,moralandlegal

observanceindifferentcontexts.



Content

LearningOutcomes



• criticallyevaluatethesignificanceofreligiousdutyinthelifeofthebeliever;

• criticallyevaluatethechallengetopreservereligious

identityinasecularage;and• criticallyevaluatetheextenttowhichpersonalreligious

experienceisofgreatervaluethancollectiveworship.



3.3 AS Religion and Ethics

Unit AS 7: Foundations of Ethics with Special Reference to Issues in Medical Ethics

Atthestartofthisunit,studentsexplorethethemesandprinciplesthatarefoundationaltoreligiousethics.Theseinclude:theroleofChristianscriptureininformingChristianethics,thedeontologicalapproachofnaturalmorallawandtheteleologicalapproachesofutilitarianismandsituationethics.Studentslearnabouttheoriginanddevelopmentofeachethicaltheory,focusingonthecontributionofkeywritersandethicists.Theythenapplytheseethicalapproachestokeyissuesinmedicalethics,suchashumaninfertility,surrogacyandembryoresearch.Studentsexploretherelationshipbetweenscience,technologyandChristianethics.Thisallowsthemtoconsiderpossibleimplicationsforsociety,marriageandthefamily.Intheirstudyoflifeanddeathissues,studentsfocusonthemoraldebatessurroundingabortionandtheethicsofassistedsuicideandeuthanasia.Studentsalsoexploretherelationshipbetweenethicsandotheraspectsofhumanexperience.Theseareoutlinedattheendoftheunit.Assessmentforthisunitconsistsofawrittenexamination.Formoredetails,seeSection6.

Content

LearningOutcomes

Deontologicalapproachestomoraldecisionmaking


• demonstrateknowledgeandunderstandingof,andcriticallyevaluateChristianScriptures,including:- theroleoftheDecalogueandtheSermonontheMount;- thenatureofbiblicalethics;and- theroleplayedbymoralcommands;and


criticallyevaluatenaturalmorallaw,including:- originsandhistoricaldevelopmentoverthecenturies;- principlesandkeyfeatures;and- proportionalism.



Content

LearningOutcomes

Teleologicalapproachestomoraldecisionmaking


• demonstrateknowledgeandunderstandingof,andcriticallyevaluateutilitarianism,including:- originsanddevelopmentwithparticularreferencetothecontributionofBentham,JSMillandSinger;

- principlesandkeyfeatures;and- Christianutilitarianism;


criticallyevaluatesituationethics,including:- originsanddevelopment;- theinfluenceofthemoralteachingofJesusandPaul;- keyprinciples;- thenatureoflove;and- therelationshipbetweensituationethicsandutilitarianism;and

Lifeanddeathissues

• demonstrateknowledgeandunderstandingof,andcriticallyevaluateabortion,including:- possiblecircumstancesforabortion;- keydefiningissuesincludingthemoralstatus,interestsandrightsoftheunbornandthemoralstatus,interestsandrightsofthewoman;

- religious,secularandfeministviews;- thesanctityoflifeprincipleandthepersonhooddebate;- issuessurroundingtherapeuticabortionandthedoctrineofdoubleeffect;and

- theslipperyslopeargument.



Content

LearningOutcomes

Lifeanddeathissues(cont.)


• demonstrateknowledgeandunderstandingof,andcriticallyevaluateeuthanasia,including:- thedistinctionbetweendifferenttypesofeuthanasia;- keydefiningissuesinthedebateincludingpersonalautonomyandtheassertionofrights;

- religiousandsecularviews;- thesanctityoflifeprincipleandthequalityoflifeargument;

- thepersonhooddebate;- theactsandomissionsdoctrine;- thedoctor–patientrelationshipandissuesoftrust;- theethicsofassisteddyingandeuthanasia;and- theslipperyslopeargument;

Developmentsinbioethics

• demonstrateknowledgeandunderstandingof,andcriticallyevaluateassistedconception,including:- theproblemofhumaninfertility;- issuessurroundinginvitrofertilisation(IVF);- theuseofhumansurrogacy;- keydefiningissuesincludingthestatusoftheembryo,personalrightsandtheprincipleofownership;

- religiousandsecularviews;- thesanctityoflifeprincipleandthepersonhooddebate;- theroleoftheHumanFertilisationandEmbryologyAuthority(HFEA);and

- implicationsofsuchdevelopmentsforsex,marriage,familyandsociety;and

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatenewreproductivetechnologies,including:- developmentssuchaspre-implantationgeneticdiagnosis(PGD),embryoresearchandmitochondrialdonation(threeparentbabies);

- keydefiningissuesincludingthestatusoftheembryoandpersonalrights;

- religiousandsecularviews;- theroleoftheHFEA;and- therelationshipbetweenscience,technologyandChristianethics.



Content

LearningOutcomes



• criticallyevaluatetherelevanceofbiblicalethicsforanyage;

• criticallyevaluatetherelevanceofmoralabsolutesinan

ageofrelativism;• criticallyevaluateaconsiderationoftheextenttowhich

utilitarianismhasbecomethe‘ethicsoftheplanet’;• criticallyevaluateaconsiderationofthevalidityof

narrativeethics;• criticallyevaluatetheissuesconcerningabortioninrelation

tolegalandstateresponsibilities;• criticallyevaluatethesovereigntyoftheindividualin

ethics;• criticallyevaluatetherelevanceoffaithandethicsinthe

publicsquare;and• criticallyevaluatehownewreproductivetechnologies

couldpotentiallyunderminetheequaldignityofindividuals.



3.4 AS Philosophy of Religion

Unit AS 8: An Introduction to the Philosophy of Religion Inthisunit,studentsinvestigateanumberofintroductorythemesinthestudyofphilosophyofreligion.StudentsfocusonsomeoftheclassicalargumentsfortheexistenceofGodandassesstheirvalueforreligiousbelievers.Theyfocusontheontologicalargument,thecosmologicalargumentandtheargumentfromreligiousexperience.Studentsconsiderchallengestoreligiousbelief,suchasquestionsraisedbyscience,atheismandagnosticism.TheyexploretherelationshipbetweenGodandhumanexperiencethroughphilosophicalargumentsfortheexistenceofGod.StudentsalsocriticallyassessthetraditionalChristianresponsestoevilthroughtheworksofkeyphilosophers.Attheendoftheunit,studentslearnaboutreligiousexperienceanditsvalueinthelifeofthebeliever.Studentsalsoexploretherelationshipbetweenphilosophyofreligionandotheraspectsofhumanexperience.Theseareoutlinedattheendoftheunit.Assessmentforthisunitconsistsofawrittenexamination.Formoredetails,seeSection6.

Content LearningOutcomes

ArgumentsfortheexistenceofGod


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetheontologicalargument,including:- therelationshipbetweenreasonandfaith;- theoriginsandnatureoftheontologicalargument;- thecontributionofAnselmandDescartes;- reformulationsoftheargument;and- critiqueoftheargumentanditsvalueforreligiousfaith;and

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethecosmologicalargument,including:- thehistoricalbackground;- itsrejectionofinfiniteregress;- thethreeformsoftheargumentinAquinas;- reformulationsoftheargument;- critiqueoftheargumentanditsvalueforreligiousfaith;- therelevanceofcausalitytothedebate;- theuniverseas‘brutefact’;and- theatheistview.




God,atheismandtheproblemofevil


• demonstrateknowledgeandunderstandingof,andcriticallyevaluateevil,sufferingandthetheodicies,including:- theconceptofevilintheformofmoralandnaturalevilandsuffering;

- solutionstotheproblemofevilforthereligiousbelieverandtheatheist;

- thenatureofthetheodicies:theAugustinianandIrenaeantheodiciesandprocesstheodicy;and

- thestrengthsandcounter-argumentstothesetheodicies;

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetheodiciesandcritique,including:- ChristiansolutionstosufferingascritiquedinthewritingsofCamusandDostoyevsky;

- Hick’smodificationoftheIrenaeantheodicy;- Swinburne’sviewsonnaturalevil;and- thefreewilldefenceargument;

Theproblemofmiracle

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatedefinitionofmiracle,including:- definitionsofmiracleintheworksofAquinasandDavidHume;

- miracleasunderstoodintheBible;- critiqueofmiracleintheworkofDavidHumeandresponses;and

- thecontributionofsciencetothedebate;and• demonstrateknowledgeandunderstandingof,and

criticallyevaluatemiracles:coincidenceandinterpretation,including:- theviewsandcontributionsofrecentphilosophers:Holland,Hick,WilesandSwinburne;

- theimplicationsoftheconceptofmiraclefortheexistenceofevilandGod;and

- reasonsforbeliefandnon-beliefinmiraclestoday.




Religiousexperienceanditscredentials


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethevarietyofreligiousexperience,including:- visionsandmysticalexperiences;- religiousexperienceintheworkofRudolfOtto;- formsofreligiousexperienceinthewritingsofTeresaofAvilaandMartinBuber;and

- thecharacteristicsandcredentialsofmysticalexperiences;and


criticallyevaluatereligiousexperienceasproofforGod’sexistence,including:- experienceofGodasproofofHisexistence;- philosophicalandscientificchallenges;- verificationofreligiousexperience;- scientificperspectives;- naturalexplanationsforreligiousexperience;and- Hick’sreligiouspluralism.






• criticallyevaluatetherelationshipbetweenreasonandfaithinanyage;

• criticallyevaluatethesocialandculturalimpactof

secularisationandatheism;• criticallyevaluatetheexperienceofevilintheworldandits

impact;• criticallyevaluatetheresponseofatheismtotheproblem

ofevilandsuffering;• criticallyevaluatetheperennialvalueofmiraclesinthe

livesofreligiousbelievers;• criticallyevaluatemiraclesaspsychosomaticeventsor

coincidences,forwhichthereiscurrentlynoscientificexplanation;

• criticallyevaluatetheimportanceofreligiousconversionin

thelifeofthebeliever;and• criticallyevaluatethelinkbetweenreligionandmoral

behaviour.



3.5 A2 Textual Studies

Unit A2 1: Themes in the Synoptic Gospels ThisunitbuildsonthestudyofLuke’sGospelcompletedatASlevel.Atthestartoftheunit,studentsdiscusstheSynopticProblem.ThefocusofstudythenwidenstoincludetheGospelsofMatthewandMark.ThepersonofJesusintheSynopticGospelsisakeyareaofstudy.StudentsfocusontheethicalteachingofJesuspresentingachallengetotheattitudesofhisday.StudentscriticallycompareandexaminethePassionandResurrectionNarrativesagainstabackgroundofcontemporaryscholarship.Inthefinalthemeonreligioustexts,authorityandinterpretation,studentsexamineissuessurroundingtheauthorityofreligioustexts,suchasthedifferingapproachesoffundamentalismandliberalism.Theroleofleadershipandthecontinuingdebatewithinfaithcommunitiesisanimportantissuerelatingtoreligioustexts.StudentsinitiallystudythisthemeinrelationtotheSynopticGospels.Itthenprovidesaperspectivefromwhichstudentscanconsiderthecontentofatleastoneotherunitofstudy.Assessmentforthisunitconsistsofawrittenexamination.Formoredetails,seeSection6.

Content

LearningOutcomes

Understandingthesynoptictradition


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethebackgroundtotheSynopticGospels,including:- theSynopticProblem;- thesourcesusedinthesynoptictradition(sourcecriticism);and

- therelationshipbetweenthefirstthreegospels;and• demonstrateknowledgeandunderstandingof,and

criticallyevaluateinterpretingthetext,including: - theimportanceofbiblicalcriticismforanunderstandingoftheSynopticGospelswithreferencetonarrativecriticism;and

- thecontributionofscholarshiptodevelopinganunderstandingoftheGospelofLukeandtheotherSynopticGospels.



Content

LearningOutcomes

ThepersonofJesusintheSynopticGospels


• demonstrateknowledgeandunderstandingof,andcriticallyevaluate ChristologicaltitlesofJesus,including:- themainChristologicaltitlesusedtodescribeJesusintheSynopticGospels:SonofManandSonofGod;and

- thebackgroundtothesetitlesandhoweachevangelistpresentsthem;


criticallyevaluate theethicsofJesus,including: - compassion:enemiesandsinners(Matthew5:38–48,Luke6:27–36,7:36–50,19:1–10);

- thecommandtolove(Matthew22:34–40, Mark12:28–34,Luke10:25–28);

- wealthandpoverty:theRichMan (Matthew19:16–30,Mark10:17–31,Luke18:18–30);

- theParableoftheRichFool(Luke12:13–21);- richesinHeaven(Matthew6:19–21,Luke12:32–34);- Jesus’warningsagainstoppressionofthepoorandtheWidow’sOffering(Mark12:38–44,Luke20:45–21:4);

- theblindbeggar(Matthew20:29–34,Mark10:46–52, Luke18:35–43);and

- thepoor(Luke14:12–14);

ThePassionandResurrectionNarrativesintheSynopticGospels

• demonstrateknowledgeandunderstandingof,andcriticallyevaluate thePassionNarratives,including:- thetheologicalsignificanceofthecrucifixion,deathandburialofJesus(Matthew27:27–61,Mark15:21–47,Luke23:26–56);and

- criticalcomparisonofthenarratives;and

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetheResurrectionNarratives,including:- thetheologicalsignificanceoftheemptytombandthepost-resurrectionappearancesofJesus(Mark16:1–20,Matthew28:1–20,Luke24:1–53);

- criticalcomparisonofthesenarratives;and- contemporarytheologicalcritiqueoftheresurrection:resuscitationorresurrection.



Content

LearningOutcomes

Synopticassessmenttheme:ReligiousTexts,AuthorityandInterpretation


• demonstrateknowledgeandunderstandingof,andcriticallyevaluate theissuesoftheinterpretationofreligioustexts;


criticallyevaluate theroleandinterpretationofreligioustextsinunderstandingtheproblemofsufferingandevil;and


criticallyevaluatetheroleofleadershipwithinsocietyandfaithcommunitiesandthecontinuingdebateaboutthisrole.



Unit A2 2: Themes in Selected Letters of St Paul ThisunitbuildsonthestudyofPaul’smissionaryactivitycompletedatASlevel.StudentsexplorePaul’sroleasaChristianevangelistingreaterdepththroughhisletterstothechurchesestablishedduringhismissionaryjourneysinActs.StudentsengageindetailedstudyofthreeNewTestamenttextsandcriticallyassesstheimportanceofPaul’steachingforearlyChristiancommunitiesandthechurchtoday.StudentsalsofocusontheroleofPaulaspastorandtheologian.Inthefinalthemeoncontroversy,divisionandresolution,studentsexaminetheproblemofcontroversyinreligionandhighlightsomepotentialareasofconflict.Thecontributionofreligioninencouragingdialogueandresolutionisanimportantissuerelatingtocontroversyanddivision.StudentsinitiallystudythisthemeinrelationtoNewTestamenttexts.Itthenprovidesaperspectivefromwhichstudentscanconsiderthecontentofatleastoneotherunitofstudy.Assessmentforthisunitconsistsofawrittenexamination.Formoredetails,seeSection6.

Content

LearningOutcomes

Paul’sLettertotheGalatians


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethecontextoftheLetter,including:- thesocialandhistoricalcontextofGalatians;- thereasonsforPaulwritingandtheissueswhichdevelopedinGalatiafollowingtheFirstMissionaryJourney(1:1–2:21);and

- examinationofPaul’smainthemesintheLetterandhowtheserelatetohisintendedaudience;and


criticallyevaluatePaul’steachingtotheGalatians,including:- Paul’steachingonjustificationbyfaithandthepurposeoftheLaw(3:1–5:6);

- lifeintheSpiritandChristianfreedom(5:7–6:10);- thevalueofthistextfortheEarlyChurch;and- theologicalandethicalcontentandimportanceofcodesforliving.



Content

LearningOutcomes

Paul’sFirstLettertotheCorinthians


• demonstrateknowledgeandunderstandingof,andcriticallyevaluateissuesinCorinth,including:- thecontextoftheLetter;- problemsarisingintheCorinthianChurchfollowingtheSecondMissionaryJourney;

- Paul’steachingonunity(1:1–4:21);and- howthisteachingrelatestoPaul’sintendedaudience;


criticallyevaluateChristianmoralliving,including:- Paul’steachingonmorallivingforChristians(5:1–13,6:12–20,7:1–8:13,10:14–11:1);

- guidanceforchurchlifeandworship(11:2–14:40,16:1–4);

- thevalueofthistextfortheEarlyChurch;and- relevanceofPaul’steachingfortoday;

Paul’sLettertotheEphesians

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethebackgroundtotheLetter,including:- thehistoricalcontextofthetext:establishingthechurchinEphesusduringtheThirdMissionaryJourney;

- evidenceforthewritingoftheLetter;and- Paulasteacher,pastorandtheologiangivingbothreligiousteachingandpracticaladvice;and


criticallyevaluatethemainthemesofEphesians,including:- theologicalteachingonGod’splanforSalvationthroughChrist(1:1–3:21);

- livingtheChristianlife:inthelocalchurch(4:1–16),intheworldtoday(4:17–5:20),inthefamilyandhousehold(5:21–6:9);

- spiritualwarfare:thearmourofGod(6:10–18);- thevalueofthistextfortheEarlyChurch;and- relevancefortoday.



Content

LearningOutcomes

Synopticassessmenttheme:Controversy,DivisionandReconciliation


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetheproblemofcontroversyinreligion,includingtheresponseofthechurchtoconflictandcontroversy;


criticallyevaluatethepotentialareasofmoralconflictbetweenreligionandsecularsociety;and


criticallyevaluatetheroleofreligioninfosteringreconciliation.



Unit A2 3: Themes in the Old Testament ThisunitcontinueswiththethematicapproachtoOldTestamentstudycompletedatASlevel.StudentscriticallyexaminetextsastheologicalandpoliticalliteraturewithinthecontextofOldTestamenttraditionsandhistory.Atthestartoftheunit,studentsevaluatethenatureofGod.TheythenconsiderthecontrastingrolesofacompassionateGodandaGodofwar.StudentsalsofocusonthenatureandimportanceofprophecyintheOldTestamentthroughthekeyfiguresJeremiahandEzekiel.Inthefinalthemeonleadership,textandalienation,studentsexaminethevalidityofreligioustextsasaguideforcontemporaryethics,focusingonthekeyissuesofsinandalienation.Thecontributionofreligioustextstoleadershipisanimportantissuerelatingtoreligionandsociety.StudentsinitiallystudythisthemeinrelationtotheOldTestament.Itthenprovidesaperspectivefromwhichstudentscanconsiderthecontentofatleastoneotherunitofstudy.Assessmentforthisunitconsistsofawrittenexamination.Formoredetails,seeSection6.

Content

LearningOutcomes

ThenatureofGodintheOldTestament


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethecompassionateGod,including:- theconceptofacreedalstatement(Deuteronomy26:1–11);

- God’sself-revelation(Exodus34:1–9)includinganalternativecreedalstatement(Exodus34:6–7)tracedthroughtheOldTestament(Numbers14:1–25,Psalm86,Psalm103,Psalm145:1–9,Joel2:12–14;Jonah4:1–3);

- astrugglewithintheheartofGod(Hosea11:1–11);and- God’sconcernforthewidow,orphanandforeigner(Exodus22:21–22,Deuteronomy14:28–29,24:17–22,26:11–13,27:19,Isaiah1:2–26,Jeremiah7:1–11).



Content

LearningOutcomes

ThenatureofGodintheOldTestament(cont.)


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetheviolentGod,including:- Godasawarrior(Exodus14,15:1–21);- GodfightingonIsrael’sside(Numbers21:1–3,Deuteronomy2:31–35,3:1–7;7:1–26);

- theconceptofheremorannihilation(Deuteronomy20:10–20);

- thethemeofheremintheconquestnarrative(Joshua6–11);

- thefateoftheAmalekites(Exodus17:8–16,Deuteronomy25:17–19,1Samuel15);and

- Godasawarriorintheprophetictradition(Isaiah59:1–20,Isaiah63:1–6);

TheProphetJeremiah

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethepublicproclamationofJeremiah,including:- thebackgroundtoJeremiah’spublicproclamation;- thecallnarrative(Jeremiah1:4–19);- condemnationoftheTemple(Jeremiah7:1–29)andsocialinjustices(Jeremiah22:13–17)arisingfromthemonarchy(Jeremiah21:1–14)withreferencetoJeremiah4:23–28;

- theintractabilityofhumannature(Jeremiah34:8–22);- Psalm44asapubliclamentcontradictingJeremiah’smessageofbreakingthecovenant;and

- thenewcovenant(Jeremiah31:1–40);and• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetheprivatepoemsofJeremiah,including:- Jeremiah’sstruggleswithGod(Jeremiah12:1–6,15:10–21,17:14–18,20:7–13,20:14–18);

- Psalm30asaclassictemplateofapersonallament;and- thedifferentelementsofthelamentform.



Content

LearningOutcomes

ThemesintheBookofEzekiel


• demonstrateknowledgeandunderstandingof,andcriticallyevaluateEzekiel’spropheticactivitybeforethefallofJerusalem,including:- thebackgroundtoEzekiel’scall(Ezekiel:2:1–3:15);- theroleofthepriestlyprophet;- Ezekiel’soraclesofjudgement(Ezekiel6:1–14,13:1–23,16:1–63,23:1–49);

- thefallofJerusalem(Ezekiel7:1–27);- thesymbolicactionsoftheprophet(Ezekiel4:1–17,5:1–17,12:1–28);and

- thedeathofEzekiel’swifeandhissubsequentoracleonthefallofJerusalem(Ezekiel24:15–27);

• demonstrateknowledgeandunderstandingof,andcriticallyevaluateEzekiel’spropheticactivityafterthefallofJerusalem,including:- thefallofJerusalem(Ezekiel33:1–33);- Ezekiel’sunderstandingandvisionoffuturehopeandindividualresponsibility:theShepherdsofIsrael(Ezekiel34:1–31),aNewHeart(Ezekiel36:16–32),theValleyofDryBones(Ezekiel37:1–28),theNewTemple(Ezekiel40:1–42:20)andtherenewedcreation(Ezekiel47:1–12);and

- Ezekiel’sdiscoverythatGod’spresencecanbefoundoutsidetheTemple;

Synopticassessmenttheme:Leadership,TextandAlienation

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetheroleofreligioustextsandleadershipinreligionandsociety;


criticallyevaluatethevalidityofreligioustextsasaguideforcontemporaryethics;and


criticallyevaluatethethemeofsin,includingalienationfromtheself,othersandGod.



3.6 A2 Systematic Study of One Religion

Unit A2 4: Themes in the Early Church and the Church Today ThefirsttwosectionsofthisunitconsistofthemesintheEarlyChurchfollowedbyasectiondealingwithbeliefandbelonginginthemodernworld.Studentslearnaboutthechangingnatureofauthorityandchurchgovernmentandthechallengesofheresy.Theylinkthesetoleadership,organisationandchallengestobelief.StudentsalsostudythewritingsofTertullianandCyprianandconsidertheimpactofmoderntheologiansandapologists.Inthefinalthemeonfaith,moralityandthestate,studentsconsidertherelationshipbetweenreligiousfaithandstateauthority.Thisincludeslessonsthatcanbelearnedfromhistoricalandcontemporaryexamples.Therolereligionplaysinreconciliationisanimportantissuerelatingtofaithandthestate.StudentsinitiallystudythisthemeinrelationtotheEarlyChurch.Itthenprovidesaperspectivefromwhichstudentscanconsiderthecontentofatleastoneotherunitofstudy.Assessmentforthisunitconsistsofawrittenexamination.Formoredetails,seeSection6.

Content

LearningOutcomes

Churchauthorityanddivision


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethenatureofgovernmentintheEarlyChurch,including:- developmentofchurchgovernmentintheEarlyChurchwithparticularreferencetotheNewTestament,theApostolicFathers,Irenaeus,TertullianandCyprian;

- theimportanceoftheBishopofRome;and- thedevelopmentofthethreefoldministryanditscontinuingsignificance;and


criticallyevaluateheresyintheEarlyChurch,including:- theorigins,natureandteachingsofGnosticism,MarcionismandMontanism;

- theresponseofthechurchtothechallengesfacedinthefirstthreecenturies:theRuleofFaith,theCanonofScriptureandthesuccessionargumentasathreefolddefence;and

- theworkofIrenaeusinhispolemicagainstheresy.



Content

LearningOutcomes

EarlyChristianliterature


• demonstrateknowledgeandunderstandingof,andcriticallyevaluateLatinChristianliterature,including:- Tertullian’slifeandwork;- themainthemesinTertullian’swritings:apologeticworkstodefendthechurchagainstpopularslanders,polemicalanddoctrinalworkstodefendthechurchfromtheattackofheresyandfalseteachings,andmoralwritingstohighlighttheproperconductforaChristian;and

- Tertullian’sassociationwithMontanism;• demonstrateknowledgeandunderstandingof,and

criticallyevaluateCyprian,including:- Cyprian’slifeandwork;- theimportanceofhiswritings:OntheUnityoftheCatholicChurch,OntheLapsed,OnBaptism;and

- hisconcernforpenanceandunitywiththechurch;

Beliefandbelonginginthemodernworld

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatechallengestoreligiousauthority,including:- differentformsofreligiousleadershipandorganisationalmodelsandtheirauthorityandrelevanceforbelieverstoday;and

- thenatureandimpactofsecularisation;and

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetheimpactonreligiousthinkingofCSLewis,AlisterMcGrathandKarlRahner.



Content

LearningOutcomes

Synopticassessmenttheme:Faith,MoralityandtheState


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetherelationshipbetweenreligionandthestate;


criticallyevaluatethelessonsthatcanbelearnedfromcurrentandhistoricalexamplesinrelationtoethicalandmoralissues;and


criticallyevaluatethecontributionofreligioninresolvingconflictandcontroversy.



Unit A2 5: Themes in the Celtic Church, Reformation and Post-Reformation Church

ThefirstsectionsofthisunitconsistofathemeintheCelticChurchfollowedbyasimilarthemeinthePost-ReformationChurch.Studentslearnaboutmissionaryoutreach,includingthemotivationandworkoftheCelticPeregriniandtheimportanceofColumbanus.Thislinkstomissionaryoutreachinthenineteenthandtwentiethcenturiesandthechallengesposedbysecularisationandatheism.Studentsalsostudythethemeofcontroversyandreformthroughtheages.Inthefinalthemeonfaith,moralityandthestate,studentsconsidertherelationshipbetweenreligiousfaithandstateauthority.Thisincludeslessonsthatcanbelearnedfromhistoricalandcontemporaryexamples.Therolereligionplaysinreconciliationisanimportantissuerelatingtofaithandthestate.StudentsinitiallystudythisthemeinrelationtotheCelticChurchandPost-ReformationChurchhistory.Itthenprovidesaperspectivefromwhichstudentscanconsiderthecontentofatleastoneotherunitofstudy.Assessmentforthisunitconsistsofawrittenexamination.Formoredetails,seeSection6.

Content

LearningOutcomes

Controversyandauthority


• demonstrateknowledgeandunderstandingof,andcriticallyevaluateCelticandRomanChristianity,including:- thewiderPaschalControversy;- eventsleadingtotheSynodofWhitby;- themainissuesattheSynod;- thesignificanceandoutcomeoftheSynod;and- thedisputebetweenRomanandCelticChristianity;and


criticallyevaluatePatrickandtheauthorityofArmagh,including:- Patrick’sassociationwithArmagh;- thebackgroundtoandnatureoftheclaimsofArmaghwithreferencetothesources;and

- howtheseclaimswerepromotedandthevalidityoftheseclaims.



Content

LearningOutcomes

Missionaryoutreach


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethePeregrinatioandmissionaryoutreach,including:- natureof,backgroundtoandmotivationofthePeregrini;and

- theircontributiontoChristianitythroughoutNorthernBritainandEurope,toincludeColmcille,Aidan,Colman,Gall,KillianandtheBurghCastleGroup;


criticallyevaluatethesignificanceofColumbanus,including:- thecontributionofColumbanustomonasticismwithreferencetosources;

- hisinvolvementinsecularandreligiouscontroversy;and- thenature,impactandsignificanceofthewritingsofColumbanus;

DevelopmentsandoutreachinChristianity

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatecontroversyandreformthroughtheages,includingthesignificanceandimpactoftheProtestantReformation,CounterReformationandVaticanIIintermsofchurchorganisationandauthority;and

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatecontemporarymissionaryoutreach,including:- methodsofevangelisationandimpactofthemissionaryoutreachofdifferentChristiantraditionsinthenineteenthandtwentiethcenturies,toincludereferencetoIrishmissionaryoutreach;and

- missionaryoutreachinthecontextofsecularisationandmodernatheisticthinking.



Content

LearningOutcomes

Synopticassessmenttheme:Faith,MoralityandtheState


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetherelationshipbetweenreligionandthestate;


criticallyevaluatethelessonsthatcanbelearnedfromcurrentandhistoricalexamplesinrelationtoethicalandmoralissues;and


criticallyevaluatethecontributionofreligioninresolvingconflictandcontroversy.



Unit A2 6: Islam in a Contemporary Context Inthisunit,studentsconsiderthebeliefsandpracticeofIslaminthecontextofthemodernworld.TheyconsiderthedivisionbetweenSunniandShi’aIslaminthecontextofitsreligiousandpoliticaloriginsandofitscontemporarysignificance.StudentslearnaboutwhatiscommontobothgroupsofMuslimsandwhatisdistinctiveofeach.Studentsalsofocusonwomenandfamilylife,alongwith‘respectforlife’issues.Thefinalthemeisconflict,freedomofbeliefandorthodoxy.Inthisthemestudentsconsiderorthodoxyandinterpretationsoforthodoxythatconstructboundariesaroundreligionsandcommunities.Thepositivecontributionofreligioninresolvingconflictandcontroversyisanimportantissuerelatingtodivisionandconflict.StudentsinitiallystudythisthemeinrelationtoIslam.Itthenprovidesaperspectivefromwhichstudentscanconsiderthecontentofatleastoneotherunitofstudy.Assessmentforthisunitconsistsofawrittenexamination.Formoredetails,seeSection6.

Content

LearningOutcomes

Articlesoffaith


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatebeliefinGod,angelsandprophetsofGod,including:- beliefaboutGodintheQur’an:Hisattributesandnature,particularlyHis‘oneness’(Tawhid)andthesinofshirk,andHisomniscienceandomnipotence;

- Hisactionsascreatorandsustainer;- theteachingoftheQur’anonthenatureandroleofangels;and

- theteachingintheQur’anaboutmessengersandprophets,includingMuhammad,Ibrahim(Abraham)and`Isa(Jesus);and


criticallyevaluatebeliefintheholybooks,afterlifeanddayofjudgement,God’swillandpredestination,including:- MuslimbeliefsaboutholybooksbeforetheQur’an;- Qur’anicteachingabouttheafterlife,thedayofjudgementandheavenandhell;

- theteachingoftheQur’anonthesovereigntyofGodandpredestination;and

- howGoddirectshumanaffairssothatHiswillisaccomplished.



Content

LearningOutcomes

OriginsandbeliefsofSunniandShi’aIslam


• demonstrateknowledgeandunderstandingof,andcriticallyevaluateSunniIslam,including:- originsofthedivisionbetweenSunniandShi’aIslam:theCaliphateandtheFourRightlyGuidedCaliphs;

- differentviewsonsuccessionandleadership;and- politicalandreligiousdisagreements;


criticallyevaluateShi’aIslam,including:- originsofShi’aIslam;- itsdistinctivebeliefsandpractices:Imams,SalatandWudu,theLastImam,theMahdi,‘Seveners’and‘Twelvers’;

- theritualsthattakeplaceduringthefirsttendaysofMuharramculminatingonAshura;and

- thecontemporarysignificanceofthedivisionbetweenSunniandShi’aIslam;

Contemporaryissues

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatewomenandfamilylife,including:- thenature,purposeandimportanceofthefamilyinIslam;

- roleandstatusofwomen;- thesignificanceofSurah4inrelationtothetreatmentofwomen;

- regulationsconcerningmarriageanddivorce;- inheritancerights;- womenasparticipantsinandleadersofworship;- theroleandstatusofwomeninIslam;and- religiousandculturalissuessurroundinggenderequalityinIslam;and


criticallyevaluaterespectforlifeissues,includingconsiderationofIslamicteachinginrelationto:- abortion;- euthanasia;- suicide;- assistedconception;and- justice,lawandpunishment.



Content

LearningOutcomes

Synopticassessmenttheme:Conflict,FreedomofBeliefandOrthodoxy


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatedebatesrelatingtoorthodoxyandheresywithinreligiouscommunities;


criticallyevaluateaninvestigationofhumanrights,freedomofbeliefandthesignificanceofcommunityinmaintainingfaith;and


criticallyevaluatethechallengepresentedbyreformationandchange:thepositivecontributionofreligioninresolvingconflictandcontroversy.



3.7 A2 Religion and Ethics

Unit A2 7: Global Ethics Atthestartofthisunit,studentsfocusonmoraltheory.Thisincludestheoriginsanddevelopmentofvirtueethicsandastudyoffreewill,determinismandlibertarianism.Themoraltheoryunderpinsthestudyofglobalethics,focusingontopicalissuesintheworldtoday.Studentslearnaboutglobalrights,includingthehistoricaldevelopmentofChristianandsecularperspectivesonhumanrights.Thesefocusonsexualidentityandgender-relatedissues.Studentsexaminethenatureandpurposeofjusticeandpunishmentandtheproblemspresentedbycontemporarywarfareasglobalethicalissues.Inthefinalthemeonconscience,freedomandtolerance,studentsconsiderthenotionofmoraldutyandthelinkbetweenreligionandmorality.Animportantissuerelatingtothecapacityforreligiontopromotetoleranceisthequestionofwhetherfundamentalismhastheoppositeeffect.Studentsinitiallystudythisthemeinrelationtoreligiousethics.Itthenprovidesaperspectivefromwhichstudentscanconsiderthecontentofatleastoneotherunitofstudy.Assessmentforthisunitconsistsofawrittenexamination.Formoredetails,seeSection6.

Content

LearningOutcomes

Moraltheory


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatevirtueethicsandethicalrelativism,including:- originsofvirtueethicsintheworkofAristotle;- thedevelopmentofvirtueethicswithreferencetoAnscombe,Foot,MacIntyreandHauerwas;

- examplesofapplication;and- thechallengespresentedbyrelativisticapproachesinethicsfortheChristianandtheirresponse.



Content

LearningOutcomes

Moraltheory(cont.)


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatefreewillanddeterminism,including:- freewill:thenatureoffreewill,compatibilistandincompatibilistviews;

- determinism:theprincipleofcausality,harddeterminismandsoftdeterminism,internalandexternalcausation;

- theinfluencesofpsychology,environmentandgeneticsonmoralchoices;and

- theimplicationsformoralresponsibilityandtheChristianresponse;

Globalrights

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethenatureofrights,including:- thedebateonthenatureofhumanrightsincludingChristianandsecularperspectives;

- theevolutionofhumanrightswithparticularreferencetothecontributionofHobbes,LockeandPaineandtheviewsofBentham;

- theUniversalDeclarationofHumanRights(UDHR);- contemporaryviewsincludingculturalandreligiouscritiquesofrights;

- examplesofapplication;and- theissueofanimalrights;and


criticallyevaluatesexualidentityandgenderjustice,including:- samesexrelationshipsconsideringthespectrumofreligiousandsecularperspectives;

- rightsissuesincludingmarriageandparenthood;- therightsofwomen;- theissueofbirthcontrolandcontraception;- violations:femalegenitalcuttingandhonourkillings;and- feministviews.



Content

LearningOutcomes

Globalissues


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatewarandpeace,including:- JustWarargumentincludingoriginsandevolutionofthetheorytothepresent;

- thedistinctionbetweenJusadBellumandJusinBello;- JuspostBellum;- theissueofnon-combatantimmunity;- issuesraisedbyweaponsofmassdestruction(WMD);and- pacifism;


criticallyevaluatejustice,lawandpunishment,including:- thenatureandpurposeofpunishmentincludingprotection,retribution,rehabilitation,deterrenceandvindication;

- religiousperspectives,includingbiblicalandvariousChristianviews;

- ethicalperspectiveswithreferencetothosefromnaturalmorallaw,utilitarianismandvirtueethics;

- theissueofcapitalpunishment;- theideaofdiminishedresponsibility;and- theroleofcompassionandmercy;

Synopticassessmenttheme:Conscience,FreedomandTolerance

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethenatureandroleofconscience,includingreligiousandsecularviewsandthenotionofmoralduty;

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetheroleofthestate,includingprotectionofthecommongoodandpersonallibertyandtheissueofprisonersofconscience;and


criticallyevaluatethecapacityforreligiontopromotebothtolerantandintolerantattitudes.



3.8 A2 Philosophy of Religion

Unit A2 8: Themes in the Philosophy of Religion Inthisunit,studentsexploreanumberofissuesthatarerelevanttoaphilosophicalassessmentofreligiousbelief.Themesinreligiouslanguagefrommedievalphilosopherstothetwentiethcenturyareafocusforstudy.Studentsphilosophicallyexaminelifeafterdeath,acentraltenetofreligiousbelief.Theystudytherelationshipbetweenreligionandmoralitythroughthecontributionofkeyphilosophersandreligiousthinkers.Studentsalsoexaminesomekeytwentieth-centurymovements,includingexistentialism,humanismandcontemporaryatheism.Inthefinalthemeonfaith,freedomandatheism,studentsconsidertheisticandatheisticexistentialism,referringtofaithandhumanfreedom.Thechallengesfromatheismandsecularisationtoreligiousbeliefareimportantissuesrelatingtothistheme.Studentsinitiallystudythisthemeinrelationtophilosophyofreligion.Itthenprovidesaperspectivefromwhichstudentscanconsiderthecontentofatleastoneotherunitofstudy.Assessmentforthisunitconsistsofawrittenexamination.Formoredetails,seeSection6.

Content

LearningOutcomes

Religiouslanguage,scienceandreligiousbelief


• demonstrateknowledgeandunderstandingof,andcriticallyevaluateproblemswithcritiqueofreligiouslanguage,including:- religiouslanguageinmedievalphilosophyasunderstoodbythetermsequivocal,univocalandanalogical;

- LogicalPositivismandtheVerificationPrinciple;and- Wittgenstein’stheoryof‘languagegames’andtheimplicationsofthisviewforreligiouslanguageandbelief;and

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatereligiouslanguage,including:- religioustruthandmeaningandthecontinuingchallengeofthescientificmethodandscientificworldview;and

- thecontinuingchallengeofevolution,creationismandintelligentdesign.



Content

LearningOutcomes

Theafterlife:body,soulandpersonalidentity


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatebeliefintheafterlife,including:- dualisminPlato’sanalogyofthecaveanditscontinuinglegacyinChristianity;

- thenatureofbodyandsoul;and- materialism,epiphenomenalism,philosophicalbehaviourismandtheidentitythesis;


criticallyevaluatephilosophicalproblemsoflifeafterdeath,including:- personalidentityandhumanexistenceafterdeath;- immortality,resurrection,reincarnation;- Hick’sreplicatheory;and- thevalueofevidenceintheformofneardeathexperiences;

Religionandmorality

• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetherelationshipbetweenreligionandmorality,including:- theimplicationsoftheEuthyphrodilemmainPlato;- Kant’scategoricalimperative;- theargumentforthemoralnecessityofGod;- moralityaspointlesswithoutreligionandmoralityasopposedtoreligioninRachels;and

- Dawkinsandthepointofmoralityfortheatheist;and• demonstrateknowledgeandunderstandingof,and

criticallyevaluatemoralargumentsforGod’sexistence,including:- themoralargumentinAquinas;- acriticalevaluationoftheargumentinFreudandRussell;and

- moralityastheresultofsocialconditioning.



Content

LearningOutcomes

Synopticassessmenttheme:Faith,FreedomandAtheism


• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetherelationshipbetweenfaithandhumanfreedom,includingaconsiderationofatheisticandtheisticresponses;


criticallyevaluatetheassertionthatreligionisworldevading,perpetuatinghumanity’soppressionandalienation;and


criticallyevaluatehumanistprinciplesandideasfoundbothinsideandoutsidereligion.



4 Scheme of Assessment 4.1 Assessment opportunities Eachunitisavailableforassessmentinsummereachyear.ItispossibletoresitindividualASandA2assessmentunitsonceandcountthebetterresultforeachunittowardsanASorAlevelqualification.Candidates’resultsforindividualassessmentunitscancounttowardsaqualificationuntilwewithdrawthespecification.4.2 Assessment objectives Therearetwoassessmentobjectivesforthisspecification.Candidatesmust:

• demonstrateknowledgeandunderstandingofreligion,including:- religious,philosophicaland/orethicalthoughtandteaching;- influenceofbeliefs,teachingsandpracticesonindividuals,communitiesandsocieties;

- causeandsignificanceofsimilaritiesanddifferencesinbelief,teachingandpractice;and

- approachestothestudyofreligionandbelief(AO1);and• analyseandevaluateaspectsof,andapproachesto,religionandbelief,includingtheirsignificance,influenceandstudy(AO2).

4.3 Assessment objective weightings ThetablebelowsetsouttheassessmentobjectiveweightingsforeachassessmentunitandtheoverallAlevelqualification:

PercentageAssessmentObjectiveWeightings

AO1 AO2 AS Alevel

ASunit 10 10 20 20

ASunit 10 10 20 20

A2unit 12 18 30

A2unit 12 18 30

Total 44 56 40 100



4.4 Quality of written communication InASandAlevelReligiousStudies,candidatesmustdemonstratetheirqualityofwrittencommunication.Theyneedto:

• ensurethattextislegibleandthatspelling,punctuationandgrammarareaccuratesothatmeaningisclear;

• selectanduseaformandstyleofwritingthatsuittheirpurposeandcomplexsubjectmatter;and

• organiseinformationclearlyandcoherently,usingspecialistvocabularywhereappropriate.

Qualityofwrittencommunicationisassessedinallquestions.4.5 Assessment of human experience Candidateswillberequiredtoreflectontherelationshipbetweentheirunitsofstudyand‘otheraspectsofhumanexperience’atASlevelandA2.These‘otheraspectsofhumanexperience’fallintotwocategories:

• alternativereligious,spiritualandmoralteachings,values,beliefsandpractices–eitherhistoricalorcontemporary;and

• cultural,social,political,environmental,business,scientificandartisticissues,representingpracticesandviewpoints–eitherhistoricalorcontemporary.

4.6 Synoptic assessment at A2 EachA2subjectcontentunitprescribesthethemesandcontentthatistobecoveredforthesynopticassessment.ThisisthefourththemeandcontentofeachA2unit.Synopticassessmentencouragescandidatestodeveloptheirunderstandingofthesubjectasawhole.Eachsynopticquestionwillassessthecandidates’abilitytoexplorethesetthemeinrelationtoatleastoneotherunitofstudyandtootheraspectsofhumanexperience.InourGCEReligiousStudies,synopticassessmentinvolves:

• buildingonmaterialfromtheASunits;• reflectingon,selectinganddeployingspecifiedknowledgetoidentify,investigateandanalysequestionsrelatedtothesettheme;

• bringingtogetherandmakingconnectionsbetweenareasofknowledgeandskillsthattheyhaveexploredthroughoutthecourse;

• interpretingandevaluatingreligiousconceptsinrelationtothesettheme;• consideringtheimpactonindividuals,communitiesandsocietieswhererelevantinrelationtothesettheme;and

• usingappropriatelanguageandterminologyincontext.



Thesetthemesforeachunitare:

A21:ThemesintheSynopticGospels:ReligiousTexts,AuthorityandInterpretation

A22:ThemesinSelectedLettersofStPaul:Controversy,DivisionandReconciliation

A23:ThemesintheOldTestament:Leadership,TextandAlienation

A24:ThemesintheEarlyChurchandtheChurchToday:Faith,MoralityandtheState

A25:ThemesintheCelticChurch,ReformationandPost-ReformationChurch:Faith,MoralityandtheState

A26:IslaminaContemporaryContext: Conflict,FreedomofBeliefandOrthodoxy

A27:GlobalEthics: Conscience,FreedomandTolerance

A28:ThemesinthePhilosophyofReligion:Faith,FreedomandAtheism4.7 Higher order thinking skills TheA2assessmentunitsprovideopportunitiestodemonstratehigherorderthinkingskillsbyincorporating:• awiderrangeofquestiontypestoaddressdifferentskills,forexamplemoreopen-endedquestions;

• moredemandingevaluativetasks;• questionsthatrequirecandidatestomakeconnectionsbetweensectionsofthespecification;and

• extendedwriting.4.8 Reporting and grading Wereporttheresultsofindividualassessmentunitsonauniformmarkscalethatreflectstheassessmentweightingofeachunit.WeawardASqualificationsonafivegradescalefromAtoE,withAbeingthehighest.WeawardAlevelqualificationsonasixgradescalefromA*toE,withA*beingthehighest.Todeterminecandidates’grades,weaddtheuniformmarksobtainedinindividualassessmentunits.TobeawardedanA*,candidatesneedtoachieveagradeAontheirfullAlevelqualificationandatleast90percentofthemaximumuniformmarksavailablefortheA2units.IfcandidatesfailtoattainagradeE,wereporttheirresultsasunclassified(U).ThegradesweawardmatchthegradedescriptionsinSection5ofthisspecification.



5 Grade Descriptions Gradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardeddependsinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsofcandidates’performanceintheassessmentmaybebalancedbybetterperformancesinothers.TherequirementforallASandAlevelspecificationstoassesscandidates’qualityofwrittencommunicationwillbemetthroughbothassessmentobjectives.ASGradeDescriptions

Grade

Description

AS

GradeA

ForAO1,candidatescharacteristically:

• addressthequestionspecificallyanddemonstratecomprehensiveunderstandingandknowledge;

• explainclearlyrelevantfeaturesorkeyideas,supportedbyexamplesand/orevidence;

• writeasophisticate

ccea gce specification in religious studies · 2019. 9. 16. · study of one religion, religion and...

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