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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
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Contents 1 Introduction 3 1.1 Aims 41.2 Keyfeatures 41.3 Priorattainment 41.4 Classificationcodesandsubjectcombinations
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2 Specification at a Glance
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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
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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
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5 Grade Descriptions
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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
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SubjectCode
QANASLevelQANALevel
4610601/8452/8601/8453/X
ACCEAPublication©2016
Thisspecificationisavailableonlineatwww.ccea.org.uk
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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
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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.
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Pleasenotethatifastudenttakestwoqualificationswiththesameclassificationcode,universitiesandcollegesthattheyapplytomaytaketheviewthattheyhaveachievedonlyoneofthetwoGCEs.ThesamemayoccurwithanytwoGCEqualificationsthathaveasignificantoverlapincontent,eveniftheclassificationcodesaredifferent.Becauseofthis,studentswhohaveanydoubtsabouttheirsubjectcombinationsshouldcheckwiththeuniversitiesandcollegesthattheywouldliketoattendbeforebeginningtheirstudies.
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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
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Content
Assessment
Weightings
TextualStudiesA21:ThemesintheSynopticGospelsA22:ThemesinSelectedLettersofStPaulA23:ThemesintheOldTestamentSystematicStudyofOneReligionA24:ThemesintheEarlyChurchandtheChurchTodayA25:ThemesintheCelticChurch,ReformationandPost-ReformationChurchA26:IslaminaContemporaryContextReligionandEthicsA27:GlobalEthicsPhilosophyofReligionA28:ThemesinthePhilosophyofReligion
Two2hourexternalwrittenexaminationsStudentsanswertwofromthreequestionsinSectionAandthecompulsorysynopticquestioninSectionB.
Eachpaperisworth50%ofA2and30%ofAlevel
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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.
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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).
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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.
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Content
LearningOutcomes
Otheraspectsofhumanexperience(cont.)
Studentsshouldbeableto:
• criticallyevaluatetheimportanceofChristianoutreachtothosewhoaremarginalised;
• criticallyevaluatetherelevanceofinitiationandritualinreligion;
• criticallyevaluatetheimportanceofmercyinthelifeofthereligiousbeliever;
• criticallyevaluatethedebateaboutthevalidityandrelevanceofmiracles;
• criticallyevaluatethedemandsofdiscipleshipinanyage;and• criticallyevaluatetherelevanceoftheclaimsoftheGospelinamulti-religiousworldtobothSalvationandResurrection.
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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
Studentsshouldbeableto:
• 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).
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Content
LearningOutcomes
Thebeginningsofthechurch
Studentsshouldbeableto:
• 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).
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Content
LearningOutcomes
PaultheApostle
Studentsshouldbeableto:
• 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;
Otheraspectsofhumanexperience
• criticallyevaluatetheroleofthesacredtextforreligiousbelieversinanyage;
• criticallyevaluateperennialissuessurroundingreligious
belief,lifeandpractice;• criticallyevaluatecharacteristicsandrelevanceofthe
charismaticandPentecostalmovements;• criticallyevaluatethedebateabouttherelevanceof
miraclesinstrengtheningreligiousfaith;• criticallyevaluatedefendingreligiousbeliefandpracticein
ahostileworld;• criticallyevaluateevangelisminamulti-cultural,
multi-religious,pluralisticandsecularage;• criticallyevaluatetheimportanceandrelevanceofmission
forthespreadofreligiousbelief;and• criticallyevaluatethechallengeofreligiouswitnessinany
age.
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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
Studentsshouldbeableto:
• 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.
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Content
LearningOutcomes
ThecareerofKingDavidandthepurposeoftheDavidicNarratives
Studentsshouldbeableto:
• 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).
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Content
LearningOutcomes
ProphecyandtheProphetAmos
Studentsshouldbeableto:
• 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);
Otheraspectsofhumanexperience
• criticallyevaluatetheproblemsofthedivinewillasitmanifestsitselfindiverseandopposingreligiousgroups;
• criticallyevaluatetheperennialissuesofreligiousexclusivityandinclusivity;
• criticallyevaluatereligious,moralandlegalresponsibilitiesofpoliticalandreligiousleadershipinanyage;and
• criticallyevaluatetheissueoftheinterpretationof
religioustexts.
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Content
LearningOutcomes
Otheraspectsofhumanexperience(cont.)
Studentsshouldbeableto:
• criticallyevaluatetherelationshipbetweenmonarchy,religionandpolitics;
• criticallyevaluatethechallengeofopposingvaluestothe
religiousbelieverinarelativisticage;• criticallyevaluatediscerningthetruepropheticvoicein
anyage;and• criticallyevaluateperennialissuessurroundingsocial
justice,humanrightsandmoralresponsibility.
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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
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluateexpandingthefaith,including:- thereligiousandpoliticalfactorsthatledtothegrowthoftheEarlyChurch;and
- theimpactofmartyrdomwithparticularreferencetoBlandina,JustinandPolycarp;and
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatepersecution,including:- thecausesandeffectsofpersecutionintheEarlyChurch;
- thenatureofpersecutioninthefirsttwocenturiesundertheEmperorsNero,Domitian,Trajan(withparticularreferencetoPliny’sLettertoTrajan)andMarcusAurelius;and
- thechangingnatureoflaterpersecutionsduringthereignsofDeciusandDiocletian.
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Content
LearningOutcomes
DevelopingChristianbeliefandpractice
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatebaptism,including:- originsofbaptismintheNewTestament;and- developmentofthedoctrineandpracticeofbaptismwithspecificreferencetoDidache,Justin,Hippolytus,TertullianandCyprian;
• demonstrateknowledgeandunderstandingof,and
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
• demonstrateknowledgeandunderstandingof,and
criticallyevaluateJustinMartyr,including:- backgroundtotheworkoftheapologists;- thelifeandworkofJustinMartyr;- thewritingsofJustin:FirstApology,SecondApologyandDialoguewithTryphotheJew;and
- themainthemesinJustin’sapologeticwritings:political,moral,philosophicalandtheologicalarguments.
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Content
LearningOutcomes
Constantineandthechurch
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluateConstantine’srisetopowerandconversion,including:- backgroundtothelifeofConstantine;- hisfamilyandearlycareer;- thestruggleforcontroloftheWestbetween
AD306andAD313;and- accountsofConstantine’sconversionbeforetheBattleofMilvianBridgeasrecordedbyEusebiusandLactantius;
• demonstrateknowledgeandunderstandingof,and
criticallyevaluateConstantine’sreligiouspolicy,including:- actionsthatshowhispatronageofandpreferenceforChristianity;and
- thepossibledualityofhismotives;
Otheraspectsofhumanexperience
• criticallyevaluatetheroleofmartyrdomwithinreligion;• criticallyevaluatetheperennialissueofpersecutionof
religiousbelievers;• criticallyevaluatetherelevanceofinitiationinthelifeof
thereligiousbeliever;• criticallyevaluatetheunderstandingofEucharistwithin
theChristiantradition;• criticallyevaluatethecontributionofwriterswhodefend
religiousfaithinanyage;• criticallyevaluatetherelevanceofpastoralandtheological
issuesforreligiousleaders;• criticallyevaluatetheimportanceofreligiousconversionin
thelifeofthebeliever;and• criticallyevaluatetherelationshipbetweenreligionand
state.
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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
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethebackgroundtothearrivalofChristianityinIreland,including:- thepolitical,socialandreligiousbackground;- thearrivalofandtheevidenceforChristianityinIrelandbeforePatrick;and
- thesignificanceofreferencestoPalladius;and• demonstrateknowledgeandunderstandingof,and
criticallyevaluatetheworkofPatrick,including:- thecontent,themesandpurposeofPatrick’sConfessioandLettertoCoroticus;
- theportraitofPatrickthatemergesfromhiswritingsandtheircontinuingsignificance;and
- thenature,successesandchallengesofPatrick’smission.
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Content
LearningOutcomes
Celticmonasticism
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetheoriginsofCelticmonasticism,including:- theoriginsofmonasticisminIreland;and- thecontributionandimpactofmonasticfounderstothedevelopmentofmonasticism:Enda,FinnianofClonard,Brigit,BrendanofClonfert,ComgallofBangor;
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatethenatureanddevelopmentofCelticmonasticism,including:- thenature,appealanddistinctivefeaturesofCelticmonasticism;
- theroleandimportanceofmonasticismforthechurchandsocietyintheperiodstudied;and
- thechangefromepiscopaltomonasticorganisationintheCelticChurch;
Celticpenitentials
• demonstrateknowledgeandunderstandingof,andcriticallyevaluateCelticpenitentialpractice,including:- thedevelopmentofthepracticeofpenanceintheCelticChurch;and
- thecontentandfeaturesoftheCelticpenitentialswithreferencetothewritingsofFinnian,ColumbanusandCummean;
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatetheimpactandvalueofthepenitentials,including:- theroleandimportanceofthepenitentialsintheCelticChurch,widerchurchandsocietyintheperiodstudied;
- thevalueofthepenitentialsashistoricalsources;and- theconceptofsinandforgivenessintheCelticChurch;and
Celtichagiography
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethenatureofCeltichagiography,includingthecontentandfeaturesofCeltichagiographywithparticularreferencetoMuirchú’sLifeofPatrickandCogitosus’LifeofBrigit.
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Content
LearningOutcomes
Celtichagiography(cont.)
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethesignificanceandvalueofCeltichagiography,including:- thehistoricalvalueandreliabilityofCeltichagiographicalworks;
- thepurposeoftheseworks;and- thespiritualanddevotionalvalueofhagiography;
Otheraspectsofhumanexperience
• criticallyevaluatetherelationshipbetweenreligionanditssocial,politicalandculturalcontext;
• criticallyevaluatetheperennialissuesoffaith,prayerand
religiousauthority;• criticallyevaluatetheintegrityofthereligiouslife:a
challengeforalltimes;• criticallyevaluatetheroleofself-denialandasceticismin
religiouslife;• criticallyevaluatetherelevanceofpenitentialtextsinthe
lifeofthereligiousbeliever;• criticallyevaluatetheperennialissuesofsinand
forgiveness:religiousandsecularperspectives;• criticallyevaluatethemoral,spiritualandreligious
exampleasrevealedinthelivesofsaints;and• criticallyevaluatethespiritualanddevotionalvalueof
religiouswritingsinanyage.
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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
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluateeventsinthelifeofMuhammaduptotheHijra,including:- religious,culturalandsocialbackground;- theearlylifeofMuhammadandtheinfluencesonhim;- hiscalltoprophethood;- earlypreachingandpersecutioninMecca;and- theeventsthatledtotheHijraandthemovementoftheUmmah(community)fromMeccatoMedina;and
• demonstrateknowledgeandunderstandingof,and
criticallyevaluateeventsinthelifeofMuhammadsubsequenttotheHijra,including:- Muhammad’scommunityandmilitaryleadershipinMedinaandhismilitaryresponseagainsttheMeccans;
- victoriousreturntoMecca;- hisfinalsermonanddeath;and- thewiderandcontinuingsignificanceofMuhammad,takingaccountofarangeofviewpoints,asprophet,leader,preacher,statesmanandexampletoothers.
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Content
LearningOutcomes
TheQur’an
Studentsshouldbeableto:
• 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.
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Content
LearningOutcomes
TheFivePillarsofIslam(cont.)
Studentsshouldbeableto:
• 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;
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatethemosque,including:- thefeaturesofthemosque:design,architecture(dome,prayerhall,washingfacilities,minaret)andtheirsignificance;and
- roleofthemosqueinreligiouslifeandthecommunity;
Otheraspectsofhumanexperience
• criticallyevaluatethesignificanceandconsequencesofareligiouscalltopeopleinanyage;
• criticallyevaluatereligious,moralandlegalresponsibilities
ofpoliticalandreligiousleadershipinanyage;• criticallyevaluatethevalueofobediencetosacredtexts;• criticallyevaluatesourcesofauthorityforbelieversbeyond
sacredtexts;and• criticallyevaluatethechallengeofritual,moralandlegal
observanceindifferentcontexts.
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Content
LearningOutcomes
Otheraspectsofhumanexperience(cont.)
Studentsshouldbeableto:
• criticallyevaluatethesignificanceofreligiousdutyinthelifeofthebeliever;
• criticallyevaluatethechallengetopreservereligious
identityinasecularage;and• criticallyevaluatetheextenttowhichpersonalreligious
experienceisofgreatervaluethancollectiveworship.
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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
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluateChristianScriptures,including:- theroleoftheDecalogueandtheSermonontheMount;- thenatureofbiblicalethics;and- theroleplayedbymoralcommands;and
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatenaturalmorallaw,including:- originsandhistoricaldevelopmentoverthecenturies;- principlesandkeyfeatures;and- proportionalism.
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Content
LearningOutcomes
Teleologicalapproachestomoraldecisionmaking
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluateutilitarianism,including:- originsanddevelopmentwithparticularreferencetothecontributionofBentham,JSMillandSinger;
- principlesandkeyfeatures;and- Christianutilitarianism;
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatesituationethics,including:- originsanddevelopment;- theinfluenceofthemoralteachingofJesusandPaul;- keyprinciples;- thenatureoflove;and- therelationshipbetweensituationethicsandutilitarianism;and
Lifeanddeathissues
• demonstrateknowledgeandunderstandingof,andcriticallyevaluateabortion,including:- possiblecircumstancesforabortion;- keydefiningissuesincludingthemoralstatus,interestsandrightsoftheunbornandthemoralstatus,interestsandrightsofthewoman;
- religious,secularandfeministviews;- thesanctityoflifeprincipleandthepersonhooddebate;- issuessurroundingtherapeuticabortionandthedoctrineofdoubleeffect;and
- theslipperyslopeargument.
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Content
LearningOutcomes
Lifeanddeathissues(cont.)
Studentsshouldbeableto:
• 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.
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Content
LearningOutcomes
Otheraspectsofhumanexperience
Studentsshouldbeableto:
• criticallyevaluatetherelevanceofbiblicalethicsforanyage;
• criticallyevaluatetherelevanceofmoralabsolutesinan
ageofrelativism;• criticallyevaluateaconsiderationoftheextenttowhich
utilitarianismhasbecomethe‘ethicsoftheplanet’;• criticallyevaluateaconsiderationofthevalidityof
narrativeethics;• criticallyevaluatetheissuesconcerningabortioninrelation
tolegalandstateresponsibilities;• criticallyevaluatethesovereigntyoftheindividualin
ethics;• criticallyevaluatetherelevanceoffaithandethicsinthe
publicsquare;and• criticallyevaluatehownewreproductivetechnologies
couldpotentiallyunderminetheequaldignityofindividuals.
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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
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetheontologicalargument,including:- therelationshipbetweenreasonandfaith;- theoriginsandnatureoftheontologicalargument;- thecontributionofAnselmandDescartes;- reformulationsoftheargument;and- critiqueoftheargumentanditsvalueforreligiousfaith;and
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethecosmologicalargument,including:- thehistoricalbackground;- itsrejectionofinfiniteregress;- thethreeformsoftheargumentinAquinas;- reformulationsoftheargument;- critiqueoftheargumentanditsvalueforreligiousfaith;- therelevanceofcausalitytothedebate;- theuniverseas‘brutefact’;and- theatheistview.
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Content LearningOutcomes
God,atheismandtheproblemofevil
Studentsshouldbeableto:
• 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.
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Content LearningOutcomes
Religiousexperienceanditscredentials
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethevarietyofreligiousexperience,including:- visionsandmysticalexperiences;- religiousexperienceintheworkofRudolfOtto;- formsofreligiousexperienceinthewritingsofTeresaofAvilaandMartinBuber;and
- thecharacteristicsandcredentialsofmysticalexperiences;and
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatereligiousexperienceasproofforGod’sexistence,including:- experienceofGodasproofofHisexistence;- philosophicalandscientificchallenges;- verificationofreligiousexperience;- scientificperspectives;- naturalexplanationsforreligiousexperience;and- Hick’sreligiouspluralism.
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Content LearningOutcomes
Otheraspectsofhumanexperience
Studentsshouldbeableto:
• criticallyevaluatetherelationshipbetweenreasonandfaithinanyage;
• criticallyevaluatethesocialandculturalimpactof
secularisationandatheism;• criticallyevaluatetheexperienceofevilintheworldandits
impact;• criticallyevaluatetheresponseofatheismtotheproblem
ofevilandsuffering;• criticallyevaluatetheperennialvalueofmiraclesinthe
livesofreligiousbelievers;• criticallyevaluatemiraclesaspsychosomaticeventsor
coincidences,forwhichthereiscurrentlynoscientificexplanation;
• criticallyevaluatetheimportanceofreligiousconversionin
thelifeofthebeliever;and• criticallyevaluatethelinkbetweenreligionandmoral
behaviour.
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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
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethebackgroundtotheSynopticGospels,including:- theSynopticProblem;- thesourcesusedinthesynoptictradition(sourcecriticism);and
- therelationshipbetweenthefirstthreegospels;and• demonstrateknowledgeandunderstandingof,and
criticallyevaluateinterpretingthetext,including: - theimportanceofbiblicalcriticismforanunderstandingoftheSynopticGospelswithreferencetonarrativecriticism;and
- thecontributionofscholarshiptodevelopinganunderstandingoftheGospelofLukeandtheotherSynopticGospels.
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Content
LearningOutcomes
ThepersonofJesusintheSynopticGospels
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluate ChristologicaltitlesofJesus,including:- themainChristologicaltitlesusedtodescribeJesusintheSynopticGospels:SonofManandSonofGod;and
- thebackgroundtothesetitlesandhoweachevangelistpresentsthem;
• demonstrateknowledgeandunderstandingof,and
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.
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Content
LearningOutcomes
Synopticassessmenttheme:ReligiousTexts,AuthorityandInterpretation
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluate theissuesoftheinterpretationofreligioustexts;
• demonstrateknowledgeandunderstandingof,and
criticallyevaluate theroleandinterpretationofreligioustextsinunderstandingtheproblemofsufferingandevil;and
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatetheroleofleadershipwithinsocietyandfaithcommunitiesandthecontinuingdebateaboutthisrole.
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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
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethecontextoftheLetter,including:- thesocialandhistoricalcontextofGalatians;- thereasonsforPaulwritingandtheissueswhichdevelopedinGalatiafollowingtheFirstMissionaryJourney(1:1–2:21);and
- examinationofPaul’smainthemesintheLetterandhowtheserelatetohisintendedaudience;and
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatePaul’steachingtotheGalatians,including:- Paul’steachingonjustificationbyfaithandthepurposeoftheLaw(3:1–5:6);
- lifeintheSpiritandChristianfreedom(5:7–6:10);- thevalueofthistextfortheEarlyChurch;and- theologicalandethicalcontentandimportanceofcodesforliving.
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Content
LearningOutcomes
Paul’sFirstLettertotheCorinthians
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluateissuesinCorinth,including:- thecontextoftheLetter;- problemsarisingintheCorinthianChurchfollowingtheSecondMissionaryJourney;
- Paul’steachingonunity(1:1–4:21);and- howthisteachingrelatestoPaul’sintendedaudience;
• demonstrateknowledgeandunderstandingof,and
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
• demonstrateknowledgeandunderstandingof,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.
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Content
LearningOutcomes
Synopticassessmenttheme:Controversy,DivisionandReconciliation
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetheproblemofcontroversyinreligion,includingtheresponseofthechurchtoconflictandcontroversy;
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatethepotentialareasofmoralconflictbetweenreligionandsecularsociety;and
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatetheroleofreligioninfosteringreconciliation.
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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
Studentsshouldbeableto:
• 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).
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Content
LearningOutcomes
ThenatureofGodintheOldTestament(cont.)
Studentsshouldbeableto:
• 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.
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Content
LearningOutcomes
ThemesintheBookofEzekiel
Studentsshouldbeableto:
• 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;
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatethevalidityofreligioustextsasaguideforcontemporaryethics;and
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatethethemeofsin,includingalienationfromtheself,othersandGod.
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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
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethenatureofgovernmentintheEarlyChurch,including:- developmentofchurchgovernmentintheEarlyChurchwithparticularreferencetotheNewTestament,theApostolicFathers,Irenaeus,TertullianandCyprian;
- theimportanceoftheBishopofRome;and- thedevelopmentofthethreefoldministryanditscontinuingsignificance;and
• demonstrateknowledgeandunderstandingof,and
criticallyevaluateheresyintheEarlyChurch,including:- theorigins,natureandteachingsofGnosticism,MarcionismandMontanism;
- theresponseofthechurchtothechallengesfacedinthefirstthreecenturies:theRuleofFaith,theCanonofScriptureandthesuccessionargumentasathreefolddefence;and
- theworkofIrenaeusinhispolemicagainstheresy.
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Content
LearningOutcomes
EarlyChristianliterature
Studentsshouldbeableto:
• 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.
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Content
LearningOutcomes
Synopticassessmenttheme:Faith,MoralityandtheState
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetherelationshipbetweenreligionandthestate;
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatethelessonsthatcanbelearnedfromcurrentandhistoricalexamplesinrelationtoethicalandmoralissues;and
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatethecontributionofreligioninresolvingconflictandcontroversy.
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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
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluateCelticandRomanChristianity,including:- thewiderPaschalControversy;- eventsleadingtotheSynodofWhitby;- themainissuesattheSynod;- thesignificanceandoutcomeoftheSynod;and- thedisputebetweenRomanandCelticChristianity;and
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatePatrickandtheauthorityofArmagh,including:- Patrick’sassociationwithArmagh;- thebackgroundtoandnatureoftheclaimsofArmaghwithreferencetothesources;and
- howtheseclaimswerepromotedandthevalidityoftheseclaims.
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Content
LearningOutcomes
Missionaryoutreach
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatethePeregrinatioandmissionaryoutreach,including:- natureof,backgroundtoandmotivationofthePeregrini;and
- theircontributiontoChristianitythroughoutNorthernBritainandEurope,toincludeColmcille,Aidan,Colman,Gall,KillianandtheBurghCastleGroup;
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatethesignificanceofColumbanus,including:- thecontributionofColumbanustomonasticismwithreferencetosources;
- hisinvolvementinsecularandreligiouscontroversy;and- thenature,impactandsignificanceofthewritingsofColumbanus;
DevelopmentsandoutreachinChristianity
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatecontroversyandreformthroughtheages,includingthesignificanceandimpactoftheProtestantReformation,CounterReformationandVaticanIIintermsofchurchorganisationandauthority;and
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatecontemporarymissionaryoutreach,including:- methodsofevangelisationandimpactofthemissionaryoutreachofdifferentChristiantraditionsinthenineteenthandtwentiethcenturies,toincludereferencetoIrishmissionaryoutreach;and
- missionaryoutreachinthecontextofsecularisationandmodernatheisticthinking.
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Content
LearningOutcomes
Synopticassessmenttheme:Faith,MoralityandtheState
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetherelationshipbetweenreligionandthestate;
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatethelessonsthatcanbelearnedfromcurrentandhistoricalexamplesinrelationtoethicalandmoralissues;and
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatethecontributionofreligioninresolvingconflictandcontroversy.
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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
Studentsshouldbeableto:
• 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
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatebeliefintheholybooks,afterlifeanddayofjudgement,God’swillandpredestination,including:- MuslimbeliefsaboutholybooksbeforetheQur’an;- Qur’anicteachingabouttheafterlife,thedayofjudgementandheavenandhell;
- theteachingoftheQur’anonthesovereigntyofGodandpredestination;and
- howGoddirectshumanaffairssothatHiswillisaccomplished.
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Content
LearningOutcomes
OriginsandbeliefsofSunniandShi’aIslam
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluateSunniIslam,including:- originsofthedivisionbetweenSunniandShi’aIslam:theCaliphateandtheFourRightlyGuidedCaliphs;
- differentviewsonsuccessionandleadership;and- politicalandreligiousdisagreements;
• demonstrateknowledgeandunderstandingof,and
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
• demonstrateknowledgeandunderstandingof,and
criticallyevaluaterespectforlifeissues,includingconsiderationofIslamicteachinginrelationto:- abortion;- euthanasia;- suicide;- assistedconception;and- justice,lawandpunishment.
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Content
LearningOutcomes
Synopticassessmenttheme:Conflict,FreedomofBeliefandOrthodoxy
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatedebatesrelatingtoorthodoxyandheresywithinreligiouscommunities;
• demonstrateknowledgeandunderstandingof,and
criticallyevaluateaninvestigationofhumanrights,freedomofbeliefandthesignificanceofcommunityinmaintainingfaith;and
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatethechallengepresentedbyreformationandchange:thepositivecontributionofreligioninresolvingconflictandcontroversy.
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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
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatevirtueethicsandethicalrelativism,including:- originsofvirtueethicsintheworkofAristotle;- thedevelopmentofvirtueethicswithreferencetoAnscombe,Foot,MacIntyreandHauerwas;
- examplesofapplication;and- thechallengespresentedbyrelativisticapproachesinethicsfortheChristianandtheirresponse.
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Content
LearningOutcomes
Moraltheory(cont.)
Studentsshouldbeableto:
• 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
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatesexualidentityandgenderjustice,including:- samesexrelationshipsconsideringthespectrumofreligiousandsecularperspectives;
- rightsissuesincludingmarriageandparenthood;- therightsofwomen;- theissueofbirthcontrolandcontraception;- violations:femalegenitalcuttingandhonourkillings;and- feministviews.
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Content
LearningOutcomes
Globalissues
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatewarandpeace,including:- JustWarargumentincludingoriginsandevolutionofthetheorytothepresent;
- thedistinctionbetweenJusadBellumandJusinBello;- JuspostBellum;- theissueofnon-combatantimmunity;- issuesraisedbyweaponsofmassdestruction(WMD);and- pacifism;
• demonstrateknowledgeandunderstandingof,and
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
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatethecapacityforreligiontopromotebothtolerantandintolerantattitudes.
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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
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluateproblemswithcritiqueofreligiouslanguage,including:- religiouslanguageinmedievalphilosophyasunderstoodbythetermsequivocal,univocalandanalogical;
- LogicalPositivismandtheVerificationPrinciple;and- Wittgenstein’stheoryof‘languagegames’andtheimplicationsofthisviewforreligiouslanguageandbelief;and
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatereligiouslanguage,including:- religioustruthandmeaningandthecontinuingchallengeofthescientificmethodandscientificworldview;and
- thecontinuingchallengeofevolution,creationismandintelligentdesign.
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Content
LearningOutcomes
Theafterlife:body,soulandpersonalidentity
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatebeliefintheafterlife,including:- dualisminPlato’sanalogyofthecaveanditscontinuinglegacyinChristianity;
- thenatureofbodyandsoul;and- materialism,epiphenomenalism,philosophicalbehaviourismandtheidentitythesis;
• demonstrateknowledgeandunderstandingof,and
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.
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Content
LearningOutcomes
Synopticassessmenttheme:Faith,FreedomandAtheism
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingof,andcriticallyevaluatetherelationshipbetweenfaithandhumanfreedom,includingaconsiderationofatheisticandtheisticresponses;
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatetheassertionthatreligionisworldevading,perpetuatinghumanity’soppressionandalienation;and
• demonstrateknowledgeandunderstandingof,and
criticallyevaluatehumanistprinciplesandideasfoundbothinsideandoutsidereligion.
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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
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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.
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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.
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CCEAGCEReligiousStudiesfromSeptember2016
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5 Grade Descriptions Gradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardeddependsinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsofcandidates’performanceintheassessmentmaybebalancedbybetterperformancesinothers.TherequirementforallASandAlevelspecificationstoassesscandidates’qualityofwrittencommunicationwillbemetthroughbothassessmentobjectives.ASGradeDescriptions
Grade
Description
AS
GradeA
ForAO1,candidatescharacteristically:
• addressthequestionspecificallyanddemonstratecomprehensiveunderstandingandknowledge;
• explainclearlyrelevantfeaturesorkeyideas,supportedbyexamplesand/orevidence;
• writeasophisticate