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Pearson

Edexcel GCSE

in Religious Studies A

Scheme of Work

Area of Study 1: Catholic Christianity

Introduction

This scheme of work covers the requirements for Religious Studies GCSE Specification A, Area of Study 1 through a study of Catholic Christianity.

In Area of Study 1, students are required to study Catholic Christianity through four sections:

1. Beliefs and Teachings

2. Practices

3. Sources of Wisdom and Authority

4. Forms of Expression and Ways of Life

Students will be expected to study Catholic Christianity within the context of the wider British society, the religious traditions of which are, in the main, Christian. Students should compare and contrast the areas of belief and practice within Catholic Christianity with wider Christian perspectives as outlined in the content below.

● Beliefs about the afterlife and their significance (1.8)*

● The practice and significance of worship (2.2)*.

Students should recognise that Catholic Christianity is one of the many religious traditions in Great Britain which include Buddhism, Hinduism, Islam, Judaism and Sikhism. This knowledge may be applied throughout the assessment of the specified content. Students should also recognise that within Catholic Christianity there may be more than one perspective in the way beliefs and teachings are understood and expressed. Common and divergent views within the wider Christian tradition in the way beliefs and teachings are understood and expressed should be included throughout, including reference to Orthodox, Protestant and other Christian traditions. The significance and importance of the various beliefs and practices to Catholics today, should be explored throughout the four sections.

The learning sequence outlined in this scheme of work provides a framework for Area of Study 1 Catholic Christianity which can be used to develop students’ understanding of religious beliefs in order to be able to respond to the issues that are studied in later sections. The approach places the emphasis on the students’ developing their knowledge and understanding of religious beliefs and teachings, enabling them to assess and analyse these beliefs and teachings and thus meet the assessment objectives AO1 and AO2.

This scheme of work can be used alongside or to complement other materials which are available on our website or materials that are known to be enjoyed by the students and that they have used before in the classroom. The teaching ideas and resources are suggestions only and not prescriptive.

Section 1: Beliefs and teachings

|Week |Section |Learning outcomes |Content |Exemplar resources |

| |Bullet | | | |

|1 |Section 1:1 |Students will be able to: |Know and understand the nature, history and purpose of the Trinity as |Information about the Trinity can be found in various places |

| | |Know and understand the nature and |shown in the Nicene Creed and each person of the Trinity (AO1) |including on the BBC website. |

| | |significance of the Trinity as expressed in|Students should be given the opportunity to summarise the main beliefs |Students could use a copy of the Nicene creed and highlight in |

| | |the Nicene Creed |about each of the persons. |three different colours the information about each of the |

| | |Know and understand the nature and |Students should be able to refer to the Nicene Creed summarising the text|Persons of the Trinity. |

| | |significance of the oneness of God |as clearly as possible and knowing how it links to the Trinity. |Students could produce a consequence wheel for the beliefs, with|

| | |Assess the nature and significance of each |Students may wish to swap summaries written individually and assess each |the Trinity the central hub and then write in how they are |

| | |of the Persons of the Trinity |other’s work. |expressed in a ring around the central hub. Outside of this in |

| | |Evaluate how this is reflected in Catholic |Students could also create their own questions relating to the bullet |another ring they could write why they are important. |

| | |life and worship |point. |Students then need to produce a Fact File on each of the Persons|

| | | | |of the Trinity including the nature of the person, why they are |

| | | |Assess and analyse the importance of these beliefs for Christians (AO2) |important to Christians and biblical evidence including Matthew |

| | | |Students should assess why the beliefs are important and link the |3:13-17 as part of the information. |

| | | |importance to how the beliefs are expressed. | |

|2 |Section 1:2 |Students will be able to: |Know and understand the Biblical accounts of God in the Trinity (AO1) |“Think, pair, share” activity on how would you describe God. |

| | |Know and understand the Biblical |Students should be able to read Matthew 3:13-17 and further biblical |Students could read Matthew 3:13-17 and then complete a ranking |

| | |understandings of God as a Trinity of |accounts and be able to both retell the accounts and explain how each of |chart on the qualities of a good father. |

| | |Persons |the understanding of God as a Person of the Trinity beliefs relate. |Students could discuss why in Matthew 3:13-17 they think God was|

| | |Know and understand the historical | |revealed at the start of Jesus’ ministry and relate this to |

| | |development of the doctrine of the Trinity |Know and understand the historical development of the Trinity (AO1) |previous lesson on Trinity. |

| | |Assess and analyse the importance of the |Students should be given the opportunity to summarise the main |Introduce students to the terms homoousios and homoiousios and |

| | |First Council of Nicaea and the First |developments of the doctrine of the Trinity. |highlight how one means ‘same substance’, the other meaning |

| | |Council of Constantinople | |‘similar substance’. |

| | | |Assess and analyse the importance of (AO2) |Give students summaries or use a PowerPoint showing the impact |

| | | |Students should be able to refer to the First Council of Nicaea and the |of the First Council of Nicaea and the First Council of |

| | | |First Council of Constantinople, summarising the importance as clearly as|Constantinople. |

| | | |possible and knowing how it links to the Trinity. |Students can evaluate why the Council say that the Father, Son, |

| | | | |and Holy Spirit are the same substance. |

|3 |Section 1:3 |Students will be able to: |Know and understand the biblical account of creation and the divergent |Information on the biblical creation can be found in various |

| | |Know and understand the nature and |ways it can be understood (AO1) |places including videos on TrueTube. |

| | |significance of the biblical account of |Students should be able to find the biblical accounts and be able to both|Students could produce an image/ storyboard/display of the |

| | |Creation and the divergent ways it may be |retell the accounts and explain how each of the beliefs relate to |biblical creation. |

| | |understood in Christianity |worship, their view of authority, moral decision making and lifestyle. |Students could then discuss the different ways this is |

| | |Know and understand the nature and | |understood: literally true, ages=days, purely symbolic and the |

| | |significance of Genesis 1-3 |Know and understand the nature and significance of Genesis 1-3 (AO1) |reasons for the different beliefs. They could summarise the |

| | |Assess and analyse the importance of these |Students should be familiar with and understand the biblical references |reasons for these views in a table or spider diagram. |

| | |beliefs for Catholics in understanding the |to Creation in Genesis 1-3. |Students could have copies of Genesis 1-3 and highlight in |

| | |nature and characteristics of God |Students should note why this reference is important to Catholics and |colours the information about creation by Word in one colour and|

| | | |relate this to the characteristics of God. |any other source in another. They should discuss why the |

| | | | |biblical accounts show creation in this way. |

| | | |Assess and analyse the importance of these beliefs for Catholics in |Ask students to complete a consequence wheel (three concentric |

| | | |understanding the nature and characteristics of God (AO2) |circles). In the centre write the words ‘Biblical creation’. In |

| | | |Students should assess why the beliefs are important and link the |the next circle out write down different beliefs and in the |

| | | |importance to how the beliefs are expressed. |outside row, the impact of these beliefs for Christians today. |

| | | | |Give students the characteristics of God, especially as Creator,|

| | | | |benevolent, omnipotent and eternal and ask them to create a |

| | | | |symbol to help them remember the characteristics. |

| | | | |Use a diamond 9 to rank the characteristics of God in order of |

| | | | |what they think is important. |

|4 |Section 1:4 |Students will be able to: |Know and understand the nature and significance of the nature of humanity|Give students the words ‘dominion’ and ‘stewardship’ and ask |

| | |Know and understand the nature and |being created in the image of God (AO1) |them to define them and explain why they are important to |

| | |significance of the nature of humanity |Students should be able to explain that through creation God created us |Catholics. |

| | |being created in the image of God |in his image and has given us responsibility within the world. They must|Students can brainstorm or discuss what it means to be made in |

| | |Know and understand divergent |be able to relate this to Genesis 1-3. |the image of God. These answers can then be shared with the |

| | |understandings of our responsibility of | |wider class. |

| | |dominion and stewardship |Know and understand divergent understandings of our responsibility of |Read or refer back to Genesis 1-3 and ask them to come up with |

| | |Assess and analyse the influence of being |dominion and stewardship (AO1) |4-6 ways that being created in the image of God shapes our role |

| | |made in God’s image has on Catholics today |Students need to know the divergent attitudes to dominion and |as Christians. Or alternatively you could give them titles. |

| | | |stewardship. |Examples could be – we are answerable to God, God has created us|

| | | | |with the ability to love others, God has allowed us the ability |

| | | |Assess and analyse the influence of being made in God’s image has on |to love and serve Him, God has given us free will. |

| | | |Catholics today (AO2) |Under each heading, students must detail how they can fulfill |

| | | |Students need to know how the teachings of Creation and how being made in|this (help the poor, care for the world) and highlight any |

| | | |God’s image affects their lives; linking to actions toward God and |problems this may create in the modern world. |

| | | |others. |As a final title, students can research the divergent views to |

| | | | |stewardship and dominion. |

| | | | |Students can use this to complete practice GCSE questions. |

|5 |Section 1:5 |Students will be able to: |Know and understand the nature and importance of the person of Jesus |Information about the incarnation can be found in various places|

| | |Know and understand the nature and |Christ as the incarnate Son of God (AO1) |including the BBC website and on YouTube. |

| | |importance of the person of Jesus Christ as|Students should be able explain why it is important for Christians to |Students could start by finding out what the word incarnation |

| | |the incarnate Son of God for Christians |believe that Jesus is God made human (incarnate) (carne = meat on Italian|means. |

| | |Know and understand the biblical basis of |menus = flesh, so it is literally God made flesh), both fully God and |The students could then investigate/research the incarnation as |

| | |the teaching about the incarnation |fully human. |shown in the Bible, including John 1:1-18 and in wider Church |

| | |including John 1:1-18 | |teaching. They could work in groups and present their findings |

| | |Assess and analyse the importance of the |Know and understand the biblical basis of the teaching about the |to the rest of the class or use an app to present it to the |

| | |biblical basis of the teaching about the |incarnation including John 1:1-18 (AO1) |class or produce displays. |

| | |incarnation for Catholics today |Students need to have studied the reference and be able to explain what |Students should assess the importance of the incarnation by |

| | | |they teach about the incarnation. |producing a list of how it impacts on the beliefs, worship and |

| | | | |everyday life of Christians. |

| | | |Assess and analyse the importance of the biblical basis of the teaching |Students should attempt some exam style questions on this bullet|

| | | |about the incarnation for Catholics today (AO2) |and attempt to peer mark them |

| | | |Students should assess why the beliefs are important and link the | |

| | | |importance to how the beliefs are expressed. | |

|6 |Section 1:6 |Students will be able to: |Know and understand the nature and importance of the last days of Jesus’ |Information about the last days can be found in the Bible but |

| | |Know and understand the nature and |life from the Last Supper to the resurrection, referring to the ascension|there are also very good videos of the last days available. |

| | |importance of the last days of Jesus’ life |(AO1) |Alternatively students could look at a variety of paintings of |

| | |from the Last Supper to the resurrection, |Students should know from what the Bible records happens in the last days|Jesus and how they show his deity/humanity. |

| | |referring to the ascension |of Jesus and who was involved. They might be able to link the events to |Ask students to discuss the last days of Jesus using Luke |

| | |Know and understand how the last days of |Old Testament prophesies and why Catholics might perceive the events in |Chapter 24 in pairs and then produce a timeline of the events, |

| | |Jesus’ life from the Last Supper to the |Jesus’ life as being predicted in the OT. |including where they take place, who was involved and what it |

| | |resurrection, referring to the ascension, | |shows about Jesus. |

| | |were shown in the Bible including Luke 24 |Know and understand how the last days of Jesus’ life from the Last Supper|Students could produce information cards about an event in the |

| | |Assess and analyse what the last days in |to the resurrection and referring to the ascension were shown in the |last days, mix them up and ask students to put them in order. |

| | |the life of Jesus and the ascension show |Bible including Luke 24 (AO1) |Use them to discuss what the events show about a) Jesus and b) |

| | |Catholics about the effects of redemption |Students should be given the opportunity to summarise the main events in |his followers. Possibly in a ‘Top Trumps’ style if you have |

| | | |the last days of Jesus’ life, according to the Bible. |access to computers and a template. |

| | | |Students may wish to record the events and their significance for |Students could produce a number of pictures of the events to |

| | | |Catholics, which they could primarily do individually and then assess |show in chronological order the events and what they show about |

| | | |each other’s work. |Jesus, which could then form a display around the classroom – |

| | | | |this provides a visual reminder for them to revise from. |

| | | |Assess and analyse what the last days in the life of Jesus and the |As an alternative, have artwork examples for them to use. |

| | | |ascension show Catholics about the effects of redemption (AO2) |(Perhaps use some from Section 4.). |

| | | |Students could create their own questions relating to the events in the | |

| | | |Bible showing the last days of Jesus and decide how they can relate this | |

| | | |to the effects of redemption. | |

|7 |Section 1:7 |Students will be able to: |Know and understand the consequence that life, death, resurrection and |Ask students to discuss the concept of salvation in pairs and |

| | |Know and understand the consequence that |ascension of Jesus has on beliefs about salvation (AO1) |then use one strategy such as a list, spider diagram, mind map |

| | |life, death, resurrection and ascension of |Students should know how Jesus’ death and resurrection allows us to |or consequence circle to record their ideas about salvation |

| | |Jesus has on beliefs about salvation |receive salvation. |Give students a card with one of two Bible references about |

| | |Know and understand the importance of | |forgiveness on it. John 3:10-21 and Acts 4:8–12. (One group |

| | |salvation and grace, including John 3:10-21|Know and understand the importance of salvation and grace, including John|salvation one group grace). Students have to research using a |

| | |and Acts 4:8–12 |3:10-21 and Acts 4:8–12 (AO1) |Bible (or search engine) and find out what it teaches about |

| | |Analyse and assess the significance of |Students need to have studied the Biblical references and be able to |Christian attitudes to salvation and grace. Students then need |

| | |belief in salvation for Catholics |explain what they teach about salvation and grace. |to join in groups of five. Each group needs to have one student |

| | | |Students should summaries each of their findings and cross reference them|with each reference. They then need to share the information |

| | | |with the person next to them. |they have found out with the rest of the groups so all students |

| | | | |have information about all of them. |

| | | |Analyse and assess the significance of belief in salvation for Catholics |Ask students to complete the carry on exercise: some examples of|

| | | |(AO2) |statements you can use are: |

| | | |Students should be able to assess the belief that salvation from sin is |Christians believe that a sin is an action that breaks God’s law|

| | | |brought by Jesus coming to the world today through the Church and how |– explain some examples of this… |

| | | |this can be brought about. |Sin is also the state of being that comes about by committing a |

| | | | |sinful action. Sin makes it difficult to have a relationship |

| | | | |with God because… |

| | | | |Christians believe that the death of Jesus was part of God’s |

| | | | |plan and the means by which the forgiveness of sins is achieved |

| | | | |because… |

| | | | |Christians believe that the death of Jesus has saved people and…|

| | | | |Jesus’ death looks like the triumph of evil over good but it is |

| | | | |the exact opposite… |

| | | | | |

| | | | |Catholics believe that the salvation from sin is brought by |

| | | | |Jesus and comes to the world today through the Church and is |

| | | | |brought about by leading a good Christian life. |

|8 |Section 1.8 |Students will be able to: |Know and understand the nature and importance Catholic and divergent |Set the mood with a song that talks about life after death. Get |

| | |Know and understand the nature and |Christian teachings about resurrection, judgement, heaven, hell and |pupils to make notes of what they can identify as links to life |

| | |importance of Catholic and divergent |purgatory (AO1) |after death. |

| | |Christian beliefs about life after death |Students should know what Christians believe happens after death and be |They can then complete the ‘If death was' activity – using words|

| | |Know and understand how beliefs about life |aware that different groups of Christians have slightly different |or images to explain, e.g. If death was a sound, a colour, a |

| | |after death are shown in the Bible |beliefs. |season, a symbol. They need to state why they have chosen that |

| | |Analyse the importance of life after death | |symbol. |

| | |for Catholics |Know and understand how beliefs about life after death are shown in the |Give students a card with one of resurrection, judgement, |

| | | |Bible (AO1) |heaven, hell and purgatory on them. They then have to research |

| | | |Students need to look at a number of biblical references and understand |using a Bible (or search engine) and find out about that |

| | | |what Christians might believe it teaches about life after death. Include |Christian belief. Students then need to join in groups of five. |

| | | |reference to John 11:17–27 and 2 Corinthians 5:1–10. |Each group needs to have one student with each Christian belief.|

| | | | |They then need to share the information they have found out with|

| | | |Assess and analyse why belief in life after death is important for |the rest of the groups so all students have information about |

| | | |Catholics today (AO2) |all of them. |

| | | |Students should assess why the beliefs are different to varying groups. |Ask students to identify divergent beliefs that they have |

| | | |Include why they vary in importance and link the importance to how the |discovered whilst doing their research. Ensure they understand |

| | | |beliefs are expressed. |that not all Christians believe the same things about life after|

| | | | |death, especially differences concerning hell and purgatory. |

| | | | |Complete some exam style questions. |

Section 2: Practices

|Week |Section |Learning outcomes |Content |Exemplar resources |

| |Bullet | | | |

|1 |Section 2:1 |Students will be able to: |Know and understand the role of sacraments in Christian life and |Information on the sacraments can be found in various places, |

| | |Know and understand the meaning of the |their practice in two denominations (AO1) |including videos on TrueTube and information on Catholic sacraments |

| | |seven sacraments |Students should know about the nature and role of sacraments in |can be found on the website below. |

| | |Know and understand the effects of the |Catholic life. |vatican.va/archive/ccc_css/archive/catechism/p2s2c1a1.htm |

| | |seven sacraments including religious | |Students could produce an image/storyboard/display for each of the |

| | |symbolism |Know and understand the effects of the seven sacraments including |sacraments with reference to the symbolism of each sacrament. |

| | |Assess and analyse the divergent importance|symbolism of each sacrament(AO1) |Divide students into three groups. |

| | |of sacraments in Catholic, Orthodox and |Students should know the effects of the seven sacraments and the |Tell one group they have to complete research about sacraments in |

| | |Protestant Christianity |symbolism of each sacrament. |the Orthodox tradition. Tell the second group they have to complete |

| | | | |research about sacraments in the Catholic tradition. Tell the third |

| | | |Assess and analyse the divergent importance of sacraments in |group they have to complete research about sacraments in the |

| | | |Orthodox, Catholic and Protestant Churches (AO2) |Protestant tradition. |

| | | |Students should analyse the differences in sacraments between |They should then feed back to the class and each student should end |

| | | |divergent Christians meaning of the sacraments with reference to |up with information about each of the groups to assess why the |

| | | |Catholic, Orthodox and Protestant churches. |sacraments are important to each denomination. |

| | | | |They then can make connection dominos to look at the meaning of the |

| | | | |sacraments in the Orthodox and Protestant church - make the |

| | | | |connections between similarities and differences, e.g. real presence|

| | | | |compared to re-enactment, each point will match only another. |

| | | | |Alternatively, use materials that are known to be enjoyed by the |

| | | | |students and that they have used before in the classroom. |

|2 |Section 2:2 |Students will be able to: |Know and understand the nature and importance of Mass for Catholics |Ask student to complete a Mass mix and match. Create a table with |

| | |Know and understand the nature and |(AO1) |the sections of the mass on one column and in the second column, |

| | |importance of Mass for Catholics |Students should know what liturgical worship is. They should be able |what happens. Cut them out and then ask students to match them up. |

| | |Know and understand the divergent attitudes|to identify and explain each part of the Mass, including the |After successfully matching them, students can then explain the |

| | |towards worship |significance of each section. |significance of each part of the Mass and why it is important to |

| | |Assess and analyse the teaching of Lumen | |Catholics. |

| | |Gentium paragraph 7 for Catholics |Know and understand the divergent attitudes towards worship (AO1) |Students could investigate or research the divergent attitudes |

| | | |Students need to understand that there are differences in the |towards worship - starting with the different Christian attitudes |

| | | |practice and meaning of liturgical worship. They need to understand |towards the Eucharist. |

| | | |how this is significant to Catholics and explore the less structured |Divide the class it three groups and ask then to each take a |

| | | |worship found in evangelical Christian denominations. |divergent view on worship and then present them back to the class. |

| | | | |Some will be presenters, some can prepare handouts and others can |

| | | | |answer questions. |

| | | |Assess and analyse the teaching of Lumen Gentium paragraph 7 for |Students should assess the impact of worship for Catholics producing|

| | | |Catholics (AO2) |two tables of reasons: |

| | | |Students need to know from Lumen Gentium the teachings about the |1. Why liturgical worship is important and unimportant. |

| | | |Eucharist and how this is significant for Catholics. |2. Why informal less structured worship is important and |

| | | | |unimportant. |

|3 |Section 2:3 |Students will be able to: |Know and understand the nature and importance of the funeral rite for|Information about Catholic funeral rites can be found in various |

| | |Know and understand the nature and |Catholics (AO1) |places, including the BBC website. |

| | |importance of the funeral rite for |Students need to know the main practices of the funeral rite in: |Students need to research what is offered to both the dying and the |

| | |Catholics |the home |relatives: before death, after death, at the vigil. |

| | |Know and understand the aims of the funeral|the church |Students could make an information sheet on each aspect of this. |

| | |rite |the cemetery |They can then use two colours – one to highlight the care for the |

| | |Assess and analyse the significance of the |Students must make reference to 'Preparing my funeral' by Vincent |deceased and the other for care for the relatives. |

| | |funeral rite for Catholics |Nichols, Archbishop of Westminster. |Students should be given a copy of 'Preparing my funeral' by Vincent|

| | | | |Nichols, Archbishop of Westminster and discuss the reasons why the |

| | | |Know and understand the aims of the funeral rite (AO1) |document is needed. |

| | | |Students need to know and understand the aims of the funeral rite |Students should assess the importance of using this document by |

| | | |with a specific focus on: |producing a list of how it may impact on the lives of those |

| | | |communion with the deceased |preparing to die and of grieving relatives. |

| | | |communion of the community |Students need to understand what is meant by the terms communion |

| | | | |with the deceased and communion of the community. |

| | | |Assess and analyse the significance of the funeral rite for Catholics|Students should attempt some exam style questions on this bullet and|

| | | |(AO2) |attempt to peer mark them. |

| | | |Students assess how the funeral rite gives comfort and hope to | |

| | | |Catholics. | |

|4 |Section 2:4 |Students will be able to: |Know and understand the nature and purpose of prayer (AO1) |There are a number of YouTube clips showing the Lord’s Prayer. |

| | |Know and understand the nature and purpose |Students should be able to explain what prayer is and why Catholics |Students could discuss and research prayer using the Internet or |

| | |of prayer |pray |textbooks to find out the different types of prayer, with examples, |

| | |Know and understand different types of | |who uses it and when they use it. |

| | |prayer |Know and understand examples of the different types of prayer (AO1) |They can then produce a summary document page or a mind map to |

| | |Analyse and assess the importance for |Students need to know about the different types of prayer, when each |record their findings. |

| | |Catholics of having different types of |type is used and why. |Ask them to think of examples they see of prayer in films – how is |

| | |prayer |Set prayers |prayer portrayed – how does this shape their view on prayer. |

| | | |Informal prayer |Students could be given a copy of Matthew 6:5-14 and a copy of the |

| | | | |Lord’s Prayer to compare; they should then discuss the reasons why |

| | | |Know about and understand the importance of the Lord’s prayer (AO1) |Christian use the prayer. |

| | | |Students should know what the Lord’s Prayer is, they should |In order to learn about the importance of the Lord’s prayer they |

| | | |understand the biblical basis of the prayer from Matthew 6:5-14 and |could look at the controversy caused by an advert about the Lord’s |

| | | |how it is used by Christians. |prayer: bbc.co.uk/news/uk-34891928. |

| | | | |Students should assess the impact of prayer for Catholics, producing|

| | | |Analyse and assess the importance for Catholics of having different |two tables of reasons: |

| | | |types of prayer |1. Why set prayer is important and unimportant. |

| | | |Students should assess the impact that prayer has on the lives of |2. Why informal prayer is important and unimportant. |

| | | |Catholics. |The table should include at least four reasons each with |

| | | | |example/quotes. |

| | | | |Students should attempt some (c) exam style questions on this bullet|

| | | | |and attempt to peer mark them. |

|5 |Section 2:5 |Students will be able to: |Know and understand the importance of devotion (or non-liturgical |Show students 5-6 images of popular piety (non liturgical worship). |

| | |Know and understand the importance of |worship) (AO1) |Students can pick one and write down five observations and five |

| | |devotion (or non-liturgical worship) |Students must understand the role of importance of: |reflections on the image. Students can then feed back to the whole |

| | |Know and understand the divergent attitudes|Rosary |class. |

| | |to different forms of devotion |Eucharistic adoration |Students can then be given further details on Rosary, Eucharistic |

| | |Assess and analyse why it is important for |Stations of the cross |adoration and the stations of the cross and complete a fact file on |

| | |Catholics to have different forms of |Students must support their findings with reference to the Catechism |each one. Perhaps use ICT to support this task. |

| | |worship |of the Catholic Church 1674-1676. |They need to state what form the devotion takes, who can take part, |

| | | | |any special features or symbolism, where it is in the liturgical |

| | | |Assess and analyse why it is important for Catholics to have |year, why some people support it and why some might feel they are |

| | | |different firms of worship(AO2) |not suited to it. |

| | | |Students must be aware of the benefits of different forms of worship |Remember to include the information from the Catechism of the |

| | | |and when they are used. |Catholic Church 1674-1676. |

| | | | |The fact files can them be used to answer some GCSE style questions.|

| | | | |Students then need to go back and highlight within the fact files |

| | | | |the divergent Christian attitudes. |

|6 |Section 2:6 |Students will be able to: |Know and understand the nature, history and purpose of pilgrimage |Ask students to research on the Internet and find information about |

| | |Know and understand the nature, history and|(AO1) |what a pilgrimage is and why Christians go on them, including the |

| | |purpose of Catholic pilgrimage |Students should know what pilgrimage is, they should know about the |Catechism of the Catholic Church 2691-2696. |

| | |Know and understand the significance of the|history of pilgrimage as a whole and about specific places and why |Divide the class in three and instruct each group to look at one |

| | |places that people go on pilgrimage |Christians go on pilgrimage today. |specific place of pilgrimage to find out its history and what |

| | |Assess and analyse the importance of | |happens there. |

| | |pilgrimage for Catholic and Protestant |Know and understand the significance of the places that people go on |Jerusalem |

| | |Christians today |pilgrimage (AO1) |Lourdes |

| | | |Students should be given the opportunity to know about these places |Walsingham |

| | | |of pilgrimage and what happens there: |With this information they should write a summary about the place of|

| | | |Jerusalem |pilgrimage. HCPT have some suitable videos on Lourdes. |

| | | |Lourdes | |

| | | |Walsingham |Students can then do a hot seat session to share information about |

| | | | |all three places. |

| | | |Assess and analyse the importance of pilgrimage for Catholic and |Students could do a media search (online or newspapers) for examples|

| | | |Protestant Christians today (AO2) |of Catholic and Protestant pilgrimage and then produce work |

| | | |Students should discuss why pilgrimage may or may not be important |(poster/ppt/written summary) to show why pilgrimage may or may not |

| | | |for Christians with reference to the Catechism of the Catholic Church|be important for Christians. |

| | | |2691-2696. | |

|7 |Section 2:7 |Students will be able to: |Know and understand what Catholic social teaching is and how it |Information about CST can be found in various places on |

| | |Know and understand what Catholic social |reflects the teaching to love thy neighbour (AO1) |.uk/. There is a short video detailing|

| | |teaching is and how it reflects the |Students need to understand what CST is and what do Catholics mean |the main features by Cardinal Vincent Nichols. CAFOD also have a |

| | |teaching to love thy neighbour |when they talk of love of thy neighbour. |wide selection of clips and activities on CST. |

| | |Know and understand how and why CAFOD seeks|Students must also understand what the church teaches about justice, |Pose the statement that Catholics have a duty to care for the poor. |

| | |to help others |peace and reconciliation. |Ask students to discuss in small groups how they feel about the |

| | |Assess and analyse how Catholic Social | |statement. Divide students in half - one half doing a consequence |

| | |teaching influences the lives of |Know and understand how and why CAFOD seeks to help others (AO1) |circle with ‘yes they have a duty to the poor’ in the centre with |

| | |individuals |Students will need to know what CAFOD does and where it works. They |two outer rings to help them think about the immediate consequences |

| | | |will also need to be able to explain why it seeks to help the poor of|of helping and then the secondary consequences, helping them see the|

| | | |society. |benefits. |

| | | |Assess and analyse how Catholic Social teaching influences the lives |The second half should do a consequence circle with ‘they don’t have|

| | | |of individuals (AO2) |a duty to help the poor’ in the centre, with two outer rings to help|

| | | |They will need to know how CST is reflected in peoples actions and |them think about the immediate consequences of helping and then the |

| | | |daily lives, including some examples of this faith in action. |secondary consequences, helping them see the benefits. |

| | | | |They should then explain their circles to each other. Students |

| | | | |should summarise the discussions in the way they feel most suitable,|

| | | | |such as a written paragraph or a table of the different arguments. |

| | | | |Students need to know the teaching of the Sheep and the Goats; they |

| | | | |should read though this and perhaps do some ‘Freeze frame’ examples |

| | | | |to show the parable in action. |

| | | | |Students can use Evangelii Gaudium paragraphs 182–237 to explain the|

| | | | |reasons why Catholics should ensure the inclusion of the poor in |

| | | | |society. They can make a table of three columns, with examples of |

| | | | |how they can do this personally, as a community and how one chosen |

| | | | |individual of their choice has put this teaching into action. |

| | | | |Students can research using the CAFOD website why they help and what|

| | | | |they do. |

| | | | |Students can make an acrostic poem on what CAFOD does and why they |

| | | | |do it. |

| | | | |Students should attempt some exam style questions on this bullet and|

| | | | |attempt to peer mark them. |

|8 |Section 2.8 |Students will be able to: |Know and understand the history and purpose of missionary and |Information on Christian missionary and evangelical work can be |

| | |Know and understand the history and purpose|evangelical work (AO1) |found in various places on the Internet including: |

| | |of missionary and evangelical work |Students should know that the Church has always been a missionary one|catholic-faith/the-new-evangelisation/wh|

| | |Know and understand the divergent ways the |since the Early Church and they must learn how this fulfils the |at-is-the-new-evangelisation (Catholic) |

| | |Christian faith is spread locally, |teaching of the Church, including as continued and why, including |our-faith/mission.aspx (Church of England) |

| | |nationally and globally |Evangelii Gaudium Chapter 5. |Ask students to research Church history and discuss the concept of |

| | |Analyse and assess the importance of | |missionary/evangelical work in Church history in pairs and then use |

| | |evangelising for the Church and the |Know and understand the divergent ways the Christian faith is spread |either a list, spider diagram, mind map or consequence circles to |

| | |individual Christian |locally, nationally and globally (AO1) |record their ideas about the importance of missionary/evangelical |

| | | |Students need to know the different ways that Christianity is spread |work throughout Church history. |

| | | |locally, nationally and globally. |Ask students to find out about the different ways that the Christian|

| | | | |faith has been spread in the past and how it is still spread today. |

| | | |Assess and analyse the importance of evangelising for the Church and |They need to find out what has been done locally in parishes, |

| | | |the individual Christian (AO2) |nationally and globally. They need to share their information and |

| | | |Students should assess the importance of evangelisation, whether it |make a list of four ways, each way needs an example. |

| | | |works or whether it has little effect. |Students should assess the importance of evangelising by producing a|

| | | | |list of how it may impact on the people locally, nationally and |

| | | | |globally. |

| | | | |Students should attempt some exam style questions on this bullet and|

| | | | |attempt to peer mark them. |

Section 3: Sources of Wisdom and Authority

|Week |Section |Learning outcomes |Content |Exemplar resources |

| |Bullet | | | |

|1 |Section 3:1 |Students will be able to: |Know and understand the development and structure of the Bible (AO1) |Students can complete a think pair share and then make a list of the|

| | |Know and understand the development and |Students need to know the origin, structure and different literary |ways in which Catholics use the Bible. |

| | |structure of the Bible |forms of the Bible. They will need to explore |Students could then investigate/research the listed sections - |

| | |Assess and analyse the divergent Christian |Old Testament law |perhaps divide the class into six groups and ask each group to |

| | |understandings about which books should be |History |produce a presentation on either Old Testament law, history, |

| | |within the Bible with reference to the |Prophets |prophets, writings, New Testament, Gospels or letters. They should |

| | |Council of Trent |Writings |include what it means in relation to the literary form and provide |

| | | |New Testament |evidence to support it. |

| | | |Gospels |Students could produce information posters about chosen topics and |

| | | |Letters |add onto it why this is significant to Catholics. Include Biblical |

| | | | |references that show the revelation of God. |

| | | |Assess and analyse the divergent Christian understandings about which|Students should attempt some exam (c) style questions on the |

| | | |books should be within the Bible with reference to the Council of |divergent understandings and attempt to peer mark them. |

| | | |Trent (AO2) | |

|2 |Section 3:2 |Students will be able to: |Know and understand why the Bible has authority and importance for |Students can complete a diamond 9 on the role of the Bible. |

| | |Know and understand why the Bible has |Catholics (AO1) |Read the introduction then complete the imagine activity. |

| | |authority and importance for Catholics |Students must explore the Catholic interpretation of the Bible. They |Point out to the students that it can be vital to know which advice |

| | |Know and understand the divergent views on |must be able to know the meaning of its inspiration. |to take and even more vital to know which questions to ask. |

| | |the authority of the Bible | |Then tell them the following logic problem and see if anyone can |

| | |Assess and analyse the meaning of the Bible|Know and understand the divergent views on the authority of the Bible|suggest the solution: |

| | |for Catholics |(AO1) |'Imagine that you are in a room with two doors. Behind one door is a|

| | | |Students must look at the Bible in 3 ways: |fierce carnivorous animal that will tear you limb from limb. Behind |

| | | |literal Word of God |the other lies freedom. In front of you are two buttons and two |

| | | |the revealed Word of God |people. One button will unlock each of the doors. One of the people |

| | | |a source of guidance and teaching. |will answer any question truthfully; the other will answer any |

| | | | |question falsely. You have one question to ask to one of the people,|

| | | |Assess and analyse the meaning of the Bible for Catholics (AO2) |and then you have to choose which button to press. How do you give |

| | | |Students must read and understand Timothy 3:16 and the Catechism of |yourself the best chance of escaping from the room?' |

| | | |the Catholic Church 105–108 |Invite responses from the students. If nobody works it out, give |

| | | |Students must analyse the role of the Bible for Catholics. |them the answer after a few minutes: |

| | | | |Ask one of the people this question: 'If I was to ask the other |

| | | | |person which button would let me go free, what answer they would |

| | | | |give me?' Whatever answer the person then gives, press the other |

| | | | |button. |

| | | | |You have no way of knowing whether you are talking to the honest |

| | | | |person or the liar. If you happened to ask the honest person your |

| | | | |question, they would correctly tell you what the liar would say and |

| | | | |the liar would have lied to you. Therefore, the button indicated is |

| | | | |the one that releases the fierce animal. If you happen to be talking|

| | | | |to the liar, they would tell you the opposite of what the honest |

| | | | |person would say, and the honest person would have told you the way |

| | | | |to get out. Therefore the button indicated is also the one to |

| | | | |release the animal. |

| | | | |Explain that for some people the Bible helps them when we find |

| | | | |ourselves in difficult situations. |

| | | | |Ask students to read up on the different interpretations of the |

| | | | |Bible and make notes under the following headings: |

| | | | |Church believes that the Bible is the direct word from God |

| | | | |The Church regards the bible as holy, as the words of God |

| | | | |Catholics believe that the Bible has authority |

| | | | | |

| | | | |Give students copies of Timothy 3:16 and Catechism of the Catholic |

| | | | |Church 105–108 to help them support their comments. |

|3 |Section 3:3 |Students will be able to: |Know and understand the meaning, importance and function of the |Students can be given a list of people who could be a part of the |

| | |Know and understand the meaning, importance|magisterium (AO1) |magisterium. E.g. priest, nun, monks, bishop, archbishop, cardinal, |

| | |and function of the magisterium |Students will need to know who the magisterium are, how they allowed |altar servers etc. They have to eliminate the ones they feel are not|

| | |Know and understand the difference roles of|to be part of it and its function. |part of it. Pupils can them put them in order of hierarchy. Ask |

| | |the magisterium for conciliar and | |students to consider why they feel the ones they rejected are not |

| | |pontifical |Know and understand the difference roles of the magisterium for |part of the magisterium. |

| | |Assess and analyse the role and importance |conciliar and pontifical (AO1) |Ask students to define the word ‘infallible’ and discuss how this |

| | |of the magisterium in the Church today |Students will need to know the meaning, importance and function of |can relate to the magisterium. |

| | | |the ordinary magisterium and the extraordinary magisterium (conciliar|Students should be given (or research) the magisterium and, after |

| | | |and pontifical). |reading it, give students a picture of the magisterium with text |

| | | |Students need to access and read Catechism of the Catholic Church |boxes for them to complete with four things the magisterium do and |

| | | |100. |four reasons why they are important. |

| | | | |Students can complete a table with conciliar on one side and |

| | | |Assess and analyse the role and importance of the magisterium in the |pontifical on the other. They need to record the role and function |

| | | |Church today (AO2) |of them. |

| | | |Students need to know why the magisterium is important in the lives |Assess the impact. Using the previous tasks, ask pupils to look at |

| | | |of Catholics. |the magisterium in action. Set them into small groups and look for |

| | | | |ways it has features in the lives of Catholics. |

| | | | |They could use the following titles |

| | | | |Interpretation of the Bible |

| | | | |Keeping apostolic tradition |

| | | | |Addressing issues that did not exist at the time of the Bible |

| | | | |Keeping teaching up to date but still with tradition |

| | | | |Students should share their examples with others so that each |

| | | | |student has a full set of examples. |

|4 |Section 3:4 |Students will be able to: |Know and understand the nature and importance of the Second Vatican |Information about the nature and importance of the Second Vatican |

| | |Know and understand the nature and |Council (AO1) |Council can be found on many websites, both Catholic and secular, |

| | |importance of the Second Vatican Council |Students should know what the Second Vatican council is and they |which also include many topical examples and discussions. |

| | |and the four key documents for the Church |should know why it is important. |Ask students to give a brief history of the Second Vatican Council |

| | |and for Catholic living |Students should explore individually the nature and importance of: |and then identify four things they think the Second Vatican Council |

| | |Analyse and assess the significance of the |Dei Verbum – Constitution on Devine revelation |aimed to achieve. |

| | |Second Vatican council for Catholics. |Lumen Gentium – dogmatic constitution on the Church |Get the class into small groups. Challenge each small group to |

| | | |Sacrosanctum Concilium – constitution of the sacred liturgy |invent a newspaper headline about the Second Vatican Council |

| | | |Gaudium et Spes – Pastroral constitution of the Church in the Modern |subject. They should try to get across the key issue and draw |

| | | |world |people’s attention to their story. Limit them to a maximum of 10 |

| | | | |words. |

| | | |Analyse and assess the significance of the Second Vatican council |Once they have worked out what the key information should be and |

| | | |for Catholics (A02) |have devised their headline, they should write it up in large |

| | | |Students should be able to illustrate how the Second Vatican Council |letters on flip chart paper and be prepared to shout it out like a |

| | | |made a difference in the lives of Catholics. |newspaper seller. |

| | | | |Copies of Dei Verbum, Lumen Gentium, Sacrosanctum Concilium and |

| | | | |Gaudium et Spes (perhaps include summaries and notes) are needed. |

| | | | |Students can complete a Marketplace activity. |

| | | | |Stage 1 – Preparation |

| | | | |Organise students into groups of three. Explain the activity that is|

| | | | |to take place. (5 minutes) |

| | | | |Give out the information about the topic on paper or use textbooks |

| | | | |(one per group – note there can be more than one group researching |

| | | | |the same issue). Each group will have to research an aspect of the |

| | | | |topic. |

| | | | |They will also need a large piece of sugar paper/flipchart paper and|

| | | | |a variety of thick coloured pens. (5 minutes) |

| | | | |Write up the sequence and timing of stages on the board. Making the |

| | | | |timings explicit will help the students. |

| | | | |Stage 1 – Preparation – 10 minutes |

| | | | |Stage 2 – Research – 20 minutes |

| | | | |Stage 3 – Peer Teaching – 10 minutes |

| | | | |Stage 4 – Quiz – 10 minutes |

| | | | |Stage 5 – Review – 10 minutes |

| | | | | |

| | | | |Stage 2 – Research: |

| | | | |Each group is to research the chosen area and is given a time limit |

| | | | |for this. (20 minutes) |

| | | | |The group should use the sugar paper and are told that they can only|

| | | | |use a maximum of 10 words on the page and can have as many drawings,|

| | | | |symbols, numbers, cartoons, diagrams etc. This will help the pupils |

| | | | |to translate written information from the leaflets into visual |

| | | | |information on their page. All of the group should play a part in |

| | | | |producing the poster. |

| | | | | |

| | | | |Stage 3 – Peer Teaching |

| | | | |When the time limit is up, one member of the group will stay with |

| | | | |their ‘poster’ and be the market trader. They will have to convey |

| | | | |the information from their poster to other students in the class, |

| | | | |mainly by verbal communication (they should stand to do this). All |

| | | | |of the other members of the group will then go and visit other |

| | | | |market traders who have information on the different issues and they|

| | | | |are allowed to write down the information they receive on a piece of|

| | | | |A4 paper. (5 minutes) |

| | | | |Each group then comes back together and they feed back what they |

| | | | |have learned from the other market traders to the rest of the group.|

| | | | |This encourages verbal communication skills between the groups. (5 |

| | | | |minutes) |

| | | | |Students can complete a diary account or a postcard activity from a |

| | | | |Cardinal who was part of the Second Vatican council and detail how |

| | | | |it will affect the life of the person who received the card. |

|5 |Section 3:5 |Students will be able to: |Know and understand the nature and significance of the Church as the |Select an image that represents the body of Christ – there are lots |

| | |Know and understand the nature and |Body of Christ and the People of God (AO1) |that show the outline body of Jesus with people and their faces |

| | |significance of the Church as the Body of |Students need to understand what is meant by the terms: |completing the body – some have a quote from 1 Corinthians on. |

| | |Christ and the People of God |the Body of Christ |Invite pupils to reflect on the image and then discuss the |

| | |Know and understand the divergent Christian|people of God. |following: |

| | |attitudes to Church as the Body of Christ |Students must have access to and know and understand what Romans |What thoughts do you have on the image above and the quote from 1 |

| | |and the People of God |12:4–6 and 1 Corinthians 12 teaches in relation to the Church as the |Corinthians? |

| | |Assess and analyse the importance of the |Body of Christ and the People of God. |What information does it give a person about the Church? |

| | |Church as the Body of Christ and the People| |Do you think this is a good way of showing that the Church is the |

| | |of God to Catholic.s |Know and understand the divergent Christian attitudes to Church as |body of Christ? |

| | | |the Body of Christ and the People of God (AO1) |Students should complete a summary of what they have learnt. |

| | | |Students should know the attitudes to the Church as the Body of |Give students information on the Church as the Body of Christ – |

| | | |Christ and the People as expressed in these references and understand|information can be found in resources for Unit 10 of the 2009/12 |

| | | |the divergent views held by Christians today. |GCSE specification. |

| | | | |Read through worksheet. Make sure the students understand that |

| | | |Assess and analyse the importance of the Church as the Body of Christ|describing the Church as the Body of Christ refers to the way that |

| | | |and the People of God to Catholics (AO2) |the followers of Jesus continue to act as Jesus did whilst he was |

| | | |Students should explain why belief in the Church as the Body of |alive and that Christ is able to serve others through the various |

| | | |Christ and the People of God is important to Catholics. |gifts the followers use. |

| | | | |Complete the team work activity: Draw an outline of a body on the |

| | | | |board. Invite students to come out and write into the outline of the|

| | | | |body different ways in which the followers of Jesus may choose to |

| | | | |use their gifts as part of the Body of Christ, for example, minister|

| | | | |of the word, catechist, etc. |

|6 |Section 3:6 |Students will be able to: |Know and understand the nature and importance of the 4 marks of the |Information on the 4 marks can be found in many places on the |

| | |Know and understand the nature and |Church (AO1) |Internet and in most textbooks for Unit 10 of the 2009/12 |

| | |importance of the 4 marks of the Church |Students need to know the nature of the church as: |specification. |

| | |Know and understand the divergent ways the |One |Students could produce a display using the information and the |

| | |4 marks can be understood within |Holy |Nicene Creed and the First Council of Constantinople to help them |

| | |Christianity |Catholic |learn about the 4 marks. |

| | |Assess and analyse the importance of the 4 |Apostolic |Students could then discuss each mark individually; they could |

| | |marks for Catholics today. |Students will need to refer to the Nicene Creed and the First Council|summarise the teachings in a table/spider diagram |

| | | |of Constantinople. |Ask students to complete a mind map/information sheet/notes |

| | | | |explaining how the 4 marks are important to Catholics. |

| | | |Know and understand the divergent ways the 4 marks can be understood | |

| | | |within Christianity (AO1) | |

| | | | | |

| | | |Assess the importance of the 4 marks for Catholics today (AO2) | |

| | | |Students should assess the important of the Church as One, Holy | |

| | | |Catholic and apostolic. | |

|7 |Section 3:7 |Students will be able to: |Know and understand how Mary is a model of the Church (AO1) |Students can use different prayers to explore more about Mary, e.g. |

| | |Know and understand how Mary is a model of |Students should know how Mary is joined with Christ in the work of |Hail Mary, Hail Holy Queen, The Angelus. They can discuss them and |

| | |the Church |salvation. |write a paragraph detailing why Mary is a model for the church. |

| | |Know and understand how Mary is a model for| |Students should take each of the titles and using the Biblical |

| | |discipleship and as a model of faith and |Know and understand how Mary is a model for discipleship and as a |references add details to each point: |

| | |charity |model of faith and charity (AO1) |The Immaculate Conception |

| | |Understand the importance of Mary for |Students need to know how Mary is a model of discipleship, faith and |Acceptance of God’s will |

| | |Catholics |charity with reference to Luke 1:26–39 and Catechism of the Catholic |Assumption of the Virgin Mary |

| | | |Church 963–975. |Intercessor |

| | | | |Mother of the Church |

| | | |Understand the importance of Mary for Catholics (AO2) |Research the ways in which Catholics show special devotion to Mary. |

| | | |How the role of Mary inspires Catholics today. |Make a timeline of events and add any other forms of devotion e.g. |

| | | | |shrines or Mary Gardens. |

|8 |Section 3.8 |Students will be able to: |Know and understand the importance of Jesus as an example and the |Information on moral authority can be found in various places on the|

| | |Know and understand the importance of Jesus|authoritative source of moral teaching (AO1) |Internet and in many Catholic textbooks. |

| | |as an example and the authoritative source |Students need to understand how Jesus is a good example of moral |Ask students to research why Jesus is a source of moral authority |

| | |of moral teaching |teaching e.g. forgiveness, suffering servant. |and discuss examples where this is evident in the Bible. They should|

| | |Know and understand divergent understanding|How Jesus is fulfilment of the law including Matthew 5:17-24. |work in pairs and then use either a list, spider diagram, mind map |

| | |of natural law, virtue and conscience | |or consequence circles to record their findings. |

| | |Assess the implications of these for |Know and understand divergent understanding of natural law, virtue |Ask students to find out about the divergent ways that Christians |

| | |Christians today |and conscience (AO1) |seek moral guidance and support. |

| | | |Students need to know about each heading, the theory and the |They need to find out about natural law, virtue and conscience. |

| | | |divergent view surrounding each source. |They should share their information and make a list of four reasons |

| | | | |they are important. Each reason needs an example or a source of |

| | | |Assess the implications of these for Christians today (AO2) |wisdom and authority. |

| | | |Students should know how the example of Jesus influences Christians |Students should attempt some exam style questions on this bullet and|

| | | |today. |attempt to peer mark them. |

Section 4: Forms of Expression and Ways of Life

|Week |Section |Learning outcomes |Content |Exemplar resources |

| |Bullet | | | |

|1 |Section 4:1 |Students will be able to: |Know and understand the common and divergent forms of architecture, |Students should be given four examples of different churches; they |

| | |Know and understand the common and |design and decoration of Catholic churches (AO1) |will need to identify some common themes or design, similarities and|

| | |divergent forms of architecture, design and|Students should be able to identify the different forms of |differences within them. |

| | |decoration of Catholic churches |architecture, |Students could produce a Fact File on each Church; they need to know|

| | |Assess and analyse how these reflect belief|design |the meaning of each design and other evidence about architecture, |

| | | |decoration |design and decoration. They need to clearly detail how these reflect|

| | | |of Catholic Churches and why they are important. The common and |Catholic belief. |

| | | |divergent forms of architecture, design and decoration of Catholic |They could then answer a (d) style question on 4.1. They should |

| | | |churches: how they reflect belief, are used in, and contribute to, |attempt to peer mark them using the levels in the Sample Assessment |

| | | |worship, including reference to the Catechism of the Catholic Church |Materials. |

| | | |1179–1181. | |

| | | | | |

| | | |Assess and analyse how these reflect belief (AO2) | |

| | | |Students need to explore how these illustrate belief. | |

|2 |Section 4:2 |Students will be able to: |Know and understand the internal features of the Catholic church |Information about the features of the church can be found on many |

| | |Know and understand the internal features |(AO1) |websites. There is some useful information on the parish websites |

| | |of the Catholic church |Students should be able to explain why the Catholic church has |which show the inside of the church and some even do virtual tours. |

| | |Assess and analyse the importance of the |certain features, particularly |Alternatively arrange a visit to the local church. |

| | |internal features of a Catholic church. |Lectern |Ask students to produce a mind map including all the internal |

| | | |Altar |features that a church has and the significance of them to |

| | | |Crucifix |Catholics. |

| | | |Tabernacle |Ask students to discuss in small groups how whether they feel these |

| | | | |features help them in worship. |

| | | |Assess and analyse the importance of the internal features of a |They should then attempt an exam style question from the Sample |

| | | |Catholic church (AO2) |Assessment Materials. |

| | | |Students must be able to explain the importance of the internal | |

| | | |features to Catholics. | |

| | | |They must be able to evaluate how they aid Catholic worship. | |

|3 |Section 4:3 |Students will be able to: |Know the meaning and importance of sacred objects (AO1) |Information about the sacred objects can be found on many websites. |

| | |Know the meaning and importance of sacred |Students need to know the meaning and significance of sacred objects,|If you cannot show them physically to students, show some images of |

| | |objects |including: |them. |

| | |Assess and analyse the divergent ways |sacred vessels |Divide students into groups and ask them to research a sacred |

| | |sacred objects are used to express belief. |sarcophagi |object. The groups need to make notes to summarise their ideas, |

| | | |hunger cloths. |which they should then share with the class. They should ensure that|

| | | |Students need to understand the way the items are used. |they incorporate reasons why these objects are used. Students must |

| | | | |refer to the Catechism of the Catholic Church 1182–1186. |

| | | |Assess and analyse the divergent ways sacred objects are used to |Students should attempt some (c) exam style questions on this bullet|

| | | |express belief (AO2) |and attempt to peer mark them. |

| | | |Students must be able to assess the way the sacred objects are used | |

| | | |and express belief. | |

|4 |Section 4:4 |Students will be able to: |Know and understand the meaning and significance of artwork in |Students need to understand why artwork is used to show belief - |

| | |know and understand the meaning and |Catholicism (AO1) |have a guided discussion on this. |

| | |significance of artwork in Catholicism |Students should explore a wide range of artworks including: |Select at least two specific pieces of artwork and print or display |

| | |know and understand two specific pieces of |paintings |the theme for students. Ask students to complete seven observations |

| | |art work |fresco |and seven reflections on each piece. |

| | |Assess and analyse the divergent ways art |drawings. |Ask them to include any questions they may have on the chosen |

| | |is used to express belief | |pieces. |

| | | |Know and understand two specific pieces of art work (AO2) |Then ask students to write up a summary about what they think the |

| | | |Students should study two specific pieces of artwork, with reference |artwork is telling them and how it is showing belief. They will need|

| | | |to the Catechism of the Catholic Church 2502– 2503. |to also note down how divergent groups might interpret the piece |

| | | | |differently to them. |

| | | |Assess and analyse the divergent ways art is used to express belief | |

| | | |(AO2) | |

| | | |Observe the divergent ways artwork is used in the church and other | |

| | | |settings. | |

|5 |Section 4:5 |Students will be able to: |Know the meaning and significance of sculpture and statues (AO1) |Give students or display a statue (e.g. Christ the redeemer) and ask|

| | |Know the meaning and significance of |Students should know the meaning of statues and sculpture with |students what they know about it. Discuss the purpose of the statue |

| | |sculpture and statues |reference to Catechism of the Catholic Church 2501 and how they |and why they think are/are not important and why. |

| | |Assess and analyse the divergent ways in |express belief both by the artist and those who witness the art. |Divide up the students and ask them to research one statue or |

| | |which sculptures and statues may be used in| |sculpture from a list of you have chosen. Ask students to write an |

| | |church and other settings |Assess and analyse the divergent ways in which sculptures and statues|information page including information about what and where it is, |

| | | |may be used in church and other settings (AO2) |examples of how it is used and why it is important for Christians. |

| | | |Students should know the discussions and disagreement over statues. |Then can then swap with another group and state why there are |

| | | | |divergent views on the statue or sculpture. |

|6 |Section 4:6 |Students will be able to: |Know and understand the purpose and use of symbolism and imagery |Students will need to be given information about the cross, |

| | |Know and understand the purpose and use of |(AO1) |crucifix, fish, ChiRho, dove, eagle, Alpha and Omega and the symbols|

| | |symbolism and imagery |Students should explore symbolism and imagery in art; focusing on |of the four evangelists. Alternatively they can research them on the|

| | |Assess and analyse the divergent ways that |the: |Internet. |

| | |symbolism is used in church and other |Cross |Students need to understand the importance of the imagery and how it|

| | |settings |Crucifix |can help people in their faith. |

| | | |Fish |Students can make a Top Trumps style card for each item. These can |

| | | |ChiRho |then be used to help answer GCSE questions. As well as facts they |

| | | |Dove |need to explain what it shows and the divergent attitudes to each |

| | | |Eagle |item. |

| | | |Alpha and Omega |Use (b) questions from the Sample Assessment Materials. Provide each|

| | | |symbols of the four evangelists |student with a sticky note, they should write a reason on the note |

| | | |Students should also know the teaching of the Catechism of the |which answers the question, then put the sticky note on a wall. When|

| | | |Catholic Church 701. |all students have put a note on the, wall they should take a |

| | | | |different one and try to develop the reason written on the note with|

| | | |Assess and analyse the divergent ways that symbolism is used in |an example, a quote or some extra information that links to the |

| | | |church and other settings (AO2) |question and to the reason given. They should then find a person in |

| | | |Students need to be able to analyse the divergent ways symbolism is |the room with different information on their note to the one they |

| | | |used to express belief. |have and join both notes together to form a full mark (b) answer. |

|7 |Section 4:7 |Students will be able to |Know the meaning and significance of drama (AO1) |If possible watch an example of drama or there are several |

| | |know the meaning and significance of drama |Students will need to understand how drama is part of the Church. |recordings that you can find on the Internet. |

| | |assess and analyse the divergent ways in |Students will need to explore |Guide pupils while watching this to look for meanings and any |

| | |which drama may be used in church and other|mystery plays |significant links to a particular belief. |

| | |settings |passion plays |Ask students to discuss the drama in pairs and then use a list, |

| | | |and link this knowledge to the Catechism of the Catholic Church 2567.|spider diagram or mind map to record ideas about the meaning and |

| | | | |significance of drama. |

| | | |Assess and analyse the divergent ways in which drama may be used in |Students can work in pairs and take each play – one person writes |

| | | |church and other settings (AO2) |the positives of the play and how it may be used. The second person |

| | | |Students will need to know the divergent views on drama including why|critiques it and details why there are divergent views towards it. |

| | | |it was banned in the middle ages. |Then complete in reverse for the second play. |

|8 |Section 4.8 |Students will be able to: |Know and understand the use of different styles of worship (AO1) |Students should spend some time listening to a selection of music. |

| | |Know and understand the use of different |Students should look at: |Play the chosen variety without telling them anything. Ask them to |

| | |styles of worship |Traditional styles of music |record the following: |

| | |Assess and analyse the divergent ways in |Contemporary styles of music |How they felt listening to the music? |

| | |which music may be used in church |How both are used through hymns psalms and worship song. |What did it make them think about? |

| | | |Students should use the teaching of Catechism of the Catholic Church |Are they able to remember any words from it? |

| | | |2641 to support their investigation. |What was the music teaching them? |

| | | | |Then tells them what each one was and if it was modern etc. |

| | | | | |

| | | |Assess and analyse the divergent ways in which music may be used in |Ask pupils to rank the music in order of preference. |

| | | |church (AO2) |Divide the class into small groups and ask them study a different |

| | | |Students should explore the occasions where music is used and how it |form of music or even a chosen piece. They should then make notes |

| | | |expresses belief. |and learn these for the next activity. |

| | | | |Students will ‘Speed date’. Students are lined up against a partner |

| | | | |(try to start with person from another group). They each have a |

| | | | |minute to say what they know about the topic or raise any questions.|

| | | | |After two minutes a bell or other signal will mean that the players |

| | | | |on one side move to a new partner to their left or right and so on. |

| | | | |After the activity pupils should be able to make notes on all the |

| | | | |different types of music and the attitudes towards them and the |

| | | | |occasions where they are used. |

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