GCE Religious Studies SoW Ethics A2 - Edexcel
Edexcel GCE Religious Studies
Ethics Developments (A2 Year 13)
Edexcel scheme of work for GCE Religious Studies 6RSO3 Developments – Ethics
This scheme of work is devised on the assumption that approximately half the teaching time for Foundations is devoted to Ethics, and half to the other chosen option for the Developments paper. This SOW should therefore be read in conjunction with the SOW for the other Developments option chosen – e.g. Philosophy of Religion, New Testament, or one of the world religions. It is assumed therefore that teachers have two to three hours per week for the delivery of the Ethics option.
The SOW has also allowed for teaching of the Implications paper. For the purpose of this SOW, it is assumed that candidates are also taking the Ethics option in Implications. If this does not apply to your centre, SOW for Philosophy and New Testament Implications options are also available with the Developments SOW relevant to that option. Since the nature of the Implications paper is intended to encourage and wide and flexible range of student response, the SOW suggested for this paper is generic only.
In every case, the SOW can be adapted to your needs, including teaching time available. A 14 week autumn term, 12 week spring term, and up to 8 weeks teaching time in the summer term has been assumed. You can adapt the SOW to fit your school’s holiday and study leave arrangements. Two weeks for Christmas and two weeks for Easter holidays have been allowed. Half terms have not been included.
It should be noted that this SOW covers all topics identified in the specification. Teachers may chose to be more selective, whilst ensuring that they are covering sufficient material to ensure students sufficient choice in their preparation for the exam. In this case, the SOW may be adapted by removing those topics not taught by the centre, and allowing more time for the coverage of others. However, should all topics be taught, the SOW allows ample time for coverage.
• Time is allowed for testing and consolidation of knowledge and understanding.
• It is highly recommended that students make their own written notes, and that homework and timed essay practice form a central part of any scheme of work.
• At AS and A2 level activities must be based primarily around the central requirement of ensuring that students have a full and well founded knowledge of the topics on the specification and that they can produce appropriate essays under exam timed conditions. Teacher input in terms of subject information and guidance must take precedence over activities. When used, activities should serve only to reinforce students’ knowledge and understanding of the subject and their skills in manipulating that material to the demands of examination questions
|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |
| |key questions | | | |
|2 |Critiques of the link |To understand the range of |Teacher led review of material covered at AS on |Chapter 3.1 of the Edexcel AS Religious Studies student covers this topic. |
| |between morality and |possible relationships between |the relationship between religion and morality. | |
| |religion |religion and morality. | |Topic 2 of Advanced Religious Studies (second edition) by Sarah K Tyler and Gordon Reid, |
| | | |Students may complete a revision table, matching|published by Philip Allan Updates provides useful information |
| | | |cards or cloze exercises to refresh and | |
| | |To understand the concept of a |consolidate. | |
| | |critique of the link between | | |
| | |religion and morality. |Teacher led presentation of the concept of | |
| | | |critiques of the link between religion and | |
| | | |morality. Students invited to suggest reasons | |
| | | |why the relationship may be undermined. | |
|3 |Critiques of the link |To describe, explain and assess |Teacher led presentation of one or two specific |Chapter 3.1 of the Edexcel AS Religious Studies student covers this topic. |
| |between morality and |two or more critiques of the link|critiques of the link between morality and | |
| |religion |between religion and morality. |religion. |Topic 2 of Advanced Religious Studies provides useful information. |
| | | | | |
| | | |In pairs or small groups students assess the |
| | | |value of the critique(s) presented. |=UTF8&s=dvd&qid=1257932814&sr=1- |
| | | | |Clips from ‘The Root of all Evil?’ can be used to illustrate Dawkins’ critique of the link |
| | | |Students watch clips from ‘The Root of all Evil’|between religion and morality. |
| | | |and discuss and assess its strengths and | |
| | | |weakness. | |
|4 |Critiques of the link |To describe, explain and assess |Teacher led presentation of one or two specific |Chapter 3.1 of the Edexcel AS Religious Studies student covers this topic. |
| |between morality and |two or more critiques of the link|critiques of the link between morality and | |
| |religion |between religion and morality. |religion. |Topic 2 of Advanced Religious Studies provides useful information. |
| | | | | |
| | | |In pairs or small groups students assess the | |
| | |To evaluate the overall success |value of the critique(s) presented. | |
| | |of critiques of the link between | | |
| | |religion and morality. |As a class, students consider a past exam | |
| | | |question and prepare a plan. | |
|5 |Ethical theories: Natural |To understand the role of ethical|Teacher led explanation of the role of ethical |Chapter 3.2 of the Edexcel AS Religious Studies student covers this topic. |
| |Moral Law |theories in moral decision |theories. Students encouraged to think about how| |
| | |making. |theories may help or hinder moral decision | |
| | | |making, drawing on their knowledge from the AS |Topic 1C of Advanced Religious Studies provides useful information. |
| | |To explain and understand the key|specification. | |
| | |ideas of Natural Moral Law. | | |
| | | |Students recall key ideas of a religious based | |
| | | |ethic from the previous topic. | |
| | | | | |
| | | |Teacher explains the background to the emergence| |
| | | |of Natural Moral Law. Links made to other | |
| | | |subjects and topics to help students to | |
| | | |understand the issues. | |
| | | | | |
| | | |Plenary to allow students to clarify and | |
| | | |consolidate these new ideas. | |
|6 |Ethical theories: Natural |To understand the role of ethical|Teacher led presentation of the key ideas of |Chapter 3.2 of the Edexcel AS Religious Studies student covers this topic. |
| |Moral Law |theories in moral decision |Natural Moral Law. | |
| | |making. | |Topic 1C of Advanced Religious Studies provides useful information. |
| | | |Students research the application of NML to | |
| | |To explain and understand the key|specific moral situations. Feedback to class. | |
| | |ideas of Natural Moral Law. | | |
| | | |Plenary to ensure that students understand the | |
| | | |key ideas of NML | |
|7 |Ethical theories: Natural |To understand the role of ethical|Teacher reviews key features of NML with class, | |
| |Moral Law |theories in moral decision |including modern applications of the theory, |Chapter 3.2 of the Edexcel AS Religious Studies student covers this topic. |
| | |making. |such as Proportionalism. |Topic 1C of Advanced Religious Studies provides useful information. |
| | |To explain and understand the key| | |
| | |ideas of Natural Moral Law. |In pairs or small groups, students consider a | |
| | | |range of questions: e.g. (i) To what extent does| |
| | |To evaluate the extent to which |NML fail to be applicable to modern moral | |
| | |Natural Moral Law may be |decision making? (ii) How far does NML offer a | |
| | |considered a useful means of |practical means of moral decision making? | |
| | |moral decision making. |(iii)NML is only helpful to religious believers.| |
| | | |Discuss this claim. | |
| | | |NB: These are not suggested as an indication of | |
| | | |forthcoming examination questions but as | |
| | | |critically evaluative exercises | |
| | | | | |
| | | |Feedback to whole class. | |
|8 |Ethical theories: |To understand the role of ethical|Teacher led review of key ideas of ethical |Chapter 3.2 of the Edexcel AS Religious Studies student covers this topic. |
| |Deontology |theories in moral decision |theories relevant to this topic – e.g. a priori | |
| | |making. |theories, absolutism. |Chapter 3.2 of the Edexcel AS Religious Studies student covers this topic. |
| | | | | |
| | |To explain and understand the key|Students invited to consider why these kinds of |Topic 1C of Advanced Religious Studies provides useful information. |
| | |ideas of Deontology. |theories may be advantageous/disadvantageous. | |
| | | | |NB It is appreciated that Natural Moral Law may be considered Deontological theory of ethics, |
| | | |Teacher led presentation of the key ideas of |and so whilst most centres also study Kantian deontological approaches, answers to questions |
| | | |Deontology, e.g. Kantian ethics |on Deontology which are based on Natural Moral Law are entirely acceptable. |
| | | | | |
| | | |In pairs or small groups, students consider | |
| | | |these ideas and suggest weaknesses/strengths of | |
| | | |these key ideas. | |
|9 |Ethical theories: |To understand the role of ethical|Teacher led presentation of key ideas of |Chapter 3.2 of the Edexcel AS Religious Studies student covers this topic. |
| |Deontology |theories in moral decision |Deontology. | |
| | |making. | |Topic 1Cof Advanced Religious Studies provides useful information. |
| | | |In pairs or small groups students consider these| |
| | |To explain and understand the key|ideas in relation to moral dilemmas. Feedback to| |
| | |ideas of Deontology. |the class. | |
| | | | | |
| | |To evaluate the extent to which |Plenary to ensure that students understand the | |
| | |Deontology may be considered a |key ideas and their application. | |
| | |useful means of moral decision | | |
| | |making. | | |
|10 |Ethical theories: |To understand the role of ethical|Teacher reviews key ideas. |Chapter 3.2 of the Edexcel AS Religious Studies student covers this topic. |
| |Deontology |theories in moral decision | | |
| | |making. |In pairs or small groups students invited to |Topic 1B of Advanced Religious Studies provides useful information. |
| | | |consider a range of possible questions: | |
| | |To explain and understand the key|e.g. (i) To what extent does Deontology prove | |
| | |ideas of Deontology. |helpful to modern moral decision making? (ii) | |
| | |To evaluate the extent to which |How far does Deontology offer a practical means | |
| | |Deontology may be considered a |of moral decision making? (iii Deontology is | |
| | |useful means of moral decision |essentially an unattractive ethical theory. | |
| | |making. |Discuss this claim. | |
| | | |NB: These are not suggested as an indication of | |
| | | |forthcoming examination questions but as | |
| | | |critically evaluative exercises | |
| | | |Feedback to class. | |
| | | | | |
| | | |Students discuss comparisons between different | |
| | | |forms of Deontology including NML. | |
|11 |Ethical theories: Virtue |To understand the role of ethical|Teacher outlines key ideas of Virtue Ethics. |Chapter 3.2 of the Edexcel AS Religious Studies student covers this topic. |
| |Ethics |theories in moral decision | | |
| | |making. |Students research the idea of virtue, and the |Topic 1B of Advanced Religious Studies provides useful information. |
| | | |emergence of a virtue based ethic. | |
| | |To explain and understand the key|Feedback to class. | |
| | |ideas of Virtue Ethics. | | |
| | | |Students consider initial views as to the value | |
| | | |of this approach to ethics. | |
|12 |Ethical theories: Virtue |To understand the role of ethical|Teacher lead presentation on forms of virtue |Chapter 3.2 of the Edexcel AS Religious Studies student covers this topic. |
| |Ethics |theories in moral decision |theory. | |
| | |making. | |Topic 1B of Advanced Religious Studies provides useful information. |
| | |To explain and understand the key|In pairs or small groups students consider these| |
| | |ideas of Virtue Ethics. |ideas in relation to moral dilemmas. Feedback to| |
| | | |the class. | |
| | |To evaluate the extent to which | | |
| | |Deontology may be considered a |Plenary to ensure that students understand the | |
| | |useful means of moral decision |key ideas and their application. | |
| | |making. | | |
|13 |Ethical theories: Virtue |To understand the role of ethical|Teacher reviews key ideas. |Chapter 3.2 of the Edexcel AS Religious Studies student covers this topic. |
| |Ethics |theories in moral decision | | |
| | |making. |In pairs or small groups students invited to |Topic 1B of Advanced Religious Studies provides useful information. |
| | | |consider a range of possible questions: | |
| | |To explain and understand the key|e.g. (i) To what extent does Virtue Ethics prove| |
| | |ideas of Virtue Ethics. |helpful to modern moral decision making? (ii) | |
| | | |How far does Virtue Ethics offer a practical | |
| | | |means of moral decision making? (iii Virtue | |
| | |To evaluate the extent to which |Ethics proves to be an appealing ethical | |
| | |Deontology may be considered a |theory. Discuss this claim. | |
| | |useful means of moral decision |NB: These are not suggested as an indication of | |
| | |making. |forthcoming examination questions but as | |
| | | |critically evaluative exercises | |
| | | |Feedback to class. | |
| | | | | |
| | | |Students discuss comparisons and areas of | |
| | | |contrast between different ethical theories | |
| | | |studied. | |
|14 |Selected problems in |To know and understand key |Teacher led review of these key terms, drawing | |
| |ethics: objectivity, |concepts which underlie ethical |on students’ knowledge and understanding of |Chapter 4.2 of the Edexcel AS Religious Studies student covers this topic. |
| |subjectivism, relativism |theory and ethical decision |ethical theories studied so far. | |
| | |making. | |Topic 1B of Advanced Religious Studies provides useful information. |
| | | |In pairs or small groups, students are allocated| |
| | | |one of these terms and devise a mind map or | |
| | | |other diagrammatic presentation of their key | |
| | | |ideas, examples of theories which depend on | |
| | | |them. | |
| | | |Feedback to whole class. Teacher ensures that | |
| | | |everyone has access to this material. | |
| | | | | |
| | | |Students propose moral dilemmas and suggest how | |
| | | |these concepts may help attempts to resolve | |
| | | |them. | |
|15 |CHRISTMAS HOLIDAYS | | | |
|16 |CHRISTMAS HOLIDAYS | | | |
|17 |Selected problems in |To understand range of ethical |Students invited to offer a range of ethical |Chapter 4.1 of the Edexcel AS Religious Studies student covers this topic. |
| |ethics: Ethical Language |language and claims and to |claims or assertions, which teacher writes on | |
| | |identify the problems arising |the board or other visual means of presentation.|Topic 1A of Advanced Religious Studies provides useful information. |
| | |from them. | | |
| | | | | |
| | | |Students consider the problems raised by these | |
| | | |claims. | |
| | | | | |
| | | |Teacher led presentation of one or more | |
| | | |approaches to ethical language. | |
|18 |Selected problems in |To understand range of ethical |Review of material presented in previous lesson.|Chapter 4.1 of the Edexcel AS Religious Studies student covers this topic. |
| |ethics: Ethical Language |language and claims and to |Teacher reminds students of approach(es) to | |
| | |identify the problems arising |ethical language proposed. |Topic 1A of Advanced Religious Studies provides useful information. |
| | |from them. | | |
| | | |Further approaches to ethical language presented| |
| | |To examine and understand ways of|including the ‘is-ought gap’ and emotivism. | |
| | |solving or addressing these | | |
| | |problems. |In pairs or small groups students consider the | |
| | | |value of these approaches and how far they may | |
| | | |solve problems of ethical language. Feedback to| |
| | | |class. | |
|19 |Selected problems in |To understand range of ethical |Teacher offers review of material covered so | |
| |ethics: Ethical Language |language and claims and to |far, ensuring students’ understanding through |Chapter 4.1 of the Edexcel AS Religious Studies student covers this topic. |
| | |identify the problems arising |question and answer. | |
| | |from them. | |Topic 1A of Advanced Religious Studies provides useful information. |
| | | |Further approaches to ethical language | |
| | |To examine and understand ways of|presented, if appropriate. | |
| | |solving or addressing these | | |
| | |problems. |In pairs or small groups, students consider the | |
| | | |following questions: (i) To what extent is it | |
| | |To assess whether the problems |impossible to solve the problems raised by | |
| | |posed by ethical language are |ethical language? (ii) Assess the view that | |
| | |irresolvable, |ethical language is essentially meaningless? | |
| | | |(iii) How far is it impossible to find a | |
| | | |resolution to debates about the meaning of | |
| | | |‘good’? | |
| | | |NB: These are not suggested as an indication of | |
| | | |forthcoming examination questions but as | |
| | | |critically evaluative exercises | |
|20 |Selected problems in |To know and understand the |Students invited to offer suggestions as to what| |
| |ethics: justice, law and |concepts of justice, law and |is meant by these terms. Teacher may present |Chapter 4.3 of the Edexcel AS Religious Studies student covers this topic. |
| |punishment |punishment. |PowerPoint delivery illustrating these concepts | |
| | | |in tandem with student contributions. |Topic 4C of Advanced Religious Studies provides useful information. |
| | | |Focus on justice teacher expands on key ideas | |
| | | |and provides information. |Clips from a range of films such as ‘A Time to Kill’, ‘The Green Mile’, ‘Dead Man Walking’, |
| | | | |and many others can offer helpful illustrations here. |
| | | |Students research case studies and examples to |Focus on justice may be through the work of a particular thinker, such as Plato, or it may be |
| | | |illustrate these ideas. |broader. Either approach is acceptable. |
| | | | | |
| | | |Students discuss the value of these | |
| | | |understandings. | |
|21 |Selected problems in |To know and understand the |Focus on law and punishment – teacher expands |Chapter 4.3 of the Edexcel AS Religious Studies student covers this topic. |
| |ethics: justice, law and |concepts of justice, law and |on key ideas and provides information. | |
| |punishment |punishment. | |Topic 4C of Advanced Religious Studies provides useful information. |
| | | |Students research case studies and examples to | |
| | |To apply these ideas to ethical |illustrate these ideas. | |
| | |concepts of objectivity, | | |
| | |subjectivism, relativism |Students discuss the value of these | |
| | | |understandings. | |
| | | | | |
| | | |In pairs or small groups students consider the | |
| | | |following questions: (i) How far does relativism| |
| | | |influence ideas about law and punishment? (ii) | |
| | | |To what extent does subjectivism raise problems | |
| | | |for ideas of justice? (iii) Assess the view that| |
| | | |law and punishment must be objective. | |
| | | |NB: These are not suggested as an indication of | |
| | | |forthcoming examination questions but as | |
| | | |critically evaluative exercises | |
|22 |IMPLICATOINS: LAFOLLETTE |To understand, clarify and assess|Teacher led explication and evaluation of the |This unit is intended to draw a flexible range of responses from students and so no particular|
| | |the implications of the passage, |passages. |exemplar resources are suggested by Edexcel. |
| | |including an evaluation of the | | |
| | |implications of the students’ own|Students may complete a template or grid to |Continued use of the Edexcel A2 Religious Studies student book may be useful, as could |
| | |response to the material. |guide them through their study of the passages. |Advanced Religious Studies, to enable students to be reminded of issues which relate to the |
| | | | |passages. |
| | | |Students may present sections themselves, and | |
| | | |their handouts or presentations shared amongst |Regular practice in writing practice essays is essential. Written exercises should follow |
| | | |the class. |discussion and evaluation of every extract of every passage studied, including regular timed |
| | | | |work. |
| | | | | |
| | | | |Edexcel provide student and teacher resources for this unit, available at |
| | | | | |
|23 |IMPLICATOINS: LAFOLLETTE |To understand, clarify and assess|Teacher led explication and evaluation of the |This unit is intended to draw a flexible range of responses from students and so no particular|
| | |the implications of the passage, |passages. |exemplar resources are suggested by Edexcel. |
| | |including an evaluation of the | | |
| | |implications of the students’ own|Students may complete a template or grid to |Continued use of the Edexcel A2 Religious Studies student book may be useful, as could |
| | |response to the material. |guide them through their study of the passages. |Advanced Religious Studies, to enable students to be reminded of issues which relate to the |
| | | | |passages. |
| | | |Students may present sections themselves, and | |
| | | |their handouts or presentations shared amongst |Regular practice in writing practice essays is essential. Written exercises should follow |
| | | |the class. |discussion and evaluation of every extract of every passage studied, including regular timed |
| | | | |work. |
| | | | | |
| | | | |Edexcel provide student and teacher resources for this unit, available at |
| | | | | |
|24 |IMPLICATOINS: LAFOLLETTE |To understand, clarify and assess|Teacher led explication and evaluation of the |This unit is intended to draw a flexible range of responses from students and so no particular|
| | |the implications of the passage, |passages. |exemplar resources are suggested by Edexcel. |
| | |including an evaluation of the | | |
| | |implications of the students’ own|Students may complete a template or grid to |Continued use of the Edexcel A2 Religious Studies student book may be useful, as could |
| | |response to the material. |guide them through their study of the passages. |Advanced Religious Studies, to enable students to be reminded of issues which relate to the |
| | | | |passages. |
| | | |Students may present sections themselves, and | |
| | | |their handouts or presentations shared amongst |Regular practice in writing practice essays is essential. Written exercises should follow |
| | | |the class. |discussion and evaluation of every extract of every passage studied, including regular timed |
| | | | |work. |
| | | | | |
| | | | |Edexcel provide student and teacher resources for this unit, available at |
| | | | | |
|25 |IMPLICATIONS: SCHNEEWIND |To understand, clarify and assess|Teacher led explication and evaluation of the |This unit is intended to draw a flexible range of responses from students and so no particular|
| | |the implications of the passage, |passages. |exemplar resources are suggested by Edexcel. |
| | |including an evaluation of the | | |
| | |implications of the students’ own|Students may complete a template or grid to |Continued use of the Edexcel A2 Religious Studies student book may be useful, as could |
| | |response to the material. |guide them through their study of the passages. |Advanced Religious Studies, to enable students to be reminded of issues which relate to the |
| | | | |passages. |
| | | |Students may present sections themselves, and | |
| | | |their handouts or presentations shared amongst |Regular practice in writing practice essays is essential. Written exercises should follow |
| | | |the class. |discussion and evaluation of every extract of every passage studied, including regular timed |
| | | | |work. |
| | | | | |
| | | | |Edexcel provide student and teacher resources for this unit, available at |
| | | | | |
|26 |IMPLICATIONS: SCHNEEWIND |To understand, clarify and assess|Teacher led explication and evaluation of the |This unit is intended to draw a flexible range of responses from students and so no particular|
| | |the implications of the passage, |passages. |exemplar resources are suggested by Edexcel. |
| | |including an evaluation of the | | |
| | |implications of the students’ own|Students may complete a template or grid to |Continued use of the Edexcel A2 Religious Studies student book may be useful, as could |
| | |response to the material. |guide them through their study of the passages. |Advanced Religious Studies, to enable students to be reminded of issues which relate to the |
| | | | |passages. |
| | | |Students may present sections themselves, and | |
| | | |their handouts or presentations shared amongst |Regular practice in writing practice essays is essential. Written exercises should follow |
| | | |the class. |discussion and evaluation of every extract of every passage studied, including regular timed |
| | | | |work. |
| | | | | |
| | | | |Edexcel provide student and teacher resources for this unit, available at |
| | | | | |
|27 |IMPLICATIONS: SCHNEEWIND |To understand, clarify and assess|Teacher led explication and evaluation of the |This unit is intended to draw a flexible range of responses from students and so no particular|
| | |the implications of the passage, |passages. |exemplar resources are suggested by Edexcel. |
| | |including an evaluation of the | | |
| | |implications of the students’ own|Students may complete a template or grid to |Continued use of the Edexcel A2 Religious Studies student book may be useful, as could |
| | |response to the material. |guide them through their study of the passages. |Advanced Religious Studies, to enable students to be reminded of issues which relate to the |
| | | | |passages. |
| | | |Students may present sections themselves, and | |
| | | |their handouts or presentations shared amongst |Regular practice in writing practice essays is essential. Written exercises should follow |
| | | |the class. |discussion and evaluation of every extract of every passage studied, including regular timed |
| | | | |work. |
| | | | | |
| | | | |Edexcel provide student and teacher resources for this unit, available at |
| | | | | |
|28 |IMPLICATIONS: SCHNEEWIND |To understand, clarify and assess|Teacher led explication and evaluation of the |This unit is intended to draw a flexible range of responses from students and so no particular|
| | |the implications of the passage, |passages. |exemplar resources are suggested by Edexcel. |
| | |including an evaluation of the | | |
| | |implications of the students’ own|Students may complete a template or grid to |Continued use of the Edexcel A2 Religious Studies student book may be useful, as could |
| | |response to the material. |guide them through their study of the passages. |Advanced Religious Studies, to enable students to be reminded of issues which relate to the |
| | | | |passages. |
| | | |Students may present sections themselves, and | |
| | | |their handouts or presentations shared amongst |Regular practice in writing practice essays is essential. Written exercises should follow |
| | | |the class. |discussion and evaluation of every extract of every passage studied, including regular timed |
| | | | |work. |
| | | | | |
| | | | |Edexcel provide student and teacher resources for this unit, available at |
| | | | | |
|29 |EASTER HOLIDAYS | | | |
|30 |EASTER HOLIDAYS | | | |
|31 |MOCK EXAM: DEVELOPMENTS | | | |
|32 |IMPLICATIONS: JAMIESON |To understand, clarify and assess|Teacher led explication and evaluation of the |This unit is intended to draw a flexible range of responses from students and so no particular|
| | |the implications of the passage, |passages. |exemplar resources are suggested by Edexcel. |
| | |including an evaluation of the | | |
| | |implications of the students’ own|Students may complete a template or grid to |Continued use of the Edexcel A2 Religious Studies student book may be useful, as could |
| | |response to the material. |guide them through their study of the passages. |Advanced Religious Studies, to enable students to be reminded of issues which relate to the |
| | | | |passages. |
| | | |Students may present sections themselves, and | |
| | | |their handouts or presentations shared amongst |Regular practice in writing practice essays is essential. Written exercises should follow |
| | | |the class. |discussion and evaluation of every extract of every passage studied, including regular timed |
| | | | |work. |
| | | | | |
| | | | |Edexcel provide student and teacher resources for this unit, available at |
| | | | | |
|33 |IMPLICATIONS: JAMIESON |To understand, clarify and assess|Teacher led explication and evaluation of the |This unit is intended to draw a flexible range of responses from students and so no particular|
| | |the implications of the passage, |passages. |exemplar resources are suggested by Edexcel. |
| | |including an evaluation of the | | |
| | |implications of the students’ own|Students may complete a template or grid to |Continued use of the Edexcel A2 Religious Studies student book may be useful, as could |
| | |response to the material. |guide them through their study of the passages. |Advanced Religious Studies, to enable students to be reminded of issues which relate to the |
| | | | |passages. |
| | | |Students may present sections themselves, and | |
| | | |their handouts or presentations shared amongst |Regular practice in writing practice essays is essential. Written exercises should follow |
| | | |the class. |discussion and evaluation of every extract of every passage studied, including regular timed |
| | | | |work. |
| | | | | |
| | | | |Edexcel provide student and teacher resources for this unit, available at |
| | | | | |
|34 |IMPLICATIONS: JAMIESON |To understand, clarify and assess|Teacher led explication and evaluation of the |This unit is intended to draw a flexible range of responses from students and so no particular|
| | |the implications of the passage, |passages. |exemplar resources are suggested by Edexcel. |
| | |including an evaluation of the | | |
| | |implications of the students’ own|Students may complete a template or grid to |Continued use of the Edexcel A2 Religious Studies student book may be useful, as could |
| | |response to the material. |guide them through their study of the passages. |Advanced Religious Studies, to enable students to be reminded of issues which relate to the |
| | | | |passages. |
| | | |Students may present sections themselves, and | |
| | | |their handouts or presentations shared amongst |.Regular practice in writing practice essays is essential. Written exercises should follow |
| | | |the class. |discussion and evaluation of every extract of every passage studied, including regular timed |
| | | | |work. |
| | | | | |
| | | | |Edexcel provide student and teacher resources for this unit, available at |
| | | | | |
|35 |IMPLICATIONS: JAMIESON |To understand, clarify and assess|Teacher led explication and evaluation of the |This unit is intended to draw a flexible range of responses from students and so no particular|
| | |the implications of the passage, |passages. |exemplar resources are suggested by Edexcel. |
| | |including an evaluation of the | | |
| | |implications of the students’ own|Students may complete a template or grid to |Continued use of the Edexcel A2 Religious Studies student book may be useful, as could |
| | |response to the material. |guide them through their study of the passages. |Advanced Religious Studies, to enable students to be reminded of issues which relate to the |
| | | | |passages. |
| | | |Students may present sections themselves, and | |
| | | |their handouts or presentations shared amongst |Regular practice in writing practice essays is essential. Written exercises should follow |
| | | |the class. |discussion and evaluation of every extract of every passage studied, including regular timed |
| | | | |work. |
| | | | | |
| | | | |Edexcel provide student and teacher resources for this unit, available at |
| | | | | |
|36 |MOCK EXAM: IMPLICATIONS | | | |
|37 |REVISION |To review and consolidate |Revision exercises, mind maps, quizzes, practice| |
| | |Developments and Implications |questions, timed pieces as fits student/class | |
| | |material and to ensure that |needs. Another full mock paper may be set at any| |
| | |students can meet the demands of |time. | |
| | |the examination format and | | |
| | |timing. | | |
|38 |REVISION |To review and consolidate |Revision exercises, mind maps, quizzes, practice| |
| | |Developments and Implications |questions, timed pieces as fits student/class | |
| | |material and to ensure that |needs. Another full mock paper may be set at any| |
| | |students can meet the demands of |time. | |
| | |the examination format and | | |
| | |timing. | | |
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Learning outcome
Exemplar activities
Week by week content coverage
Detailed help on resources
Editable scheme of work
We are happy to provide this scheme of work for you to amend and adapt to suit your teaching purposes.
We hope you find this useful.
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