GCE Getting Started - Edexcel



Pearson

Edexcel GCSE

in Religious Studies A

Scheme of Work

Area of Study 2: Catholic Christianity

Introduction

This scheme of work covers the requirements for Religious Studies GCSE Specification A, Area of Study 2 through a study of Catholic Christianity.

Students are required to study Catholic Christianity through two sections:

● Beliefs and Teachings

● Practices

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 also 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 two sections.

The learning sequence outlined in this scheme of work provides a framework for Area of Study 2 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. |

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