GCE Religious Studies SoW Philosophy A2
Edexcel GCE Religious Studies
Philosophy Developments (A2 Year 13)
Edexcel scheme of work for GCE Religious Studies 6RSO3 Developments – Philosophy of Religion
• This scheme of work is devised on the assumption that approximately half the teaching time for Foundations is devoted to Philosophy of Religion, 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. Ethics, 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 Philosophy of Religion 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 Philosophy of Religion option in Implications. If this does not apply to your centre, SOW for Ethics 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 a 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 9 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.
• 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 |Arguments for the existence and|To clarify the need for and rationale of |Teacher led presentation of material on the nature|Chapter 1.1 of the Edexcel A2 Religious Studies student book (by Sarah K |
| |non-existence of God: Religious|proofs for the existence of God and how this |of religious experience. |Tyler and Gordon Reid published by Pearson) covers this topic. |
| |Experience |may be applied to the concept of religious | | |
| | |experience. |Students examine a range of classic religious |Topic 3C of Advanced Religious Studies (second edition) by Sarah K Tyler |
| | | |experiences including Biblical examples. |and Gordon Reid, published by Philip Allan Updates provides useful |
| | |To understand and explain the nature of | |information. |
| | |religious experience. | | |
| | | | |Bible and/or other sacred texts as appropriate. |
| | | | | |
| | | | |Students may complete Internet Research on types of religious experience |
| | | | |and classic case studies. |
|3 |Arguments for the existence and|To understand how religious experience may be|Teacher led presentation of material on religious |Chapter 1.1 of the Edexcel A2 Religious Studies student book covers this |
| |non-existence of God: Religious|used as the basis for a proof for the |experience as the basis for an argument for the |topic. |
| |Experience |existence of God. |existence of God – inductive, cumulative etc. | |
| | | | |Topics 2D and 3C of Advanced Religious Studies provide useful |
| | |To use examples and scholarly observations to|In discussion, students assess the nature of the |information. |
| | |illustrate the ways in which religious |argument, including issues of probability and | |
| | |experience may be used to prove the existence|proof and identify strengths and weaknesses of |The article from the Philosophy anthology, Can we know God by religious |
| | |of God. |these arguments. |experience? By Peter Donovan may be used effectively here |
|4 |Arguments for the existence and|To understand how problems raised regarding |Teacher leads students in a discussion of the |Chapter 1.1 of the Edexcel A2 Religious Studies student book covers this |
| |non-existence of God: Religious|religious experience may impact on the |problems inherent in accounts of religious |topic. |
| |Experience |argument. |experience and how these may impact on the | |
| | | |effectiveness of the argument, ensuring that |Topics 2D and 3C of Advanced Religious Studies provide useful |
| | |To assess the balance of the strengths and |sufficient scholarly input is provided by the |information. |
| | |weaknesses of the argument from religious |teacher. | |
| | |experience. | | - highly recommended |
| | | |In groups or pairs, students use the Internet |information source. |
| | | |including Youtube to search for accounts of | |
| | | |religious experience and assess whether they |
| | | |support or undermine the argument. |g_for_myself - interesting, carefully argued, article concerning personal|
| | | | |religious experience |
| | | | | |
| | | | |The article from the Philosophy anthology, Can we know God by religious |
| | | | |experience? By Peter Donovan may be used effectively here |
|5 |Arguments for the existence and|To reach a balanced conclusion on the value |Teacher leads students in final evaluations of the|Chapter 1.1 of the Edexcel A2 Religious Studies student book covers this |
| |non-existence of God: Religious|of religious experience as an argument for |argument. |topic. |
| |Experience |the existence of God. | | |
| | | |In pairs, students complete an A3 table of |Topics 2D and 3C of Advanced Religious Studies provide useful |
| | |To understand the implications of the |strengths and weaknesses, the teacher ensuring |information. |
| | |argument for atheist and theist. |that they are able to reach a balanced conclusion | |
| | | |supported by scholarly evidence. |The article from the Philosophy anthology, Can we know God by religious |
| | | | |experience? By Peter Donovan may be used effectively here |
| | | |Teacher leads students in a comparison of issues | |
| | | |of proof and probability in relation to this | |
| | | |argument and ensures they are confident with | |
| | | |dealing with implications for atheist and theist. | |
| | | | | |
| | | |Revision timed essay. | |
|6 |Arguments for the existence and|To know and understand the nature and content|Teacher led explanation of the concept of a priori|Chapter 1.2 of the Edexcel A2 Religious Studies student book covers this |
| |non-existence of God: The |of the Ontological Argument for the existence|proof. |topic. |
| |Ontological Argument |of God. | | |
| | | |Students encouraged to offer examples to support | |
| | |To appreciate the special nature of this |teacher’s explanation to aid understanding. |Topic 2C of Advanced Religious Studies provides useful information. |
| | |argument, especially in relation to other |Teacher introduces key concepts of Anselm’s | |
| | |arguments studied at AS level and the |Ontological Argument. |Primary source available on |
| | |argument from religious experience. | | |
| | | |Students given regular opportunities to clarify | |
| | | |their understanding of the material. | |
|7 |Arguments for the existence and|To understand responses to Anselm’s form of |Teacher recaps on Anselm’s form of the argument to|Chapter 1.2 of the Edexcel A2 Religious Studies student book covers this |
| |non-existence of God: The |the Ontological Argument. |ensure full understanding. |topic. |
| |Ontological Argument | | | |
| | |To formulate a criticisms and to evaluate |Teacher led presentation of responses to Anselm – |Topic 2C of Advanced Religious Studies provides useful information. |
| | |strengths and weaknesses of the argument as a|e.g. Gaunilo. Aquinas – and revivals of the | |
| | |proof for the existence of God. |argument – e.g. Descartes – and responses to such | |
| | | |revivals – e.g. Kant. | |
| | | | | |
| | | |Students given regular opportunities to clarify | |
| | | |their understanding of the material. | |
|8 |Arguments for the existence and|To understand further developments of the |Teacher recaps on material covered in the last |Chapter 1.2 of the Edexcel A2 Religious Studies student book covers this |
| |non-existence of God: The |Ontological Argument. |lesson. |topic. |
| |Ontological Argument | | | |
| | |To formulate criticisms and to evaluate |Teacher led presentation of further formulations |Topic 2C of Advanced Religious Studies provides useful information. |
| | |strengths and weaknesses of the argument as a|of the Ontological Argument and response to them. | |
| | |proof for the existence of God based on | | |
| | |students’ ever increasing knowledge of the |Students given regular opportunities to clarify | |
| | |argument. |their understanding of the material. | |
|9 |Arguments for the existence and|To analyse, explain and evaluate the range of|Teacher led summary of material covered in the |Chapter 1.2 of the Edexcel A2 Religious Studies student book covers this |
| |non-existence of God: The |forms of the Ontological Argument and |study of this argument. |topic. |
| |Ontological Argument |responses to them. | | |
| | | |In pairs or small groups, students may present |Topic 2C of Advanced Religious Studies provides useful information. |
| | |To understand the implications of the |their response to key questions about the | |
| | |Ontological Argument for the theist and |argument, e.g. ‘To what extent is the Ontological|Teacher may prepare a revision summary of material covered in the study |
| | |atheist. |Argument a valid proof?’ or ‘Asses the claim that |of this argument. |
| | | |the Ontological Argument alienates the atheist.’ | |
| | |To consider and evaluate how far the | | |
| | |Ontological Argument provides decisive proof |NB: These are not suggested as an indication of | |
| | |for the existence of God. |forthcoming examination questions but as | |
| | | |critically evaluative exercises. | |
| | | |Revision timed essay. | |
|10 |Arguments for the existence and|To understand a range of critiques of |Students invited to offer suggestions as to what |Chapter 1.3 of the Edexcel A2 Religious Studies student book covers this |
| |non-existence of God: atheism |religion. |atheism is, different forms, and different reasons|topic. |
| |and critiques of religious | |for holding an atheistic position. | |
| |belief. |To understand forms of atheism and their | |Topic 4B of Advanced Religious Studies provides useful information. |
| | |implications for religious belief and belief |Comparison made with other belief options: | |
| | |in God. |agnosticism, theism, anti-theism, weak and strong |Students may complete Internet research on famous (or infamous) atheists,|
| | | |atheism. |such as Hume, A J Ayer, Richard Dawkins, Peter Atkins or Christopher |
| | | | |Hitchens. |
| | | |Teacher led introduction to critiques of religion | |
| | | |making appropriate comparisons and contrasts with |.uk offers an insight into the implications of a |
| | | |philosophical atheism. |non-theistic perspective in the modern world which may seem relevant to |
| | | | |students. |
| | | | | |
| | | | |Teacher prepared PowerPoint illustrating reasons why people may adopt an |
| | | | |atheist perspective e.g. instances of evil and suffering; scientific |
| | | | |explanations of the world. Include examples of anti-theistic reasons, |
| | | | |such as problems posed by the nature of religious belief and practice. |
| | | | | |
| | | | |The article from the Philosophy anthology, The Emergence of Modern |
| | | | |Philosophy of Religion by M Westphal may be used effectively here. |
|11 |Arguments for the existence and|To describe and understand two critiques of |Teacher led presentation of two critiques of |Chapter 1.3 of the Edexcel A2 Religious Studies student book covers this |
| |non-existence of God: atheism |religious belief and to assess their |religion. These may include sociological, |topic. |
| |and critiques of religious |implications for the atheist and theist. |psychological or moral critiques, or a popularist | |
| |belief | |critique such as that of Richard Dawkins. |Topic 4B of Advanced Religious Studies provides useful information. |
| | | | | |
| | | |Students watch extracts from ‘The Root of All |
| | | |Evil?’ and discuss aspects of Dawkins’ attack on |16OMFLQ/ref=sr_1_1?ie=UTF8&s=dvd&qid=1257283873&sr=1-1 |
| | | |religion. | |
| | | | |The article from the Philosophy anthology, The Emergence of Modern |
| | | | |Philosophy of Religion by M Westphal may be used effectively here. |
|12 |Arguments for the existence and|To evaluate the strengths and weaknesses of |In pairs or small groups, students asked to |Chapter 1.3 of the Edexcel A2 Religious Studies student book covers this |
| |non-existence of God: atheism |atheistic positions and critiques of |produce a short presentation on strengths and |topic. |
| |and critiques of religious |religious belief. |weaknesses of one or more atheistic positions or | |
| |belief | |critiques of religion and responses to key |Topic 4B of Advanced Religious Studies provides useful information. |
| | |To assess the impact of these views on |questions such as: ‘What are the implications of | |
| | |arguments for the existence of God. |the argument from religious experience for |The article from the Philosophy anthology, The Emergence of Modern |
| | | |atheism?’ OR ‘To what extent does a critique of |Philosophy of Religion by M Westphal may be used effectively here. |
| | | |religion undermine the Ontological Argument? | |
| | | | | |
| | | |NB: These are not suggested as an indication of | |
| | | |forthcoming examination questions but as | |
| | | |critically evaluative exercises. | |
| | | | | |
| | | |Teacher orchestrates feedback from groups and | |
| | | |fills in gaps as necessary. | |
| | | |Revision timed essay. | |
|13 |Selected problems in the |To understand what is meant by ‘life after |In pairs or small groups, students mind map as |Chapter 2.1 of the Edexcel A2 Religious Studies student book covers this |
| |philosophy of religion: Life |death’ and to analyse why it is such a |many terms or concepts associated with life after |topic. |
| |after Death |powerful and prevailing belief. |death as they can think of. | |
| | | | |Topics 5A and B of Advanced Religious Studies provide useful information.|
| | |To assess the value of reasons given for |Students feedback to class. Teacher coordinates | |
| | |belief and non-belief in the after life. |the discussion arising makes master mind map for |Students may research the Internet for arguments and discussions about |
| | | |later distribution. |the likelihood of life after death. |
| | | | | |
| | | |Students invited to discuss the question why life |
| | | |after death is so appealing to so many. |16OMFLQ/ref=sr_1_1?ie=UTF8&s=dvd&qid=1257283873&sr=1-1 |
| | | | |Dawkins attempts to debunk mediumship. This may be used as a stimulus to |
| | | |Students discuss why many others do not believe in|discuss the problems of holding belief in the afterlife. |
| | | |an afterlife. | |
| | | | | |
| | | |Teacher ensures all discussions are consolidated | |
| | | |into a record for distribution. | |
|14 |Selected problems in the |To understand why the concept of personal |Teacher led discussion of what constitutes |Chapter 2.1 of the Edexcel A2 Religious Studies student book covers this |
| |philosophy of religion: Life |identify is central to belief in an after |personal identity. Students offer a range of ways |topic. |
| |after Death |life. |in which it may be understood. Allow for | |
| | | |considerable debate and discussion. |Topics 5A and B of Advanced Religious Studies provide useful information.|
| | |To describe and understand at least two ways | | |
| | |of understanding the form of post mortem |Students learn that personal identity may be | |
| | |existence. |thought to survive the death process in different | |
| | | |ways. | |
| | | | | |
| | | |Teacher leads presentation on one of: Immortality | |
| | | |of the soul, reincarnation, rebirth, resurrection | |
| | | |of the body. | |
|15 |CHRISTMAS HOLIDAYS | | | |
|16 |CHRISTMAS HOLIDAYS | | | |
|17 |Selected problems in the |To describe and understand at least two ways |Review of pre-Christmas work on this topic. |Chapter 2.1 of the Edexcel A2 Religious Studies student book covers this |
| |philosophy of religion: Life |of understanding the form of post mortem | |topic. |
| |after Death |existence. |Teacher leads presentation on one of: Immortality | |
| | | |of the soul, reincarnation, rebirth, resurrection |Topics 5A and B of Advanced Religious Studies provide useful information.|
| | | |of the body. | |
| | | | | - Heaven’s |
| | | |In pairs or small groups, students consider |Gates and Hell’s Flames |
| | | |strengths and weaknesses of the two positions |DVD of evangelical presentation of the destiny of those who choose, or |
| | | |indentified and feedback to the whole class. |fail to choose, in favour of Jesus. This presentation may be considered |
| | | | |controversial, so the teacher should view it first and be prepared for |
| | | | |strong and possibly conflicting reactions amongst class members. |
|18 |Selected problems in the |To draw an evaluative comparison and contrast|In pairs or small groups students use A3 sheets to|Chapter 2.2 of the Edexcel A2 Religious Studies student book covers this |
| |philosophy of religion: Life |between two ways of thinking of life after |produce a mind map or diagram to weigh up the |topic. |
| |after Death. |death. |relative strengths and weaknesses of the two | |
| | | |positions studied. |Topic 6 of Advanced Religious Studies provides useful information. |
| | |To assess how effective these ways may be | | |
| | |considered. |Students feedback to the class; teacher | |
| | | |coordinates feedback for all. | |
| | |To identify and evaluate any other problems |Teacher led discussion of other problems, which | |
| | |raise by consideration of life after death. |may be raised – e.g., the meaningfulness of | |
| | | |talking about the after life, critiques of | |
| | | |religious belief, debates between science and | |
| | | |religion. | |
|20 |Selected problems in the |To understand and examine different types of |Review of material covered so far. |Chapter 2.2 of the Edexcel A2 Religious Studies student book covers this |
| |philosophy of religion: |religious language and the problems raised by| |topic. |
| |Religious Language |their use. |Teacher introduces non-cognitive forms of language| |
| | | |– myth and symbol. Students invited to offer |Topic 6 of Advanced Religious Studies provides useful information. |
| | |To evaluate the extent to which some forms of|examples of symbolic forms of language. They may | |
| | |religious language are less problematic than |use the internet to search for visual symbols. Use|The article from the Philosophy anthology, Is God-talk meaningless? By A|
| | |others and whether the problems are |of examples of mythological language – e.g. |J Ayer may be used effectively here. |
| | |insurmountable. |creation narratives or the resurrection. | |
| | | | |The film, Wittgenstein, directed by Derek Jarman, may be watched at some |
| | | |Students assess how far these forms of language |stage if time allows. |
| | | |are fundamentally problematic or whether they are |
| | | |integral to an understanding of religion. |=sr_1_1?ie=UTF8&s=dvd&qid=1257798811&sr=1-1 |
| | | | | |
| | | |Teacher introduces verification principle. | |
|21 |Selected problems in the |To understand and examine different types of |Review of material covered so far. |Chapter 2.2 of the Edexcel A2 Religious Studies student book covers this |
| |philosophy of religion: |religious language and the problems raised by| |topic. |
| |Religious Language |their use. |Teacher consolidates the Verification Principle. | |
| | | |Ayer’s article from the anthology may be |Topic 6 of Advanced Religious Studies provides useful information. |
| | |To evaluate the extent to which some forms of|introduced here. | |
| | |religious language are less problematic than | |The article from the Philosophy anthology, Is God-talk meaningless? By A|
| | |others and whether the problems are |Students assess the effectiveness of the principle|J Ayer may be used effectively here. |
| | |insurmountable. |and its implications for religious language. | |
| | | | |The film, Wittgenstein, directed by Derek Jarman, may be watched at some |
| | | |Teacher led presentation of responses to |stage if time allows. |
| | | |verification – the falsification principle and |
| | | |language games. |=sr_1_1?ie=UTF8&s=dvd&qid=1257798811&sr=1-1 |
| | | | | |
| | | |As a group the class assesses these approaches to | |
| | | |religious language and the extent to which the | |
| | | |problems remain. | |
|22 |IMPLICATIONS PAPER: AYER |To understand, clarify and assess the |Teacher led explication and evaluation of the |This unit is intended to draw a flexible range of responses from students|
| | |implications of the passage, including an |passages. |and so no particular exemplar resources are suggested by Edexcel. |
| | |evaluation of the implications of the | | |
| | |students’ own response to the material. |Students may complete a template or grid to guide |Continued use of the Edexcel A2 Religious Studies student book may be |
| | | |them through their study of the passages. |useful, as could 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 the|Regular practice in writing practice essays is essential. Written |
| | | |class. |exercises should follow 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 |IMPLICATIONS PAPER: AYER |To understand, clarify and assess the |Teacher led explication and evaluation of the |This unit is intended to draw a flexible range of responses from students|
| | |implications of the passage, including an |passages. |and so no particular exemplar resources are suggested by Edexcel. |
| | |evaluation of the implications of the | | |
| | |students’ own response to the material. |Students may complete a template or grid to guide |Continued use of the Edexcel A2 Religious Studies student book may be |
| | | |them through their study of the passages. |useful, as could 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 the|Regular practice in writing practice essays is essential. Written |
| | | |class. |exercises should follow 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 |IMPLICATIONS PAPER: AYER |To understand, clarify and assess the |Teacher led explication and evaluation of the |This unit is intended to draw a flexible range of responses from students|
| | |implications of the passage, including an |passages. |and so no particular exemplar resources are suggested by Edexcel. |
| | |evaluation of the implications of the | | |
| | |students’ own response to the material. |Students may complete a template or grid to guide |Continued use of the Edexcel A2 Religious Studies student book may be |
| | | |them through their study of the passages. |useful, as could 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 the|Regular practice in writing practice essays is essential. Written |
| | | |class. |exercises should follow 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 PAPER: DONOVAN |To understand, clarify and assess the |Teacher led explication and evaluation of the |This unit is intended to draw a flexible range of responses from students|
| | |implications of the passage, including an |passages. |and so no particular exemplar resources are suggested by Edexcel. |
| | |evaluation of the implications of the | | |
| | |students’ own response to the material. |Students may complete a template or grid to guide |Continued use of the Edexcel A2 Religious Studies student book may be |
| | | |them through their study of the passages. |useful, as could 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 the|Regular practice in writing practice essays is essential. Written |
| | | |class. |exercises should follow 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 PAPER: DONOVAN |To understand, clarify and assess the |Teacher led explication and evaluation of the |This unit is intended to draw a flexible range of responses from students|
| | |implications of the passage, including an |passages. |and so no particular exemplar resources are suggested by Edexcel. |
| | |evaluation of the implications of the | | |
| | |students’ own response to the material. |Students may complete a template or grid to guide |Continued use of the Edexcel A2 Religious Studies student book may be |
| | | |them through their study of the passages. |useful, as could 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 the|Regular practice in writing practice essays is essential. Written |
| | | |class. |exercises should follow 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 PAPER: DONOVAN |To understand, clarify and assess the |Teacher led explication and evaluation of the |This unit is intended to draw a flexible range of responses from students|
| | |implications of the passage, including an |passages. |and so no particular exemplar resources are suggested by Edexcel. |
| | |evaluation of the implications of the | |Continued use of the Edexcel A2 Religious Studies student book may be |
| | |students’ own response to the material. |Students may complete a template or grid to guide |useful, as could Advanced Religious Studies, to enable students to be |
| | | |them through their study of the passages. |reminded of issues which relate to the passages. |
| | | | | |
| | | |Students may present sections themselves, and |Regular practice in writing practice essays is essential. Written |
| | | |their handouts or presentations shared amongst the|exercises should follow discussion and evaluation of every extract of |
| | | |class. |every passage studied, including regular timed work. |
| | | | | |
| | | | |Edexcel provide student and teacher resources for this unit, available at|
| | | | | |
|28 |IMPLICATIONS PAPER: DONOVAN |To understand, clarify and assess the |Teacher led explication and evaluation of the |This unit is intended to draw a flexible range of responses from students|
| | |implications of the passage, including an |passages. |and so no particular exemplar resources are suggested by Edexcel. |
| | |evaluation of the implications of the | | |
| | |students’ own response to the material. |Students may complete a template or grid to guide |Continued use of the Edexcel A2 Religious Studies student book may be |
| | | |them through their study of the passages. |useful, as could 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 the|Regular practice in writing practice essays is essential. Written |
| | | |class. |exercises should follow 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 | | | |
|32 |IMPLICATIONS - WESTPHAL |To understand, clarify and assess the |Teacher led explication and evaluation of the |This unit is intended to draw a flexible range of responses from students|
| | |implications of the passage, including an |passages. |and so no particular exemplar resources are suggested by Edexcel. |
| | |evaluation of the implications of the | | |
| | |students’ own response to the material. |Students may complete a template or grid to guide |Continued use of the Edexcel A2 Religious Studies student book may be |
| | | |them through their study of the passages. |useful, as could 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 the|Regular practice in writing practice essays is essential. Written |
| | | |class. |exercises should follow 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 - WESTPHAL |To understand, clarify and assess the |Teacher led explication and evaluation of the |This unit is intended to draw a flexible range of responses from students|
| | |implications of the passage, including an |passages. |and so no particular exemplar resources are suggested by Edexcel. |
| | |evaluation of the implications of the | | |
| | |students’ own response to the material. |Students may complete a template or grid to guide |Continued use of the Edexcel A2 Religious Studies student book may be |
| | | |them through their study of the passages. |useful, as could 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 the|Regular practice in writing practice essays is essential. Written |
| | | |class. |exercises should follow 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 - WESTPHAL |To understand, clarify and assess the |Teacher led explication and evaluation of the |This unit is intended to draw a flexible range of responses from students|
| | |implications of the passage, including an |passages. |and so no particular exemplar resources are suggested by Edexcel. |
| | |evaluation of the implications of the | | |
| | |students’ own response to the material. |Students may complete a template or grid to guide |Continued use of the Edexcel A2 Religious Studies student book may be |
| | | |them through their study of the passages. |useful, as could 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 the|Regular practice in writing practice essays is essential. Written |
| | | |class. |exercises should follow 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 - WESTPHAL |To understand, clarify and assess the |Teacher led explication and evaluation of the |This unit is intended to draw a flexible range of responses from students|
| | |implications of the passage, including an |passages. |and so no particular exemplar resources are suggested by Edexcel. |
| | |evaluation of the implications of the | | |
| | |students’ own response to the material. |Students may complete a template or grid to guide |Continued use of the Edexcel A2 Religious Studies student book may be |
| | | |them through their study of the passages. |useful, as could 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 the|Regular practice in writing practice essays is essential. Written |
| | | |class. |exercises should follow 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 |Full practice in timed conditions of |Use of lesson time, or other time provided by the |Past papers from Edexcel website, levels of assessment, mark schemes, |
| | |Implications paper to establish students’ |centre to complete a full Implications mock paper.|sample assessment materials. |
| | |increasing confidence at writing to the task | | |
| | |in timed conditions. | | |
|37 |REVISION |To review and consolidate Developments and |Revision exercises, mind maps, quizzes, practice | |
| | |Implications material and to ensure that |questions, timed pieces as fits student/class | |
| | |students can meet the demands of the |needs. Another full mock paper may be set at any | |
| | |examination format and timing. |time. | |
|38 |REVISION |To review and consolidate Developments and |Revision exercises, mind maps, quizzes, practice | |
| | |Implications material and to ensure that |questions, timed pieces as fits student/class | |
| | |students can meet the demands of the |needs. Another full mock paper may be set at any | |
| | |examination format and timing. |time. | |
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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.
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