Pearson
Edexcel A Level
in Religious Studies
Scheme of work
Religion and Ethics
Introduction
There is no requirement to study arguments in the original text – except for specified texts required for study in the Anthology. The websites
listed in the Resources columns are simply indications of where texts may be found. It is not compulsory to study these in this format but
candidates must be aware of the argument or view of those named in the Specification for each topic area.
Texts in bold and referenced in the Anthology ARE compulsory for study.
See the Pearson Religious Studies web site for ‘Clarification regarding contributors and seminal figures in AS and A level.’
http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/religious-studies-2016.html
How to use this Scheme of Work

The first column identifies the week e.g. on page 5 the first column refers to week 1. The second column refers to the Topic number
in the Specification, e.g. page 5 the second column refers to 1 which is topic 1 in the Specification. The third column gives details of
the Specification concerning ‘what students need to learn’. An example is on p 5 the third column has 1.1 as the heading
‘Environmental Issues’. The fourth column contains Scheme of Work details, including resources and activities.

Week 1 in the fourth column shows the meaning of abbreviations and some key text books and websites which will be used in the
Scheme of Work.

The Anthology is an important resource and whenever this is used it will always be in bold. For example week 6 box 2.2 refers to the
first text in the Anthology:
Situation Ethics (1) Set Anthology passage
2
© Pearson Education Ltd 2017
© Pearson Education Ltd 2017
3
1
Introductions
Introduction to Paper 2: Religion and Ethics
An overview of the topics to be studied, including
types ethical theories, applications to practical ethics
and the relationship between religion and morality.
Abbreviations:
Activities (Act)
Assessment (A)
Extension paths/Extended task (E)
Learning Outcomes (LO)
Strengths and weaknesses (STR/WK)
The Stanford Encyclopedia of Philosophy is useful for many topic areas in
moral philosophy: http://plato.stanford.edu/
Also of help is the Internet Encyclopaedia of Philosophy:
http://www.iep.utm.edu/home/about/
There are also many YouTube and electronic resources available which you
may already use with your students.
You may wish to use student books for the 2008 A level specification and
these examine a range of topics Ethics:
●
Tyler and Reid, Edexcel AS Religious Studies (Pearson, 2008)
9781846903342
●
Tyler and Reid, Edexcel A2 Religious Studies (Pearson, 2009)
9781846904943
Gray and Cole, Edexcel Religious Studies for AS (Hodder Education, 2009)
9780340957806 (endorsed).
AIM/LO: over a period of a few weeks outline and analyse key
themes in ethics.
Define key terms, types of theory, build own glossary of ethical terms.
(Act)
4
© Pearson Education Ltd 2017
Note key points discussed about the possible relationship between religion
and morality. (Act)
Test on terminology and concepts. (A)
© Pearson Education Ltd 2017
5
2
1 Significant
concepts in issues
or debates in
religion and ethics
1.1 Environmental issues
a) Concepts of stewardship and conservation from the
point of view of at least one religion and at least one
secular ethical perspective; animal welfare and
protection, sustainability, waste management and
climate change.
b) Strengths and weaknesses of significant areas of
disagreement and debate, assessment of relevant
examples, legal changes and social attitudes,
appropriateness and value of employing religious
perspectives in these debates.
With reference to the ideas of J Lovelock and A Næss.
Internet Encyclopaedia of Philosophy
http://www.iep.utm.edu/envi-eth/
What are environmental ethics?
http://www.conserve-energy-future.com/environmental-ethics.php
http://www.jameslovelock.org/
http://www.deepecology.org/deepecology.htm

Outline and analyse key concepts in stewardship and conservation

Outline and analyse the strengths and weaknesses of areas of
disagreement and debates and the terminology, perspectives and
assumptions used within them.
AIM/LO: Outline and analyse key themes in environmental issues
Define key terms and concepts, build own glossary of related terms. (Act)
Note key themes of environmental issues. (Act)
Test on one or more concepts. (A)
AIM/LO: Outline and analyse the strengths and weaknesses of one
religious and one secular perspective to environmental issues.
Create a table of STR and WK of the religious and secular perspectives,
rank order these in group discussion. (Act)
Plan/write an essay responding to the question of whether the religious or
the secular perspective is more successful. (A)
For revision make connections between at least two issues, e.g. animal
welfare and sustainability, and compare and contrast the significant areas
of disagreement and debate. Later in the course you can identify links with
other components of study in order to build portfolio of connections. (E)
6
© Pearson Education Ltd 2017
3
1. Significant
concepts in issues
or debates in
religion and ethics
(continued)
1.2 Equality
http://plato.stanford.edu/entries/equality/
a) Ethical and religious concepts of equality, including
the issues of gender or race or disability and the work
of one significant figure in campaigns for equality in
the chosen area, significant events in the progress of
equality in these areas, perspectives on equality from
at least one religion and one secular ethical
perspective
http://www.historylearningsite.co.uk/the-civil-rights-movement-inamerica-1945-to-1968/martin-luther-king/
b) Strengths and weaknesses of significant areas of
disagreement and debate, assessment of relevant
examples, legal changes and social attitudes,
appropriateness and value of employing religious
perspectives into these debates.
With reference to the ideas of Martin Luther King and
Joni Eareckson Tada.
http://www.joniandfriends.org/

Outline and analyse key concepts equality

Outline and analyse the strengths and weaknesses of areas of
disagreement and debates and the terminology, perspectives and
assumptions used within them.
AIM/LO: Explore the work of one significant figure in the campaign
for equality.
Presentation on one figure. Class members can choose different figures to
present to the class (Act)
AIM/LO: Explore the challenges areas of disagreement and debate.
Identify and explain key issues by mind-mapping around the challenges
raised by areas of disagreement and debate in one area. (Act)
AIM/LO: Assess the strengths and weaknesses of the applying
religious perspectives to these debates.
Debate STR and WK in class with students taking the position of a
significant figure in one area of the equality debate. (Act)
Essay or essay plan on success or otherwise of the work of one significant
figure. (A)
On completion, and in revision, draw similarities between this and other
issues in applied ethics across the specification and identify links with other
components of study in order to build a portfolio of connections. (E)
© Pearson Education Ltd 2017
7
4
2. A study of three
ethical theories
2.1 Utilitarianism
a) Concepts of utility, pleasure, hedonism and
happiness, influences on the emergence of the theory,
including social, political and cultural influences, the
significant contribution of Bentham and Mill to a
recognised theory. Act and Rule Utilitarianism, the
development of the theory, including Preference,
Negative and Ideal Utilitarianism, the application of the
theory in historical and contemporary ethical
situations, including political and social reform, the
concept of relativism in ethics.
b) Strengths and weaknesses of the theory and its
developments, appropriateness of its continuing
application and use, assessment of relevant examples,
change in the law and social attitudes vis a vis the
theory, compatibility or otherwise with religious
approaches.
With reference to the ideas of J Bentham and J S Mill.
This topic, including the ideas of Jeremy Bentham and J S Mill is covered
well in a number of Ethics textbooks and anthologies.
http://plato.stanford.edu/entries/utilitarianism-history/
http://plato.stanford.edu/entries/mill/
http://www.utilitarianism.com/mill1.htm/
http://www.utilitarianism.com/jsmill.htm
Clarify the notions of utility, pleasure, hedonism and happiness.

Explore the significant contribution of Bentham and Mill.

Explore the development of the theory, including Preference, Negative
and Ideal Utilitarianism, the application of the theory in historical and
contemporary ethical situations, including political and social reform.

Analyse the strengths and weaknesses of the theory and its
developments, appropriateness of its continuing application and use.

Evaluate the success of this type of ethical theory.
AIM/LO: Clarify the approach to moral decision making in this
theory
Define key terms and add to glossary. (Act)
AIM/LO: Explore Bentham’s or Mill’s form of Utilitarianism.
Discuss and note key concepts and stages of Bentham’s or Mill’s approach.
(Act)
AIM/LO: Analyse the challenges posed to the theory
Debate the idea that Utilitarianism is inherently flawed. (Act)
AIM/LO: Evaluate the success of Utilitarianism
Timed essay response. (A)
On completion, and in revision, draw similarities between this and other
ethical theories and identify links with other components of study in order
to build a portfolio of connections. (E)
8
© Pearson Education Ltd 2017
5
2. A study of three
ethical theories
(continued)
2.2
Situation Ethics (1)
(a) The ‘new morality’ of the mid-20th century: social,
political and cultural influences on the development of
Situation Ethics, concepts of agape and situationalism
in ethics, the application of the theory to specific case
studies, biblical examples of situationist thinking, such
as illustrated in the ministry of Jesus.
b) Strengths and weaknesses of the theory and its
developments, appropriateness of its continuing
application and use, assessment of relevant examples,
change in the law and social attitudes vis a vis the
theory, compatibility or otherwise with religious
approaches.
With reference to the ideas of J A T Robinson and J
Fletcher
This topic, including the ideas of JAT Robinson and J Fletcher, is covered
well in a number of Ethics textbooks and anthologies.
http://www.bbc.co.uk/ethics/introduction/situation_1.shtml
https://en.wikipedia.org/wiki/Joseph_Fletcher
https://en.wikipedia.org/wiki/John_Robinson_%28bishop_of_Woolwich%2
9
http://ntwrightpage.com/Wright_Doubts_About_Doubt.htm
 Explore the significant contribution of Robinson and Fletcher.
 Explore the development of the theory, the social and cultural
influences, biblical examples and specific case studies.
 Analyse the concepts of agape and situationalism.
 Analyse the strengths and weaknesses of the theory and its
developments, appropriateness of its continuing application and
use.

Evaluate the success of this type of ethical theory.
AIM/LO: Clarify the approach to moral decision making in this
theory
Define key terms and add to glossary. (Act)
AIM/LO: Explore Fletcher’s distinctive approach to Situation Ethics.
Discuss and note the central role of agape in Fletcher’s approach to moral
decision making.
AIM/LO: Analyse the challenges posed to the theory
Debate the idea that Situation Ethics is not sustainable as an approach to
moral decision making. (Act)
AIM/LO: Evaluate the success of Situation Ethics.
Timed essay response. (A)
On completion, and in revision, draw similarities between this and other
ethical theories and identify links with other components of study in order
to build a portfolio of connections. (E)
© Pearson Education Ltd 2017
9
6
2. A study of three
ethical theories
(continued)
2.2
Situation Ethics (1) Set Anthology passage
Barclay W – Ethics in a Permissive
Society, Chapter 4 Situation Ethics, pp.
69–91 (HarperCollins Distribution
Services, 1972) ISBN 9780002152044
10
For A Level study: Read and annotate the Anthology text, discuss and
create summary grids of each position and response Mackie offers, identify
key themes and issues.
© Pearson Education Ltd 2017
7
2. A study of three
ethical theories
(continued)
2.3 Natural Moral Law
a) Concepts of absolutism and legalism in ethics, early
development of natural moral law, biblical and classical
foundations of the approach, concepts of purpose,
telos, primary and secondary precepts, contemporary
applications and adaptations, including
proportionalism.
With reference to the ideas of Aquinas and B Hoose
This topic, including the ideas of Aquinas and Hoose, is covered in a
number of Ethics textbooks and anthologies.
http://plato.stanford.edu/entries/natural-law-theories/
http://www.iep.utm.edu/natlaw/
http://students.thetablet.co.uk/natural-law-3
http://www.iep.utm.edu/aquinas/
 Explore the significant contributions of Aquinas and Hoose.
 Explore the nature of the theory, including absolutism and legalism,
biblical and classical formulations.
 Analyse the concepts of purpose, telos, primary and secondary
precepts.
 Analyse contemporary applications and adaptations, including
proportionalism.
 Analyse the strengths and weaknesses of the theory and its
developments, appropriateness of its continuing application and
use.
 Evaluate the success of this type of ethical theory.
AIM/LO: Clarify the approach to moral decision making in this
theory
Define key concepts and add to glossary (Act)
AIM/LO: Explore Aquinas’ understanding of Natural Moral Law
Discuss and note the influences of Aristotle to NML.
AIM/LO: Analyse the challenges posed to the theory
Debate the idea that Natural Moral Law is not workable as an approach to
moral decision making in the modern world. (Act)
AIM/LO: Evaluate the effectiveness of NML.
Timed essay response. (A)
On completion, and in revision, draw similarities between this and other
ethical theories and identify links with other components of study in order
to build a portfolio of connections. (E)
© Pearson Education Ltd 2017
11
8
3 Application of
ethical theories to
issues
of
importance
3.1
War and peace
a) The contribution of at least one religion to issues of
war and peace, including the teaching of sacred
text(s), the Just War Theory, including principles jus
ad bellum, jus in bello and jus post bellum, reasons for
and influences on the development of the theory,
examples of wars, including contemporary conflicts
that may be evaluated against the theory, special
issues arising from nuclear war.
This topic, including the ideas of Augustine and Aquinas, is covered well in
a number of Ethics textbooks and anthologies. No specific passages are
required.
http://www.bbc.co.uk/ethics/war/just/introduction.shtml.
http://plato.stanford.edu/entries/war/
http://plato.stanford.edu/entries/pacifism/
Explore concepts of war and peace including a sacred text perspective.

Analyse the Just War Theory including reasons for the development of
the theory and its application in regard to actual and potential conflicts.
b) Concepts of pacifism, including absolute,
relative/selective and nuclear pacifism, the role of
pacifist movements and pressure groups. The success
of the Just War Theory as a theory and in practice, the
practicality of pacifism in its different forms, perceived
advantages of war such as technological development,
relevance of religious contributions, success of named
wars in achieving their goal.

Analyse concepts of pacifism including movements and groups.

Evaluate the strengths and weaknesses of the Just War Theory and
approaches to pacifism.
With reference to the ideas of Augustine and Aquinas.
Identify and explain key issues by mind-mapping around the success or
failure of the approach to named wars. (Act)
AIM/LO: Explore the contribution made by the Just War Theory.
Presentation on one form of Just War Theory. Class members can choose
different figures to present to the class. (Act)
AIM/LO: Explore the success of the Just War Theory
AIM/LO: Assess the strengths and weaknesses of the applying
religious perspectives to views about pacifism.
Debate STR and WK in class with students taking the respective positions
of a pacifist supporter and a critic of pacifism. (Act)
Essay or essay plan on the possible advantages of war. (A)
On completion, and in revision, draw similarities between this and other
issues in applied ethics across the specification and identify links with other
components of study in order to build a portfolio of connections. (E)
12
© Pearson Education Ltd 2017
9
3 Application of
ethical theories
to issues of
importance
(continued)
3.2 Sexual Ethics
a) The contribution of at least one world religion on
issues in sexual ethics, including the teaching of
sacred text(s) and understanding of the diversity of
religious approaches, sexual relationships in and
outside of marriage, including pre-marital sex,
adultery, promiscuity,s same-sex relationships,
including marriage and civil partnership, contraception
and childlessness, secular ethical approaches to these
issues and social and cultural influences on them.
b) The continuing relevance and application of religious
teachings and beliefs on sexual ethics, strengths and
weaknesses of changing social attitudes, the success
or otherwise of contributions from ethical theory in
making decisions in matters of sexual ethics.
With reference to the ideas of P Vardy and J Dominian.
http://www.iep.utm.edu/sexualit/
http://www.utilitarian.org/texts/oursexethics.html
https://www.amazon.co.uk/Puzzle-Sex-PeterVardy/dp/0006280420?ie=UTF8&*Version*=1&*entries*=0
https://www.amazon.co.uk/Being-Jack-Dominian-ReflectionsMarriage/dp/0281059454

Explore concepts of sexual ethics including a sacred text perspective.

Analyse issues of sexual ethics from a diversity of religious approaches
and this may include diversity within one world religion.

Evaluate continuing relevance and application of religious teachings and
beliefs on sexual ethics.

Analyse the contribution of ethical theory to issues in sexual ethics.
AIM/LO: Outline and analyse key themes in sexual ethics
Define key terms and concepts, build own glossary of related terms. (Act)
Note key themes of sexual ethics. (Act)
Students create presentation on one or more issues - flip the classroom so
students teach each other.(A)
AIM/LO: Outline and analyse the strengths and weaknesses of one
religious and one secular perspective to sexual ethics
Create a table of STR and WK of the religious and secular perspectives,
rank order these in group discussion. (Act)
Plan/write an essay on whether the religious or the secular perspective is
more successful. (A).
For revision make connections between at least two issues, e.g. same-sex
relationships and adultery, and compare and contrast the significant areas
of disagreement and debate. Identify links with other components of study
in order to build portfolio of connections. (E)
© Pearson Education Ltd 2017
13
10
4 Ethical
language
4.1 Meta-Ethics
a) Cognitive and non-cognitive uses of language,
realism and anti-realism, language as factual or
symbolic, the nature of ethical assertions as
absolutist or relative, ethical naturalism, the
naturalistic fallacy, the is–ought gap, the problem
of the open question, ethical non-naturalism,
intuitionism, prescriptivism.
b)
b) Emotivism, the influence of the logical
positivism on emotivist theories of ethics, ethical
language as functional and persuasive.
Developments of the emotivist approach and
criticism of it.
With reference to the ideas of G E Moore and A J
Ayer.
This topic is very well covered in Ethics textbooks and anthologies. No
specific passages are required. In addition, resources can be found here:
http://plato.stanford.edu/entries/metaethics/
http://www.iep.utm.edu/metaethi/
http://www.bbc.co.uk/ethics/introduction/emotivism_1.shtml
http://plato.stanford.edu/entries/ayer/
http://plato.stanford.edu/entries/intuitionism-ethics/
http://plato.stanford.edu/entries/moore/
Ayer, A J Language, Truth and Logic, 2nd Edition, New York, Dover, (esp.
Chapters 1 and 6)

Explore the notions of cognitive and non-cognitive uses of language in
its various forms and evaluate the strengths and problems of these
types of ethical language.

Explore, analyse and evaluate the role of emotivism as a response to
the problems of ethical language.
AIM/LO: Clarify the different approaches to the role of ethical
language.
Add definitions of key terms to own glossary bank. (Act)
Make notes on Logical Positivism as a context for Emotivism.
Create mind-maps detailing cognitive and non-cognitive approaches and
the challenges they present for understanding ethical language. (Act)
Evaluate the strengths of each approach in structured short essay plan. (A)
AIM/LO: Assess the strengths and weaknesses of these
approaches.
Debate the view that ethical language is neither intuitionist nor emotivist.
(Act)
Evaluate the idea that it is impossible to define ‘good’. (A)
On completion, and in revision, draw similarities between this and other
issues in ethics across the specification and identify links with other
components of study in order to build a portfolio of connections. (E)
14
© Pearson Education Ltd 2017
11
4 Ethical language
(continued)
4.2 The relationship between religion and morality
a) Dependence, independence, autonomy, theonomy,
heteronomy, divine command ethics, challenges
from atheist and anti-theist perspectives, moral
arguments for the existence and nonexistence of
God.
b) Contemporary focuses, including the Westboro
Baptist Church, religion and terror, conservative
movements, including Quiverfull, biblical parenting.
With reference to the ideas of R Dawkins and R A
Sharpe.
This topic is very well covered in Ethics textbooks and anthologies. No
specific passages are required. In addition, resources can be found here:
http://plato.stanford.edu/entries/religion-morality/
http://atheism.about.com/od/doesgodexist/p/GodMorality.htm
http://godhatesfags.com/
http://www.quiverfull.com/
http://www.foundationsforfreedom.net/Topics/Family/Family00.html
https://www.amazon.co.uk/Moral-Case-Against-ReligiousBelief/dp/0334026806
http://www.imprint.co.uk/books/Sharpe_Forgiveness.html
https://www.amazon.co.uk/God-Delusion-RichardDawkins/dp/055277331X?ie=UTF8&hvadid=11967449807&hvbmt=be&hvd
ev=c&hvqmt=e&ref=pd_sl



Clarify the different the relationship between morality and religion.
Assess the strengths and weaknesses of these approaches.
Explore contemporary focuses on religious morality and analyse their
role in understanding religious morality.
AIM/LO: Explore the terminology
Add definitions and explanations to the glossary bank. (Act)
Test vocabulary from all of section 4 at end of section. (A)
AIM/LO: Clarify the differing relationships between religion and
morality
Make presentation notes for a class mate of key ideas in in the relationship
between religion and morality and identify the challenges this raises for
religious ethics. (Act)
Classmate to assess and improve notes, as a pair debate and conclude on
the value religious morality. (Act/A)
On completion, and in revision, draw similarities between this and other
issues in ethics across the specification and identify links with other
components of study in order to build a portfolio of connections. (E)
© Pearson Education Ltd 2017
15
12
5. Deontology,
Virtue Ethics and
the works of
scholars
5.1
A comparison of the work of Immanuel Kant and
Aristotle with regard to Deontology and Virtue Ethics
respectively.
a) Kantian deontology – social, political and
cultural influences on Kant’s ethical theory,
duty-based ethics, the categorical imperative
in its different formulations, prima facie duties,
and contemporary applications of rule and
duty-based ethics. (2)
(2) Kant I – Groundwork for the Metaphysics of
Morals, Text, second section, pp. 29–53 (Yale
University Press, 2002) ISBN 9780300094879
With reference to the ideas of W D Ross and T
Nagel.
This topic is covered well in a number of Ethics textbooks and anthologies,
as well as online resources such as the Stanford Encyclopedia of
Philosophy. Two anthology passages are compulsory study.
http://plato.stanford.edu/entries/ethics-deontological/
http://www.iep.utm.edu/kantview/
http://plato.stanford.edu/entries/william-david-ross/
http://www.amazon.co.uk/Thomas-Nagel/e/B000AQ6R56
 Explore the significant contribution of Immanuel Kant to Deontology.
 Explore the nature of the theory, including duty, the categorical
imperative, prima facie duties, rules and law.
 Evaluate the success of this type of ethical theory.

Analyse the text and understand Kant’s principles in their context.
 Analyse the strengths and weaknesses of his approached and reach
personal conclusions about the value of his perspectives.
AIM/LO: Clarify this approach to moral decision making
Define key terms and add to glossary. (Act)
AIM/LO: Explore Kant’s distinctive form of Deontology.
Discuss and note key concepts and elements of Kant’s approach to
Deontology.
AIM/LO: Analyse the challenges posed to the theory.
Debate the idea that Deontology is an unforgiving approach to ethics. (Act)
AIM/LO: Evaluate the value of a prima facie approach to
deontological thinking.
Timed essay response.
On completion, and in revision, draw similarities between this and other
ethical theories and identify links with other components of study in order
to build a .portfolio of connections (E)
Read and annotate the Anthology text, discuss and create summary grids
of each idea Kant offers and identify key themes and issues.
16
© Pearson Education Ltd 2017
13
5. Deontology,
Virtue Ethics and
the works of
scholars
(continued)
5.1
A comparison of the work of Immanuel Kant and
Aristotle with regard to Deontology and Virtue Ethics
respectively.
(b) Aristotelian virtue ethics – historical and cultural
influences on Virtue Ethics from its beginnings to
modern developments of the theory, concepts of
eudaemonia and living well, the golden mean,
development of virtuous character, virtuous role
models, vices, contemporary applications of virtue
theories. (3)
3) Aristotle – The Nicomachean Ethics, Book II,
Moral Virtue, pp. 23–37 (Oxford World’s Classics
edition, 1980) ISBN 9780192815187
With reference to the ideas of P Foot and A MacIntyre
This topic is covered well in a number of Ethics textbooks and anthologies.
Two anthology passages are compulsory.
https://en.wikipedia.org/wiki/Philippa_Foot
http://www.iep.utm.edu/p-macint/
http://plato.stanford.edu/entries/ethics-virtue/
 Explore the significant contribution of Aristotle to Virtue Ethics.
 Explore the nature of the theory, including eudaemonia, the golden
means, and the development of a virtuous character.
 Evaluate the success of this type of ethical theory.

Analyse the text and understand Aristotle’s principles in their
context.

Analyse the strengths and weaknesses of his approach and reach
personal conclusions about the value of his perspectives.
AIM/LO: Clarify this approach to moral decision making
Define key terms and add to glossary. (Act)
AIM/LO: Explore the key concepts of this ethical theory
Discuss and note key concepts and elements of Aristotle’s Virtue Ethics.
AIM/LO: Analyse the challenges posed to the theory.
Debate the idea that Virtue Ethics is too masculine to be appealing in the
modern world. (Act)
AIM/LO: Evaluate the value of a Eudaimonia as a guide to living
morally.
Timed essay response.
On completion, and in revision, draw similarities between this and other
ethical theories and identify links with other components of study in order
to build a portfolio of connections. (E)
Read and annotate the Anthology text, discuss and create summary grids
of each idea Aristotle offers and identify key themes and issues.
© Pearson Education Ltd 2017
17
14
5 Works of
scholars
(continued)
5.1 A comparison of the work of Immanuel Kant and
Aristotle with regard to Deontology and Virtue Ethics
respectively.
c)
Strengths and weaknesses of the theories and their
developments, appropriateness of their continuing
application and use, assessment of relevant
examples, changes in the law and social attitudes
vis a vis the theories, compatibility or otherwise
with religious approaches.
http://atheism.about.com/od/ethicalsystems/a/Deontological.htm
http://www2.fiu.edu/~hauptli/AristotleCriticisms.html
Analyse the strengths and weaknesses of the theories and their
developments, appropriateness of their continuing application and use.
AIM/LO: Explore the context of this debate and the background of
these key thinkers.
Research the context to the work of both thinkers, brief outline of their
wider work and influences on their thinking. (Act)
AIM/LO: Clarify the views of Kant and Aristotle.
Read and annotate the Anthology texts, create summary sheets or grids
for the ideas of each thinker highlighting key themes. (Act)
Class members act out the roles of Kant and Aristotle in debate with each
other, with class contributing questions. (Act)
AIM/LO: Evaluate the strengths and weaknesses of these
positions.
Create mind-maps of the STR and WK of each thinker’s position. (Act)
Essay on the reasons for the emphases of each thinker and an assessment
of the strength or otherwise of their views. (A)
On completion, and in revision, draw similarities between this and other
ethical theories and identify links with other components of study in order
to build a portfolio of connections. (E)
Read and annotate the Anthology text, discuss and create summary grids
of each idea Aristotle and Kant offer and identify key themes and issues.
18
© Pearson Education Ltd 2017
15
6 Medical ethics:
beginning and end
of life issues
6.1 Issues in medical ethics with a focus on beginning
and end of life debates (4)
a) The status of the embryo, concepts of sanctity and
value of life from religious and secular perspectives,
embryo research, pre-implantation genetic diagnosis
(PGD), stem cells and cord blood, fertilisation in vitro
and destruction of embryos, abortion.
With reference to the ideas of P Singer and J Glover
4) Wilcockson M – Issues of Life and Death,
Chapter 4 Euthanasia and Doctors’ Ethics, pp.
56–69 (Hodder Education, 1999) ISBN
9780340724880
This topic is covered well in a number of Ethics textbooks and anthologies.
One anthology passage is compulsory.
http://www.instituteofmedicalethics.org/website/
https://web.stanford.edu/class/siw198q/websites/reprotech/New%20Ways
%20of%20Making%20Babies/EthicVoc.htm
https://www.spuc.org.uk/
http://plato.stanford.edu/entries/eugenics/
http://www.abortionrights.org.uk/
http://www.nhsbt.nhs.uk/cordblood/
 Explore the concepts of sanctity and value of life.
 Explore the issues pertaining to the status and value of the embryo.
 Analyse the issues and implications raised by current medical
technology in relation to the embryo.
 Analyse the text and understand Wilcockson’s ideas in their context.
 Analyse the strengths and weaknesses of his approach and reach
personal conclusions about the value of his perspectives.
AIM/LO: Outline and analyse key themes in medical ethics.
Define key terms and concepts, build own glossary of related terms. (Act)
Note key themes of medical ethics. (Act)
Students create presentation on one or more issues - flip the classroom so
students teach each other.(A)
AIM/LO: Outline and analyse the strengths and weaknesses of one
religious and one secular perspective on medical ethics.
Create a table of STR and WK of the religious and secular perspectives,
rank order these in group discussion. (Act)
Plan/write an essay on whether the religious or the secular perspective is
more successful. (A).
For revision make connections between at least two issues, e.g. PGD and
abortion, and compare and contrast the significant areas of disagreement
and debate. Identify links with other components. of study in order to build
portfolio of connections. (E)
© Pearson Education Ltd 2017
19
16
6 Medical ethics:
beginning and end
of life issues
6.1 Issues in medical ethics with a focus on beginning
and end of life debates (4)
b) Assisted dying, euthanasia, palliative care. Religious
and secular contributions to all these issues, legal
position, concepts of rights and responsibilities,
personhood and human nature, options and choices.
With reference to the ideas of P Singer and J Glover
4) Wilcockson M – Issues of Life and Death,
Chapter 4 Euthanasia and Doctors’ Ethics, pp.
56–69 (Hodder Education, 1999) ISBN
9780340724880
This topic is covered well in a number of Ethics textbooks and anthologies.
One anthology passage is compulsory
http://www.nhs.uk/Planners/end-of-life-care/Pages/what-it-involves-andwhen-it-starts.aspx
http://plato.stanford.edu/entries/euthanasia-voluntary/
http://www.dignityindying.org.uk/assisted-dying/
http://www.care.org.uk/

Explore the concepts of assisted dying and other end of life issues.

Explore the religious, secular and legal implications of these issues.

Analyse the concept of personhood in relation to end of life choices.

Analyse the text and understand Wilcockson’s ideas in their context.

Analyse the strengths and weaknesses of his approach and reach
personal conclusions about the value of his perspectives.
AIM/LO: Outline and analyse key themes in medical ethics.
Define key terms and concepts, build own glossary of related terms. (Act)
Note key themes of medical ethics. (Act)
Students create presentation on one or more issues - flip the classroom so
students teach each other.(A)
Compare and contrast ideas of Singer and Glover. Create mind map of
similarities and differences. (A)
20
© Pearson Education Ltd 2017
17
6 Medical ethics:
beginning and end
of life issues
(continued)
6.1 Issues in medical ethics with a focus on beginning
and end of life debates (4)
d) Strengths and weaknesses of significant areas of
disagreement and debate, assessment of relevant
examples, legal changes and social attitudes,
appropriateness and value of employing religious
perspectives into these debates, assessment and
comparison of contrasting positions.
With reference to the ideas of P Singer and J Glover
This topic is covered well in a number of Ethics textbooks and anthologies.
One anthology passage is compulsory.
http://www.utilitarian.net/singer/
http://www.petersinger.info/
https://www.amazon.com/Rethinking-Life-Death-CollapseTraditional/dp/0312144016/ref=sr_1_1?s=books&ie=UTF8&qid=14694044
68&sr=1-1&keywords=rethinking+life+and+death
https://www.amazon.co.uk/Causing-Death-Saving-Livesdeath/dp/0140134794
http://www.jonathanglover.co.uk/

Analyse the significant areas of disagreement and debate,
changes, developments and contrasting positions.

Analyse the text and understand Wilcockson’s ideas in their
context.

Analyse the strengths and weaknesses of his approach and reach
personal conclusions about the value of his perspectives.
AIM/LO: Outline and analyse the strengths and weaknesses of one
religious and one secular perspective to medical ethics.
Create a table of STR and WK of the religious and secular perspectives,
rank order these in group discussion. (Act)
Plan/write an essay on whether the religious or the secular perspective is
more successful. (A)
For revision make connections between at least two issues, e.g. PGD and
abortion/assisted dying and palliative care, and compare and contrast the
significant areas of disagreement and debate. Identify links with other
components.
For A Level study: Read and annotate the Anthology text, discuss and
create summary grids of each idea Wilcockson offers and identify key
themes and issues.
18
© Pearson Education Ltd 2017
Complete any remaining topic areas, re-visit key terms
and test knowledge of basic concepts before planning
and embarking upon systematic revision and question
practice.
21
19
22
Complete any remaining topic areas, re-visit key terms
and test knowledge of basic concepts before planning
and embarking upon systematic revision and question
practice.
© Pearson Education Ltd 2017