Edexcel GCE Religious Studies
Ethics Developments (A2 Year 13)
Editable scheme of work
We are happy to
provide this scheme
of work for you to
amend and adapt
to suit your
teaching purposes.
We hope you find
this useful.
Detailed
help on
resources
Week by
week
content
coverage
Exemplar
activities
Learning
outcome
Edexcel scheme of work for GCE Religious Studies 6RSO3 Developments – Ethics
This scheme of work is devised on the assumption that approximately half the teaching time for Foundations is devoted to Ethics, and half to
the other chosen option for the Developments paper. This SOW should therefore be read in conjunction with the SOW for the other
Developments option chosen – e.g. Philosophy of Religion, New Testament, or one of the world religions. It is assumed therefore that teachers
have two to three hours per week for the delivery of the Ethics option.
The SOW has also allowed for teaching of the Implications paper. For the purpose of this SOW, it is assumed that candidates are also taking the
Ethics option in Implications. If this does not apply to your centre, SOW for Philosophy and New Testament Implications options are also
available with the Developments SOW relevant to that option. Since the nature of the Implications paper is intended to encourage and wide and
flexible range of student response, the SOW suggested for this paper is generic only.
In every case, the SOW can be adapted to your needs, including teaching time available. A 14 week autumn term, 12 week spring term, and up
to 8 weeks teaching time in the summer term has been assumed. You can adapt the SOW to fit your school’s holiday and study leave
arrangements. Two weeks for Christmas and two weeks for Easter holidays have been allowed. Half terms have not been included.
It should be noted that this SOW covers all topics identified in the specification. Teachers may chose to be more selective, whilst ensuring that
they are covering sufficient material to ensure students sufficient choice in their preparation for the exam. In this case, the SOW may be
adapted by removing those topics not taught by the centre, and allowing more time for the coverage of others. However, should all topics be
taught, the SOW allows ample time for coverage.
2

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
Edexcel GCE in Religious Studies
Scheme of work
Week
1
Content
coverage/
key questions
Refresh, revisit,
review
Learning outcomes
Exemplar activities
Exemplar resources
To recall and
understand afresh
key material
covered for the AS
Ethics options.
Revision quizzes, games and
exercises as chosen by the
teacher.
An optional session only if it is helpful to refresh students’
memories.
Student confidence
in their knowledge
and understanding
of the subject is
renewed.
2
Critiques of the
link between
morality and
religion
To understand the
range of possible
relationships
between religion
and morality.
To understand the
concept of a
critique of the link
between religion
and morality.
Edexcel GCE in Religious Studies
Students can be asked prior to
attending the first class to
prepare a presentation on one
of the topics.
A individual or department subscription to www.restuff.org
may be valuable throughout the year. This ever growing bank
of materials includes many resources to support teaching this
unit, and which can be freely adapted to suit teachers’
needs.
An introduction to the A2
topics and papers may also be
given during this lesson.
Religious Studies Review, a thrice yearly magazine, published
by Philip Allan Updates, provides a range of articles and
examination specific advice, aimed at students. A centre
subscription is recommended. www.philipallanupdates.co.uk
Teacher led review of
material covered at AS on the
relationship between religion
and morality.
Chapter 3.1 of the Edexcel AS Religious Studies student
covers this topic.
Students may complete a
revision table, matching cards
or cloze exercises to refresh
and consolidate.
Topic 2 of Advanced Religious Studies (second edition) by
Sarah K Tyler and Gordon Reid, published by Philip Allan
Updates provides useful information
Teacher led presentation of
the concept of critiques of the
link between religion and
morality. Students invited to
suggest reasons why the
relationship may be
undermined.
Scheme of work
3
Week
3
4
5
Content
coverage/
key questions
Critiques of the
link between
morality and
religion
Critiques of the
link between
morality and
religion
Ethical
theories:
Natural Moral
Law
Learning outcomes
Exemplar activities
Exemplar resources
To describe, explain
and assess two or
more critiques of
the link between
religion and
morality.
Teacher led presentation of
one or two specific critiques
of the link between morality
and religion.
Chapter 3.1 of the Edexcel AS Religious Studies student
covers this topic.
To describe, explain
and assess two or
more critiques of
the link between
religion and
morality.
To evaluate the
overall success of
critiques of the link
between religion
and morality.
To understand the
role of ethical
theories in moral
decision making.
To explain and
4
Edexcel GCE in Religious Studies
In pairs or small groups
students assess the value of
the critique(s) presented.
Students watch clips from
‘The Root of all Evil’ and
discuss and assess its
strengths and weakness.
Teacher led presentation of
one or two specific critiques
of the link between morality
and religion.
Topic 2 of Advanced Religious Studies provides useful
information.
http://www.amazon.co.uk/Richard-Dawkins-CollectionCharlesEnemies/dp/B0016OMFLQ/ref=sr_1_1?ie=UTF8&s=dvd&qid=12
57932814&sr=1Clips from ‘The Root of all Evil?’ can be used to illustrate
Dawkins’ critique of the link between religion and morality.
Chapter 3.1 of the Edexcel AS Religious Studies student
covers this topic.
Topic 2 of Advanced Religious Studies provides useful
information.
In pairs or small groups
students assess the value of
the critique(s) presented.
As a class, students consider a
past exam question and
prepare a plan.
Teacher led explanation of
the role of ethical theories.
Students encouraged to think
about how theories may help
or hinder moral decision
making, drawing on their
Chapter 3.2 of the Edexcel AS Religious Studies student
covers this topic.
Topic 1C of Advanced Religious Studies provides useful
information.
Scheme of work
Week
Content
coverage/
key questions
Learning outcomes
Exemplar activities
understand the key
ideas of Natural
Moral Law.
knowledge from the AS
specification.
Exemplar resources
Students recall key ideas of a
religious based ethic from the
previous topic.
Teacher explains the
background to the emergence
of Natural Moral Law. Links
made to other subjects and
topics to help students to
understand the issues.
6
Ethical
theories:
Natural Moral
Law
To understand the
role of ethical
theories in moral
decision making.
To explain and
understand the key
ideas of Natural
Moral Law.
7
Ethical
theories:
Natural Moral
Edexcel GCE in Religious Studies
To understand the
role of ethical
theories in moral
Plenary to allow students to
clarify and consolidate these
new ideas.
Teacher led presentation of
the key ideas of Natural Moral
Law.
Students research the
application of NML to specific
moral situations. Feedback
to class.
Plenary to ensure that
students understand the key
ideas of NML
Teacher reviews key features
of NML with class, including
modern applications of the
Scheme of work
Chapter 3.2 of the Edexcel AS Religious Studies student
covers this topic.
Topic 1C of Advanced Religious Studies provides useful
information.
Chapter 3.2 of the Edexcel AS Religious Studies student
covers this topic.
5
Week
Content
coverage/
key questions
Law
Learning outcomes
Exemplar activities
Exemplar resources
decision making.
To explain and
understand the key
ideas of Natural
Moral Law.
theory, such as
Proportionalism.
Topic 1C of Advanced Religious Studies provides useful
information.
To evaluate the
extent to which
Natural Moral Law
may be considered a
useful means of
moral decision
making.
8
Ethical
theories:
Deontology
To understand the
role of ethical
theories in moral
decision making.
To explain and
understand the key
ideas of Deontology.
6
Edexcel GCE in Religious Studies
In pairs or small groups,
students consider a range of
questions: e.g. (i) To what
extent does NML fail to be
applicable to modern moral
decision making? (ii) How far
does NML offer a practical
means of moral decision
making? (iii)NML is only
helpful to religious believers.
Discuss this claim.
NB: These are not suggested
as an indication of
forthcoming examination
questions but as critically
evaluative exercises
Feedback to whole class.
Teacher led review of key
ideas of ethical theories
relevant to this topic – e.g. a
priori theories, absolutism.
Students invited to consider
why these kinds of theories
may be
advantageous/disadvantageou
s.
Chapter 3.2 of the Edexcel AS Religious Studies student
covers this topic.
Chapter 3.2 of the Edexcel AS Religious Studies student
covers this topic.
Topic 1C of Advanced Religious Studies provides useful
information.
NB It is appreciated that Natural Moral Law may be
considered Deontological theory of ethics, and so whilst most
Scheme of work
Week
9
Content
coverage/
key questions
Ethical
theories:
Deontology
Learning outcomes
To understand the
role of ethical
theories in moral
decision making.
To explain and
understand the key
ideas of Deontology.
10
Ethical
theories:
Deontology
To evaluate the
extent to which
Deontology may be
considered a useful
means of moral
decision making.
To understand the
role of ethical
theories in moral
decision making.
To explain and
understand the key
ideas of Deontology.
Edexcel GCE in Religious Studies
Exemplar activities
Exemplar resources
Teacher led presentation of
the key ideas of Deontology,
e.g. Kantian ethics
centres also study Kantian deontological approaches, answers
to questions on Deontology which are based on Natural Moral
Law are entirely acceptable.
In pairs or small groups,
students consider these ideas
and suggest
weaknesses/strengths of these
key ideas.
Teacher led presentation of
key ideas of Deontology.
Chapter 3.2 of the Edexcel AS Religious Studies student
covers this topic.
In pairs or small groups
students consider these ideas
in relation to moral dilemmas.
Feedback to the class.
Topic 1Cof Advanced Religious Studies provides useful
information.
Plenary to ensure that
students understand the key
ideas and their application.
Teacher reviews key ideas.
In pairs or small groups
students invited to consider a
range of possible questions:
e.g. (i) To what extent does
Deontology prove helpful to
modern moral decision
Scheme of work
Chapter 3.2 of the Edexcel AS Religious Studies student
covers this topic.
Topic 1B of Advanced Religious Studies provides useful
information.
7
Week
11
Content
coverage/
key questions
Ethical
theories: Virtue
Ethics
Learning outcomes
Exemplar activities
To evaluate the
extent to which
Deontology may be
considered a useful
means of moral
decision making.
making? (ii) How far does
Deontology offer a practical
means of moral decision
making? (iii Deontology is
essentially an unattractive
ethical theory. Discuss this
claim.
NB: These are not suggested
as an indication of
forthcoming examination
questions but as critically
evaluative exercises
Feedback to class.
To understand the
role of ethical
theories in moral
decision making.
To explain and
understand the key
ideas of Virtue
Ethics.
12
8
Ethical
theories: Virtue
Ethics
To understand the
role of ethical
theories in moral
decision making.
Edexcel GCE in Religious Studies
Exemplar resources
Students discuss comparisons
between different forms of
Deontology including NML.
Teacher outlines key ideas of
Virtue Ethics.
Students research the idea of
virtue, and the emergence of
a virtue based ethic.
Feedback to class.
Chapter 3.2 of the Edexcel AS Religious Studies student
covers this topic.
Topic 1B of Advanced Religious Studies provides useful
information.
Students consider initial views
as to the value of this
approach to ethics.
Teacher lead presentation on
forms of virtue theory.
Chapter 3.2 of the Edexcel AS Religious Studies student
covers this topic.
In pairs or small groups
Topic 1B of Advanced Religious Studies provides useful
Scheme of work
Week
13
Content
coverage/
key questions
Ethical
theories: Virtue
Ethics
Learning outcomes
Exemplar activities
Exemplar resources
To explain and
understand the key
ideas of Virtue
Ethics.
students consider these ideas
in relation to moral dilemmas.
Feedback to the class.
information.
To evaluate the
extent to which
Deontology may be
considered a useful
means of moral
decision making.
To understand the
role of ethical
theories in moral
decision making.
To explain and
understand the key
ideas of Virtue
Ethics.
To evaluate the
extent to which
Deontology may be
considered a useful
means of moral
decision making.
Edexcel GCE in Religious Studies
Plenary to ensure that
students understand the key
ideas and their application.
Teacher reviews key ideas.
In pairs or small groups
students invited to consider a
range of possible questions:
e.g. (i) To what extent does
Virtue Ethics prove helpful to
modern moral decision
making? (ii) How far does
Virtue Ethics offer a practical
means of moral decision
making? (iii Virtue Ethics
proves to be an appealing
ethical theory. Discuss this
claim.
NB: These are not suggested
as an indication of
forthcoming examination
questions but as critically
evaluative exercises
Feedback to class.
Scheme of work
Chapter 3.2 of the Edexcel AS Religious Studies student
covers this topic.
Topic 1B of Advanced Religious Studies provides useful
information.
9
Week
14
Content
coverage/
key questions
Selected
problems in
ethics:
objectivity,
subjectivism,
relativism
Learning outcomes
To know and
understand key
concepts which
underlie ethical
theory and ethical
decision making.
Exemplar activities
Exemplar resources
Students discuss comparisons
and areas of contrast between
different ethical theories
studied.
Teacher led review of these
key terms, drawing on
students’ knowledge and
understanding of ethical
theories studied so far.
Chapter 4.2 of the Edexcel AS Religious Studies student
covers this topic.
Topic 1B of Advanced Religious Studies provides useful
information.
In pairs or small groups,
students are allocated one of
these terms and devise a mind
map or other diagrammatic
presentation of their key
ideas, examples of theories
which depend on them.
Feedback to whole class.
Teacher ensures that
everyone has access to this
material.
Students propose moral
dilemmas and suggest how
these concepts may help
attempts to resolve them.
15
16
10
CHRISTMAS
HOLIDAYS
CHRISTMAS
HOLIDAYS
Edexcel GCE in Religious Studies
Scheme of work
Week
17
Content
coverage/
key questions
Selected
problems in
ethics: Ethical
Language
Learning outcomes
Exemplar activities
Exemplar resources
To understand range
of ethical language
and claims and to
identify the
problems arising
from them.
Students invited to offer a
range of ethical claims or
assertions, which teacher
writes on the board or other
visual means of presentation.
Chapter 4.1 of the Edexcel AS Religious Studies student
covers this topic.
Topic 1A of Advanced Religious Studies provides useful
information.
Students consider the
problems raised by these
claims.
18
Selected
problems in
ethics: Ethical
Language
To understand range
of ethical language
and claims and to
identify the
problems arising
from them.
To examine and
understand ways of
solving or addressing
these problems.
19
Selected
problems in
Edexcel GCE in Religious Studies
To understand range
of ethical language
Teacher led presentation of
one or more approaches to
ethical language.
Review of material presented
in previous lesson. Teacher
reminds students of
approach(es) to ethical
language proposed.
Chapter 4.1 of the Edexcel AS Religious Studies student
covers this topic.
Topic 1A of Advanced Religious Studies provides useful
information.
Further approaches to ethical
language presented including
the ‘is-ought gap’ and
emotivism.
In pairs or small groups
students consider the value of
these approaches and how far
they may solve problems of
ethical language. Feedback
to class.
Teacher offers review of
material covered so far,
Scheme of work
Chapter 4.1 of the Edexcel AS Religious Studies student
11
Week
Content
coverage/
key questions
ethics: Ethical
Language
Learning outcomes
Exemplar activities
Exemplar resources
and claims and to
identify the
problems arising
from them.
ensuring students’
understanding through
question and answer.
covers this topic.
To examine and
understand ways of
solving or addressing
these problems.
To assess whether
the problems posed
by ethical language
are irresolvable,
20
12
Selected
problems in
ethics: justice,
law and
punishment
To know and
understand the
concepts of justice,
law and
punishment.
Edexcel GCE in Religious Studies
Topic 1A of Advanced Religious Studies provides useful
information.
Further approaches to ethical
language presented, if
appropriate.
In pairs or small groups,
students consider the
following questions: (i) To
what extent is it impossible to
solve the problems raised by
ethical language? (ii) Assess
the view that ethical language
is essentially meaningless? (iii)
How far is it impossible to find
a resolution to debates about
the meaning of ‘good’?
NB: These are not suggested
as an indication of
forthcoming examination
questions but as critically
evaluative exercises
Students invited to offer
suggestions as to what is
meant by these terms.
Teacher may present
PowerPoint delivery
illustrating these concepts in
tandem with student
contributions.
Chapter 4.3 of the Edexcel AS Religious Studies student
covers this topic.
Topic 4C of Advanced Religious Studies provides useful
information.
Clips from a range of films such as ‘A Time to Kill’, ‘The
Scheme of work
Week
Content
coverage/
key questions
Learning outcomes
Exemplar activities
Exemplar resources
Focus on justice teacher
expands on key ideas and
provides information.
Green Mile’, ‘Dead Man Walking’, and many others can offer
helpful illustrations here.
Focus on justice may be through the work of a particular
thinker, such as Plato, or it may be broader. Either approach
is acceptable.
Students research case studies
and examples to illustrate
these ideas.
21
Selected
problems in
ethics: justice,
law and
punishment
To know and
understand the
concepts of justice,
law and
punishment.
To apply these ideas
to ethical concepts
of objectivity,
subjectivism,
relativism
Students discuss the value of
these understandings.
Focus on law and punishment
– teacher expands on key
ideas and provides
information.
Chapter 4.3 of the Edexcel AS Religious Studies student
covers this topic.
Topic 4C of Advanced Religious Studies provides useful
information.
Students research case studies
and examples to illustrate
these ideas.
Students discuss the value of
these understandings.
In pairs or small groups
students consider the
following questions: (i) How
far does relativism influence
ideas about law and
punishment? (ii) To what
extent does subjectivism raise
problems for ideas of justice?
(iii) Assess the view that law
and punishment must be
Edexcel GCE in Religious Studies
Scheme of work
13
Week
22
23
14
Content
coverage/
key questions
IMPLICATOINS:
LAFOLLETTE
IMPLICATOINS:
LAFOLLETTE
Learning outcomes
To understand,
clarify and assess
the implications of
the passage,
including an
evaluation of the
implications of the
students’ own
response to the
material.
To understand,
clarify and assess
the implications of
the passage,
including an
evaluation of the
implications of the
students’ own
Edexcel GCE in Religious Studies
Exemplar activities
Exemplar resources
objective.
NB: These are not suggested
as an indication of
forthcoming examination
questions but as critically
evaluative exercises
Teacher led explication and
evaluation of the passages.
Students may complete a
template or grid to guide
them through their study of
the passages.
Students may present sections
themselves, and their
handouts or presentations
shared amongst the class.
Teacher led explication and
evaluation of the passages.
Students may complete a
template or grid to guide
them through their study of
the passages.
This unit is intended to draw a flexible range of responses
from students and so no particular exemplar resources are
suggested by Edexcel.
Continued use of the Edexcel A2 Religious Studies student
book may be useful, as could Advanced Religious Studies, to
enable students to be reminded of issues which relate to the
passages.
Regular practice in writing practice essays is essential.
Written 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
http://www.edexcel.com/quals/gce/gce08/rs/Pages/default
.aspx
This unit is intended to draw a flexible range of responses
from students and so no particular exemplar resources are
suggested by Edexcel.
Continued use of the Edexcel A2 Religious Studies student
book may be useful, as could Advanced Religious Studies, to
enable students to be reminded of issues which relate to the
passages.
Scheme of work
Week
24
25
Content
coverage/
key questions
IMPLICATOINS:
LAFOLLETTE
IMPLICATIONS:
SCHNEEWIND
Edexcel GCE in Religious Studies
Learning outcomes
Exemplar activities
response to the
material.
Students may present sections
themselves, and their
handouts or presentations
shared amongst the class.
To understand,
clarify and assess
the implications of
the passage,
including an
evaluation of the
implications of the
students’ own
response to the
material.
To understand,
clarify and assess
the implications of
the passage,
Teacher led explication and
evaluation of the passages.
Students may complete a
template or grid to guide
them through their study of
the passages.
Students may present sections
themselves, and their
handouts or presentations
shared amongst the class.
Teacher led explication and
evaluation of the passages.
Exemplar resources
Regular practice in writing practice essays is essential.
Written 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
http://www.edexcel.com/quals/gce/gce08/rs/Pages/default
.aspx
This unit is intended to draw a flexible range of responses
from students and so no particular exemplar resources are
suggested by Edexcel.
Continued use of the Edexcel A2 Religious Studies student
book may be useful, as could Advanced Religious Studies, to
enable students to be reminded of issues which relate to the
passages.
Regular practice in writing practice essays is essential.
Written 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
http://www.edexcel.com/quals/gce/gce08/rs/Pages/default
.aspx
This unit is intended to draw a flexible range of responses
from students and so no particular exemplar resources are
suggested by Edexcel.
Students may complete a
Scheme of work
15
Week
26
Content
coverage/
key questions
IMPLICATIONS:
SCHNEEWIND
Learning outcomes
Exemplar activities
Exemplar resources
including an
evaluation of the
implications of the
students’ own
response to the
material.
template or grid to guide
them through their study of
the passages.
Continued use of the Edexcel A2 Religious Studies student
book may be useful, as could Advanced Religious Studies, to
enable students to be reminded of issues which relate to the
passages.
To understand,
clarify and assess
the implications of
the passage,
including an
evaluation of the
implications of the
students’ own
response to the
material.
Students may present sections
themselves, and their
handouts or presentations
shared amongst the class.
Teacher led explication and
evaluation of the passages.
Students may complete a
template or grid to guide
them through their study of
the passages.
Students may present sections
themselves, and their
handouts or presentations
shared amongst the class.
Regular practice in writing practice essays is essential.
Written 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
http://www.edexcel.com/quals/gce/gce08/rs/Pages/default
.aspx
This unit is intended to draw a flexible range of responses
from students and so no particular exemplar resources are
suggested by Edexcel.
Continued use of the Edexcel A2 Religious Studies student
book may be useful, as could Advanced Religious Studies, to
enable students to be reminded of issues which relate to the
passages.
Regular practice in writing practice essays is essential.
Written 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
http://www.edexcel.com/quals/gce/gce08/rs/Pages/default
.aspx
16
Edexcel GCE in Religious Studies
Scheme of work
Week
27
28
Content
coverage/
key questions
IMPLICATIONS:
SCHNEEWIND
IMPLICATIONS:
SCHNEEWIND
Edexcel GCE in Religious Studies
Learning outcomes
Exemplar activities
Exemplar resources
To understand,
clarify and assess
the implications of
the passage,
including an
evaluation of the
implications of the
students’ own
response to the
material.
Teacher led explication and
evaluation of the passages.
This unit is intended to draw a flexible range of responses
from students and so no particular exemplar resources are
suggested by Edexcel.
To understand,
clarify and assess
the implications of
the passage,
including an
evaluation of the
implications of the
students’ own
response to the
material.
Students may complete a
template or grid to guide
them through their study of
the passages.
Students may present sections
themselves, and their
handouts or presentations
shared amongst the class.
Teacher led explication and
evaluation of the passages.
Students may complete a
template or grid to guide
them through their study of
the passages.
Students may present sections
themselves, and their
handouts or presentations
shared amongst the class.
Scheme of work
Continued use of the Edexcel A2 Religious Studies student
book may be useful, as could Advanced Religious Studies, to
enable students to be reminded of issues which relate to the
passages.
Regular practice in writing practice essays is essential.
Written 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
http://www.edexcel.com/quals/gce/gce08/rs/Pages/default
.aspx
This unit is intended to draw a flexible range of responses
from students and so no particular exemplar resources are
suggested by Edexcel.
Continued use of the Edexcel A2 Religious Studies student
book may be useful, as could Advanced Religious Studies, to
enable students to be reminded of issues which relate to the
passages.
Regular practice in writing practice essays is essential.
Written exercises should follow discussion and evaluation of
every extract of every passage studied, including regular
timed work.
17
Week
Content
coverage/
key questions
Learning outcomes
Exemplar activities
Exemplar resources
Edexcel provide student and teacher resources for this unit,
available at
http://www.edexcel.com/quals/gce/gce08/rs/Pages/default
.aspx
29
30
31
32
33
18
EASTER
HOLIDAYS
EASTER
HOLIDAYS
MOCK EXAM:
DEVELOPMENTS
IMPLICATIONS:
JAMIESON
IMPLICATIONS:
JAMIESON
To understand,
clarify and assess
the implications of
the passage,
including an
evaluation of the
implications of the
students’ own
response to the
material.
To understand,
clarify and assess
the implications of
the passage,
Edexcel GCE in Religious Studies
Teacher led explication and
evaluation of the passages.
Students may complete a
template or grid to guide
them through their study of
the passages.
Students may present sections
themselves, and their
handouts or presentations
shared amongst the class.
Teacher led explication and
evaluation of the passages.
This unit is intended to draw a flexible range of responses
from students and so no particular exemplar resources are
suggested by Edexcel.
Continued use of the Edexcel A2 Religious Studies student
book may be useful, as could Advanced Religious Studies, to
enable students to be reminded of issues which relate to the
passages.
Regular practice in writing practice essays is essential.
Written 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
http://www.edexcel.com/quals/gce/gce08/rs/Pages/default
.aspx
This unit is intended to draw a flexible range of responses
from students and so no particular exemplar resources are
suggested by Edexcel.
Students may complete a
Scheme of work
Week
34
Content
coverage/
key questions
IMPLICATIONS:
JAMIESON
Learning outcomes
Exemplar activities
Exemplar resources
including an
evaluation of the
implications of the
students’ own
response to the
material.
template or grid to guide
them through their study of
the passages.
Continued use of the Edexcel A2 Religious Studies student
book may be useful, as could Advanced Religious Studies, to
enable students to be reminded of issues which relate to the
passages.
To understand,
clarify and assess
the implications of
the passage,
including an
evaluation of the
implications of the
students’ own
response to the
material.
Students may present sections
themselves, and their
handouts or presentations
shared amongst the class.
Teacher led explication and
evaluation of the passages.
Students may complete a
template or grid to guide
them through their study of
the passages.
Students may present sections
themselves, and their
handouts or presentations
shared amongst the class.
Regular practice in writing practice essays is essential.
Written 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
http://www.edexcel.com/quals/gce/gce08/rs/Pages/default
.aspx
This unit is intended to draw a flexible range of responses
from students and so no particular exemplar resources are
suggested by Edexcel.
Continued use of the Edexcel A2 Religious Studies student
book may be useful, as could Advanced Religious Studies, to
enable students to be reminded of issues which relate to the
passages.
.Regular practice in writing practice essays is essential.
Written 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
http://www.edexcel.com/quals/gce/gce08/rs/Pages/default
.aspx
Edexcel GCE in Religious Studies
Scheme of work
19
Week
35
Content
coverage/
key questions
IMPLICATIONS:
JAMIESON
Learning outcomes
Exemplar activities
Exemplar resources
To understand,
clarify and assess
the implications of
the passage,
including an
evaluation of the
implications of the
students’ own
response to the
material.
Teacher led explication and
evaluation of the passages.
This unit is intended to draw a flexible range of responses
from students and so no particular exemplar resources are
suggested by Edexcel.
Students may complete a
template or grid to guide
them through their study of
the passages.
Students may present sections
themselves, and their
handouts or presentations
shared amongst the class.
Continued use of the Edexcel A2 Religious Studies student
book may be useful, as could Advanced Religious Studies, to
enable students to be reminded of issues which relate to the
passages.
Regular practice in writing practice essays is essential.
Written 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
http://www.edexcel.com/quals/gce/gce08/rs/Pages/default
.aspx
36
37
MOCK EXAM:
IMPLICATIONS
REVISION
38
REVISION
20
To review and
consolidate
Developments and
Implications
material and to
ensure that students
can meet the
demands of the
examination format
and timing.
To review and
consolidate
Edexcel GCE in Religious Studies
Revision exercises, mind
maps, quizzes, practice
questions, timed pieces as fits
student/class needs. Another
full mock paper may be set at
any time.
Revision exercises, mind
maps, quizzes, practice
Scheme of work
Week
Content
coverage/
key questions
Edexcel GCE in Religious Studies
Learning outcomes
Exemplar activities
Developments and
Implications
material and to
ensure that students
can meet the
demands of the
examination format
and timing.
questions, timed pieces as fits
student/class needs. Another
full mock paper may be set at
any time.
Scheme of work
Exemplar resources
21