REVISED GCE AS & A LevelScheme of WorkReligious StudiesThis is an exemplar scheme of work whichsupports the teaching and learning of theReligious Studies specification
CCEA Exemplar Scheme of Work: GCE Religious StudiesGCE Religious StudiesContentsPageUnit AS 1: An Introduction to the Gospel of Luke5Unit AS 2: An Introduction to the Acts of the Apostles21Unit AS 3: An Introduction to Old Testament Covenant and Prophecy41Unit AS 4: The Christian Church in the Roman Empire: Beginnings,Expansion and External Pressure55Unit AS 5: The Origins of the Celtic Church in Ireland and the Beginnings ofits Missionary Outreach71Unit AS 6: Religious Ethics: Foundations, Principles and Practice87Unit AS 7: An Introduction to Philosophy of Religion103Unit AS 8: An Introduction to the Study of Islam113Unit A2 1: The Theology of the Gospel of Luke125Unit A2 2: A Study of Act Galatians and 1 Corinthians147Unit A2 3: The Covenant Community Prophecy and Renewal165Unit A2 4: The continued Development of the Christian Church in theRoman Empire to AD325177Unit A2 5: A Study of the Development and Impact of the Celtic Churchin the 5th , 6th and 7th Centuries195Unit A2 6: Ethics and Society203Unit A2 7: Religious Belief and Competing Claims223Unit A2 8: Islam: Law Tradition and Practice237
CCEA Exemplar Scheme of Work: GCE Religious StudiesIntroductionCCEA has developed new GCE specifications for first teaching from September 2008. This schemeof work has been designed to support you in introducing the new specification.The scheme of work provides suggestions for organising and supporting students’ learningactivities. It is intended to assist you in developing your own scheme of work and should not beconsidered as being prescriptive or exhaustive.The time allocations have been based on a notional 120 hours a year of guided learning hours forthe AS and A2 courses.Please remember that this document contains suggestions only. It is the specification on whichassessment is based and which details the knowledge, understanding and skills that students need toacquire during the course. The scheme of work should therefore be used in conjunction with thespecification.Published resources and web references included in the scheme of work have been checked andwere correct at the time of writing. However they may be updated by the time that the specificationis introduced. You should therefore check with publishers and websites for the latest versions.CCEA accepts no responsibility for the content of particular publications or websites referred to.CCEA will be making Word versions of these schemes of work available on its subject micro-site.This will enable you to use them as a foundation for developing your own schemes of work whichare matched to your teaching and learning environment and the needs of your students.I hope you find this aspect of our support package useful in your teaching.Best wishesDonna FinlaySubject OfficerReligious StudiesE-mailTelephonedfinlay@ccea.org.uk028 90 2612001
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CCEA Exemplar Scheme of Work: GCE Religious StudiesCCEA Exemplar Scheme of Work:GCE Religious Studies3
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CCEA Exemplar Scheme of Work: GCE Religious StudiesUnit AS 1:An Introduction to the Gospel of Luke5
CCEA Exemplar Scheme of Work: GCE Religious StudiesSpecification:GCE Religious StudiesUnit AS 1:An Introduction to the Gospel of LukeThemesLearningoutcomesKnowledge,understanding andevaluation of:Religiousthe beliefs,and Political practices andbackground traditions of thePharisees and theSadducees andtheir presentationin Luke’s Gospel;ElaborationA more detailed study shouldinclude the following:The influence and role of thePharisees, Sadducees and Pilateand Herod in Luke’s Gospel: Anunderstanding of the political andreligious background at the timeof Jesus;Who were the Pharisees and theSadducees;Luke’s presentation of thePharisees and the Sadduceesincluding their interaction withJesus;The beliefs, practices andtraditions of both groups:Pharisees: purely religious party;their progressive nature; theirdevotion to the law; theiracceptance of the Oral Tradition;their ideas on human freedom;their belief in the Resurrection;Examples ofother aspects ofhumanexperienceReligiousdivisions – theproblems theypose; theopportunity forreligious andethicalenrichment.Pharisaism inboth religiouspractice andculture.Relationshipsbetween Religionand Politics6Examples ofmethodologyExamples ofresourcesIndividualresearch on eachof the groups andpresentations torest of the classBanks (pp 271276, 99-101, 113117, 124-127,129, 131-133,137-142, 211212)Cooper (pp 1-8)
CCEA Exemplar Scheme of Work: GCE Religious Studiestheir strict observance of theSabbath;7
CCEA Exemplar Scheme of Work: GCE Religious ng andevaluation of:ElaborationA more detailed study shouldinclude the following:Examples ofother aspects ofhumanexperienceSadducees: a religious andpolitical party; their conservativeand aristocratic nature; theirsacerdotal connection; theirinvolvement with the temple;their rejection of the Oral Law;The main issues that broughtJesus into conflict with thesegroups as illustrated by Luke fore.g. belief in the resurrection; theforgiveness of sins; Sabbathobservances; Jesus’ authority; thegreatest commandment; laws ofpurification; who is thyneighbour and the paying oftribute to Caesar;8Examples ofmethodologyExamples ofresources
CCEA Exemplar Scheme of Work: GCE Religious ng andevaluation of:ElaborationA more detailed study shouldinclude the following:Examples ofother aspects ofhumanexperienceExamples ofmethodologyExamples ofresourcesLukan passages for e.g.Rejection at Nazareth Lk. 4:1630; the healing of the paralyticLk. 5:17-26; the question aboutfasting Lk. 5:33-39; debatesabout the Sabbath Lk. 6:1-11;the pardon of the sinful womanLk. 7:36-50; the greatestcommandment Lk. 10:25-28;Denunciation of the Phariseesand Scholars of the law Lk.11:37-54; the leaven of thePharisees Lk. 12:1; cure of thecrippled woman on the SabbathLk. 13:10-17; healing of the manwith dropsy on the Sabbath Lk.14:1-6; a saying against thePharisees Lk. 16:14-15.Herod and Pilatein Luke’s GospelHerod’s role in Luke; hisassociation with John theBaptist and his part in thePassion Narrative.Authority inChurch and Staterelationships9Study oftheindividual passagesconcerneBanks (pp 71; 74,113-115, 166-167)Banks (pp 165-169)Barclay (pp 277-281)Kodell (pp 113-117)
CCEA Exemplar Scheme of Work: GCE Religious StudiesPilate’s role in Luke and hispart he played in the PassionNarratived withHerodandPilate10Harrington (pp 363375)
CCEA Exemplar Scheme of Work: GCE Religious StudiesThemesIntroduction to theGospel ofLukeLearningoutcomesKnowledge,understanding andevaluation of:DateElaborationA more detailed study shouldinclude the following:Examples ofother aspects ofhumanexperienceExamples ofmethodologyExamples ofresourcesa study of the proposals for anearly, intermediate and late datefor the Gospel.Early Date: Luke/Acts endbefore Paul’s deathapproximately 64-65 AD.Prominent position of Paul inLuke’s writings. No reference tothe Pauline letters. Written priorto Nero’s persecution. No hintsof the Jewish War or fall ofJerusalemIntermediate Date: Fall ofJerusalem. Dependence on Mark.Luke not an eyewitness. Writtenby to the formation of thePauline letters. Used by Clementc. 96 AD. Known by theevangelist John c. 95-15 AD.Late Date: Scholarly belief thatLuke/Acts is a looking back onhistory. O’Neill and hisunderstanding of Luke writing asThis theme is notexamined.Draw a timelinein the middle ofan A3 sheet toillustrate thethree suggesteddates. Usingarrows from eachdate summariserelevantinformation as anaid for revision.In groups ofthree organise aclass debate,presentingarguments.Doohan (pp 1821)Banks (pp 7-11)Gilmour andBrown (pp 6-7)Cooper (pp 1516)Thompson (pp7-10)11
CCEA Exemplar Scheme of Work: GCE Religious Studiesan apologist. John Knox and hisdating of Luke about c. 125 AD.12
CCEA Exemplar Scheme of Work: GCE Religious ng andevaluation of:AuthorshipElaborationA more detailed study shouldinclude the following:Examples ofother aspects ofhumanexperienceExamples ofmethodologyInternal and External Evidence Phlm 24; Col 4:14; 2 Tim 4:11;We Passages; MuratorianCannon; Irenaeus Writings; AntiMarcionite Prologues; Luke’sPreface – Not an eyewitness, acareful investigator, Greekscholar, interest in Gentiles andoutcasts;This theme is notexamined.for/against eachproposed date.Work out whowrote Luke’sGospel using the‘process ofelimination’Draw aspidergram toillustrate thevariety ofevidence whichsuggests Lukewas the author.Colour code itwith a differentcolour forinternal andexternalevidence.13Examples ofresourcesBanks (pp 11-14)Gilmour andBrown (pp 5-6)Cooper (pp 1415)Thompson (pp2-7)
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CCEA Exemplar Scheme of Work: GCE Religious ng andevaluation of:SourcesElaborationA more detailed study shouldinclude the following:Examples ofother aspects ofhumanexperienceExamples ofmethodologySources: Mark; Q; Special L andLuke’s use of them.This theme is notexamined.Select a chapterfrom one of thebooks in theresourcescolumn. Askpupils to usefootnotes tomake a list ofsources used bythis author as apractical way toconsiderimportance ofknowing wheresources comefrom.15Examples ofresourcesBanks (pp 21-25)Thompson (pp10-16)Harrington (pp3-10)
CCEA Exemplar Scheme of Work: GCE Religious ng andevaluation of:PurposeCharacteristicsElaborationA more detailed study shouldinclude the following:Examples ofother aspects ofhumanexperienceExamples ofmethodologyExamples ofresourcesPurposes: Apologetic;This theme is notChristianity was not a threat toexamined.Rome; To show that the Churchhad superseded the Synagogue asthe True Israel; Presentation of anhistorical framework to the truthof the Christian tradition;Universal message; catechetical;to present an orderly account ofevents surrounding the person ofJesus; encouragement in times ofpersecution; to present the needsof the writer and his audience;On whiteboardwrite the word‘purpose’ in themiddle andbrainstorm ideason why Lukewas written.Divide class intogroups proving areading for eachgroup to makebullet point noteson a purpose.Each group mustpresent thesepurposes to therest of class.Banks (pp 21-25)Thompson (pp10-16)Harrington (pp3-10)Universal; Prayer; Holy Spirit;Joy; Salvation; Christian lifestyle;Fulfilment of prophecy; Concernfor outcasts, sinners, poor, sick,Gentiles; Women; Journey;Hope; Mercy and repentance;Choose 4-5characteristics toconcentrate on.Ask pupils to putthem in order ofimportance,Banks (pp 26-40)Kodell (pp 8-11)This theme is notexamined.16
CCEA Exemplar Scheme of Work: GCE Religious StudiesJerusalem; Stewardship of wealth;Temple; Social justice;giving reasons.17
CCEA Exemplar Scheme of Work: GCE Religious ngand evaluationof:Luke as anHistorianSelectiveInfancynarratives in narrative (1:5Luke’s2:52)GospelElaborationA more detailed study should includethe following:Examples ofother aspectsof humanexperienceExamples ofmethodologyExamples ofresourcesTwo volume work (Luke/Acts of the This theme isApostles); Discrepancies in Luke’snot examined.writings; Luke’s knowledge ofPalestinian geography; Luke’s prefaceand acknowledgement of relying onother sources; Gospel placed in thecontext of world history; Luke as atheologian as opposed to anhistorian;Researchproject on thedifferentscholarlyviewpointsconcerningthe questionLuke as anBanks (pp 40-47)Powell (pp 5-15)Gilmour and Brown(pp 12-13)Doohan (pp 160171)Main events: The announcement ofthe birth of John;The announcement of the birth ofJesus;The Visitation;The birth of John;The birth of Jesus;The circumcision and presentation ofJesus;The boy Jesus in the Temple;ParalleleventssurroundingJohn andJesusKey People: Angel of the Lord;Zechariah; Elizabeth; Mary; Joseph;John the Baptist; Jesus; Simeon;18The relevanceof Initiationand Religiousritual.Banks (pp 50-75)Gilmour andBrown, (pp 17-22)Barclay (pp 9-30)Tannehill (pp 35-77)Kodell (pp 13-25)Cooper (pp18-34)Get studentsto highlightHarrington (pp 31the different62)Fitzmyer (pp 27Lukancharacteristics 116)that can beBrown (pp 235-499)found in theHendrickx (pp 53112)Infancy
CCEA Exemplar Scheme of Work: GCE Religious StudiesAnna; Shepherds;narrativeLocation: Temple; Jerusalem;Bethlehem; Nazareth;19Wansbrough (pp178-188)
CCEA Exemplar Scheme of Work: GCE Religious ng andevaluation of:Journey toJerusalem (9:5119:44)ElaborationA more detailed study shouldinclude the following:Key events: May include thefollowing: The rejection of Jesusby the Samaritan village; themission of the 72; Mary andMartha; the lawyer’s question andthe Good Samaritan parable;Jesus’ teaching the disciples howto pray; Jesus’ teaching throughparables; the enfeebled woman;the man with dropsy; the healingof the 10 lepers; Zacchaeus thetax collector; the borrowing ofthe cult and entry into Jerusalem;Examples ofother aspects ofhumanexperienceThe perennialissue of theneighbour –locally,nationally andinternationally.The role ofprayer.20Examples ofmethodologyExamples ofresourcesMap out some ofthe main eventsof the journeyusing aspidergram.Banks (pp 76152)Tannehill (pp167-286)Barclay (pp 131242)Kodell (pp 5795)
CCEA Exemplar Scheme of Work: GCE Religious ng andevaluation of:ElaborationA more detailed study shouldinclude the following:Examples of otheraspects of humanexperienceExamples ofmethodologyExamples ofresourcesPassion narrative(22-23)Key events: Preparations for thelast supper; the last supper; themount of Olives; arrest of Jesus;Peters denial; the Sanhedrin trial;the Roman trial; Jesus beforeHerod; Jesus sentenced to death;the road to Calvary; thecrucifixion; the death of Jesus; theburial of Jesus;The link betweenhuman sufferingandChristianity/ReligionDivision of thepassion narrativeinto differentevents andsectionsBanks (pp 153177)Barclay (pp 262290)Tannehill (pp310-348)Cooper (pp 122144)Kodell (pp 108120)Matera (pp 150220)HendrickxBrown (pp 4756)Wansbrough (pp167-177)Highlight themain characterand the role theyplayed.Key People: the Jews; the twelveapostles; Jesus; SanhedrinCouncil; Pilate; Herod; Peter;Judas; the bystanders; thewoman; Simon of Cyrene; Josephof Arimathea;andThemes: salvation; innocence;fulfilment; obedience; suffering;compassion; forgiveness andrepentance; witness; nonviolence; betrayal; prayer;discipleship.The relevance ofthe claims of theGospel to bothSalvation andResurrection21
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CCEA Exemplar Scheme of Work: GCE Religious ng andevaluation of:ElaborationA more detailed study shouldinclude the following:Examples ofother aspects ofhumanexperienceExamples ofmethodologyExamples ofresourcesThe Resurrectionand Ascensionnarrative (24)Key events: the empty tomb; theroad to Emmaus; the appearanceto the eleven; the ascension;The relevance ofthe claims of theGospel to bothSalvation andResurrectionStudents coulddivided theresurrectionnarrative intomain events andcharactersinvolvedCompare theEmmaus storywith theChristiancelebration of theEucharist:Celebration ofthe Word; theEucharist;putting intoaction the eventjust celebrated.HendrickxBanks (pp 177193)Kodell’ (pp 120124)Cooper (pp 145155) Tannehill(pp 348-364)Barclay (pp 290300)Wansbrough (pp189-195)Key People: Jesus; Peter and thedisciples of Jesus; women;Cleopas and his companion;Key themes: Afterlife; faith;God’s purpose; promise of theHoly Spirit; Jerusalem; Women;hope and joy; universal mission;andThe role ofwomen in theChurch andevangelisation.Critical evaluation of theResurrection as an historicalevent.23
CCEA Exemplar Scheme of Work: GCE Religious ng andevaluation of:ElaborationA more detailed study shouldinclude the following:The words(parables) ofJesusMeaning, types,purpose; andreference to theparables of God’smercy: (10:25-37),(14:12-24), (15:1132), (16:19-31),(18:9-14).Definition of a parable and itsorigin.Types of parables e.g. scholarlycategories: similitudes; parables;example stories and allegories.Purpose and Jesus’ reason forusing parables.Special reference to the parablesof God’s mercy; the GoodSamaritan Lk. 10:25-37; the greatbanquet Lk. 14:12-24;The Parable of the Lost Son Lk.15:11-32; The Rich man andLazarus Lk. 16:19-31; the Phariseeand the tax collector Lk. 18:9-14;Examples ofother aspects ofhumanexperienceThe perennialissue of theneighbour –locally,nationally andinternationallyWealth andbelief.24Examples ofmethodologyExamples ofresourcesBanks (pp 194-206)Cooper (pp 50-52)Wansbrough (pp150-166)Stanton (pp 204-214)Harrington (pp 7981)Gilmour and Brown(pp 29-35)Barclay’scommentary on theindividual parable’sof God’s mercy.Tannehill’scommentary on theindividual parable’sof God’s mercy.Kodell’scommentary on theindividual parable’sof God’s mercy.
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CCEA Exemplar Scheme of Work: GCE Religious StudiesThemesThe deeds(miracles) ofJesusLearningoutcomesKnowledge,understanding andevaluation of:types, purpose,characteristics;andA study of thefollowing: (7:110), (8:22-25),(9:10-17), (13:1017), (17:11-19),(18:35-43).ElaborationA more detailed study shouldinclude the following:Examples ofother aspects ofhumanexperienceMeaning and types of Miracles:Healing; Nature; Exorcisms;Raising from the dead.Purpose: To teach about theKingdom of God; to show Jesusas the Messiah; to reach out to themarginalised; salvation; to showforgiveness; to illustrate power ofJesus; to show faith.Characteristics: threefoldstructure- the setting, the miracleand the reaction to the miracle;characters and types of miraclesunique to Luke.The debate aboutthe validity andrelevance ofmiracles.The continuingreligious responseto themarginalisedA study of the following types ofmiracles:The Centurion’s servant Lk.7:110; The calming of the stormLk.8:22-25; The feeding of thefive thousand Lk.9:10-17; Theenfeebled woman Lk.13:10-17;The ten lepers Lk.17:11-19; The26Examples ofmethodologyExamples ofresourcesBanks (pp 206228)Hendrickx (pp1-33)Cooper (pp 77102)Stanton (pp 214219)Barclay’scommentary onthe individualmiracles.Tannehill’scommentary onthe individualmiracles.Kodell’scommentary onthe individualmiracles.
CCEA Exemplar Scheme of Work: GCE Religious Studiesblind man at Jericho Lk.18:35-43;27
CCEA Exemplar Scheme of Work: GCE Religious StudiesResource List:Banks, R, (2006) The Gospel of Luke, Introduction and Theology, Colourpoint EducationalBarclay, W, (1975) The Daily Study Bible, The Gospel of Luke Revised Edition Saint AndrewPressBrown, R. E, (1993) The Birth of the Messiah, New Updated Edition, Doubleday(1980) The Gospels and Acts Vol. One. The first three Gospels, SCM Press LTDCampbell, D. B. J, (1966) The Synoptic Gospels, A Commentary for teachers and students TheChaucer PressCooper, R, (1989) Luke’s Gospel, An Interpretation for today, Hodder and StoughtonDoohan, L, (1985) Luke, The Perennial Spirituality, Bear and CompanyFitzmyer, J. A, (2004) Luke the Theologian, Aspects of his teaching Wipf and StockGilmour, D and Dr. Brown, R An Introduction to the Gospel of Luke, Christian Theology TrustHarrington, D. J, (1985) Interpreting the New Testament, A Practical Guide VeritasPublicationsHarrington, D. J, (1991) Sacra Pagina, The Gospel of Luke, The Liturgical PressHendrickx, H, (1984) Infancy Narratives, Studies in the Synoptic Gospels Geoffrey ChapmanHendrickx, H, (1984) Passion Narratives, Studies in the Synoptic Gospels, Geoffrey ChapmanHendrickx, H, (1984) Resurrection Narratives, Studies in the Synoptic Gospels, GeoffreyChapmanHendrickx, H, (1987) The Miracle Stories, Studies in the Synoptic Gospels Geoffrey ChapmanKodell, J, (1982) The Gospel According to Luke, Collegeville Bible Commentary, CollegevilleMatera, F. J, (1986) Passion Narratives and Gospel Theologies, Interpreting the Synopticsthrough their Passion Stories, Paulist PressNickel, K. F, (1981) The Synoptic Gospels, An Introduction, SCM PressPowell, M. A, (1989) What are they saying about Luke?, Paulist PressStanton, G. N, (1989) The Gospels and Jesus, Oxford University Press28
CCEA Exemplar Scheme of Work: GCE Religious StudiesTannehill, R. C, (1996) Luke, Abingdon New Testament Commentaries Abingdon PressThompson, G. H. P, (1972) The Gospel according to Luke, Clarendon Press29
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CCEA Exemplar Scheme of Work: GCE Religious StudiesUnit AS 2:An Introduction to the Actsof the Apostles31
CCEA Exemplar Scheme of Work: GCE Religious StudiesSpecification:GCE Religious StudiesUnit AS 2:An Introduction to the Acts of the ApostlesThemesBackground toActsLearningoutcomesKnowledge,understanding andevaluation of:DateElaborationA more detailedstudy should includethe following:Examples of otheraspects of humanexperienceThis theme is notA consideration ofexamined.the three suggesteddates for the writingof Acts:Early Date: abruptending of Acts;attitude of Actstowards RomanEmpire; Issuesdominant in Acts,theological outlookof Acts; relationshipto Paul’s lettersIntermediate Date:the fall of Jerusalem;Roman attitudetowardsChristianity;relationship toPaul’s lettersLate Date: Josephus;32Examples ofmethodologyDraw a timeline inthe middle of anA3 sheet toillustrate the threesuggested dates.Using arrows fromeach datesummariserelevantinformation as anaid for revision.In groups of threeorganise a classdebate, presentingargumentsfor/against eachproposed dateExamples ofresourcesFernando (pp 2122)Drane, J, (pp236238)Hewitt, F.S, (pp23-24)Marshall (pp 4648)Bruce (pp 10-13)Guthrie (pp 355365)
CCEA Exemplar Scheme of Work: GCE Religious Studiesoutlook of Churchat that time; Luke’sown life-span33
CCEA Exemplar Scheme of Work: GCE Religious ng andevaluation of:AuthorshipElaborationA more detailedstudy should includethe following:Examples of otheraspects of humanexperienceAuthorship:A consideration ofevidence for theauthorship of Acts:This theme is notexamined.External Evidence:Irenaeus, Clement ofAlexandria,Tertullian,MuratorianFragment, AntiMarcionitePrologue’SourcesPrimary sourcesSecondary sourcesAramaic documentsChurch recordsWork out whowrote the book ofActs using the‘process ofelimination’Examples ofresourcesGilbride(to be confirmed)Marshall (pp 44-46)Hewitt (pp 20-22)Draw a spidergramto illustrate thevariety of evidencewhich suggestsLuke was theauthor. Colourcode it with adifferent colour forinternal andexternal evidenceInternal Evidence:Two-volume work,style, language,Theophilus, wepassagesBackground toActsExamples ofmethodologyThis theme is notexamined.34Select a chapterfrom one of thebooks in theresources column.Marshall (pp 37-39)Hewitt (pp 22-23)Guthrie (pp 383397)
CCEA Exemplar Scheme of Work: GCE Religious StudiesProblems inidentifying sourcesAsk pupils to usefootnotes to make alist of sources used35
CCEA Exemplar Scheme of Work: GCE Religious ng andevaluation of:ElaborationA more detailedstudy should includethe following:Examples of otheraspects of humanexperienceExamples ofmethodologyExamples ofresourcesby this author as apractical way toconsiderimportance ofknowing wheresources come fromPresentinformation on thevarious sources in atableBackground toActsPurpose A History book A work ofliterature Universalism A ‘gospel’ of theHoly Spirit An apology A defence forPaul’s trial A theologicalpurpose To mend the splitThis theme is notexamined.36On whiteboardwrite the word‘purpose’ in themiddle andbrainstorm ideas onwhy Acts waswritten. Divideclass into groupsproving a readingfor each group tomake bullet pointnotes on a purposeFernando, A.Bruce (pp 6-7)Stott (pp 21-31)Marshall (pp 17-22;23-34)Hewitt (pp.19-20)Guthrie (pp 365371)
CCEA Exemplar Scheme of Work: GCE Religious Studiesbetween thefollowers of Peterand Pauleach to present torest of class.37
CCEA Exemplar Scheme of Work: GCE Religious ng andevaluation of:ElaborationA more detailedstudy should includethe following:Examples of otheraspects of humanexperienceCharacteristics The place of Actsin the NewTestament Universalism Divine controland guidance Church life andworship Theology Kerygma Focus on Peterand PaulThis theme is notexamined.Choose 4-5characteristics toconcentrate on.Ask pupils to putthem in order ofimportance, givingreasons.Guthrie (pp 351355)Fernando (pp 2930)Historicalaccuracy of Acts Original purposeLk 1:1-4 We passages Paul’s letters ArchaeologicalevidenceThis theme is notexamined.Debate on ‘Is theBible reliable?’Marshall (pp 34364-26)Hewitt (pp 24-26)Guthrie (pp 371382)38Examples ofmethodologyExamples ofresources
CCEA Exemplar Scheme of Work: GCE Religious ng andevaluation of:ElaborationA more detailedstudy should includethe following:The beginnings ofthe churchJesus’ initiation ofthe church’smission (1:1-11)Commission to theapostlesJesus’ ascensionPentecost event(2:1-13)Events in the UpperRoomSignificance of windand fireSpeaking in tongues(glossolalia)Comparison withtongues in 1CorinthiansSignificance ofcountriesrepresented by thecrowd for the spreadof the gospelExamples of otheraspects of humanexperienceExamples ofmethodologyExamples ofresourcesClass discussion:Hewitt (pp 29-35)Was the ascension a Marshall (pp 55-62)physical reality?Stott (pp 32-54)Bruce (pp 28-42)Fernando (pp 4973)Status,characteristics andrelevance of thecharismatic andPentecostalmovements.39Look at differentscholars’ opinionson differencebetween ‘tongues’at Pentecost andchurch at CorinthHewitt (pp 29-35)Marshall (pp 55-62)Stott (pp 32-54)Bruce (pp 28-42)Fernando (pp 4973)
CCEA Exemplar Scheme of Work: GCE Religious ng andevaluation of:The firstpreaching of thegospel (2:14-47)ElaborationA more detailedstudy should includethe following:Examples of otheraspects of humanexperiencePeter’s speech to thecrowdImpact of Peter’sspeech Charge ofdrunkenness Joel. Jesus’ death,resurrection andascension Ps.16:8-11 andPs.89:4 Jesus poured outthe Holy Spirit. Ps.110 - Jesus isshown to be thatMessiah. The challenge isto repent of sinand accept Jesus.The challenge ofconversion in anyage.Examples ofmethodologyResearch ‘speakingin tongues’ inChristian churchesthroughout theworld.In bullet pointform elaborate oneach of the keypoints of Peter’sspeechHighlightfulfilment of OTprophecy3000 becamebelievers40Examples ofresourcesHewitt (pp 37-45)Marshall (pp 6783)Stott (pp 60-81)Bruce (pp 49-72)Drane (pp 219222)Fernando (pp 86122)
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CCEA Exemplar Scheme of Work: GCE Religious StudiesThemesGrowth andexpansion of thechurchLearningoutcomesKnowledge,understanding andevaluation of:Peter as leader,miracle worker,evangelist anddisciplinarianElaborationA more detailedstudy should includethe following:Examples of otheraspects of humanexperienceActivities of the firstChristians (2:43-47)The perennial issuessurrounding religiousauthority: ministry,priesthood, hierarchy.Examples of Peter’sleadership role 1:12-26 - His rolein replacing Judas 5:17-28 - Reactionto persecution 11:1-18 -Report toJerusalem ChurchExamples ofmethodologyResearch therevival of theHouse churchmovement usingthe internet.Prepare a report.Draw a spidergramcontainingexamples of Peteras leader, miracleworker, evangelistand disciplinarianGroup work In more detail,outline the roleof Peter usingthe headings:leader, miracleworker,evangelist anddisciplinarian42Examples ofresources
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CCEA Exemplar Scheme of Work: GCE Religious ng andevaluation of:ElaborationA more detailedstudy should includethe following:Examples of otheraspects of humanexperienceExamples of miracles The debate about theassociated with Peter validity and relevanceof miracles. 3:1-10 - Healingof the lame man 5:12-16 - ManyHealed 9:32-43 - Aeneasand Dorcas healed12:1-20 - Peter’sescape from prison44Examples ofmethodology Download therelevantreferences from‘Bible Gateway’in a version ofyour choice. Draw aspidergramonto a largeposter. Printout verses andcut and stickonto the poster,colour codingthe references.Use as arevision aidwhen you arein classExamples ofresourcesFernando (pp 7485, .208-224, 338346)Stott (pp 52-59,113-115, 193-199)
CCEA Exemplar Scheme of Work: GCE Religious ng andevaluation of:ElaborationA more detailedstudy should includethe following:Examples of otheraspects of humanexperienceExamples of Peter’sevangelism 3:11-26 - Speechin Solomon’sColonnadeEvangelism in a multiethnic, multi-cultural,multi-religious andsecular world. 4:1-22 Opposition toevangelismExamples ofmethodologyIn two groups,prepare for adebate, evaluatinghow essential aleader like Peter isstill vital for thesuccess of theChristian churchComplete aworksheet whichasks for the keypoints typical ofone of the earlyspeeches in Acts 5:29-41 - Speechto Sanhedrin 9:35&42 - Effectsof healing ofAeneas andDorcasRetell the story ofPeter andCornelius under 4headings:1. Cornelius’ callfor Peter;2. Peter’s vision;3. Peter at 10:1-48 -Corneliusconversion Main features ofPeter’s speeches45Examples ofresourcesF
REVISED GCE AS & A Level This is an exemplar scheme of work which supports the teaching and learning of the Religious Studies specification. CCEA Exemplar Scheme of Work: GCE Religious Studies GCE Religious Studies Contents . Page
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Email the completed Amendment Request form to SEAB_GCE_Admin@seab.gov.sg For GCE O, A-Level Mid-Year subjects, no amendments will be accepted after 27 March 2019. The deadline for amendments to registration for GCE N(T)-/ N(A)-Level, GCE O-Level and GCE A-Level Year-End subjects is 5 July 2019.
The AS GCE is both a 'stand-alone' qualification and also the first half of the corresponding Advanced GCE. The AS GCE is assessed at a standard appropriate for candidates who have completed the first year of study (both in terms of teaching time and content) of the corresponding two-year Advanced GCE course, ie between GCSE and Advanced GCE.
AQA GCE Biology A2 Award 2411 Unit 5 DNA & Gene Expression Unit 5 Control in Cells & Organisms DNA & Gene Expression Practice Exam Questions . AQA GCE Biology A2 Award 2411 Unit 5 DNA & Gene Expression Syllabus reference . AQA GCE Biology A2 Award 2411 Unit 5 DNA & Gene Expression 1 Total 5 marks . AQA GCE Biology A2 Award 2411 Unit 5 DNA & Gene Expression 2 . AQA GCE Biology A2 Award 2411 .
GCE AS / A Level M A Y / J U N E 2 0 1 5 EDEXCEL INTERNATIONAL EXAMINATIONS GCE AS / A Level MAY/JUNE 2016 UAE Edexcel International Examinations GCE AS / A Level May/June 2014 If there are any subjects not listed on the form that you would like to take please c
Languages, as published by the Department for Education. Awarding organisations must comply with these requirements under Condition GCE(Modern Foreign . GCE Subject Level Conditions and Requirements for Modern Foreign Languages Introduction Ofqual 2017 5 Summary of requirements Subject Level Conditions GCE(Modern Foreign Languages)1
Bob: Ch. 01Processes as diagrams Ch. 02String diagrams Ch. 03Hilbert space from diagrams Ch. 04Quantum processes Ch. 05Quantum measurement Ch. 06Picturing classical processes