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Sixth Form: Religious Studies

Updated: Thu 5 Jul 2018   Share: Share on facebookShare on TwitterShare on MySpaceShare by Email

Religious Studies


Course Title


Subject Leader

Religious Studies

Religious Studies

Mr S. Etheridge





Course Information

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Assessment Outline

For OCR’s A level in Religious Studies learners will study three components that are externally assessed, these are: Philosophy of religion (01), Religion and ethics (02) and Developments in Christian thought (03–07). The exam for each component will be worth 120 marks and represents 33.3% of the total marks for A level. These exams will take the form of an externally assessed written papers lasting 2 hours each and testing both AO1 and AO2 (see below). Each paper will contain four essay questions, with the learner choosing three out of the four to answer. Each essay will be worth 40 marks and will test both AO1 and AO2.

Assessment Objectives

The Examination Board (OCR) stipulates that students should and will be assessed on their fulfilment of these two objectives:

  1. Assessment Objective One: Demonstrate knowledge and understanding of religion and belief, including: religious, philosophical and/or ethical thought and teaching,  influence of beliefs, teachings and practices on individuals, communities and societies cause and significance of similarities and differences in belief, teaching and practices approaches to the study of religion and belief.
  2. Assessment Objective Two: Analyse and evaluate aspects of, and approaches to, religion and belief, including their significance, influence and study.

Key Skills in this task

Students need to be able to read and note-take in preparation for class. Their notes should be organised and well-presented in a folder/hard back book.

In class, students need to volunteer answers and suggest ideas in relation to topics studied. They will be expected to know, understand and empathise with a particular thinker or idea or concept before evaluating themselves. They will need to listen and learn from all in the classroom.

The examination will be assessed through essays in test conditions which lessons and homework will prepare students for. Essays will need to be effectively structured, well-presented, and content-driven and fully question focussed. Ordinarily, essays explore arguments for and against a thinker or idea before concluding. In that endeavour, students need to bring in as much of the specification as is relevant.

Students should approach staff in or out of class if they are concerned about their studies. A positive and pro-active ethos is key.  An engaged with the world beyond School through BBC/ITV/SKY/Channel 4 News, the BBC website and current moral, theological, political and philosophical issues appropriately highlighted through social media will be very beneficial.

We will cultivate and nurture these skills together over two years. That is the philosophy of Team RS.

Bridging Task

Task Outline

Students should prepare a typed factsheet of ONE side per thinker/topic and a SUMMARY interactive power point presentation of FOUR slides per thinker on ANY TWO of the following thinkers/ topics:

  1. Plato: His views on the Cave Allegory, the Forms and the Soul.
  2. St. Thomas Aquinas: His views on Natural Law and why God exists.
  3. Immanuel Kant: His views on how we should make moral decisions and why God exists. .
  4. Sigmund Freud: His views on why God is “all in the mind”. Freud was the founder of psychology.
  5. Richard Dawkins: His views on why life after death and the existence of God do not exist.
  6. Dietrich Bonhoeffer: How and why he stood up to the Nazis between 1933-1945.
  7. Joseph Fletcher: His theory of Situation Ethics with reference to the importance of Love.
  8. The Problem Of Evil:  How evil and suffering challenges God’s existence and how religious believers (for example Augustine and Irenaeus)  have responded.

Students should include no more than one paragraph / slide on the thinker’s life.

Students should include one slide / paragraph with their own opinions of the thinker studied.

Information is to be found at

There will also be a section at


Marking Criteria / Assessment Method

Students will be expected to clearly and neatly explain the views of the thinker concerned.  Students should not copy this information but use their own words. This is an exercise in synthesis.  Students should show know and understanding giving their own examples. Students should include one slide / paragraph with their own opinions of the thinker studied.