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PearsonEdexcel GCSE

in Religious Studies A

Scheme of WorkArea of Study 1: Catholic Christianity

Introduction

This scheme of work covers the requirements for Religious Studies GCSE Specification A, Area of Study 1 through a study of Catholic Christianity. In Area of Study 1, students are required to study Catholic Christianity through four sections:

1 Beliefs and Teachings2 Practices3 Sources of Wisdom and Authority 4 Forms of Expression and Ways of Life

Students will be expected to study Catholic Christianity within the context of the wider British society, the religious traditions of which are, in the main, Christian. Students should compare and contrast the areas of belief and practice within Catholic Christianity with wider Christian perspectives as outlined in the content below.● Beliefs about the afterlife and their significance (1.8)*● The practice and significance of worship (2.2)*.Students should recognise that Catholic Christianity is one of the many religious traditions in Great Britain which include Buddhism, Hinduism, Islam, Judaism and Sikhism. This knowledge may be applied throughout the assessment of the specified content. Students should also recognise that within Catholic Christianity there may be more than one perspective in the way beliefs and teachings are understood and expressed. Common and divergent views within the wider Christian tradition in the way beliefs and teachings are understood and expressed should be included throughout, including reference to Orthodox, Protestant and other Christian traditions. The significance and importance of the various beliefs and practices to Catholics today, should be explored throughout the four sections.The learning sequence outlined in this scheme of work provides a framework for Area of Study 1 Catholic Christianity which can be used to develop students’ understanding of religious beliefs in order to be able to respond to the issues that are studied in later sections. The approach places the emphasis on the students’ developing their knowledge and understanding of religious beliefs and teachings, enabling them to assess and analyse these beliefs and teachings and thus meet the assessment objectives AO1 and AO2. This scheme of work can be used alongside or to complement other materials which are available on our website or materials that are known to be enjoyed by the students and that they have used before in the classroom. The teaching ideas and resources are suggestions only and not prescriptive.

© Pearson Education Ltd 2016 2

Section 1: Beliefs and teachings

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Learning outcomes Content Exemplar resources

1 Section 1:1

Students will be able to:● Know and understand

the nature and significance of the Trinity as expressed in the Nicene Creed

● Know and understand the nature and significance of the oneness of God

● Assess the nature and significance of each of the Persons of the Trinity

● Evaluate how this is reflected in Catholic life and worship

Know and understand the nature, history and purpose of the Trinity as shown in the Nicene Creed and each person of the Trinity (AO1)Students should be given the opportunity to summarise the main beliefs about each of the persons.Students should be able to refer to the Nicene Creed summarising the text as clearly as possible and knowing how it links to the Trinity.Students may wish to swap summaries written individually and assess each other’s work.Students could also create their own questions relating to the bullet point.

Assess and analyse the importance of these beliefs for Christians (AO2)Students should assess why the beliefs are important and link the importance to how the beliefs are expressed.

Information about the Trinity can be found in various places including on the BBC website.Students could use a copy of the Nicene creed and highlight in three different colours the information about each of the Persons of the Trinity.Students could produce a consequence wheel for the beliefs, with the Trinity the central hub and then write in how they are expressed in a ring around the central hub. Outside of this in another ring they could write why they are important. Students then need to produce a Fact File on each of the Persons of the Trinity including the nature of the person, why they are important to Christians and biblical evidence including Matthew 3:13-17 as part of the information.

2 Section 1:2


the Biblical understandings of God as a Trinity of Persons

● Know and understand the historical

Know and understand the Biblical accounts of God in the Trinity (AO1) Students should be able to read Matthew 3:13-17 and further biblical accounts and be able to both retell the accounts and explain how each of the understanding of God as a Person of the Trinity beliefs relate.

“Think, pair, share” activity on how would you describe God.Students could read Matthew 3:13-17 and then complete a ranking chart on the qualities of a good father. Students could discuss why in Matthew 3:13-17 they think God was revealed at


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development of the doctrine of the Trinity

● Assess and analyse the importance of the First Council of Nicaea and the First Council of Constantinople

Know and understand the historical development of the Trinity (AO1)Students should be given the opportunity to summarise the main developments of the doctrine of the Trinity.

Assess and analyse the importance of (AO2) Students should be able to refer to the First Council of Nicaea and the First Council of Constantinople, summarising the importance as clearly as possible and knowing how it links to the Trinity.

the start of Jesus’ ministry and relate this to previous lesson on Trinity.Introduce students to the terms homoousios and homoiousios and highlight how one means ‘same substance’, the other meaning ‘similar substance’. Give students summaries or use a PowerPoint showing the impact of the First Council of Nicaea and the First Council of Constantinople.Students can evaluate why the Council say that the Father, Son, and Holy Spirit are the same substance.

3 Section 1:3


the nature and significance of the biblical account of Creation and the divergent ways it may be understood in Christianity

● Know and understand the nature and significance of Genesis 1-3

● Assess and analyse the importance of these beliefs for Catholics in understanding the nature and

Know and understand the biblical account of creation and the divergent ways it can be understood (AO1)Students should be able to find the biblical accounts and be able to both retell the accounts and explain how each of the beliefs relate to worship, their view of authority, moral decision making and lifestyle.

Know and understand the nature and significance of Genesis 1-3 (AO1)Students should be familiar with and understand the biblical references to Creation in Genesis 1-3. Students should note why this reference is important to Catholics and relate this to the characteristics of God.

Information on the biblical creation can be found in various places including videos on TrueTube.Students could produce an image/ storyboard/display of the biblical creation.Students could then discuss the different ways this is understood: literally true, ages=days, purely symbolic and the reasons for the different beliefs. They could summarise the reasons for these views in a table or spider diagram.Students could have copies of Genesis 1-3 and highlight in colours the information about creation by Word in one colour and any other source in another. They should discuss why the


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characteristics of God Assess and analyse the importance of these beliefs for Catholics in understanding the nature and characteristics of God (AO2)Students should assess why the beliefs are important and link the importance to how the beliefs are expressed.

biblical accounts show creation in this way.Ask students to complete a consequence wheel (three concentric circles). In the centre write the words ‘Biblical creation’. In the next circle out write down different beliefs and in the outside row, the impact of these beliefs for Christians today.Give students the characteristics of God, especially as Creator, benevolent, omnipotent and eternal and ask them to create a symbol to help them remember the characteristics.Use a diamond 9 to rank the characteristics of God in order of what they think is important.

4 Section 1:4


the nature and significance of the nature of humanity being created in the image of God

● Know and understand divergent understandings of our responsibility of dominion and stewardship

● Assess and analyse the influence of being

Know and understand the nature and significance of the nature of humanity being created in the image of God (AO1)Students should be able to explain that through creation God created us in his image and has given us responsibility within the world. They must be able to relate this to Genesis 1-3.

Know and understand divergent understandings of our responsibility of dominion and stewardship (AO1)Students need to know the divergent attitudes to dominion and stewardship.

Give students the words ‘dominion’ and ‘stewardship’ and ask them to define them and explain why they are important to Catholics.Students can brainstorm or discuss what it means to be made in the image of God. These answers can then be shared with the wider class.Read or refer back to Genesis 1-3 and ask them to come up with 4-6 ways that being created in the image of God shapes our role as Christians. Or alternatively you could give them titles. Examples could be – we are answerable to God, God has created us with the ability to love others, God has allowed


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made in God’s image has on Catholics today

Assess and analyse the influence of being made in God’s image has on Catholics today (AO2)Students need to know how the teachings of Creation and how being made in God’s image affects their lives; linking to actions toward God and others.

us the ability to love and serve Him, God has given us free will.Under each heading, students must detail how they can fulfill this (help the poor, care for the world) and highlight any problems this may create in the modern world. As a final title, students can research the divergent views to stewardship and dominion.Students can use this to complete practice GCSE questions.

5 Section 1:5


the nature and importance of the person of Jesus Christ as the incarnate Son of God for Christians

● Know and understand the biblical basis of the teaching about the incarnation including John 1:1-18

● Assess and analyse the importance of the biblical basis of the teaching about the incarnation for Catholics today

Know and understand the nature and importance of the person of Jesus Christ as the incarnate Son of God (AO1)Students should be able explain why it is important for Christians to believe that Jesus is God made human (incarnate) (carne = meat on Italian menus = flesh, so it is literally God made flesh), both fully God and fully human.

Know and understand the biblical basis of the teaching about the incarnation including John 1:1-18 (AO1)Students need to have studied the reference and be able to explain what they teach about the incarnation.

Assess and analyse the importance of the biblical basis of the teaching about the incarnation for Catholics today (AO2)Students should assess why the beliefs are important and link the importance to how the

Information about the incarnation can be found in various places including the BBC website and on YouTube.Students could start by finding out what the word incarnation means.The students could then investigate/research the incarnation as shown in the Bible, including John 1:1-18 and in wider Church teaching. They could work in groups and present their findings to the rest of the class or use an app to present it to the class or produce displays. Students should assess the importance of the incarnation by producing a list of how it impacts on the beliefs, worship and everyday life of Christians.Students should attempt some exam style questions on this bullet and attempt to peer mark them


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beliefs are expressed.6 Section

1:6Students will be able to:● Know and understand

the nature and importance of the last days of Jesus’ life from the Last Supper to the resurrection, referring to the ascension

● Know and understand how the last days of Jesus’ life from the Last Supper to the resurrection, referring to the ascension, were shown in the Bible including Luke 24

● Assess and analyse what the last days in the life of Jesus and the ascension show Catholics about the effects of redemption

Know and understand the nature and importance of the last days of Jesus’ life from the Last Supper to the resurrection, referring to the ascension (AO1) Students should know from what the Bible records happens in the last days of Jesus and who was involved. They might be able to link the events to Old Testament prophesies and why Catholics might perceive the events in Jesus’ life as being predicted in the OT.

Know and understand how the last days of Jesus’ life from the Last Supper to the resurrection and referring to the ascension were shown in the Bible including Luke 24 (AO1)Students should be given the opportunity to summarise the main events in the last days of Jesus’ life, according to the Bible. Students may wish to record the events and their significance for Catholics, which they could primarily do individually and then assess each other’s work.

Assess and analyse what the last days in the life of Jesus and the ascension show Catholics about the effects of redemption (AO2)Students could create their own questions relating to the events in the Bible showing the last days of Jesus and decide how they can relate this to the effects of redemption.

Information about the last days can be found in the Bible but there are also very good videos of the last days available. Alternatively students could look at a variety of paintings of Jesus and how they show his deity/humanity.Ask students to discuss the last days of Jesus using Luke Chapter 24 in pairs and then produce a timeline of the events, including where they take place, who was involved and what it shows about Jesus.Students could produce information cards about an event in the last days, mix them up and ask students to put them in order. Use them to discuss what the events show about a) Jesus and b) his followers. Possibly in a ‘Top Trumps’ style if you have access to computers and a template.Students could produce a number of pictures of the events to show in chronological order the events and what they show about Jesus, which could then form a display around the classroom – this provides a visual reminder for them to revise from.As an alternative, have artwork examples for them to use. (Perhaps use some from Section 4.).


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7 Section 1:7


the consequence that life, death, resurrection and ascension of Jesus has on beliefs about salvation

● Know and understand the importance of salvation and grace, including John 3:10-21 and Acts 4:8–12

● Analyse and assess the significance of belief in salvation for Catholics

Know and understand the consequence that life, death, resurrection and ascension of Jesus has on beliefs about salvation (AO1) Students should know how Jesus’ death and resurrection allows us to receive salvation.

Know and understand the importance of salvation and grace, including John 3:10-21 and Acts 4:8–12 (AO1)Students need to have studied the Biblical references and be able to explain what they teach about salvation and grace.Students should summaries each of their findings and cross reference them with the person next to them.

Analyse and assess the significance of belief in salvation for Catholics (AO2)Students should be able to assess the belief that salvation from sin is brought by Jesus coming to the world today through the Church and how this can be brought about.

Ask students to discuss the concept of salvation in pairs and then use one strategy such as a list, spider diagram, mind map or consequence circle to record their ideas about salvationGive students a card with one of two Bible references about forgiveness on it. John 3:10-21 and Acts 4:8–12. (One group salvation one group grace). Students have to research using a Bible (or search engine) and find out what it teaches about Christian attitudes to salvation and grace. Students then need to join in groups of five. Each group needs to have one student with each reference. They then need to share the information they have found out with the rest of the groups so all students have information about all of them.Ask students to complete the carry on exercise: some examples of statements you can use are:Christians believe that a sin is an action that breaks God’s law – explain some examples of this…Sin is also the state of being that comes about by committing a sinful action. Sin makes it difficult to have a relationship with God because…Christians believe that the death of Jesus was part of God’s plan and the means by which the forgiveness of sins is achieved because…


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Christians believe that the death of Jesus has saved people and…Jesus’ death looks like the triumph of evil over good but it is the exact opposite…

Catholics believe that the salvation from sin is brought by Jesus and comes to the world today through the Church and is brought about by leading a good Christian life.

8 Section 1.8


the nature and importance of Catholic and divergent Christian beliefs about life after death

● Know and understand how beliefs about life after death are shown in the Bible

● Analyse the importance of life after death for Catholics

Know and understand the nature and importance Catholic and divergent Christian teachings about resurrection, judgement, heaven, hell and purgatory (AO1)Students should know what Christians believe happens after death and be aware that different groups of Christians have slightly different beliefs.

Know and understand how beliefs about life after death are shown in the Bible (AO1)Students need to look at a number of biblical references and understand what Christians might believe it teaches about life after death. Include reference to John 11:17–27 and 2 Corinthians 5:1–10.

Assess and analyse why belief in life after death is important for Catholics today (AO2)

Set the mood with a song that talks about life after death. Get pupils to make notes of what they can identify as links to life after death.They can then complete the ‘If death was' activity – using words or images to explain, e.g. If death was a sound, a colour, a season, a symbol. They need to state why they have chosen that symbol. Give students a card with one of resurrection, judgement, heaven, hell and purgatory on them. They then have to research using a Bible (or search engine) and find out about that Christian belief. Students then need to join in groups of five. Each group needs to have one student with each Christian belief. They then need to share the information they have found out with the rest of the groups so all students


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Students should assess why the beliefs are different to varying groups. Include why they vary in importance and link the importance to how the beliefs are expressed.

have information about all of them.Ask students to identify divergent beliefs that they have discovered whilst doing their research. Ensure they understand that not all Christians believe the same things about life after death, especially differences concerning hell and purgatory.Complete some exam style questions.


Section 2: Practices

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1 Section 2:1


the meaning of the seven sacraments

● Know and understand the effects of the seven sacraments including religious symbolism

● Assess and analyse the divergent importance of sacraments in Catholic, Orthodox and Protestant Christianity

Know and understand the role of sacraments in Christian life and their practice in two denominations (AO1)Students should know about the nature and role of sacraments in Catholic life.

Know and understand the effects of the seven sacraments including symbolism of each sacrament(AO1)Students should know the effects of the seven sacraments and the symbolism of each sacrament.

Assess and analyse the divergent importance of sacraments in Orthodox, Catholic and Protestant Churches (AO2)Students should analyse the differences in sacraments between divergent Christians meaning of the sacraments with reference to Catholic, Orthodox and Protestant churches.

Information on the sacraments can be found in various places, including videos on TrueTube and information on Catholic sacraments can be found on the website below. www.vatican.va/archive/ccc_css/archive/catechism/p2s2c1a1.htmStudents could produce an image/storyboard/display for each of the sacraments with reference to the symbolism of each sacrament.Divide students into three groups. Tell one group they have to complete research about sacraments in the Orthodox tradition. Tell the second group they have to complete research about sacraments in the Catholic tradition. Tell the third group they have to complete research about sacraments in the Protestant tradition.They should then feed back to the class and each student should end up with information about each of the groups to assess why the sacraments are important to each denomination.They then can make connection dominos to look at the meaning of the sacraments in the Orthodox and Protestant church - make the connections between similarities and differences, e.g. real presence compared to


http://www.vatican.va/archive/ccc_css/archive/catechism/p2s2c1a1.htm

http://www.vatican.va/archive/ccc_css/archive/catechism/p2s2c1a1.htm

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re-enactment, each point will match only another.Alternatively, use materials that are known to be enjoyed by the students and that they have used before in the classroom.

2 Section 2:2


the nature and importance of Mass for Catholics

● Know and understand the divergent attitudes towards worship

● Assess and analyse the teaching of Lumen Gentium paragraph 7 for Catholics

Know and understand the nature and importance of Mass for Catholics (AO1)Students should know what liturgical worship is. They should be able to identify and explain each part of the Mass, including the significance of each section.

Know and understand the divergent attitudes towards worship (AO1)Students need to understand that there are differences in the practice and meaning of liturgical worship. They need to understand how this is significant to Catholics and explore the less structured worship found in evangelical Christian denominations.

Assess and analyse the teaching of Lumen Gentium paragraph 7 for Catholics (AO2)Students need to know from Lumen Gentium the teachings about the Eucharist and how this is significant for Catholics.

Ask student to complete a Mass mix and match. Create a table with the sections of the mass on one column and in the second column, what happens. Cut them out and then ask students to match them up. After successfully matching them, students can then explain the significance of each part of the Mass and why it is important to Catholics.Students could investigate or research the divergent attitudes towards worship - starting with the different Christian attitudes towards the Eucharist.Divide the class it three groups and ask then to each take a divergent view on worship and then present them back to the class. Some will be presenters, some can prepare handouts and others can answer questions. Students should assess the impact of worship for Catholics producing two tables of reasons:1. Why liturgical worship is important and unimportant. 2. Why informal less structured worship is important and unimportant.


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3 Section 2:3


the nature and importance of the funeral rite for Catholics

● Know and understand the aims of the funeral rite

● Assess and analyse the significance of the funeral rite for Catholics

Know and understand the nature and importance of the funeral rite for Catholics (AO1)Students need to know the main practices of the funeral rite in:● the home ● the church● the cemeteryStudents must make reference to 'Preparing my funeral' by Vincent Nichols, Archbishop of Westminster.

Know and understand the aims of the funeral rite (AO1)Students need to know and understand the aims of the funeral rite with a specific focus on:● communion with the deceased● communion of the community

Assess and analyse the significance of the funeral rite for Catholics (AO2)Students assess how the funeral rite gives comfort and hope to Catholics.

Information about Catholic funeral rites can be found in various places, including the BBC website.Students need to research what is offered to both the dying and the relatives: before death, after death, at the vigil. Students could make an information sheet on each aspect of this. They can then use two colours – one to highlight the care for the deceased and the other for care for the relatives. Students should be given a copy of 'Preparing my funeral' by Vincent Nichols, Archbishop of Westminster and discuss the reasons why the document is needed.Students should assess the importance of using this document by producing a list of how it may impact on the lives of those preparing to die and of grieving relatives. Students need to understand what is meant by the terms communion with the deceased and communion of the community.Students should attempt some exam style questions on this bullet and attempt to peer mark them.

4 Section 2:4


the nature and purpose of prayer

● Know and understand

Know and understand the nature and purpose of prayer (AO1)Students should be able to explain what prayer is and why Catholics pray

Know and understand examples of the

There are a number of YouTube clips showing the Lord’s Prayer. Students could discuss and research prayer using the Internet or textbooks to find out the different types of prayer, with


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different types of prayer

● Analyse and assess the importance for Catholics of having different types of prayer

different types of prayer (AO1)Students need to know about the different types of prayer, when each type is used and why.● Set prayers● Informal prayer

Know about and understand the importance of the Lord’s prayer (AO1)Students should know what the Lord’s Prayer is, they should understand the biblical basis of the prayer from Matthew 6:5-14 and how it is used by Christians.

Analyse and assess the importance for Catholics of having different types of prayerStudents should assess the impact that prayer has on the lives of Catholics.

examples, who uses it and when they use it.They can then produce a summary document page or a mind map to record their findings.Ask them to think of examples they see of prayer in films – how is prayer portrayed – how does this shape their view on prayer.Students could be given a copy of Matthew 6:5-14 and a copy of the Lord’s Prayer to compare; they should then discuss the reasons why Christian use the prayer.In order to learn about the importance of the Lord’s prayer they could look at the controversy caused by an advert about the Lord’s prayer: www.bbc.co.uk/news/uk-34891928.Students should assess the impact of prayer for Catholics, producing two tables of reasons: 1. Why set prayer is important and unimportant.2. Why informal prayer is important and unimportant.The table should include at least four reasons each with example/quotes.Students should attempt some (c) exam style questions on this bullet and attempt to peer mark them.

5 Section Students will be able to: Know and understand the importance of devotion (or non-liturgical worship) Show students 5-6 images of popular piety


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2:5 ● Know and understand the importance of devotion (or non-liturgical worship)

● Know and understand the divergent attitudes to different forms of devotion

● Assess and analyse why it is important for Catholics to have different forms of worship

(AO1)Students must understand the role of importance of:● Rosary● Eucharistic adoration ● Stations of the crossStudents must support their findings with reference to the Catechism of the Catholic Church 1674-1676.

Assess and analyse why it is important for Catholics to have different firms of worship(AO2)Students must be aware of the benefits of different forms of worship and when they are used.

(non liturgical worship). Students can pick one and write down five observations and five reflections on the image. Students can then feed back to the whole class.Students can then be given further details on Rosary, Eucharistic adoration and the stations of the cross and complete a fact file on each one. Perhaps use ICT to support this task. They need to state what form the devotion takes, who can take part, any special features or symbolism, where it is in the liturgical year, why some people support it and why some might feel they are not suited to it.Remember to include the information from the Catechism of the Catholic Church 1674-1676.The fact files can them be used to answer some GCSE style questions.Students then need to go back and highlight within the fact files the divergent Christian attitudes.

6 Section 2:6


the nature, history and purpose of Catholic pilgrimage

● Know and understand the significance of the places that people go

Know and understand the nature, history and purpose of pilgrimage (AO1) Students should know what pilgrimage is, they should know about the history of pilgrimage as a whole and about specific places and why Christians go on pilgrimage today.

Ask students to research on the Internet and find information about what a pilgrimage is and why Christians go on them, including the Catechism of the Catholic Church 2691-2696.Divide the class in three and instruct each group to look at one specific place of pilgrimage to find out its history and what


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on pilgrimage ● Assess and analyse the

importance of pilgrimage for Catholic and Protestant Christians today

Know and understand the significance of the places that people go on pilgrimage (AO1)Students should be given the opportunity to know about these places of pilgrimage and what happens there:● Jerusalem● Lourdes● Walsingham

Assess and analyse the importance of pilgrimage for Catholic and Protestant Christians today (AO2)Students should discuss why pilgrimage may or may not be important for Christians with reference to the Catechism of the Catholic Church 2691-2696.

happens there.● Jerusalem● Lourdes● WalsinghamWith this information they should write a summary about the place of pilgrimage. HCPT have some suitable videos on Lourdes.

Students can then do a hot seat session to share information about all three places.Students could do a media search (online or newspapers) for examples of Catholic and Protestant pilgrimage and then produce work (poster/ppt/written summary) to show why pilgrimage may or may not be important for Christians.

7 Section 2:7


what Catholic social teaching is and how it reflects the teaching to love thy neighbour

● Know and understand how and why CAFOD seeks to help others

● Assess and analyse how Catholic Social teaching influences the lives of individuals

Know and understand what Catholic social teaching is and how it reflects the teaching to love thy neighbour (AO1)Students need to understand what CST is and what do Catholics mean when they talk of love of thy neighbour.Students must also understand what the church teaches about justice, peace and reconciliation.

Know and understand how and why CAFOD seeks to help others (AO1)

Information about CST can be found in various places on www.catholicsocialteaching.org.uk/. There is a short video detailing the main features by Cardinal Vincent Nichols. CAFOD also have a wide selection of clips and activities on CST.Pose the statement that Catholics have a duty to care for the poor.Ask students to discuss in small groups how they feel about the statement. Divide students in half - one half doing a consequence circle with ‘yes they have a


http://www.catholicsocialteaching.org.uk/

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Students will need to know what CAFOD does and where it works. They will also need to be able to explain why it seeks to help the poor of society.Assess and analyse how Catholic Social teaching influences the lives of individuals (AO2)They will need to know how CST is reflected in peoples actions and daily lives, including some examples of this faith in action.

duty to the poor’ in the centre with two outer rings to help them think about the immediate consequences of helping and then the secondary consequences, helping them see the benefits. The second half should do a consequence circle with ‘they don’t have a duty to help the poor’ in the centre, with two outer rings to help them think about the immediate consequences of helping and then the secondary consequences, helping them see the benefits.They should then explain their circles to each other. Students should summarise the discussions in the way they feel most suitable, such as a written paragraph or a table of the different arguments.Students need to know the teaching of the Sheep and the Goats; they should read though this and perhaps do some ‘Freeze frame’ examples to show the parable in action.Students can use Evangelii Gaudium paragraphs 182–237 to explain the reasons why Catholics should ensure the inclusion of the poor in society. They can make a table of three columns, with examples of how they can do this personally, as a community and how one chosen individual of their choice has put this teaching into action.Students can research using the CAFOD


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website why they help and what they do. Students can make an acrostic poem on what CAFOD does and why they do it. Students should attempt some exam style questions on this bullet and attempt to peer mark them.

8 Section 2.8


the history and purpose of missionary and evangelical work

● Know and understand the divergent ways the Christian faith is spread locally, nationally and globally

● Analyse and assess the importance of evangelising for the Church and the individual Christian

Know and understand the history and purpose of missionary and evangelical work (AO1)Students should know that the Church has always been a missionary one since the Early Church and they must learn how this fulfils the teaching of the Church, including as continued and why, including Evangelii Gaudium Chapter 5.

Know and understand the divergent ways the Christian faith is spread locally, nationally and globally (AO1)Students need to know the different ways that Christianity is spread locally, nationally and globally.

Assess and analyse the importance of evangelising for the Church and the individual Christian (AO2)Students should assess the importance of evangelisation, whether it works or whether it has little effect.

Information on Christian missionary and evangelical work can be found in various places on the Internet including: www.dioceseofshrewsbury.org/catholic-faith/the-new-evangelisation/what-is-the-new-evangelisation (Catholic) www.churchofengland.org/our-faith/mission.aspx (Church of England)Ask students to research Church history and discuss the concept of missionary/evangelical work in Church history in pairs and then use either a list, spider diagram, mind map or consequence circles to record their ideas about the importance of missionary/evangelical work throughout Church history.Ask students to find out about the different ways that the Christian faith has been spread in the past and how it is still spread today. They need to find out what has been done locally in parishes, nationally and globally. They need to share their information and make a list of four ways, each way needs an example.Students should assess the importance of evangelising by producing a list of how it


http://www.churchofengland.org/our-faith/mission.aspx

http://www.churchofengland.org/our-faith/mission.aspx

http://www.dioceseofshrewsbury.org/catholic-faith/the-new-evangelisation/what-is-the-new-evangelisation



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may impact on the people locally, nationally and globally.Students should attempt some exam style questions on this bullet and attempt to peer mark them.


Section 3: Sources of Wisdom and Authority

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1 Section 3:1 Students will be able to:

● Know and understand the development and structure of the Bible

● Assess and analyse the divergent Christian understandings about which books should be within the Bible with reference to the Council of Trent

Know and understand the development and structure of the Bible (AO1)Students need to know the origin, structure and different literary forms of the Bible. They will need to explore● Old Testament law● History● Prophets● Writings● New Testament● Gospels● Letters

Assess and analyse the divergent Christian understandings about which books should be within the Bible with reference to the Council of Trent (AO2)

Students can complete a think pair share and then make a list of the ways in which Catholics use the Bible.Students could then investigate/research the listed sections - perhaps divide the class into six groups and ask each group to produce a presentation on either Old Testament law, history, prophets, writings, New Testament, Gospels or letters. They should include what it means in relation to the literary form and provide evidence to support it.Students could produce information posters about chosen topics and add onto it why this is significant to Catholics. Include Biblical references that show the revelation of God.Students should attempt some exam (c) style questions on the divergent understandings and attempt to peer mark them.

2 Section 3:2 Students will be able to:

● Know and understand why the Bible has authority and importance for Catholics

● Know and understand the divergent views on

Know and understand why the Bible has authority and importance for Catholics (AO1)Students must explore the Catholic interpretation of the Bible. They must be able to know the meaning of its inspiration.

Know and understand the divergent

Students can complete a diamond 9 on the role of the Bible.Read the introduction then complete the imagine activity.Point out to the students that it can be vital to know which advice to take and even more vital to know which questions to ask. Then tell them the following logic problem


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the authority of the Bible

● Assess and analyse the meaning of the Bible for Catholics

views on the authority of the Bible (AO1)Students must look at the Bible in 3 ways:● literal Word of God● the revealed Word of God● a source of guidance and teaching.

Assess and analyse the meaning of the Bible for Catholics (AO2)Students must read and understand Timothy 3:16 and the Catechism of the Catholic Church 105–108Students must analyse the role of the Bible for Catholics.

and see if anyone can suggest the solution:'Imagine that you are in a room with two doors. Behind one door is a fierce carnivorous animal that will tear you limb from limb. Behind the other lies freedom. In front of you are two buttons and two people. One button will unlock each of the doors. One of the people will answer any question truthfully; the other will answer any question falsely. You have one question to ask to one of the people, and then you have to choose which button to press. How do you give yourself the best chance of escaping from the room?'Invite responses from the students. If nobody works it out, give them the answer after a few minutes:Ask one of the people this question: 'If I was to ask the other person which button would let me go free, what answer they would give me?' Whatever answer the person then gives, press the other button.You have no way of knowing whether you are talking to the honest person or the liar. If you happened to ask the honest person your question, they would correctly tell you what the liar would say and the liar would have lied to you. Therefore, the button indicated is the one that releases the fierce animal. If you happen to be talking to the liar, they would tell you the opposite of what the honest person would say, and the honest person would have told you the way to get out. Therefore the button indicated


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is also the one to release the animal.Explain that for some people the Bible helps them when we find ourselves in difficult situations.Ask students to read up on the different interpretations of the Bible and make notes under the following headings:● Church believes that the Bible is the

direct word from God ● The Church regards the bible as holy,

as the words of God● Catholics believe that the Bible has

authority

Give students copies of Timothy 3:16 and Catechism of the Catholic Church 105–108 to help them support their comments.

3 Section 3:3


the meaning, importance and function of the magisterium

● Know and understand the difference roles of the magisterium for conciliar and pontifical

● Assess and analyse the role and importance of the magisterium in the Church today

Know and understand the meaning, importance and function of the magisterium (AO1)Students will need to know who the magisterium are, how they allowed to be part of it and its function.

Know and understand the difference roles of the magisterium for conciliar and pontifical (AO1)Students will need to know the meaning, importance and function of the ordinary magisterium and the extraordinary magisterium (conciliar and pontifical).

Students can be given a list of people who could be a part of the magisterium. E.g. priest, nun, monks, bishop, archbishop, cardinal, altar servers etc. They have to eliminate the ones they feel are not part of it. Pupils can them put them in order of hierarchy. Ask students to consider why they feel the ones they rejected are not part of the magisterium.Ask students to define the word ‘infallible’ and discuss how this can relate to the magisterium.Students should be given (or research) the magisterium and, after reading it, give


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Students need to access and read Catechism of the Catholic Church 100.

Assess and analyse the role and importance of the magisterium in the Church today (AO2)Students need to know why the magisterium is important in the lives of Catholics.

students a picture of the magisterium with text boxes for them to complete with four things the magisterium do and four reasons why they are important.Students can complete a table with conciliar on one side and pontifical on the other. They need to record the role and function of them.Assess the impact. Using the previous tasks, ask pupils to look at the magisterium in action. Set them into small groups and look for ways it has features in the lives of Catholics.They could use the following titles ● Interpretation of the Bible● Keeping apostolic tradition● Addressing issues that did not exist at

the time of the Bible● Keeping teaching up to date but still

with traditionStudents should share their examples with others so that each student has a full set of examples.

4 Section 3:4


the nature and importance of the Second Vatican Council and the four key documents for the Church and for

Know and understand the nature and importance of the Second Vatican Council (AO1)Students should know what the Second Vatican council is and they should know why it is important.Students should explore individually the nature and importance of:

Information about the nature and importance of the Second Vatican Council can be found on many websites, both Catholic and secular, which also include many topical examples and discussions.Ask students to give a brief history of the Second Vatican Council and then identify four things they think the Second Vatican


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Catholic living● Analyse and assess the

significance of the Second Vatican council for Catholics.

● Dei Verbum – Constitution on Devine revelation

● Lumen Gentium – dogmatic constitution on the Church

● Sacrosanctum Concilium – constitution of the sacred liturgy

● Gaudium et Spes – Pastroral constitution of the Church in the Modern world

Analyse and assess the significance of the Second Vatican council for Catholics (A02)Students should be able to illustrate how the Second Vatican Council made a difference in the lives of Catholics.

Council aimed to achieve.Get the class into small groups. Challenge each small group to invent a newspaper headline about the Second Vatican Council subject. They should try to get across the key issue and draw people’s attention to their story. Limit them to a maximum of 10 words.Once they have worked out what the key information should be and have devised their headline, they should write it up in large letters on flip chart paper and be prepared to shout it out like a newspaper seller.Copies of Dei Verbum, Lumen Gentium, Sacrosanctum Concilium and Gaudium et Spes (perhaps include summaries and notes) are needed. Students can complete a Marketplace activity.Stage 1 – PreparationOrganise students into groups of three. Explain the activity that is to take place. (5 minutes)Give out the information about the topic on paper or use textbooks (one per group – note there can be more than one group researching the same issue). Each group will have to research an aspect of the topic. They will also need a large piece of sugar paper/flipchart paper and a variety of thick coloured pens. (5 minutes)


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Write up the sequence and timing of stages on the board. Making the timings explicit will help the students.Stage 1 – Preparation – 10 minutesStage 2 – Research – 20 minutesStage 3 – Peer Teaching – 10 minutesStage 4 – Quiz – 10 minutesStage 5 – Review – 10 minutes

Stage 2 – Research: Each group is to research the chosen area and is given a time limit for this. (20 minutes) The group should use the sugar paper and are told that they can only use a maximum of 10 words on the page and can have as many drawings, symbols, numbers, cartoons, diagrams etc. This will help the pupils to translate written information from the leaflets into visual information on their page. All of the group should play a part in producing the poster.

Stage 3 – Peer TeachingWhen the time limit is up, one member of the group will stay with their ‘poster’ and be the market trader. They will have to convey the information from their poster to other students in the class, mainly by verbal communication (they should stand to do this). All of the other members of the


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group will then go and visit other market traders who have information on the different issues and they are allowed to write down the information they receive on a piece of A4 paper. (5 minutes)Each group then comes back together and they feed back what they have learned from the other market traders to the rest of the group. This encourages verbal communication skills between the groups. (5 minutes)Students can complete a diary account or a postcard activity from a Cardinal who was part of the Second Vatican council and detail how it will affect the life of the person who received the card.

5 Section 3:5


the nature and significance of the Church as the Body of Christ and the People of God

● Know and understand the divergent Christian attitudes to Church as the Body of Christ and the People of God

● Assess and analyse the importance of the Church as the Body of Christ and the People of God to Catholic.s

Know and understand the nature and significance of the Church as the Body of Christ and the People of God (AO1) Students need to understand what is meant by the terms:● the Body of Christ● people of God.Students must have access to and know and understand what Romans 12:4–6 and 1 Corinthians 12 teaches in relation to the Church as the Body of Christ and the People of God.

Know and understand the divergent Christian attitudes to Church as the Body of Christ and the People of God (AO1)

Select an image that represents the body of Christ – there are lots that show the outline body of Jesus with people and their faces completing the body – some have a quote from 1 Corinthians on. Invite pupils to reflect on the image and then discuss the following: What thoughts do you have on the

image above and the quote from 1 Corinthians?

● What information does it give a person about the Church?

● Do you think this is a good way of showing that the Church is the body of Christ?

Students should complete a summary of


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Students should know the attitudes to the Church as the Body of Christ and the People as expressed in these references and understand the divergent views held by Christians today.

Assess and analyse the importance of the Church as the Body of Christ and the People of God to Catholics (AO2)Students should explain why belief in the Church as the Body of Christ and the People of God is important to Catholics.

what they have learnt.Give students information on the Church as the Body of Christ – information can be found in resources for Unit 10 of the 2009/12 GCSE specification.Read through worksheet. Make sure the students understand that describing the Church as the Body of Christ refers to the way that the followers of Jesus continue to act as Jesus did whilst he was alive and that Christ is able to serve others through the various gifts the followers use.Complete the team work activity: Draw an outline of a body on the board. Invite students to come out and write into the outline of the body different ways in which the followers of Jesus may choose to use their gifts as part of the Body of Christ, for example, minister of the word, catechist, etc.

6 Section 3:6


the nature and importance of the 4 marks of the Church

● Know and understand the divergent ways the 4 marks can be understood within Christianity

● Assess and analyse the importance of the 4

Know and understand the nature and importance of the 4 marks of the Church (AO1)Students need to know the nature of the church as:● One● Holy● Catholic ● ApostolicStudents will need to refer to the Nicene Creed and the First Council of Constantinople.

Information on the 4 marks can be found in many places on the Internet and in most textbooks for Unit 10 of the 2009/12 specification.Students could produce a display using the information and the Nicene Creed and the First Council of Constantinople to help them learn about the 4 marks.Students could then discuss each mark individually; they could summarise the teachings in a table/spider diagramAsk students to complete a mind


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marks for Catholics today. Know and understand the divergent

ways the 4 marks can be understood within Christianity (AO1)

Assess the importance of the 4 marks for Catholics today (AO2)Students should assess the important of the Church as One, Holy Catholic and apostolic.

map/information sheet/notes explaining how the 4 marks are important to Catholics.

7 Section 3:7


how Mary is a model of the Church

● Know and understand how Mary is a model for discipleship and as a model of faith and charity

● Understand the importance of Mary for Catholics

Know and understand how Mary is a model of the Church (AO1)Students should know how Mary is joined with Christ in the work of salvation.

Know and understand how Mary is a model for discipleship and as a model of faith and charity (AO1)Students need to know how Mary is a model of discipleship, faith and charity with reference to Luke 1:26–39 and Catechism of the Catholic Church 963–975.

Understand the importance of Mary for Catholics (AO2)How the role of Mary inspires Catholics today.

Students can use different prayers to explore more about Mary, e.g. Hail Mary, Hail Holy Queen, The Angelus. They can discuss them and write a paragraph detailing why Mary is a model for the church.Students should take each of the titles and using the Biblical references add details to each point:● The Immaculate Conception● Acceptance of God’s will● Assumption of the Virgin Mary● Intercessor● Mother of the ChurchResearch the ways in which Catholics show special devotion to Mary. Make a timeline of events and add any other forms of devotion e.g. shrines or Mary Gardens.

8 Section 3.8


the importance of Jesus as an example

Know and understand the importance of Jesus as an example and the authoritative source of moral teaching (AO1) Students need to understand how Jesus is a

Information on moral authority can be found in various places on the Internet and in many Catholic textbooks.Ask students to research why Jesus is a


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and the authoritative source of moral teaching

● Know and understand divergent understanding of natural law, virtue and conscience

● Assess the implications of these for Christians today

good example of moral teaching e.g. forgiveness, suffering servant. How Jesus is fulfilment of the law including Matthew 5:17-24.

Know and understand divergent understanding of natural law, virtue and conscience (AO1)Students need to know about each heading, the theory and the divergent view surrounding each source.

Assess the implications of these for Christians today (AO2)Students should know how the example of Jesus influences Christians today.

source of moral authority and discuss examples where this is evident in the Bible. They should work in pairs and then use either a list, spider diagram, mind map or consequence circles to record their findings.Ask students to find out about the divergent ways that Christians seek moral guidance and support.They need to find out about natural law, virtue and conscience.They should share their information and make a list of four reasons they are important. Each reason needs an example or a source of wisdom and authority.Students should attempt some exam style questions on this bullet and attempt to peer mark them.


Section 4: Forms of Expression and Ways of Life

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1 Section 4:1


the common and divergent forms of architecture, design and decoration of Catholic churches

● Assess and analyse how these reflect belief

Know and understand the common and divergent forms of architecture, design and decoration of Catholic churches (AO1)Students should be able to identify the different forms of ● architecture, ● design decorationof Catholic Churches and why they are important. The common and divergent forms of architecture, design and decoration of Catholic churches: how they reflect belief, are used in, and contribute to, worship, including reference to the Catechism of the Catholic Church 1179–1181.

Assess and analyse how these reflect belief (AO2)Students need to explore how these illustrate belief.

Students should be given four examples of different churches; they will need to identify some common themes or design, similarities and differences within them. Students could produce a Fact File on each Church; they need to know the meaning of each design and other evidence about architecture, design and decoration. They need to clearly detail how these reflect Catholic belief.They could then answer a (d) style question on 4.1. They should attempt to peer mark them using the levels in the Sample Assessment Materials.

2 Section 4:2


the internal features of the Catholic church

● Assess and analyse the

Know and understand the internal features of the Catholic church (AO1)Students should be able to explain why the Catholic church has certain features, particularly ● Lectern

Information about the features of the church can be found on many websites. There is some useful information on the parish websites which show the inside of the church and some even do virtual tours. Alternatively arrange a visit to the local


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importance of the internal features of a Catholic church.

● Altar● Crucifix● Tabernacle

Assess and analyse the importance of the internal features of a Catholic church (AO2)Students must be able to explain the importance of the internal features to Catholics.They must be able to evaluate how they aid Catholic worship.

church.Ask students to produce a mind map including all the internal features that a church has and the significance of them to Catholics.Ask students to discuss in small groups how whether they feel these features help them in worship.They should then attempt an exam style question from the Sample Assessment Materials.

3 Section 4:3

Students will be able to:● Know the meaning and

importance of sacred objects

● Assess and analyse the divergent ways sacred objects are used to express belief.

Know the meaning and importance of sacred objects (AO1)Students need to know the meaning and significance of sacred objects, including: ● sacred vessels● sarcophagi ● hunger cloths.Students need to understand the way the items are used.

Assess and analyse the divergent ways sacred objects are used to express belief (AO2)Students must be able to assess the way the sacred objects are used and express belief.

Information about the sacred objects can be found on many websites. If you cannot show them physically to students, show some images of them.Divide students into groups and ask them to research a sacred object. The groups need to make notes to summarise their ideas, which they should then share with the class. They should ensure that they incorporate reasons why these objects are used. Students must refer to the Catechism of the Catholic Church 1182–1186.Students should attempt some (c) exam style questions on this bullet and attempt to peer mark them.

4 Section 4:4

Students will be able to: Know and understand the meaning and significance of artwork in Catholicism Students need to understand why artwork

is used to show belief - have a guided


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● know and understand the meaning and significance of artwork in Catholicism

● know and understand two specific pieces of art work

Assess and analyse the divergent ways art is used to express belief

(AO1)Students should explore a wide range of artworks including: ● paintings● fresco● drawings.

Know and understand two specific pieces of art work (AO2)Students should study two specific pieces of artwork, with reference to the Catechism of the Catholic Church 2502– 2503.

Assess and analyse the divergent ways art is used to express belief (AO2)Observe the divergent ways artwork is used in the church and other settings.

discussion on this.Select at least two specific pieces of artwork and print or display the theme for students. Ask students to complete seven observations and seven reflections on each piece. Ask them to include any questions they may have on the chosen pieces.Then ask students to write up a summary about what they think the artwork is telling them and how it is showing belief. They will need to also note down how divergent groups might interpret the piece differently to them.

5 Section 4:5

Students will be able to:● Know the meaning and

significance of sculpture and statues

● Assess and analyse the divergent ways in which sculptures and statues may be used in church and other settings

Know the meaning and significance of sculpture and statues (AO1)Students should know the meaning of statues and sculpture with reference to Catechism of the Catholic Church 2501 and how they express belief both by the artist and those who witness the art.

Assess and analyse the divergent ways in which sculptures and statues may be used in church and other settings (AO2)Students should know the discussions and disagreement over statues.

Give students or display a statue (e.g. Christ the redeemer) and ask students what they know about it. Discuss the purpose of the statue and why they think are/are not important and why.Divide up the students and ask them to research one statue or sculpture from a list of you have chosen. Ask students to write an information page including information about what and where it is, examples of how it is used and why it is important for Christians.Then can then swap with another group and state why there are divergent views on


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the statue or sculpture.6 Section

4:6Students will be able to:● Know and understand

the purpose and use of symbolism and imagery

● Assess and analyse the divergent ways that symbolism is used in church and other settings

Know and understand the purpose and use of symbolism and imagery (AO1)Students should explore symbolism and imagery in art; focusing on the:● Cross● Crucifix● Fish● ChiRho● Dove● Eagle● Alpha and Omega ● symbols of the four evangelistsStudents should also know the teaching of the Catechism of the Catholic Church 701.

Assess and analyse the divergent ways that symbolism is used in church and other settings (AO2)Students need to be able to analyse the divergent ways symbolism is used to express belief.

Students will need to be given information about the cross, crucifix, fish, ChiRho, dove, eagle, Alpha and Omega and the symbols of the four evangelists. Alternatively they can research them on the Internet.Students need to understand the importance of the imagery and how it can help people in their faith.Students can make a Top Trumps style card for each item. These can then be used to help answer GCSE questions. As well as facts they need to explain what it shows and the divergent attitudes to each item.Use (b) questions from the Sample Assessment Materials. Provide each student with a sticky note, they should write a reason on the note which answers the question, then put the sticky note on a wall. When all students have put a note on the, wall they should take a different one and try to develop the reason written on the note with an example, a quote or some extra information that links to the question and to the reason given. They should then find a person in the room with different information on their note to the one they have and join both notes together to form a full mark (b) answer.

7 Section 4:7

Students will be able to Know the meaning and significance of drama (AO1) If possible watch an example of drama or

there are several recordings that you can


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● know the meaning and significance of drama

● assess and analyse the divergent ways in which drama may be used in church and other settings

Students will need to understand how drama is part of the Church.Students will need to explore● mystery plays● passion playsand link this knowledge to the Catechism of the Catholic Church 2567.

Assess and analyse the divergent ways in which drama may be used in church and other settings (AO2)Students will need to know the divergent views on drama including why it was banned in the middle ages.

find on the Internet. Guide pupils while watching this to look for meanings and any significant links to a particular belief.Ask students to discuss the drama in pairs and then use a list, spider diagram or mind map to record ideas about the meaning and significance of drama.Students can work in pairs and take each play – one person writes the positives of the play and how it may be used. The second person critiques it and details why there are divergent views towards it. Then complete in reverse for the second play.

8 Section 4.8


the use of different styles of worship

● Assess and analyse the divergent ways in which music may be used in church

Know and understand the use of different styles of worship (AO1)Students should look at:● Traditional styles of music● Contemporary styles of music● How both are used through hymns

psalms and worship song.Students should use the teaching of Catechism of the Catholic Church 2641 to support their investigation.

Assess and analyse the divergent ways in which music may be used in church (AO2)Students should explore the occasions

Students should spend some time listening to a selection of music. Play the chosen variety without telling them anything. Ask them to record the following:● How they felt listening to the music?● What did it make them think about?● Are they able to remember any words

from it?● What was the music teaching them?Then tells them what each one was and if it was modern etc.

Ask pupils to rank the music in order of preference. Divide the class into small groups and ask


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where music is used and how it expresses belief. them study a different form of music or

even a chosen piece. They should then make notes and learn these for the next activity.Students will ‘Speed date’. Students are lined up against a partner (try to start with person from another group). They each have a minute to say what they know about the topic or raise any questions. After two minutes a bell or other signal will mean that the players on one side move to a new partner to their left or right and so on.After the activity pupils should be able to make notes on all the different types of music and the attitudes towards them and the occasions where they are used.


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