Fast Track A Level in Religious Studies (Full AS+A2) 2060

Course Aims
Oxford College (ODL) are pleased to offer the opportunity to study to AS and A2 the Religious Studies A-level course as specified by AQA. The A-level has several aims:

To develop an interest in, and enthusiasm for the rigorous study of religion and its relation to the wider world.
To treat the subject as an academic discipline, providing the knowledge, understanding and skills appropriate for specialist study.
To teach students an enquiring, reflective and critical approach to the study of religion.
To encourage students to reflect on their own values, beliefs and opinions in the light of their study.

Course Outline
Students are strongly recommended to familiarise themselves with the new AQA specification for the A-level GCE in Religious Studies (for first examination in 2009). The document can be downloaded as a pdf file, alongside further student support and assessment materials at:

http://www.aqa.org.uk/qual/gce/religious_studies_new.php

The AQA A-level in Religious Studies is divided into four units. These are:

Advanced Subsidiary (AS):
Unit 1: (Unit F) Old Testament (Course Code RSS06)
There are four sub-topics for study:

An introduction to the world of the Old Testament
The life of pre-exilic Israel, with reference to the following: a wandering people; a people become a nation; a people amongst other peoples. The following passages will be set for study: Exodus 15–16, 1 Samuel 8-10 and 1 Kings 18: 17-46. The issues of: how far the accounts of the Exodus and conquests are credible as history; slavery and freedom; the meaning of nationhood and the significance of kingship and syncretism and intolerance will be discussed.

Old Testament view of God’s relationship with the people
The idea of covenant and its place in the everyday life of Ancient Israel with reference to the following: ideas of covenant in the political life of the Ancient Near East; twentieth century critical views about the making of the covenant and Abraham and the beginning of the covenant relationship; Moses, the relationship formalised through Law and the giving of the Law. The following passages will be set for study: Genesis 17; 22:1–18 and Exodus 19–20. The issues of: the relevance of Old Testament ides of God in the twenty-first century; the significance of the idea of covenant; the impact of critical views on an understanding of the covenant and whether the Law of Moses is relevant in the twenty-first century will be discussed.

The phenomenon of prophecy
The nature of prophets and their function in society with reference to the following: the development of prophecy in the tenth and ninth centuries, with particular focus on Samuel and Elijah; the development of the prophetic experience and the types of prophets. The following passages will be set for study: 1 Samuel 9:1-10:16 and 1 Kings 18:17-19:18; 21. The following issues arising will be discussed: prophets as ordinary or extraordinary people; their credibility in society; the inevitability of conflict between prophets and the authorities of their day in the Old Testament and in other times and the continuing significance of prophetic experience.

Eighth century prophecy – Amos
The continuing significance of Amos’ theme of the relationship between religious practice and morality with reference to the following: his teaching on the nature of God, and God’s relationship with the people; the ideas of election and responsibility; his criticisms of the social, religious and political life of the people and his views on the future of the people, including his teaching on the ‘Day of the Lord’. The passage set for study will be Amos. The issues discussed will be: Amos as a prophet of doom; the relative importance of Amos’ social, religious and political criticisms; the extent to which covenant underpinned Amos’ teaching; the extent to which Amos may be viewed as a typical prophet; whether Amos was right in his views on God and Israel and his predictions of Israel’s future.

Unit 2: (Unit G) New Testament (Course Code RSS07)
There are four sub-topics for study:

How the synoptic gospels came into being
Oral tradition with reference to: the reasons for the synoptic gospels being committed to writing; the relationship between the three synoptic gospels; the priority of Mark; reasons for writers editing material as they wrote the synoptic gospels; reasons for translating the original Greek synoptic texts. The issues whether understanding about how John’s gospel came into being assists understanding of the synoptic gospels themselves; the advantages and disadvantages of having three gospels rather than one given the time gap before the gospels were written; uncertainty about their sources and authorship, and whether we can trust them to be accurate or the Word of God.

Aspects of Jesus’ teaching and action; parables and healing
With particular reference to the passages listed below, candidates will be expected to know about: the role and the purpose of parables and healings as recorded in the synoptic gospels; scholars’ views of the theology and the teaching found in parables and healings. The following passages will be set for study: The Sower (Matthew 13:3–23 and Mark 43–20); The Tenants in the Vineyard (Matthew 21:33–46 and Mark 12:1–12); Centurion’s Slave (Matthew 8:5–13 and Luke 7:1–10) and Legion (Mark 5:1–20 and Luke 8:26–39). The issues to be discussed: in a scientific age, do Jesus’ healings have to be rationalised? Is context so important that parables cannot be understood in the twenty-first century? Are scholars necessary to ensure people have a true understanding of the theological messages from the parables and the healings?

The arrest, trial and death of Jesus
Candidates will be expected to know: scholars’ views of the theological message and the teaching about the person of Jesus provided by the writers in these accounts and the main similarities and differences between the three accounts: Matthew 26:36–27:61, Mark 14:32–15:47 and Luke 22:40–23:56. The following issues arising will be discussed: is there any satisfactory explanation of why the synoptic accounts of the arrest, trial and death of Jesus are so different from each other? Is it possible to deduce from them the reason why Jesus was crucified? Are the accounts of the arrest, trial and death of Jesus historically reliable? How convincing are the claims made about the person of Jesus and his ministry based on the synoptic accounts of his arrest, trial and death?

The resurrection of Jesus
Candidates will be expected to know: scholars’ views of the theological message and the teaching about the person of Jesus provided by the writers in these accounts and the main similarities and differences between the three accounts: Matthew 27:62–28:20, Mark 16:1–20 (noting the variant readings of the text) and Luke 24. The following issues arising will be discussed: are the resurrection accounts symbolic, historical or both symbolic and historical? Is there any satisfactory explanation of why the synoptic accounts of the resurrection are so different from each other? Is the longer ending of Mark’s Gospel authentic? How important are the synoptic resurrection narratives for the Christian faith?

Advanced (A):
Unit 3: (Unit 3E) New Testament (Course Code RST3E)
There are four sub-topics for study:

The context of John’s Gospel
This unit focuses on: the relationship between John and the synoptic gospels; the Christian context, the Early Church and the Greek and Jewish context from which John draws. The following issues arising will be discussed: the debate about the relationship between John and the synoptic gospels; how an understanding of the background to John’s gospel helps an understanding of the gospel; how far John’s gospel was written in response to the situation and needs of the Early Church and whether John’s Gospel be read without knowing about Jewish and Greek thinking and traditions.

The nature, role and purpose of the discourses in John’s gospel
The following are examples of discourses, and candidates will be expected to know about these in particular, although they may exemplify their answers from other material in John to support their answers. Much of the role and purpose will focus upon John’s portrayal of Jesus and his ministry in the following passages: ‘I am the Bread of Life’, John 6:30–58; ‘I am the Light of the World’, John 8:12–19 and 9:1–41; ‘I am the Door of the Sheep’, and ‘I am the Good Shepherd’, John 10:1–18; ‘I am the Resurrection and the Life’, John 11:1–44; ‘I am the Way, and the Truth, and the Life’, John 14:1–7; ‘I am the True Vine’, John 15:1–17. These issues arising will be discussed: whether these discourses are John’s interpretation of Jesus’ teaching; are the issues in the discourses of any relevance to people today; do we really learn very much about the person of Jesus from John’s records of the discourses and whether an understanding of the discourses require an understanding of Christian theology.

The nature, role and purpose of signs in John’s Gospel
The following are examples of signs, and candidates will be expected to know about these in particular, although they may exemplify their answers from other material in John to support their answers. Much of the role and purpose will focus upon John’s portrayal of Jesus and his ministry in the following passages: ‘Water to Wine’, John 2:1–11; ‘Healing of the Officer’s Son’, John 4:46–54; ‘The Crippled Man’, John 5:1–18; ‘The Feeding of the Five Thousand’, John 6:1–15. The following issues will be discussed: if John is correct, why would Jesus use signs rather than direct communication; would people at the time have understood the signs as John does; could the signs really have happened and does this matter to John and whether an understanding of Christian theology is necessary to understand signs.

The nature, role and purpose of the passion and resurrection narratives
Candidates will be expected to know the following passages in particular, although they may exemplify their answers from other material in John to support their answers. Much of the role and purpose will focus upon John’s portrayal of Jesus and his ministry: John 18–19 Passion narrative and John 20–21 Resurrection narrative. The following issues arising will be discussed: whether there is there any history in John’s accounts; is John more interested in the death than in the resurrection; does John see salvation only in these events; are the passion and resurrection narratives really Christian theology.

Unit 4: (Unit 4C) Topic III, Ways of Reading and Understanding Scripture (Course Code RST4C)
With primary focus on the Christian New Testament, candidates must study:

The issues of status and translation: the Word of God or a realisation of Ultimate Reality. The status of translated scriptures.
Different types of literature found in the scriptures and the relevance of the differences.
The issue of status and historicity. An outline of the history of the scriptures from origin to the twenty-first century and the relevance of events in the particular history.
The use and status of scriptures in the religion. Examples of the use of scriptures in worship and how this shows the religion’s attitude towards the status of the scriptures.
The role of the scriptures in the personal lives of people and in the home.
Teaching arising from the scriptures. Teaching about God or Ultimate Reality. Teaching about the relationship between God or Ultimate Reality and humankind. Teaching about how and why humans should behave in a particular way in all aspects of their lives. Ideas arising from the scriptures about the future both at a personal level and at the level of mankind as a whole.
Approaches to the study of the scriptures. The role of scholars in an understanding or an interpretation of the scriptures. Whether there can be criticism of the scriptures from within the religion and the reaction of the religion to those outside the religion who study and may offer criticisms of the scriptures. The status of personal study of the scriptures and how an individual might seek to gain a full and perfect insight into the scriptures.
The relevance of the scriptures for religious people in the twenty-first century. The role of the scriptures in the religion’s mission work.

The AS and A2 examinations
AS Units 1 and 2
Each unit is worth 50% of the total marks available for the AS, and 25% for the A2 GCE if taken. The papers are each 1 hour and 15 minutes long and each carry 90 marks.

There will be one question based on each of the four sub-topics already stated. Candidates must answer two of these questions. Understanding of any one topic may be informed by a study of the others, and, where relevant, candidates may draw on material from more than one topic in their answer to any question set. To study less than the full Specification content may disadvantage a candidate’s synoptic grasp of the material for study. Where appropriate, answers should show awareness that there are differing views on the topics and issues studied.

Assessment Objective 1 questions will be set on the content listed for Unit 1/Unit 2.

Assessment Objective 2 questions will be focused on the issues surrounding the interpretation of the material studied or on the issues arising from that material.

The use of Bibles, including the Apocrypha, is allowed in the examination. Any version is permitted, provided that it does not contain notes, apart from plain cross-references or translators’ footnotes. Questions will be set on the assumption that all candidates will have Bibles before them in the examination room, but candidates will not be given credit for writing out lengthy quotations from the Bible. Biblical quotations used in questions will be taken from the Revised Standard Version. Where appropriate, the source of quotations will be given.

A2 Units 3 and 4
Each unit is worth 25% of the total marks available for the A2 GCE. The papers are each 1 hour and 30 minutes long. Unit 3 carries100 marks, though Unit 4 only 75 marks. Both A2 Units are termed ‘synoptic’ which will be discussed further in the individual study guides.

Unit 3
There will be one question based on each of the four sub-topics already identified for study. Candidates must answer two questions. Understanding of any one topic may be informed by a study of the others, and, where relevant, candidates may draw on material from more than one topic in their answer to any question set. To study less than the full Specification content may disadvantage a candidate’s synoptic grasp of the material for study. Where appropriate, answers should show awareness that there are differing views on the topics and issues studied.

Assessment Objective 1 questions will be set on the content for Unit 3

Assessment Objective 2 questions will be focused on the issues surrounding the interpretation of the material studied or on the issues arising from that material identified.

The use of Bibles, including the Apocrypha, is allowed in the examination. Any version is permitted, provided that it does not contain notes, apart from plain cross-references or translators’ footnotes. Questions will be set on the assumption that all candidates will have Bibles before them in the examination room, but candidates will not be given credit for writing out lengthy quotations from the Bible. Biblical quotations used in questions will be taken from the Revised Standard Version. Where appropriate, the source of quotations will be given.

Unit 4
There will be two questions based on the content specified for Unit 4. Candidates must answer one question (though the examination paper will also show questions relating to the other Unit choices that have not been selected for the Oxford College Study Guide). Answers should show awareness that there are differing views on the materials and issues studied.

AQA define the three assessment strands as follows:

Assessment Objective 1
Candidates must select and demonstrate clearly relevant knowledge and understanding through the use of evidence, examples and correct language and terminology appropriate to the course of study. In addition, for synoptic assessment, A-level candidates should demonstrate knowledge and understanding of the connections between different elements of their course of study.

Assessment Objective 2
Candidates must critically evaluate and justify a point of view through the use of evidence and reasoned argument. In addition, for synoptic assessment, A-level candidates should relate elements of their course of study to their broader context and to aspects of human experience.

Quality of Written Communication (QWC)
In addition, in GCE A-level specifications which require candidates to produce written material in English, candidates must:

ensure that text is legible and that spelling, punctuation and grammar are accurate so that meaning is clear; select and use a form and style of writing appropriate to purpose and to complex subject matter; organise information clearly and coherently, using specialist vocabulary when appropriate. In this Specification, QWC will be assessed in all questions and in all units.

Entry Requirements
The A-level builds on the course content of the Religious Studies GCSE, but it is not necessary to have this qualification before undertaking the A-level. However, in order to meet the demands of the course, it is recommended that candidates have literary and communication skills equivalent to C or higher at GCSE, though full tutor support is given throughout.

Study Hours
The number of study hours are variable according to student commitment, though it is recommended that candidates spend around 150 hours on AS, and 300 hours in total for the full A-level.

Qualification
The titles of the qualifications as will appear on certificates are:

AQA Advanced Subsidiary GCE in Religious Studies

AQA Advanced Level GCE in Religious Studies

What's Included
Learning documentation, plus priority Tutor support for 1 year. Students are required to arrange and pay for their examinations themselves. Students must check the relevant examination board website for final examination sitting dates for this syllabus. You will receive priority tutor assistance for fast track students on this course. Students will be able to sit a full A Level examination in one year or less. Examinations take place in January and Summer (May/June) yearly.

Further Information

Your course is delivered online via the Oxford Learning On Campus website.

Please note that included in your course fee is your registration to the On Campus student community, and a licence to print your study materials. Please note that the licence is for one print only, so please ensure that you have enough paper and ink to print the full course materials if required.

You will require having one of the following packages to access your On Campus area:

Windows: Windows 98, 2000, XP, Vista - Acrobat Reader 4.0 and above
Macintosh: Mac OS X, Mac OS 9.2 - Acrobat Reader 4.0 and above
In the student 'On Campus' you are also able to take part in the student chat room and forums as part of our online student community.

After enrolling online you will receive your username and password to access the On Campus area within 5 working days. You will also receive your personal Oxford Learning student number via email.

Students are required to arrange and pay for their examinations and manage the course work element if the subject requires this. Students must check the relevant examination board website for further information and final examination sitting dates for the specification.

www.aqa.org.uk