RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES Intermediate 2

Transcription

1 RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES Intermediate 2 Third edition published November 1999

2 NOTE OF CHANGES TO ARRANGEMENTS THIRD EDITION PUBLISHED ON CD-ROM NOVEMBER 1999 COURSE TITLE: Religious, Moral and Philosophical Studies (Intermediate 2) COURSE NUMBER: C National Course Specification Course Details: Core skills statements expanded National Unit Specification: All Units: Core skills statements expanded Religious, Moral and Philosophical Studies: Intermediate 2 Course 1

3 National Course Specification RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES (INT 2) COURSE NUMBER C COURSE STRUCTURE This course comprises one mandatory unit plus two optional units. Mandatory Unit D World Religions (Int 2) 1 credit (40 hours) Optional Units select two D D D D Nature of Belief (Int 2) Making Moral Decisions (Int 2) Justice in the World (Int 2) Metaphysics (Int 2) 1 credit (40 hours) 1 credit (40 hours) 1 credit (40 hours) 1 credit (40 hours) In common with all courses, this course includes a further 40 hours over and above the 120 hours for component units. This is for induction, extending the range of learning and teaching approaches, support, consolidation, integration of learning and preparation for external assessment. This time is an important element of the course and advice on its use is included in the course details section. RECOMMENDED ENTRY While entry is at the discretion of the centre, candidates would normally be expected to have completed a course or units where appropriate: in Religious Studies Standard Grade at General level in Religious, Moral and Philosophical Studies at Intermediate 1 level in a Short Course in Religious and Moral Education with evident potential at this level in a social subject at an equivalent level It will be available to more mature candidates who have an interest in the subject matter and can demonstrate appropriate ability at this level. Administrative Information Publication date: November 1999 Source: Scottish Qualifications Authority Version: 03 Scottish Qualifications Authority 1999 This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of this course specification (including unit specifications) can be purchased from the Scottish Qualifications Authority for Note: Unit specifications can be purchased individually for 2.50 (minimum order 5). 2

4 National Course Specification: general information (cont) COURSE Religious, Moral and Philosophical Studies (Intermediate 2) CORE SKILLS This course gives automatic certification of the following: Complete core skills for the course None Core skills components for the course Critical Thinking Int 2 Planning and Organising Int 2 For information about the automatic certification of core skills for any individual unit in this course, please refer to the general information section at the beginning of the section. Additional information about core skills is published in Automatic Certification of Core Skills in National Qualifications (SQA, 1999). Religious, Moral and Philosophical Studies: Intermediate 2 Course 3

5 National Course Specification: course details COURSE Religious, Moral and Philosophical Studies (Intermediate 2) RATIONALE The rationale and aims of Religious, Moral and Philosophical Studies at Intermediate 2 arise from the rationale and aims of religious education as set out in Bulletin 2, Curriculum Guidelines for Religious Education (SCDS 1981), and from the Howie Committee s report Upper Secondary Education in Scotland (1992), which made proposals for the inclusion of elements of philosophy for candidates in upper secondary and further education. Religion Candidates will investigate the nature and scope of religion. They will explore how the search for meaning, value and purpose has expressed itself in a range of historical and religious traditions. Developing the skills of analysis and evaluation of key concepts in various world religions forms an integral part of this exploration. Morality Candidates will investigate the nature and scope of morality. They will explore how the search for meaning, value and purpose is expressed in the application of moral stances to a range of contemporary issues. Developing the skills involved in analysing and evaluating these moral stances forms an integral part of this exploration as well as assessing the influence they have in the making of moral decisions across a range of moral issues. Philosophy Candidates will explore philosophical thinking as it relates to religion and morality. They will explore how the search for meaning, value and purpose has expressed itself in a range of philosophical points of view, explicitly in metaphysics. Developing the skills involved in presenting arguments, analysing and evaluating evidence and presenting clear conclusions forms an integral part of this exploration. Religious, Moral and Philosophical Studies at Intermediate 2 level deals with the inter-relationship of religious beliefs, moral issues and philosophical challenges within religion and morality. The ability to analyse concepts and evaluate religious, moral and philosophical issues requires a knowledge and understanding of primary sources, traditional positions and contemporary points of view. In addition, an investigative element provides candidates with the opportunity for a fuller inquiry into a religious, moral or philosophical issue. Candidates will have opportunities to: extend and develop their knowledge and understanding of aspects of religion, morality and philosophy respond to certain religious, moral and philosophical questions through a process of inquiry, debate, analysis and evaluation, particularly in relation to the weighing up of evidence, developing viewpoints and drawing clear conclusions complete an investigation on an issue drawn from any of the component units studied which will enable them to demonstrate planning, organising and investigating skills, particularly in the use of primary and secondary sources continue to reflect upon their own life experiences, and develop their personal beliefs and values Religious, Moral and Philosophical Studies: Intermediate 2 Course 4

6 National Course Specification: course details (cont) COURSE Religious, Moral and Philosophical Studies (Intermediate 2) Candidates who undertake Religious, Moral and Philosophical Studies should develop their knowledge and understanding of key religious, moral and philosophical concepts and language. They should also consider issues and viewpoints on religious and other stances for living in the modern world. By studying those aspects, candidates also develop the skills of analysis, evaluation and reaching clearly defined conclusions. In the investigative aspect of the course, candidates develop planning, organising, analytical and evaluative skills in an increasingly sophisticated way and present information, well supported opinions and clear conclusions using a range of sources. Candidates are given the opportunity to reflect upon their own experiences, beliefs and values and are encouraged to develop a sympathetic attitude towards the beliefs, values and attitudes of others. An important aim of the course for candidates is their personal engagement with a range of concepts and issues which advances the development of their own beliefs and values and contributes significantly to their personal and social development. It should be noted by teachers/lecturers in denominational schools that it will be appropriate for Religious, Moral and Philosophical Studies units to be taught from their specific faith perspective. Specific advice on such an approach is available from the appropriate Church authorities. COURSE CONTENT The component units of this course require candidates to attain a certain level of knowledge and understanding and the ability to analyse and evaluate a range of concepts and issues. In undertaking the course, candidates have an opportunity to develop these abilities further, deepening knowledge and understanding, developing critical thinking and integrating knowledge and skills acquired across the component units. They will also be required to present information and conclusions in a logical and coherent way. The extended essay provides a further opportunity for candidates to demonstrate the ability to integrate knowledge and skills as they explore an issue in depth drawn from the content of the course. In planning, exploring sources, organising and reporting the findings of their investigation, candidates will have to analyse information and draw conclusions in the light of the evidence they have assembled. World Religions (40 hours) In this mandatory unit there is a choice of a world religion from: Buddhism Christianity Hinduism Islam Judaism The specified key concepts of each world religion are set within the framework of three organising principles which are: The Human Condition, The Goals and The Means. The specified key concepts for this unit are highlighted in bold. Religious, Moral and Philosophical Studies: Intermediate 2 Course 5

7 National Course Specification: course details (cont) COURSE Religious, Moral and Philosophical Studies (Intermediate 2) The key concepts for Buddhism are: The Human Condition: Impermanence (Anicca); Suffering (Dukka); No Self (Anatta). The Goals: Cycle of Rebirth (Samsara); Enlightenment (Nibbana). The Means: The Enlightened One (Buddha); Teachings (Dhamma); Community (Sangha); Enlightenment (Magga). The key concepts for Christianity are: The Human Condition: Sin; Alienation; Suffering; Death. The Goals: Wholeness; Judgement; Eternal Life. The Means: Repentance and Baptism; Christ s Death and Resurrection; the Eucharist; Faith and Grace. The key concepts for Hinduism are: The Human Condition: The Transience of All Things; Pain (Dukkha); Ignorance (Avidya); Moral Liability (Karma); Transmigration of the Soul (Samsara). The Goals: Reincarnation (Samsara); Enlightenment (Samadhi); Release (Moksha). The Means: Caste, Duty and Ethics; Worship at Home and Temple (Puja, Yajna); Detachment; The Three Ways (Margas). The key concepts for Islam are: The Human Condition: Unique Creature under God; Wrongdoing and Idolatry; Suffering and Death. The Goals: Islamic state; Judgement; Eternal Life; Resurrection. The Means: Muhammad; Shariah arising out of Qur an; Submission and the Five Pillars. The key concepts for Judaism are: The Human Condition: Creation and Nature of Humanity; Suffering and Oppression. The Goals: an Individual; National; Universal Basis. The Means: Election; Covenant; Law (Torah); Community Membership. A fuller development of these concepts is in the Annex to the World Religions unit specification. Candidates will have opportunities to: demonstrate knowledge and understanding of the organising principles and key concepts within the religion studied analyse key concepts by explaining different interpretations evaluate by discussing both sides of an issue with a key concept justify their conclusions Religious, Moral and Philosophical Studies: Intermediate 2 Course 6

8 National Course Specification: course details (cont) COURSE Religious, Moral and Philosophical Studies (Intermediate 2) Nature of Belief (40 hours) In this optional unit, there is a choice of an area of study from the following: Existence of God Science and Belief Belief and Action Existence of God Are the traditional arguments for belief in God convincing? Lack of sufficient evidence, objections to arguments from First Cause and Design; religious responses. Is religious experience sufficient? The nature of proof and religious experience, arguments and counter arguments. Is suffering and evil a problem? Suffering and evil as a challenge to religious belief; religious responses. Science and Belief How do we come to know things? Scientific method and religious beliefs. How did the universe begin? Story of Genesis and Big Bang theories. How did life come about? Evolution and creation. Belief and Action Is God real or imagined? View of God as a human projection and responses. Does religion promote social justice? The challenge of Marxism and Christian responses. How might people be liberated from oppression? Marxist revolution and Christian responses. Candidates will have opportunities to: demonstrate understanding of certain issues of religious belief analyse the issues in terms of challenges and responses evaluate by discussing both sides of an issue justify their conclusions Religious, Moral and Philosophical Studies: Intermediate 2 Course 7

9 National Course Specification: course details (cont) COURSE Religious, Moral and Philosophical Studies (Intermediate 2) Making Moral Decisions (40 Hours) In this optional unit there is a choice of an area of study from the following: Medical Ethics Human Relationships Human Rights War and Peace Gender Ecology and Environment Medical Ethics beginning of life: treatment of embryos; prolongation of life: life-support machines, organ transplants; ending of life: voluntary euthanasia Human Relationships marriage/alternatives to marriage; divorce; sexual behaviour Human Rights capital punishment; racial prejudice; freedom of speech War and Peace non-violence and pacifism; just war; control and proliferation of nuclear weapons Gender opportunity at work (including Christian ministry); dependence and independence; violence against women Ecology and Environment depletion of resources; pollution; treatment of animals For the selected area of study, the relevant moral stances to be covered are: religious authority ( I ll do what my religion tells me ) egoism ( I ll do what s in my own best interest ) utilitarianism ( I ll do what produces the greatest good for the greatest number ) Candidates will have opportunities to: consider how moral decision making is influenced by certain moral stances analyse a moral issue by showing how viewpoints are related to stances evaluate by discussing both sides of a moral issue justify their conclusions Religious, Moral and Philosophical Studies: Intermediate 2 Course 8

10 National Course Specification: course details (cont) COURSE Religious, Moral and Philosophical Studies (Intermediate 2) Justice in the World (40 hours) In this optional unit there is a choice of an area of study from the following: Social Justice Global Solidarity Social Justice Should Christians challenge inequality? Distribution of wealth, taxation, a just wage. Is it possible to build a just society? The involvement of Christians in politics, taking a stand on social issues, the role of the churches. Do Christians have a moral duty to work for peace? Biblical views of peace, the importance of reconciliation, the role of organisations. Global Solidarity Are Christians obliged to help the poor? The facts about world hunger, aid to the poor, poverty and riches in the Bible. Is trade between the North and South fair? Trade between developed and developing countries, the problem of debt, promoting the common good. Do Christians have a moral duty to protect the environment? The importance of stewardship, Christian attitudes to the environment, the message of Genesis. Sources should include scriptures and recent reports, publications or developments from within the churches or secular organisations. Reports, publications and developments may be drawn from a particular tradition or from a combination of several traditions. Candidates will have opportunities to: demonstrate understanding of issues in relation to justice analyse issues by considering different viewpoints and referring to sources evaluate by discussing both sides of an issue justify their conclusions Metaphysics (40 hours) In this optional unit the areas of study are: Freewill and Determinism Mind and Body Appearance and Reality Freewill and Determinism Are we free to choose? Different types of determinism, the meaning of free will, responsibility. Religious, Moral and Philosophical Studies: Intermediate 2 Course 9

11 National Course Specification: course details (cont) COURSE Religious, Moral and Philosophical Studies (Intermediate 2) Mind and Body How does our mind relate to our brain? Consciousness and self-consciousness, physical and mental aspects of identity, different theories of human identity. Appearance and Reality Is the world really as we see it? The role of the senses in understanding the world, the influence of the mind, relationship with experience. Candidates will have opportunities to: demonstrate understanding of some of the main issues in metaphysics analyse the issues by distinguishing and explaining viewpoints evaluate by discussing both sides of an issue justify their conclusions ASSESSMENT To gain the award of the course, the candidates must pass all the unit assessments as well as the external assessment. External assessment will provide the basis for grading attainment in the course award. When units are taken as component parts of a course, candidates will have the opportunity to achieve at levels beyond that required to attain each of the unit outcomes. This attainment may, where appropriate, be recorded and used to contribute towards course estimates, and to provide evidence for appeals. Additional details are provided, where appropriate, with the exemplar assessment materials. Further information on the key principles of assessment are provided in the paper, Assessment, (1996) and in Managing Assessment (1998). DETAILS OF THE INSTRUMENTS FOR EXTERNAL ASSESSMENT The external course assessment will consist of two parts: Extended essay This is based on an issue from any part of a unit studied within the course. Candidates investigate their chosen issue under the supervision of the teacher/lecturer. The extended essay must include analytical and evaluative study arising from the investigation. At the conclusion of their research candidates prepare an outline plan, not exceeding 200 words in length, on the proforma provided. This might include, for example, key ideas and viewpoints, subheadings and references appropriate to their chosen issue. The plan is taken into the classroom where the candidates produce a written response over a single, continuous period of 2 hours under the close supervision of the staff. Where candidates normally use an alternative form of communication, arrangements should be made to enable these candidates to undertake this assessment on an equitable basis. The Extended Essay will attract 25 marks out of a total of 85 marks and will be externally assessed. Religious, Moral and Philosophical Studies: Intermediate 2 Course 10

12 National Course Specification: course details (cont) COURSE Religious, Moral and Philosophical Studies (Intermediate 2) Examination paper Structured questions will sample from the component units of the course. Candidates will be required to answer questions based on the mandatory unit World Religions, and their two optional units. They will attempt one question from a choice of three. This means that candidates must attempt three questions in this paper, which will be two hours in duration. It will attract 60 marks out of a total of 85 marks. GRADE DESCRIPTIONS The descriptions below are of expected performances at grade C and at grade A. They are intended to assist candidates, teachers, lecturers and users of the certificate and to help establish standards when question papers are being set. The grade of the award will be based on the total score obtained in the examination. Knowledge and Understanding Analysis Evaluation C Demonstrate in some detail knowledge and understanding of key concepts and issues. Refer to several sources showing an understanding of their relationship to relevant concepts and issues. Explain in some detail the main features of concepts and issues. Distinguish between different interpretations and viewpoints in relation to concepts and issues. Discuss both sides of a given issue leading to an appropriate conclusion. Present a clear personal conclusion supported by two appropriate reasons. A Demonstrate detailed knowledge and understanding of key concepts and issues. Refer to a range of sources which support a detailed understanding of relevant concepts and issues. Explain in detail the main features of concepts and issues. Distinguish in a detailed way between different interpretations and viewpoints in relation to concepts and issues. Discuss both sides of a given issue and provide additional comment leading to an appropriate conclusion. Present a clear personal conclusion with some supporting argument. Religious, Moral and Philosophical Studies: Intermediate 2 Course 11

13 National Course Specification: course details (cont) COURSE Religious, Moral and Philosophical Studies (Intermediate 2) APPROACHES TO LEARNING AND TEACHING Learning and teaching approaches should be carefully selected to support the development of knowledge and skills, to motivate and to promote critical thinking. Good quality teacher/lecturer exposition should be complemented by opportunities for candidates to identify and comment on source material. Structured discussion and debate should be used to develop candidates critical thinking skills and to formulate supportive arguments. There should also be opportunities to present and justify conclusions. Setting the right climate for learning and establishing good relationships will be extremely important. Candidates must be confident that their views will be respected if not necessarily shared and they, in turn, should be encouraged to listen and to treat with respect the views of others. Individual skills should be the particular focus of learning on a planned basis so that formative assessment can take place and supportive action quickly taken as necessary. As candidates progress through the course, individual skills may be rehearsed and consolidated in the production of oral or written evidence. Candidates will be required to demonstrate knowledge, understanding and skills in a range of contexts, for example in distinguishing between different interpretations of key concepts, and in analysing and evaluating issues of belief and morality. Some staff may see advantages in using short but frequent assessments which will be helpful in highlighting the various specific skills; others may prefer to use more extended responses or oral presentations which will encourage the integration and extension of those skills. Depending upon the ability and prior experience of the class, a judicious blending of these approaches is recommended. Detailed comments about both the content and structure of their responses will help and encourage candidates to make progress. Time will be well spent in discussing how to organise a good oral/written response as well as dealing with what needs to be covered in terms of content. Part of the further 40 hours should be set aside specifically for the extension and integration of skills through class discussion and oral or written responses. For example, it will be important for candidates to produce written answers and/or give oral presentations of appropriate length. These tasks could perform the dual function of providing evidence for both unit outcomes and course estimates. A summary of the use of the further 40 hours would comprise: providing additional support and follow-up assessment to ensure that all the outcomes of the component units have been achieved engaging in discussion and practice in the extended use of the skills in different units or contexts incorporating oral/written extended responses to further develop the integration and extension of skills and to provide estimate grades allocating time for the extended essay: planning, organising, investigating, consulting references, preparing a bibliography Religious, Moral and Philosophical Studies: Intermediate 2 Course 12

14 National Course Specification: course details (cont) COURSE Religious, Moral and Philosophical Studies (Intermediate 2) SPECIAL NEEDS This course specification is intended to ensure that there are no artificial barriers to learning or assessment. Special needs of individual candidates should be taken into account when planning learning experiences, selecting assessment instruments or considering alternative outcomes for units. For information on these, please refer to the SQA document Guidance on Special Assessment and Certification Arrangements for Candidates with Special Needs/Candidates whose First Language is not English (SQA, 1998). SUBJECT GUIDES A Subject Guide to accompany the Arrangements documents has been produced by the Higher Still Development Unit (HSDU) in partnership with the Scottish Consultative Council on the Curriculum (SCCC) and Scottish Further Education Unit (SFEU). The Guide provides further advice and information about: support materials for each course learning and teaching approaches in addition to the information provided in the Arrangements document assessment ensuring appropriate access for candidates with special educational needs The Subject Guide is intended to support the information contained in the Arrangements document. The SQA Arrangements documents contain the standards against which candidates are assessed. Religious, Moral and Philosophical Studies: Intermediate 2 Course 13

15 National Unit Specification: general information UNIT World Religions (Intermediate 2) NUMBER D COURSE Religious, Moral and Philosophical Studies (Intermediate 2) SUMMARY This unit seeks to develop a knowledge and understanding of the selected concepts of a world religion and to allow candidates to evaluate their relevance in today s society. OUTCOMES 1 Demonstrate understanding of key concepts of a world religion and their relationship to the three organising principles. 2 Analyse key concepts, using appropriate sources. 3 Evaluate the significance of a key concept to the contemporary world. RECOMMENDED ENTRY While entry is at the discretion of the centre, candidates would normally be expected to have completed a course or units where appropriate: in Religious Studies Standard Grade at General level in Religious, Moral and Philosophical Studies at Intermediate 1 level in a Short Course in Religious and Moral Education with evident potential at this level in a social subject at an equivalent level The unit will be available to more mature candidates who have an interest in the subject matter and can demonstrate appropriate ability at this level. Administrative Information Superclass: DD Publication date: November 1999 Source: Scottish Qualifications Authority Version: 03 Scottish Qualifications Authority 1999 This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of this unit specification can be purchased from the Scottish Qualifications Authority. The cost for each unit specification is 2.50 (minimum order 5). 14

16 National Unit Specification: general information (cont) UNIT World Religions (Intermediate 2) CREDIT VALUE 1 credit at Intermediate 2. CORE SKILLS This unit gives automatic certification of the following: Complete core skills for the unit None Core skills components for the unit Critical Thinking Int 2 Additional information about core skills is published in Automatic Certification of Core Skills in National Qualifications (SQA, 1999). Religious, Moral and Philosophical Studies: Unit Specification World Religions (Int 2) 15

17 National Unit Specification: statement of standards UNIT World Religions (Intermediate 2) Acceptable performance in this unit will be the satisfactory achievement of the standards set out in this part of the unit specification. All sections of the statement of standards are mandatory and cannot be altered without reference to the Scottish Qualifications Authority. OUTCOME 1 Demonstrate understanding of key concepts of a world religion and of their relationship to the three organising principles. Performance criteria In relation to the chosen world religion: (a) (b) Present an explanation of each key concept. Present an explanation of the relationship between two key concepts, each from a different organising principle. OUTCOME 2 Analyse key concepts, using appropriate sources. Performance criteria (a) Explain different interpretations of each key concept. (b) Refer to appropriate sources of the chosen world religion. Evidence requirements Outcome 1 PC (a) and Outcome 2 PCs (a) and (b): evidence in the form of an extended response for two out of the three specified key concepts of the chosen world religion. Outcome 1 PC (b): evidence in the form of a restricted response which explains the relationship between two key concepts, each from a different organising principle. OUTCOME 3 Evaluate the significance of key concepts to the contemporary world. Performance criteria (a) Discuss both sides of a given issue associated with a key concept. (b) Present a clear personal conclusion on the issue supported by at least two appropriate reasons. Evidence requirements PCs (a) and (b): evidence in the form of an extended response for two issues associated with different key concepts. The responses should involve discussion of both sides of the issue and include a personal conclusion supported by at least two appropriate reasons. Religious, Moral and Philosophical Studies: Unit Specification World Religions (Int 2) 16

18 National Unit Specification: support notes UNIT World Religions (Intermediate 2) This part of the unit specification is offered as guidance. The support notes are not mandatory. While the time allocated to this unit is at the discretion of the centre, the notional design length is 40 hours. GUIDANCE ON CONTENT AND CONTEXT FOR THIS UNIT For each world religion, the organising principles are: the Human Condition ( the way things are ) the Goals ( the way things ought to be ) the Means ( how to achieve the goals ) Each of the organising principles contains a number of key concepts. The scope of the course comprises a minimum of three key concepts of the chosen world religion as well as the way they are structured within the three organising principles. These key concepts have been specified for each world religion as follows: HUMAN CONDITION GOALS MEANS Buddhism Impermanence (Anicca) Enlightenment (Nibbana) Teachings (Dhamma) Christianity Sin Eternal Life Christ s Death and Resurrection Hinduism The Transience of All Things Release (Moksha) The Three Ways (Margas) Islam Wrongdoing Eternal Life The Five Pillars Judaism Suffering Individual: Closeness to God Law (Torah) The unit requires the candidates to be able to understand, analyse and evaluate all three key concepts within the structure of the organising principles. The external assessment will sample from any of the three specified key concepts. Other key concepts which have not been specified may be introduced into the learning and teaching to enable fuller understanding. However, any concept not specified above will not appear explicitly in any assessment for certification, including external assessment. The unit follows closely the pattern of specific key concepts as they relate within the structure of the organising principles of the chosen world religion: the three concepts have been selected so that there are key concepts from each of the organising principles candidates must be able to explain all three key concepts and there must be evidence for two of these (Outcome 1 PC (a)) Religious, Moral and Philosophical Studies: Unit Specification World Religions (Int 2) 17

19 National Unit Specification: support notes (cont) UNIT World Religions (Intermediate 2) they must be able to explain in detail the relationship between two key concepts, each from a different organising principle. Evidence should be in the form of a restricted response (Outcome 1 PC (b)) they must be able to analyse all three key concepts - and there must be evidence relating to two key concepts (Outcome 2 PCs (a) and (b)) they must be able to evaluate the significance of all three key concepts and there must be evidence relating to two (Outcome 3 PCs (a) and (b)) For further details of these principles and the key concepts see the Course Content and Annex. GUIDANCE ON LEARNING AND TEACHING APPROACHES FOR THIS UNIT In Outcome 1 candidates must be able to explain three key concepts which are drawn from all three organising principles and to show how these are related in terms of Human Condition, Goals and Means. Once all three concepts have been explained, candidates are required to explain the relationship between any two of them which come from a different organising principle. For example, in Christianity, they would explain the three specified key concepts and then explain the relationship between any two from: Sin - a concept in the Human Condition Eternal Life - a concept in the Goals Christ s Death and Resurrection - a concept in The Means The candidate must show an understanding of the logical links between the three organising principles and how the chosen key concepts fit into this structure. This aspect emphasises the way in which the concepts can be interrelated so that the world religion is seen as presenting a coherent message in terms of its beliefs and values. In Outcome 2, candidates need to analyse each key concept. Candidates will be expected to explain different interpretations of key concepts. Different interpretations of key concepts can arise for a number of reasons, eg a difference in exegesis of a primary source; a change over time in the meaning of a key concept; or a variance in the application of a key concept to a number of contexts. Candidates will also refer to sources to develop their analysis of the key concepts. Reference should be made to primary and secondary sources appropriate to each world religion. In Outcome 3, candidates are required to evaluate the contemporary significance of key concepts. Candidates should be able to discuss both sides of an issue associated with a key concept. They will also be expected to present a clear personal conclusion and to support it with at least two reasons. Religious, Moral and Philosophical Studies: Unit Specification World Religions (Int 2) 18

20 National Unit Specification: support notes (cont) UNIT World Religions (Intermediate 2) GUIDANCE ON APPROACHES TO ASSESSMENT FOR THIS UNIT Wherever possible, teaching staff should use assessment judiciously and efficiently. It should be used to provide evidence of the achievement of all the learning outcomes in the units, and to satisfy the course requirements for the integration and extension of skills which must be demonstrated in the external examination. The evidence can be gathered during and/or at the end of the unit and must be completed under controlled conditions, ie under supervision without collaboration and the assistance of notes or teacher/lecturer advice. The evidence should be composed of assessments relating to each of the outcomes with equal weighting being given to each outcome. The marking scheme should reflect the standard embodied in the performance criteria. This would allow the evidence to be considered as a whole. The level of attainment required for successful completion of the unit should represent satisfactory attainment of all the performance criteria. SPECIAL NEEDS This unit specification is intended to ensure that there are no artificial barriers to learning or assessment. Special needs of individual candidates should be taken into account when planning learning experiences, selecting assessment instruments or considering alternative outcomes for units. For information on these, please refer to the SQA document Guidance on Special Assessment and Certification Arrangements for Candidates with Special Needs/Candidates whose First Language is not English (SQA, 1998). Religious, Moral and Philosophical Studies: Unit Specification World Religions (Int 2) 19

21 National Unit Specification: annex UNIT World Religions (Intermediate 2) The specified key concepts are printed in bold type. Buddhism The Human Condition Impermanence (Anicca) Suffering (Dukka) No Self (Anatta) Nothing is imperishable. The illusion of permanence binds the individual to life and rebirth. All humans suffer because they are impermanent in all parts and circumstances. Nothing has within it a permanent soul. This illusion binds the individual to life and rebirth. The Goals Cycle of Rebirth (Samsara) Enlightenment (Nibbana) A better rebirth is the aim. The extinction of desires is where true peace and tranquillity are found. Mahayana doctrine of Sunyata. The Means The Enlightened One (Buddha) Teachings (Dhamma) Community (Sangha) Enlightenment (Magga) The main features of the Buddha s life and its effects on his teaching. The Mahayana doctrine of Trikaya. Buddhist Teachings: Four Noble Truths, Eightfold Path. The importance of meditation. The role in Buddhism of the following: Sangha, Bhikkhu, ten precepts. The paths of the Arahat in Theravada Buddhism and the Bodhisatta (Bodhisattva) in Mahayana Buddhism. The role of the laity in Theravada and Mahayana Buddhism. Religious, Moral and Philosophical Studies: Unit Specification World Religions (Int 2) 20

22 National Unit Specification: annex (cont) UNIT World Religions (Intermediate 2) Christianity The Human Condition Sin, Alienation, Suffering, Death The nature of humanity s broken relationship with God, one s neighbour and the rest of creation, and its consequences. The Goals Wholeness Judgement Eternal Life Salvation as wholeness: moral, physical, spiritual. The Christian criteria for final judgement. The Christian doctrine of Resurrection. The Means Repentance and Baptism Christ s Death and Resurrection Faith and Grace The Eucharist The origins and significance of Christian Baptism. The Christian doctrine of Atonement. Justification by Grace through Faith/Good Works. The origins and significance of the Eucharist. Religious, Moral and Philosophical Studies: Unit Specification World Religions (Int 2) 21

23 National Unit Specification: annex (cont) UNIT World Religions (Intermediate 2) Hinduism The Human Condition The Transience of All Things Pain (Dukkha) Ignorance (Avidya) Moral Liability (Karma) Transmigration of the Soul (Samsara) The ephemeral nature of all phenomena, including temporal aspects of Brahman (Saguna). The sorrow which permeates all life: pain caused by death, constant change, limitations, evil, disease, and even pleasures. Ignorance in all organisms, including humanity, as explanation of finite existence. Karma as all activity, seen as an endless causal chain, and residual deposit varying according to the moral value of acts performed. The endless round of rebirth as a cause for sorrow. The Goals Reincarnation (Samsara) Enlightenment (Samadhi) Release (Moksha) Samsara as leading to a better rebirth on earth or to temporary periods in heaven or hell. The abolition of ignorance, attained after lengthy spiritual exercises (Yoga). Emancipation from the ceaseless round of reincarnation. Since life is the experience of limitations, release is mergence with infinitude (Brahman/Ishvara) and loss of finite individuality. The Means Caste Duty and Ethics Social structures in India as sanctioned by religion (Rig Veda ; 11-12) and all religious and moral duties are performed within one s caste. Caste as the prerequisite of all religious aspirations. Worship at Home and in the Temple (Puja, Yajna) Detachment The Three Ways (Margas) The rituals of worship in public and private contexts. Festivals and routine cult. The use of images and the sacrificial tradition. The Gita s prescription of non-attachment: God as the only legitimate object of desire. Correct action (Karma). True knowledge (Jnana). Loving devotion to God (Bhakti). The analysis of all three and their synthesis in the Gita. Religious, Moral and Philosophical Studies: Unit Specification World Religions (Int 2) 22

24 National Unit Specification: annex (cont) UNIT World Religions (Intermediate 2) Islam The Human Condition Unique Creature under God Wrongdoing, Idolatry Suffering, Death Nature of human creation and relationship to God, Pinnacle of creation. Human nature as flawed, forgetful, not perfectly conforming to the will of God. All is gift/loan, suffering to be endured. The Goals Islamic state Judgement, Eternal Life Resurrection Islamic state as a proximate goal as exemplified in Pakistan and Saudi Arabia. Muslim criteria for final judgement: belief; following the Shariah. Muslim belief about Resurrection, Heaven and Hell. The Means Muhammad Shariah arising out of Qur an Submission and the Five Pillars Prophet and exemplar of how to live. Law as means of fulfilment and avoidance of fragmentation. Origin and development. Sources of Law, Qur an, Hadith, Qiyas, Ijma. Nature and role of the law in Islam. Means of fulfilment. Religious, Moral and Philosophical Studies: Unit Specification World Religions (Int 2) 23

25 National Unit Specification: annex (cont) UNIT World Religions (Intermediate 2) Judaism The Human Condition Creation and Nature of Humanity Suffering and Oppression The image of God. Moral ambivalence in humanity. Recurrent theme of captivity. Modern anti-semitism and the Holocaust (Shoah). Diaspora. The Goals Individual: Closeness to God National Universal: The world to come Spiritual improvement. Returning to God and repentance (Teshuva). A holy nation (Am Qadosh). A light to the nations (Or Laggoyim). Return to and rebuilding of the Land of Israel (Aliya). Zionism. The state of Israel. The Messiah (Mashiach). Rebuilding the temple (Beit Hammiqdash). The Means Election, Covenant, Law (Torah) The divine choice of Israel, sealed in the Abrahamic and Mosaic covenant. Israel s obligations sealed in Torah. a) social and ethical obligations (Mitzvot bein adam lachavero) - the moral obligations of Judaism b) religious obligations (Mitzvot bein adam LaMMaqom) - Sabbath observance (Shabbat), festivals and prayer. Community Membership The groupings of contemporary Judaism: Orthodox, Hasidic and Reform. Religious, Moral and Philosophical Studies: Unit Specification World Religions (Int 2) 24

26 National Unit Specification: general information UNIT Nature of Belief (Intermediate 2) NUMBER D COURSE Religious, Moral and Philosophical Studies (Intermediate 2) SUMMARY The unit seeks to develop understanding of issues of belief and to provide candidates with an opportunity to make judgements and draw conclusions. OUTCOMES 1 Demonstrate understanding of issues of belief. 2 Analyse issues of belief. 3 Evaluate issues of belief. RECOMMENDED ENTRY While entry is at the discretion of the centre, candidates would normally be expected to have completed a course or units where appropriate: in Religious Studies Standard Grade at General level in Religious, Moral and Philosophical Studies at Intermediate 1 level in a Short Course in Religious and Moral Education with evident potential at this level in a social subject at an equivalent level The unit will be available to more mature candidates who have an interest in the subject matter and can demonstrate appropriate ability at this level. Administrative Information Superclass: DD Publication date: November 1999 Source: Scottish Qualifications Authority Version: 03 Scottish Qualifications Authority 1999 This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of this unit specification can be purchased from the Scottish Qualifications Authority. The cost for each unit specification is 2.50 (minimum order 5). 25

27 National Unit Specification: general information (cont) UNIT Nature of Belief (Intermediate 2) CREDIT VALUE 1 credit at Intermediate 2. CORE SKILLS This unit gives automatic certification of the following: Complete core skills for the unit None Core skills components for the unit Critical Thinking Int 2 Additional information about core skills is published in Automatic Certification of Core Skills in National Qualifications (SQA, 1999). Religious, Moral and Philosophical Studies: Unit Specification Nature of Belief (Int 2) 26

28 National Unit Specification: statement of standards UNIT Nature of Belief (Intermediate 2) Acceptable performance in this unit will be the satisfactory achievement of the standards set out in this part of the unit specification. All sections of the statement of standards are mandatory and cannot be altered without reference to the Scottish Qualifications Authority. OUTCOME 1 Demonstrate understanding of issues of belief. Performance criteria (a) Describe an issue of belief. (b) Explain why the issue presents a challenge to religious belief. Evidence requirements PCs (a) and (b): evidence in the form of a restricted response for two out of three issues. Each restricted response should describe the main features of the issue and clearly explain why it presents a challenge to religious believers. OUTCOME 2 Analyse issues of belief. Performance criteria (a) Given a selected issue, explain the challenge to religious belief. (b) Explain a relevant response to the challenge. Evidence requirements PCs (a) and (b): evidence in the form of an extended response for two out of three issues. OUTCOME 3 Evaluate issues of belief. Performance criteria (a) Discuss both sides of a given issue. (b) Present a clear personal conclusion supported by at least two reasons. Evidence requirements PCs (a) and (b): evidence in the form of an extended response for two out of three issues. Each extended response will consist of comment on both sides of the issue and a clear personal conclusion supported by at least two appropriate reasons. Religious, Moral and Philosophical Studies: Unit Specification Nature of Belief (Int 2) 27

29 National Unit Specification: support notes UNIT Nature of Belief (Intermediate 2) This part of the unit specification is offered as guidance. The support notes are not mandatory. While the time allocated to this unit is at the discretion of the centre, the notional design length is 40 hours. GUIDANCE ON CONTENT AND CONTEXT FOR THIS UNIT In this unit there is a choice of an area of study from the following: Existence of God Science and Belief Belief and Action Existence of God Are the traditional arguments for belief in God convincing? Lack of sufficient evidence, objections to arguments from First Cause and Design; religious responses. Is religious experience sufficient? The nature of proof and religious experience, arguments and counter arguments. Is suffering and evil a problem? Suffering and evil as a challenge to religious belief; religious responses. Science and Belief How do we come to know things? Scientific method and religious beliefs. How did the universe begin? Genesis story and Big Bang Theories. How did life come about? Evolution and creation. Belief and Action Is God real or imagined? View of God as a human projection and responses. Does religion promote social justice? Marxist challenge and Christian responses. How might people be liberated from oppression? Marxist revolution and Christian responses. Religious, Moral and Philosophical Studies: Unit Specification Nature of Belief (Int 2) 28

30 National Unit Specification: support notes (cont) UNIT Nature of Belief (Intermediate 2) GUIDANCE ON LEARNING AND TEACHING APPROACHES FOR THIS UNIT Candidates should select one area of study, from either Existence of God, Science and Belief or Belief and Action. Within the area selected candidates should study all three issues. In Outcome 1, the emphasis should be on describing what the issue is about. This will usually involve candidates in setting out the parameters of the issue and highlighting the main point of contention. They also have to explain why the issue presents a challenge to religious belief. In Outcome 2 candidates are expected to analyse an issue of religious belief by explaining the nature of both the challenge and response. In Outcome 3 candidates are expected to evaluate the issue by discussing both sides of the argument and drawing a personal conclusion supported by at least two reasons. GUIDANCE ON APPROACHES TO ASSESSMENT FOR THIS UNIT Wherever possible, assessment should be used judiciously and efficiently to provide evidence of the achievement of all the learning outcomes in the units and, where appropriate, to contribute to course assessment. The evidence can be gathered during and/or at the end of the unit and must be completed under controlled conditions, ie under supervision without collaboration and the assistance of notes or teacher/lecturer advice. The evidence should be composed of assessments relating to each of the outcomes with equal weighting being given to each outcome. The evidence should be based on two out of the three issues within the chosen area of study. The marking scheme should reflect the standard embodied in the performance criteria. This will allow the evidence to be considered as a whole. The level of attainment required for successful completion of the unit should represent satisfactory attainment of all the performance criteria. SPECIAL NEEDS This unit specification is intended to ensure that there are no artificial barriers to learning or assessment. Special needs of individual candidates should be taken into account when planning learning experiences, selecting assessment instruments or considering alternative outcomes for units. For information on these, please refer to the SQA document Guidance on Special Assessment and Certification Arrangements for Candidates with Special Needs/Candidates whose First Language is not English (SQA, 1998). Religious, Moral and Philosophical Studies: Unit Specification Nature of Belief (Int 2) 29