Religious Studies A2 Level: Revision Guide

Religious studies A2 level: Revision Guide

Basic facts

The exam board is OCR. Click here for Religious Studies A level Religious studies A2 – course number H572 Your AS grade counts for 50% of the A2.

There are two further modules in the A2: Module number Weighting 1. A2 Philosophy of Religion G581 25% 2. A2 Religious Ethics G582 25%

Each exam lasts 1hr 30 minutes and you are expected to answer two questions from a choice of 4. The exam is out of 70.

Exam tips/Markscheme

There are two assessment objectives, AO1 and AO2. Each exam question expects you to balance your answer so it covers both objectives at the same time.

AO1 focusses on Knowledge and Understanding – this includes selecting relevant course material to answer the questions set, usimng examples to demonstrate how the theories work, using subject specific terms and names fluidly in your answers, as well as constructing your essay in a mature and sophisticated manner. This is worth 60% of the A2 marks.

AO2 focusses on Evaluation – You can evaulate the strengths and weaknesses of a theory by looking A priori at whehter it is internally coherent and not hypocritical, or by applying it to fictional situations to see if the conclusions are perverse. You are expected to be able to draw on the criticisms made by other contemporary scholars. This is worth 40% of the A2 marks.

Past papers – mark schemes as well.

http://www.ocr.org.uk/qualifications/type/gce/hss/rs/documents / G581 Mark Scheme January 2011 Band Mark AO1 Mark AO2 /21 /14 0 0 absent/no relevant 0 absent/no argument material 1 1-5 almost completely 1-3 very little argument ignores the or justification of question; viewpoint; 1 little 1 little or no relevant material successful analysis 2 some 2 views concepts inaccurate asserted with no 3 shows little justification knowledge of technical terms v lit arg

a.c.i.q Communication: often unclear or disorganised; can be difficult to understand; spelling, punctuation and grammar may be inadequate 2 6-9 A basic attempt to 4-6 a basic attempt to address the sustain an argument question; and justify a 1 knowledge viewpoint; limited and partially 1 some accurate analysis, but not 2 limited successful understanding 2 views 3 might asserted but little address the general justification topic rather than the question directly b att 4 selection often inappropriate 5 limited use of technical terms

b att Communication: some clarity and organisation; easy to follow in parts; spelling, punctuation and grammar may be inadequate 3 10-13 satisfactory attempt 7-8 the argument is to address the sustained and question; justified; 1 some 1 some accurate knowledge successful analysis 2 appropriate which may be understanding implicit 3 some 2 views successful selection asserted but not of material fully justified 4 some accurate use of sust/just technical terms

sat att Communication: some clarity and organisation; easy to follow in parts; spelling, punctuation and grammar may be inadequate 4 14-17 a good attempt to 9-11 a good attempt at address the using evidence to question; sustain an argument 1 accurate holistically; knowledge 1 some 2 good successful and clear understanding analysis 3 good 2 some selection of material effective use of 4 technical evidence terms mostly 3 views accurate analysed and developed g att 4 g att

Communication: generally clear and organised; can be understood as a whole; spelling, punctuation and grammar good 5 18-21 A very 12-14 A very good/excellent good/excellent attempt to address attempt which uses the question a range of evidence showing to sustain an understanding and argument engagement with holistically; the material; 1 comprehen 1 very high ds the demands of level of ability to the question select and deploy 2 uses a relevant information range of evidence 2 accurate 3 shows use of technical understanding and terms critical analysis of different viewpoints vg/e att vg/e att Communication: answer is well constructed and organised; easily understood; spelling, punctuation and grammar very good A2 performance descriptions for Religious Studies AO1 AO2 Select and demonstrate clearly relevant knowledge and understanding Critically evaluate and justify a point of view through the use of Assessment through the use of evidence, examples, and correct language and evidence and reasoned argument. objectives terminology appropriate to the course of study. In addition, for synoptic assessment, A level candidates should In addition, for synoptic assessment, A level candidates should relate demonstrate knowledge and understanding of the connections between elements of their course of study to their broader context and to different elements of their course of study. aspects of human experience. Candidates characteristically: Candidates characteristically: A/B boundary a) address the question specifically and select relevant material a) construct a coherent and well-organised evaluative argument performance b) deploy comprehensive and mostly accurate knowledge, b) demonstrate an informed viewpoint and evidence of own expressed lucidly thinking within the context of understanding different arguments and descriptions c) use a range of technical language and terminology accurately views and consistently c) use proficient, fluent and accurate language. d) competently explain appropriate examples and/or relevant In addition, for the synoptic assessment, candidates show competent sources/scholars. analysis of the nature of connections between elements of their In addition, for the synoptic assessment, candidates perform at this level course of study, their broader context and aspects of human in relation to connections between different elements of their course of experience. study. Candidates characteristically: Candidates characteristically: E/U boundary a) select limited but relevant material a) demonstrate minimal organisation and/or limited coherence performance b) deploy limited knowledge, some of which is accurate b) demonstrate few personal insights, or little convincing argument c) show limited accurate or consistent use of technical terms or justification of a point of view with minimal evaluation descriptors d) demonstrate basic understanding of key ideas, making occasional c) use language and expression that lacks precision. reference to examples and sources of evidence. In addition, for the synoptic assessment, candidates show limited In addition, for the synoptic assessment, candidates perform at this level analysis of the nature of connections between elements of their in relation to connections between different elements of their course of course of study, their broader context and aspects of human study. experience. Useful websites http://www.rsrevision.com/Alevel/ This is an excellent site for OCR A level. I cannot recommed it enough. http://post16.reonline.org.uk/index.php good, has lots of links to original source material. http://www.thestudentroom.co.uk/wiki/Category:A_Level_Religious_Studies_Revision_Notes has some useful topics to look at.

Recommeded reading

OCR Religious Ethics for AS and A2 By Jill Oliphant OCR Philosophy of Religion for AS and A2 by Matthew Taylor Ethical Studies by Bob Bowie Back issues of Dialogue magazine, in the library, ask Ms Petty. 3.10 G581: A2 Philosophy of Religion

Religious Language Religious language Candidates should be able to demonstrate knowledge and understanding of: • religious language – uses and purpose; • the via negativa (Apophatic way); • the verification and falsification principles; • different views on the meaningfulness of religious language; • the uses of symbol, analogy and myth to express human understanding of God; • the views of the Vienna Circle, A. J. Ayer, Anthony Flew, Ludwig Wittgenstein and Paul Tillich on religious language.

Candidates should be able to discuss these areas critically and their strengths and weaknesses.

Religious Experience Experience and religion - Candidates should be able to demonstrate knowledge and understanding of the following in relation to God and religious belief: • arguments from religious experience from William James; • the aims and main conclusions drawn by William James in The Varieties of Religious Experience; • the following different forms of religious experience: visions, voices, ‘numinous’ experience, conversion experience, corporate religious experience; • the concept of revelation through sacred writings. Candidates should be able to discuss these areas critically and their strengths and weaknesses Miracle - a study of how God might interact with humanity, by looking at the concept of miracle. - Candidates should be able to demonstrate knowledge and understanding of: • different definitions of miracle, including an understanding of Hume; • the biblical concept of miracle and the issues this raises about God’s activity in the world; • the concept of miracle, and criticisms made by Hume and Wiles; • the implications of the concept of miracle for the problem of evil. Candidates should be able to discuss whether modern people can be expected to believe in miracles, and whether miracles suggest an arbitrary or partisan God.

Attributes Nature of God Candidates should be able to demonstrate knowledge and understanding of: • God as eternal, omniscient, omnipotent and omni-benevolent – and the philosophical problems arising from these concepts; • the views of Boethius in his discussion of eternity and God’s foreknowledge in Book 5 of The Consolations of Philosophy; • the question as to whether or not a good God should reward and punish.

Life and Death; The Soul Life and death- Candidates should be able to demonstrate knowledge and understanding of: • distinctions between body and soul, as expressed in the thinking of Plato, Aristotle, John Hick and Richard Dawkins; • other concepts of the body/soul distinction; • different views of life after death: resurrection and reincarnation; • questions surrounding the nature of disembodied existence; • the relationship between the afterlife and the problem of evil.

G582: A2 Religious Ethics

Meta-ethics Meta-ethics Candidates should be able to demonstrate knowledge and understanding of: • the use of ethical language – the ways in which different scholars understand how words like ‘good’, ‘bad’, ‘right’, ‘wrong’ are used when ethical statements are made; • how meta-ethics differs from normative ethics; • the different approaches: cognitive and noncognitive; ethical naturalism, intuitionism; emotivism and prescriptivism and how these apply to ethical statements.

Free Will and Determinism Free will and determinism Candidates should be able to demonstrate knowledge and understanding of: • hard determinism, soft determinism and libertarianism; • the views of Darrow, Honderich, Hume and Locke; • theological determinism (predestination) and religious ideas of free will; • the influences of genetics, psychology, environment or social conditioning on moral choices; • the implications of these views for moral responsibility; • the link between free will, determinism and moral responsibility. Candidates should be able to discuss these areas critically and their strengths and weaknesses.

Nature and Role of the Conscience The nature and role of the conscience Candidates should be able to demonstrate knowledge and understanding of: • the different views of the conscience as God given, innate or the voice of reason or instilled by society, parents, authority figures; • whether conscience is a reliable guide to ethical decision-making; • the views of Augustine, Aquinas, Butler, Newman, Freud, Fromm, Piaget.

Candidates should be able to discuss these views critically and their strengths and weaknesses.

Virtue Ethics Virtue Ethics Candidates should be able to demonstrate knowledge and understanding of: • the principles of Virtue Ethics from Aristotle; • the ‘agent-centred’ nature of Virtue Ethics; • the concepts of eudaimonia and the Golden Mean; • the importance of practising the virtues and the example of virtuous people; • more modern approaches to Virtue Ethics.

Applied Ethics The ethical theories: • Natural Law; • Kantian Ethics; • Utilitarianism; • Religious Ethics; • Virtue Ethics; as applied to all the applied ethics topics listed below.

Environmental and business ethics Candidates should be able to demonstrate knowledge and understanding of: • the issue of how humans should relate to the environment, its resources and species; • secular approaches – the Gaia hypothesis; • issues in business ethics: the relationship between business and consumers; the relationship between employers and employees; • the relationship between business and the environment; business and globalisation; • the application and the different approaches of the ethical theories listed above to environmental and business ethics.

Candidates should be able to discuss these areas critically. Sexual ethics

Candidates should be able to demonstrate knowledge and understanding of: • the issues surrounding sexual ethics –premarital and extramarital sex, contraception, homosexuality; • the application and the different approaches of the ethical theories listed above to sexual ethics.

Candidates should be able to discuss these areas critically