RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES Higher

RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES Higher

Fourth edition: published December 1999

Religious, Moral and Philosophical Studies: Higher Course 1

NOTE OF CHANGES TO ARRANGEMENTSFOURTH EDITION PUBLISHED ON CD-ROM DECEMBER 1999

COURSE TITLE: Religious, Moral and Philosophical Studies (Higher)

COURSE NUMBER: C072 12

National Course Specification

Course Details: Core skills statements expanded

National Unit Specification

All Units: Core skills statements expanded

Administrative Information

Publication date: December 1999

Source: Scottish Qualifications Authority

Version: 04

© Scottish Qualifications Authority 1999

This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived fromreproduction and that, if reproduced in part, the source is acknowledged.

Additional copies of this course specification (including unit specifications) can be purchased from the ScottishQualifications Authority for £7.50. Note: Unit specifications can be purchased individually for £2.50 (minimum order £5).

2

National Course Specification

RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES (HIGHER) COURSE NUMBER CO72 12 COURSE STRUCTURE This course comprises two mandatory units plus one optional unit. Mandatory units

D412 12 World Religions (H) 1 credit (40 hours) D414 12 Christian Ethics in a Secular Context (H) 1 credit (40 hours) Optional units

D415 12 Christianity: Critiques and Challenges (H) 1 credit (40 hours) D416 12 Language, Philosophy and Religion (H) 1 credit (40 hours) All courses include 40 hours over and above the 120 hours for the component units. This may beused for induction, extending the range of learning and teaching approaches, support, consolidation,integration of learning and preparation for external assessment. RECOMMENDED ENTRY While entry is at the discretion of the centre, candidates would normally be expected to have attainedone of the following:• Standard Grade Religious Studies at Grade 1 or 2 (or possibly Grade 3)• Intermediate 2 Religious, Moral and Philosophical Studies• a short course in Religious and Moral Education with evident potential at this level• a social subject at an equivalent level.


National Course Specification (cont)

COURSE Religious, Moral and Philosophical Studies (Higher)

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 HPlanning and Organising* H

*To be confirmed.

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 unit.

Additional information about core skills is published in Automatic Certification of Core Skills inNational Qualifications (SQA, 1999).


National Course Specification: course details COURSE Religious, Moral and Philosophical Studies (Higher)

RATIONALE The rationale and aims of Religious, Moral and Philosophical Studies at Higher arise from therationale and aims of religious education as set out in Bulletin 2, Curriculum Guidelines for ReligiousEducation (SCDS 1981), and from the Howie Committee’s report Upper Secondary Education inScotland (1992), which made proposals for the inclusion of elements of philosophy for candidates inupper secondary and further education. Religion

Candidates will investigate the nature and scope of religion. They will explore how the search formeaning, value and purpose has expressed itself in a range of historical and religious traditions.Developing the skills of analysis and evaluation of key concepts forms an integral part of thisexploration. Morality

Candidates will investigate the nature and scope of morality. They will explore how the search formeaning, value and purpose is expressed in the application of religious perspectives to a range ofcontemporary ethical issues. Developing the skills of analysis and evaluation forms an integral part ofthis exploration. Philosophy

Candidates will investigate the nature and scope of philosophy as it relates to religion and morality.They will explore how the search for meaning, value and purpose has expressed itself in a range ofphilosophical points of view. Developing the skills involved in evaluating evidence, presentingarguments and justifying conclusions forms an integral part of this exploration. Religious, Moral and Philosophical Studies at Higher deals with the interrelationship of religiousbeliefs, ethical issues and philosophical challenges within religion and morality. The ability toanalyse and evaluate the relative merits of various religious, moral and philosophical perspectivesrequires a knowledge and understanding of primary and secondary sources, traditional arguments andcontemporary points of view. In addition, an investigative element provides candidates with theopportunity 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, developingarguments and presenting logical conclusions

• complete an investigation on an issue drawn from any of the component units studied which willenable them to demonstrate planning, investigating and evaluating skills, particularly in the use ofprimary and secondary sources

• continue to reflect upon their own life experiences, and develop their personal beliefs and values.


National Course Specification: course details (cont) COURSE Religious, Moral and Philosophical Studies (Higher)

Candidates who undertake Religious, Moral and Philosophical Studies should develop theirknowledge and understanding of key religious, moral and philosophical concepts and language. Theyshould also develop the skills of analysis and evaluation. In the investigative aspect of the course,candidates develop planning, research, analytical and evaluative skills in an increasingly sophisticatedway and present information, well supported opinions and logical conclusions using a range ofsources. Candidates are given the opportunity to reflect upon their own experiences, beliefs and values and areencouraged to develop a sympathetic attitude towards the beliefs, values and attitudes of others. Animportant aim of the course for candidates is their personal engagement with a range of concepts andissues which advances the development of their own beliefs and values and contributes significantlyto their personal and social development. It should be noted by teachers in denominational schools that it will be appropriate for Religious,Moral and Philosophical Studies units to be taught from their specific faith perspective. Specificadvice on such an approach is available from the appropriate Church authorities. COURSE CONTENT The component units of the course require candidates to attain a certain level of knowledge andunderstanding and the ability to analyse and evaluate a range of concepts and issues some of whichare complex in nature. In undertaking the course, candidates have an opportunity to develop theseabilities further, deepening knowledge and understanding, developing critical thinking and integratingknowledge and skills acquired across the component units. The extended essay provides anopportunity for candidates to demonstrate the ability to integrate knowledge and skills as they explorea chosen issue in depth and as they plan, investigate sources, organise data, analyse and evaluatefindings and report on the issue concerned. World Religions

In this mandatory unit, there is a choice of a world religion from:• Buddhism• Christianity• Hinduism• Islam• Judaism. The key concepts of each world religion are set within the framework of three organising principleswhich are: ‘The Human Condition’, ‘The Goals’ and ‘The Means’. Six key concepts for each worldreligion have been specified as essential and must be covered in terms of understanding, analysis andevaluation. They are highlighted in bold type. Other key concepts which have not been specifiedmay be introduced into learning and teaching to enable a fuller understanding and appreciation of therelevant world religion. 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); Paths toEnlightenment (Magga).


National Course Specification: course details (cont) COURSE Religious, Moral and Philosophical Studies (Higher) 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 andGrace. The key concepts for Hinduism are: The Human Condition: The Transience of All Things; Pain (Dukkha); Ignorance (Avidya); MoralLiability (Karma); Transmigration of the Soul (Samsara). The Goals: Reincarnation (Samsara); Enlightenment (Samadhi); Release (Moksha). The Means: Caste, Duty and Ethics (Dharma); 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: Individual: Closeness to God; Universal: the World to Come. The Means: Election; Covenant; Law (Torah); Community Membership. A fuller development of these concepts is in the Annex to the unit specification for World Religions. Candidates will have opportunities to:• demonstrate knowledge and understanding of the organising principles and key concepts within

the religion studied• distinguish between different interpretations of the key concepts• make appropriate judgements about the relative merits of these interpretations of the key concepts• analyse and evaluate the relevance and significance of these key concepts in relation to the

contemporary world. Christian Ethics in a Secular Context

In this mandatory unit, there is a choice of an area of study from the following:• Rich and Poor (either in the UK or in the developing world)• Gender Issues• Ecology and Environment• War and Peace.



From within the chosen ethical area of study, an issue is understood to be the result of some differencebetween two or more viewpoints. In the main, these viewpoints are characterised by a tensionbetween different beliefs and values: between an accepted ethical position based on Christian beliefsand a contemporary response to this position from both a Christian and a secular standpoint. Withinthe selected ethical area of study candidates explore a range of issues which have arisen in thecontemporary world. All of these issues are studied in the context of the application of traditionalChristian beliefs and values in a secular society. The issues and responses for the area of study of Rich and Poor (in the UK) are:• unemployment; levels of pay; government spending and taxation; the distribution of wealth• responses to all issues: recent reports, publications and developments within the Churches and one

other organisation (eg Iona Community, Shelter, the Child Poverty Action Group) The issues and responses for the area of study of Rich and Poor (in the developing world) are:• unequal consumption of resources; trading inequalities and trade in armaments; international debt

and structural adjustment programmes; inappropriate aid• responses to all issues: recent reports, publications and developments within the Churches and one

other organisation (eg Christian Aid, SCIAF, Oxfam). The issues and responses for the area of study of Gender Issues are:• economic dependence and independence; opportunity at work (including Christian ministry);

media representation; violence against women• responses to all issues: recent reports, publications and developments within the Churches and one

other organisation (eg Equal Opportunities Commission, Women’s Aid). The issues and responses for the area of study of Ecology and Environment are:• depletion of resources; climatic imbalance; pollution; treatment of animals• responses to all issues: recent reports, publications and developments within the Churches and one

other organisation (eg Greenpeace, World Wide Fund for Nature, Friends of the Earth,Compassion in World Farming).

The issues and responses for the area of study of War and Peace are:• ‘just war’ theory; non-violence and pacifism; control and proliferation of nuclear weapons;

defence and conventional/nuclear weapons• responses to all issues: recent reports, publications and developments within the Churches and one

other secular organisation (eg CND, UN, Chaplaincy within the Armed Forces). Candidates will have opportunities to:• demonstrate knowledge and understanding of the religious and moral issues arising from the

ethical area of study• analyse different ethical positions accurately with support references• evaluate the relevance and significance of the religious and moral issues.



Christianity: Critiques and Challenges

In this optional unit there is a choice of a critique of Christianity. This involves exploring therelationship between Christianity and Secular Humanism, Science or Marxism. The nature of thisdebate is characterised by each of the critiques providing secular challenges to traditional Christianbeliefs and values and Christianity’s responses to these challenges that evolve into a dialogue/debatebetween them. Aspects of the contemporary dialogue/debate within the chosen critique should be incorporated intothe analysis and evaluation of the various challenges and Christian responses where relevant. Within each critique, all aspects of the challenges and the relevant responses must be covered. Christianity and Secular Humanism

The Challenges - What Secular Humanism has to say about:• the existence of God (lack of sufficient proof; evidence against belief, e.g. suffering)• the nature of humanity (a product of natural and cultural evolution; distinctive human

characteristics: language, reason, values and personal relationships)• moral values and human behaviour (concern for others; concern for truth; responsibility for one’s

actions; harmfulness of religion). The Responses - Christian responses to Secular Humanism:• the universal human predisposition to religion• the need for ultimate explanations and justifications• the inadequacy/insufficiency of ethics without religion. Christianity and Science

The Challenges - The Scientific Challenges in relation to:• the assumptions of Science• the Scientific Method• the origin of the universe• the evolution of humanity. The Responses - the Christian responses in relation to:• alternative perspectives on reality• the promotion of personal meaning and value• creation• miracle. Christianity and Marxism

The Challenges - what Marxism has to say about:• God as a projection of human aspirations• religion as a force opposed to social justice• liberation through revolution.


National Course Specification: course details (cont) COURSE Religious, Moral and Philosophical Studies (Higher) The Responses - Christian responses to Marxism:• God as the revelation of what it means to be fully human• the Kingdom of God: a reign of justice and peace• liberation through Christ: Liberation Theology. Candidates will have the opportunities to:• explain accurately the challenges of the chosen critique of Christianity and the relevant Christian

responses• analyse and evaluate the challenges and the relevant Christian responses, accurately using source

references, and taking account of the ongoing dialogue/debate. Language, Philosophy and Religion

In this optional unit, candidates are introduced to some of the main religious and philosophical aspectsof the meaningfulness, function, interpretation and other issues of language in general and religiouslanguage in particular. Arising from one or more religious traditions, these issues will be evaluated inrelation to the understanding of religious language in the contemporary world. Introducing the Issues:• the use and significance of language in human experience• the relationship between language and meaning• imagery and models in language use• the variety of language forms in general and religious use. The Meaningfulness of Religious Language, including reference to three parables:• the claims of religious language• testing the claims of religious language• religious language, meaning and truth• debating issues in religious language.

Three parables are:1 ‘The Gardener’ - Anthony Flew2 ‘The Stranger’ - Basil Mitchell3 ‘The Road’ - John Hick.

Interpretations of Religious Language:• identifying interpretations of religious language• imagery and models in the use of religious language• evaluating interpretations of religious language.



Five interpretations are:

1 Religious language as analogical, including St Thomas Aquinas/Ian Ramsay.2 Religious language as symbolic, including Paul Tillich.3 Religious language as mythological, including Rudolph Bultmann.4 Religious language as non-realist, including Don Cupitt.5 Religious language as critical realist, including John Hick.

Of the above, candidates are required to study interpretations relating to Cupitt, Hick and one other.

Candidates will have opportunities to:• demonstrate an understanding of some of the main issues in the use of religious language• demonstrate an understanding of different views regarding the meaningfulness of religious

statements and evaluate these• explain some interpretations of the meaning and use of religious language and evaluate their

relevance in the contemporary world. ASSESSMENT To gain the award of the course, the candidates must pass all the unit assessments as well as theexternal assessment. External assessment will provide the basis for grading attainment in the courseaward. When units are taken as component parts of a course, candidates will have the opportunity to achieveat levels beyond that required to attain each of the unit outcomes. This attainment may, whereappropriate, be recorded and used to contribute towards course estimates, and to provide evidence forappeals. Additional details are provided, where appropriate, with the exemplar assessment materials. Furtherinformation on the key principles of assessment are provided in the paper, Assessment (HSDU, 1996)and in Managing Assessment (HSDU, 1998). DETAILS OF INSTRUMENTS FOR EXTERNAL ASSESSMENT The external course assessment will consist of two parts: Extended essay

This is based on an issue selected by the candidate from any part of a unit studied within the course.Candidates investigate their chosen issue under the supervision of the tutor. The essay must includeanalytic and evaluative study which arises from the investigation of their issue. At the conclusion oftheir research candidates prepare an outline plan, not exceeding 250 words in length, on the pro formaprovided. This might include, for example, key ideas and viewpoints, subheadings and referencesappropriate to their chosen issue. The plan is taken into the classroom where the candidates produce awritten 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 madeto enable these candidates to undertake this assessment on an equitable basis. The Extended Essaywill attract 35 out of a total of 110 marks.


National Course Specification: course details (cont) COURSE Religious, Moral and Philosophical Studies (Higher) Examination paper

Questions will sample from the component units of the course. Candidates will be required to answerquestions based on the two mandatory units and their optional unit. They will attempt one questionfrom a choice of three for each unit. This means that candidates must attempt three questions in thispaper which will be 2 hours 15 minutes in duration. It will attract 75 out of a total of 110 marks.

GRADE DESCRIPTIONS The grade descriptions which follow are intended to assist staff and candidates to appreciate thegeneral standards which apply at Grades ‘C’ and ‘A’.

GRADE C GRADE A

Knowledge and Understanding

Demonstrate detailed knowledge andunderstanding of concepts and issues,some of which are complex in nature. Apply a range of sources whichsupport a detailed understanding ofconcepts and issues.

Demonstrate detailed and extensiveknowledge and understanding ofconcepts and issues, some of which arecomplex in nature. Apply a wide range of sources whichsupport a detailed and extensiveunderstanding of concepts and issues.

Analysis Analyse in some detail relevantfeatures of concepts and issues, someof which are complex in nature. Analyse in some detail at least twodistinct viewpoints in relation toconcepts and issues.

Analyse in detail concepts and issues,some of which are complex in nature.

Analyse in detail distinct viewpoints inrelation to concepts and issues.

Evaluation Provide an evaluation of evidenceleading to an appropriate conclusion.

Provide a coherent evaluation ofevidence, leading to an appropriateconclusion.

Present a logical and detailedconclusion with supporting arguments.

Present a logical and extensiveconclusion, with convincingarguments.

APPROACHES TO LEARNING AND TEACHING Learning and teaching approaches should be carefully selected to support the development ofknowledge and skills, to motivate and to promote critical thinking. Good-quality teacher expositionshould be complemented by opportunities for candidates to investigate, identify and assimilate sourcematerial. Structured discussion and debate should be used to develop candidates’ critical thinkingskills and to formulate supportive arguments. There should also be opportunities to present andjustify argument. A continual review of candidates’ work will be important in developing their skills.For example, they might be given feedback on how well they supported a particular viewpoint orweighed up the relative merits of two or more viewpoints.



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, inturn, should be encouraged to listen to and to treat with respect the views of others.

Individual skills should be the focus of learning on a planned basis so that formative assessment andnecessary intervention can take place. As candidates progress through the course, individual skillsmay be rehearsed and consolidated in the production of oral or written work. For example, candidateswill be required to demonstrate knowledge and skills in a range of contexts, such as exploring keyconcepts and religious language, and making critical judgements about the relative merits of a rangeof religious, moral and philosophical viewpoints. Some staff may see advantages in using short but frequent assessments that will be helpful inhighlighting the various specific skills; others may prefer to use more extended oral and/or writtenresponses which will encourage the integration and extension of those skills. Depending upon theability and prior experience of the class, a judicious blending of these approaches is recommended.Detailed comments about both the content and the structure of their responses will help and encouragecandidates to make progress. Candidates should know how to organise a good oral or writtenresponse as well as to present good content. Part of the further 40 hours should be set asidespecifically for the extension and integration of skills through class discussion and oral or writtenresponses. For example, it will be important for candidates to produce essays and/or oralpresentations of extended length which make it necessary to link and extend these skills. These taskscould perform the dual function of providing evidence for both unit outcomes and course estimates. A summary of the use of the additional 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, investigating, consulting references, preparing a

bibliography and, perhaps, evaluating their final version.

SPECIAL NEEDSThis course specification is intended to ensure that there are no artificial barriers to learning orassessment. Special needs of individual candidates should be taken into account when planninglearning experiences, selecting assessment instruments or considering alternative outcomes for units.For information on these, please refer to the SQA document Guidance on Special Assessment andCertification Arrangements for Candidates with Special Needs/Candidates whose First Language isnot English (SQA, 1998).



SUBJECT GUIDESA Subject Guide to accompany the Arrangements document has been produced by the Higher StillDevelopment Unit (HSDU) in partnership with the Scottish Consultative Council on the Curriculum(SCCC) and Scottish Further Education Unit (SFEU). The Guide provides further advice andinformation 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 needsThe 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.


Superclass: DD



Version: 04



Additional copies of this unit specification can be purchased from the Scottish Qualifications Authority. The cost foreach unit specification is £2.50 (minimum order £5).

14

National Unit Specification: general information

UNIT World Religions (Higher)

NUMBER D412 12


SUMMARYThis unit seeks to develop a detailed understanding and analysis of the main doctrines of a worldreligion and to allow candidates to evaluate its relevance in today’s society.

OUTCOMES1 Provide a detailed explanation of key concepts of a world religion and of their relationship to the

three organising principles.2 Analyse in some detail aspects of key concepts, using appropriate sources.3 Evaluate the significance of key concepts to the contemporary world. RECOMMENDED ENTRY While entry is at the discretion of the centre, candidates would normally be expected to have attainedone of the following:• Standard Grade Religious Studies at Grade 1 or 2 (or possibly Grade 3)• Intermediate 2 Religious, Moral and Philosophical Studies• a short course in Religious and Moral Education with evident potential at this level• a social subject at an equivalent level.

CREDIT VALUE1 credit at Higher.

Religious, Moral and Philosophical Studies: Unit Specification - World Religions (H) 15

National Unit Specification: general information (cont)


CORE SKILLS

This unit gives automatic certification of the following:

Complete core skills for the unit None

Core skills components for the unit Planning and Organising H



National Unit Specification: statement of standards


Acceptable performance in this unit will be the satisfactory achievement of the standards set out inthis part of the unit specification. All sections of the statement of standards are mandatory and cannotbe altered without reference to the Scottish Qualifications Authority.

OUTCOME 1Provide a detailed explanation of key concepts of a world religion and of their relationship and to thethree organising principles.

Performance criteria

In relation to the chosen world religion:a) Provide a detailed explanation of each key concept.b) Present a detailed explanation of the relationship between three key concepts - each from a

different organising principle.

OUTCOME 2Analyse in some detail aspects of key concepts, using appropriate sources.


a) Analyse different aspects of each key concept.b) Apply a range of primary and secondary sources to this analysis.

OUTCOME 3Evaluate the significance of key concepts to the contemporary world.


a) Evaluate the contemporary relevance of each key concept.b) Present a logical and detailed conclusion, with supporting arguments, on the contemporary

relevance of each key concept.

Evidence requirements

For Outcomes 1 PC (a), 2 and 3: evidence in the form of an essay response of approximately 600words for each of three key concepts. Each of these concepts must be from a different organisingprinciple.

For Outcome 1 PC (b): evidence in the form of an extended response which fully explains therelationship between three key concepts, each of which is from a different organising principle.


National Unit Specification: support notes


This part of the unit specification is offered as guidance. The support notes are not mandatory.

While the exact time allocated to this unit is at the discretion of the centre, the notional design lengthis 40 hours.

GUIDANCE ON THE CONTENT AND CONTEXT FOR THIS UNITFor 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 coursecomprises a minimum of six key concepts of the chosen world religion as well as the way they arestructured within the three organising principles. These key concepts have been specified for eachworld religion as follows:

HUMAN CONDITION GOALS MEANS

Buddhism Impermanence (Anicca); No Self (Anatta)

Cycle of Rebirth(Samsara); Enlightenment(Nibbana)

Teachings (Dhamma);Paths to Enlightenment(Magga)

Christianity Sin;Suffering

Wholeness;Eternal Life

Repentance;Christ’s Death andResurrection

Hinduism The Transience of AllThings; Ignorance, (Avidya)

Enlightenment(Samadhi);Release (Moksha)

Detachment;The Three Ways (Margas)

Islam Wrongdoing;Suffering

Eternal Life;Resurrection

Law (Shariah);The Five Pillars

Judaism Creation and Nature ofHumanity;Suffering

Individual:Closeness to God;Universal: theWorld to Come

Covenant;Law (Torah)

The unit requires the candidates to be able to understand, analyse and evaluate all six key conceptswithin the structure of the organising principles. The external assessment will sample from any of thesix specified key concepts. Other key concepts which have not been specified may be introduced inthe learning and teaching to enable fuller understanding, where this is appropriate. However, anyconcept not specified above will not appear explicitly in any external assessment relating to this unit.


National Unit Specification: support notes (cont)

UNIT World Religions (Higher) The unit follows closely the pattern of specified key concepts as they relate within the structure of theorganising principles of the chosen world religion: • the six concepts have been selected so that there are two key concepts from each of the organising

principles• candidates must be able to explain in detail all six key concepts and there must be evidence for

three of these each from a different organising principle• they must be able to explain in detail the relationship between the key concepts within the structure

of the organising principles and there must be evidence relating to three key concepts - oneconcept from each principle

• they must be able to analyse fully all six key concepts and there must be evidence relating to threekey concepts - each from a different organising principle

• they must be able to evaluate the contemporary significance of all six key concepts and there mustbe evidence relating to three key concepts - each from a different organising principle.

For further details of these principles and the key concepts see Course Content and the Annex. GUIDANCE ON APPROACHES TO LEARNING AND TEACHING FOR THIS UNIT

In Outcome 1 candidates must select a minimum of six key concepts from their chosen world religion.They must be able to explain six key concepts which are drawn from all three organising principles,and to show how three of these are related in terms of ‘Human Condition’, ‘Goals’ and ‘Means’. For example, in Christianity, this might involve explaining two concepts from ‘The HumanCondition’, eg Sin and Suffering, and then moving on to two other key concepts in each of theremaining organising principles. Alternatively, three key concepts - one from each of the organisingprinciples - might be explained together, and then the remaining three explained in a similar way.Reference to various sources will feature in these explanations, especially the sacred literature of thechosen world religion, commentaries on this literature, and significant interpretations or insightswhich have influenced beliefs and values associated with these key concepts. Candidates are required additionally to explain the relationship between any three of them whichcome from a different organising principle. For example, they might choose:• 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 principlesand how the chosen key concepts fit into this structure. This aspect emphasises the way in which theconcepts can be interrelated so that the world religion is enabled to present a coherent message of itsbeliefs and values.




In Outcome 2, candidates need to analyse at least two aspects of each of three key concepts. Each ofthese key concepts must be from a different organising principle.

Different aspects or interpretations of key concepts can arise for a number of reasons, eg a differencein exegesis of a primary source; a change over time in the meaning of a key concept; or a variance inthe application of a key concept to a number of contexts.

Reference should be made to primary and secondary sources appropriate to each world religion. Eachinterpretation of a key concept will normally need to be anchored in a reference to the scriptures ortraditions of the world religion, or to some major insight into its teaching, and this will require ananalysis of each aspect.

In Outcome 3, candidates are required to evaluate the contemporary significance of the key concepts.This means that they must assess whether particular interpretations of the concept can be faithful tothe religion’s historical tradition and at the same time be relevant both to its faith community and tothe wider world. Each of the three key concepts should be from a different organising principle. Theconclusion should be a logical summary of the analysis and evaluation of the key concepts.

GUIDANCE ON APPROACHES TO ASSESSMENT FOR THIS UNIT

Wherever possible, teaching staff should use assessment judiciously and efficiently. It should be usedto provide evidence of the achievement of all the learning outcomes in the units. A balance must bestruck between the need both for some targeted assessment of specific knowledge and skills and forassessment instruments which encompass two or more outcomes. This allows for a more integratedapproach to skills, while a more extended reference to information and viewpoints is demonstrated.

The evidence can be gathered during and/or at the end of the unit and must be completed undercontrolled conditions, ie under supervision without collaboration and the assistance of notes orteacher/lecturer advice. The evidence should be composed of assessments relating to each of theoutcomes with equal weighting being given to each outcome. The evidence should sample the keyconcepts of the chosen world religion.

The marking scheme should reflect the standard embodied in the performance criteria. This wouldallow the evidence to be considered as a whole. The level of attainment required for successfulcompletion of the unit should represent satisfactory attainment of all the performance criteria.

SPECIAL NEEDSThis unit specification is intended to ensure that there are no artificial barriers to learning orassessment. Special needs of individual candidates should be taken into account when planninglearning experiences, selecting assessment instruments or considering alternative outcomes for units.For information on these, please refer to the SQA document Guidance on Special Assessment andCertification Arrangements for Candidates with Special Needs/Candidates whose First Language isnot English (SQA, 1998).


ANNEXKey Concepts

The specified key concepts are printed in bold type.

Buddhism

The Human Condition

Impermanence(Anicca)

Nothing is imperishable. The illusion of permanence binds the individual tolife and rebirth.

Suffering (Dukka) All humans suffer because they are impermanent in all parts andcircumstances.

No Self (Anatta) Nothing has within it a permanent soul. This illusion binds the individual tolife and rebirth.

The Goals

Cycle of Rebirth(Samsara)

A better rebirth is the aim.

Enlightenment(Nibbana)

The extinction of desires is where true peace and tranquillity are found.Mahayana doctrine of Sunyata.

The Means

The Enlightened One(Buddha)

The main features of the Buddha’s life and its effects on his teaching. TheMahayana doctrine of Trikaya.

Teachings(Dhamma)

Buddhist Teachings: Four Noble Truths, Eightfold Path. The importance ofmeditation.

Community (Sangha) The role in Buddhism of the following:Sangha, Bhikkhu, ten precepts.

Enlightenment(Magga)

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.


ANNEXKey Concepts


Christianity

The Human Condition

Sin, Alienation,Suffering, Death

The nature of humanity’s broken relationship with God, one’s neighbour andthe rest of creation, and its consequences.

The Goals

Wholeness ‘Salvation’ as wholeness: moral, physical, spiritual.Judgement The Christian criteria for final judgement.Eternal Life The Christian doctrine of Resurrection.

The Means

Repentance andBaptism

The origins and significance of Christian Baptism.

Christ’s Death andResurrection

The Christian doctrine of Atonement.

The Eucharist The origins and significance of the Eucharist.Faith and Grace Justification by Grace through Faith/Good Works.


ANNEXKey Concepts


Hinduism

The Human Condition

The Transience ofAll Things

The ephemeral nature of all phenomena, including temporal aspects ofBrahman (Saguna).

Pain (Dukkha) The sorrow which permeates all life: pain caused by death, constant change,limitations, evil, disease, and even pleasures.

Ignorance (Avidya) Ignorance in all organisms, including humanity, as explanation of finiteexistence.

Moral Liability(Karma)

Karma as all activity, seen as an endless causal chain, and residual depositvarying according to the moral value of acts performed.

Transmigration of theSoul (Samsara)

The endless round of rebirth as a cause for sorrow.

The Goals

Reincarnation(Samsara)

Samsara as leading to a better rebirth on earth or to temporary periods inheaven or hell.

Enlightenment(Samadhi)

The abolition of ignorance, attained after lengthy spiritual exercises (Yoga).

Release (Moksha) Emancipation from the ceaseless round of reincarnation. Since life is theexperience of limitations, release is mergence with infinitude(Brahman/Ishvara) and loss of finite individuality.

The Means

Caste Duty and Ethics(Dharma)

Social structures in India as sanctioned by religion (Rig Veda 10. 90; 11-12)and all religious and moral duties are performed within one’s caste. Caste asthe prerequisite of all religious aspirations.

Worship at Home andin the Temple (Puja,Yajna)

The rituals of worship in public and private contexts. Festivals and routinecult. The use of images and the sacrificial tradition.

Detachment The Gita’s prescription of non-attachment: God as the only legitimateobject of desire.

The Three Ways(Margas)

Correct action (Karma). True knowledge (Jnana). Loving devotion to God(Bhakti). The analysis of all three and their synthesis in the Gita.


ANNEX

Key Concepts


Islam

The Human Condition

Unique Creatureunder God

Nature of human creation and relationship to God, Pinnacle of creation

Wrongdoing,Idolatry

Human nature as flawed, forgetful, not perfectly conforming to the will ofGod.

Suffering, Death All is gift/loan, suffering to be endured.

The Goals

Islamic state Islamic state as a proximate goal as exemplified in Pakistan and SaudiArabia.

Judgement,Eternal Life

Muslim criteria for final judgement: belief; following the Shariah.

Resurrection Muslim belief about Resurrection, Heaven and Hell.

The Means

Muhammad Prophet and exemplar of how to live.Shariah arising outof Qur’an

Law as means of fulfilment and avoidance of fragmentation. Origin anddevelopment.Sources of Law, Qur’an, Hadith, Qiyas, Ijma.Nature and role of the law in Islam.

Submission and theFive Pillars

Means of fulfilment.


ANNEXKey Concepts


Judaism

The Human Condition

Creation and Nature ofHumanity

The image of God. Moral ambivalence in humanity.

Suffering andOppression

Recurrent theme of captivity. Modern anti-Semitism and the Holocaust(Shoah). Diaspora.

The Goals

Individual:Closeness to God

Spiritual improvement. Returning to God and repentance (Teshuva).

National A holy nation (Am Qadosh). A light to the nations (Or Laggoyim). Returnto and rebuilding of the Land of Israel (Aliya).Zionism. The state of Israel.

Universal:The world to come(Olam Habba)

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 Judaismb) religious obligations (Mitzvot bein adam LaMMaqom) - Sabbath

observance (Shabbat), festivals and prayer.Community Membership The groupings of contemporary Judaism:

Orthodox, Hasidic and Reform.


Superclass: DD



Version: 04


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25


UNIT Christian Ethics in a Secular Context (Higher)

NUMBER D414 12


SUMMARYThis unit seeks to develop understanding and analysis of an ethical area of study and to evaluate itsrelevance in today’s society.

OUTCOMES1 Provide a detailed explanation of the religious and moral issues in an ethical area of study.2 With reference to a range of sources, analyse Christian and secular responses to issues in an

ethical area of study.3 Evaluate Christian and secular responses to issues in an ethical area of study. RECOMMENDED ENTRY While entry is at the discretion of the centre, candidates would normally be expected to have attainedone of the following:• Standard Grade Religious Studies at Grade 1 or 2 (or possibly Grade 3)• Intermediate 2 Religious, Moral and Philosophical Studies• a short course in Religious and Moral Education with evident potential at this level• a social subject at an equivalent level.


Religious, Moral and Philosophical Studies: Unit Specification - Christian Ethics in a Secular Context (H) 26



CORE SKILLS



Core skills components for the unit Critical Thinking H






OUTCOME 1Provide a detailed explanation of the religious and moral issues in an ethical area of study.


a) Provide a detailed explanation of each specified moral issue from a traditional Christianperspective.

b) Explain in some detail the contemporary Christian and secular responses to each moral issue.

OUTCOME 2With reference to a range of sources, analyse Christian and secular responses to issues in an ethicalarea of study.


a) Analyse a traditional Christian response to each specified moral issue.b) Analyse contemporary Christian and secular responses to each moral issue.

OUTCOME 3Evaluate Christian and secular responses to issues in an ethical area of study.


a) Critically evaluate the relevance of a traditional Christian response to each specified moral issue.b) Critically evaluate contemporary Christian and secular responses to each moral issue.c) Present a logical and detailed conclusion, with supporting arguments, on the relevance of the

moral issue to the contemporary world.

Evidence requirementsFor Outcomes 1, 2 and 3, an essay response of approximately 600 words for each of two issues in theethical area.






GUIDANCE ON THE CONTENT AND CONTEXT FOR THIS UNITThere is a choice of an area of study from the following:• rich and poor (either in the UK or in the developing world)• gender issues• ecology and environment• war and peace.

From within the chosen ethical area of study, an issue is understood to have arisen as a result of theinterplay of traditional Christian beliefs and values with those of a rapidly changing society. Part ofthat change has seen society becoming increasingly secular, although religion continues to flourishand have influence. By setting the study of Christian ethics within a ‘secular context’, the unit isemphasising the importance of taking seriously the information which comes from the rational,technical and scientific study of the world.

GUIDANCE ON LEARNING AND TEACHING APPROACHES FOR THIS UNITThere are a number of issues within each ethical area of study and in Outcome 1 candidates arerequired to make clear how each of the issues can be seen as a moral issue, e.g. the way in which ‘thecontrol and proliferation of nuclear weapons’ can be understood as a moral dilemma, e.g. balancingthe right to deter aggressors with the potential for mass destruction which these weapons possess.

In Outcome 2 candidates are required to analyse the moral issues, including viewpoints and theresponses contained within recent reports, publications and developments of the churches and secularorganisations. It is expected that candidates will anchor viewpoints and responses appropriately, bothfrom Christian scriptures and tradition, and from Christian and secular documentation.

In attempting to fulfil Outcome 3, candidates are required to evaluate critically viewpoints andresponses. Viewpoints and responses on issues should be evaluated in terms of their relevance to thecontemporary world, taking account of information from the physical and social sciences. Candidatesare also required to make judgements on the extent to which particular responses are faithful toChristian teaching as expressed, for example, through appropriate scriptural sources. The conclusionshould be a logical summary of the analysis and evaluation of the moral issue.

GUIDANCE ON APPROACHES TO ASSESSMENT FOR THIS UNITWherever possible, teaching and lecturing staff should use assessment judiciously and efficiently. Itshould be used to provide evidence of the achievement of all the outcomes in the units. A balancemust be struck between the need both for some targeted assessment of specific knowledge and skillsand for assessment instruments which encompass two or more outcomes. This allows for a moreintegrated approach to skills, while a more extended reference to information and viewpoints isdemonstrated.




The evidence can be gathered during and/or at the end of the unit and must be completed undercontrolled conditions, ie under supervision without collaboration and the assistance of notes orteacher/lecturer advice. The evidence should be composed of assessments relating to each of theoutcomes with equal weighting being given to each outcome. The evidence should sample thedifferent issues of the chosen area.




Superclass: DD



Version: 04© Scottish Qualifications Authority 1999


Additional copies of this unit specification can be purchased from the Scottish Qualifications Authority. The cost for eachunit specification is £2.50 (minimum order £5). 30


UNIT Christianity: Critiques and Challenges (Higher)

NUMBER D415 12


SUMMARYThis unit seeks to develop understanding and analysis of a critique of Christianity and the relevantChristian responses and to evaluate the contemporary relevance of this dialogue/debate.

OUTCOMES1 Provide a detailed explanation of the challenges within a critique of Christianity and the relevant

Christian responses.2 Analyse the challenges and relevant Christian responses, making appropriate reference to sources.3 Evaluate the relevance and significance of the challenges of a critique and relevant Christian

responses.

RECOMMENDED ENTRY While entry is at the discretion of the centre, candidates would normally be expected to have attainedone of the following:• Standard Grade Religious Studies at Grade 1 or 2 (or possibly Grade 3)• Intermediate 2 Religious, Moral and Philosophical Studies• a short course in Religious and Moral Education with evident potential at this level• a social subject at an equivalent level.


Religious, Moral and Philosophical Studies: Unit Specification - Christianity: Critiques and Challenges (H) 31



CORE SKILLS









OUTCOME 1Provide a detailed explanation of the challenges within a critique of Christianity and the relevantChristian responses.


a) Provide a detailed explanation of each challenge within the chosen critique.b) Provide a detailed explanation of relevant Christian response to each challenge.

OUTCOME 2Analyse the challenges and relevant Christian responses, making appropriate reference to sources.


a) Present a detailed analysis of each challenge of the chosen critique referring to appropriatesources.

b) Present a detailed analysis of a relevant Christian response to each challenge referring toappropriate sources.

OUTCOME 3Evaluate the relevance and significance of the challenges of a critique and relevant Christianresponses.


a) Evaluate the contemporary relevance and significance of each challenge of the chosen critique.b) Evaluate the contemporary relevance and significance of a relevant Christian response to each

challenge.c) Present a logical and detailed conclusion, with supporting arguments, on the relevance and

significance of the evidence.


Outcomes 1, 2 and 3: evidence in the form of 2 essay responses, each of approximately 600 words,and each providing a detailed explanation, analysis and evaluation of a challenge of a chosen critiqueof Christianity and its relevant Christian response in a contemporary context, with a logical anddetailed conclusion.






GUIDANCE ON THE CONTENT AND CONTEXT FOR THIS UNITFor each of the critiques of Christianity in this unit, the organising principles are:• a critique of Christianity through a number of secular challenges• the Christian responses to these challenges.

In considering these two aspects, it is expected that candidates are made aware of the contemporarydialogue/debate in relation to the chosen critique. This would be incorporated as a natural part of theanalysis and evaluation of the critique. For further details about the nature and scope of the critiquesplease refer to the course content section of the course specification.

GUIDANCE ON LEARNING AND TEACHING APPROACHES FOR THIS UNITIn achieving the outcomes for this unit, there is a clear and logical structure of 'challenges' and'responses'. At times this discussion will have the nature of a 'dialogue' going on within the critiquewhere there is some common ground between the critique and Christianity, but more frequently it willtake the form of a 'debate' where there is clear disagreement between them. All of the challenges andthe relevant responses are required to be covered to fulfil the outcomes of the unit.

In Outcome 1, candidates are required to provide a detailed explanation of each challenge within thechosen critique and a Christian response which relates to this challenge.

In Outcome 2, the analysis of the challenge and the relevant Christian response should take forwardthe dialogue/debate which has begun in Outcome 1. There should be references to sources on bothsides of the discussion which provide more detail and depth to the dialogue/debate.

In Outcome 3, candidates should evaluate the evidence for its relevance and significance in acontemporary context. This should include some comment on the contemporary dialogue/debatewithin the chosen critique. In Outcome 3, the conclusion should be a logical summary of the analysisand evaluation of the challenge and the respective Christian response to the chosen critique.




GUIDANCE ON APPROACHES TO ASSESSMENT FOR THIS UNITAssessment should be used to provide evidence of the achievement of all the outcomes in the units. Abalance must be struck between the need both for some targeted assessment of specific knowledgeand skills and for assessment instruments which encompass two or more outcomes. This allows for amore integrated approach to skills, while a more extended reference to information and viewpoints isdemonstrated.

The evidence can be gathered during and/or at the end of the unit and must be completed undercontrolled conditions, ie under supervision without collaboration and the assistance of notes orteacher/lecturer advice. The evidence should be composed of assessments relating to each of theoutcomes with equal weighting being given to each outcome. The evidence should sample thedifferent challenges and Christian responses of the chosen critique.

The marking scheme would reflect the standard embodied in the performance criteria. This wouldallow the evidence to be considered as a whole. The level of attainment required for successfulcompletion of the unit should represent satisfactory attainment of all the performance criteria.



Superclass: DD



Version: 04



Additional copies of this unit specification can be purchased from the Scottish Qualifications Authority. The cost for eachunit specification is £2.50 (minimum order £5).

35


UNIT Language, Philosophy and Religion (Higher)

NUMBER D416 12


SUMMARYThis unit seeks to develop understanding and analysis of religious language and to evaluate itsmeaning and use.

OUTCOMES1 Demonstrate a detailed understanding of some of the main issues in the use of religious language.2 Analyse different views on the meaningfulness of religious language and evaluate these.3 Analyse interpretations of the use of religious language and evaluate their contemporary relevance

and significance.

RECOMMENDED ENTRY While entry is at the discretion of the centre, candidates would normally be expected to have attainedone of the following:• Standard Grade Religious Studies at Grade 1 or 2 (or possibly Grade 3)• Intermediate 2 Religious, Moral and Philosophical Studies• a short course in Religious and Moral Education with evident potential at this level• a social subject at an equivalent level.CREDIT VALUE1 credit at Higher.

Religious, Moral and Philosophical Studies: Unit Specification – Language, Philosophy and Religion (H) 36



CORE SKILLS









OUTCOME 1Demonstrate a detailed understanding of some of the main issues in the use of religious language.


a) Provide a detailed explanation of the relationship between the use and meaning of religiouslanguage in contemporary society.

b) Demonstrate, with appropriate exemplification, different uses of language in one or more worldreligions.

OUTCOME 2Analyse different views on the meaningfulness of religious language and evaluate these.


a) Analyse in some detail different viewpoints about the ability of religious language to conveymeaning with reference to a parable.

b) Evaluate in some detail the effectiveness of religious language in conveying meaning withreference to a parable.

Note on the range for this outcome

Candidates must study all three parables:

1 “The Gardener” by Anthony Flew2 “The Stranger” by Basil Mitchell3 “The Road” by John Hick


For outcomes 1 and 2, one essay (approximately 600 words) which analyses and evaluatesthe use and meaning of religious language in relation to a prescribed parable.

OUTCOME 3Analyse interpretations of the use of religious language and evaluate their contemporary relevanceand significance.

Performance Criteriaa) Analyse an interpretation of religious language.b) Evaluate the contemporary relevance of this interpretation.


National Unit Specification: statement of standards (cont)


Note on the range for this outcome

There are 5 interpretations of religious language:

1 Religious language as analogical, including St Thomas Aquinas/Ian Ramsay.2 Religious language as symbolic, including Paul Tillich.3 Religious language as mythological, including Rudolph Bultmann.4 Religious language as non-realist, including Don Cupitt.5 Religious language as critical realist, including John Hick.

Of the above, candidates are required to study interpretations relating to Cupitt, Hick and one other.


For Outcome 3, one essay (approximately 600 words) which analyses and evaluates the contemporaryrelevance and significance of at least one interpretation of religious language.






GUIDANCE ON THE CONTENT AND CONTEXT FOR THIS UNITThe scope of the course comprises issues concerning the use and variety of language in both generaland religious contexts; and the debate concerning the meaningfulness of religious language isconducted with reference to certain parables. A number of interpretations which attempt to verify themeaningfulness of religious language is examined critically. All three parables, and three of the fiveinterpretations must be covered. Two of the interpretations of religious language should relate to DonCupitt and John Hick as they present opposing non-realist/critical realist interpretations; the thirdinterpretation can be any one of the remaining three. For further details, see Course Content.

Three parables are:1 ‘The Gardener’ - Anthony Flew.2 ‘The Stranger’ - Basil Mitchell.3 ‘The Road’ - John Hick.

Five interpretations of religious language are:

1 Religious language as analogical, including St Thomas Aquinas/Ian Ramsay

There are enough similarities between qualities we ascribe to God and those we ascribe to humanbeings in order to make analogical language about God meaningful. Statements such as ‘God isgood’ and ‘humans beings are good’ have enough in common for us to be able to speakmeaningfully about God as being good provided we add the qualifier that God is infinitely good.People then respond to this as a disclosure situation and commit themselves to living life on thisbasis.

2 Religious language as symbolic, including Paul Tillich

The only true and literal statement that can be made about God is that God is Being itself orUltimate Reality. All other language about God and other religious realities are symbolic. AsGod is not a being but the ground of all being, when we talk about God we can therefore only talkin symbols. Symbols can help us speak of the transcendent at the heart of everything that exists.The language of faith is the language of symbol.

3 Religious language as mythological, including Rudolph Bultmann

Biblical (and other religious) language is mythological in that it expresses a way of looking at theworld, ourselves and God which is radically different from the ways we use language in ourcontemporary world. The myths and stories of religion are not literally true but can still havemeaning for us today provided we de-mythologise them into existential or personal forms oflanguage to which we can relate. The question of God and the question of self are identical andinextricably linked.




4 Religious language as non-realist, including Don Cupitt

Language about God is language about our own moral ideals. God is the image of the idealperson, the human spirit projected in imagination onto the vastness of the heavens. ‘God’ is thesum of our values representing their unity, their claims upon us and their creative power. Ourreligious beliefs are the rules of life dressed up in pictures. God is a metaphor, a symbol whichrepresents the focus of our spiritual and moral lives - not an objective, metaphysical realitystanding over against us.

5 Religious language as critical realist, including John Hick

The main ‘objects’ of religious belief, eg God/the Real, exist independently of what we take to beour experience of them. God/the Real is an objective, transcendent reality who gives meaningand value to our lives but is variously understood according to the traditions and culture in whichit is experienced. This kind of critical religious realism is not the same as literalism and while thelanguage we use to express this may be symbolic or analogous, it does refer to the way thingsactually are and can be regarded as being true or false.

GUIDANCE ON LEARNING AND TEACHING APPROACHES FOR THIS UNITIn Outcome 1, the variety of ways in which we use language should be introduced and exemplified.The use of language as the key feature of human society should be stressed as should be therelationship between language and meaning: what makes our language meaningful; the differentmeaning we give to the same words in different contexts; the meaning of language in the way we useit; the different ‘languages’ we use, eg scientific, political, personal; literal and symbolic language;imagery and models in language. Candidates should be able to explain and give examples of the widevariety of language use and of ways in which we develop meaning in relation to our use of language.

Candidates should explore the use of a wide variety of language forms in both general and religiouscontexts, eg historical narrative, technical language, dialogue, fable, myth, legend, parable. Imageryand models in the use of religious language should be exemplified in the context of one or more worldreligions. Candidates should be able to identify, explain and exemplify this varied use of language.Some consideration may also be given to different interpretations of language/stories from within aworld religion, eg creation stories in Genesis, as factual or poetic/symbolic.

In Outcome 2 the issues in relation to the meaningfulness of language in general which wereintroduced in Outcome 1 can be used as a starting point and developed into a religious perspective.The three parables are central to the discussion/debate about the meaningfulness of religiouslanguage.

The issues in these parables can be explored from both religious and secular perspectives in relation tothe meaningfulness or otherwise of religious statements, eg. Do they make sense? Are they true orfalse? How do they relate to reality? These can be analysed and evaluated in relation to theirarguments and counter-arguments. It is also possible to go beyond the bounds of the three parables inexploring other aspects of the issues arising from the parables.




In Outcome 3, candidates will be required to study three of the five interpretations of the nature andpurpose of religious language from within Christianity.

The three interpretations chosen should be explored in some detail and examples given to illustratewhat these interpretations are proposing. They should be evaluated to test their relevance andsignificance as explanations of ways in which we can speak meaningfully about God and religiousbeliefs in the contemporary world.

GUIDANCE ON APPROACHES TO ASSESSMENT FOR THIS UNITAssessment should be used to provide evidence of the achievement of all the outcomes in the units. Abalance must be struck between the need both for some targeted assessment of specific knowledgeand skills and for assessment instruments which encompass two or more outcomes. This allows for amore integrated approach to skills, while a more extended reference to information and viewpoints isdemonstrated.

The evidence can be gathered during and/or at the end of the unit and must be completed undercontrolled conditions, ie under supervision without collaboration and the assistance of notes orteacher/lecturer advice. The evidence should be composed of assessments relating to each of theoutcomes with equal weighting being given to each outcome. The evidence should sample thedifferent issues of the chosen area.



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RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES Higher