Spring 2 Assessment Assessment: 2 full sets of past paper questions – 60 mins Creation and Perspectives on wealth units Creation – Students explore the Catholic understanding of creation, particularly the notions of God as creator, humanity as the image of God and the role of humanity as stewards of creation. Students also explore the basis for these beliefs in scripture and their expression both in the visual arts and in the increasing agency of the Church in tackling global concerns about the environment, as well as different Christian understandings of the account of creation in Genesis 1 and 2 and the Catholic understanding of the harmony between science and religion. Although the material is set out in separate sections, all parts are linked and students may draw ideas together in any way they wish in response to the set questions. Perspectives on Wealth – The Catholic view on wealth Links between wealth creation and exploitation Different viewpoints on greed and materialism Literacy development (key words and terminology) Agnosticism, Atheism, Conversion, Free will Miracle, Moral evil, Natural evil, Numinous Omni-benevolent, Omnipotent, Omniscient Prayer, Atonement, catechism, compassion, creeds, faith, incarnation, monotheism, repentance, salvation, Trinity, Unity, Virgin Birth. God as creator: The meaning and significance of Michelangelo’s Creation of Adam. The nature of God expressed in Genesis 1 and 2: God as creator, God as transcendent and omnipotent; the significance of beliefs for Catholics. The origin of the Bible, its structure and key literary forms, including law, history and prophecy. The meaning and significance of Catholic understanding of inspiration and of the Bible as the revealed Word of God. Made in God's How it reflects Catholic beliefs about God as creator and the creation of humanity in the image of God. How its meaning and significance contrasts with one other Christian artistic expression of creation. The meaning and significance of the belief that beings are made in the image of God. 9 = 94 – 100% 8 = 87 – 93% 7 = 80 – 86% 6 = 74 – 79% 5 = 67 – 73% 4 = 60 – 66% 3 = 41 - 59% 2 = 30 – 40% 1 = 0 – 29%
Miracle, evil, Natural evil, Numinous Omni-benevolent, Omnipotent, Omniscient Prayer, 3 = 41 - 59% 2 = 30 – 40% 1 = 0 – 29% Year 10 Success criteria for all assessments (assessments will be every 6 weeks): Term Specification delivery Knowledge and applying- skills Student GCSE grade criteria Autumn 1 Assessment date- 13/10/14 – 22/10/14 Assessment: Paper 3 and 10 past paper Paper 3 – Unit 2 10 – Unit 2 revision Why Roman Catholics believe in life after death and how beliefs about life after death affect their lives Non-religious reasons for believing in life after death (near-death experiences, ghosts, Literacy development (key words and terminology) Abortion, Assisted suicide, Euthanasia Immortality of the soul, experiences Non-voluntary euthanasia, Paranormal, Quality of life, Reincarnation, Resurrection, Sanctity of life Voluntary euthanasia 9 = 94 – 100% 8 = 87 – 93% 7 = 80 – 86% 6 = 74 – 79% 5 = 67 – 73% 4 = 60 – 66% 3 = 41 - 59%
Students need to justify why the media should be able to criticise religious views on euthanasia and poverty and why Christians may disagree. Students also need to apply skills points from Year 9 autumn 1 and 2 Spring 1 Assessment date- 2/2/15 – 13/2/15 Assessment: 3 and 10 past paper questions from Units 1 and Unit 3– 50 mins Specification Paper 10 – unit 3 Paper 3 – unit 1 Knowledge/objectives: The meaning and importance of the Sacrament of baptism for Roman Catholics. The meaning and importance of the sacrament of confirmation for Roman Catholics. The meaning and importance of the sacrament of reconciliation for Catholics. The meaning and importance of the sacrament of anointing of the sick for Catholics. The nature and importance of the Mass for Catholics. Literacy development (key and terminology) commemoration, contrition, Holy Week, liturgy of the Eucharist, liturgy of the word, penance, penitential rite, rite of communion, sacrament, transubstantiation Agnosticism, Atheism, Conversion, Free will Miracle, Moral evil, Natural evil, Numinous Omni-benevolent, Omnipotent, Omniscient Prayer, Students need to define the above key words accurately Students need to include appropriate Bible quotes and examples to support their responses Students need to explain why the sacraments of baptism, reconciliation, confirmation and anointing of the sick are important stages in a Catholic’s life 9 = 94 – 100% 8 = 87 – 93% 7 = 80 – 86% 6 = 74 – 79% 5 = 67 – 73% 4 = 60 – 66% 3 = 41 - 59% 2 = 30 – 40% 1 = 0 – 29%
. Spring 2 Assessment date: 23/3/15 – 2/4/15 Assessment: Paper 3 and 10 past paper questions from Units 2 and Unit 3– 50 mins Specification Paper 10 – unit 3 Paper 3 – unit 2 Knowledge/objectives: The meaning and importance of Christmas. The meaning and importance of Lent. The meaning and importance of Holy Week. The meaning and importance of Easter. Review Paper 3 – unit 2 Literacy development (key and terminology) commemoration, contrition, Holy Week, liturgy of the Eucharist, liturgy of the word, penance, penitential rite, rite of communion, sacrament, transubstantiation Abortion, Assisted suicide, Euthanasia Immortality of the soul, Near-death experiences Non-voluntary euthanasia, Paranormal, Quality of life, Reincarnation, Resurrection, Sanctity of life Voluntary euthanasia Students need to define the key words accurately Students need to include appropriate Bible quotes and examples to support their responses Students need to explain why Christmas, Lent and Easter are important Christian festivals Students need to justify why Christmas is important to Catholics today and why people may disagree. 9 = 94 – 100% 8 = 87 – 93% 7 = 80 – 86% 6 = 74 – 79% 5 = 67 – 73% 4 = 60 – 66% 3 = 41 - 59% 2 = 30 – 40% 1 = 0 – 29%
Students need to justify why Lent is an important time for reflection for Christians and why some people may disagree. Students need to justify why Holy week and Easter are relevant to people today and why people may disagree? Students also need to apply skills points from Year 10 autumn 1 and 2 Summer 1 Assessment date: 11/5/15 – 22/5/15 Assessment: Paper 3 and 10 2 past paper questions from Units 1 and 2 – 1 hour 45 mins (mock exam) Specification Knowledge/objectives; Revision of: Beliefs and Values Believing in God Community and Tradition Matters of Life and Death Literacy development (key words and terminology) Atonement, catechism, compassion, creeds, faith, incarnation, monotheism, repentance, salvation, Trinity, Unity, Virgin Birth Agnosticism, Atheism, Conversion, Free will Miracle, Moral evil, Natural evil, Numinous Omni-benevolent, Omnipotent, Omniscient Prayer, Abortion, Assisted suicide, Euthanasia 9 = 94 – 100% 8 = 87 – 93% 7 = 80 – 86% 6 = 74 – 79% 5 = 67 – 73% 4 = 60 – 66% 3 = 41 - 59% 2 = 30 – 40% 1 = 0 – 29%
Immortality of the soul, Near-death experiences Non-voluntary euthanasia, Paranormal, Quality of life, Reincarnation, Resurrection, Sanctity of life Voluntary euthanasia See skills points for Year 9 Autumn 1,2, Spring 1, 2, Summer 2, Year 10 Autumn 1, 2 and Spring 1, 2 Summer 2 Assessment date: 22/6/15 – 3/7/15 Assessment: Paper 3 and 10 past paper questions from Units 4 and Unit 3– 50 mins Specification Paper 3 – unit 4 Paper 10 – unit 3 Knowledge/objectives: How and why attitudes to the roles of men and women have changed in the UK Different Christian attitudes to equal rights for women in religion and the reasons for them The nature of the UK as a multi-ethnic society, including the problems of discrimination and racism Government action to promote community Literacy development (key words and terminology) Community cohesion, Discrimination Ethnic minority, Interfaith marriages Multi-ethnic society, Prejudice, Racial Harmony Racism, Religious freedom, Religious pluralism Sexism commemoration, contrition, Holy Week, liturgy of the Eucharist, liturgy of the word, penance, penitential rite, rite of communion, sacrament, transubstantiation Students need to define the key words accurately 9 = 94 – 100% 8 = 87 – 93% 7 = 80 – 86% 6 = 74 – 79% 5 = 67 – 73% 4 = 60 – 66% 3 = 41 - 59% 2 = 30 – 40% 1 = 0 – 29%
cohesion in the UK, including legislation on equal rights for ethnic minorities and religions The work of the RC Church to help asylum seekers and/or immigrant workers in the UK, including the reasons for the work and its importance and significance Why Roman Catholics should help to promote racial harmony Differences Christians in their attitudes to other religions (exclusivism, inclusivism and pluralism) The UK as a multi-faith society, including the benefits of living in a multi-faith society Issues raised for religion by a multi-faith society – conversion, bringing up children, interfaith marriages Ways in which religions work to promote community cohesion in the UK Students need to include appropriate Bible quotes and examples to support their responses Students need to explain how/why secular attitudes to the role of men and have changed. Students need to explain what different religious attitudes are to the roles of men and women, including the issue of women priests. Students need to explain how the UK is a society and the issues that raises. Students need to explain how the Government to promote community cohesion and how/why the RC Church supports refugees and asylum seekers. Students need to explain what racism is and why Roman Catholics support racial harmony Students need to explain the 3 different Christian attitudes towards other religions Students need to explain the benefits of living in a multi-faith society and how Christians try to promote community cohesions.
Success criteria for all assessments (assessments will be every 6 weeks): Term Autumn 1 Assessment date- 13/10/14 – 22/10/14 Assessment: Paper 10 units 1,2,3 and Paper 3 unit 4 past paper questions - mock exam 1 hour 45 mins Specification Paper 10 – unit 1,2,3 3 – unit 4 Knowledge/ objective Revision of Paper 10 units: Beliefs and Values Community and Tradition Worship and celebration Revision of Paper 3 unit: Religion and Community Cohesion Literacy development (key words and terminology) Atonement, catechism, compassion, creeds, faith, incarnation, monotheism, repentance, salvation, Trinity, Unity, Virgin Birth. Anglican Churches, apostolic, bishops, catholic, celibacy, holy, laity, magisterium, Churches, ordination, Orthodox Churches, papacy commemoration, contrition, Holy Week, liturgy of the Eucharist, liturgy of the word, penance, penitential rite, rite of communion, sacrament, transubstantiation Community cohesion, Discrimination Ethnic minority, Interfaith marriages Multi-ethnic society, Prejudice, Racial Harmony Racism, Religious freedom, Religious pluralism Sexism See skills points for Year 9 Autumn 1,2, Spring 1, 2, Summer 2, Year 10 Autumn 1, 2, Spring 1, 2 and Summer 2 criteria A* = 90 – 100% A = 80 – 89% B = 70 – 79% C = 60 – 69% D = 50 – 59% E = 40 – 49% F = 30 – 39% G = 20 – 29% A* requires accurate definition of a key word, two fully explained reasons for their opinion. 4 developed points of knowledge and understanding with proficient use of Bible quotes and examples, and three developed reasons for their opinion on a statement and three developed
example, and one or two brief reasons for their opinion on a statement and one or two brief reasons why someone may disagree with them. Autumn 2 Assessment date- 8/12/14 – 19/12/14 Assessment: 3 and 10 past paper questions from Units 4 - 46 mins Specification 10 – unit 4 3 – unit 4 Knowledge/ objective The meaning of vocation and why it is important for Christians. How and why Christians show vocation in life and work. How and why some Christians show vocation by taking Holy Orders. How and why some Christians are involved in working for social and community cohesion. How and why Christians use the Ten Commandments (respect for God and respect for others) as a guide for living. How and why Christians use the teachings of the Sermon on the on Literacy development (key and terminology) Active life, charity, contemplative life, displaying religion, the evangelical counsels, holy orders, hypocrite, the Law of Moses, the monastic life, religious community, the Sermon on the Mount, vocation Community cohesion, Discrimination Ethnic minority, Interfaith marriages Multi-ethnic society, Prejudice, Racial Harmony Racism, Religious freedom, Religious pluralism Sexism Students need to define the above key words accurately Students need to include appropriate quotes and examples to support their responses Students need to explain what the three different types of vocation are , why Christians should live out their vocation in all aspects of their life and how this can support community cohesion. A* = 90 – 100% A = 80 – 89% B = 70 – 79% C = 60 – 69% D = 50 – 59% E = 40 – 49% F = 30 – 39% G = 20 – 29%
Knowledge/objectives from Year 10 Summer 2 to revise Religion and Community Cohesion Spring 1 Assessment date- 2/2/15 – 13/2/15 Assessment: Paper 3 past paper questions from Unit 3 and 4 - 46 mins Specification Paper 3 – Unit 3 Paper 3 – unit 4 Knowledge/ objective Changing attitudes to marriage, divorce, family life and homosexuality in the UK and the reasons for them Christian attitudes to sex outside marriage and the reasons for them The purposes of marriage in RC Christianity and how this is in the wedding ceremony Literacy development (key words and terminology) Civil partnership, Cohabitation, Contraception Faithfulness, Homosexuality, Nuclear family Pre-marital sex, Procreation, Promiscuity Re-constituted family, Re-marriage Active life, charity, contemplative life, displaying religion, the evangelical counsels, holy orders, hypocrite, the Law of Moses, the monastic life, religious community, the Sermon on the Mount, vocation Students need to define the above key words accurately Students need to include appropriate Bible quotes and examples to support their responses A* = 90 – 100% A = 80 – 89% B = 70 – 79% C = 60 – 69% D = 50 – 59% E = 40 – 49% F = 30 – 39% G = 20 – 29%
was fair to religious beliefs and religious people Knowledge/objectives from Year 11 Autumn 1 to revise Religion and Community Cohesion Students need to justify why Catholics believe it is better to have children within marriage and why some people disagree Students need to justify why a religious family is a happier family and why some people may disagree. Students need to justify why some Christians believe using contraception goes against the sanctity of life and why people may disagree Students need to use skills points from Year 11 Autumn 1 Summer 1 Assessment date: 11/5/15 – 22/5/15 determined weekly assessments from all units from Papers 10 and 3 Specification 10 – all units Paper 3 – all units Knowledge/ objective All above knowledge and objectives depending on the revision needs of the class Literacy development (key words and terminology) All keywords All skills identified from the in Y9, 10 and 11 as identified by the needs of the class A* = 90 – 100% A = 80 – 89% B = 70 – 79% C = 60 – 69% D = 50 – 59% E = 40 – 49% F = 30 – 39% G = 20 – 29% Summer 2 Assessment date: 22/6/15 – 3/7/15 GCSE completed GCSE completed Literacy development (key words and terminology) GCSE completed