GCE Getting Started - Pearson qualifications€¦ · Web viewKnow and understand divergent understandings of our responsibility of dominion and stewardship. ... (poster/ppt/written

PearsonEdexcel GCSE

in Religious Studies A

Scheme of WorkArea of Study 2: Catholic Christianity

Introduction

This scheme of work covers the requirements for Religious Studies GCSE Specification A, Area of Study 2 through a study of Catholic Christianity.Students are required to study Catholic Christianity through two sections: ● Beliefs and Teachings● PracticesStudents will be expected to study Catholic Christianity within the context of the wider British society, the religious traditions of which are, in the main, Christian. Students should compare and contrast the areas of belief and practice within Catholic Christianity with wider Christian perspectives as outlined in the content below.● Beliefs about the afterlife and their significance (1.8)*● The practice and significance of worship (2.2)*.Students should recognise that Catholic Christianity is one of the many religious traditions in Great Britain, which also include Buddhism, Hinduism, Islam, Judaism and Sikhism. This knowledge may be applied throughout the assessment of the specified content. Students should also recognise that within Catholic Christianity there may be more than one perspective in the way beliefs and teachings are understood and expressed. Common and divergent views within the wider Christian tradition in the way beliefs and teachings are understood and expressed should be included throughout, including reference to Orthodox, Protestant and other Christian traditions. The significance and importance of the various beliefs and practices to Catholics today should be explored throughout the two sections.The learning sequence outlined in this scheme of work provides a framework for Area of Study 2 Catholic Christianity which can be used to develop students’ understanding of religious beliefs in order to be able to respond to the issues that are studied in later sections. The approach places the emphasis on the students’ developing their knowledge and understanding of religious beliefs and teachings, enabling them to assess and analyse these beliefs and teachings and thus meet the assessment objectives AO1 and AO2. This scheme of work can be used alongside or to complement other materials which are available on our website or materials that are known to be enjoyed by the students and that they have used before in the classroom. The teaching ideas and resources are suggestions only and not prescriptive.

© Pearson Education Ltd 20162

Section 1: Beliefs and teachings

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Learning outcomes Content Exemplar resources

1 Section 1:1

Students will be able to:● Know and understand

the nature and significance of the Trinity as expressed in the Nicene Creed

● Know and understand the nature and significance of the oneness of God

● Assess the nature and significance of each of the Persons of the Trinity

● Evaluate how this is reflected in Catholic life and worship

Know and understand the nature, history and purpose of the Trinity as shown in the Nicene Creed and each person of the Trinity (AO1)Students should be given the opportunity to summarise the main beliefs about each of the persons.Students should be able to refer to the Nicene Creed summarising the text as clearly as possible and knowing how it links to the Trinity.Students may wish to swap summaries written individually and assess each other’s work.Students could also create their own questions relating to the bullet point.

Assess and analyse the importance of these beliefs for Christians (AO2)Students should assess why the beliefs are important and link the importance to how the beliefs are expressed.

Information about the Trinity can be found in various places including on the BBC website.Students could use a copy of the Nicene creed and highlight in three different colours the information about each of the Persons of the Trinity.Students could produce a consequence wheel for the beliefs, with the Trinity the central hub and then write in how they are expressed in a ring around the central hub. Outside of this in another ring they could write why they are important. Students then need to produce a Fact File on each of the Persons of the Trinity including the nature of the person, why they are important to Christians and biblical evidence including Matthew 3:13-17 as part of the information.

2 Section 1:2


the Biblical understandings of God as a Trinity of Persons

● Know and understand the historical

Know and understand the Biblical accounts of God in the Trinity (AO1) Students should be able to read Matthew 3:13-17 and further biblical accounts and be able to both retell the accounts and explain how each of the understanding of God as a Person of the Trinity beliefs relate.

“Think, pair, share” activity on how would you describe God.Students could read Matthew 3:13-17 and then complete a ranking chart on the qualities of a good father. Students could discuss why in Matthew 3:13-17 they think God was revealed at

© Pearson Education Ltd 2016 3

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development of the doctrine of the Trinity

● Assess and analyse the importance of the First Council of Nicaea and the First Council of Constantinople

Know and understand the historical development of the Trinity (AO1)Students should be given the opportunity to summarise the main developments of the doctrine of the Trinity.

Assess and analyse the importance of (AO2) Students should be able to refer to the First Council of Nicaea and the First Council of Constantinople, summarising the importance as clearly as possible and knowing how it links to the Trinity.

the start of Jesus’ ministry and relate this to previous lesson on Trinity.Introduce students to the terms homoousios and homoiousios and highlight how one means ‘same substance’, the other meaning ‘similar substance’. Give students summaries or use a PowerPoint showing the impact of the First Council of Nicaea and the First Council of Constantinople.Students can evaluate why the Council say that the Father, Son, and Holy Spirit are the same substance.

3 Section 1:3


the nature and significance of the biblical account of Creation and the divergent ways it may be understood in Christianity

● Know and understand the nature and significance of Genesis 1-3

● Assess and analyse the importance of these beliefs for Catholics in understanding the nature and

Know and understand the biblical account of creation and the divergent ways it can be understood (AO1)Students should be able to find the biblical accounts and be able to both retell the accounts and explain how each of the beliefs relate to worship, their view of authority, moral decision making and lifestyle.

Know and understand the nature and significance of Genesis 1-3 (AO1)Students should be familiar with and understand the biblical references to Creation in Genesis 1-3. Students should note why this reference is important to Catholics and relate this to the characteristics of God.

Information on the biblical creation can be found in various places including videos on TrueTube.Students could produce an image/ storyboard/display of the biblical creation.Students could then discuss the different ways this is understood: literally true, ages=days, purely symbolic and the reasons for the different beliefs. They could summarise the reasons for these views in a table or spider diagram.Students could have copies of Genesis 1-3 and highlight in colours the information about creation by Word in one colour and any other source in another. They should discuss why the


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characteristics of God Assess and analyse the importance of these beliefs for Catholics in understanding the nature and characteristics of God (AO2)Students should assess why the beliefs are important and link the importance to how the beliefs are expressed.

biblical accounts show creation in this way.Ask students to complete a consequence wheel (three concentric circles). In the centre write the words ‘Biblical creation’. In the next circle out write down different beliefs and in the outside row, the impact of these beliefs for Christians today.Give students the characteristics of God, especially as Creator, benevolent, omnipotent and eternal and ask them to create a symbol to help them remember the characteristics.Use a diamond 9 to rank the characteristics of God in order of what they think is important.

4 Section 1:4


the nature and significance of the nature of humanity being created in the image of God

● Know and understand divergent understandings of our responsibility of dominion and stewardship

● Assess and analyse the influence of being

Know and understand the nature and significance of the nature of humanity being created in the image of God (AO1)Students should be able to explain that through creation God created us in his image and has given us responsibility within the world. They must be able to relate this to Genesis 1-3.

Know and understand divergent understandings of our responsibility of dominion and stewardship (AO1)Students need to know the divergent attitudes to dominion and stewardship.

Give students the words ‘dominion’ and ‘stewardship’ and ask them to define them and explain why they are important to Catholics.Students can brainstorm or discuss what it means to be made in the image of God. These answers can then be shared with the wider class.Read or refer back to Genesis 1-3 and ask them to come up with 4-6 ways that being created in the image of God shapes our role as Christians. Or alternatively you could give them titles. Examples could be – we are answerable to God, God has created us with the ability to love others, God has allowed


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made in God’s image has on Catholics today

Assess and analyse the influence of being made in God’s image has on Catholics today (AO2)Students need to know how the teachings of Creation and how being made in God’s image affects their lives; linking to actions toward God and others.

us the ability to love and serve Him, God has given us free will.Under each heading, students must detail how they can fulfill this (help the poor, care for the world) and highlight any problems this may create in the modern world. As a final title, students can research the divergent views to stewardship and dominion.Students can use this to complete practice GCSE questions.

5 Section 1:5


the nature and importance of the person of Jesus Christ as the incarnate Son of God for Christians

● Know and understand the biblical basis of the teaching about the incarnation including John 1:1-18

● Assess and analyse the importance of the biblical basis of the teaching about the incarnation for Catholics today

Know and understand the nature and importance of the person of Jesus Christ as the incarnate Son of God (AO1)Students should be able explain why it is important for Christians to believe that Jesus is God made human (incarnate) (carne = meat on Italian menus = flesh, so it is literally God made flesh), both fully God and fully human.

Know and understand the biblical basis of the teaching about the incarnation including John 1:1-18 (AO1)Students need to have studied the reference and be able to explain what they teach about the incarnation.

Assess and analyse the importance of the biblical basis of the teaching about the incarnation for Catholics today (AO2)Students should assess why the beliefs are important and link the importance to how the

Information about the incarnation can be found in various places including the BBC website and on YouTube.Students could start by finding out what the word incarnation means.The students could then investigate/research the incarnation as shown in the Bible, including John 1:1-18 and in wider Church teaching. They could work in groups and present their findings to the rest of the class or use an app to present it to the class or produce displays. Students should assess the importance of the incarnation by producing a list of how it impacts on the beliefs, worship and everyday life of Christians.Students should attempt some exam style questions on this bullet and attempt to peer mark them


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beliefs are expressed.6 Section

1:6Students will be able to:● Know and understand

the nature and importance of the last days of Jesus’ life from the Last Supper to the resurrection, referring to the ascension

● Know and understand how the last days of Jesus’ life from the Last Supper to the resurrection, referring to the ascension, were shown in the Bible including Luke 24

● Assess and analyse what the last days in the life of Jesus and the ascension show Catholics about the effects of redemption

Know and understand the nature and importance of the last days of Jesus’ life from the Last Supper to the resurrection, referring to the ascension (AO1) Students should know from what the Bible records happens in the last days of Jesus and who was involved. They might be able to link the events to Old Testament prophesies and why Catholics might perceive the events in Jesus’ life as being predicted in the OT.

Know and understand how the last days of Jesus’ life from the Last Supper to the resurrection and referring to the ascension were shown in the Bible including Luke 24 (AO1)Students should be given the opportunity to summarise the main events in the last days of Jesus’ life, according to the Bible. Students may wish to record the events and their significance for Catholics, which they could primarily do individually and then assess each other’s work.

Assess and analyse what the last days in the life of Jesus and the ascension show Catholics about the effects of redemption (AO2)Students could create their own questions relating to the events in the Bible showing the last days of Jesus and decide how they can relate this to the effects of redemption.

Information about the last days can be found in the Bible but there are also very good videos of the last days available. Alternatively students could look at a variety of paintings of Jesus and how they show his deity/humanity.Ask students to discuss the last days of Jesus using Luke Chapter 24 in pairs and then produce a timeline of the events, including where they take place, who was involved and what it shows about Jesus.Students could produce information cards about an event in the last days, mix them up and ask students to put them in order. Use them to discuss what the events show about a) Jesus and b) his followers. Possibly in a ‘Top Trumps’ style if you have access to computers and a template.Students could produce a number of pictures of the events to show in chronological order the events and what they show about Jesus, which could then form a display around the classroom – this provides a visual reminder for them to revise from.As an alternative, have artwork examples for them to use. (Perhaps use some from Section 4.).


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7 Section 1:7


the consequence that life, death, resurrection and ascension of Jesus has on beliefs about salvation

● Know and understand the importance of salvation and grace, including John 3:10-21 and Acts 4:8–12

● Analyse and assess the significance of belief in salvation for Catholics

Know and understand the consequence that life, death, resurrection and ascension of Jesus has on beliefs about salvation (AO1) Students should know how Jesus’ death and resurrection allows us to receive salvation.

Know and understand the importance of salvation and grace, including John 3:10-21 and Acts 4:8–12 (AO1)Students need to have studied the Biblical references and be able to explain what they teach about salvation and grace.Students should summaries each of their findings and cross reference them with the person next to them.

Analyse and assess the significance of belief in salvation for Catholics (AO2)Students should be able to assess the belief that salvation from sin is brought by Jesus coming to the world today through the Church and how this can be brought about.

Ask students to discuss the concept of salvation in pairs and then use one strategy such as a list, spider diagram, mind map or consequence circle to record their ideas about salvationGive students a card with one of two Bible references about forgiveness on it. John 3:10-21 and Acts 4:8–12. (One group salvation one group grace). Students have to research using a Bible (or search engine) and find out what it teaches about Christian attitudes to salvation and grace. Students then need to join in groups of five. Each group needs to have one student with each reference. They then need to share the information they have found out with the rest of the groups so all students have information about all of them.Ask students to complete the carry on exercise: some examples of statements you can use are:Christians believe that a sin is an action that breaks God’s law – explain some examples of this…Sin is also the state of being that comes about by committing a sinful action. Sin makes it difficult to have a relationship with God because…Christians believe that the death of Jesus was part of God’s plan and the means by which the forgiveness of sins is achieved because…


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Christians believe that the death of Jesus has saved people and…Jesus’ death looks like the triumph of evil over good but it is the exact opposite…

Catholics believe that the salvation from sin is brought by Jesus and comes to the world today through the Church and is brought about by leading a good Christian life.

8 Section 1.8


the nature and importance of Catholic and divergent Christian beliefs about life after death

● Know and understand how beliefs about life after death are shown in the Bible

● Analyse the importance of life after death for Catholics

Know and understand the nature and importance Catholic and divergent Christian teachings about resurrection, judgement, heaven, hell and purgatory (AO1)Students should know what Christians believe happens after death and be aware that different groups of Christians have slightly different beliefs.

Know and understand how beliefs about life after death are shown in the Bible (AO1)Students need to look at a number of biblical references and understand what Christians might believe it teaches about life after death. Include reference to John 11:17–27 and 2 Corinthians 5:1–10.

Assess and analyse why belief in life after death is important for Catholics today (AO2)

Set the mood with a song that talks about life after death. Get pupils to make notes of what they can identify as links to life after death.They can then complete the ‘If death was' activity – using words or images to explain, e.g. If death was a sound, a colour, a season, a symbol. They need to state why they have chosen that symbol. Give students a card with one of resurrection, judgement, heaven, hell and purgatory on them. They then have to research using a Bible (or search engine) and find out about that Christian belief. Students then need to join in groups of five. Each group needs to have one student with each Christian belief. They then need to share the information they have found out with the rest of the groups so all students


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Students should assess why the beliefs are different to varying groups. Include why they vary in importance and link the importance to how the beliefs are expressed.

have information about all of them.Ask students to identify divergent beliefs that they have discovered whilst doing their research. Ensure they understand that not all Christians believe the same things about life after death, especially differences concerning hell and purgatory.Complete some exam style questions.


Section 2: Practices

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1 Section 2:1


the meaning of the seven sacraments

● Know and understand the effects of the seven sacraments including religious symbolism

● Assess and analyse the divergent importance of sacraments in Catholic, Orthodox and Protestant Christianity

Know and understand the role of sacraments in Christian life and their practice in two denominations (AO1)Students should know about the nature and role of sacraments in Catholic life.

Know and understand the effects of the seven sacraments including symbolism of each sacrament(AO1)Students should know the effects of the seven sacraments and the symbolism of each sacrament.

Assess and analyse the divergent importance of sacraments in Orthodox, Catholic and Protestant Churches (AO2)Students should analyse the differences in sacraments between divergent Christians meaning of the sacraments with reference to Catholic, Orthodox and Protestant churches.

Information on the sacraments can be found in various places, including videos on TrueTube and information on Catholic sacraments can be found on the website below. www.vatican.va/archive/ccc_css/archive/catechism/p2s2c1a1.htmStudents could produce an image/storyboard/display for each of the sacraments with reference to the symbolism of each sacrament.Divide students into three groups. Tell one group they have to complete research about sacraments in the Orthodox tradition. Tell the second group they have to complete research about sacraments in the Catholic tradition. Tell the third group they have to complete research about sacraments in the Protestant tradition.They should then feed back to the class and each student should end up with information about each of the groups to assess why the sacraments are important to each denomination.They then can make connection dominos to look at the meaning of the sacraments in the Orthodox and Protestant church - make the connections between similarities and differences, e.g. real presence compared to


http://www.vatican.va/archive/ccc_css/archive/catechism/p2s2c1a1.htm

http://www.vatican.va/archive/ccc_css/archive/catechism/p2s2c1a1.htm

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re-enactment, each point will match only another.Alternatively, use materials that are known to be enjoyed by the students and that they have used before in the classroom.

2 Section 2:2


the nature and importance of Mass for Catholics

● Know and understand the divergent attitudes towards worship

● Assess and analyse the teaching of Lumen Gentium paragraph 7 for Catholics

Know and understand the nature and importance of Mass for Catholics (AO1)Students should know what liturgical worship is. They should be able to identify and explain each part of the Mass, including the significance of each section.

Know and understand the divergent attitudes towards worship (AO1)Students need to understand that there are differences in the practice and meaning of liturgical worship. They need to understand how this is significant to Catholics and explore the less structured worship found in evangelical Christian denominations.

Assess and analyse the teaching of Lumen Gentium paragraph 7 for Catholics (AO2)Students need to know from Lumen Gentium the teachings about the Eucharist and how this is significant for Catholics.

Ask student to complete a Mass mix and match. Create a table with the sections of the mass on one column and in the second column, what happens. Cut them out and then ask students to match them up. After successfully matching them, students can then explain the significance of each part of the Mass and why it is important to Catholics.Students could investigate or research the divergent attitudes towards worship - starting with the different Christian attitudes towards the Eucharist.Divide the class it three groups and ask then to each take a divergent view on worship and then present them back to the class. Some will be presenters, some can prepare handouts and others can answer questions. Students should assess the impact of worship for Catholics producing two tables of reasons:1. Why liturgical worship is important and unimportant. 2. Why informal less structured worship is important and unimportant.


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3 Section 2:3


the nature and importance of the funeral rite for Catholics

● Know and understand the aims of the funeral rite

● Assess and analyse the significance of the funeral rite for Catholics

Know and understand the nature and importance of the funeral rite for Catholics (AO1)Students need to know the main practices of the funeral rite in:● the home ● the church● the cemeteryStudents must make reference to 'Preparing my funeral' by Vincent Nichols, Archbishop of Westminster.

Know and understand the aims of the funeral rite (AO1)Students need to know and understand the aims of the funeral rite with a specific focus on:● communion with the deceased● communion of the community

Assess and analyse the significance of the funeral rite for Catholics (AO2)Students assess how the funeral rite gives comfort and hope to Catholics.

Information about Catholic funeral rites can be found in various places, including the BBC website.Students need to research what is offered to both the dying and the relatives: before death, after death, at the vigil. Students could make an information sheet on each aspect of this. They can then use two colours – one to highlight the care for the deceased and the other for care for the relatives. Students should be given a copy of 'Preparing my funeral' by Vincent Nichols, Archbishop of Westminster and discuss the reasons why the document is needed.Students should assess the importance of using this document by producing a list of how it may impact on the lives of those preparing to die and of grieving relatives. Students need to understand what is meant by the terms communion with the deceased and communion of the community.Students should attempt some exam style questions on this bullet and attempt to peer mark them.

4 Section 2:4


the nature and purpose of prayer

● Know and understand

Know and understand the nature and purpose of prayer (AO1)Students should be able to explain what prayer is and why Catholics pray

Know and understand examples of the

There are a number of YouTube clips showing the Lord’s Prayer. Students could discuss and research prayer using the Internet or textbooks to find out the different types of prayer, with


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different types of prayer

● Analyse and assess the importance for Catholics of having different types of prayer

different types of prayer (AO1)Students need to know about the different types of prayer, when each type is used and why.● Set prayers● Informal prayer

Know about and understand the importance of the Lord’s prayer (AO1)Students should know what the Lord’s Prayer is, they should understand the biblical basis of the prayer from Matthew 6:5-14 and how it is used by Christians.

Analyse and assess the importance for Catholics of having different types of prayerStudents should assess the impact that prayer has on the lives of Catholics.

examples, who uses it and when they use it.They can then produce a summary document page or a mind map to record their findings.Ask them to think of examples they see of prayer in films – how is prayer portrayed – how does this shape their view on prayer.Students could be given a copy of Matthew 6:5-14 and a copy of the Lord’s Prayer to compare; they should then discuss the reasons why Christian use the prayer.In order to learn about the importance of the Lord’s prayer they could look at the controversy caused by an advert about the Lord’s prayer: www.bbc.co.uk/news/uk-34891928.Students should assess the impact of prayer for Catholics, producing two tables of reasons: 1. Why set prayer is important and unimportant.2. Why informal prayer is important and unimportant.The table should include at least four reasons each with example/quotes.Students should attempt some (c) exam style questions on this bullet and attempt to peer mark them.

5 Section Students will be able to: Know and understand the importance of devotion (or non-liturgical worship) Show students 5-6 images of popular piety


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2:5 ● Know and understand the importance of devotion (or non-liturgical worship)

● Know and understand the divergent attitudes to different forms of devotion

● Assess and analyse why it is important for Catholics to have different forms of worship

(AO1)Students must understand the role of importance of:● Rosary● Eucharistic adoration ● Stations of the crossStudents must support their findings with reference to the Catechism of the Catholic Church 1674-1676.

Assess and analyse why it is important for Catholics to have different firms of worship(AO2)Students must be aware of the benefits of different forms of worship and when they are used.

(non liturgical worship). Students can pick one and write down five observations and five reflections on the image. Students can then feed back to the whole class.Students can then be given further details on Rosary, Eucharistic adoration and the stations of the cross and complete a fact file on each one. Perhaps use ICT to support this task. They need to state what form the devotion takes, who can take part, any special features or symbolism, where it is in the liturgical year, why some people support it and why some might feel they are not suited to it.Remember to include the information from the Catechism of the Catholic Church 1674-1676.The fact files can them be used to answer some GCSE style questions.Students then need to go back and highlight within the fact files the divergent Christian attitudes.

6 Section 2:6


the nature, history and purpose of Catholic pilgrimage

● Know and understand the significance of the places that people go

Know and understand the nature, history and purpose of pilgrimage (AO1) Students should know what pilgrimage is, they should know about the history of pilgrimage as a whole and about specific places and why Christians go on pilgrimage today.

Ask students to research on the Internet and find information about what a pilgrimage is and why Christians go on them, including the Catechism of the Catholic Church 2691-2696.Divide the class in three and instruct each group to look at one specific place of pilgrimage to find out its history and what


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on pilgrimage ● Assess and analyse the

importance of pilgrimage for Catholic and Protestant Christians today

Know and understand the significance of the places that people go on pilgrimage (AO1)Students should be given the opportunity to know about these places of pilgrimage and what happens there:● Jerusalem● Lourdes● Walsingham

Assess and analyse the importance of pilgrimage for Catholic and Protestant Christians today (AO2)Students should discuss why pilgrimage may or may not be important for Christians with reference to the Catechism of the Catholic Church 2691-2696.

happens there.● Jerusalem● Lourdes● WalsinghamWith this information they should write a summary about the place of pilgrimage. HCPT have some suitable videos on Lourdes.

Students can then do a hot seat session to share information about all three places.Students could do a media search (online or newspapers) for examples of Catholic and Protestant pilgrimage and then produce work (poster/ppt/written summary) to show why pilgrimage may or may not be important for Christians.

7 Section 2:7


what Catholic social teaching is and how it reflects the teaching to love thy neighbour

● Know and understand how and why CAFOD seeks to help others

● Assess and analyse how Catholic Social teaching influences the lives of individuals

Know and understand what Catholic social teaching is and how it reflects the teaching to love thy neighbour (AO1)Students need to understand what CST is and what do Catholics mean when they talk of love of thy neighbour.Students must also understand what the church teaches about justice, peace and reconciliation.

Know and understand how and why CAFOD seeks to help others (AO1)

Information about CST can be found in various places on www.catholicsocialteaching.org.uk/. There is a short video detailing the main features by Cardinal Vincent Nichols. CAFOD also have a wide selection of clips and activities on CST.Pose the statement that Catholics have a duty to care for the poor.Ask students to discuss in small groups how they feel about the statement. Divide students in half - one half doing a consequence circle with ‘yes they have a


http://www.catholicsocialteaching.org.uk/

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Students will need to know what CAFOD does and where it works. They will also need to be able to explain why it seeks to help the poor of society.Assess and analyse how Catholic Social teaching influences the lives of individuals (AO2)They will need to know how CST is reflected in peoples actions and daily lives, including some examples of this faith in action.

duty to the poor’ in the centre with two outer rings to help them think about the immediate consequences of helping and then the secondary consequences, helping them see the benefits. The second half should do a consequence circle with ‘they don’t have a duty to help the poor’ in the centre, with two outer rings to help them think about the immediate consequences of helping and then the secondary consequences, helping them see the benefits.They should then explain their circles to each other. Students should summarise the discussions in the way they feel most suitable, such as a written paragraph or a table of the different arguments.Students need to know the teaching of the Sheep and the Goats; they should read though this and perhaps do some ‘Freeze frame’ examples to show the parable in action.Students can use Evangelii Gaudium paragraphs 182–237 to explain the reasons why Catholics should ensure the inclusion of the poor in society. They can make a table of three columns, with examples of how they can do this personally, as a community and how one chosen individual of their choice has put this teaching into action.Students can research using the CAFOD


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website why they help and what they do. Students can make an acrostic poem on what CAFOD does and why they do it. Students should attempt some exam style questions on this bullet and attempt to peer mark them.

8 Section 2.8


the history and purpose of missionary and evangelical work

● Know and understand the divergent ways the Christian faith is spread locally, nationally and globally

● Analyse and assess the importance of evangelising for the Church and the individual Christian

Know and understand the history and purpose of missionary and evangelical work (AO1)Students should know that the Church has always been a missionary one since the Early Church and they must learn how this fulfils the teaching of the Church, including as continued and why, including Evangelii Gaudium Chapter 5.

Know and understand the divergent ways the Christian faith is spread locally, nationally and globally (AO1)Students need to know the different ways that Christianity is spread locally, nationally and globally.

Assess and analyse the importance of evangelising for the Church and the individual Christian (AO2)Students should assess the importance of evangelisation, whether it works or whether it has little effect.

Information on Christian missionary and evangelical work can be found in various places on the Internet including: www.dioceseofshrewsbury.org/catholic-faith/the-new-evangelisation/what-is-the-new-evangelisation (Catholic) www.churchofengland.org/our-faith/mission.aspx (Church of England)Ask students to research Church history and discuss the concept of missionary/evangelical work in Church history in pairs and then use either a list, spider diagram, mind map or consequence circles to record their ideas about the importance of missionary/evangelical work throughout Church history.Ask students to find out about the different ways that the Christian faith has been spread in the past and how it is still spread today. They need to find out what has been done locally in parishes, nationally and globally. They need to share their information and make a list of four ways, each way needs an example.Students should assess the importance of evangelising by producing a list of how it


http://www.churchofengland.org/our-faith/mission.aspx

http://www.churchofengland.org/our-faith/mission.aspx

http://www.dioceseofshrewsbury.org/catholic-faith/the-new-evangelisation/what-is-the-new-evangelisation



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may impact on the people locally, nationally and globally.Students should attempt some exam style questions on this bullet and attempt to peer mark them.


Documents

GCE Getting Started - Pearson qualifications€¦ · Web viewKnow and understand divergent understandings of our responsibility of dominion and stewardship. ... (poster/ppt/written