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Explains that the anthology is a starting point rather than memorization, and should supplement the specification content. Provides exam-focused support for using extract passages to clarify ideas, including a Q3(a) process for reading extracts, identifying key concepts, and meeting Level 3 criteria with precise terminology and developed, referenced answers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-level-religious-studies-may-2022-guidance-for-the-use-of-the-anthology-how-to-use/619712/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-level-religious-studies-may-2022-guidance-for-the-use-of-the-anthology-how-to-use/619712.png","ImageObject",300,407,{"name":92,"@type":93},"Ivy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the aims of the Edexcel A Level Religious Studies qualification?","Question",{"text":112,"@type":113},"The aims include developing interest in rigorous study of religion and belief, building subject knowledge, adopting an enquiring and critical approach, and reflecting on personal values in light of study.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How should the anthology be used during teaching?",{"text":117,"@type":113},"The anthology is not intended to be learnt by heart and should not be taught as a separate discrete component; 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to develop their ability to comprehend scholarly writingsand prepare them for their next steps in academic scholarship.  \n• This anthology is unique to the Edexcel A level qualification and enables teachers and candidates to have easy and instant access to the key texts, ideas and thinkers they need to study the course.  \n• The Anthology should be used as a‘starting point’ for candidates and they should be encouraged to read and engage with the additional contributors listed within the specification.  \n• The use of the extract as part of the assessment helps candidates ground their knowledge in scholarship.  \nHow to use the Anthology  \n• The Anthology is not meant to be learnt by heart and there does not need to be time set aside to teach the Anthology discretely.  \n• The Anthology should be used to supplement the teaching of the Specification content. For example, when teaching Arguments from the Existence of God in the ‘Philosophy of Religion’ paper, one could use the Copleston and Russell debate to discuss the positions of theists and atheists in relation to the Cosmological Argument, the Teleological Argument or linking this to other arguments for the existence of God.  \n• The texts are meant to be used to support the teaching of the content; they are complementary to the specification and should not be seen as a separate part of the course.  \nUsing the extract to ‘clarify’ a view  \n• Candidates will always be provided with an extract of the Anthology text in the exam for Q3a so are not expected to know it by heart.  \n• This extract is designed to support candidates and acts as a prompt to‘clarify’ an idea presented by the scholar.  \n• The candidate will be asked to clarify an idea that they have studied as part of the course.  \n• For example if candidates were asked to ‘Explore ideas about ‘love’ in ethical decision making’ in an 8-mark question (Q1), they would be able to draw on what they have covered within the specification to explain Fletcher’s principles of Situation Ethics.  \n• If a similar question came up in a 10-mark question (Q3a) which asked candidates to ‘Clarify ideas about love in ethical decision making outlined in this passage’, they would be able to draw on the same knowledge to answer this question, but the extract supports them with reminders of key language and key concepts.  \nHow to use the extract in Q3(a)  \n3 (a) Example question:  \nClarify the ideas illustrated in the passage about euthanasia You must refer to the passage in your response  \nStage 1: Candidates should read the extract fully.  \nA‘third party’ in law refers to any agent other than the principal agent and in the case of euthanasia this would generally mean a doctor (sometimes also referred to as the ‘physician’) . For all practical purposes if euthanasia is to be justified at all it has to be considered as part of medical practice, for it is reasonably clear that any other practice of euthanasia would be almost impossible to control or regulate. Without regulation","cbCain3L1RixLaSr","https://ap.wps.com/l/cbCain3L1RixLaSr","pdf",823600,11,"English","# Guidance for the use of the anthology\n## Aims of the Religious Studies A Level\n## Basis in scholarship\n## How to use the Anthology\n## Using the extract to 'clarify' a view\n## How to use the extract in Q3(a)\n## How to meet level 3 criteria","[{\"question\":\"What are the aims of the Edexcel A Level Religious Studies qualification?\",\"answer\":\"The aims include developing interest in rigorous study of religion and belief, building subject knowledge, adopting an enquiring and critical approach, and reflecting on personal values in light of study.\"},{\"question\":\"How should the anthology be used during teaching?\",\"answer\":\"The anthology is not intended to be learnt by heart and should not be taught as a separate discrete component; it should supplement specification content and act as a starting point for further reading.\"},{\"question\":\"How do candidates use an anthology extract in Q3(a)?\",\"answer\":\"Candidates read the extract fully and then circle, highlight, or underline key concepts that clarify the focus of the question, using their annotations and linked knowledge to write a developed answer.\"}]","A Level Religious Studies - May 2022 - Guidance for the use of the anthology - how to use | PDF",28]