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Religious Studies  \nContents  \n1. Introduction 1  \nResearch and key principles 1  \nSupport for the new specification 2  \n2. What’s changed? 3  \n2.1 How have AS and A level changed? 3  \nChanges to AS and A level qualifications 3  \nChanges to Religious Studies subject content requirements 3  \nChanges to Assessment Objectives 4  \n2.2 Changes to the Edexcel specification 5  \nSpecification overview 5  \nChanges to specification content 5  \nSummary of changes to assessment 5  \n3. Planning 8  \n3.1 Planning and delivering linear AS and A level courses 8  \n3.2 Co-teaching AS and A level 10  \n3.3 Delivery models 11  \n4. Content guidance 12  \n4.1 Structure 12  \n4.2 The Anthology 13  \n5. Assessment guidance 17  \n5.1 Implications of linear assessment 17  \n5.2 Question types and Command words 17  \nAS level 17  \nA level 17  \n5.3 Breakdown of questions and requirement for each question 18  \nAS Level 18  \nA Level 19  \n5.4 Assessment objectives 20  \n5.4 Mark schemes 21  \n1. Introduction  \n1. Introduction  \nResearch and key principles  \nThe specification has been developed in consultation with the teaching community, higher education, learned societies and subject associations. Teachers from a range of schools and colleges – in focus groups, phone interviews and face-to-face conversations – have provided feedback at each stage and have helped us to shape the specification . Religious Studies academics in UK universities have helped us understand how to build on the strengths of the 2008 A level specification and advised on how progression to undergraduate study could be improved.  \nDrawing on feedback from all parts of the RS education community, the 2016 specification has been built on the following key principles:  \n● Clear and coherent structure – our qualification offers a choice of three components from Philosophy of Religion, Religion and Ethics, New Testament Studies and Study of Religion . All of the components are assessed through an externally examined paper and these all follow the same structure.  \n● Development of an understanding and appreciation of the subject – this qualification encourages students to develop an appreciation of religious thought and its contribution to individuals, communities and societies. This is achieved through an enquiring, critical and reflective approach to the study of religion .  \n● Holistic understanding of religion – the specification facilitates enquiry into, and develops insightful evaluations of, ultimate questions about the purposes and commitments of human life, especially as expressed in philosophy, ethics and religion . The qualification encourages students to make connections so that in each field of study, they understand the influences over time of the key developments in religious beliefs and practices, the philosophy of religion, religious ethics and/or textual interpretation .  \n● Focus on scholarship – in the second year of study, the specification content encourages students to compare the significant ideas presented in works of scholars selected from the fields of philosophy, ethics and religion . This will enable students to reflect on and develop their values, opinions and attitudes in the light of their studies.  \n● Development of transferable skills for progression to higher education  \n– students will use ideas from a range of approaches to the study of religions and beliefs in order to research and present a wide range of well-informed and reasonable arguments, which engage profoundly with moral, religious and spiritual issues. This will enable students to make a smooth transition to their next level of study.  \n● Supportive of progression from Key Stage 4 – the content builds on the understanding developed at Key Stage 4, while also ensuring that students new to the subject are appropriately supported.  \n● Co-teachablity across AS and A level – co-teaching AS and A level provides flexibility for you and your students. Centres co-teaching AS","cbCaifaYwFgnvNJc","https://ap.wps.com/l/cbCaifaYwFgnvNJc","pdf",311916,25,"English","# Contents\n## Introduction\n### Research and key principles\n### Support for the new specification\n## What’s changed?\n### How have AS and A level changed?\n### Changes to the Edexcel specification\n## Planning\n### Planning and delivering linear AS and A level courses\n### Co-teaching AS and A level\n### Delivery models\n## Content guidance\n### Structure\n### The Anthology\n## Assessment guidance\n### Implications of linear assessment\n### Question types and Command words\n### Breakdown of questions and requirement for each question\n### Assessment objectives\n### Mark schemes","[{\"question\":\"What key principles underpin the 2016 AS and A level Religious Studies specification?\",\"answer\":\"The guide highlights clear structure, critical and reflective study, holistic enquiry into ultimate questions, scholarship-focused comparison of key ideas, development of transferable skills, supportive progression from Key Stage 4, and co-teachability across AS and A level.\"},{\"question\":\"How did AS and A level Religious Studies change from September 2016?\",\"answer\":\"From September 2016, A level Religious Studies becomes a linear qualification with examinations sat at the end of the course, while AS level Religious Studies becomes a stand-alone qualification that cannot contribute to an A level grade.\"},{\"question\":\"What topics are covered in the guide’s assessment guidance section?\",\"answer\":\"Assessment guidance addresses the implications of linear assessment, question types and command words for AS and A level, how questions are broken down with requirements for each question, assessment objectives, and mark schemes.\"}]","AS and A level Religious Studies - Getting Started teacher guide | PDF",1792466597,63]