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Religious Studies
Course Overview
You will have to find a testing centre in your area to check on the cut off dates for coursework or use our centres in Birmingham, Bristol or Harrogate who will be more than happy to help you. See below for further information
Did you know MyDistance Learning sends out the whole course when you order with us and not in sections like some other training providers?
Neither are our courses on-line so you can study wherever you are such as on a train without the need for computer access.
Exam Format
A Level Religious Studies consists of 4 units in total:
AS Level = 2 units
A2 Level = 2 units
AS Level
Unit 1 and Unit 2 – Introduction to Religious Studies
Written Examination each unit: 1 hour 15 minutes
A2 Level
Unit 3: Studies in Religion
Written Examination: 1 hour 30 minutes
Unit 4: Religion and Human Experience
Written Examination: 1 hour 30 minutes
Course summary
The course offers an academic approach to the study of religion and is accessible to candidates of any religious persuasion or none.
This A Level Religious Studies course encourages students to develop their interest in, and enthusiasm for, a rigorous study of religion and its relation to the wider world. Treat the subject as an academic discipline by developing knowledge, understanding and skills appropriate to a specialist study of religion. Adopt an enquiring, critical and reflective approach to the study of religion and Reflect on and develop their own values, opinions and attitudes in the light of their learning.
Support
As a student of My Distance Learning College you will have access to tutor via email who will mark your work and guide you through the course to ensure you are ready for your examinations.
Course Outline
AS Level
Unit G: New Testament (RSS07)
How the synoptic gospels came into being
Oral Tradition
Reasons for the synoptic gospels being committed to writing
The relationship between the three synoptic gospels; the priority of Mark
Reasons for writers editing material as they wrote the synoptic gospels
Reasons for translating the original Greek synoptic texts
Aspects of Jesus' teaching and action, parables and healings
The role and the purpose of parables and healings as recorded in the synoptic gospels
Scholars' views of the theology and the teaching found in parables and healings
The arrest, trial and death of Jesus
Scholars' views of the theological message and the teaching about the person of Jesus provided by the writers in these accounts
The main similarities and differences between the three accounts:
Matthew 2636–2761
Mark 1432–1547
Luke 2240–2356
The resurrection of Jesus
Scholars' views of the theological message and the teaching about the person of Jesus provided by the writers in these accounts
The main similarities and differences between the three accounts:
• Matthew 2762–2820
• Mark 161–20 (noting the variant readings of the text)
• Luke 24
Unit J World Religions 1: Buddhism or Hinduism or Sikhism (RSS09)
Buddhism
Samsara and the three marks of existence
The concept of samsara – the cycle of death and rebirth
The concepts of dukkha, anatta and anicca
The implications of these ideas for the Buddhist way of life and attitude to life
The Four Noble Truths
The framework of the Four Noble Truths – the illness, the cause of the illness, the truth that there is an end to the illness, and the prescription
Tanha – the different types of craving and how they lead to suffering: craving for sense pleasures, craving to be rid of something and craving forre-becoming; the root of tanha in ignorance and the pointlessness of trying to fulfil tanha in samsara
Nibbana – the truth of the end of craving and the end of dukkha arising from it; contrasts between samsara and nibbana; the experience of the arahant in this world and beyond death
The implications of these ideas for the Buddhist way of life and attitude to life
The Four Noble Truths
The framework of the Four Noble Truths – the illness, the cause of the illness, the truth that there is an end to the illness, and the prescription
Tanha – the different types of craving and how they lead to suffering: craving for sense pleasures, craving to be rid of something and craving forre-becoming; the root of tanha in ignorance and the pointlessness of trying to fulfil tanha in samsara
Nibbana – the truth of the end of craving and the end of dukkha arising from it; contrasts between samsara and nibbana; the experience of the arahant in this world and beyond death
The implications of these ideas for the Buddhist way of life and attitude to life
The Eightfold Path
The nature and purpose of the Eightfold Path
In the context of the Eightfold Path:
The nature of wisdom and its importance – right understanding and right thought
The nature of morality and its importance – right speech, right action and right livelihood
The nature of meditation and its importance – right effort, right mindfulness and right concentration
The relationship between wisdom, morality and meditation, and the ways in which they contribute to the path to enlightenment
The Sangha
The Sangha as refuge
The monastic community – its nature and discipline
The lay community – its life and discipline
The relationship between the monastic and lay community, and the relative importance of each as a path to enlightenment
A2 LEVEL
Unit 3E: New Testament (RST3E)
The context of John's Gospel
• The relationship between John and the synoptic gospels
• The Christian context, the Early Church
• The Greek and Jewish context from which John draws
The nature, role and purpose of the discourses in John's Gospel
• 'I am the Bread of Life', John 630–58
• 'I am the Light of the World', John 812–19 and 91–41
• 'I am the Resurrection and the Life', John 111–44
• 'I am the Way, and the Truth, and the Life', John 141–7
• 'I am the True Vine', John 151–17
The nature, role and purpose of signs in John's Gospel
• Water to Wine, John 21–11
• Healing of the Officer's Son, John 446–54
• The Crippled Man, John 51–18
• The Feeding of the Five Thousand, John 61–15
The nature, role and purpose of the passion and resurrection narratives
• John 18–19 Passion narrative
• John 20–21 Resurrection narrative
Unit 3E: New Testament (RST4C)
TOPIC II – Ways of Moral Decision-Making
Medical research and medical developments
• The use of embryos, human cells, medical trials on humans
• The use of animals for medical research
• Brain death, life support systems
Business practice and economics
• Moral management of national economies (macro)
• The moral management of individual companies (micro)
• developed economies vs. the third world
• Approaches to emerging economies, including China and India
Summary of Assessments
Unit 1 and Unit 2 – Introduction to Religious Studies
Each unit:
• 50% of AS Level
• 25% of A2 Level
• Written examination: 1 hour 15 minutes
• 90 marks
Students study any two units from a choice of eleven available. In each unit, students answer two essay questions from a choice of four.
Unit 3: Studies in Religion
• 25% of A Level
• Written examination: 1 hour 30 minutes
• 100 marks
Students study one unit from a choice of eight available. Two structured essay questions from a choice of four.
Unit 4: Religion and Human Experience
• 25 % of total A Level
• Written examination: 1 hour 30 minutes
Students study one topic from one unit from a choice of three available. One extended essay.
Recommended hours of study
It is recommended that 150 hours of your time should be allocated towards study for the AS examinations.
It is recommended that 150 hours of your time should be allocated towards study for the A2 examinations.
Recommended Reading
The Bible: Revised Standard Version
The New Testament: Proclamation and Parenesis, Myth and History, 3rd Ed. (Duling
& Perrin) Harcourt Brace Publishers, 1994
Buddhist Scriptures: Edward Conze- Penguin Classics (1959)
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