A Level Religious Studies (Fast Track) Course

This distance learning A Level 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.

Assessment: 
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.

Course materials are provided in paper format and delivered direct to your door within 7 days of enrolment.

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 for re-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 for re-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

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)

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

Minimum of GCSE grade C or above.

Students are recommended to posses the ability to read and write english to GCSE standards, Mathematics knowledge also to GCSE level and be over 16 years of age.

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