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RELIGIOUS, MORAL ANDPHILOSOPHICAL STUDIESIntermediate 2

Third edition – published November 1999

Religious, Moral and Philosophical Studies: Intermediate 2 Course 1

NOTE OF CHANGES TO ARRANGEMENTSTHIRD EDITION PUBLISHED ON CD-ROM NOVEMBER 1999

COURSE TITLE: Religious, Moral and Philosophical Studies (Intermediate 2)

COURSE NUMBER: C072 11

National Course Specification

Course Details: Core skills statements expanded

National Unit Specification:

All Units: Core skills statements expanded

Administrative Information

Publication date: November 1999

Source: Scottish Qualifications Authority

Version: 03

© Scottish Qualifications Authority 1999

This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived fromreproduction and that, if reproduced in part, the source is acknowledged.

Additional copies of this course specification (including unit specifications) can be purchased from the Scottish QualificationsAuthority for £7.50. Note: Unit specifications can be purchased individually for £2.50 (minimum order £5).

2

National Course Specification

RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES (INT 2)

COURSE NUMBER C072 11

COURSE STRUCTURE

This course comprises one mandatory unit plus two optional units.

Mandatory Unit

D412 11 World Religions (Int 2) 1 credit (40 hours)

Optional Units – select two

D409 11D408 11D411 11D413 11

Nature of Belief (Int 2)Making Moral Decisions (Int 2)Justice in the World (Int 2)Metaphysics (Int 2)

1 credit (40 hours)1 credit (40 hours)1 credit (40 hours)1 credit (40 hours)

In common with all courses, this course includes a further 40 hours over and above the 120 hours forcomponent units. This is for induction, extending the range of learning and teaching approaches,support, consolidation, integration of learning and preparation for external assessment. This time isan important element of the course and advice on its use is included in the course details section.

RECOMMENDED ENTRY

While entry is at the discretion of the centre, candidates would normally be expected to havecompleted a course or units where appropriate:

• in Religious Studies Standard Grade at General level• in Religious, Moral and Philosophical Studies at Intermediate 1 level• in a Short Course in Religious and Moral Education with evident potential at this level• in a social subject at an equivalent level

It will be available to more mature candidates who have an interest in the subject matter and candemonstrate appropriate ability at this level.


National Course Specification: general information (cont)

COURSE Religious, Moral and Philosophical Studies (Intermediate 2)

CORE SKILLS

This course gives automatic certification of the following:

Complete core skills for the course None

Core skills components for the course Critical Thinking Int 2Planning and Organising Int 2

For information about the automatic certification of core skills for any individual unit in this course,please refer to the general information section at the beginning of the section.

Additional information about core skills is published in Automatic Certification of Core Skills inNational Qualifications (SQA, 1999).


National Course Specification: course details


RATIONALE

The rationale and aims of Religious, Moral and Philosophical Studies at Intermediate 2 arise from therationale and aims of religious education as set out in Bulletin 2, Curriculum Guidelines for ReligiousEducation (SCDS 1981), and from the Howie Committee’s report Upper Secondary Education inScotland (1992), which made proposals for the inclusion of elements of philosophy for candidates inupper secondary and further education.

Religion

Candidates will investigate the nature and scope of religion. They will explore how the search formeaning, value and purpose has expressed itself in a range of historical and religious traditions.Developing the skills of analysis and evaluation of key concepts in various world religions forms anintegral part of this exploration.

Morality

Candidates will investigate the nature and scope of morality. They will explore how the search formeaning, value and purpose is expressed in the application of moral stances to a range ofcontemporary issues. Developing the skills involved in analysing and evaluating these moral stancesforms an integral part of this exploration as well as assessing the influence they have in the making ofmoral decisions across a range of moral issues.

Philosophy

Candidates will explore philosophical thinking as it relates to religion and morality. They willexplore how the search for meaning, value and purpose has expressed itself in a range ofphilosophical points of view, explicitly in metaphysics. Developing the skills involved in presentingarguments, analysing and evaluating evidence and presenting clear conclusions forms an integral partof this exploration.

Religious, Moral and Philosophical Studies at Intermediate 2 level deals with the inter-relationship ofreligious beliefs, moral issues and philosophical challenges within religion and morality. The abilityto analyse concepts and evaluate religious, moral and philosophical issues requires a knowledge andunderstanding of primary sources, traditional positions and contemporary points of view. In addition,an investigative element provides candidates with the opportunity for a fuller inquiry into a religious,moral or philosophical issue.

Candidates will have opportunities to:

• extend and develop their knowledge and understanding of aspects of religion, morality andphilosophy

• respond to certain religious, moral and philosophical questions through a process of inquiry,debate, analysis and evaluation, particularly in relation to the weighing up of evidence,developing viewpoints and drawing clear conclusions

• complete an investigation on an issue drawn from any of the component units studied whichwill enable them to demonstrate planning, organising and investigating skills, particularly inthe use of primary and secondary sources

• continue to reflect upon their own life experiences, and develop their personal beliefs andvalues


National Course Specification: course details (cont)


Candidates who undertake Religious, Moral and Philosophical Studies should develop theirknowledge and understanding of key religious, moral and philosophical concepts and language. Theyshould also consider issues and viewpoints on religious and other stances for living in the modernworld. By studying those aspects, candidates also develop the skills of analysis, evaluation andreaching clearly defined conclusions. In the investigative aspect of the course, candidates developplanning, organising, analytical and evaluative skills in an increasingly sophisticated way and presentinformation, well supported opinions and clear conclusions using a range of sources.

Candidates are given the opportunity to reflect upon their own experiences, beliefs and values and areencouraged to develop a sympathetic attitude towards the beliefs, values and attitudes of others. Animportant aim of the course for candidates is their personal engagement with a range of concepts andissues which advances the development of their own beliefs and values and contributes significantlyto their personal and social development.

It should be noted by teachers/lecturers in denominational schools that it will be appropriate forReligious, Moral and Philosophical Studies units to be taught from their specific faith perspective.Specific advice on such an approach is available from the appropriate Church authorities.

COURSE CONTENT

The component units of this course require candidates to attain a certain level of knowledge andunderstanding and the ability to analyse and evaluate a range of concepts and issues. In undertakingthe course, candidates have an opportunity to develop these abilities further, deepening knowledgeand understanding, developing critical thinking and integrating knowledge and skills acquired acrossthe component units. They will also be required to present information and conclusions in a logicaland coherent way.

The extended essay provides a further opportunity for candidates to demonstrate the ability tointegrate knowledge and skills as they explore an issue in depth drawn from the content of the course.In planning, exploring sources, organising and reporting the findings of their investigation, candidateswill have to analyse information and draw conclusions in the light of the evidence they haveassembled.

World Religions (40 hours)

In this mandatory unit there is a choice of a world religion from:

• Buddhism• Christianity• Hinduism• Islam• Judaism

The specified key concepts of each world religion are set within the framework of three organisingprinciples which are: ‘The Human Condition’, ‘The Goals’ and ‘The Means’.

The specified key concepts for this unit are highlighted in bold.




The key concepts for Buddhism are:

The Human Condition: Impermanence (Anicca); Suffering (Dukka); No Self (Anatta).The Goals: Cycle of Rebirth (Samsara); Enlightenment (Nibbana).The Means: The Enlightened One (Buddha); Teachings (Dhamma); Community (Sangha);Enlightenment (Magga).

The key concepts for Christianity are:

The Human Condition: Sin; Alienation; Suffering; Death.The Goals: Wholeness; Judgement; Eternal Life.The Means: Repentance and Baptism; Christ’s Death and Resurrection; the Eucharist; Faith andGrace.

The key concepts for Hinduism are:

The Human Condition: The Transience of All Things; Pain (Dukkha); Ignorance (Avidya); MoralLiability (Karma); Transmigration of the Soul (Samsara).The Goals: Reincarnation (Samsara); Enlightenment (Samadhi); Release (Moksha).The Means: Caste, Duty and Ethics; Worship at Home and Temple (Puja, Yajna); Detachment;The Three Ways (Margas).

The key concepts for Islam are:

The Human Condition: Unique Creature under God; Wrongdoing and Idolatry;Suffering and Death.The Goals: Islamic state; Judgement; Eternal Life; Resurrection.The Means: Muhammad; Shariah arising out of Qur’an; Submission and the Five Pillars.

The key concepts for Judaism are:

The Human Condition: Creation and Nature of Humanity; Suffering and Oppression.The Goals: an Individual; National; Universal Basis.The Means: Election; Covenant; Law (Torah); Community Membership.

A fuller development of these concepts is in the Annex to the World Religions unit specification.


• demonstrate knowledge and understanding of the organising principles and key conceptswithin the religion studied

• analyse key concepts by explaining different interpretations• evaluate by discussing both sides of an issue with a key concept• justify their conclusions




Nature of Belief (40 hours)

In this optional unit, there is a choice of an area of study from the following:

• Existence of God• Science and Belief• Belief and Action

Existence of God

• Are the traditional arguments for belief in God convincing?Lack of sufficient evidence, objections to arguments from First Cause and Design; religiousresponses.

• Is religious experience sufficient?The nature of proof and religious experience, arguments and counter arguments.

• Is suffering and evil a problem?Suffering and evil as a challenge to religious belief; religious responses.

Science and Belief

• How do we come to ‘know’ things?Scientific method and religious beliefs.

• How did the universe begin?Story of Genesis and Big Bang theories.

• How did life come about?Evolution and creation.

Belief and Action

• Is God real or imagined?View of God as a human projection and responses.

• Does religion promote social justice?The challenge of Marxism and Christian responses.

• How might people be liberated from oppression?Marxist revolution and Christian responses.


• demonstrate understanding of certain issues of religious belief• analyse the issues in terms of challenges and responses• evaluate by discussing both sides of an issue• justify their conclusions




Making Moral Decisions (40 Hours)

In this optional unit there is a choice of an area of study from the following:

• Medical Ethics• Human Relationships• Human Rights• War and Peace• Gender• Ecology and Environment

Medical Ethics

• beginning of life: treatment of embryos; prolongation of life: life-support machines, organtransplants; ending of life: voluntary euthanasia

Human Relationships

• marriage/alternatives to marriage; divorce; sexual behaviour

Human Rights

• capital punishment; racial prejudice; freedom of speech

War and Peace

• non-violence and pacifism; just war; control and proliferation of nuclear weapons

Gender

• opportunity at work (including Christian ministry); dependence and independence; violenceagainst women

Ecology and Environment

• depletion of resources; pollution; treatment of animals

For the selected area of study, the relevant moral stances to be covered are:

• religious authority (“I’ll do what my religion tells me”)• egoism (“I’ll do what’s in my own best interest”)• utilitarianism (“I’ll do what produces the greatest good for the greatest number”)


• consider how moral decision making is influenced by certain moral stances• analyse a moral issue by showing how viewpoints are related to stances• evaluate by discussing both sides of a moral issue• justify their conclusions




Justice in the World (40 hours)

In this optional unit there is a choice of an area of study from the following:

• Social Justice• Global Solidarity

Social Justice

• Should Christians challenge inequality?Distribution of wealth, taxation, a just wage.

• Is it possible to build a just society?The involvement of Christians in politics, taking a stand on social issues, the role of the churches.

• Do Christians have a moral duty to work for peace?Biblical views of peace, the importance of reconciliation, the role of organisations.

Global Solidarity

• Are Christians obliged to help the poor?The facts about world hunger, aid to the poor, poverty and riches in the Bible.

• Is trade between the North and South fair?Trade between developed and developing countries, the problem of debt, promoting thecommon good.

• Do Christians have a moral duty to protect the environment?The importance of stewardship, Christian attitudes to the environment, the message of Genesis.

Sources should include scriptures and recent reports, publications or developments from within thechurches or secular organisations. Reports, publications and developments may be drawn from aparticular tradition or from a combination of several traditions.


• demonstrate understanding of issues in relation to justice• analyse issues by considering different viewpoints and referring to sources• evaluate by discussing both sides of an issue• justify their conclusions

Metaphysics (40 hours)

In this optional unit the areas of study are:

• Freewill and Determinism• Mind and Body• Appearance and Reality

Freewill and Determinism

• Are we free to choose?Different types of determinism, the meaning of free will, responsibility.




Mind and Body

• How does our mind relate to our brain?Consciousness and self-consciousness, physical and mental aspects of identity, differenttheories of human identity.

Appearance and Reality

• Is the world really as we see it?The role of the senses in understanding the world, the influence of the mind, relationship withexperience.


• demonstrate understanding of some of the main issues in metaphysics• analyse the issues by distinguishing and explaining viewpoints• evaluate by discussing both sides of an issue• justify their conclusions

ASSESSMENT

To gain the award of the course, the candidates must pass all the unit assessments as well as the externalassessment. External assessment will provide the basis for grading attainment in the course award.

When units are taken as component parts of a course, candidates will have the opportunity to achieveat levels beyond that required to attain each of the unit outcomes. This attainment may, whereappropriate, be recorded and used to contribute towards course estimates, and to provide evidence forappeals. Additional details are provided, where appropriate, with the exemplar assessment materials.Further information on the key principles of assessment are provided in the paper, Assessment, (1996)and in Managing Assessment (1998).

DETAILS OF THE INSTRUMENTS FOR EXTERNAL ASSESSMENT

The external course assessment will consist of two parts:

Extended essay

This is based on an issue from any part of a unit studied within the course. Candidates investigatetheir chosen issue under the supervision of the teacher/lecturer. The extended essay must includeanalytical and evaluative study arising from the investigation. At the conclusion of their researchcandidates prepare an outline plan, not exceeding 200 words in length, on the proforma provided.This might include, for example, key ideas and viewpoints, subheadings and references appropriate totheir chosen issue. The plan is taken into the classroom where the candidates produce a writtenresponse over a single, continuous period of 2 hours under the close supervision of the staff. Wherecandidates normally use an alternative form of communication, arrangements should be made toenable these candidates to undertake this assessment on an equitable basis. The Extended Essay willattract 25 marks out of a total of 85 marks and will be externally assessed.




Examination paper

Structured questions will sample from the component units of the course. Candidates will be requiredto answer questions based on the mandatory unit World Religions, and their two optional units. Theywill attempt one question from a choice of three. This means that candidates must attempt threequestions in this paper, which will be two hours in duration. It will attract 60 marks out of a total of85 marks.

GRADE DESCRIPTIONS

The descriptions below are of expected performances at grade C and at grade A. They are intended toassist candidates, teachers, lecturers and users of the certificate and to help establish standards whenquestion papers are being set. The grade of the award will be based on the total score obtained in theexamination.

C A

Knowledge andUnderstanding

Demonstrate in some detailknowledge and understanding of keyconcepts and issues.

Refer to several sources showing anunderstanding of their relationshipto relevant concepts and issues.

Demonstrate detailed knowledge andunderstanding of key concepts andissues.

Refer to a range of sources whichsupport a detailed understanding ofrelevant concepts and issues.

Analysis Explain in some detail the mainfeatures of concepts and issues.

Distinguish between differentinterpretations and viewpoints inrelation to concepts and issues.

Explain in detail the main featuresof concepts and issues.

Distinguish in a detailed waybetween different interpretations andviewpoints in relation to conceptsand issues.

Evaluation Discuss both sides of a given issueleading to an appropriate conclusion.

Present a clear personal conclusionsupported by two appropriatereasons.

Discuss both sides of a given issueand provide additional commentleading to an appropriate conclusion.

Present a clear personal conclusionwith some supporting argument.




APPROACHES TO LEARNING AND TEACHING

Learning and teaching approaches should be carefully selected to support the development ofknowledge and skills, to motivate and to promote critical thinking. Good quality teacher/lecturerexposition should be complemented by opportunities for candidates to identify and comment onsource material. Structured discussion and debate should be used to develop candidates’ criticalthinking skills and to formulate supportive arguments. There should also be opportunities to presentand justify conclusions.

Setting the right climate for learning and establishing good relationships will be extremely important.Candidates must be confident that their views will be respected if not necessarily shared and they, inturn, should be encouraged to listen and to treat with respect the views of others.

Individual skills should be the particular focus of learning on a planned basis so that formativeassessment can take place and supportive action quickly taken as necessary. As candidates progressthrough the course, individual skills may be rehearsed and consolidated in the production of oral orwritten evidence. Candidates will be required to demonstrate knowledge, understanding and skills ina range of contexts, for example in distinguishing between different interpretations of key concepts,and in analysing and evaluating issues of belief and morality.

Some staff may see advantages in using short but frequent assessments which will be helpful inhighlighting the various specific skills; others may prefer to use more extended responses or oralpresentations which will encourage the integration and extension of those skills. Depending upon theability and prior experience of the class, a judicious blending of these approaches is recommended.Detailed comments about both the content and structure of their responses will help and encouragecandidates to make progress. Time will be well spent in discussing ‘how’ to organise a goodoral/written response as well as dealing with ‘what’ needs to be covered in terms of content. Part ofthe further 40 hours should be set aside specifically for the extension and integration of skills throughclass discussion and oral or written responses. For example, it will be important for candidates toproduce written answers and/or give oral presentations of appropriate length. These tasks couldperform the dual function of providing evidence for both unit outcomes and course estimates.

A summary of the use of the further 40 hours would comprise:

• providing additional support and follow-up assessment to ensure that all the outcomes of thecomponent units have been achieved

• engaging in discussion and practice in the extended use of the skills in different units orcontexts

• incorporating oral/written extended responses to further develop the integration and extensionof skills and to provide estimate grades

• allocating time for the extended essay: planning, organising, investigating, consultingreferences, preparing a bibliography




SPECIAL NEEDS

This course specification is intended to ensure that there are no artificial barriers to learning orassessment. Special needs of individual candidates should be taken into account when planninglearning experiences, selecting assessment instruments or considering alternative outcomes for units.For information on these, please refer to the SQA document Guidance on Special Assessment andCertification Arrangements for Candidates with Special Needs/Candidates whose First Language isnot English (SQA, 1998).

SUBJECT GUIDES

A Subject Guide to accompany the Arrangements documents has been produced by the Higher StillDevelopment Unit (HSDU) in partnership with the Scottish Consultative Council on the Curriculum(SCCC) and Scottish Further Education Unit (SFEU). The Guide provides further advice andinformation about:

• support materials for each course• learning and teaching approaches in addition to the information provided in the Arrangements

document• assessment• ensuring appropriate access for candidates with special educational needs

The Subject Guide is intended to support the information contained in the Arrangements document.The SQA Arrangements documents contain the standards against which candidates are assessed.


Superclass: DD



Version: 03



Additional copies of this unit specification can be purchased from the Scottish Qualifications Authority. The cost for eachunit specification is £2.50 (minimum order £5).

14

National Unit Specification: general information

UNIT World Religions (Intermediate 2)

NUMBER D412 11


SUMMARY

This unit seeks to develop a knowledge and understanding of the selected concepts of a worldreligion and to allow candidates to evaluate their relevance in today’s society.

OUTCOMES

1 Demonstrate understanding of key concepts of a world religion and their relationship to thethree organising principles.

2 Analyse key concepts, using appropriate sources.3 Evaluate the significance of a key concept to the contemporary world.

RECOMMENDED ENTRY



The unit will be available to more mature candidates who have an interest in the subject matter andcan demonstrate appropriate ability at this level.

Religious, Moral and Philosophical Studies: Unit Specification – World Religions (Int 2) 15

National Unit Specification: general information (cont)


CREDIT VALUE

1 credit at Intermediate 2.

CORE SKILLS

This unit gives automatic certification of the following:

Complete core skills for the unit None

Core skills components for the unit Critical Thinking Int 2



National Unit Specification: statement of standards


Acceptable performance in this unit will be the satisfactory achievement of the standards set out inthis part of the unit specification. All sections of the statement of standards are mandatory and cannotbe altered without reference to the Scottish Qualifications Authority.

OUTCOME 1

Demonstrate understanding of key concepts of a world religion and of their relationship to the threeorganising principles.

Performance criteria

In relation to the chosen world religion:

(a) Present an explanation of each key concept.(b) Present an explanation of the relationship between two key concepts, each from a different

organising principle.

OUTCOME 2

Analyse key concepts, using appropriate sources.


(a) Explain different interpretations of each key concept.(b) Refer to appropriate sources of the chosen world religion.

Evidence requirements

Outcome 1 PC (a) and Outcome 2 PCs (a) and (b): evidence in the form of an extended response fortwo out of the three specified key concepts of the chosen world religion.Outcome 1 PC (b): evidence in the form of a restricted response which explains the relationshipbetween two key concepts, each from a different organising principle.

OUTCOME 3

Evaluate the significance of key concepts to the contemporary world.


(a) Discuss both sides of a given issue associated with a key concept.(b) Present a clear personal conclusion on the issue supported by at least two appropriate reasons.


PCs (a) and (b): evidence in the form of an extended response for two issues associated with differentkey concepts. The responses should involve discussion of both sides of the issue and include apersonal conclusion supported by at least two appropriate reasons.


National Unit Specification: support notes


This part of the unit specification is offered as guidance. The support notes are not mandatory.

While the time allocated to this unit is at the discretion of the centre, the notional design length is 40 hours.

GUIDANCE ON CONTENT AND CONTEXT FOR THIS UNIT

For each world religion, the organising principles are:

• the Human Condition (‘the way things are’)• the Goals (‘the way things ought to be’)• the Means (‘how to achieve the goals’)

Each of the organising principles contains a number of key concepts. The scope of the coursecomprises a minimum of three key concepts of the chosen world religion as well as the way they arestructured within the three organising principles. These key concepts have been specified for eachworld religion as follows:

HUMAN CONDITION GOALS MEANS

Buddhism Impermanence(Anicca)

Enlightenment(Nibbana)

Teachings (Dhamma)

Christianity Sin Eternal Life Christ’s Death andResurrection

Hinduism The Transience of AllThings

Release (Moksha) The Three Ways(Margas)

Islam Wrongdoing Eternal Life The Five Pillars

Judaism Suffering Individual: Closenessto God

Law (Torah)

The unit requires the candidates to be able to understand, analyse and evaluate all three key conceptswithin the structure of the organising principles. The external assessment will sample from any of thethree specified key concepts. Other key concepts which have not been specified may be introducedinto the learning and teaching to enable fuller understanding. However, any concept not specifiedabove will not appear explicitly in any assessment for certification, including external assessment.

The unit follows closely the pattern of specific key concepts as they relate within the structure of theorganising principles of the chosen world religion:

• the three concepts have been selected so that there are key concepts from each of theorganising principles

• candidates must be able to explain all three key concepts and there must be evidence for two ofthese (Outcome 1 PC (a))


National Unit Specification: support notes (cont)


• they must be able to explain in detail the relationship between two key concepts, each from adifferent organising principle. Evidence should be in the form of a restricted response(Outcome 1 PC (b))

• they must be able to analyse all three key concepts - and there must be evidence relating to twokey concepts (Outcome 2 PCs (a) and (b))

• they must be able to evaluate the significance of all three key concepts and there must beevidence relating to two (Outcome 3 PCs (a) and (b))

For further details of these principles and the key concepts see the Course Content and Annex.

GUIDANCE ON LEARNING AND TEACHING APPROACHES FOR THIS UNIT

In Outcome 1 candidates must be able to explain three key concepts which are drawn from all threeorganising principles and to show how these are related in terms of ‘Human Condition’, ‘Goals’ and‘Means’. Once all three concepts have been explained, candidates are required to explain therelationship between any two of them which come from a different organising principle. For example,in Christianity, they would explain the three specified key concepts and then explain the relationshipbetween any two from:

• Sin - a concept in ‘the Human Condition’• Eternal Life - a concept in ‘the Goals’• Christ’s Death and Resurrection - a concept in ‘The Means’

The candidate must show an understanding of the logical links between the three organisingprinciples and how the chosen key concepts fit into this structure. This aspect emphasises the way inwhich the concepts can be interrelated so that the world religion is seen as presenting a coherentmessage in terms of its beliefs and values.

In Outcome 2, candidates need to analyse each key concept. Candidates will be expected to explaindifferent interpretations of key concepts. Different interpretations of key concepts can arise for anumber of reasons, eg a difference in exegesis of a primary source; a change over time in the meaningof a key concept; or a variance in the application of a key concept to a number of contexts.Candidates will also refer to sources to develop their analysis of the key concepts. Reference shouldbe made to primary and secondary sources appropriate to each world religion.

In Outcome 3, candidates are required to evaluate the contemporary significance of key concepts.Candidates should be able to discuss both sides of an issue associated with a key concept. They willalso be expected to present a clear personal conclusion and to support it with at least two reasons.




GUIDANCE ON APPROACHES TO ASSESSMENT FOR THIS UNIT

Wherever possible, teaching staff should use assessment judiciously and efficiently. It should be usedto provide evidence of the achievement of all the learning outcomes in the units, and to satisfy thecourse requirements for the integration and extension of skills which must be demonstrated in theexternal examination. The evidence can be gathered during and/or at the end of the unit and must becompleted under controlled conditions, ie under supervision without collaboration and the assistanceof notes or teacher/lecturer advice. The evidence should be composed of assessments relating to eachof the outcomes with equal weighting being given to each outcome.

The marking scheme should reflect the standard embodied in the performance criteria. This wouldallow the evidence to be considered as a whole. The level of attainment required for successfulcompletion of the unit should represent satisfactory attainment of all the performance criteria.

SPECIAL NEEDS

This unit specification is intended to ensure that there are no artificial barriers to learning orassessment. Special needs of individual candidates should be taken into account when planninglearning experiences, selecting assessment instruments or considering alternative outcomes for units.For information on these, please refer to the SQA document Guidance on Special Assessment andCertification Arrangements for Candidates with Special Needs/Candidates whose First Language isnot English (SQA, 1998).


National Unit Specification: annex


The specified key concepts are printed in bold type.

Buddhism

The Human Condition

Impermanence(Anicca)

Nothing is imperishable. The illusion of permanence binds the individual tolife and rebirth.

Suffering (Dukka) All humans suffer because they are impermanent in all parts andcircumstances.

No Self (Anatta) Nothing has within it a permanent soul. This illusion binds the individual tolife and rebirth.

The Goals

Cycle of Rebirth(Samsara)

A better rebirth is the aim.

Enlightenment(Nibbana)

The extinction of desires is where true peace and tranquillity are found.Mahayana doctrine of Sunyata.

The Means

The Enlightened One(Buddha)

The main features of the Buddha’s life and its effects on his teaching.The Mahayana doctrine of Trikaya.

Teachings (Dhamma) Buddhist Teachings: Four Noble Truths, Eightfold Path. The importance ofmeditation.

Community (Sangha) The role in Buddhism of the following:Sangha, Bhikkhu, ten precepts.

Enlightenment(Magga)

The paths of the Arahat in Theravada Buddhism and the Bodhisatta(Bodhisattva) in Mahayana Buddhism.The role of the laity in Theravada and Mahayana Buddhism.


National Unit Specification: annex (cont)


Christianity

The Human Condition

Sin, Alienation,Suffering, Death

The nature of humanity’s broken relationship with God, one’s neighbourand the rest of creation, and its consequences.

The Goals

Wholeness ‘Salvation’ as wholeness: moral, physical, spiritual.

Judgement The Christian criteria for final judgement.

Eternal Life The Christian doctrine of Resurrection.

The Means

Repentance andBaptism

The origins and significance of Christian Baptism.

Christ’s Death andResurrection

The Christian doctrine of Atonement.

Faith and Grace Justification by Grace through Faith/Good Works.

The Eucharist The origins and significance of the Eucharist.




Hinduism

The Human Condition

The Transience ofAll Things

The ephemeral nature of all phenomena, including temporal aspects ofBrahman (Saguna).

Pain (Dukkha) The sorrow which permeates all life: pain caused by death, constantchange, limitations, evil, disease, and even pleasures.

Ignorance (Avidya) Ignorance in all organisms, including humanity, as explanation of finiteexistence.

Moral Liability(Karma)

Karma as all activity, seen as an endless causal chain, and residual depositvarying according to the moral value of acts performed.

Transmigration of theSoul (Samsara)

The endless round of rebirth as a cause for sorrow.

The Goals

Reincarnation(Samsara)

Samsara as leading to a better rebirth on earth or to temporary periods inheaven or hell.

Enlightenment(Samadhi)

The abolition of ignorance, attained after lengthy spiritual exercises(Yoga).

Release (Moksha) Emancipation from the ceaseless round of reincarnation. Since life is theexperience of limitations, release is mergence with infinitude(Brahman/Ishvara) and loss of finite individuality.

The Means

Caste Duty and Ethics Social structures in India as sanctioned by religion (Rig Veda 10. 90;11-12) and all religious and moral duties are performed within one’s caste.Caste as the prerequisite of all religious aspirations.

Worship at Home andin the Temple (Puja,Yajna)

The rituals of worship in public and private contexts. Festivals and routinecult. The use of images and the sacrificial tradition.

Detachment The Gita’s prescription of non-attachment: God as the only legitimateobject of desire.

The Three Ways(Margas)

Correct action (Karma). True knowledge (Jnana). Loving devotion to God(Bhakti). The analysis of all three and their synthesis in the Gita.




Islam

The Human Condition

Unique Creature underGod

Nature of human creation and relationship to God, Pinnacle of creation.

Wrongdoing, Idolatry Human nature as flawed, forgetful, not perfectly conforming to the will ofGod.

Suffering, Death All is gift/loan, suffering to be endured.

The Goals

Islamic state Islamic state as a proximate goal as exemplified in Pakistan and SaudiArabia.

Judgement,Eternal Life

Muslim criteria for final judgement: belief; following the Shariah.

Resurrection Muslim belief about Resurrection, Heaven and Hell.

The Means

Muhammad Prophet and exemplar of how to live.

Shariah arising out ofQur’an

Law as means of fulfilment and avoidance of fragmentation. Origin anddevelopment.Sources of Law, Qur’an, Hadith, Qiyas, Ijma.Nature and role of the law in Islam.

Submission and theFive Pillars

Means of fulfilment.




Judaism

The Human Condition

Creation and Natureof Humanity

The image of God. Moral ambivalence in humanity.

Suffering andOppression

Recurrent theme of captivity. Modern anti-Semitism and the Holocaust(Shoah). Diaspora.

The Goals

Individual:Closeness to God

Spiritual improvement. Returning to God and repentance (Teshuva).

National A holy nation (Am Qadosh). A light to the nations (Or Laggoyim). Returnto and rebuilding of the Land of Israel (Aliya). Zionism. The state of Israel.

Universal:The world to come

The Messiah (Mashiach). Rebuilding the temple (Beit Hammiqdash).

The Means

Election, Covenant,Law (Torah)

The divine choice of Israel, sealed in the Abrahamic and Mosaic covenant.Israel’s obligations sealed in Torah.

a) social and ethical obligations (Mitzvot bein adam lachavero) - themoral obligations of Judaism

b) religious obligations (Mitzvot bein adam LaMMaqom) - Sabbathobservance (Shabbat), festivals and prayer.

CommunityMembership

The groupings of contemporary Judaism:Orthodox, Hasidic and Reform.


Superclass: DD



Version: 03




25


UNIT Nature of Belief (Intermediate 2)

NUMBER D409 11


SUMMARY

The unit seeks to develop understanding of issues of belief and to provide candidates with anopportunity to make judgements and draw conclusions.

OUTCOMES

1 Demonstrate understanding of issues of belief.2 Analyse issues of belief.3 Evaluate issues of belief.

RECOMMENDED ENTRY




Religious, Moral and Philosophical Studies: Unit Specification – Nature of Belief (Int 2) 26



CREDIT VALUE


CORE SKILLS









OUTCOME 1

Demonstrate understanding of issues of belief.


(a) Describe an issue of belief.(b) Explain why the issue presents a challenge to religious belief.


PCs (a) and (b): evidence in the form of a restricted response for two out of three issues.Each restricted response should describe the main features of the issue and clearly explain why itpresents a challenge to religious believers.

OUTCOME 2

Analyse issues of belief.


(a) Given a selected issue, explain the challenge to religious belief.(b) Explain a relevant response to the challenge.


PCs (a) and (b): evidence in the form of an extended response for two out of three issues.

OUTCOME 3

Evaluate issues of belief.


(a) Discuss both sides of a given issue.(b) Present a clear personal conclusion supported by at least two reasons.


PCs (a) and (b): evidence in the form of an extended response for two out of three issues.Each extended response will consist of comment on both sides of the issue and a clear personalconclusion supported by at least two appropriate reasons.







In this unit there is a choice of an area of study from the following:

• Existence of God• Science and Belief• Belief and Action

Existence of God

• Are the traditional arguments for belief in God convincing?Lack of sufficient evidence, objections to arguments from First Cause and Design; religiousresponses.

• Is religious experience sufficient?The nature of proof and religious experience, arguments and counter arguments.

• Is suffering and evil a problem?Suffering and evil as a challenge to religious belief; religious responses.

Science and Belief

• How do we come to ‘know’ things?Scientific method and religious beliefs.

• How did the universe begin?Genesis story and Big Bang Theories.

• How did life come about?Evolution and creation.

Belief and Action

• Is God real or imagined?View of God as a human projection and responses.

• Does religion promote social justice?Marxist challenge and Christian responses.

• How might people be liberated from oppression?Marxist revolution and Christian responses.





Candidates should select one area of study, from either Existence of God, Science and Belief orBelief and Action. Within the area selected candidates should study all three issues.

In Outcome 1, the emphasis should be on describing what the issue is about. This will usually involvecandidates in setting out the parameters of the issue and highlighting the main point of contention.They also have to explain why the issue presents a challenge to religious belief. In Outcome 2candidates are expected to analyse an issue of religious belief by explaining the nature of both thechallenge and response. In Outcome 3 candidates are expected to evaluate the issue by discussingboth sides of the argument and drawing a personal conclusion supported by at least two reasons.


Wherever possible, assessment should be used judiciously and efficiently to provide evidence of theachievement of all the learning outcomes in the units and, where appropriate, to contribute to courseassessment. The evidence can be gathered during and/or at the end of the unit and must be completedunder controlled conditions, ie under supervision without collaboration and the assistance of notes orteacher/lecturer advice. The evidence should be composed of assessments relating to each of theoutcomes with equal weighting being given to each outcome. The evidence should be based on twoout of the three issues within the chosen area of study.

The marking scheme should reflect the standard embodied in the performance criteria. This willallow the evidence to be considered as a whole. The level of attainment required for successfulcompletion of the unit should represent satisfactory attainment of all the performance criteria.

SPECIAL NEEDS



Superclass: DE



Version: 03




30


UNIT Making Moral Decisions (Intermediate 2)

NUMBER D408 11


SUMMARY

The unit seeks to develop understanding of how certain moral stances influence the making of moraldecisions, and to allow candidates to make judgements and draw conclusions

OUTCOMES

1 Demonstrate understanding of moral stances.2 Analyse moral issues.3 Evaluate moral issues.

RECOMMENDED ENTRY




Religious, Moral and Philosophical Studies: Unit Specification – Making Moral Decisions (Int 2) 31



CREDIT VALUE


CORE SKILLS









OUTCOME 1

Demonstrate understanding of moral stances.


(a) Describe three moral stances.(b) Explain the importance of moral stances in moral decision making.


PCs (a) and (b): evidence in the form of an extended response which describes each of the threemoral stances and explains their importance in a general way.

OUTCOME 2

Analyse moral issues.


(a) For the selected issue, outline a moral viewpoint for each stance.(b) Explain how each viewpoint relates to its stance.


PCs (a) and (b): evidence in the form of an extended response for two out of three issues. Each extended response should outline three viewpoints on an issue and explain how they relate totheir moral stances.

OUTCOME 3

Evaluate moral issues


(a) Discuss both sides of a given issue.(b) Present a clear personal conclusion supported by at least two appropriate reasons.


PCs (a) and (b): evidence in the form of an extended response for two out of three issues.Each extended response will consist of comment on both sides of the issue and a clear personalconclusion supported by at least two appropriate reasons.








• Medical Ethics• Human Relationships• Human Rights• War and Peace• Gender• Ecology and Environment

Medical Ethics

• beginning of life: treatment of embryos; prolongation of life: life-support machines, organtransplants; ending of life: voluntary euthanasia

Human Relationships

• marriage/alternatives to marriage; divorce; sexual behaviour

Human Rights

• capital punishment; racial prejudice; freedom of speech

War and Peace

• non-violence and pacifism; just war; control and proliferation of nuclear weapons

Gender

• opportunity at work (including Christian ministry); dependence and independence; violenceagainst women

Ecology and Environment

• depletion of resources; pollution; treatment of animals

For the selected area of study, the relevant moral stances to be covered are:

• religious authority (“I’ll do what my religion tells me”)• egoism (“I’ll do what’s in my own best interest”)• utilitarianism (“I’ll do what produces the greatest good for the greatest number”)





In this unit candidates will be required to study all of the moral issues contained within the selectedarea of study, eg within Gender, it will be necessary to cover opportunity at work, dependence andindependence, and violence against women. The selection of one area of study is entirely a matter fornegotiation with candidates. It should be noted, however, that areas one to three interface well withIntermediate 1 level, while areas four to six interface well with Higher level.

To achieve Outcome 1 candidates must be able to describe the three stances of religious authority,egoism and utilitarianism and explain briefly the general importance of moral stances in moraldecision making.

In Outcome 2, the analysis requires candidates, for each selected issue, to outline moral viewpointsbased on the three stances and to explain how each of the viewpoints relates to one of the stances

To achieve the final outcome, candidates are required to discuss both sides of a given issue and reacha conclusion supported by at least two appropriate reasons. The conclusion should be clear andunambiguous.


Wherever possible, assessment should be used judiciously and efficiently to provide evidence of theachievement of all the learning outcomes in the units and, where appropriate to contribute to courseassessment. The evidence can be gathered during and/or at the end of the unit and must be completedunder controlled conditions, ie under supervision without collaboration and the assistance of notes orteacher/lecturer advice. The evidence should be composed of assessments relating to each of theoutcomes with equal weighting being given to each outcome. The evidence should be based on twoout of the three issues within the chosen area of study.

The marking scheme should reflect the standard embodied in the performance criteria. This willallow the evidence to be considered as a whole. The level of attainment required for successfulcompletion of the unit should represent satisfactory attainment of all the performance criteria.

SPECIAL NEEDS



Superclass: DD



Version: 03




35


UNIT Justice in the World (Intermediate 2)

NUMBER D411 11


SUMMARY

The unit seeks to develop understanding of issues that relate to justice and to provide candidates withthe opportunity to make judgements and draw conclusions.

OUTCOMES

1 Demonstrate understanding of issues that relate to justice.2 Analyse issues that relate to justice.3 Evaluate issues that relate to justice.

RECOMMENDED ENTRY

While entry is at the discretion of the centre candidates would normally be expected to havecompleted a course or units where appropriate:


It will be available to more mature candidates who have an interest in the subject matter and candemonstrate appropriate ability at this level.

Religious, Moral and Philosophical Studies: Unit Specification – Justice in the World (Int 2) 36



CREDIT VALUE


CORE SKILLS









OUTCOME 1

Demonstrate understanding of issues that relate to justice.


(a) Describe an issue that relates to justice.(b) Explain how the issue relates to the chosen area of study.


PCs (a) and (b): evidence in the form of a restricted response for two out of three issues.Each response will describe the main features of the issue and explain how it relates to the chosenarea of study.

OUTCOME 2

Analyse issues that relate to justice.


(a) Explain at least one viewpoint on the issue.(b) Support the viewpoint with evidence from at least two sources.


PCs (a) and (b): evidence in the form of an extended response for two out of three issues.Each response will explain at least one viewpoint. One source should be from the scriptures.The second should be based on a report, publication or development from within a particular churchtradition or secular organisation.

OUTCOME 3

Evaluate issues that relate to justice.


(a) Discuss both sides of a given issue.(b) Present a clear personal conclusion and support it with at least two appropriate reasons.


PCs (a) and (b): evidence in the form of an extended response for two out of three issues.Each extended response will consist of comment on both sides of the issue and a clear personalconclusion supported by two appropriate reasons.








• Social Justice• Global Solidarity

Social Justice

• Should Christians challenge inequality?Distribution of wealth, taxation, a just wage.

• Is it possible to build a just society?The involvement of Christians in politics, taking a stand on social issues, the role of the churches.

• Do Christians have a moral duty to work for peace?Biblical views of peace, the importance of reconciliation, the role of organisations.

Global Solidarity

• Are Christians obliged to help the poor?The facts about world hunger, aid to the poor, poverty and riches in the Bible.

• Is trade between the North and South fair?Trade between developed and developing countries, the problem of debt, promoting thecommon good.

• Do Christians have a moral duty to protect the environment?The importance of stewardship, Christian attitudes to the environment, the message of Genesis.

Sources should include scriptures and recent reports, publications or developments from within thechurches or secular organisations. Reports, publications and developments may be drawn from aparticular tradition or from a combination of several traditions.


In Outcome 1 candidates are expected to describe what the issue is about and to explain how it relatesto the chosen area of study, either social justice or global solidarity.

In Outcome 2 they should explain at least one viewpoint on each broad issue and support it withevidence form scripture and from recent reports, publications or developments. They may be drawnfrom a particular tradition or from a combination of several traditions.




In Outcome 3, candidates will be required to evaluate an issue relating to each of the sections withinthe chosen area of study. This will involve them in commenting on both sides of the issue andpresenting a clear personal conclusion about the issue in question. The conclusion itself should beclear and unambiguous and supported by at least two reasons.


Wherever possible, assessment should be used judiciously and efficiently to provide evidence of theachievement of all the learning outcomes in the units and, where appropriate, to contribute to courseassessment. The evidence can be gathered during and/or at the end of the unit and must be completedunder controlled conditions, ie under supervision without collaboration and the assistance of notes orteacher/lecturer advice. The evidence should be composed of assessments relating to each of theoutcomes with equal weighting being given to each outcome. The evidence should sample thedifferent issues of the chosen area.

The marking scheme would reflect the standard embodied in the performance criteria. This wouldallow the evidence to be considered as a whole. The level of attainment required for successfulcompletion of the unit should represent satisfactory attainment of all the performance criteria.

SPECIAL NEEDS



Superclass: DE



Version: 03




40


UNIT Metaphysics (Intermediate 2)

NUMBER D413 11


SUMMARY

The unit seeks to develop a detailed understanding of some of the main issues in metaphysics, and toallow candidates to present a clear personal conclusion on their chosen area.

OUTCOMES

1 Demonstrate understanding of issues in metaphysics.2 Analyse issues in metaphysics.3 Evaluate issues in metaphysics.

RECOMMENDED ENTRY




Religious, Moral and Philosophical Studies: Unit Specification – Metaphysics (Int 2) 41



CREDIT VALUE


CORE SKILLS









OUTCOME 1

Demonstrate understanding of issues in metaphysics.


(a) Explain how the issue relates to ordinary human experience.(b) Explain how the issue relates to the given area of study in metaphysics.

Evidence requirementsPCs (a) and (b): evidence in the form of a restricted response for two out of three issues.Each restricted response will explain how the issue relates to ordinary experience and the given areaof study.

OUTCOME 2

Analyse issues in metaphysics.


(a) Distinguish two different viewpoints on the issue.(b) Explain each viewpoint.


PCs (a) and (b): evidence in the form of an extended response for two out of three issues.Each extended response will distinguish and explain two different viewpoints on the issue.

OUTCOME 3

Evaluate issues in metaphysics.


(a) Discuss both sides of a given issue.(b) Present a clear personal conclusion supported by at least two appropriate reasons.


PCs (a) and (b): evidence in the form of an extended response for two out of three issues.Each response will consist of comment on both sides of the issue and a clear personal conclusionsupported by at least two reasons.







Candidates will be introduced to some of the key areas of metaphysical thought and will have theopportunity to make judgements and draw conclusions in relation to the issues arising from them.

In this unit the areas of study are:

• Freewill and Determinism• Mind and Body• Appearance and Reality

Freewill and Determinism

• Are we free to choose?Different types of determinism, the meaning of free will, responsibility.

Mind and Body

• How does our mind relate to our brain?Consciousness and self-consciousness, physical and mental aspects of identity, differenttheories of human identity.

Appearance and Reality

• Is the world really as we see it?The role of the senses in understanding the world, the influence of the mind, relationship withexperience.


In Outcome 1 candidates must be able to demonstrate understanding of some of the issues arisingfrom within metaphysics. They will be required to relate the issue to ordinary experience and to theappropriate area of study in metaphysics.

In Outcome 2, candidates have to analyse the issue within each of the selected key areas inmetaphysics. This will require them to distinguish clearly between the various viewpoints on theissue and to provide a full explanation of each viewpoint.

In Outcome 3, candidates will be required to evaluate an issue relating to each of the key areas withinmetaphysics. This will involve them in commenting on both sides of the issue and presenting a clearpersonal conclusion about the issue in question. The conclusion itself should be clear andunambiguous and supported by at least two reasons.





Wherever possible, assessment should be used judiciously and efficiently to provide evidence of theachievement of all the learning outcomes in the units and, where appropriate, to contribute to courseassessment. The evidence can be gathered during and/or at the end of the unit and must be completedunder controlled conditions, ie under supervision without collaboration and the assistance of notes orteacher/lecturer advice. The evidence should be composed of assessments relating to each of theoutcomes with equal weighting being given to each outcome. The evidence should be based on theissues in two out of the three areas of study.

The marking scheme would reflect the standard embodied in the performance criteria. This wouldallow the evidence to be considered as a whole. The level of attainment required for successfulcompletion of the unit should represent satisfactory attainment of all the performance criteria.

SPECIAL NEEDS


religious, moral and philosophical studies - … moral and philosophical studies... · candidates...

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