Name: _____________________________________

There will be no lesson time to complete coursework after 19th

December. Improvement sessions will be held on Tuesdays in H1G between the two deadlines

Page 9 stages to successful coursework 3-4 The outline plan 5-6 Resources—some starting points 7 Part A notes 8 Part B notes 9 Part C notes 10 Writing a bibliography 11-12 Mark Scheme 13-14

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1. Look at the question and decide what it is asking. 2. Draw up a structure plan 3. Look out resources that will be useful for the coursework, these might come from: • Textbooks • Information sheets • Information from organisations or groups The school and local library. • The Internet • Videos • The Bible • Faith members 4. Make notes from your resources: • Put things from the books in your own words, make notes of impor-tant points • Make notes of quotes from the sources - remember to include in the quote where its comes from and (possibly) who it is by • Make notes of sacred texts that are relevant to the point you are try-ing to make • Keep a list of all the resources that you use for your bibliography. • DON'T just copy large chunk from the books - this can only get you a few marks. 5. Make up a "timetable" of objectives and timings and keep to it. (you will get help with this) 6. Do a draft of your coursework and get it checked for quality, Spelling, Punctuation and Grammar, submit this on paper, disc or if possible e-mail it as an attachment to Mrs Emmerson .

7. When it is all looking good write up your coursework. If possible type it so that mistakes can be easily changed and corrections can be made. You are much more likely to make a suggested improvement if you don’t have to write out the whole essay again. Make sure that any picture, drawings, graphs are also added and if your have any supplementary material (tape, video, slides etc..) make sure you have indicated in the text where this should be used. The last (and least important) thing is the cover do not spend lots of time on a pretty cover, spend the time on the content. 8. Hand the coursework in by the deadlines - that gets it out of the way !! And you are less likely to annoy Mrs Emmerson who has to mark it. If you do not get coursework in by the final deadlines you will get zero marks as I have to send it in to the examiner by a deadline. This is usu-ally the end of April but I will have to mark it before then so stick to the deadlines. 9. ASK FOR HELP WHEN YOU NEED IT AND DO NOT WASTE THE LESSON TIME !!

Use the time that you have in class carefully and wisely - these are NOT "free" periods! Use the time that you have effectively by

PLANNING your time. About half way through each section make an appointment with Mrs Emmerson to check your progress. If you are

having problems - ask for help!

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The most important part of your coursework is the structure plan. This is the skeleton onto which you will build the work. It will allow you to: • plan the content of the coursework • arrange the content of each section • write the correct amount for each section • make sure you cover all the relevant material First Decide what points you want to make in each section. Make a note of the book / article / other where this point occurs (so you can find it again later). Make sure that there is a sensible progression from point to point. Use sources and sacred text references to back up the points that you make. If you are not sure then ask for help / advice. Use heading and sub headings - write a sentence to cover each the subject of each point. eg: On abortion: A(i) What is meant by abortion * Legal position - 1904 act - death of a child - 1967 act - 24 weeks - 1992 act - Human Embryo and Fertilisation

Writing up In each section of the coursework • The first paragraph explains what the section is about • Each subsequent point has its own paragraph • If you have 5 points you should arrange them in order of important in the following order 2,3,4,5,1 • The final paragraph should sum up your arguments / points in each section Order of writing 1. Section A 2. Section B 3. Section C 3. Bibliography 4. Contents 5. Introduction 6. Cover Overall structure Front cover Contents Introduction Section A Section B Section C Bibliography

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Books: Philosophy and Ethics - Pages 72-81 Contemporary Moral Issues - Pages 177-181 Christianity in Today’s World - Pages 70-75 Beliefs, Values and Traditions - Pages 54-57 Introducing Moral Issues—Pages 94-95 There is also a collection of books that you can use that we have borrowed from the library - try using Long Eaton library if you want further print resources Internet: www.biblegateway.com - An online Bible for you to look up quotes http://tlesrecourseworkunit3.blogspot.com - The RE departments own blog bringing together useful information, PowerPoints, videos and discussions http://www.request.org.uk/issues/topics/environment/environment00.htm - Site with lots of quotes, explanations and ex-amples www.ks4.reonline.org.uk - A database for you to search of all the main RE websites. All the sites linked from here have been vetted by RE professionals and are there-fore reliable. http://www.christian-ecology.org.uk - A Christian organisation that focuses on looking after the environment http://www.targetearth.org/

(a) Describe the teachings of Christianity about the relationship between humanity and the rest of creation.

Some things for you to think about: Story of creation in Genesis 1:1-2:3 • When are human beings made compared to the rest of creation? • Why do you this is? • What might this say about how important people are in creation. • What is the ‘tag-line’ at the end of every day? • Does this mean that there is any difference between how God views hu-

mans and the rest of creation? (Genesis 1:26-27) Adam and Eve’s creation Genesis 2:4-25 • What is particularly important in verse 15? (Stewardship?) • What is particularly important about the work of Adam in verses 19-20?

Dominion? http://www.request.org.uk/issues/topics/environment/environment01.htm - this site has loads of great quotes and explanations. Make sure that you put things in your own words though, I HAVE READ IT!

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(b) Explain how followers of Christianity may put these teachings into practice in a practical way in order to help preserve the environment.

In other words, what types of things can Christians do to look after the environment; how are these Christian acts?

Looking after the environment

Organic products

Recycling

Carbon footprint

Protesting

Christian Aid

Christian Ecology (an organisation)

Green Energy

Campaigning

St Francis of Assisi

Pray

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(c) ‘God made the earth so he should look after it.’ Do you agree? Give reasons to support you answer and show that you have thought about different points of view. You must refer to Christianity in your answer.

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Arguments for Arguments against

Religious arguments

My opinion

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In your coursework you will be asked to write a bibliography. A bibliogra-phy is a list of all the sources you have used in order to complete your coursework (from Biblios = book and Graphos = to write). The bibliogra-phy tells the examiner what information you have used to support your work. It shows that you have used a wide range of sources and that you have acknowledged the work of the other people that have helped you with your coursework. The bibliography should contain any resources you have used for your coursework. This includes books, articles, videos, CD-ROMs, the inter-net, TV programmes, magazines or newspapers. You should have a separate page at the end of your coursework entitled 'Bibliography'. Each item you use should be acknowledged in the following manner (if you do not know any of the information then leave it out) Author, Title of book or article, Publisher, Date of publication so for a book or this might be: Joe Jenkins, Contemporary Moral Issues, Heinemann, May 1991 for a magazine or newspaper Mary James, 'Does abortion endanger the mother's life ?' in the Nursing Times Vol 3, McMillan, January 1996 for a CD-ROM Malcom Spike, 'The life of Martin Luther King', Microsoft Encarta, 1998 from the internet Paul Hopkins, 'Moral Language', The RE revision site; www.paulhopkins.org.uk, March 1999 As you research your coursework, keep a record in this booklet of all the

sources that you use - do not try to leave it al to the end, you will not remember them all

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Source 1 Source 2 Source 3 Source 4 Source 5 Source 6 Source 7 Source 8

(a) Describe the part which art and/or music plays in the worship and spiritual life of Christianity

Level 1 0-6 marks

Some attempt to deal with the task. The inclusion of a small amount of relevant information. Evidence that the work has been

copied or paraphrased. Sources not stated. Limited ability to organise work or present an argument.

Level 2 7-12 marks

An attempt to deal with the task. Some of the relevant information will have been selected with evidence of organisation. Limited sources will have been used. There may be some evidence of

copying or close paraphrasing.

Level 3 13-18 marks

A reasonable attempt to deal with the task. Salient information selected, organised and presented with some skill. Various

sources will have been used.

Level 4 19-24 marks

An excellent attempt to respond to the task in an individual way. A wide variety of sources will have been used in an effective

manner. The work will be presented in a clear, coherent manner.

(b) Explain how followers of Christianity may feel that they buildings in which they worship and the type of worship itself may assist them in their life and belief.

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Level 1 0-6 marks

Some attempt to deal with the task. The inclusion of a small amount of relevant information. Evidence that the work has been

copied or paraphrased. Sources not stated. Limited understanding of the relevance and application of religion.

Limited ability to organise work or present an argument.

Level 2 7-11 marks

A basic attempt to deal with the task. Some of the relevant information will have been selected with evidence of

organisation. Limited sources will have been used. Some understanding of the relevance and application of the religion.

There may be some evidence of copying or close paraphrasing.

Level 3 12-17 marks

A reasonable attempt to deal with the task. Salient information selected, organised and presented with some skill. A wider, more mature level of understanding of the relevance and application of

religion. Various sources will have been used.

Level 4 18-21 marks

An excellent attempt to respond to the task in an individual way. A wide variety of sources will have been used in an effective

manner. The demonstration of a thorough understanding of the relevance and application of religion. The work will be presented

in a clear, coherent manner.

(c) ‘All worship is a waste of time because people cannot be sure that God exists.’ Do you agree? Give reasons to support you answer and show that you have thought about different points of view. You must refer to Christianity in your answer.

Level 1 0-4 marks

A statement of the obvious, a one-sided judgement with little or no argument.

Level 2 5-8 marks

A clearly expressed opinion directly related to an issue raised with an argument offered in support of it.

Level 3 9-12 marks

The ability to recognise some of the significance of an issue raised. The clear expression of an opinion directly related to it

supported with some use of evidence and argument. An awareness of the existence of different opinions.

Level 4 13-15 marks

The ability to recognise the complexity of issues raised and to express valid opinions about different points of view well

supported by evidence and argument.

Written communication

Below threshold performance 0 marks

Threshold perform-ance 1 - 2 marks

Candidates spell, punctuate and use the rules of grammar with reasonable accuracy; they use a limited range of specialist

terms appropriately.

Intermediate perform-ance 3 - 4 marks

Candidates spell, punctuate and use the rules of grammar with considerable accuracy; they use a good range of specialist

terms with facility.

High performance 5 - 6 marks

Candidates spell, punctuate and use the rules of grammar with almost faultless accuracy, deploying a range of grammatical

constructions; they use a wide range of specialist terms, adeptly and with precision.

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