Name: _____________________________________

Failure to hand in coursework by the Final deadline will result in

an automatic entry to the longer exam
There will be no lesson time to complete coursework after 19th
December. Improvement sessions will be held on Tuesdays in H6F
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

2
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 .

3
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!

4
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

5
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

6
Books:

Philosophy and Ethics - Pages 34 to 47

There copies of key chapters taken from key text books at the back of
this booklet.

There is also a collection of books that you can use that we have bor-
rowed from the library - try using Long Eaton library if you want further
print
resources

Internet:

www.tlesrecoursework.blogspot.com - The RE departments own

blog bringing together useful information, PowerPoints, videos and
discussions

www.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 profes-
sionals and are therefore reliable.

http://ks3.reonline.org.uk/
teens_vtours.php?c - This page will
take you to lots of different virtual
tours. Make sure that you look at a va-
riety of
different denominations.

www.bbc.co.uk/religion/religions/
christianity/ritesrituals/
worship.shtml - An introduction to
the origins and practise of Christian
worship

www.request.org.uk - A general site

about the main beliefs and practises7
(a) Describethe teachings of Christianity about the
way in which believers should treat people less
fortunate than themselves.

Theme Bible References Notes

Jesus’ Parable of the sheep and goats

Teaching - Matthew 25:35-40
Parable of the rich fool - Luke
12:13-21
The Parable of the Rich Man
and Lazarus - Luke 16:19-31
Mark 12:30-31

Other Isaiah 58:10

Biblical James 2:15-16
Sources
Acts 11:2
1 Timothy 6:10
Deuteronomy 15:11

Other ‘On the Development of

Christian Peoples’ - Pope Paul VI
Ideas
‘Centesimus Annus’ Pope John
Paul II

See Cafod ‘Faith in Action’ ppt

for this

8
(b) Explain how Christians put these teachings into practice.

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

Christian
Aid Cafod
Salvation Army

Volunteeing Helping the Raise money

poor

Missionaries Fair trade Campaigning

9
(c) ‘We should help people who are the same religion as we are
but we need not bother about other people.’

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.

Arguments for Arguments against

Religious arguments

10
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

11
Source 1

Source 2

Source 3

Source 4

Source 5

Source 6

Source 7

Source 8

12
(a) Describe the teachings of Christianity about the way in which
believers should treat people less fortunate than themselves.

Level 1 0-6 Some attempt to deal with the task. The inclusion of a small
marks 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 An attempt to deal with the task. Some of the relevant information
marks 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 A reasonable attempt to deal with the task. Salient information
marks selected, organised and presented with some skill. Various
sources will have been used.

Level 4 19-24 An excellent attempt to respond to the task in an individual way. A

marks 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 Christians put these teachings into practice

Level 1 0-6 Some attempt to deal with the task. The inclusion of a small
marks 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 A basic attempt to deal with the task. Some of the relevant
marks 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 A reasonable attempt to deal with the task. Salient information
marks 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 An excellent attempt to respond to the task in an individual way. A

marks 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.
13
(c) ‘We should help people who are the same religion as we are
but we need not bother about other people.’

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

marks argument.

Level 2 5-8 A clearly expressed opinion directly related to an issue raised

marks with an argument offered in support of it.

Level 3 9-12 The ability to recognise some of the significance of an issue

marks 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 The ability to recognise the complexity of issues raised and to
marks express valid opinions about different points of view well
supported by evidence and argument.

Written communication

Below threshold
performance
0 marks
Threshold perform- Candidates spell, punctuate and use the rules of grammar with
ance reasonable accuracy; they use a limited range of specialist
1 - 2 marks terms appropriately.
Intermediate perform- Candidates spell, punctuate and use the rules of grammar with
ance considerable accuracy; they use a good range of specialist
3 - 4 marks terms with facility.
High performance Candidates spell, punctuate and use the rules of grammar with
5 - 6 marks almost faultless accuracy, deploying a range of grammatical
constructions; they use a wide range of specialist terms, adeptly
and with precision.

14