Edexcel GCE Religious Studies

Ethics Developments (A2 Year 13)

Edexcel scheme of work for GCE Religious Studies 6RSO3 Developments – Ethics

This scheme of work is devised on the assumption that approximately half the teaching time for Foundations is devoted to Ethics, and half to the other chosen option for the Developments paper. This SOW should therefore be read in conjunction with the SOW for the other Developments option chosen – e.g. Philosophy of Religion, New Testament, or one of the world religions. It is assumed therefore that teachers have two to three hours per week for the delivery of the Ethics option.

The SOW has also allowed for teaching of the Implications paper. For the purpose of this SOW, it is assumed that candidates are also taking the Ethics option in Implications. If this does not apply to your centre, SOW for Philosophy and New Testament Implications options are also available with the Developments SOW relevant to that option. Since the nature of the Implications paper is intended to encourage and wide and flexible range of student response, the SOW suggested for this paper is generic only.

In every case, the SOW can be adapted to your needs, including teaching time available. A 14 week autumn term, 12 week spring term, and up to 8 weeks teaching time in the summer term has been assumed. You can adapt the SOW to fit your school’s holiday and study leave arrangements. Two weeks for Christmas and two weeks for Easter holidays have been allowed. Half terms have not been included.

It should be noted that this SOW covers all topics identified in the specification. Teachers may chose to be more selective, whilst ensuring that they are covering sufficient material to ensure students sufficient choice in their preparation for the exam. In this case, the SOW may be adapted by removing those topics not taught by the centre, and allowing more time for the coverage of others. However, should all topics be taught, the SOW allows ample time for coverage.

  • Time is allowed for testing and consolidation of knowledge and understanding.
  • It is highly recommended that students make their own written notes, and that homework and timed essay practice form a central part of any scheme of work.
  • At AS and A2 level activities must be based primarily around the central requirement of ensuring that students have a full and well founded knowledge of the topics on the specification and that they can produce appropriate essays under exam timed conditions. Teacher input in terms of subject information and guidance must take precedence over activities. When used, activities should serve only to reinforce students’ knowledge and understanding of the subject and their skills in manipulating that material to the demands of examination questions

Week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources
1 / Refresh, revisit, review / To recall and understand afresh key material covered for the AS Ethics options.
Student confidence in their knowledge and understanding of the subject is renewed. / Revision quizzes, games and exercises as chosen by the teacher.
Students can be asked prior to attending the first class to prepare a presentation on one of the topics.
An introduction to the A2 topics and papers may also be given during this lesson. / An optional session only if it is helpful to refresh students’ memories.
A individual or department subscription to may be valuable throughout the year. This ever growing bank of materials includes many resources to support teaching this unit, and which can be freely adapted to suit teachers’ needs.
Religious Studies Review, a thrice yearly magazine, published by Philip Allan Updates, provides a range of articles and examination specific advice, aimed at students. A centre subscription is recommended.
2 / Critiques of the link between morality and religion / To understand the range of possible relationships between religion and morality.
To understand the concept of a critique of the link between religion and morality. / Teacher led review of material covered at AS on the relationship between religion and morality.
Students may complete a revision table, matching cards or cloze exercises to refresh and consolidate.
Teacher led presentation of the concept of critiques of the link between religion and morality. Students invited to suggest reasons why the relationship may be undermined. / Chapter 3.1 of the Edexcel AS Religious Studies student covers this topic.
Topic 2 of Advanced Religious Studies (second edition) by Sarah K Tyler and Gordon Reid, published by Philip Allan Updates provides useful information
3 / Critiques of the link between morality and religion / To describe, explain and assess two or more critiques of the link between religion and morality. / Teacher led presentation of one or two specific critiques of the link between morality and religion.
In pairs or small groups students assess the value of the critique(s) presented.
Students watch clips from ‘The Root of all Evil’ and discuss and assess its strengths and weakness. / Chapter 3.1 of the Edexcel AS Religious Studies student covers this topic.
Topic 2 of Advanced Religious Studies provides useful information.

Clips from ‘The Root of all Evil?’ can be used to illustrate Dawkins’ critique of the link between religion and morality.
4 / Critiques of the link between morality and religion / To describe, explain and assess two or more critiques of the link between religion and morality.
To evaluate the overall success of critiques of the link between religion and morality. / Teacher led presentation of one or two specific critiques of the link between morality and religion.
In pairs or small groups students assess the value of the critique(s) presented.
As a class, students consider a past exam question and prepare a plan. / Chapter 3.1 of the Edexcel AS Religious Studies student covers this topic.
Topic 2 of Advanced Religious Studies provides useful information.
5 / Ethical theories: Natural Moral Law / To understand the role of ethical theories in moral decision making.
To explain and understand the key ideas of Natural Moral Law. / Teacher led explanation of the role of ethical theories. Students encouraged to think about how theories may help or hinder moral decision making, drawing on their knowledge from the AS specification.
Students recall key ideas of a religious based ethic from the previous topic.
Teacher explains the background to the emergence of Natural Moral Law. Links made to other subjects and topics to help students to understand the issues.
Plenary to allow students to clarify and consolidate these new ideas. / Chapter 3.2 of the Edexcel AS Religious Studies student covers this topic.
Topic 1C of Advanced Religious Studies provides useful information.
6 / Ethical theories: Natural Moral Law / To understand the role of ethical theories in moral decision making.
To explain and understand the key ideas of Natural Moral Law. / Teacher led presentation of the key ideas of Natural Moral Law.
Students research the application of NML to specific moral situations. Feedback to class.
Plenary to ensure that students understand the key ideas of NML / Chapter 3.2 of the Edexcel AS Religious Studies student covers this topic.
Topic 1C of Advanced Religious Studies provides useful information.
7 / Ethical theories: Natural Moral Law / To understand the role of ethical theories in moral decision making.
To explain and understand the key ideas of Natural Moral Law.
To evaluate the extent to which Natural Moral Law may be considered a useful means of moral decision making. / Teacher reviews key features of NML with class, including modern applications of the theory, such as Proportionalism.
In pairs or small groups, students consider a range of questions: e.g. (i) To what extent does NML fail to be applicable to modern moral decision making? (ii) How far does NML offer a practical means of moral decision making? (iii)NML is only helpful to religious believers. Discuss this claim.
NB: These are not suggested as an indication of forthcoming examination questions but as critically evaluative exercises
Feedback to whole class. / Chapter 3.2 of the Edexcel AS Religious Studies student covers this topic.
Topic 1C of Advanced Religious Studies provides useful information.
8 / Ethical theories: Deontology / To understand the role of ethical theories in moral decision making.
To explain and understand the key ideas of Deontology. / Teacher led review of key ideas of ethical theories relevant to this topic – e.g. a priori theories, absolutism.
Students invited to consider why these kinds of theories may be advantageous/disadvantageous.
Teacher led presentation of the key ideas of Deontology, e.g. Kantian ethics
In pairs or small groups, students consider these ideas and suggest weaknesses/strengths of these key ideas. / Chapter 3.2 of the Edexcel AS Religious Studies student covers this topic.
Chapter 3.2 of the Edexcel AS Religious Studies student covers this topic.
Topic 1C of Advanced Religious Studies provides useful information.
NB It is appreciated that Natural Moral Law may be considered Deontological theory of ethics, and so whilst most centres also study Kantian deontological approaches, answers to questions on Deontology which are based on Natural Moral Law are entirely acceptable.
9 / Ethical theories: Deontology / To understand the role of ethical theories in moral decision making.
To explain and understand the key ideas of Deontology.
To evaluate the extent to which Deontology may be considered a useful means of moral decision making. / Teacher led presentation of key ideas of Deontology.
In pairs or small groups students consider these ideas in relation to moral dilemmas. Feedback to the class.
Plenary to ensure that students understand the key ideas and their application. / Chapter 3.2 of the Edexcel AS Religious Studies student covers this topic.
Topic 1Cof Advanced Religious Studies provides useful information.
10 / Ethical theories: Deontology / To understand the role of ethical theories in moral decision making.
To explain and understand the key ideas of Deontology.
To evaluate the extent to which Deontology may be considered a useful means of moral decision making. / Teacher reviews key ideas.
In pairs or small groups students invited to consider a range of possible questions:
e.g. (i) To what extent does Deontology prove helpful to modern moral decision making? (ii) How far does Deontology offer a practical means of moral decision making? (iii Deontology is essentially an unattractive ethical theory. Discuss this claim.
NB: These are not suggested as an indication of forthcoming examination questions but as critically evaluative exercises
Feedback to class.
Students discuss comparisons between different forms of Deontology including NML. / Chapter 3.2 of the Edexcel AS Religious Studies student covers this topic.
Topic 1B of Advanced Religious Studies provides useful information.
11 / Ethical theories: Virtue Ethics / To understand the role of ethical theories in moral decision making.
To explain and understand the key ideas of Virtue Ethics. / Teacher outlines key ideas of Virtue Ethics.
Students research the idea of virtue, and the emergence of a virtue based ethic.
Feedback to class.
Students consider initial views as to the value of this approach to ethics. / Chapter 3.2 of the Edexcel AS Religious Studies student covers this topic.
Topic 1B of Advanced Religious Studies provides useful information.
12 / Ethical theories: Virtue Ethics / To understand the role of ethical theories in moral decision making.
To explain and understand the key ideas of Virtue Ethics.
To evaluate the extent to which Deontology may be considered a useful means of moral decision making. / Teacher lead presentation on forms of virtue theory.
In pairs or small groups students consider these ideas in relation to moral dilemmas. Feedback to the class.
Plenary to ensure that students understand the key ideas and their application. / Chapter 3.2 of the Edexcel AS Religious Studies student covers this topic.
Topic 1B of Advanced Religious Studies provides useful information.
13 / Ethical theories: Virtue Ethics / To understand the role of ethical theories in moral decision making.
To explain and understand the key ideas of Virtue Ethics.
To evaluate the extent to which Deontology may be considered a useful means of moral decision making. / Teacher reviews key ideas.
In pairs or small groups students invited to consider a range of possible questions:
e.g. (i) To what extent does Virtue Ethics prove helpful to modern moral decision making? (ii) How far does Virtue Ethics offer a practical means of moral decision making? (iii Virtue Ethics proves to be an appealing ethical theory. Discuss this claim.
NB: These are not suggested as an indication of forthcoming examination questions but as critically evaluative exercises
Feedback to class.
Students discuss comparisons and areas of contrast between different ethical theories studied. / Chapter 3.2 of the Edexcel AS Religious Studies student covers this topic.
Topic 1B of Advanced Religious Studies provides useful information.
14 / Selected problems in ethics: objectivity, subjectivism, relativism / To know and understand key concepts which underlie ethical theory and ethical decision making. / Teacher led review of these key terms, drawing on students’ knowledge and understanding of ethical theories studied so far.
In pairs or small groups, students are allocated one of these terms and devise a mind map or other diagrammatic presentation of their key ideas, examples of theories which depend on them.
Feedback to whole class. Teacher ensures that everyone has access to this material.
Students propose moral dilemmas and suggest how these concepts may help attempts to resolve them. / Chapter 4.2 of the Edexcel AS Religious Studies student covers this topic.
Topic 1B of Advanced Religious Studies provides useful information.
15 / CHRISTMAS HOLIDAYS
16 / CHRISTMAS HOLIDAYS
17 / Selected problems in ethics: Ethical Language / To understand range of ethical language and claims and to identify the problems arising from them. / Students invited to offer a range of ethical claims or assertions, which teacher writes on the board or other visual means of presentation.
Students consider the problems raised by these claims.
Teacher led presentation of one or more approaches to ethical language. / Chapter 4.1 of the Edexcel AS Religious Studies student covers this topic.
Topic 1A of Advanced Religious Studies provides useful information.
18 / Selected problems in ethics: Ethical Language / To understand range of ethical language and claims and to identify the problems arising from them.
To examine and understand ways of solving or addressing these problems. / Review of material presented in previous lesson. Teacher reminds students of approach(es) to ethical language proposed.
Further approaches to ethical language presented including the ‘is-ought gap’ and emotivism.
In pairs or small groups students consider the value of these approaches and how far they may solve problems of ethical language. Feedback to class. / Chapter 4.1 of the Edexcel AS Religious Studies student covers this topic.
Topic 1A of Advanced Religious Studies provides useful information.
19 / Selected problems in ethics: Ethical Language / To understand range of ethical language and claims and to identify the problems arising from them.
To examine and understand ways of solving or addressing these problems.
To assess whether the problems posed by ethical language are irresolvable, / Teacher offers review of material covered so far, ensuring students’ understanding through question and answer.
Further approaches to ethical language presented, if appropriate.
In pairs or small groups, students consider the following questions: (i) To what extent is it impossible to solve the problems raised by ethical language? (ii) Assess the view that ethical language is essentially meaningless? (iii) How far is it impossible to find a resolution to debates about the meaning of ‘good’?
NB: These are not suggested as an indication of forthcoming examination questions but as critically evaluative exercises / Chapter 4.1 of the Edexcel AS Religious Studies student covers this topic.
Topic 1A of Advanced Religious Studies provides useful information.
20 / Selected problems in ethics: justice, law and punishment / To know and understand the concepts of justice, law and punishment. / Students invited to offer suggestions as to what is meant by these terms. Teacher may present PowerPoint delivery illustrating these concepts in tandem with student contributions.
Focus on justice teacher expands on key ideas and provides information.
Students research case studies and examples to illustrate these ideas.
Students discuss the value of these understandings. / Chapter 4.3 of the Edexcel AS Religious Studies student covers this topic.
Topic 4C of Advanced Religious Studies provides useful information.
Clips from a range of films such as ‘A Time to Kill’, ‘The Green Mile’, ‘Dead Man Walking’, and many others can offer helpful illustrations here.
Focus on justice may be through the work of a particular thinker, such as Plato, or it may be broader. Either approach is acceptable.
21 / Selected problems in ethics: justice, law and punishment / To know and understand the concepts of justice, law and punishment.
To apply these ideas to ethical concepts of objectivity, subjectivism, relativism / Focus on law and punishment – teacher expands on key ideas and provides information.
Students research case studies and examples to illustrate these ideas.
Students discuss the value of these understandings.
In pairs or small groups students consider the following questions: (i) How far does relativism influence ideas about law and punishment? (ii) To what extent does subjectivism raise problems for ideas of justice? (iii) Assess the view that law and punishment must be objective.
NB: These are not suggested as an indication of forthcoming examination questions but as critically evaluative exercises / Chapter 4.3 of the Edexcel AS Religious Studies student covers this topic.
Topic 4C of Advanced Religious Studies provides useful information.
22 / IMPLICATOINS: LAFOLLETTE / To understand, clarify and assess the implications of the passage, including an evaluation of the implications of the students’ own response to the material. / Teacher led explication and evaluation of the passages.
Students may complete a template or grid to guide them through their study of the passages.
Students may present sections themselves, and their handouts or presentations shared amongst the class. / This unit is intended to draw a flexible range of responses from students and so no particular exemplar resources are suggested by Edexcel.