Revision notes for A-level Religious Studies (OCR)
Seven pages
RELIGION + ETHICS
Normative Ethical Theories
NATURAL LAW
Roman Catholic approach
Intrinsic values
Bentham
“Nonsense on stilts”
Cicero
“One eternal law"
ARISTOTLE
‘Eudaimonia’
Afterlife
THOMAS AQUINAS
‘Beatific vision’
Human purpose
Four Tiers of Law:
Eternal Law
Divine Law
Natural Law
HUMAN LAW
Precepts
‘Rule of synderesis’
Five primary precepts
‘Lex’ & ‘ius’
Real good
Apparent good
‘Principle of double effect’
Four conditions required in principle
Strengths & weaknesses
Just War theory
Seven virtues
Deontological secondary precepts
STRENGTHS WEAKNESSES
Objective
Relativism
Rational
Conflicting rules
JOHN FINNIS
Seven basic goods
UTILITARIANISM
JEREMY BENTHAM
Hedonism
“Two sovereign masters”
Pleasure is sole good, pain sole evil
Principle of utility
Hedonic calculus
Fecundity
Purity
Act utilitarianism
Strengths & weaknesses
JOHN STUART MILL
Higher and lower pleasures
Rule utilitarianism
PETER SINGER
Preference utilitarianism
SITUATION ETHICS
WILLIAM TEMPLE
Four types on love in the Bible
EROS
STORGE
PHILIA =
AGAPE
Jesus at Last Supper
More loving outcome
Jesus’ actions
JOSEPH FLETCHER
Bioethics
God’s rules should not always be followed
'Law of love’
‘Himself Might his Quietus Make’
‘Special Bombing Mission No. 13’
‘Christian Cloak and Dagger’
Loving neighbour = loving God
Ten Commandments
Greatest Commandment
RUDOLF BULTMANN
'Love thy neighbour’
Three ways of making moral decisions:
Legalistic ethics
Antinomian ethics
Situation ethics
Six Fundamental Principles
Ruling norm of Christian decision
Only the end justifies the means
Four Working Principles
Pragmatism
Relativism
Positivism
Personalism
Conscience as a verb
RELIGIOUS vs NON-RELIGIOUS
AB William Temple
Pius XII condemned SE as sacrilegious
Jesus’ agape inspired SE
STRENGTHS & WEAKNESSES
Subjectivity
Too individualistic
Consistent with the gospel
Disregards divine command theory
Universal appeal
Religious vs secular
Altruism
Truly selfless acts
“Situationism is a method”
Reality
Eight page booklet : define coastal keywords; complete a fact file about a seaside resort; SPAG exercise about Holderness erosion; annotate a map to show human uses of the Humber region; family dilemma about using fossil fuels; write a poem based on a beautiful coastal scene; explain how transport changes have affected holiday habits over time
Powerpoint and worksheets using the UK as a Case Study of drought in a developed country. Completion of a climate graph. Differentiated exam-style questions. Comparisons of human and physical maps and data. Sustainability of four drought management methods used in the UK.
Powerpoint covering headlands and bays along the destructive Holderness coast
Starter: use maps to locate Flamborough Head
Main activities: sketch bird's eye view diagrams showing before and after erosion has affected a discordant coastline. Followed by a differentiated question: 1-3: How do headlands and bays form? 4-6: What role have chalk and boulder clay played in the formation of Flamborough Head?
7-9: What is wave refraction and how has it affected the Flamborough landscape?
Second part gets pupils to annotate a diagram to show the sequence of cave-arch-stack formation using a series of mixed-up pieces of info (so can be done as a card sort or a mystery). Class then feeds back verbally by responding to a series of images and questions
Third part: pupils work together to find advantages and disadvantages of headlands and bays using clues from a large scale OS map
Plenary: pupils recap learning by describing and explaining features seen in a photo of the chalk at Flamborough
Powerpoint looking at erosion and transportation along Holderness
Starter: the properties of powerful waves, including fetch
Main activities: map work to measure the fetch from Holderness to various coasts of the North Sea. Then radar diagrams are introduced, using a wind rose as an example followed by the pupils constructing a radar to show dominant wave patterns. Then the link between the UK's SW prevailing wind and how it causes NNE dominant waves. Differentiated question... 1-3: What makes a sea wave powerful? 4-6: Explain why North Sea waves can be powerful and damaging
7-9: Refer to data which suggests that Holderness is threatened by powerful waves
Second part gets pupils to draw and label diagrams to compare the features of constructive and destructive waves. They are then asked to assess photos of Holderness to decide which type of wave is affecting that coastline.
Third part looks at the properties of boulder clay and why that soft geology is a problem. Differentiated question: 1-3: Why are the caravan owners worried about the erosion of the cliffs at Hornsea? 4-6: Explain why erosion of the boulder clay is a problem for Holderness
7-9: Explain why the erosion of boulder clay is an economic problem for Holderness businesses
Plenary: pupils are asked to show how they think a typical wave moves, then are shown an animation that describes the circular motion of real wave patterns
40 mark SDME assessment in the form of a Powerpoint with associated resources
Background: Why does Holderness suffer from severe coastal erosion? What are the advantages and disadvantages of halting erosion?
Options: Why has hard engineering used to defend Hornsea? Why is soft engineering gaining popularity?
Decision: Do nothing, retreat the line, hold the line or advance the line
A recap of previous learning, covering contrasts in development between places, development indicators and graph analysis. Aimed at GCSE, KS4, Years 10 and 11. Contains a starter, several activities and a plenary.
Powerpoint and worksheets explaining the Enhanced Greenhouse Effect
Starter is an odd-one-out quiz of various human activities which affect climate
Students draw a pie chart showing sources of greenhouse gases from human activities then memorise and sketch the Enhanced Greenhouse Effect
The main work involves constructing a mind map of the effects caused by major greenhouse pollutants (carbon dioxide, water vapour, nitrous oxide, methane and halocarbons)
Differentiated questions:
1-3: How does (a) industry and (b) farming make climate change worse?
4-6: How do humans add to the Greenhouse Effect and climate change?
7-9: Using named chemical compounds, explain how human actions increase the rate of climate change
Plenary: affects of contrails on the short-term weather
Enough for two lessons
A glaciated environment at a local scale- The Helvellyn area of the English Lake District
A contrasting glaciated landscape from beyond the UK- The Athabasca Glacier
A contrasting glaciated landscape from beyond the UK- The Sápmi region of tundra, northern Europe
Colour coded: green statistics; yellow definitions; blue dates
Powerpoint and worksheets looking at the relief and geology of the UK's landscapes
Starter: video and dice-rolling activity about the rock cycle
main activities: 'Classifying rocks' worksheet (comparing formation, Moh's hardness and human uses) filled in as the pupils read and discuss the Powerpoint slides. Discussions to analyse a variety of linked physical maps. Mapwork to colour areas of granite and chalk, then to add the Tees-Exe Line (including the pattern of the age of rocks from the Grampians to the South Coast).
Differentiated questions about the links between geology/UK landscapes and how the Tees-Exe Line can help describe landscape distribution.
Plenary: further locational knowledge of UK upland landscapes
Case study of a country experiencing specific patterns of overall population change: Japan- decline + ageing
Case study of a specified local area: place, health and well-being- Hook, Hart, Hampshire
Colour coded: green statistics; yellow definitions; blue dates
Powerpoint and worksheet about the extreme temperatures, precipitation and winds around the World.
The work involves researching Case Studies from info sheets then annotating a World map with explanations for the extremes. Pupils work together, report back to other pupils then to the whole class.
Case Studies are: the Atacama Desert; Ridge A in Antarctica; Mawsynram in India; the McMurdo Dry Valleys in Antarctica; Death Valley; Barrow Island off Australia; and Vostok Station, again in Antarctica. Builds on knowledge from Hazards 1: "GLOBAL CIRCULATION SYSTEM". Enough for two lessons.
A decision making exercise (set up as a lesson) based around transnational corporations and developing countries.
How can Nigeria meet the United Nations set a Millennium Development Goal of ‘Halve the proportion of people without sustainable access to safe drinking water’?
The Nigerian Government has four options…
-Encourage the use of bottled water in partnership with a transnational company like Nestlé
-Educate Nigerian school pupils to understand the importance of water hygiene
-Form a partnership with a non-government organisation such as Water Aid
-Invest government resources into clean water supplies and sewage treatment works
Includes resources and questions
The establishment of government and power
Peace with Germany
Civil war and foreign relations (1918 to 1924)
War Communism and New Economic Policy (1918 to 1921)
Lenin, government and the Communist Party
colour coded: green statistics; yellow definitions; blue dates
Eight page booklet : define tectonic keywords, complete a fact file about the Tohoku Tsunami; SPAG exercise about Japan's seismicity; empathise with a parent, a businesswoman and a farmer from Japan after the disaster; a moral dilemma about the continued use of nuclear energy; a question about God's role in natural disasters; draw your own version of The Great Wave by Hokusai
Practice DME using OCR B exam resources but split up into Powerpoint screens to lead the class through stage by stage. Topic is MNCs in developing countries. The decision is about FIAT cars in Brazil
Also includes an exam workbook
Eight page booklet : define economic keywords, a page to research a billionaire, a SPAG exercise about entrepreneurs, a page to draw a picture reacting to the lyrics of 'Imagine', a moral dilemma based on finding a winning lottery ticket, a self-assessment of attitudes to wealth and poverty and finally a page of religious quotes regarding wealth which need pupil comments
Series of Powerpoints and worksheets...
1: "We need rivers" (map and atlas skills (locating World rivers); photo analysis of human uses of rivers)
2: "The start(s) of the Nile" (carousel activities looking at upper course features)
3: "Khartoum" (climate graphs; satellite photo analysis; map annotation assessment)
4: "Egypt, Gift of the Nile" (Egyptian mythology; use info sheets to complete a sheet linking the annual flood to Egypt's wealth, farming, transport, etc)
5: "Aswan Dam" (make a long profile of the Nile; pupils debate the advantages and disadvantages of the dam then write a conclusion)
6: "Stream table" (erosion, transportation, deposition starter; class activity recording features seen while changing slope and water flow)
7: "Waterfalls" (rock types as a starter; stream table experiment to make waterfalls; record results by annotating diagrams)
If you like these resources, give me a rating/comment and then take a look at my shop
(* Pompey Rich *)