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    • Gloucestershire Agreed Syllabus & SACRE
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    • Year 8
      • Knowledge Organisers Yr 8
    • Islam
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    • Christianity
    • Sikhism
    • Buddhism
    • Other Worldviews
    • Recommended Reading
  • GCSE Eduqas RS
    • Specification Tick Sheets-SCGCSE
    • Key Words-SCGCSE
      • Christian Key Words
        • The Nature of God
        • Creation
        • Jesus Christ
          • Beliefs and teachings about the incarnation of Jesus
          • Gospel of Mark
        • Eschatological Beliefs
        • Apostles Creed and Nicene Creed
        • Salvation and Atonement
      • Islamic Key words (shia)
        • Tawhid (Oneness)
        • Al-Adalat (Divine Justice)
        • Al-Nubuwwah (Prophethood)
        • Al-Imamah (Divine Leadership)
        • Al-Ma’ad (Hereafter)
        • Shi'a beliefs about Kutub (holy books), Malaikah (angels) and Al-Qadr (pred
          • Kutub (holy books)
          • Malaikah (angels)
          • Al-Qadr
      • Islamic practices Key Words
      • Relationships
      • Life and Death Issues
    • Knowledge Organisers-Eduqas-GCSE
      • Christian Beliefs and Teachings KO SC
      • Christian Practices KO
      • Islamic Beliefs and Teachings KO
      • Islamic Practices KO
      • Relationships KO
      • Life and Death Issues KO
      • Good and Evil KO
      • Human Rights KO
    • Topic on a Page GCSE
      • Christain Beliefs and Teachings ToaP
      • Christian Practices ToaP
      • Islamic Beliefs and teachings ToaP
      • Islamic Practices (TOAP)
      • Relationships ToaP
      • Life and Death Issues ToaP
      • Human Rights ToaP
      • Good and Evil ToaP
    • Quizs Review / Recall / Revision SC
    • Quotes-SCGCSE
      • Christian Teaching-Quotes
      • Muslim Teaching-Quotes
      • Relationships -Quotes
      • Life and Death Issues-Quotes
    • Videos-SCGCSE
      • Christain Teachings and Beliefs-SCGCSE
      • Islamic Teachings and Beliefs-SCGCSE
      • Life And Death Issues-SCGCSE
      • Relationships-SCGCSE
    • Practice Questions-GCSE-RS
      • Christian Teachings Practice Questions
      • Christian Practices Practice Questions
      • Muslim Teachings Practice Questions
      • Christian Practices Model Answers
      • Muslim Practices
      • Relationships
      • Life and Death Issues
      • Good and Evil Practice Questions
      • Human Rights Practice Questions
    • Mark Schemes + Model Essay Answers SC
      • Example Christian Belief Answers
      • Example Muslim Belief Answers
      • Example Relationships Answers
      • Example Good and Evil Answers
      • Example Life + Death Answers
      • Example Human Rights Answers
      • Example Christian Practices Essay Answers
      • Example Islamic Practices Model Essay Answers
      • 2024 Mod-Ans GCSE RS
      • 2023 Mk-Sch GCSE RS
      • 2023 Mod-Ans GCSE RS
      • 2022 Mod-Ans GCSE RS
      • 2022 Mk-Sch GCSE RS
      • 2021 Mod-Ans GCSE RS
      • 2020 Mk-Schm GCSE RS
      • 2020 Mod-Ans GCSE RS
      • 2019 Mk-Schm GCSE RS
      • 2019 Mod-Ans GCSE RS
      • 2018 Mk-Schm GCSE RS
      • 2018 Mod-Ans GCSE RS
      • 2016 Mk-Schm GCSE RS
      • 2016 Mod-Ans GCSE RS
    • SAMPLE EXAM PAPERS SC
      • Christian Teachings Practice Papers
      • Muslim Teachings Practice Papers
      • Relationships Practice Papers
      • Life and death Issues Practice Papers
    • GCSE Express Revision Notes-SCGCSE
    • Learning Mats / Posters-SCGCSE
      • Christian Beliefs and Teachings
      • Christian Practices LMAPS
      • Islamic Beliefs and Teachings LMAP
      • Islamic Practices LMAPS
      • Relationships
      • Life and Death Issues
      • Good and Evil LMAPS
      • Human Rights LMAPS
    • Revision Guides + PPTS-GCSE
      • Christian Teachings
      • Christian Practices
      • Muslim Teachings
      • Muslim Pratices Rev
      • Good and Evil
      • Human Rights
      • Relationships
      • Life and Death Issues
    • Advice on Answering Questions
    • Practice Papers
    • Topic Tests
      • Islamic T+B Topic Test
      • Christian Beliefs + Teachings
      • Relationships Topic Test
      • Life And Death Topic Test
    • Topic Content for SC RE Learn Jourrney Review Booklets
      • ANSWERS: Christian B+T SC RE GCSE Learning Jourrney Review Booklets
      • QUESTIONS Christian B+T SC RE GCSE Learning Jourrney Review Booklets
      • ANSWERS: Islamic B+T SC RE GCSE Learning Jourrney Review Booklets
      • ANSWERS: Relationships SC RE GCSE Learning Jourrney Review Booklets
      • ANSWERS: Life + Death SC RE GCSE Learning Jourrney Review Booklets
    • Homework
  • GCSE Other
    • Specification Tick Sheets- FC GCSE
    • Key Words-FC GCSE
    • Knowledge Organisors FC GCSE
      • Buddhist Beliefs and Teachings KO
      • Buddhist Practices KO
      • Relationships KO
      • Life and Death Issues KO
      • Christian Beliefs and Teachings KO
    • Topic on a Page FC
      • Buddhist Beliefs and Teachings Toap
      • Buddhist Practices ToaP
    • Quotes- FC
      • Christian Practices Quotes
      • Buddhist Teachings Quotes
        • Dream + Birth Import + Other Quotes
        • 4 Sights Imp + Orther Quotes
        • Ascetic Life- The Buddha – Imp + Other Quotes
        • Enlightenment and Teaching- The Buddha–Imp + Other Quotes
        • The Dhamma//Dharma–Imp + Other Quotes
        • Nirvana – Imp + Other Quotes
        • Four noble truths– Imp + Other Quotes
        • Eightfold path- Importance + Other Quotes
        • Dependent origination/conditionality- Importance + Other Quotes
        • Three Marks of Existence – Imp + Other Quotes
        • 5 Skandhas –Human Personality – Imp + Other Quotes
        • Sunyata + Buddha Nature - Human Imp + Other Quotes
        • arhat and bodhisattva- Human Destiny -Imp + Other Quotes
        • Mahayana Imp + Other Quotes
        • Pureland - Human Destiny – Imp + Other Quotes Land
        • Karma The Five Precepts and 6 Perfections Imp + Other Quotes
      • Buddhist Practices Quotes
      • Good and Evil Quotes
      • Human Rights Quotes
    • Videos-FC GCSE
    • Practice Questions FC
      • Buddhist Teachings Questions
      • Buddhist Practices Practice Questions
    • Model Answers FC
      • Buddhist Teachings Model Answers
      • Buddhist Pratices Model Answers
    • FC Revision Guides + PPTs
      • Buddhist Teachings
      • Buddhist Practices
    • Podcasts
  • ALEVEL
    • Summer Transition Work
    • Philosophy -GCE
      • SPEC PHIL
      • DICTIONARY -P
        • Unit 1.1 The Design Argument-D
        • Unit 1.2 The First Cause Argument-D
        • Unit 1.3 The Ontological Argument-D
        • Anthology 1 Copleston and Russel-D
        • Unit 2.1 Religious Experience-D
        • Unit 2.2 The Argument from Religious Experience-D
        • Unit 3.1 The Problem of Evil-D
        • Unit 3.2 Theodicies as solutions to the Problem of Evil-D
      • Personal Learning Checkers -P
      • Knowledge Organisers -P
        • KO Unit 1.1 The Design Argument -P
        • KO Unit 1.2 The First Cause Argument -P
        • KO Anthology 1 Copleston and Russel -P
        • KO Unit 1.3 The Ontological Argument -P
        • KO Unit 2.1 Religious Experience -P
        • KO Unit 2.2 The Argument from Religious Experience-P
        • KO Unit 3.1 The Problem of Evil -P
        • KO Unit 3.2 Theodicies as solutions to the Problem of Evil -P
        • KO Anthology 2 JL Mackie -P
        • KO Unit 4.1 Analogy and Symbol -P
        • KO Unit 4.2 Verification and Falsification-P
        • KO Unit 4.3 Language Games-P
        • KO Unit 5.1 Critiques of Religion-P
        • KO Unit 5.2 Work of Scholars-P
        • KO Unit 6.1 Life after Death-P
        • KO 6.2 Points for discussion about life after death-P
        • KO 6.3 Science and Religion-P
      • Topic On a Page GCE -P
        • ToaP-Unit 1.1 The Design Argument-P
        • ToaP-Unit 1.2 The First Cause Argument-P
        • ToaP-Unit 1.3 The Ontological Argument-P
        • ToaP-Unit 2.1 Religious Experience-P
        • ToaP-Unit 2.2 The Argument from Religious Experience -P
        • ToaP-Unit 3.1 The Problem of Evil-P
        • ToaP-Unit 3.2 Theodicies as solutions to the Problem of Evil -P
        • ToaP-Unit 4.1 Analogy and Symbol-P
        • ToaP-Unit 4.2 Verification and Falsification-P
        • ToaP-Unit 4.3 Language Games-P
        • ToaP-Unit 5.1 Critiques of Religion-P
        • ToaP-Unit 5.2 Work of Scholars-P
        • ToaP-Unit 6.1 Life after Death-P
        • ToaP-6.2 Points for discussion about life after death-P
        • ToaP-6.3 Science and Religion-P
      • SELF STUDY -P
        • Unit 1.1 The Design Argument-SSP
        • Unit 1.2 The First Cause Argument-SSP
        • Anthology 1 Coplestone and Russel
        • Unit 1.3 The Ontological Argument
        • Unit 2.1 Religious Experience
        • Unit 2.2 The Argument from Religious Experience
        • Unit 3.1 The Problem of Evil
        • Unit 3.2 Theodicies as solutions to the Problem of Evil
        • Anthology 2 JL Mackie
        • Unit 4.1 Analogy and Symbol
        • Unit 4.2 Verification and Falsification
        • Anthology 3 Flew and Hare
        • Anthology 4 Mitchel and Flew
        • Unit 4.3 Language Games
        • Unit 5.1 Critiques of Religion
        • Unit 5.2 Work of Scholars
        • Unit 6.1 Life after Death
        • Unit 6.2 Points for discussion about life after death
        • Unit 6.3 Science and Religion
      • Revision-P
        • Unit 1.1 Design Arg Revision GCE RS -P
        • Unit 1.2 The First Cause Arg Revision GCE RS -P
        • Anthology 1 Copleston and Russel Revision GCE RS -P
        • Unit 1.3 The Ontological Arg Revision GCE RS -P
        • Unit 2.1 Rel Exp Revision GCE RS -P
        • Unit 2.2 The Arg from Rel Exp Revision GCE RS -P
        • Unit 3.1 The Problem of Evil Revision GCE RS -P
        • Unit 3.2 Theodicies as sol to the Prob of Evil Revision GCE RS -P
        • Anthology 2 JL Mackie Revision GCE RS -P
        • Unit 4.1 Analogy and Symbol Revision GCE RS -P
        • Unit 4.2 Verification and Falsification Revision GCE RS -P
        • Anthology 3 Anthony Flew and RM Hare Revision GCE RS -P
        • Anthology 4 Basil Michel and Anthony Flew Revision GCE RS -P
        • Unit 4.3 Language Games Revision GCE RS -P
        • Unit 5.1 Critiques of Religion Revision GCE RS -P
        • Unit 5.2 Work of Scholars Revision GCE RS -P
        • Unit 6.1 Life after Death Revision GCE RS -P
        • Unit 6.2 Points for discussion about life after death Revision GCE RS -P
        • Unit 6.3 Science and Religion Revision GCE RS -P
      • PEQs + Model Essays Phil
        • Unit 1.1 The Design Arg PEQs + Model Essays -P
          • 8 Mk Model Answers Unit 1.1 The Design Argument -P
          • 12 Mk Model Answers Unit 1.1 The Design Argument -P
          • 20 Mk Model Answers Unit 1.1 The Design Argument -P
          • 30 Mk Model Answers Unit 1.1 The Design Argument -P
        • Unit 1.2 The First Cause Arg PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 1.2 The First Cause Arg -P
          • 12 Mk Model Essays Unit 1.2 The First Cause Arg -P
          • 20 Mk Model Essays Unit 1.2 The First Cause Arg -P
          • 30 Mk Model Essays Unit 1.2 The First Cause Arg -P
        • Anthology 1 PEQs + Model Ans -P
        • Unit 1.3 The Ontological Arg PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 1.3 The Ontological Arg -P
          • 12 Mk Model Essays Unit 1.3 The Ontological Arg -P
          • 20 Mk Model Essays Unit 1.3 The Ontological Arg -P
          • 30 Mk Model Essays Unit 1.3 The Ontological Arg -P
        • Unit 2.1 The Nat of Rel Exp PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
          • 12 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
          • 20 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
          • 30 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
        • Unit 2.2 The Sig of Rel Exp PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
          • 12 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
          • 20 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
          • 30 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
        • Unit 3.1 The Prob of E+S PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 3.1 The Prob of Evil -P
          • 12 Mk Model Essays Unit 3.1 The Prob of Evil -P
          • 20 Mk Model Essays Unit 3.1 The Prob of Evil -P
          • 30 Mk Model Essays Unit 3.1 The Prob of Evil -P
        • Unit 3.2 Theodices PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
          • 12 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
          • 20 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
          • 30 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
        • Anthology 2 PEQs + Model Ans -P
        • Unit 4.1 Reg Lang Analogy + Symbol PEQs + Model Essays-P
          • 8 Mk Model Answers Unit 4.1 Analogy + Symbol -P
          • 12 Mk Model Answers Unit 4.1 PEQs Unit 4.1 Analogy + Symbol -P
          • 20 Mk Model Answers Unit 4.1 Analogy + Symbol -P
          • 30 Mk Model Answers Unit 4.1 Analogy + Symbol -P
        • Unit 4.2 Reg Lang Ver + Fal PEQs + Model Essays-P
          • 8 Mk PEQs + Model Essays Unit 4.2 Reg Lang Ver + Fal -P
          • 12 Mk PEQs + Model Essays Unit 4.2 Reg Lang Ver + Fal -P
          • 20 Mk PEQs + Model Essays Unit 4.2 Reg Lang Ver + Fal -P
          • 30 Mk PEQs + Model Essays Unit 4.2 Reg Lang Ver + Fal -P
        • Anthology 3 -P
        • Anthology 4 -P
        • PEQs + Model Essays Unit 4.3 Reg Lang Lang Games -P
          • 8 Mk PEQs + Model Essays Unit 4.3 Lan Games-P
          • 12 Mk PEQs + Model Essays Unit 4.3 Lan Games-P
          • 20 Mk PEQs + Model Essays Unit 4.3 Lan Games-P
          • 30 Mk PEQs + Model Essays Unit 4.3 Lan Games-P
        • PEQs + Model Essays Unit 5.1 Scholars Critiques + Postmod -P
          • 8 Mk Unit 5.1 Critiques + Postmodernism
          • 12 Mk Unit 5.1 Critiques + Postmodernism
          • 20 Mk Unit 5.1 Critiques + Postmodernism
          • 30 Mk Unit 5.1 Critiques + Postmodernism
        • PEQs + Model Essays Unit 5.2 Scholars Cop + Rus -P
          • 8 Mks Unit 5.2 Cop and Russel-P
          • 12 Mks Unit 5.2 Cop and Russel-P
          • 20 Mks Unit 5.2 Cop and Russel-P
          • 30 Mks Unit 5.2 Cop and Russel-P
        • PEQs + Model Essays Unit 6.1 Life After Death -P
          • 8 Mks Unit 6.1 Nat of Life After Death
          • 12 Mks Unit 6.1 Nat of Life After Death
          • 20 Mks Unit 6.1 Nat of Life After Death
          • 30 Mks Unit 6.1 Nat of Life After Death
        • PEQs + Model Essays Unit 6.2 Arguments 4 LaD -P
          • 8 Mks Unit 6.2 Arg about LAD
          • 12 Mks Unit 6.2 Arg about LAD
          • 20 Mks Unit 6.2 Arg about LAD
          • 30 Mks Unit 6.2 Arg about LAD
        • PEQs + Model Essays Unit 6.3 Science and Religion -P
          • 8 Mks Unit 6.3 Science and Religion
          • 12 Mks Unit 6.3 Science and Religion
          • 20 Mks Unit 6.3 Science and Religion
          • 30 Mks Unit 6.3 Science and Religion
      • Topic Tests Phil
        • Unit 1.1 TT Design Arg -P
          • Unit 1 TT Answers Design Arg
        • Unit 1.2 TT 1st Casue Arg -P
        • TT Anthology 1 Copleston and Russel
        • Unit 1.3 TT Onto Arg -P
        • Unit 3.1 TT Problem of Evil
        • Unit 2.1 TT Nat of Rel Exp
        • Unit 2.2 TT Arg from Rel Exp
        • Unit 3.1 TT The Prob of Evil
        • Unit 3.2 TT Sol to the Prob of Evil
        • TT Anthology 2 JL Mackie
        • Unit 4.1 TT Analogy and Symbol
        • Unit 4.2 TT Verification and Falsification
        • TT Anthology 3 Anthony Flew and RM Hare
        • TT Anthology 4 Basil Michel and Anthony Flew
        • Unit 4.3 TT Language Games
        • Unit 5.1 TT Critiques of Religion
        • Unit 5.2 TT Work of Scholars
        • Unit 6.1 TT Life after Death
        • Unit 6.2 TT Points for discussion about LAD
        • Unit 6.3 TT Science and Religion
      • SAMs EG Ans-P
        • 2022-P
        • 2022 Exemplars-E
        • 2019-P
        • 2018 AS-P
        • 2018-P
        • 2017 AS-P
        • SAMS-P
      • Rec Reading -P
      • Philosophy Podcasts
      • Weblinks -P
    • Ethics -GCE
      • DICTIONARY -E
        • Unit 1.1 Environmental Ethics-D
        • Unit 1.2 Equality-D
        • Unit 2.1 Utilitarianism-D
        • Unit 2.2 Situation ethics-D
        • Anthology 1 Situation Ethics-D
        • Unit 2.3 The Natural Moral law-D
        • Unit 3.1 War and Peace-D
        • Unit 3.2 Sexual Ethics-D
        • Anthology 4 Virtue Ethics-D
        • Unit 4.1 Meta-ethics-D
        • Unit 4.2 The relationship between religion and morality -D
        • Anthology 3 Kant-D
        • Unit 6.1a Issues in medical ethics with a focus on beginning + end-D
      • SPEC ETHICS
      • Knowledge Organisers -E
        • KO Unit 1.1 Environmental -E
        • KO Unit 1.2 Equality-E
        • KO Unit 2.1 Utilitarianism-E
        • KO Unit 2.2 Situation Ethics-E
        • KO Unit 2.3 The natural Moral law-E
        • KO Unit 3.1 War and Peace -E
        • KO Unit 3.2 Sexual Ethics -E
        • KO Unit 4.1 Meta-ethics -E
        • KO Unit 4.2 Religion and Morality -E
        • KO Unit 5.1a Kant -E
        • KO Unit 5.1b Aristotle -E
        • KO Unit 6.1a Beginning of life Issues -E
        • KO Unit 6.1b End of life Issues -E
      • Topic On a Page GCE -E
        • ToaP-Unit 1.1 Environmental Ethics-E
        • ToaP-Unit 1.2 Equality-E
        • ToaP-Unit 2.1 Utilitarianism-E
        • ToaP-Unit 2.2 Situation Ethics-E
        • ToaP-Unit 2.3 The Natural Moral law-E
        • ToaP-Unit 3.1 War and Peace-E
        • ToaP-Unit 3.2 Sexual Ethics-E
        • ToaP-Unit 4.1 Meta-ethics_E
        • Unit 4.2 The relationship between religion and morality
        • ToaP-Unit 5.1 A comparison of the work of Scholars-E
        • ToaP-Unit 6.1 Beginning of life Medical Issues-E
      • Ethics Personal Learning Checkers
      • SELF STUDY -E
        • Work Booklets
        • SS Environmental Ethics -E
        • SS Equality -E
        • SS Utilitarianism -E
        • SS Natural Moral Law -E
        • SS Situation Ethics -E
        • SS Anthology 1 Situation Ethics -E
        • SS Sexual Ethics -E
        • SS War and Peace -E
        • SS Anthology 2 Aristotle Virtue Ethics -E
        • SS Meta-ethics -E
        • SS Religion and Morality -E
        • SS Virtue Ethics + Kant -E
        • SS Anthology 3 Kantian Deontology -E
        • SS Medical Ethics -E
        • Anthology 4 Euthanasia Michel Wilcockson
      • Topic Tests -E
        • TT Unit 1.1 Environmental -E
        • TT Unit 1.2 Equality-E
        • TT Unit 2.1 Utilitarianism-E
        • TT Unit 2.2 Situation Ethics-E
        • TT Unit 2.3 The natural Moral law-E
        • TT Unit 3.1 War and Peace -E
        • TT Unit 3.2 Sexual Ethics -E
        • TT Unit 4.1 Meta-ethics -E
        • TT Unit 4.2 Religion and Morality -E
        • TT Unit 5.1a Kant -E
        • TT Unit 5.1b Aristotle -E
        • TT Unit 6.1a Beginning of life Issues -E
        • TT Unit 6.1b End of life Issues -E
      • PEQs + Model Essays -E
        • PEQs Unit 1.1 Environmental Ethics
          • 8 Mk Model Essays Unit 1.1 Environmental Ethics -E
          • 12 Mk Model Essays Unit 1.1 Environmental Ethics -E
          • 20 Mk Model Essays Unit 1.1 Environmental Ethics -E
          • 30 Mk Model Essays Unit 1.1 Environmental Ethics -E
        • PEQs Unit 1.2 Equality -E
          • 8 Mk Model Essays Unit 1.2 Equality -E
          • 12 Mk Model Essays Unit 1.2 Equality -E
          • 20 Mk Model Essays Unit 1.2 Equality -E
          • 30 Mk Model Essays Unit 1.2 Equality -E
        • PEQs Unit 2.1 Utilitarianism -E
          • 8 Mk Model Essays Unit 2.1 Utilitarianism -E
          • 12 Mk Model Essays Unit 2.1 Utilitarianism -E
          • 20 Mk Model Essays Unit 2.1 Utilitarianism -E
          • 30 Mk Model Essays Unit 2.1 Utilitarianism -E
        • PEQs Unit 2.2 Situation Ethics -E
          • 8 Mk Model Essays Unit 2.2 Situation Ethics -E
          • 12 Mk Model Essays Unit 2.2 Situation Ethics -E
          • 20 Mk Model Essays Unit 2.2 Situation Ethics -E
          • 30 Mk Model Essays Unit 2.2 Situation Ethics -E
        • PEQs Unit 2.3 The Natural Moral law -E
          • 8 Mk Model Essays Unit 2.3 The Natural Moral law -E
          • 12 Mk Model Essays Unit 2.3 The Natural Moral law -E
          • 20 Mk Model Essays Unit 2.3 The Natural Moral law -E
          • 30 Mk Model Essays Unit 2.3 The Natural Moral law -E
        • Anthology 1 Situation Ethics -E
        • PEQs Unit 3.1 War and Peace -E
          • 8 Mk Model Essays Unit 3.1 War and Peace -E
          • 12 Mk Model Essays Unit 3.1 War and Peace -E
          • 20 Mk Model Essays Unit 3.1 War and Peace -E
          • 30 Mk Model Essays Unit 3.1 War and Peace -E
        • PEQs Unit 3.2 Sexual Ethics
          • 8 Mk Model Essays Unit 3.2 Sexual Ethics -E
          • 12 Mk Model Essays Unit 3.2 Sexual Ethics -E
          • 20 Mk Model Essays Unit 3.2 Sexual Ethics -E
          • 30 Mk Model Essays Unit 3.2 Sexual Ethics -E
        • Anthology 2 Aristotle VE -E
        • PEQs Unit 4.1 Meta-ethics
          • 8 Mk Model Essays Unit 4.1 Meta-ethics -E
          • 12 Mk Model Essays Unit 4.1 Meta-ethics -E
          • 20 Mk Model Essays Unit 4.1 Meta-ethics -E
          • 30 Mk Model Essays Unit 4.1 Meta-ethics -E
        • PEQs Unit 4.2 The relationship between religion and morality -E
          • 8 Mk Model Essays Unit 4.2 The relationship between religion & morality -E
          • 12 Mk Model Essays Unit 4.2 The relationship between religion & morality -E
          • 20 Mk Model Essays Unit 4.2 The relationship between religion & morality -E
          • 30 Mk Model Essays Unit 4.2 The relationship between religion & morality -E
        • PEQs Unit 5.1 Kant + Aristotle
          • 8 Mk Model Answers Unit 5.1 Kant and Aristotle -E
          • 12 Mk Model Answers Unit 5.1 -E
          • 20 Mk Model Answers Unit 5.1 -E
          • 30 Mk Model Answers Unit 1.1 -E
        • Anthology 3 Kant PEQs
        • PEQs Unit 6.1Medical Ethics Beginning + End of life
          • 8 Mk PEQs Unit 6.1 Medical Ethics Beginning + End of life -E
          • 12 Mk PEQs Unit 6.1 Medical Ethics Beginning + End of life -E
          • 20 Mk PEQs Unit 6.1 Medical Ethics Beginning + End of life -E
          • 30 Mk PEQs Unit 6.1 Medical Ethics Beginning + End of life -E
        • Anthology 4 Wilcockson -E
      • Revision E
        • 1.1 Environmental Ethics R
        • 1.2 Equality R
        • 2.1 Utilitarianism R
        • 2.3 Natural Moral Law R
        • 2.3 Situation Ethics R
        • Anthology 1 Situation Ethics R
        • 3.1 War and Pacifism R
        • 3.2 Sexual Ethics R
        • 6 Medical Ethics R
        • 4.1 Meta Ethics R
        • 4.2 Religion and Morality R
        • 5a Virtue Ethics R
        • 5b Kantian Ethics R
        • 6.1-2 Medical Ethics R
      • Rec Reading + Web Links -E
      • Ethics Podcasts
      • SAMs EG Ans-E
        • 2022-E
        • 2022 Ex-E
        • 2019-E
        • 2018 AS-E
        • 2018-E
        • 2017 AS-E
        • SAMS 2016-E
    • Buddhism -GCE
      • SPEC BUD
      • PLCs -B
      • Knowledge Organisers -B
        • KO-Unit 1.1 The 4 Noble Truths-B
          • EXT KO-Unit 1.1 The 4 Noble Truths-B
        • KO-Unit 1.2 3 marks + 5 khandas
        • KO-Unit 1.3 3 refuges
        • KO-Unit 1.4 Moral Principles
        • KO-Unit 2.1 Buddh
          • EXTD KO-Unit 2.1 Buddh
        • KO-Anthology 1 Armstrong
        • KO-Unit 2.2 The sig of the Tipitka
          • EXTD KO-Unit 2.2 The sig of the Tipitka
        • KO-Unit 3.1 Theravada
        • KO-Unit 3.2 Mahayana
        • KO-Anthology 2 Basham -B
        • KO-Unit 3.3 Meditation
        • KO-Unit 4.1 Spread of Bud
        • KO-Unit 4.2 Triratna
        • KO-Unit 4.3 Gender
        • KO-Unit 5.1 Work of Scholars
          • EXT KO-Unit 5.1 Work of Scholars
        • KO-Anthology 3 Rahula -B
        • KO-Unit 6.1 Ahimsa
        • KO-Unit 6.2 Cntmry Scty + Bud
      • Revision-B
        • Unit 1.1 The 4 Noble Truths - R
        • Unit 1.2 3 Marks + 5 Khandas -R
        • Unit 1.3 3 Refuges -R
        • Unit 1.4 Moral Principles -R
        • Unit 2.1 Buddha -R
        • Anthology 1 Armstrong -R
        • Unit 2.2 The sig of the Tipitka -R
        • Unit 3.1 Theravada-R
        • Unit 3.2 Mahayana-R
        • Anthology 2 Basham -R
        • Unit 3.3 Meditation-R
        • Unit 4.1 Spread of Bud-R
        • Unit 4.2 Triratna-R
        • Unit 4.3 Gender-R
        • Unit 5.1 Work of Scholars-R
        • Anthology 3 Rahula-R
        • Unit 6.1 Ahimsa-R
        • Unit 6.2 Cntmry Scty + Bud-R
      • Dictionary
        • Unit 1.1 The Four Noble Truths Dictionary
        • Unit 1.2 The three marks and the Five khandas Dictionary
        • Unit 1.3 The three refuges Dictionary
        • Unit 1.4 Key Moral principles Dictionary
        • Unit 2.1 The Buddha Dictionary
        • Unit 2.2 The significance of the Tipitka Dictionary
        • Unit 3.1 Theravada Dictionary
        • Unit 3.2 Mahayana Buddhism Dictionary
        • Unit 3.3 Meditation Dictionary
        • Unit 4.1 The Spread of Buddhism Dictionary
        • Unit 4.2 Triratna Dictionary
        • Unit 4.3 Gender and Buddhism Dictionary
        • Unit 5.1 The Work of Scholars Dictionary
        • Unit 6.1 Buddhism and Ahimsa Dictionary
        • 6.2 Buddhism and Science.
      • Dictionary Express
      • Buddhism PEQs + Model Answers
        • Mod Ans Unit 1.1 The 4 Noble Truths
          • 8 Mk Model Answers Unit 1.1
          • 12 Mk Model Answers Unit 1.1
          • 20 Mk Model Answers Unit 1.1
          • 30 Mk Model Answers Unit 1.1
        • Mod Ans Unit 1.2 3 marks + 5 khandas
          • 8 Mk Q Unit 1.2 Buddhism
          • 12 Mk Q Unit 1.2 Buddhism
          • 20 Mk Model Answers Unit 1.2 Buddhism
          • 30 Mk Model Answers Unit 1.2 Buddhism
        • Mod Ans Unit 1.3 3 refuges
          • 8 Mk Answers Unit 1.3 Buddhism
          • 12 Mk Answers Unit 1.3 Buddhism
          • 20 Mk Model Answers Unit 1.3 Buddhism
          • 30 Mk Model Answers Unit 1.3 Buddhism
        • Mod Ans Unit 1.4 Moral Prin
          • 8 Mk Q Model Answer Unit 1.4 Buddhism
          • 12 Mk Q Model Answer Unit 1.4 Buddhism
          • 20 Mk Q Model Answers Unit 1.4 Buddhism
          • 30 Mk Q Model Answers UNit 1.4 Buddhism
        • Mod Ans Unit 2.1 Buddha
          • 8 Mk Q Model Answers Unit 2.1 Buddhism
          • 12 Mk Model Answers Unit 2.1 Buddhism
          • 20 Mk Q Model Answers Unit 2.1 Buddhism
          • 30 Mk Q Model Answers Unit 2.1 Buddhism
        • Mod Ans Anthology 1 Armstrong
        • Mod An Unit 2.2 The sig of the Tipitka
          • 8 Mk Q Model An Unit 2.1 Bud
          • 12 Mk Q Model An Bud Unit 2.2
          • 20 Mk Q Model An Unit 2.2 Bud
          • 30 Mk Q Model An UNit 2.2 Bud
        • Mod Ans Unit 3.1 Theravada
          • 8 Mk Q Model An Unit 3.1 Bud
          • 12 Mk Q Model An UNit 3.1 Bud
          • 20 Mk Q Mdoel An Unit 3.1 Bud
          • 30 Mk Q Mdoel An Unit 3.1 Bud
        • Mod Ans Unit 3.2 Mahayana
          • 8 Mk Q Model An Unit 3.2 Bud
          • 12 Mk Q Model An Unit 3.2 Bud
          • 20 Mk Q Model An Unit 3.2 Bud
          • 30 Mk Q Model An Unit 3.2 Bud
        • Mod Ans Anthology 2 Mahayana -B
        • Mod Ans Unit 3.3 Meditation
          • 8mk Q Model Answers Buddhism Unit 3.3
          • 12 Mk Q Model Answers Buddhism Unit 3.3
          • 20 MK Model Answers Buddhism Unit 3.3
          • 30 mk answers Buddhism Unit 3.3
        • Mod Ans Unit 4.1 Spread of Bud
          • 8 Mk Q Model An Unit 4.1 Bud
          • 12 Mk Q Model An Unit 4.1 Bud
          • 20 Mk Q Model An Unit 4.1 Bud
          • 30 Mk Q Model An Unit 4.1 Bud
        • Mod Ans Unit 4.2 Triratna
          • 8 Mk Q Model An Unit 4.2 Bud
          • 12 Mk Q Model An Unit 4.2 Bud
          • 20 Mk Q Model An Unit 4.2 Bud
          • 30 Mk Q Model An Unit 4.2 Bud
        • Mod Ans Unit 4.3 Gender
          • 8 Mk Q Model An Unit 4.3 Bud
          • 12 Mk Q Model An Unit 4.3 Bud
          • 20 Mk Q Model An Unit 4.3 Bud
          • 30 Mk Q Model An Unit 4.3 Bud
        • Mod Ans Unit 5.1 Work of Scholars
          • 8 Mk Q Model An Unit 5.1 Work of Scholars
          • 12 Mk Q Model An Unit 5.1 Work of Scholars
          • 20 Mk Q Model An Unit 5.1 Work of Scholars
          • 30 Mk Q Model An Unit 5.1 Bud
        • Mod Ans Anthology 3 Rahula -B
        • Mod Ans Unit 6.1 Ahimsa
          • 8 Mk Q Model An Unit 6.1 Ahimsa
          • 12 Mk Q Model An Unit 6.1 Ahimsa
          • 20 Mk Q Model An Unit 6.1 Ahimsa
          • 30 Mk Q Model An Unit 6.1 Ahimsa
        • Mod Ans Unit 6.2 Cntmry Scty + Bud
          • 8 Mk Q Model An Unit 6.2 Cntmry Scty + Bud
          • 12 Mk Q Model An Unit 6.2 Cntmry Scty + Bud
          • 20 Mk Q Model An Unit 6.2 Cntmry Scty + Bud
          • 30 Mk Q Model An Unit 6.2 Cntmry Scty + Bud
        • Anthology 4 Yodhjiva Sutta -B
      • Self Study -B
        • Unit 1.1 The Four Noble Truths -SS
        • Unit 1.2 The three marks and the Five khandas -SS
        • Unit 1.3 The three refuges -SS
        • Unit 1.4 Key Moral principles-SS
        • Unit 2.1 The Life of the Buddha -SS
        • Anthology 1 Armstrong - The Enl of The B -SS
        • Unit 2.2 The significance of the Tipitka -SS
        • Unit 3.1 Theravada Buddhism -SS
        • Unit 3.2 Mahayana Buddhism -SS
        • Anthology 2 A.L.Basham -SS
        • Unit 3.3 Meditation -SS
        • Unit 4.1 The spread of Buddhism -SS
        • Unit 4.2 Tritratna -SS
        • Unit 4.3 Gender and Buddhism -SS
        • Unit 5.1 Work of Scholars -SS
        • Anthology 3 Rahula --SS
        • Unit 6.1 Buddhism and Ahimsa. -SS
        • Anthology 4 Yodhajiva Sutta --SS
        • Unit 6.2 Buddhism and Contemporary Society -SS
        • Revision Booklets
        • Exam Guidance & Tips
      • Topic Tests -B
        • Unit 1.1 The 4 Noble Truths -TT
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        • Anthology 1 Armstrong -TT
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        • Unit 3.1 Theravada-TT
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        • Anthology 2 Basham-TT
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        • Unit 4.1 Spread of Bud-TT
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      • SAMs EG Ans-B
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  • ALEVEL
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    • Philosophy -GCE
      • SPEC PHIL
      • DICTIONARY -P
        • Unit 1.1 The Design Argument-D
        • Unit 1.2 The First Cause Argument-D
        • Unit 1.3 The Ontological Argument-D
        • Anthology 1 Copleston and Russel-D
        • Unit 2.1 Religious Experience-D
        • Unit 2.2 The Argument from Religious Experience-D
        • Unit 3.1 The Problem of Evil-D
        • Unit 3.2 Theodicies as solutions to the Problem of Evil-D
      • Personal Learning Checkers -P
      • Knowledge Organisers -P
        • KO Unit 1.1 The Design Argument -P
        • KO Unit 1.2 The First Cause Argument -P
        • KO Anthology 1 Copleston and Russel -P
        • KO Unit 1.3 The Ontological Argument -P
        • KO Unit 2.1 Religious Experience -P
        • KO Unit 2.2 The Argument from Religious Experience-P
        • KO Unit 3.1 The Problem of Evil -P
        • KO Unit 3.2 Theodicies as solutions to the Problem of Evil -P
        • KO Anthology 2 JL Mackie -P
        • KO Unit 4.1 Analogy and Symbol -P
        • KO Unit 4.2 Verification and Falsification-P
        • KO Unit 4.3 Language Games-P
        • KO Unit 5.1 Critiques of Religion-P
        • KO Unit 5.2 Work of Scholars-P
        • KO Unit 6.1 Life after Death-P
        • KO 6.2 Points for discussion about life after death-P
        • KO 6.3 Science and Religion-P
      • Topic On a Page GCE -P
        • ToaP-Unit 1.1 The Design Argument-P
        • ToaP-Unit 1.2 The First Cause Argument-P
        • ToaP-Unit 1.3 The Ontological Argument-P
        • ToaP-Unit 2.1 Religious Experience-P
        • ToaP-Unit 2.2 The Argument from Religious Experience -P
        • ToaP-Unit 3.1 The Problem of Evil-P
        • ToaP-Unit 3.2 Theodicies as solutions to the Problem of Evil -P
        • ToaP-Unit 4.1 Analogy and Symbol-P
        • ToaP-Unit 4.2 Verification and Falsification-P
        • ToaP-Unit 4.3 Language Games-P
        • ToaP-Unit 5.1 Critiques of Religion-P
        • ToaP-Unit 5.2 Work of Scholars-P
        • ToaP-Unit 6.1 Life after Death-P
        • ToaP-6.2 Points for discussion about life after death-P
        • ToaP-6.3 Science and Religion-P
      • SELF STUDY -P
        • Unit 1.1 The Design Argument-SSP
        • Unit 1.2 The First Cause Argument-SSP
        • Anthology 1 Coplestone and Russel
        • Unit 1.3 The Ontological Argument
        • Unit 2.1 Religious Experience
        • Unit 2.2 The Argument from Religious Experience
        • Unit 3.1 The Problem of Evil
        • Unit 3.2 Theodicies as solutions to the Problem of Evil
        • Anthology 2 JL Mackie
        • Unit 4.1 Analogy and Symbol
        • Unit 4.2 Verification and Falsification
        • Anthology 3 Flew and Hare
        • Anthology 4 Mitchel and Flew
        • Unit 4.3 Language Games
        • Unit 5.1 Critiques of Religion
        • Unit 5.2 Work of Scholars
        • Unit 6.1 Life after Death
        • Unit 6.2 Points for discussion about life after death
        • Unit 6.3 Science and Religion
      • Revision-P
        • Unit 1.1 Design Arg Revision GCE RS -P
        • Unit 1.2 The First Cause Arg Revision GCE RS -P
        • Anthology 1 Copleston and Russel Revision GCE RS -P
        • Unit 1.3 The Ontological Arg Revision GCE RS -P
        • Unit 2.1 Rel Exp Revision GCE RS -P
        • Unit 2.2 The Arg from Rel Exp Revision GCE RS -P
        • Unit 3.1 The Problem of Evil Revision GCE RS -P
        • Unit 3.2 Theodicies as sol to the Prob of Evil Revision GCE RS -P
        • Anthology 2 JL Mackie Revision GCE RS -P
        • Unit 4.1 Analogy and Symbol Revision GCE RS -P
        • Unit 4.2 Verification and Falsification Revision GCE RS -P
        • Anthology 3 Anthony Flew and RM Hare Revision GCE RS -P
        • Anthology 4 Basil Michel and Anthony Flew Revision GCE RS -P
        • Unit 4.3 Language Games Revision GCE RS -P
        • Unit 5.1 Critiques of Religion Revision GCE RS -P
        • Unit 5.2 Work of Scholars Revision GCE RS -P
        • Unit 6.1 Life after Death Revision GCE RS -P
        • Unit 6.2 Points for discussion about life after death Revision GCE RS -P
        • Unit 6.3 Science and Religion Revision GCE RS -P
      • PEQs + Model Essays Phil
        • Unit 1.1 The Design Arg PEQs + Model Essays -P
          • 8 Mk Model Answers Unit 1.1 The Design Argument -P
          • 12 Mk Model Answers Unit 1.1 The Design Argument -P
          • 20 Mk Model Answers Unit 1.1 The Design Argument -P
          • 30 Mk Model Answers Unit 1.1 The Design Argument -P
        • Unit 1.2 The First Cause Arg PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 1.2 The First Cause Arg -P
          • 12 Mk Model Essays Unit 1.2 The First Cause Arg -P
          • 20 Mk Model Essays Unit 1.2 The First Cause Arg -P
          • 30 Mk Model Essays Unit 1.2 The First Cause Arg -P
        • Anthology 1 PEQs + Model Ans -P
        • Unit 1.3 The Ontological Arg PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 1.3 The Ontological Arg -P
          • 12 Mk Model Essays Unit 1.3 The Ontological Arg -P
          • 20 Mk Model Essays Unit 1.3 The Ontological Arg -P
          • 30 Mk Model Essays Unit 1.3 The Ontological Arg -P
        • Unit 2.1 The Nat of Rel Exp PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
          • 12 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
          • 20 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
          • 30 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
        • Unit 2.2 The Sig of Rel Exp PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
          • 12 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
          • 20 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
          • 30 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
        • Unit 3.1 The Prob of E+S PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 3.1 The Prob of Evil -P
          • 12 Mk Model Essays Unit 3.1 The Prob of Evil -P
          • 20 Mk Model Essays Unit 3.1 The Prob of Evil -P
          • 30 Mk Model Essays Unit 3.1 The Prob of Evil -P
        • Unit 3.2 Theodices PEQs + Model Essays -P
          • 8 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
          • 12 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
          • 20 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
          • 30 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
        • Anthology 2 PEQs + Model Ans -P
        • Unit 4.1 Reg Lang Analogy + Symbol PEQs + Model Essays-P
          • 8 Mk Model Answers Unit 4.1 Analogy + Symbol -P
          • 12 Mk Model Answers Unit 4.1 PEQs Unit 4.1 Analogy + Symbol -P
          • 20 Mk Model Answers Unit 4.1 Analogy + Symbol -P
          • 30 Mk Model Answers Unit 4.1 Analogy + Symbol -P
        • Unit 4.2 Reg Lang Ver + Fal PEQs + Model Essays-P
          • 8 Mk PEQs + Model Essays Unit 4.2 Reg Lang Ver + Fal -P
          • 12 Mk PEQs + Model Essays Unit 4.2 Reg Lang Ver + Fal -P
          • 20 Mk PEQs + Model Essays Unit 4.2 Reg Lang Ver + Fal -P
          • 30 Mk PEQs + Model Essays Unit 4.2 Reg Lang Ver + Fal -P
        • Anthology 3 -P
        • Anthology 4 -P
        • PEQs + Model Essays Unit 4.3 Reg Lang Lang Games -P
          • 8 Mk PEQs + Model Essays Unit 4.3 Lan Games-P
          • 12 Mk PEQs + Model Essays Unit 4.3 Lan Games-P
          • 20 Mk PEQs + Model Essays Unit 4.3 Lan Games-P
          • 30 Mk PEQs + Model Essays Unit 4.3 Lan Games-P
        • PEQs + Model Essays Unit 5.1 Scholars Critiques + Postmod -P
          • 8 Mk Unit 5.1 Critiques + Postmodernism
          • 12 Mk Unit 5.1 Critiques + Postmodernism
          • 20 Mk Unit 5.1 Critiques + Postmodernism
          • 30 Mk Unit 5.1 Critiques + Postmodernism
        • PEQs + Model Essays Unit 5.2 Scholars Cop + Rus -P
          • 8 Mks Unit 5.2 Cop and Russel-P
          • 12 Mks Unit 5.2 Cop and Russel-P
          • 20 Mks Unit 5.2 Cop and Russel-P
          • 30 Mks Unit 5.2 Cop and Russel-P
        • PEQs + Model Essays Unit 6.1 Life After Death -P
          • 8 Mks Unit 6.1 Nat of Life After Death
          • 12 Mks Unit 6.1 Nat of Life After Death
          • 20 Mks Unit 6.1 Nat of Life After Death
          • 30 Mks Unit 6.1 Nat of Life After Death
        • PEQs + Model Essays Unit 6.2 Arguments 4 LaD -P
          • 8 Mks Unit 6.2 Arg about LAD
          • 12 Mks Unit 6.2 Arg about LAD
          • 20 Mks Unit 6.2 Arg about LAD
          • 30 Mks Unit 6.2 Arg about LAD
        • PEQs + Model Essays Unit 6.3 Science and Religion -P
          • 8 Mks Unit 6.3 Science and Religion
          • 12 Mks Unit 6.3 Science and Religion
          • 20 Mks Unit 6.3 Science and Religion
          • 30 Mks Unit 6.3 Science and Religion
      • Topic Tests Phil
        • Unit 1.1 TT Design Arg -P
          • Unit 1 TT Answers Design Arg
        • Unit 1.2 TT 1st Casue Arg -P
        • TT Anthology 1 Copleston and Russel
        • Unit 1.3 TT Onto Arg -P
        • Unit 3.1 TT Problem of Evil
        • Unit 2.1 TT Nat of Rel Exp
        • Unit 2.2 TT Arg from Rel Exp
        • Unit 3.1 TT The Prob of Evil
        • Unit 3.2 TT Sol to the Prob of Evil
        • TT Anthology 2 JL Mackie
        • Unit 4.1 TT Analogy and Symbol
        • Unit 4.2 TT Verification and Falsification
        • TT Anthology 3 Anthony Flew and RM Hare
        • TT Anthology 4 Basil Michel and Anthony Flew
        • Unit 4.3 TT Language Games
        • Unit 5.1 TT Critiques of Religion
        • Unit 5.2 TT Work of Scholars
        • Unit 6.1 TT Life after Death
        • Unit 6.2 TT Points for discussion about LAD
        • Unit 6.3 TT Science and Religion
      • SAMs EG Ans-P
        • 2022-P
        • 2022 Exemplars-E
        • 2019-P
        • 2018 AS-P
        • 2018-P
        • 2017 AS-P
        • SAMS-P
      • Rec Reading -P
      • Philosophy Podcasts
      • Weblinks -P
    • Ethics -GCE
      • DICTIONARY -E
        • Unit 1.1 Environmental Ethics-D
        • Unit 1.2 Equality-D
        • Unit 2.1 Utilitarianism-D
        • Unit 2.2 Situation ethics-D
        • Anthology 1 Situation Ethics-D
        • Unit 2.3 The Natural Moral law-D
        • Unit 3.1 War and Peace-D
        • Unit 3.2 Sexual Ethics-D
        • Anthology 4 Virtue Ethics-D
        • Unit 4.1 Meta-ethics-D
        • Unit 4.2 The relationship between religion and morality -D
        • Anthology 3 Kant-D
        • Unit 6.1a Issues in medical ethics with a focus on beginning + end-D
      • SPEC ETHICS
      • Knowledge Organisers -E
        • KO Unit 1.1 Environmental -E
        • KO Unit 1.2 Equality-E
        • KO Unit 2.1 Utilitarianism-E
        • KO Unit 2.2 Situation Ethics-E
        • KO Unit 2.3 The natural Moral law-E
        • KO Unit 3.1 War and Peace -E
        • KO Unit 3.2 Sexual Ethics -E
        • KO Unit 4.1 Meta-ethics -E
        • KO Unit 4.2 Religion and Morality -E
        • KO Unit 5.1a Kant -E
        • KO Unit 5.1b Aristotle -E
        • KO Unit 6.1a Beginning of life Issues -E
        • KO Unit 6.1b End of life Issues -E
      • Topic On a Page GCE -E
        • ToaP-Unit 1.1 Environmental Ethics-E
        • ToaP-Unit 1.2 Equality-E
        • ToaP-Unit 2.1 Utilitarianism-E
        • ToaP-Unit 2.2 Situation Ethics-E
        • ToaP-Unit 2.3 The Natural Moral law-E
        • ToaP-Unit 3.1 War and Peace-E
        • ToaP-Unit 3.2 Sexual Ethics-E
        • ToaP-Unit 4.1 Meta-ethics_E
        • Unit 4.2 The relationship between religion and morality
        • ToaP-Unit 5.1 A comparison of the work of Scholars-E
        • ToaP-Unit 6.1 Beginning of life Medical Issues-E
      • Ethics Personal Learning Checkers
      • SELF STUDY -E
        • Work Booklets
        • SS Environmental Ethics -E
        • SS Equality -E
        • SS Utilitarianism -E
        • SS Natural Moral Law -E
        • SS Situation Ethics -E
        • SS Anthology 1 Situation Ethics -E
        • SS Sexual Ethics -E
        • SS War and Peace -E
        • SS Anthology 2 Aristotle Virtue Ethics -E
        • SS Meta-ethics -E
        • SS Religion and Morality -E
        • SS Virtue Ethics + Kant -E
        • SS Anthology 3 Kantian Deontology -E
        • SS Medical Ethics -E
        • Anthology 4 Euthanasia Michel Wilcockson
      • Topic Tests -E
        • TT Unit 1.1 Environmental -E
        • TT Unit 1.2 Equality-E
        • TT Unit 2.1 Utilitarianism-E
        • TT Unit 2.2 Situation Ethics-E
        • TT Unit 2.3 The natural Moral law-E
        • TT Unit 3.1 War and Peace -E
        • TT Unit 3.2 Sexual Ethics -E
        • TT Unit 4.1 Meta-ethics -E
        • TT Unit 4.2 Religion and Morality -E
        • TT Unit 5.1a Kant -E
        • TT Unit 5.1b Aristotle -E
        • TT Unit 6.1a Beginning of life Issues -E
        • TT Unit 6.1b End of life Issues -E
      • PEQs + Model Essays -E
        • PEQs Unit 1.1 Environmental Ethics
          • 8 Mk Model Essays Unit 1.1 Environmental Ethics -E
          • 12 Mk Model Essays Unit 1.1 Environmental Ethics -E
          • 20 Mk Model Essays Unit 1.1 Environmental Ethics -E
          • 30 Mk Model Essays Unit 1.1 Environmental Ethics -E
        • PEQs Unit 1.2 Equality -E
          • 8 Mk Model Essays Unit 1.2 Equality -E
          • 12 Mk Model Essays Unit 1.2 Equality -E
          • 20 Mk Model Essays Unit 1.2 Equality -E
          • 30 Mk Model Essays Unit 1.2 Equality -E
        • PEQs Unit 2.1 Utilitarianism -E
          • 8 Mk Model Essays Unit 2.1 Utilitarianism -E
          • 12 Mk Model Essays Unit 2.1 Utilitarianism -E
          • 20 Mk Model Essays Unit 2.1 Utilitarianism -E
          • 30 Mk Model Essays Unit 2.1 Utilitarianism -E
        • PEQs Unit 2.2 Situation Ethics -E
          • 8 Mk Model Essays Unit 2.2 Situation Ethics -E
          • 12 Mk Model Essays Unit 2.2 Situation Ethics -E
          • 20 Mk Model Essays Unit 2.2 Situation Ethics -E
          • 30 Mk Model Essays Unit 2.2 Situation Ethics -E
        • PEQs Unit 2.3 The Natural Moral law -E
          • 8 Mk Model Essays Unit 2.3 The Natural Moral law -E
          • 12 Mk Model Essays Unit 2.3 The Natural Moral law -E
          • 20 Mk Model Essays Unit 2.3 The Natural Moral law -E
          • 30 Mk Model Essays Unit 2.3 The Natural Moral law -E
        • Anthology 1 Situation Ethics -E
        • PEQs Unit 3.1 War and Peace -E
          • 8 Mk Model Essays Unit 3.1 War and Peace -E
          • 12 Mk Model Essays Unit 3.1 War and Peace -E
          • 20 Mk Model Essays Unit 3.1 War and Peace -E
          • 30 Mk Model Essays Unit 3.1 War and Peace -E
        • PEQs Unit 3.2 Sexual Ethics
          • 8 Mk Model Essays Unit 3.2 Sexual Ethics -E
          • 12 Mk Model Essays Unit 3.2 Sexual Ethics -E
          • 20 Mk Model Essays Unit 3.2 Sexual Ethics -E
          • 30 Mk Model Essays Unit 3.2 Sexual Ethics -E
        • Anthology 2 Aristotle VE -E
        • PEQs Unit 4.1 Meta-ethics
          • 8 Mk Model Essays Unit 4.1 Meta-ethics -E
          • 12 Mk Model Essays Unit 4.1 Meta-ethics -E
          • 20 Mk Model Essays Unit 4.1 Meta-ethics -E
          • 30 Mk Model Essays Unit 4.1 Meta-ethics -E
        • PEQs Unit 4.2 The relationship between religion and morality -E
          • 8 Mk Model Essays Unit 4.2 The relationship between religion & morality -E
          • 12 Mk Model Essays Unit 4.2 The relationship between religion & morality -E
          • 20 Mk Model Essays Unit 4.2 The relationship between religion & morality -E
          • 30 Mk Model Essays Unit 4.2 The relationship between religion & morality -E
        • PEQs Unit 5.1 Kant + Aristotle
          • 8 Mk Model Answers Unit 5.1 Kant and Aristotle -E
          • 12 Mk Model Answers Unit 5.1 -E
          • 20 Mk Model Answers Unit 5.1 -E
          • 30 Mk Model Answers Unit 1.1 -E
        • Anthology 3 Kant PEQs
        • PEQs Unit 6.1Medical Ethics Beginning + End of life
          • 8 Mk PEQs Unit 6.1 Medical Ethics Beginning + End of life -E
          • 12 Mk PEQs Unit 6.1 Medical Ethics Beginning + End of life -E
          • 20 Mk PEQs Unit 6.1 Medical Ethics Beginning + End of life -E
          • 30 Mk PEQs Unit 6.1 Medical Ethics Beginning + End of life -E
        • Anthology 4 Wilcockson -E
      • Revision E
        • 1.1 Environmental Ethics R
        • 1.2 Equality R
        • 2.1 Utilitarianism R
        • 2.3 Natural Moral Law R
        • 2.3 Situation Ethics R
        • Anthology 1 Situation Ethics R
        • 3.1 War and Pacifism R
        • 3.2 Sexual Ethics R
        • 6 Medical Ethics R
        • 4.1 Meta Ethics R
        • 4.2 Religion and Morality R
        • 5a Virtue Ethics R
        • 5b Kantian Ethics R
        • 6.1-2 Medical Ethics R
      • Rec Reading + Web Links -E
      • Ethics Podcasts
      • SAMs EG Ans-E
        • 2022-E
        • 2022 Ex-E
        • 2019-E
        • 2018 AS-E
        • 2018-E
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        • SAMS 2016-E
    • Buddhism -GCE
      • SPEC BUD
      • PLCs -B
      • Knowledge Organisers -B
        • KO-Unit 1.1 The 4 Noble Truths-B
          • EXT KO-Unit 1.1 The 4 Noble Truths-B
        • KO-Unit 1.2 3 marks + 5 khandas
        • KO-Unit 1.3 3 refuges
        • KO-Unit 1.4 Moral Principles
        • KO-Unit 2.1 Buddh
          • EXTD KO-Unit 2.1 Buddh
        • KO-Anthology 1 Armstrong
        • KO-Unit 2.2 The sig of the Tipitka
          • EXTD KO-Unit 2.2 The sig of the Tipitka
        • KO-Unit 3.1 Theravada
        • KO-Unit 3.2 Mahayana
        • KO-Anthology 2 Basham -B
        • KO-Unit 3.3 Meditation
        • KO-Unit 4.1 Spread of Bud
        • KO-Unit 4.2 Triratna
        • KO-Unit 4.3 Gender
        • KO-Unit 5.1 Work of Scholars
          • EXT KO-Unit 5.1 Work of Scholars
        • KO-Anthology 3 Rahula -B
        • KO-Unit 6.1 Ahimsa
        • KO-Unit 6.2 Cntmry Scty + Bud
      • Revision-B
        • Unit 1.1 The 4 Noble Truths - R
        • Unit 1.2 3 Marks + 5 Khandas -R
        • Unit 1.3 3 Refuges -R
        • Unit 1.4 Moral Principles -R
        • Unit 2.1 Buddha -R
        • Anthology 1 Armstrong -R
        • Unit 2.2 The sig of the Tipitka -R
        • Unit 3.1 Theravada-R
        • Unit 3.2 Mahayana-R
        • Anthology 2 Basham -R
        • Unit 3.3 Meditation-R
        • Unit 4.1 Spread of Bud-R
        • Unit 4.2 Triratna-R
        • Unit 4.3 Gender-R
        • Unit 5.1 Work of Scholars-R
        • Anthology 3 Rahula-R
        • Unit 6.1 Ahimsa-R
        • Unit 6.2 Cntmry Scty + Bud-R
      • Dictionary
        • Unit 1.1 The Four Noble Truths Dictionary
        • Unit 1.2 The three marks and the Five khandas Dictionary
        • Unit 1.3 The three refuges Dictionary
        • Unit 1.4 Key Moral principles Dictionary
        • Unit 2.1 The Buddha Dictionary
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        • Unit 3.1 Theravada Dictionary
        • Unit 3.2 Mahayana Buddhism Dictionary
        • Unit 3.3 Meditation Dictionary
        • Unit 4.1 The Spread of Buddhism Dictionary
        • Unit 4.2 Triratna Dictionary
        • Unit 4.3 Gender and Buddhism Dictionary
        • Unit 5.1 The Work of Scholars Dictionary
        • Unit 6.1 Buddhism and Ahimsa Dictionary
        • 6.2 Buddhism and Science.
      • Dictionary Express
      • Buddhism PEQs + Model Answers
        • Mod Ans Unit 1.1 The 4 Noble Truths
          • 8 Mk Model Answers Unit 1.1
          • 12 Mk Model Answers Unit 1.1
          • 20 Mk Model Answers Unit 1.1
          • 30 Mk Model Answers Unit 1.1
        • Mod Ans Unit 1.2 3 marks + 5 khandas
          • 8 Mk Q Unit 1.2 Buddhism
          • 12 Mk Q Unit 1.2 Buddhism
          • 20 Mk Model Answers Unit 1.2 Buddhism
          • 30 Mk Model Answers Unit 1.2 Buddhism
        • Mod Ans Unit 1.3 3 refuges
          • 8 Mk Answers Unit 1.3 Buddhism
          • 12 Mk Answers Unit 1.3 Buddhism
          • 20 Mk Model Answers Unit 1.3 Buddhism
          • 30 Mk Model Answers Unit 1.3 Buddhism
        • Mod Ans Unit 1.4 Moral Prin
          • 8 Mk Q Model Answer Unit 1.4 Buddhism
          • 12 Mk Q Model Answer Unit 1.4 Buddhism
          • 20 Mk Q Model Answers Unit 1.4 Buddhism
          • 30 Mk Q Model Answers UNit 1.4 Buddhism
        • Mod Ans Unit 2.1 Buddha
          • 8 Mk Q Model Answers Unit 2.1 Buddhism
          • 12 Mk Model Answers Unit 2.1 Buddhism
          • 20 Mk Q Model Answers Unit 2.1 Buddhism
          • 30 Mk Q Model Answers Unit 2.1 Buddhism
        • Mod Ans Anthology 1 Armstrong
        • Mod An Unit 2.2 The sig of the Tipitka
          • 8 Mk Q Model An Unit 2.1 Bud
          • 12 Mk Q Model An Bud Unit 2.2
          • 20 Mk Q Model An Unit 2.2 Bud
          • 30 Mk Q Model An UNit 2.2 Bud
        • Mod Ans Unit 3.1 Theravada
          • 8 Mk Q Model An Unit 3.1 Bud
          • 12 Mk Q Model An UNit 3.1 Bud
          • 20 Mk Q Mdoel An Unit 3.1 Bud
          • 30 Mk Q Mdoel An Unit 3.1 Bud
        • Mod Ans Unit 3.2 Mahayana
          • 8 Mk Q Model An Unit 3.2 Bud
          • 12 Mk Q Model An Unit 3.2 Bud
          • 20 Mk Q Model An Unit 3.2 Bud
          • 30 Mk Q Model An Unit 3.2 Bud
        • Mod Ans Anthology 2 Mahayana -B
        • Mod Ans Unit 3.3 Meditation
          • 8mk Q Model Answers Buddhism Unit 3.3
          • 12 Mk Q Model Answers Buddhism Unit 3.3
          • 20 MK Model Answers Buddhism Unit 3.3
          • 30 mk answers Buddhism Unit 3.3
        • Mod Ans Unit 4.1 Spread of Bud
          • 8 Mk Q Model An Unit 4.1 Bud
          • 12 Mk Q Model An Unit 4.1 Bud
          • 20 Mk Q Model An Unit 4.1 Bud
          • 30 Mk Q Model An Unit 4.1 Bud
        • Mod Ans Unit 4.2 Triratna
          • 8 Mk Q Model An Unit 4.2 Bud
          • 12 Mk Q Model An Unit 4.2 Bud
          • 20 Mk Q Model An Unit 4.2 Bud
          • 30 Mk Q Model An Unit 4.2 Bud
        • Mod Ans Unit 4.3 Gender
          • 8 Mk Q Model An Unit 4.3 Bud
          • 12 Mk Q Model An Unit 4.3 Bud
          • 20 Mk Q Model An Unit 4.3 Bud
          • 30 Mk Q Model An Unit 4.3 Bud
        • Mod Ans Unit 5.1 Work of Scholars
          • 8 Mk Q Model An Unit 5.1 Work of Scholars
          • 12 Mk Q Model An Unit 5.1 Work of Scholars
          • 20 Mk Q Model An Unit 5.1 Work of Scholars
          • 30 Mk Q Model An Unit 5.1 Bud
        • Mod Ans Anthology 3 Rahula -B
        • Mod Ans Unit 6.1 Ahimsa
          • 8 Mk Q Model An Unit 6.1 Ahimsa
          • 12 Mk Q Model An Unit 6.1 Ahimsa
          • 20 Mk Q Model An Unit 6.1 Ahimsa
          • 30 Mk Q Model An Unit 6.1 Ahimsa
        • Mod Ans Unit 6.2 Cntmry Scty + Bud
          • 8 Mk Q Model An Unit 6.2 Cntmry Scty + Bud
          • 12 Mk Q Model An Unit 6.2 Cntmry Scty + Bud
          • 20 Mk Q Model An Unit 6.2 Cntmry Scty + Bud
          • 30 Mk Q Model An Unit 6.2 Cntmry Scty + Bud
        • Anthology 4 Yodhjiva Sutta -B
      • Self Study -B
        • Unit 1.1 The Four Noble Truths -SS
        • Unit 1.2 The three marks and the Five khandas -SS
        • Unit 1.3 The three refuges -SS
        • Unit 1.4 Key Moral principles-SS
        • Unit 2.1 The Life of the Buddha -SS
        • Anthology 1 Armstrong - The Enl of The B -SS
        • Unit 2.2 The significance of the Tipitka -SS
        • Unit 3.1 Theravada Buddhism -SS
        • Unit 3.2 Mahayana Buddhism -SS
        • Anthology 2 A.L.Basham -SS
        • Unit 3.3 Meditation -SS
        • Unit 4.1 The spread of Buddhism -SS
        • Unit 4.2 Tritratna -SS
        • Unit 4.3 Gender and Buddhism -SS
        • Unit 5.1 Work of Scholars -SS
        • Anthology 3 Rahula --SS
        • Unit 6.1 Buddhism and Ahimsa. -SS
        • Anthology 4 Yodhajiva Sutta --SS
        • Unit 6.2 Buddhism and Contemporary Society -SS
        • Revision Booklets
        • Exam Guidance & Tips
      • Topic Tests -B
        • Unit 1.1 The 4 Noble Truths -TT
        • Unit 1.2 3 marks + 5 khandas -TT
        • Unit 1.3 3 refuges -TT
        • Unit 1.4 Moral Principles -TT
        • Unit 2.1 Buddha -TT
        • Anthology 1 Armstrong -TT
        • Unit 2.2 The sig of the Tipitka -TT
        • Unit 3.1 Theravada-TT
        • Unit 3.2 Mahayana-TT
        • Anthology 2 Basham-TT
        • Unit 3.3 Meditation-TT
        • Unit 4.1 Spread of Bud-TT
        • Unit 4.2 Triratna-TT
        • Unit 4.3 Gender-TT
        • Unit 5.1 Work of Scholars-TT
        • Unit 6.1 Ahimsa-TT
        • Unit 6.2 Cntmry Scty + Bud-TT
      • SAMs EG Ans-B
        • 2022 Ex-B
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      • Philosophy -GCE
        • SPEC PHIL
        • DICTIONARY -P
          • Unit 1.1 The Design Argument-D
          • Unit 1.2 The First Cause Argument-D
          • Unit 1.3 The Ontological Argument-D
          • Anthology 1 Copleston and Russel-D
          • Unit 2.1 Religious Experience-D
          • Unit 2.2 The Argument from Religious Experience-D
          • Unit 3.1 The Problem of Evil-D
          • Unit 3.2 Theodicies as solutions to the Problem of Evil-D
        • Personal Learning Checkers -P
        • Knowledge Organisers -P
          • KO Unit 1.1 The Design Argument -P
          • KO Unit 1.2 The First Cause Argument -P
          • KO Anthology 1 Copleston and Russel -P
          • KO Unit 1.3 The Ontological Argument -P
          • KO Unit 2.1 Religious Experience -P
          • KO Unit 2.2 The Argument from Religious Experience-P
          • KO Unit 3.1 The Problem of Evil -P
          • KO Unit 3.2 Theodicies as solutions to the Problem of Evil -P
          • KO Anthology 2 JL Mackie -P
          • KO Unit 4.1 Analogy and Symbol -P
          • KO Unit 4.2 Verification and Falsification-P
          • KO Unit 4.3 Language Games-P
          • KO Unit 5.1 Critiques of Religion-P
          • KO Unit 5.2 Work of Scholars-P
          • KO Unit 6.1 Life after Death-P
          • KO 6.2 Points for discussion about life after death-P
          • KO 6.3 Science and Religion-P
        • Topic On a Page GCE -P
          • ToaP-Unit 1.1 The Design Argument-P
          • ToaP-Unit 1.2 The First Cause Argument-P
          • ToaP-Unit 1.3 The Ontological Argument-P
          • ToaP-Unit 2.1 Religious Experience-P
          • ToaP-Unit 2.2 The Argument from Religious Experience -P
          • ToaP-Unit 3.1 The Problem of Evil-P
          • ToaP-Unit 3.2 Theodicies as solutions to the Problem of Evil -P
          • ToaP-Unit 4.1 Analogy and Symbol-P
          • ToaP-Unit 4.2 Verification and Falsification-P
          • ToaP-Unit 4.3 Language Games-P
          • ToaP-Unit 5.1 Critiques of Religion-P
          • ToaP-Unit 5.2 Work of Scholars-P
          • ToaP-Unit 6.1 Life after Death-P
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        • SELF STUDY -P
          • Unit 1.1 The Design Argument-SSP
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          • Anthology 1 Coplestone and Russel
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          • Unit 2.2 The Argument from Religious Experience
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          • Unit 3.2 Theodicies as solutions to the Problem of Evil
          • Anthology 2 JL Mackie
          • Unit 4.1 Analogy and Symbol
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          • Anthology 3 Flew and Hare
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          • Unit 2.1 Rel Exp Revision GCE RS -P
          • Unit 2.2 The Arg from Rel Exp Revision GCE RS -P
          • Unit 3.1 The Problem of Evil Revision GCE RS -P
          • Unit 3.2 Theodicies as sol to the Prob of Evil Revision GCE RS -P
          • Anthology 2 JL Mackie Revision GCE RS -P
          • Unit 4.1 Analogy and Symbol Revision GCE RS -P
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          • Anthology 3 Anthony Flew and RM Hare Revision GCE RS -P
          • Anthology 4 Basil Michel and Anthony Flew Revision GCE RS -P
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        • PEQs + Model Essays Phil
          • Unit 1.1 The Design Arg PEQs + Model Essays -P
            • 8 Mk Model Answers Unit 1.1 The Design Argument -P
            • 12 Mk Model Answers Unit 1.1 The Design Argument -P
            • 20 Mk Model Answers Unit 1.1 The Design Argument -P
            • 30 Mk Model Answers Unit 1.1 The Design Argument -P
          • Unit 1.2 The First Cause Arg PEQs + Model Essays -P
            • 8 Mk Model Essays Unit 1.2 The First Cause Arg -P
            • 12 Mk Model Essays Unit 1.2 The First Cause Arg -P
            • 20 Mk Model Essays Unit 1.2 The First Cause Arg -P
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          • Anthology 1 PEQs + Model Ans -P
          • Unit 1.3 The Ontological Arg PEQs + Model Essays -P
            • 8 Mk Model Essays Unit 1.3 The Ontological Arg -P
            • 12 Mk Model Essays Unit 1.3 The Ontological Arg -P
            • 20 Mk Model Essays Unit 1.3 The Ontological Arg -P
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          • Unit 2.1 The Nat of Rel Exp PEQs + Model Essays -P
            • 8 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
            • 12 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
            • 20 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
            • 30 Mk Model Essays Unit 2.1 The Nat of Rel Exp -P
          • Unit 2.2 The Sig of Rel Exp PEQs + Model Essays -P
            • 8 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
            • 12 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
            • 20 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
            • 30 Mk Model Essays Unit 2.2 The Sig of Rel Exp -P
          • Unit 3.1 The Prob of E+S PEQs + Model Essays -P
            • 8 Mk Model Essays Unit 3.1 The Prob of Evil -P
            • 12 Mk Model Essays Unit 3.1 The Prob of Evil -P
            • 20 Mk Model Essays Unit 3.1 The Prob of Evil -P
            • 30 Mk Model Essays Unit 3.1 The Prob of Evil -P
          • Unit 3.2 Theodices PEQs + Model Essays -P
            • 8 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
            • 12 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
            • 20 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
            • 30 Mk Model Essays Unit 3.2 Sol for the Prob of Evil -P
          • Anthology 2 PEQs + Model Ans -P
          • Unit 4.1 Reg Lang Analogy + Symbol PEQs + Model Essays-P
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2023 Mod-Ans GCSE RS

2023 Comp 1   Click - Question Paper      Mark Scheme 

Relationship

a. What is meant by commitment  [2]

Commitment: A sense of dedication and obligation to someone or something.  e.g. wedding vows

(Candidates do not need to give examples in order to be awarded 2 marks  But candidates could also give an appropriate example to reinforce their definition e.g. wedding vows. As a philosophical and ethical issues paper the example can be secular or within a religious context.)

b. Describe two reasons religious believers might have for disagreeing with the use of contraception   [5]

(PT)-Firstly, Roman Catholics would argue that if it is God’s will for a couple to pro-create then there should be no artificial methods to stop it.  (EV) This is because in Thomas Aquinas Natural Moral Law it states a primary precept that there should be "the continuation of species". (EXP) Which is thought means through reproduction. Thus Catholicism teaches that artificial contraceptives are wrong as God created all life and it is not up to humans to decide when they procreate.

(PT) Secondly, Evangelical Christians who belong to "Quiverful"  believe it is a blessing and Gods plan to have large families.  (EV)   This is because tehy interpret their religious scriptures in such a way as they consider it a duty to create a family e.g. in Genesis 1 God ordered ‘be fruitful and multiply.’  (EXP)  Given this religious teaching  and source of authority such protestant evangelical Christians  who believe 'all scripture is God breathed', St Paul, and therefore the word of God. Thus they take the Genesis statement literally as a commandment of God.

c. Explain, from either two religions or two religious traditions teachings,  attitudes to divorce   [8]

Firstly, (P1) Firstly the Roman Catholic Christian denomination do not recognise divorce as they believe marriage is a life-long commitment. (EV1)  They view marriage as a sacrament that creates what the Catechism of the Catholic Church calls an indissoluble union. (EXP1 ). This means its marriage is an unbreakable spiritual as well as moral and legal bond for Catholics. While Catholic and Orthodox, believe separation or annulment is permissible this means divorce not only goes against the vows made in the marriage ceremony it is actually impossible. These Christians believe that marriage is a sacrament that can only be dissolved for special reasons such as forced marriage. 

(P2)Secondly, some Christians, e.g. Church of England and non-conformists, believe divorce is best avoided but acceptable. Church of England Christians believe it depends upon the reason for the divorce e.g. if cruelty has been involved. (EV 2) The church of England follows Joseph Fletchers 'Situation ethics  which states that we should show "Agape" or unconditional love to our neighbour. And that if there is 'abuse, adultery or abandonment' (CofE Synod Statement on Divorce)  Divorce can be considered a sad necessity. (EXP 2) This means Divorce is possible but must have good reasons. These Christians interpret Jesus’s teachings in Matthew 19:9 to mean that divorce and then remarriage in a case or sexual immorality is not adultery. Here Jesus says, “Moses permitted you to divorce your wives because your hearts were hard. But it was not this way from the beginning. I tell you that anyone who divorces his wife, except for sexual immorality, and marries another woman commits adultery.”  These Christians would agree that divorce should only happen after  speaking to faith leaders and must comply with the law of the land.  However, these Christian communities will actively support reconciliation between a couple rather than a divorce.

(PT 3) Thirdly, Roman Catholics who believe the Bible is the divine Law and Evangelical Protestants who believe it is Gods word as "all scripture is God breathed argue Divorce is agaisint Jesus teaching.  (EV 3) This is because of what Jesus says in Mark says "What God has joined together let no man separate."  (EXP 3) Jesus here seems to be echoing the words of the Old Testament book Malachi 2:16 where God says "I hate divorce, says  the Lord".  Jesus understood how divorce was a weapon used by men to cow women in submission.   These  Christians interpret Jesus’ teachings in Matthew 19 v.8-9 " to mean that divorce and then remarriage can be classed as adultery. They believe  that God has entered into the married relationship and therefore divorce should not happen (Mark 10:9)

d.  “Men and Women will never have equal roles in worship” [15]

(PT 1) Some argue it depends what is meant by ‘equal’. Roles can have equal importance but just not be the same. For example, Roman Christians would say the woman’s role of leading the family in faith is very important even if they can’t be priests and Bishops. While there has been an active campaign  to have equal roles e.g. Catholic Ordination of Women this has not happened to date. (EV 2)  Roman Catholics argue that Priests can only a man because when Jesus gave out bread and wine he did so as a man and the priest is "in Persona Christi" (in the person of Christ') as an 'alter Christus'.  (EXP 2) This means that while women can be nuns, do missionary work and participate in aspects of church services, saying prays or doing readings, they cannot perform the role of the 'image of Christ' officiating at the consecration of the Eucharist as it is not as Catholic Commenter Joanna Boggle says 'in their nature'.  (DIS 1) This is a strong argument as the roles in worship were laid down in the scriptures which cannot and should not change over time. Jesus twelve  original disciples being male and he said to Peter 'You are Peter and on this rock I shall build my church' Matthew 16:18. Catholics argue that Peter was the first vicar of Christ or Pope, and leaders since then have always been male.  Further the Roman Catholic approach to the roles of men and women in worship often reflect traditional teachings and practices that many worshippers don’t want to change.

(PT 2) In other contemporary situations some have argued as in the Church of England (Cof E) women should be taking a more active role in worship. They argue sources of authority detailing roles in worship were written by men at a time of a patriarchal society and that times have changed now and worshippers are questioning traditional roles.     (EV 2)  CofE Christians argue Jesus had women disciples, debated and preached to women.  That in Romans 16 Paul called Phoebe a Church leader who they should listen to as she explained his letter and Junia an Apostle of note. They argue the importance of faith regarding roles of authority not gender e.g. Galatians 3:27-29   (EXP 2) In this religious tradition there has been a successful active campaign  to have equal roles e.g. The 1994 Synod Ordination of Women priests and 2014 Synod Ordination of Women Bishops. (DIS 2) The weakness of this is that there have been successful changes in some religious traditions in the UK e.g. the CofE women have been ordained, the Cof E church is in decline. Similarly where changes happening, particularly in countries such as the USA are also shrinking.

(PT 3) Conservative Protestants argue that the Bible as sources of authority indicates different roles to men and to women. It is not a case they ignore the role of women but that the Bible refers to equal but different roles for men and women  (EV 3) 1 Timothy 2:11-12 ‘a woman should be silent’ is interpreted as Christianity requiring women ‘to be quiet’ in places of worship.  (EXP 3) here they campaigns against changed gender roles in worship and authority arguing that women can take up active roles in worship and authority and take vows to devote their life to the service of God a smissionaries or nuns.  (DIS 3)  The strength of such an approach is that even when change happens there can be different gender requirements, e.g. Gender roles in worship and authority often reflect the culture of the country. 

Issues of Life and Death

a. What is meant by the soul.   [2]

Soul: The spiritual aspect of a being, which connects someone with God. The soul is non-physical and can live on in the afterlife. 

b. Describe the beliefs of Charles Darwin about evolution.  [5]

(PT)-Firstly, Darwin proposed Living creatures evolve.    (EV) This is because in origin of the species he said in the evolution process (creatures adapting from earlier less developed forms) is gradual and over millions of years . He further describes how animals with certain characteristics have more chance of survival and pass these characteristics to their offspring. (EXP) Which is the concept of ‘survival of the fittest’ which results in species flourishing which are best suited to their environment

(PT2)-Secondly, Darwin proposed macro evolution.   (EV 2) This is because he said that over a very long periods species adapt and this leads to new species emerging.  (EXP2) Which is thought lead to the idea of common descent or the treee of life.  That all creatures including humans are related through ancestry.

c. Explain, from either two religions or two religious traditions teachings,  beliefs about being responsible for the environment.   [8]

(PT)-Firstly, Roman Catholics following Pope Francis have called for an 'environmental conversion'.    (EV) This is because in Laudato Si, Pope Francis has highlighted practical ways people can exercise their responsibility by reducing water consumption, planting of trees, avoiding plastic, car-pooling and turning off lights. (EXP) Which is thought means Christians should believe they have a responsibility to care for the environment as it is a gift from God.  As God created the world (Genesis 1) it is important to look after it. Further that following Genesis 2 ("And God put man in the garden to look after take of it" [...Eden]) thus God has given humans the role of stewards to look after the world. 


(PT2)-Secondly, some Protestants Christians believe we should go further consider it important to ‘heal the world’ rather than just look after it or be stewards.     (EV 2) This is because Christians interpret texts in the Bible such as "the earth is the Lords and everything in it". . . (EXP2) Which is thought means to mean that humans have a responsibility to have dominion over the environment.

(PT3)-Thirdly, some Evangelical Christians believe that humans have a responsibility to rule over the earth.      (EV 2) This is because in  Genesis 1.28 is interpreted by them to mean that humans should ‘rule over’ nature and therefore have a right over resources. Further, Psalm 8:5-6 ‘You made them rulers over the works of your hands; you put everything under their feet’ is interpreted literally . (EXP3) Which is thought by some to mean they should focus on saving souls and less on saving the planet. 

d.  “Abortion should only be allowed if the woman’s life is in danger”  [15]

There are different beliefs about abortion that are influenced by religious and moral views.  Three important considerations are why is life important? When does life begin?  What is the situation of the mother?  

(PT)-Firstly, Roman Catholic Christians believe in the sanctity of life and that life is a gift from God and is therefore sacred. The theory of natural moral law suggests by Aquinas in the first precept the preservation of the species that we should not practice abortion as it takes life.  Catholic Church teaches that life must be respected from conception until natural death.  (EV) This is because  "Human life must be respected and protected absolutely from the moment of conception." (CCC 2270) - Pope Francis, in his Encyclical Letter "Laudato Si'": argues that "Since everything is interrelated, concern for the protection of nature is also incompatible with the justification of abortion.”  

Some Conservative protestant Christians might argue that life is a divine gift and therefore it is never right to take the life away. Abortion would be going against one of the Ten Commandments which says ‘You shall not murder’ and that because abortion is murder as it is taking away a life. Protestant conservative Christians believe that from conception there are souls and so they have the rights of a human being.  This belief in the sanctity of life as important as it argues that no one has the right to end a life that God has given but God and that the Bible says that God knows people even before they are born.  Further the OT Psalms say  “Before I formed you in the womb I knew you; before you came to birth I consecrated you” and that because life is sacred we sould not play God with it "I, your God, give life and I take it away". (Job)

The strength of these views is that they offers clear moral guidance and reflects the historic Christian teaching of the church and the early church.  The AD 65 Didache eealy church manual document  says “do not kill be abortion the fruit of your womb."  It further reflects the idea of "Imago Dei". From Genesis 1:27 which says: ‘God created man in the image of himself, in the image of God he created him, male and female he created them.’ 

(PT3)-Thirdly, for many liberal Protestant Christians and Humanists consideration would be given to the quality of life the baby might have and the needs of the mother. The Liberal protestant view is Psalm 8:6 states: "You have given him dominion over the works of your hands; you have put all things under his feet" It is developed in the Methodist (Conference report on about 1990) "No Foetus is without significance but the significance grows in the pregnancy" Meaning that if the mother’s life was at risk then moral considerations  might be made regarding the care for her whole family not just the baby she is going to have. This decision would often depend upon personal conscience but could be influenced by religious and moral teachings or other sources of wisdom such as the Bible or the Pope. Although the woman would be carrying the baby many people would consider that the father has rights and that an unborn child has rights too even though it hasn’t been born.  They might argue using situation ethics that we should "Love your neighbour as you love yourself." Mark 12:31  -  And that we should use the Golden Rule-"do to others what you would have them do to you" so allow the woman who has been raped to have an abortion. After all the some religious people accept the Doctrine of ‘Double Effect’ where the mother’s life should be saved even when the unintended consequence is the death of the unborn child 

This is a weak view as it sows moral confusion and is difficult to square with early church and Church Father teachings.  If Jesus was fully God and fully human then abortion could never have been done to him and thus to us.

On the other hand Humanists don’t believe life is God –given or sacred or that humans have souls. They do believe that life is special and so respect life. The potential happiness and suffering of both the woman and the foetus, as well as the wider family and the interests of the woman would be put first as she would be the one who would have to complete the pregnancy and likely care for the baby, whose happiness would largely depend on hers..  An important difference is that they often argue that consciousness does not begin until after birth and it is only then that they would be considered as humans with human rights.  Peter Singer argues 'We've got to get rid of the old Sanctity of life principle' and that “there is no moral difference between the foetus of an animal and that of a human” suggesting that Abortion is a womans choice to do with her body what she wants.

This is a weak view as it ignores the rights of the unborn to live.  There is not one but two persons affected by abortion and goes against Pauls teaching “ the body is the temple of the holy Spirit if anyone destroys Gods temple God will destroy them” and the 6th commandment “do not murder”


Human Rights 

a. What is meant by ‘discrimination’? [2]

Discrimination: acts of treating groups of people, or individuals differently, based on prejudice 

b. Describe reasons that religious believers might have for disagreeing with religious extremism. [5]

((PT)-Firstly, liberal Christians might be against religious extremism because they hold strong personal convictions and do not want to go against the human rights of other people .  (EV) For example, on abortion Catholics believe that life is sacred and that abortion violates the sanctity of life and if all people are “Created in God’s image,” then this includes unborn babies, who have the potential to life a full human life. Liberal protestants especially methodists would argue Jesus said we should "love our neighbour,"  (EXP) Which is thought to means the woman who has been raped. They would not encourage a Christian to campaign or protest to ensure that it is only God who takes life away, not abortion clinics rather they would volunteer at Abortion clinics as helpers. 

(PT2)-Secondly, while conservative Protestants might offend people with different views, beliefs or practices many liberal Christiasn believe in more ecumenical than evangelical views. To often exclusivist views it is thought can  result in violence to others as in Northen Ireland.    (EV 2) This is because they would use a universalist argument that 'in my fathers house are many rooms" Steve Chalk and others think to often we have misinterpreted of sources of authority like "I am the way the truth and the life" to mean Gandhi is in hell as a repugnant idea . (EXP2) Which is thought means evangelism is a form of religious extremism destroying harmony in a society, and goes against important religious teachings like loving your religious neighbour who is sincere in their faith and accepting that 'will not the judge of all the earth do right'. 


c. Explain, from either two religions or two religious traditions teachings,  how human rights are promoted.  [8]

(PT)-Firstly, The Catholic Church has a long history of advocating for human rights, rooted in its teachings on the dignity of the human person.    (EV) This is because in in Papal Encyclicals, like Pacem in Terris by Pope John XXIII emphasize the importance of human rights, including the right to life, freedom, and the pursuit of happiness. Further wider Catholic Social Teaching as a body of doctrine, developed over the last century, addresses issues of social justice, human rights, and the common good. It stresses the importance of protecting the rights of the poor and vulnerable.  Finally, the Universal Declaration of Human Rights is a document whos influences go back to medieval courts. (EXP) Which is thought means the Catholic Church supports this declaration, seeing it as aligned with its own teachings on the inherent dignity of every person1. Further Human rights are promoted through prayer and acts of worship. Roman Catholics and many Christian denominations have services to promote human rights e.g. Sunday for Racial Justice.  Human rights are promoted by faith leaders like the pope through important declarations. For example, in Evangelii Gaudium Pope Francis expresses concern for those who are homeless or oppressed.

(PT2)-Secondly, Protestant traditions also emphasize human rights, often through the lens of social justice and individual freedoms.   (EV 2) This is because in the Reformation ;leaders like Martin Luther and John Calvin emphasized the priesthood of all believers, which laid the groundwork for ideas about individual rights and equality.  More  modern protestant movements for justice and many protestant denominations like Quakers and Methodists, and teh Cof E charity Christian Aid actively engage in human rights advocacy. For example, the World Council of Churches promotes human rights through its various programs and initiatives.  (EXP2) Which is thought means they will consider the importance of the teachings of the story of The Good Samaritan Zaccheus and the teachings of the Beatitudes, for example. As Christians believe God created each person, they will treat each as worthy of respect with unconditional love - agape. Some ministers and priests are actively engaged in action to promote human rights. Martin Luther King and Oscar Romero promoted human rights though their actions and speeches. 

(PT3)-Thirdly, Protestant teachings often highlight the importance of justice, mercy, and love for one’s neighbor, and  will promote human rights through acts of agape.       (EV 2) This is because inas seen in the Parable of the Good Samaritan (Luke 10:25-37),.   . (EXP3) Which is thought to underscores the duty to care for others regardless of their background. So Protestant Christians will try to reflect the actions and teachings of Jesus which support the marginalised.  Christians promote human rights by speaking up about the wrongs of oppression and inequality. Liberation theology seeks to liberate people from unjust political conditions. This means that actions might be taken by Christians against governments through petitions, media campaigns or protest marches. Active lobbying of governments for change.


d. ‘All religious believers should give money to charity’  [15]

(PT)-Firstly, Roman Catholics believe people should have free will to decide whether they want to give money. It maybe the case they say that some Catholic  religious believers can’t afford to give money to charity.   (EV) This is because in they remember the key quote from Jesus obersativation of 'the Widows two mites'. (EXP) Which is thought means for Catholics, money is a gift given by God and therefore it should not be wasted. This idea is shown in the Parable of the Talents, where the master (God) awards money to each of his servants. Christians therefore will acquire money wisely and through moral methods.  Today, many Cathoics and other religious people take a vow of poverty to give up everything they possess to better focus on God and their faith.  (DIS 1)  The strength weakness of such an approach is that some Catholic religious believers take vows of poverty to better serve others like Mother Teressa so benefit the world.  Yet they understand that people should have the freedom to decide whether or not to give money to charity as compulsory giving can undermine the personal and voluntary nature of charity.   


(PT2)-Secondly, some Protestants think we shouldn’t give money to charity just because they think they are going to be rewarded in the after-life but it is part of the stewardship of our wealth. Protestant attitudes Christian Attitudes to Wealth and Poverty also follow the Bibles teaching that a person's value should be judged by their actions and not by what they possess or how much money they have.    (EV 2) Jesus taught that wealth doesn't make people happy and can lead to greed, that money cannot go with us when we die, therefore it is unimportant in the Kingdom of God. In Matthew 6: Jesus warns that money can take the place of God in the hearts of men and in the Parable of the Rich Young Man: A rich man asks Jesus what he needs to do to enter the Kingdom of God. Jesus replies, 'sell all you own and give the money to charity. Then come and follow me.' The young man left Jesus disappointed because he loved his money more than he loved God.  Jesus then said “It is easier for a camel to go through the eye of a needle than it is for a rich man to enter heaven.” This means that if a person loves money and their material possessions more than God, they will not enter heaven.    (EXP2) Which is thought means charity should be an act of genuine compassion and generosity, not a transactional act for spiritual gain. Christians consider humans are custodians of wealth for God and therefore money should be given in accordance with sources of authority. Jesus taught in Luke 16 the parable of the rich man and Lazarus shows that God will judge people not on how much money they have, but how they treat the poor.  (DIS 2)  The strength weakness of such an approach is that  the view that we are as custodians of wealth for God. Wealth should not be the priority of life. as Jesus teaches in Matthew 6 warning that money should not take the place of God in their lives. This means these resources should be used in accordance with divine principles, which often include helping the less fortunate. 


(PT3)-Thirdly, some argue we have a moral responsibility and religious duty to give to charity but that it depends how the money has been acquired. If people have earned their money through legal practices, then they can do what they want with their money  and but a person should not become greedy or earn it through immoral means, e.g. selling drugs.  In some Christian denominations money gained from gambling shouldn’t be given.  (EV 2) This is because in  . (EXP3) Which is thought means  it is a moral duty to support those in need. This includes sharing wealth to help alleviate poverty and suffering. It creates community bonding as regular giving can strengthen the sense of community within religious groups. For instance, tithing in Christianity or contributing to the Ummah in Islam helps build a supportive and cohesive community.      (DIS 3)  The strength weakness of such an approach is that in many religions, giving to charity is seen as a religious obligation. For example, Christians practice tithing, where they give a portion of their income to the church or charitable causes. That having wealth is not necessarily bad or wrong, but it must be used wisely. So Christians would do a job that helps people and avoid jobs that cause harm, so some Christians (Quakers/Society of Friends) are against gambling because this is an unwise use for money. It also encourages the love of money for its own sake and suggests that winning money is the ultimate prize. Quakers/Society of Friends do not take part in any sort of gambling because it encourages greed and the view that having an excess of money generates happiness

Good and Evil

a. What is meant by sin?  [2]

Sin: deliberate immoral action, breaking a religious or moral law 

b. Describe two causes of crime. [5]

(PT)- Causes of Crime include peer pressure, and the impact of the media which might glorify certain crimes or because some people don’t seem to know the difference between right and wrong.  One of the causes of is poverty. When people lack sufficient income to meet their basic needs or to afford the goods they desire, they may resort to criminal activities to obtain money or goods. (EV) Proverbs 30:8-9 highlights the struggle of poverty and its potential to lead to wrongdoing: “Keep falsehood and lies far from me; give me neither poverty nor riches, but give me only my daily bread. Otherwise, I may have too much and disown you and say, ‘Who is the Lord?’ Or I may become poor and steal, and so dishonor the name of my God.”  (EXP) This economic disparity can make individuals feel marginalized and different from the rest of society, potentially leading them to commit crimes as a means of survival or to achieve a sense of equality. Such poor education which inhibits social mobility. 

(PT2)- Secondly, addiction is another major cause of crime. Individuals who suffer from addictions, such as gambling, alcohol, or illegal drugs, often require money to sustain their habits. (EV 2) 1 Corinthians 6:12 addresses the issue of addiction and its control over individuals: “I have the right to do anything,” you say—but not everything is beneficial. “I have the right to do anything”—but I will not be mastered by anything." (EXP2) The need to fund these addictions can drive people to engage in criminal activities, such as theft or drug trafficking, to obtain the necessary funds. This cycle of addiction and crime can be difficult to break, perpetuating criminal behavior.


c. Explain, from either two religions or two religious traditions teachings, attitudes to the death penalty.  [8]

(PT)-Firstly, within Christianity, there are diverse views on the death penalty. Some belief that only God can punish and that will happen at the end of life. Many Christians, particularly liberal denominations, oppose the death penalty based on the sanctity of life.  Methodists consider that the death penalty denies the power of Christ to redeem.  (EV) This is because in  Exodus 20:13 states, “You shall not murder,” which is interpreted as a commandment against taking life. Jesus’ teachings in Matthew 5:38-39, “You have heard that it was said, ‘Eye for eye, and tooth for tooth.’ But I tell you, do not resist an evil person. If anyone slaps you on the right cheek, turn to them the other cheek also,” emphasize forgiveness and non-retaliation. (EXP2) The Society of Friends (Quakers) believes that the death penalty shows a lack of respect for human life, and Methodists argue that it denies the power of Christ to redeem. Further, Pope Francis has declared the death penalty inadmissible in all cases, reinforcing the Catholic Church’s stance against it.   The Church of Jesus Christ of Latter-day Saints also emphasizes adherence to the prescribed law, suggesting that the death penalty can be acceptable if it aligns with legal and moral standards.  Saying "The Church regards the question of whether and in what circumstances the state should impose capital punishment as a matter to be decided solely by the prescribed processes of civil law. We neither promote nor oppose capital punishment"


(PT2)-Secondly, conservative Christians may interpret the Bible differently. Some believe that the death penalty is justified in certain circumstances. (EV 2) This is because in  Genesis 9:6 it states, “Whoever sheds human blood, by humans shall their blood be shed; for in the image of God has God made mankind.” This verse is often cited to support capital punishment as a form of divine justice. (EXP2)   Conservative Roman Catholics despite the Popes leadership are often in favour of the death penalty.  In Evangelium Vitae (1995), Pope John Paul II stated that the death penalty is acceptable "in cases of absolute necessity, in other words, when it would not be possible otherwise to defend society"  Thus arguing the death penalty was acceptable under specific conditions. 


(PT3)-Thirdly,  In Islam, the death penalty is also subject to varied interpretations. The Quran permits capital punishment for specific crimes,   such as intentional murder and  (EV 2)  “spreading mischief in the land” (Quran 5:32). However, it also emphasizes mercy and forgiveness. Quran 6:151 states, “Take not life, which God has made sacred, except by way of justice and law.” (EXP3) This highlights that while the death penalty is allowed, it must be administered justly and only for the most serious offenses. Islamic law, or Sharia, requires stringent evidence and due process before the death penalty can be applied. The spirit of Islamic penal code aims to save lives, promote justice, and prevent corruption and tyranny.

d.  If God exists then there should be no suffering  [15]

(PT)-Firstly, Roman Catholics   (EV) This is because in  . (EXP) Which is thought means (DIS 1)  The strength weakness of such an approach is that

(PT2)-Secondly, Protestants   (EV 2) This is because in  . (EXP2) Which is thought means (DIS 2)  The strength weakness of such an approach is that

(PT3)-Thirdly,     (EV 2) This is because in  . (EXP3) Which is thought means  (DIS 3)  The strength weakness of such an approach is that

Christian Beliefs - Question Paper      Mark Scheme 

a. What do Christians mean by the ‘Trinity’? [2]

Trinity is the three persons of God. For example God the Father, The Son and The Holy Spirit 

b.  Describe Christian beliefs about hell. [5]

(PT)-Firstly, Orthodox Christians would argue that hell is a part of their beliefs about the afterlife and is a place for those who have rejected God .  (EV) This is because Jesus says ‘Then he will say to those on his left, “Depart from me, you who are cursed, into the eternal fire prepared for the devil and his angels.” and ‘Then they will go away to eternal punishment, but the righteous to eternal life.’ . (EXP) Which is thought means that to be in hell is a literal place to be separated from the presence of God, of agony and punishment and suffering

(PT) Secondly, Evangelical Christians who believe Jesus teaching in the parable of the rich man and Lazarus means we should prepare in faith, Roman Catholics in good works to go to hell.  (EV)   This is because Jesus says ‘So he called to him, ‘Father Abraham, have pity on me and send Lazarus to dip the tip of his finger in water and cool my tongue, because I am in agony in this fire.’  (EXP)  Given this religious teaching  evangelical Christians  who believe 'all scripture is God breathed’, thus they take the Jesus statements as literal warnings. Liberal Christians adopt a contemporary approach to hell which rejects its existence suggesting Jesus parable is merely a metaphor of lives lived today .

c. Explain Christian beliefs about the nature and role of humans. [8]

Firstly, (P1) Christians teach human beings are made in the image of God, and because human beings have a spiritual part to their nature, they are able to possess some understanding of God

(EV1)  They view humans as the high point of God’s creation because  ‘Then God said, ‘Let us make mankind in our image, in our Likeness.’ Moreover Genesis 2:7 says “and God from Adam from the dust of the ground and breathed into Adam the breadth of life” (EXP1 ). This means Christians believe human beings are like God a community of persons who are souls but unlike God and angels have bodies.  

(P2)Secondly, some Christians, believe Human beings have a conscience from which to decide right from wrong but because of the Fall of Adam and Eve,

Are by nature sinful. (EV 2) Paul says “we are born in sin and shaped in iniquity”. Later Augustine would call this original sin meaning human nature and the image of God has been broken. (EXP 2) This means human beings are sinful in nature, caste out of Gods immediate presence and need to seek the forgiveness of God. Further this means Evangelical Christians believe this life is a preparation for the afterlife and ultimately heaven so need God’s forgiveness in salvation through faith in Christ.  Roman Catholics emphasis the love of God and love of neighbour, and to follow Jesus’ great commandments and live a Christian lifestyle as good works that lead to salvation.  

(PT 3) Thirdly, Christians believe humans were given dominion over the Earth by God but must also exercise stewardship.  Moreover, that God instructed humans to populate the earth.  (EV 3) This is because of what Genesis 1 says about “ruling over the fish of the sea birds of the air and every living thing“ and what Genesis 2 says about “taking care of the garden”  (EXP 3) Christians like those that support the environmental Christian charity Aroche will seek to protect the environment and work to restore the earth to an Eden like state as good stewards who have had what Pope Francis called an “environmental conversion”.


d. ‘For Christians, the Incarnation of Jesus is more important that the Ascension’  [15]

(PT 1) Some argu the Incarnation is a fundamental event in Christianity because it signifies God becoming human in the person of Jesus Christ so is more important than the ascension. (EV 2)  Roman Catholics might argue this as John 1:14 states, “The Word became flesh and made his dwelling among us. We have seen his glory, the glory of the one and only Son, who came from the Father, full of grace and truth.”  (EXP 2) This verse highlights the belief that Jesus is both fully divine and fully human, a core tenet of Christian faith. The Incarnation is seen as a miraculous event that demonstrates God’s immense power and love for humanity. Without the Incarnation, the foundation of Christianity would not exist, as it is through Jesus’ life, teachings, and sacrifice that Christians believe salvation is offered.  (DIS 1) This is a strong argument as the Incarnation also emphasizes the concept of the Trinity, where God exists as three persons: the Father, the Son (Jesus Christ), and the Holy Spirit. This belief is central to Christian doctrine and is celebrated widely, particularly during Christmas. The widespread celebration of Christmas underscores the significance of the Incarnation in Christian culture and practice. 

(PT 2) Other especially eastern Orthodox Christians might argue the Ascension of Jesus is crucial as it marks the completion of Jesus’ earthly mission and his return to heaven.     (EV 2)  These Christians would argue this is supported by Luke 24:51 which describes the event: “While he was blessing them, he left them and was taken up into heaven.”   (EXP 2) Thus the Ascension signifies Jesus’ return to God the Father, symbolizing the successful completion of his mission on earth. It follows the resurrection, which is another cornerstone of Christian belief, affirming Jesus’ victory over death and his divine nature. The Ascension also points to the Christian hope in the afterlife and the promise of eternal life with God.. (DIS 2) The weakness of this is that while ascension is significant as it marks the completion of Jesus’ earthly mission and his return to the Father, the Incarnation is what makes the entire narrative possible. It is through the Incarnation that God enters human history in a tangible way, making it a cornerstone of Christian belief. Therefore, emphasizing the Ascension over the Incarnation could lead to an incomplete understanding of the Christian faith, as both events are deeply interconnected and equally important in the broader theological context.

(PT 3) Conservative Protestants argue tha it is to challenging to determine whether the Incarnation or the Ascension is more important, as both are integral to Christian belief.  (EV 3) Roman Catholics would say the Apostles’ Creed includes both events: “He was conceived by the Holy Spirit and born of the Virgin Mary” and “He ascended into heaven and is seated at the right hand of the Father.”.  (EXP 3) The Creed, a statement of Christian faith, underscores the importance of both the Incarnation and the Ascension. Each event plays a crucial role in the narrative of Jesus’ life and the salvation story. The Incarnation represents God’s intervention in human history, while the Ascension signifies the fulfillment of Jesus’ mission and the hope of eternal life.  (DIS 3)  The strength of such an approach is that Both events are celebrated and remembered in Christian worship and theology. While the Incarnation might be more prominent in cultural celebrations, the Ascension is equally vital in understanding the full scope of Jesus’ life and work. Therefore, it is not a matter of one being more important than the other, but rather how each event contributes to the overall Christian narrative and belief system.  . 

Christian Practices

a. What do Christians mean by ‘sacraments?’ [2]

Sacraments: An outward sign of an inward blessing by God, e.g. Baptism or the Eucharist 

b. Describe how the world Council of Churches works for reconciliation.  [5]

(PT)-Firstly,  The World Council of Churches (WCC) works for reconciliation with the practical goal of achieving (EV)  “unity and shared fellowship.” (EXP) One of their key initiatives is the annual special week of prayer for all Christians, which is specifically dedicated to “Christian reconciliation and unity.” During this week, Christians from all denominations are encouraged to join together in ecumenical services. Additionally, Christians from different denominations are encouraged to worship together in their different church buildings, fostering a sense of unity.

(PT2)-Secondly, The WCC also works towards “one faith and shared eucharistic fellowship” through various initiatives, such as youth events and shared mission and evangelism. An example of a practical expression of reconciliation is the “Churches Together in England,” which brings different Christian denominations together to work towards common goals.

c. Explain the role and meaning of the Eucharist for Christians. [8]

 (PT)-Firstly, for Roman Catholics the Eucharist, also known as the Mass or Holy Communion, holds significant meaning for Christians and is a central part of liturgical worship. (EV) This is because in  the Catechism of the Catholic Church, which states, "The Eucharist is ‘the source and summit of the Christian life.’   (EXP) Which is as many they participate in the Eucharist on Sundays, which holds special significance as a day of worship and fellowship. This communal aspect of the Eucharist allows Christians to worship together, reinforcing their sense of community and shared faith. The Eucharist is seen as a sacrament, "an outward sign of an inward blessing" a specific rite that enables blessing by God. For Catholics, this involves the belief in transubstantiation, where the bread and wine become the actual body and blood of Jesus. 


(PT2)-Secondly, Protestants understand the term “Eucharist” to mean “thanksgiving,” and that it allows Christians to remember the life and death of Jesus. (EV 2) This is because in  the act of remembrance is rooted in Jesus’ instruction at the Last Supper, where he told his disciples to eat bread and drink wine in memory of him, as described in Luke 22:19-20: “Then he took some bread and when he had given thanks, broke it and gave it to them saying, ‘This is my body, given for you, do this in memory of me.’ Then he took the cup saying, ‘This cup is the new covenant in my blood which will be poured out for you.’” (EXP2) Which is thought means its memorial purpose is to allow Christians to give thanks for the life of the Church and to reflect on Jesus’ sacrifice. Baptists view the Eucharist as an act of remembrance, known as memorialism, where Jesus is not physically present in the elements. Despite these differences, the Eucharist remains a unifying practice that follows Jesus’ command to “do this in memory of me,” fostering a shared sense of faith and devotion among Christians

(PT3)-Thirdly,  some Protestants, such as Lutherans, believe in consubstantiation, where the body and blood of Jesus are present in some way in the forms of bread and wine.  (EV 2) As Luther explained, "The true body and blood of Christ are truly present in the Supper under the form of bread and wine, and are there distributed and received"     (EXP3) Martin Luther articulated this belief, as emphasizing the real and substantive presence of Christ in the Eucharist while avoiding the metaphysical complexities of transubstantiation.


d.  ‘Census results prove Britian is no longer a Christian country’. [15]

(PT)-Firstly, Roman Catholics   (EV) This is because in  . (EXP) Which is thought means (DIS 1)  The strength weakness of such an approach is that

(PT2)-Secondly, Protestants   (EV 2) This is because in  . (EXP2) Which is thought means (DIS 2)  The strength weakness of such an approach is that

(PT3)-Thirdly,     (EV 2) This is because in  . (EXP3) Which is thought means  (DIS 3)  The strength weakness of such an approach is that


  • NB: Results from the 2021 census are due to be released in March 2022 so some reference may be made to these results in Summer scripts and can be credited (The specification makes explicit reference to the 2001 and 2011 census results) 

  • The census results are not an accurate record of religious belief; the question about religious belief was the only voluntary question in the census 

  • significant number of people did not answer the voluntary question and this makes it difficult to assess the census results 

  • Between 2001 and 2011 the census results recorded indicated there was a decline in people who identified themselves as Christian 

  • The number of people in Britain who identified themselves as having no religion rose to a quarter of the population and this is a significant development indicating a decline in Christian beliefs • Census results in 2011 indicated an increase in religious diversity 

  • Census results in 2011 indicated an increase in non-religious beliefs and practices and consequently a decline in Christian beliefs • Christianity remained the largest religion in the 2011 census results 

  • Census results alone may not be the best indication of whether Britain is a Christian country 

  • There are many other ways of considering whether Britain is a Christian country, such as measuring church attendance on Sundays and looking at the significance of Christian festivals and how they are celebrated in Britain 

  • It is very difficult to measure the Christian heritage of Britain and how far this may have changed 


Islamic Beliefs Click - Question Paper      Mark Scheme 

a. What do Muslims mean by ‘ummah’?   [2] FC

  • Means 'community' and refers to the world-wide community of Muslims who share a common religious identity.

  • An accurate definition is enough for the 2 marks. 

a. What do Muslims mean by ‘ummah’?   [2] SC

  • The Muslim term for 'predestination' which means Muslims believe God has set out the destiny of all living things. 

  • An accurate definition is enough for the 2 marks. 


b. Describe the five roots in Usul ad-Din [5]

Answers may include the following points but other relevant and accurate points must also be credited.

  • Usul-ad-Din is the Shi’a term for the five fundamental principles or roots of the Muslim religion

  • Tawhid is the fundamental Muslim belief in the oneness of God

  • Adl or Adaah is the belief in the justice of God

  • Nubuwah is prophethood

  • Imamate is leadership; Shi’a Muslims believe God appointed twelve infallible Imams to guide the Muslim community after the death of the Prophet Muhammad 

  • Qayamat is resurrection; Muslims believe the final Day of Judgement, when all human beings will be physically resurrected on this day and judged.  

(PT)-Firstly, Roman Catholics   (EV) This is because in  . (EXP) Which is thought means

(PT2)-Secondly, Protestants    (EV 2) This is because in  . (EXP2) Which is thought means

c. Explain Muslim teaching about the nature of Allah. [8]

Answers may include the following points but other relevant and accurate points must also be credited.

  • The most important belief is stated in the Shahadah, ‘There is no God but Allah’ because Muslims are monotheistic and believe in only one God. 

  • Tawhid means the belief in the oneness of God. It is the fundamental belief in Islam taught in the Qur’an 

  • Creator of all things; Muslims believe Allah is the creator of all things because the Qur’an teaches this. 

  • Allah is omniscient which means God is all-knowing. This belief allows for the belief in Al Qadr (predestination). 

  • Allah is described as beneficent, which means Allah is kind. 

  • Transcendent means Allah has no limits, and is constrained by neither time or space and stands outside of these  Merciful means Allah is just and merciful and will forgive 

  • Judge means Allah is the final judge who will give final judgement on the Day of Judgement when all human beings are judged on the way they lived their lives 

  • Allah has ninety-nine names 

(PT)-Firstly, Roman Catholics   (EV) This is because in  . (EXP) Which is thought means

(PT2)-Secondly, Protestants   (EV 2) This is because in  . (EXP2) Which is thought means

(PT3)-Thirdly,     (EV 2) This is because in  . (EXP3) Which is thought means

d. ‘‘For Muslims belief in angels is more important than belief in the prophets.’ [15]

(PT)-Firstly, Roman Catholics   (EV) This is because in  . (EXP) Which is thought means (DIS 1)  The strength weakness of such an approach is that

(PT2)-Secondly, Protestants   (EV 2) This is because in  . (EXP2) Which is thought means (DIS 2)  The strength weakness of such an approach is that

(PT3)-Thirdly,     (EV 2) This is because in  . (EXP3) Which is thought means  (DIS 3)  The strength weakness of such an approach is that

Answers may include the following points, but other relevant and accurate points must also be credited. 

  • Muslims believe prophets are sent by God and they have an important role in the revelation of God 

  • The prophets show people what God expects of them in their daily lives 

  • Muslims believe they should follow the practical example of the prophets in terms of their faith in God and their teachings and actions, beginning with Adam the first prophet and Muhammad, the seal of the prophets 

  • Most Muslims honour and respect Muhammed especially because without him there would be no Qur'an or Hadith; Muslims are only able to believe in angels because of sacred texts 

  • The prophets are more important because they have free will • Angels are more important because the angel Jibril revealed the Qur’an to Muhammad • Belief in angels is more important because angels were created before humans

  • Angels are divine messengers sent from God, created to interact with human lives 

  • Angels are more important because each person has two angels appointed to watch over them and record their deeds 

  • Angels are more important because the angels Munkar and Nakir will question each person to test their faith in God after death 

  • Angels are more important because Israfil is the archangel who will signal the Day of Judgement 

  • It is not possible to say which is more important because both are articles of faith in Islam for Sunni Muslims 

Islamic  Practices  

a. What do Muslims mean by ‘haram’? [2]

Haram (forbidden): Any actions or things which are forbidden within Islam . For example eating pork or drinking alcohol.

Candidates do not have to give examples in order to be awarded the 2 marks 

b. Describe how Muslims might pray at home [5]

  • Muslims may pray as an individual or as a family 

  • The set times of salah prayer should be followed at home 

  • Salah prayer may be performed at home 

  • Men and women do not need to be segregated for prayer at home 

  • Muslims should prepare for prayer with niyyah or the intention to pray and enter into ‘God consciousness’ 

  • Muslims perform wudu or ritual washing before salah prayer 

  • Muslims face towards the Ka’ba in Makkah • Many Muslims may use a room at home as a prayer room set aside permanently as a place of prayer 

  • Prayer mats are used at home • Shoes are removed for salah prayer 

  • Muslims may pray du’ah prayer at home at any time 

  • Muslims read the Qur’an at home and reading the Qur’an is regarded as an act of prayer 

(PT)-Firstly, Roman Catholics   (EV) This is because in  . (EXP) Which is thought means

(PT2)-Secondly, Protestants    (EV 2) This is because in  . (EXP2) Which is thought means

c. Explain the importance of the Night of Power for Muslims.  [8]

Answers may include the following points, but other relevant and accurate points must also be credited. 

  • The Night of Power, or Laylat-ul-Qadr, commemorates the first revelation of the Qu’ran to Muhammad. The Qur’an is considered the divine Word of Allah 

  • It is one of the most important and sacred Muslim festivals 

  • The Night of Power is the first of the revelations to Muhammad which took place over the next twenty-three years and the beginning of the process of the revelation of the Qur’an 

  • The Night of Power is commemorated on the 27th day of Ramadan; many Muslims may read the Qur’an throughout the night and stay awake reading the Qur’an and in prayer to show its significance. 

  • Ramadan is the most important Muslim month of the year; it is a month of fasting and many Muslims pay charity tax during this month. Both of these practices are regarded as pillars (religious duties) in Islam 

  • As the Prophet Muhammad is the seal of the prophets, the Qur’an is considered to be the last revelation from God, so the Night of Power has a special significance 

  • The Qur’an teaches that, ‘This night is better than a thousand months.’ 

(PT)-Firstly, Roman Catholics   (EV) This is because in  . (EXP) Which is thought means

(PT2)-Secondly, Protestants   (EV 2) This is because in  . (EXP2) Which is thought means

(PT3)-Thirdly,     (EV 2) This is because in  . (EXP3) Which is thought means

d. ‘It is difficult to live as a Muslim in Britain today’  [15]

Answers may include the following points, but other relevant and accurate points must also be credited. 

  • It is difficult to live as a Muslim in Britain today because Britain is an increasingly secular society 

  • It is not difficult to live as a Muslim because Britain is now a religiously pluralist society 

  • Many Muslims are able to worship in a mosque and be an active member of a Muslim community 

  • Some Muslims do not have access to a local mosque, particularly in rural communities 

  • Islam is taught in many schools as part of a religious education programme so many people have a much greater knowledge and understanding of Islam 

  • Fasting may be an issue for Muslims, particularly during the summer months 

  • Dress and diet customs may be misunderstood in society 

  • There is much greater availability of halal food in Britain today 

  • Islamophobia may be present in some communities and expressed in some aspects of the media 

  • Inter-faith dialogue has promoted awareness and understanding of different religious traditions, including Islam

  • Muslims have a higher profile in many areas of public life, such as politics and sport 

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