Tips for A level students. Lesson ramblings for teachers (helpful ideas too!)
Here’s a break down of a student’s answer for the question on Death and Afterlife from the new spec exams 2016 (first years).
Critically assess the view that in Christian Teaching all people will be saved (30)
OCR marks given for student’s answer:
A01 15/15
A02 15/15
These are the main paragraphs of the student’s exam answer:
Continue reading “First Year Exam Paper Breakdown: DCT Death and Afterlife Question”
There are a number of techniques I use when setting an essay for homework:
So here are some examples taken from my students’ work covering two DCT Pluralism questions:
There is no other means of salvation but through Christ.
This is a sophisticated introduction for a few reasons. It is not the quote or definition that makes this sophisticated but the way the student links the quote and definition back to the question in both cases (light blue). This introduction also has an evaluative tone (purple) and engages with the question (yellow – I picked ‘ no other means’ to highlight, whereas students had focused on ‘salvation’ and ‘Christ’, so this shows them to never ignore words in the question).
The first main paragraph of this essay reads:
Please find power point for first half of Gender and Theology. What a topic!! After a week of going round in circles with Mary Daly (I have never come across this lady nor experienced anything like this) I finally got fingers to keyboard and then 22 slides later realize that Rosemary Radford Ruether hasn’t even made an appearance. Result…two power points.
Second power point on Rosemary Radford Ruether:
Preview of Lesson Plan
Discuss in pairs/ groups strengths and weaknesses (A02) of:
Write down answers on worksheet table. Share views as a class
I am really looking forward to this unit. I am expecting fireworks! I have planned in a lot of group and class discussions because this is such a topical debate and one that is very current to our students. So I am going to use this opportunity to delve into what they really know and think about issues such as gender neutral identity and equality of men and women.
I will be setting out my discussions clearly with ground rules:
I am also giving them a work sheet so that any quiet students, who do not wish to speak during discussions, can involve themselves by writing down their views and the views of other students. I am going to play the role of board scribe (to document relevant points) and facilitator. See discussion tips for more ideas.
Preview of Lesson Plan
A3 Birds and the Bees worksheet. Students must define the words from their own understanding.
Preview of Lesson Plans
A4 sheet of paper – fold into three columns. Students to use notes from previous topic to create a summary sheet of main ideas.
Discuss answers from quiz (see if it raises any good discussion about pluralism, multi faith society, inter faith dialogue ect such as ‘why do you think your parents sent you to a faith school? Are they Christian, go to Church?)
Work through PP slides
Essay Practice:
Preview of Lesson Plans
Research: Give each pair ten minutes to research a major religion (Hinduism, Sikhism, Buddhism or Islam) and write down 10 key features about the faith including prominent people (who they are, why they are prominent?) and texts.
Put all students who have researched a specific religion into one group and together they have to decide on ten features for their whole group.
On board draw five bubbles and label them. Hand out to every student an A3 piece of paper.
In groups students go to the board and write their top ten around their bubble. (Teacher to watch for any incorrect pieces of information.)
