Loretto GCSE Course

Loretto GCSE Course

GCSE Course Information

Commencing September 2011

2

SUBJECT CHOICES FOR GCSE (4th Form)

FOR SEPTEMBER 2010

At Loretto we anticipate that most GCSE pupils should and will do three separate

sciences, as has been the practice at Loretto for many years. We have included the

options of Art and Music within the Science columns in acknowledgement that some

pupils who naturally lean towards a mixture of expressive arts and humanities subjects

will benefit from moving from 3 sciences to take the Science and Additional Science

course. They thus taking up Art or Music in lieu. This caters to more students and

therefore increases their choice of non-science subjects in the Options columns.

Pupils requiring support for learning identified learning difficulties may also consider

dropping a modern Foreign language or from three sciences to Science and Additional

Science subjects to make time to see, on a regular basis, our Support for Learning

teachers. This decision must only be taken in consultation with the Director of

Studies and Head of Support for Learning. It is important that parents do not sign

up for Support for Learning without first discussing this with these two

curriculum managers.

3

GCSE CURRICULUM

Core and Options

Core English (+ English Literature) Mathematics A Modern foreign language (French or Spanish) Either 3 Sciences (Biology, Chemistry and Physics) Or Science and Additional Science (Biology, Chemistry and Physics) Personal, Social, Health Education (PSHE) Religious Studies Physical Education

Pupils for whom English is an additional language to their native language may not have to do the core Modern Languages (French or Spanish). Options Pupils should chose 1 option from each three column. PE/ICT/RS stands for a session of non-examinable PE, Computer Studies and RS (RS pupils are in due course entered for a Short course GCSE qualification).

OPTIONS COLUMN 1 OPTIONS COLUMN 2 OPTIONS COLUMN 3

MUSIC DRAMA HISTORY GCSE PE PE/ICT/RS

GEOGRAPHY HISTORY SPANISH PE/ICT/RS

GEOGRAPHY ART LATIN

GCSE RS GCSE PE

4

INDEX

ART BIOLOGY CHEMISTRY DRAMA AND THEATRE ARTS ENGLISH ENGLISH LITERATURE GEOGRAPHY HISTORY COMPUTER STUDIES LATIN MATHEMATICS MODERN LANGUAGES MUSIC P.S.H.E. PHYSICAL EDUCATION PHYSICS RELIGIOUS STUDIES

5

Fine ART (OCR Syllabus J161). This scheme is untiered, and comprises two components: Portfolio (60%) and Set Task (40%) A variety of processes and techniques can be explored when using differing approaches to making images and /or objects. Two or more of the following activities must be explored:

• Painting

• Drawing

• Printmaking

• Sculpture

• Lens-based imagery

• Other forms of two-dimensional or three-dimensional imagery

Unit 1 – Art and Design Portfolio – A111 For this unit a candidate needs to produce a portfolio of work showing their personal response to either a starting point, brief, scenario, or stimulus devised and provided by the centre. Candidates have up to 45 hours in which to produce their portfolio. This unit is internally assessed and externally moderated by OCR. Unit 2 – Art and Design OCR-set task – A121 The early release question paper will be issued in January and will provide candidates with a range of written and visual starting points, briefs, scenarios and stimuli. From these one must be selected upon which to base their personal response. Candidates will have a preparatory period determined by the centre, followed by a supervised ten-hour period in which to complete their personal response outcome(s). One timetabled session must last at least 3 hours. This unit is internally assessed and externally moderated by OCR. http://www.ocr.org.uk/qualifications/type/gcse/art_design/suite/index.html

6

BIOLOGY (WJEC)

The Biology qualification involves successful completion of 3 written papers and internally assessed practical work. Pupils have the option of taking this qualification at Higher or Foundation tier, depending on their ability level. The grade range for the Higher tier is A*-D, and for Foundation tier, the range is B-G. The themes and topics covered are: Unit 1: Genes, Variety, Body Maintenance & Protection

• Adaptation and Competition

• Variation

• Evolution

• Inheritance

• Gene Technology

• Homeostasis

• Nervous System

• Health Unit 2: Cells & Cell Processes and Interdependence of Organisms

• Cells

• Respiration

• Cell Membrane

• Animal Nutrition

• Plant Nutrition

• Energy & Nutrient Transfer

• Human Impact on the Environment Unit 3: Transport & Water Relations and Microbes & Mankind

• Uptake of water and Transpiration

• Blood and Circulation

• Waste Products & Kidneys

• Nature of Microbes

• Microbes & Disease

• Products from Microbes

http://www.wjec.co.uk/index.php?subject=12&level=7

7

CHEMISTRY (WJEC GCSE)

The Chemistry qualification involves successful completion of 3 written papers and internally assessed practical work. Pupils have the option of taking this qualification at Higher or Foundation tier, depending on their ability level. The grade range for the Higher tier is A*-D, and for Foundation tier, the range is B-G. The themes and topics covered are: Unit 1:

1. Atomic Structure, Elements and the periodic table. 2. Compounds 3. Using chemical reactions to make new materials 4. Rates of chemical change 5. Nanoscience 6. The production and use of fuels 7. Evolution and maintenance of the atmosphere 8. Geological processes

Unit 2:

1. Atomic structure 2. Chemical bonding, structure and properties 3. The production and use of metals 4. Chemicals calculations 5. Ammonia and fertilizers 6. Alkanes, alkenes and polymers 7. Smart materials 8. Water

Unit 3:

1. Organic chemistry 2. Sulphuric acid 3. chemical calculations 4. Limestone 5. Inorganic qualitative analysis


8

DRAMA AND THEATRE ARTS (AQA Syllabus 3546)

The course is examined by practical assessment (60%) and by one written examination (40%). Students’ best marks in Scripted Performance and in Improvisation are submitted for the practical component. There is a great deal of scope for creativity and the importance of being able to work as part of a team is paramount. We place emphasis on developing confidence and inter-personal skills within a supportive environment.

www.aqa.org.uk/qual/newgcses/art_dan_mus/new/drama_overview.php?id=04&prev=04

9

ENGLISH (AQA)

From September 2010, there will be two possible GCSE English assessment options: Either Two GCSEs: GCSE English Language plus GCSE English Literature Or One, GCSE English; a combined but narrower course offering a range of language and literature topics. GCSE English Language shares common content with GCSE English, which means that they can be taught to all 4th Form pupils before deciding, in the 5th Form, whether to enter them for the single or dual GCSE route. The unit structure of the three specifications allows pupils to take units as they go through the course, with early entry and one re-sit per unit as appropriate. There will be units on the following:

• Speaking and Listening and Spoken language study

• Creative writing

• Understanding and producing non-fiction

• Understanding written texts

• Exploring modern texts

• Shakespeare & English Literary Heritage

• Poetry across time Please see the full breakdown on the AQA website for further details. http://www.aqa.org.uk/aqa-english-resource-zone/aqa-english-resource-zone-gcse-english

10

IGCSE English as a Second Language Students studying in their second language can take extra English classes. At GCSE this can lead to the IGCSE ESL. The syllabus assesses candidates’ ability to use English as a medium of practical communication and is designed for students for whom English is not a first language/ mother tongue, but for whom it is the language of study. It is a two - year course which aims to develop the four basic language skills (Reading, Writing, Listening and Speaking) required for studying GCSE subjects. Although the scheme is tiered (Core and Extended) students sit the Extended tier which allows A-C passes to be gained. The papers taken are: Reading and Writing – 70% (of final mark) Listening – 15% Speaking – 15% For more information: www.cie.org.uk

11

GEOGRAPHY (EdExcel Syllabus (A) 1312)

Unit 1 Geographical Skills and Challenges Section A – Geographical Skills - This covers cartographic, graphical, geographical enquiry, ICT and GIS skills. Section B – Challenges for the Planet - This covers issues that have arisen from climate change and sustainable development. Overview of assessment - This unit is assessed through a 1-hour, tiered, written examination sat in Summer of 5th form Unit 2 The Natural Environment Section A – The Physical World - River Landscapes Section B – Environmental Issues - A Wasteful World Overview of assessment - This unit is assessed through a 1-hour, tiered, written examination sat in summer of 4th form. Unit 3 The Human Environment Section A – The Human World - Settlement Change Section B – People Issues - A Tourist’s World Overview of assessment This unit is assessed through a 1-hour, tiered, written examination sat in January of 5th form. Unit 4 Investigating Geography Internally assessed with controlled conditions Overview of assessment This unit is an internally assessed unit with controlled conditions. Students complete one of the fieldwork tasks from the list provided by Edexcel. They must write it up under controlled conditions. On average approximately 85% of Fourth and Fifth Formers are studying Geography towards GCSE. Most would expect to pass at band C or above. Pupils may be entered at either Foundation level in which case the maximum attainable grade is B, or Higher level in which case an A* can be obtained http://www.edexcel.com/quals/gcse/gcse09/geography/a/Pages/default.aspx

12

HISTORY (OCR Syllabus 1537b)

Specification OCR Modern World History Content

Core Content International Relations post 1919

• Were the Peace Treaties 1919-23 fair?

• To what extent was the League of Nations a success?

• Why had international peace collapsed by 1939? Depth Studies Russia, 1905 – 1941

• Why did the Tsarist regime collapse in 1917?

• How did the Bolsheviks gain power, and how did they consolidate their rule?

• How did Stalin gain and hold onto power?

• What was the impact of Stalin’s economic policies? How was British Society changed, 1890-1918?

• Social reforms • Position of women • Impact of World War 1

Historical Enquiry

• Presidencies of J F Kennedy and LB Johnson

Examination Paper 1 : (2 Hours) 45% marks 2 questions on the Core Content and 2 questions on the Russian Depth Study. Paper 2 (1 Hour 30 Minutes) 30% marks Consists of a source based investigation of an historical issue taken from the British Depth Study. Controlled assessment – on Historical Enquiry 25% marks http://www.ocr.org.uk/qualifications/type/gcse/history/b/index.html

13

COMPUTER STUDIES

Every student opting for 2 option column choices will do Computer Studies. Students follow the London Learning course. This is a standalone course that is individual to the student and thus provides basic skills up to advance management of the packages used in the preparation of coursework and assignments in other subjects. Students can pursue the course in their own time with the ‘online marking engine’ and eventually receive accreditation for their efforts.

LATIN (OCR Syllabus 1942)

The GCSE consists of the following: Four set texts taken from the Cambridge Latin Anthology; two prose and two poetry. Students read, translate and analyse the texts in much the same way as they would English Literature. In the exam they answer a series of questions exploring a part of each text in detail, to which they will have the opportunity to add additional learning. Roman Life Topics looking at many aspects of Roman lifestyles, including entertainment and leisure, the Roman army, religion, slavery, women and many others. Unseen and comprehension work. Students are taught to analyse, answer questions on, and translate short passages of prepared Latin. Assessment is wholly by examination.

14

GCSE MATHEMATICS (EDEXCEL)

From September 2010 we will be offering a modular route to GCSE Mathematics, with no coursework. It is assessed through three unit examination papers taken in November, March and June of the 5th form. There are two tiers of entry, Foundation and Higher as outlined in the table below.

The full specification can be found at the following website http://www.edexcel.com/quals/gcse/gcse10/maths/Pages/default.aspx Knowledge and understanding The course aims to ensure that students are able to;

• develop their knowledge, skills and understanding of mathematical methods and concepts

• use their knowledge and understanding to make connections between mathematical concepts

• apply the functional elements of mathematics to solve problems in real-life situations Skills At the same time we hope to develop the ability of the students to be able to;

• acquire and use problem-solving strategies

• select and apply mathematical techniques and methods in mathematical, every day and real-world situations

• reason mathematically, make deductions and inferences and draw conclusions

• interpret and communicate mathematical information in a variety of forms appropriate to the information and context.

The advantages of the modular program are that;

• students will be tested on smaller, discrete sections of maths at a time

• there is an opportunity to resit a module once in order to improve a grade

• students are motivated in preparation for actual GCSE exams from the beginning of the 5th form

• there will be an opportunity to analyse external results throughout the course

Unit 1 (30%) Probability and

Statistics

Unit 2 (30%) Number, Algebra and

Geometry

Unit 3 (40%) Number, Algebra and

Geometry (building on unit 2

work)

Foundation Tier (Grades available G to

C)

1 hour 15 minutes taken in Jun of the 4th form or Nov of the 5th form

1 hour 15 minutes taken in Mar of the 4th form or Jun of the 4th form

1 hour 30 minutes taken in June of the 5th form

Higher Tier (Grades available G to

C)

1 hour 15 minutes taken in Jun of the 4th form or Nov of the 5th form

1 hour 15 minutes taken in Mar of the 4th form or Jun of the 4th form

1 hour 45 minutes taken in June of the 5th form

15

MODERN LANGUAGES

French and Spanish are offered to GCSE. Pupils who only studied one language in 3rd form will

continue that language to GCSE. Pupils who studied French AND Spanish in 3rd form may study

either language in 4th form, or continue with both. Set 1 French pupils in particular are

encouraged to take both languages to GCSE as they clearly show linguistic aptitude. Most pupils

studying only one language to GCSE opt for French, but Spanish may be taken instead.

Depending on demand, Italian may also be taken to GCSE, in lessons arranged outside of the

timetable.

For both languages, OCR’s GCSE course is followed. Topics covered include :

• Family, friends and relationships

• Local area, facilities and getting around

• Sports, outdoor pursuits and healthy lifestyle

• Food and drink

• Special occasions and festivals

• Films and music

• Holidays and exchanges

• Environmental issues

• School life in UK and France/Spain.

• Work experience, future studies and jobs.

Different grammar points are studied with each topic, and reinforced using Grammar workbooks

that accompany the course.

For the GCSE exam, pupils sit Listening and Reading exams, and are assessed on Speaking and

Writing through ‘Controlled assessment’ tasks that will be based on the above topics.

The course followed is enhanced with various web-based language learning programs, and the

department’s class sets of Ipods are regularly used in lesson time for individual listening

practice. Language assistants provide speaking practice in small groups, usually for 1 lesson a

week.

GCSE pupils are also encouraged to take part in the French exchange at Easter, or join the trip to

Spain that is organized most years.

[email protected]

French GCSE

http://www.ocr.org.uk/qualifications/type/gcse/languages/french/index.html

Spanish GCSE

http://www.ocr.org.uk/qualifications/type/gcse/languages/spanish/index.html

16

MUSIC

After many years of teaching OCR GCSE we switched to Edexcel in the Autumn of 2009. The

first examination will be in the Summer of 2011.

We feel the Edexcel course is most suitable in the following ways:

• The set works allow for study of a variety of music from Baroque to contemporary. The

OCR course had genres to learn, rather than specific works.

• The composition briefs are decided by the teacher, and so we can tailor briefs to the

needs of the pupils rather than having compulsory topics.

• There is no written work for the compositions, nor a melodic writing exam as there is for

OCR.

• The work feeds much better into A-Level, which we also use Edexcel for.

The disadvantage is that the set works demand an ability to read music, or at least be

prepared to read it.

All the boards divide their specification into three parts – Performing,

compositing and listening.

Performing. 30% It is compulsory to have weekly instrumental lessons on an instrument with one of our

visiting teachers. Traditionally we have scored very highly across the range of instruments here,

as many pupils take instrumental exams or perform in public, thus being particularly well

prepared for the recordings.

Composing. 30% Pupils have to do two compositions, one in the fourth form and one in the fifth form. The briefs

are set by us, and are tailored to the needs of the set. Compositons can be recorded and/or written

down (both are encouraged). Work is usually computer generated but need not be.

Listening: 40% Pupils have to study the following set works:

Handel – And the Glory of the Lord from Messiah

Mozart – First movement Symphony in G Minor

Chopin – Raindrop Prelude

Schoenberg – Peripetie from Five orchestral pieces

Bernstein – Something’s coming from West Side Story

Reich – Third movement from Electric Counterpoint

Davis – All Blue from Kind of Blue

Buckley – Grace from the Album Grace

Moby – Why does my heart feel so bad from Play

Capercaillie – Skye waulking song from Nadurra

Rag Desh

Koko – Yiri

17

In the summer term in the fifth form a listening exam will take place featuring the above music,

Questions will be asked on the historical background to the music, including influences. There

will also be questions as an analysis style focussing on music features and devices.

In Section A there are short word answers and multiple choice.

In Section B pupils need to write continuous prose.

This paper involves considerable hard graft and really sorts out those who are interested in

doing well and learning compulsory set works form who are not. However, there is no

reason why weaker musicians cannot do well if they are prepared to listen to the music

regularly and learn the material we cover in class. Parents can help too; there is a range of

music in a wide variety of styles.

http://www.edexcel.com/quals/gcse/gcse09/music/Pages/default.aspx

P.S.H.E. The whole school excepting the Upper Sixth attend PSHE tutorials once per week on a Friday afternoon for up to an hour. Each tutorial is run by their PSHE tutor or an outside agency who may be called in to give expert advice on a particular topic such as drugs or alcohol. Each tutor group is mixed by House and sex and consists normally of 12 pupils. The topics covered apart from those mentioned, include sex education, relationships, self esteem, bullying, racism, disability, personal safety and moral dilemmas. Much depends on the year group and the availability of outside speakers. Last term we used a theatre group for Third and Fourth Form to highlight the ills of drug and alcohol abuse and to prompt discussion on a range of adolescent problems such as underage sex. On another occasion the Roy Castle Foundation ran a seminar on smoking.

PHYSICAL EDUCATION (OCR Syllabus J586) From September 2009 the new OCR specification will be followed. The course is an excellent, although not compulsory, introduction to the AS/A2 PE course which has been running for a number of years at Loretto. For further information contact Mr David Burton: [email protected] Pupils choose four practical activities from at least two activity areas: Games Activities, Gymnastic Activities, Dance Activities, Athletic Activities, Outdoor and Adventurous Activities, Swimming Activities, Exercise Activities Units B451 and B453 are assessed through one written examination paper worth 40% of the overall marks. Units B452 and B454 are externally set, internally assessed through controlled assessment and externally moderated. They comprise 60% of the GCSE

18

Unit B451

1. Key concepts in Physical Education

Competence - The relationship between skill, the selection and application of skills, tactics and compositional ideas and the readiness of body and mind to cope with physical activity.

Performance - Using physical competence and knowledge and understanding of physical activity to produce effective outcomes when participating in physical activity.

Creativity - Exploring and experimenting with techniques, tactics and compositional ideas to produce efficient and effective outcomes.

Healthy, active lifestyles - Understanding the positive contribution that regular, fit for purpose physical activity makes to the physical and mental health of the individual.

2. Key processes in Physical Education

• Developing skills and techniques-Improving the range, difficulty and quality of skills and techniques and also developing the consistency, precision, control and fluency of performance.

• Decision making-Using tactics and strategies, composition and creativity, planning for improved

• Physical and mental capacity-Maintaining and developing physical strength, stamina, speed and flexibility and preparing physically and mentally for involvement in physical activity.

• Evaluating and improving-Being able to judge the quality and effectiveness of performance, make informed decisions on improving the quality and effectiveness of performance, develop action plans to improve the quality and effectiveness of performance and plan for sustained involvement in physical activity.

• Making informed choices about active, healthy lifestyle.-Identifying types of physical activity available, identifying different roles within physical activity, linking physical activity with diet, work and rest for personal health and well- being and making informed decisions about sustained involvement in physical activity. An understanding of the function of the seven essential components of a healthy diet and the contribution diet makes to a balanced, healthy lifestyle.

3. Opportunities, pathways and participation in Physical Education

• Levels of participation in sport and physical activity

• Specific social, cultural and locational reasons affecting participation

• School influences on participation

• Identification and description of pathways for involvement in physical activity Unit B453: Developing Knowledge in Physical Education Unit B453 develops candidates’ knowledge of Physical Education and the concepts, processes and opportunities which are covered in unit B451 through four areas of study: 1. Developing skills, techniques and motivation-The learning of skills through a range of methods; The importance of different types of feedback; The importance of goal setting 2. Developing physical and mental capacity-The development of the skeletal system and its role in physical activity; The development and maintenance of healthy joints and the ways in which different types of joints affect participation and performance in an active, healthy lifestyle;

19

Understanding the muscular system in relation to physical performance; Role and function of tendons; Mental preparation 3. Informed decision making using the principles of training and safe exercise-Short term effects of an active, healthy lifestyle; Long term effects of an active, healthy lifestyle; Exercise and training principles that affect improving health and fitness; Identifying potential hazards in a range of settings related to the role of participant, leader or official; How to reduce risks and injuries 4. Opportunities, pathways and participation in Physical Education-Level of participation in sport and physical activity; Reasons for participation and non-participation in physical activities and following an active, healthy lifestyle; Current government initiatives to promote active, healthy lifestyles; What schools provide to influence young people to get involved in physical activity as part of a healthy lifestyle. http://www.ocr.org.uk/qualifications/type/gcse/blt/pe/index.html

Physics (WJEC)

The Physics qualification involves successful completion of 3 written papers and internally assessed practical work. Pupils have the option of taking this qualification at Higher or Foundation tier, depending on their ability level. The grade range for the Higher tier is A*-D, and for Foundation tier, the range is B-G. The themes covered are: Unit 1:

1 Generation of Electricity 2 Transmission of Electricity 3 Heating & Home 4 Energy, Temp & Transfer of Heat Energy 5 Energy Efficiency 6 Characteristics of Waves 7 Electromagnetic Spectrum 8 Solar System 9 Stars 10 Universe

Unit 2: Radioactive Emissions

1 Half Life of Radioactive Emissions 2 Uses and Dangers of Radioactivity 3 Simple Electric Circuits 4 Safety Features in Mains Circuits 5 Distance, Speed & Acceleration 6 The Effects of Forces 7 Interaction Between Objects (energy)

Unit 3: EM induction & generators 1 Transformers 2 Refraction of Plane Waves 3 Ultrasonic Waves

20

4 Seismic Waves 5 Motion 6 Atomic Structure 7 Nuclear Fission 8 Nuclear Fusion


21

GCSE SCIENCE (WJEC)

The Science qualification involves successful completion of 3 written papers and internally assessed practical work. Pupils have the option of taking this qualification at Higher or Foundation tier, depending on their ability level. The grade range for the Higher tier is A*-D, and for Foundation tier, the range is B-G. The themes and topics covered are: Biology Unit 1: Genes, Variety, Body Maintenance & Protection

• Adaptation and Competition

• Variation

• Evolution

• Inheritance

• Gene Technology

• Homeostasis

• Nervous System

• Health Chemistry Unit 1:

• Atomic Structure, Elements and the periodic table.

• Compounds

• Using chemical reactions to make new materials

• Rates of chemical change

• Nanoscience

• The production and use of fuels

• Evolution and maintenance of the atmosphere

• Geological processes Physics Unit 1:

• Generation of Electricity

• Transmission of Electricity

• Heating & Home

• Energy, Temp & Transfer of Heat Energy

• Energy Efficiency

• Characteristics of Waves

• Electromagnetic Spectrum

• Solar System

• Stars

• Universe

22

GCSE ADDITIONAL SCIENCE (WJEC)

The Additional Science qualification involves successful completion of 3 written papers and internally assessed practical work. Pupils have the option of taking this qualification at Higher or Foundation tier, depending on their ability level. The grade range for the Higher tier is A*-D, and for Foundation tier, the range is B-G. The themes and topics covered are: Biology Unit 2: Cells & Cell Processes and Interdependence of Organisms

• Cells

• Respiration

• Cell Membrane

• Animal Nutrition

• Plant Nutrition

• Energy & Nutrient Transfer

• Human Impact on the Environment Chemistry Unit 2:

• Atomic structure

• Chemical bonding, structure and properties

• The production and use of metals

• Chemicals calculations

• Ammonia and fertilizers

• Alkanes, alkenes and polymers

• Smart materials

• Water Physics Unit 2:

• Radioactive Emissions

• Half Life of Radioactive Emissions

• Uses and Dangers of Radioactivity

• Simple Electric Circuits

• Safety Features in Mains Circuits

• Distance, Speed & Acceleration

• The Effects of Forces

• Interaction Between Objects (energy)

23

RELIGIOUS STUDIES (OCR Syllabus 2344)

Introduction Religious Studies at Loretto follows the GCSE short course and is studied in the Third and Fourth Form. At the end of the two years pupils may sit the external examination. There is no coursework component to this GCSE. The full GCSE course extends this to a second year and adds the coursework element to provide a full GCSE grade. About the Course at Loretto The course runs over two years with a single lesson per week. It addresses the fundamental questions that arise when thinking about religious belief. Pupils will be expected to learn about three faiths; Christianity, Islam, Hinduism. The course also considers how religion and faith address moral issues and encourages pupils to raise questions about the meaning and purpose of life. Course Outline The existence of God Arguments for the existence of God The argument from design The argument from religious experience The question about the origin of the universe The problem of suffering - does the existence of suffering raise questions about God’s love and purpose. The problem of evil

- where does evil come from and what questions does it raise about God’s power

The nature of God Is God personal or impersonal? Is God immanent or transcendent? What is the difference between monotheism and polytheism

How might God be known Knowing God through nature (general revelation) Knowing God through religious texts (special revelation)

Ways of making moral Decisions Absolute and relative morality Sources of moral authority Relationship between belief and behaviour War and peace

Issues of life and death Euthanasia Abortion

Relations Sex, marriage and divorce Prejudice and discrimination

` Global issues: Wealth and poverty

24

Documents

Loretto GCSE Course