Scheme of Work – Paper 1

Cambridge O Level
Biblical Studies 2035

For examination from 2024

© Cambridge University Press & Assessment 2022 v1
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Contents

Contents ...................................................................................................................................................................................................................................................... 3
Introduction .................................................................................................................................................................................................................................................. 4
Topic 1 God as creator ................................................................................................................................................................................................................................ 7
Topic 2 God as covenant-giver .................................................................................................................................................................................................................. 10
Topic 3 God as liberator ............................................................................................................................................................................................................................ 13
Topic 4 God as king ................................................................................................................................................................................................................................... 16
Topic 5 God as prophecy-giver ................................................................................................................................................................................................................. 18
Topic 6 Jesus as saviour ........................................................................................................................................................................................................................... 20
Topic 7 The Holy Spirit as guide ................................................................................................................................................................................................................ 22
Scheme of Work

Introduction
This scheme of work has been designed to support you in your teaching and lesson planning. Making full use of this scheme of work will help you to improve both
your teaching and your learners’ potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully. You
can choose what approach to take, and you know the nature of y our institution and the levels of ability of your learners. What follows is just one possible approach
you could take and you should always check the syllabus for the content of your course.
Suggestions for independent study (I) and formative assessment (F) are also included. Opportunities for differentiation are indicated as Extension activities; there is
the potential for differentiation by resource, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings for
activities and feedback are left to the judgment of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task is another
possible area for differentiation.

Guided learning hours

Guided learning hours give an indication of the amount of contact time you need to have with your learners to deliver a course. Our syllabuses are designed around
130 hours for Cambridge O Level courses. The number of hours may vary depending on local practice and your learners’ previous experience of the subject. The
table below give some guidance about how many hours we recommend you spend on each topic area.

Paper 1 topics Suggested teaching time (hours / % of the course) Suggested teaching order

1 God as creator It is recommended that this should take about 10 hours / 8% of the course. 1

2 God as covenant-giver It is recommended that this should take about 9 hours / 7% of the course. 2

3 God as liberator It is recommended that this should take about 10 hours / 8% of the course. 3

4 God as king It is recommended that this should take about 9 hours / 7% of the course. 4

5 God as prophecy-giver It is recommended that this should take about 9 hours / 7% of the course. 5

6
6 Jesus as saviour It is recommended that this should take about 9 hours / 7% of the course.
(or after Paper 2 is studied)

7 The Holy Spirit as guide It is recommended that this should take about 9 hours / 7% of the course. 7

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 Scheme of Work
Resources
Suggested resources are listed on the School Support Hub at www.cambridgeinternational.org/support. These have not been through the Cambridge quality process
but have been found suitable for use with various parts of the syllabus by teachers. This resource list includes website links providing direct access to internet
resources. Cambridge is not responsible for the accuracy or content of information contained in these websites. In addition to reading the syllabus, teachers should
refer to the updated specimen assessment materials.
Tools to support remote teaching and learning – Click here to find out about and explore the various online tools available for teachers and learners.

School Support Hub

The School Support Hub www.cambridgeinternational.org/support is a secure online resource bank and community forum for Cambridge teachers, where you can
download specimen and past question papers, mark schemes and other teaching and learning resources. We also offer online and face-to-face training; details of
forthcoming training opportunities are posted online. This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on
the School Support Hub at www.cambridgeinternational.org/support. If you are unable to use Microsoft Word you can download Open Office free of charge from
www.openoffice.org

Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge Assessment International Education is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site's owners (or their products/services).
The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only the
particular resources are recommended.

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Scheme of Work
How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
We have written this scheme of work for the Cambridge O Level Biblical Studies syllabus and it provides some ideas and suggestions of how to cover the content of
the syllabus. We have designed the following features to help guide you through your course.

Learning objectives help your learners by making it Suggested teaching activities give you lots of
clear the knowledge they are trying to build. Pass ideas about how you can present learners with
these on to your learners by expressing them as ‘We new information without teacher talk or videos.
are learning to / about…’. Try more active methods which get your
learners motivated and practising new skills.
Syllabus ref. Learning objectives Suggested teaching activities

The covenant To understand the 1. Read and discuss each text. What promises are made by God?
formation: formation of the
Genesis 15:1–7 covenant in the set Independent
2. Explore the idea of covenant in the context of the passages. What is the agreement that God makes? What do
and Genesis 17 texts humans have to do? study (I) gives
(Classroom To explain the place of 3. Explain the idea of covenant in Jewish thought – mention other expressions of the covenant and the idea your
that tolearners
be
Extension activities provide your
time: 3 hours) covenant in God’s theand
God’s chosen people, the Israelites needed to act or behave in certain ways. Explore Christian analysis of this opportunity
Jesus
more able learners with further plan for humanity to develop
as the bringer of the new, eternal covenant. For each expression of covenant, learners to be clear on what God does, their
challenge beyond the basic content of what humans do and the sign of the covenant. (I) Possible resource: https://www.youtube.com/watch?v=8ferLIsvlmI
own ideas and
To explain the
the course. Innovation and significance of understanding
4. Explore the idea of circumcision in Jewish ideology – firstly in terms of the sign of the covenant and then in its
independent learning are the basis of
circumcision significance in terms of Jewish identity. (I) without direct
these activities. input from you.
To analyse and 5. Make a table of arguments for and against the idea of the covenant in Genesis 17 being relevant to Christians today.
evaluate the concept Ask learners how this might be expanded to the covenant in general and its relevance today. Learners practise writing an
of covenant in AO2 response. (F)
modern-day
Christianity Extension activity: Look forward to Acts and the debate about how necessary circumcision is in the time of the new
covenant.

Past and specimen papers

Formative assessment (F) is on-going assessment
Past papers, specimen papers and mark schemes which informs you about the progress of your learners.
are available forPast/specimen at: mark schemes are available to download at www.cambridgeinternational.org/support
papers and
you to download (F) time to review what your learners
Don’t forget to leave
www.cambridgeinternational.org/support have learnt, you could try question and answer, tests,
quizzes, ‘mind maps’, or ‘concept maps’. These kinds of
Using these resources with your learners allows you to activities can be found in the scheme of work.
check their progress and give them confidence and
understanding.

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 Scheme of Work

Topic 1 God as creator

Syllabus ref. Learning objectives Suggested teaching activities

Texts to study: To understand the text 1. Read and understand the first creation story. Learners create a storyboard
Genesis 1–2 of Genesis 1–2 (www.twinkl.co.uk/teaching-wiki/storyboard) of the seven days of creation.

Content (based on texts): To apply the text to Learners state what aspects of the story surprise them on this reading (e.g. sun and moon not
The creation narratives: Genesis 1– Christian beliefs today until day four). (F)
2.
Different interpretations of the To analyse and 2. Explain that some take the Bible literally and some take it symbolically. Learners note down
Genesis text. evaluate the Genesis different interpretations on a scale from new earth creationism, old earth creationism, symbolic
The relationship between religion creation stories interpretation.
and the scientific views of creation.
3. Give key aspects of evolution (natural selection, survival of the fittest, random mutations,
(Suggested study time: 4 hours) adaptation over time) and compare these to the portrayal in Genesis 1 of the creation story.
To what extent are they compatible with the Christian view of God (e.g. God not in control, the
element of chance)?
Possible resource: https://www.youtube.com/watch?v=aMQxfUO1eN0

4. Examine the second creation story. Discuss whether this story contradicts the first creation
story. Make notes for and against. Learners write an evaluation of this issue and peer assess
quality of evaluation. (F)

5. Compare the similarities and differences of each story in terms of: what they tell us about God,
what they tell us about humanity, what they tell us about the relationship between humans the
planet, what they tell us about the relationship between God and humanity. Does the answer to
these questions change depending on whether or not you take the passages literally?

Extension activity: Research more about creationism www.youtube.com/watch?v=sIJCL7qhkgk

Text to study: To understand the text 1. Read Genesis 3, noting the role of God, the man, the woman and the serpent. What is the
Genesis 3 of Genesis 3 effect of the disobedience?

Content (based on texts): To explain the 2. Learners make a note of the meanings of the key terms: fall, original sin.
Doctrines of the fall and of original doctrines of the fall
sin and the importance of these and original sin in
doctrines in Christian thought. Christianity

7
Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Explain that original sin for some Christians has broken permanently the relationship between God
(Suggested study time: 3 hours) To analyse and and humanity. For others, it is less pessimistic and simply demonstrates the huge gap between
evaluate the Biblical God and his creation.
passage on the fall
Learners find three points for each of these two arguments and rank order these arguments. (F)
From this, explain the importance of reaching a balanced judgement on arguments.
Possible resource: https://www.youtube.com/watch?v=Kg2lkCxjMg8

3. Discuss whether the story of the fall is compatible with evolution. Discuss whether it is possible
to believe in original sin if you do not believe in the literal truth of Genesis 1–3.

4. Without notes, learners create a timeline of God and humanity through Genesis 1–3 to show the
changes in these first chapters of the Bible and to test recall. Explain that these three chapters set
the tone for the remainder of the Bible – and this course. (F)

Content (based on texts): To understand 1. Discuss what the key issues in the environment are. If creation is God’s gift to humans, what
Christian teachings on the Christian beliefs about should human attitudes be towards the environment?
environment and stewardship. the environment
2. Explain the concept of stewardship and compare it to the traditional concept of dominion. Which
(Suggested study time: 2 hours) To evaluate Christian do learners think is more relevant today, and why? Ensure that there are direct references to the
responses to the text.
environment
3. Learners research the work of one charity that works for environmental causes and write two
sentences to explain its work, and one sentence to explain why Christians might support it. Focus
on the quality of explanation in assessing: explaining why is different to explaining how. (I)(F)
Possible resource: www.greenpeace.org

4. Debate whether or not the environment is the most important moral issue for Christians today.

Extension activity: Does the fall change Christian attitudes to environmental issues?

Thematic content recap To recall and apply Allocate some time during the course to apply the findings from these texts to the themes that run
content from this topic through the whole paper: the portrayal of the nature of God in the texts, the relationship between
(Suggested study time: 1 hour) God and his people based on the texts, the relevance of these texts for Christian belief and
practice today. (I)(F)

Past and specimen papers

8
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

2024 Specimen Paper 01, Q3

(a) Describe what happened in the account in Genesis when the Lord could not find a helper for the man. [6]
(b) Explain why this passage might not be taken literally by some Christians. [6]
(c) Assess the view that Genesis has nothing to teach Christians about the creation of humanity. [8]

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Scheme of Work

Topic 2 God as covenant-giver

Syllabus ref. Learning objectives Suggested teaching activities

Text to study: To understand the call 1. Explain the text and the background to Abraham/Abram as the father of the Jewish nation.
Genesis 12:1–9 of Abram Explore the timeline from Judaism to Christianity. (I)

Content (based on texts): 2. Learners explore what the text reveals about God and what it reveals about the Jewish people’s
The call of Abram and the promises origins. Focus on the idea of promises.
made to him.

(Suggested study time: 1 hour)

Texts to study: To understand the 1. Read and discuss each text. What promises are made by God?
Genesis 15:1–7 formation of the
Genesis 17 covenant in the set 2. Explore the idea of covenant in the context of the passages.
texts • What is the agreement that God makes?
Content (based on texts): • What do humans have to do?
The covenant formation. To explain the place of
covenant in God’s plan 3. Explain the idea of covenant in Jewish thought – mention other expressions of the covenant
(Suggested study time: 3 hours) for humanity and the idea that to be God’s chosen people, the Israelites needed to act or behave in certain
ways. Explore Christian analysis of this and Jesus as the bringer of the new, eternal covenant. For
To explain the each expression of covenant, learners to be clear on what God does, what humans do and the
significance of sign of the covenant. (I)
circumcision Possible resource: https://www.youtube.com/watch?v=8ferLIsvlmI

To analyse and 4. Explore the idea of circumcision in Jewish ideology – firstly in terms of the sign of the covenant
evaluate the concept and then in its significance in terms of Jewish identity. (I)
of covenant in modern-
day Christianity 5. Make a table of arguments for and against the idea of the covenant in Genesis 17 being
relevant to Christians today.

For Against
• •

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Ask learners how this might be expanded to the covenant in general and its relevance today.

Learners practise writing an AO2 response. (F)

Extension activity: Look forward to Acts and the debate about how necessary circumcision is in
the time of the new covenant.

Texts to study: To understand the 1. Read the story of the test of Abraham.
Genesis 22:1–19 testing of Abraham
Learners discuss with class the best way to learn passages and to reflect on their own practice to
Content (based on texts): To analyse and try to improve their techniques. (F) Possible resource:
God testing Abraham. evaluate whether or https://www.youtube.com/watch?v=74ZGVQybNT4
not God tests his
(Suggested study time: 2 hours) people today 2. Learners write a paragraph explaining this passage’s relevance for modern-day Christianity.
Groups of learners bring together ideas to draw out the possible teaching points from the passage.
(F) Possible resource: https://www.youtube.com/watch?v=sR4AT0LMJ5c

3. Learners draw on their own experiences to discuss examples of whether or not God tests his
people today. Stimulus material could include the idea of COVID-19 being a test from God (e.g. to
bring out human compassion) or other contemporary issues that provoke discussion. Write
arguments for and against. (I)(F)

Areas for evaluation (see To analyse and 1. Discuss/brainstorm how God might speak to people today (e.g. in prayer, worship, nature).
syllabus) evaluate the extent to Draw out/elicit the difference between direct and indirect revelation.
which God still speaks
(Suggested study time: 2 hours) to his people today Discuss: Is this undermined by the infrequency of it happening?

To analyse and Create a table for and against and give each argument a mark out of 5 (or 10) to help learners to
evaluate the extent to understand how to weigh up an argument.
which the portrayal of
God in these texts is For Against
compatible with a God • •
of love

Learners write their own judgements at the end as if they were evaluation paragraphs. (F)(I)
Possible resource: https://www.youtube.com/watch?v=pB3Zz6WZzKY

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

2. Debate whether or not God’s love is shown in this section of Genesis.

• Is it loving to test anyone?
• Is the covenant the ultimate sign of love?

Extension activity: Consider what love really means using 1 Corinthians 13 and discuss how this
changes the discussion. This could be considered further by looking at the notion of agape as
found in Situation Ethics.
Possible resource: https://www.youtube.com/watch?v=JkONup8z2Qc

Thematic content recap To recall and apply Allocate some time during the course to apply the findings from these texts to the themes that run
content from this topic through the whole paper: the portrayal of the nature of God in the texts, the relationship between
(Suggested study time: 1 hour) God and his people based on the texts, the relevance of these texts for Christian belief and
practice today. (I)(F)

12
 Scheme of Work

Topic 3 God as liberator

Syllabus ref. Learning objectives Suggested teaching activities

Text to study: To understand the text 1. Read and discuss Exodus 3 and make note of things that relate to what God reveals about
Exodus 3 of Exodus 3 himself; what we learn about Moses’s mission.
Possible resource: https://www.youtube.com/watch?v=XYW-lmfbk2Y
Content (based on texts): To explain how God
Moses and the Exodus narrative. reveals himself to his 2. Agree a definition of revelation. What clues in the passage are there that this is a divine
people moment? (E.g. nature of burning bush, how ‘other’ the moment is).
(Suggested study time: 3 hours)
To analyse and 3. Explore modern examples of God revealing himself.
evaluate whether or • Can God reveal through nature? The Bible? Or only direct visions, dreams, etc?
not Pharaoh could • Do any modern revelations of God match the extent of Moses’s experience? (I)
have stopped the
Israelites from leaving Extension activity: Analyse and evaluate the points made at
Egypt https://africa.thegospelcoalition.org/article/are-dreams-and-visions-messages-from-god-africa-
study-bible/

4. Small groups of learners come up with one argument for or against the idea that Pharoah could
never have stopped the Israelites from leaving Egypt. Write at the top of a piece of paper. Pass
the paper to the next group who have to write textual evidence to back up the point. Pass to next
group who have to provide a counterargument to this point.

Draw together to practise evaluation skills, using the levels of response (generic mark scheme) to
understand the role of points, evidence and counterarguments to help to reach an individual
judgement. (F)

Extension activity: Compare the call of Moses to the call of Abram.

Texts to study: To understand the text 1. Explore the text of Exodus 12:1–30.
Exodus 12:1–30: The Passover of the Passover • What do we learn about God from the passage?
• Do learners think this is a good representation of God – would they want a new Christian
(Suggested study time: 3 hours) To understand and to know God in this way?
analyse the place of Possible resource: https://www.youtube.com/watch?v=T02AYe0jh08
the Passover in the
Christian 2. How does this passage contribute to the arguments discussed in activity 4 above?

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

understanding of 3. Discuss the symbolism of the Passover: God delivering his people from slavery. Explore the
salvation elements of the meal. Link to the modern seder meal if desired.
• What do we learn about God from this passage?
To apply and analyse • What is the role within salvation history? (I)
the teaching of the
Passover to the 4. Explore Christian readings of the text and links to modern Christian practice: through Jesus,
Christian God delivered the whole world from slavery to sin. Jesus as the Passover Lamb, a sacrifice who
understanding of the was slain so that God would pass over the world. The Eucharist as an adapted Passover feast:
Eucharist the unleavened bread and wine echoing God saving the Israelites from Egypt. Explore the idea
that for some Christians, the Eucharist brings the sacrifice of Jesus once more to the altar.
Opportunities for independent research. (I)
Possible resources: https://www.learnreligions.com/bible-feast-of-passover-700185 /
https://medium.com/koinonia/how-the-lords-supper-is-linked-to-the-passover-21f79d336d53
https://www.youtube.com/watch?v=Rw6MCQTVPBQ

Text to study: To understand the text 1. Explain the passage. Learners explore what is learnt about God (including how God reveals
Exodus 14 of the passage. himself in this passage). What further does this add to the ongoing discussion about whether or
not Pharaoh could have stopped the Israelites from leaving Egypt?
(Suggested study time: 2 hours) To evaluate the extent Possible resource: https://www.youtube.com/watch?v=OT0eX7FZXv4
to which the Exodus
helps the Christian 2. Evaluate whether or not the God of Exodus is the God that Christians would expect to worship.
understanding of Learners write a three-paragraph response to this: for, against and a judgement and peer assess.
salvation (F)

3. Evaluate whether or not Christians better understand the idea of salvation from the three set
texts in this topic or whether Christians learn more from Jesus’s life and death. Hold a class
discussion and learners note down the strongest two or three arguments each way. Learners note
their own judgement down, too. (F)

Content (based on texts): To analyse and 1. Explain that the idea of miracles recurs throughout the course. Explore local examples of
The way God acts in the world evaluate the extent to miracles.
through his miracles. which God acts in the • What is the role of faith, trust, prayer?
world through miracles • Are these examples of a miracle ways of God revealing himself to the world? (I)
(Suggested study time: 1 hour) and the people he
calls 2. Compare the miracles to the acts of power found in Exodus. What are the similarities and
differences?

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Thematic content recap To recall and apply Allocate some time during the course to apply the findings from these texts to the themes that run
content from this topic through the whole paper: the portrayal of the nature of God in the texts, the relationship between
(Suggested study time: 1 hour) God and his people based on the texts, the relevance of these texts for Christian belief and
practice today. (I)(F)

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

2024 Specimen Paper 01, Q2

(a) Read the following passage and then answer the questions: Exodus 14:1–2, NRSVA Then the Lord said to Moses: ‘Tell the Israelites to turn back and camp in
front of Pi-hahiroth, between Migdol and the sea …’
(i) State two reasons why the Lord says he will harden Pharaoh’s heart. [2]
(ii) Outline what the Israelites said to Moses when they saw the Egyptians advancing on them. [4]
(b) Explain what this story might teach about God and his relationship with people. [6]
(c) Assess the view that the God of Exodus would not have let Pharaoh kill the Israelites. [8]

15
Scheme of Work

Topic 4 God as king

Syllabus ref. Learning objectives Suggested teaching activities

Texts to study: To understand the call 1. Explore the passage. What is the message about God’s way of choosing people?
1 Samuel 16:1–13 of David
2. Explain what calling/vocation mean for Christians. Explore local examples of this (e.g. local
Content (based on text): To explain Christian ministers/priests, famous Christians). (I)
The way in which God chose and views on vocation
appointed David. Extension activity: Find out about the call of Mary and Paul. How are these calls
The idea of calling or vocation in similar/different?
Christian thought.
3. Compare the call of David to Abraham and Moses. Discuss:
(Suggested study time: 2 hours) • Does God have just one plan for each person?
• What are the implications of each view?
Possible resource: https://www.youtube.com/watch?v=JCP2zWaJlGc

Text to study: To understand the 1. Read and storyboard (www.twinkl.co.uk/teaching-wiki/storyboard) the passage. What does this
1 Samuel 17 story of David and passage suggest about the nature of God? (F)
Goliath
Content (based on text): 2. Explain the notions of a holy war and a just war. Learners research arguments for and against
David and Goliath. To analyse and the issue of whether or not Christians should ever go to war. Refer to relevant contemporary
evaluate Christian examples if desired. (I)
Area for evaluation: attitudes to war Possible resource: https://www.youtube.com/watch?v=3F6vdlhXUCs
Whether it can ever be right for
modern-day Christians to go to war. 3. Randomly select sides in the debate and learners debate the issue with no further preparation.
Learners take time to write up the discussion, choosing the most important points for and against.
(Suggested study time: 2 hours) (F)

Texts to study: To understand God’s 1. Read the 2 Samuel passage. Spend time breaking it down as it is more complex than some
2 Samuel 7 covenant with David passages.
Isaiah 9:2–7 • What is God promising?
To understand the • What does God require from humans?
Content (based on texts): prophecy of Isaiah • How is the passage similar/different to the covenant with Abraham (and other Biblical
God’s covenant with David. about the Messiah covenants, if previously examined)?
Possible resource: https://www.youtube.com/watch?v=3LL6_979GNE
Area for evaluation: To explain the role of
the Messiah in Biblical

16
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

The extent to which God’s covenant Jewish and Christian 2. Discuss/brainstorm what learners know about the Jewish expectations of the Messiah (in
with David helps the Christian thought Biblical times). Explore the idea of the Messiah as priest, prophet and king and the culmination of
understanding of the Messiah. salvation history. Does 2 Samuel match this?
To analyse and
(Suggested study time: 3 hours) evaluate the role of 3. Read the Isaiah passage. Does this add to the learners’ understanding of the expectations of
these texts in Christian the Messiah?
beliefs about the
Messiah 4. To what extent was Jesus the Messiah expected by these two passages? Refer to the idea of
the Messiah as priest, prophet and king and explore how a prophet speaks God’s word to the
people, a king speaks the people’s word to God and a priest mediates between the two. Does the
Messiah fit these expectations?
Possible resource: https://www.youtube.com/watch?v=3dEh25pduQ8

Extension activity: Read further in 1 and 2 Samuel to find out more about the life of David.

Area for evaluation: To analyse and 1. Discuss/brainstorm what learners expect from an earthly monarch.
The extent to which God is a king. evaluate the extent to
which God matches 2. Discuss the extent to which God meets or does not meet these expectations.
(Suggested study time: 1 hour) expectations about
kingship 3. Hold a silent debate around the learning objective for these lessons. Ensure that learners give
evidence to back up the perspectives offered. Record arguments and judgements. (F)
Possible resource: https://www.youtube.com/watch?v=cjG2OZcAWOo

Thematic content recap To recall and apply Allocate some time during the course to apply the findings from these texts to the themes that run
content from this topic through the whole paper: the portrayal of the nature of God in the texts, the relationship between
(Suggested study time: 1 hour) God and his people based on the texts, the relevance of these texts for Christian belief and
practice today. (F)(I)

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

2024 Specimen Paper 01, Q4

(a) Outline the description of Goliath in 1 Samuel. [6]
(b) Explain how Christians might apply the story of David and Goliath in their lives today. [6]
(c) ‘A king is nothing more than a representative of God on earth.’ Discuss. [8]

17
Scheme of Work

Topic 5 God as prophecy-giver

Syllabus ref. Learning objectives Suggested teaching activities

Texts to study: To understand the role 1. Explore the different roles of prophets – as those who speak God’s word into society, as those
Isaiah 52:13–53:12 of prophets in the Bible who comment on social issues, as those who occasionally look forward to a particular future.

Content (based on text): To understand the Extension activity: To what extent was Jesus a prophet?
The prophecy of the Messiah in suffering servant
Isaiah. prophecy 2. Read the prophecy of the suffering servant. Linked to the previous topic, to what extent is
Isaiah’s prophecy relevant to Jesus the Messiah?
(Suggested study time: 1 hour) Possible resource: https://www.youtube.com/watch?v=S93YFoqhFR0

Texts to study: To understand Isaiah’s 1. Read the passage. What is the situation that Isaiah is commenting on? What transformation is
Isaiah 59:1–19 prophecy in chapter 59 promised?

Content (based on texts): To analyse and 2. Discuss/brainstorm areas of injustice in the world.
Isaiah’s prophecy about injustice. evaluate Christian • How do Christians react to these?
roles in terms of issues • Do they do enough? (I)
Area for evaluation: of injustice Possible resource: www.caritas.org
The extent to which a Christian
should be involved with issues of 3. Debate whether Christians should think about injustice around the world or just in their local
injustice. communities.
Possible resource: https://www.youtube.com/watch?v=xytnsyke-Kc
(Suggested study time: 2 hours)
Extension activity: Research liberation theology and arguments for and against its approach. (I)

Texts to study: To understand the 1. Understand the background of Jonah and the key themes.
Jonah 1–4 book of Jonah Possible resource: https://www.youtube.com/watch?v=dLIabZc0O4c

(Suggested study time: 4 hours) To analyse and 2. Map out the text of the book of Jonah. (F)
evaluate the text of
Jonah 3. Discuss whether or not Jonah recounts an actual event. To what extent does it matter?

4. What does the book of Jonah teach about God and humanity?
Possible resource: https://www.youtube.com/watch?v=GW3hl9R5RK0

18
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

5. Learners discuss whether Jonah has any relevance to Christians today and explain their final
judgement to a partner. Partner is then to summarise the view offered to the class and choose one
other member of the class to give an immediate response to the judgement. Learners record key
points. (F)

Area for evaluation: To analyse and 1. Discuss the extent to which the world needs prophets like Isaiah and Jonah nowadays.
Whether God speaks through evaluate the role of
prophets in Christianity today. prophets in modern 2. Explore the idea of Christian prophets. Use local examples or the internet to source ideas. (I)
society Possible resources:
(Suggested study time: 1 hour) http://advocate.jbu.edu/2021/03/16/the-use-of-prophets-in-the-modern-church-today
https://www.youtube.com/watch?v=giwsNdHReYY

3. Learners reach a judgement about the relevance of modern prophets in Christianity today. (F)

Thematic content recap To recall and apply Allocate some time during the course to apply the findings from these texts to the themes that run
content from this topic through the whole paper: the portrayal of the nature of God in the texts, the relationship between
(Suggested study time: 1 hour) God and his people based on the texts, the relevance of these texts for Christian belief and
practice today. (F)(I)

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

2024 Specimen Paper 01, Q1

(a) Read the following passage and then answer the questions: Isaiah 52:13, NRSVA ‘See, my servant shall prosper; he shall be exalted and lifted up, and shall
be very high.’
(i) Outline how Isaiah describes the suffering servant. [3]
(ii) Outline how Isaiah says that people would react to the suffering servant. [3]
(b) Explain what Isaiah’s prophecy about the suffering servant might teach Christians today. [6]
(c) ‘Jesus was more of a saviour than a prophet.’ Discuss. [8]

19
Scheme of Work

Topic 6 Jesus as saviour

Syllabus ref. Learning objectives Suggested teaching activities

Texts to study: To understand the 1. Read and explore the passage. What is learnt about Jesus in the passage?
Acts 4:1–12 portrayal of Jesus in Book of Acts film: https://www.youtube.com/watch?v=q5bTIUrUw0M
this passage Bible Project playlist on Acts:
(Suggested study time: 1 hour) https://www.youtube.com/watch?v=CGbNw855ksw&list=PLXTZrWkqeyvwuJh_CF3Djo_XEDnukD
_x2

Extension activities: Any work expanding learner understanding about the portrayal of the birth
of the early church in Acts could be of interest.

Texts to study: To understand and 1. Read and create timeline of the passage. How does it relate to the work done earlier in the
Acts 13:16–47 evaluate the portrayal course? (F)
of Jesus as the
(Suggested study time: 1 hour) fulfilment of salvation 2. To what extent is this an accurate representation of Jesus?
history

Texts to study: To understand how the 1. Explore the passage.

Acts 17:16–34 church changed their • What are the key differences to the other speeches studied?
message for different • How might it have appealed to the Athenians?
(Suggested study time: 2 hours) audiences
2. Recap the three speeches. Overall, what is the contribution to the key themes of the paper: the
nature of God and the relationship between God and people?

3. Discuss the relevance of the three passages for Christian belief and practice today.
• Can Christians learn from the techniques in Acts?
• Can Christians learn from the theology of the passages? (F)

Texts to study: To understand the 1. Explore the background to 1 Corinthians. (I)

1 Corinthians 1:18–25 context of Paul’s Possible resource: https://www.youtube.com/watch?v=yiHf8klCCc4
teaching on the
(Suggested study time: 1 hour) resurrection in 1 2. Read the passage.
Corinthians • Why is it so significant?
• What does it suggest about the death and resurrection of Jesus?

3. How has the message changed in this passage? Consider audience, purpose of the letter and
context of the book.

20
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Texts to study: To understand and 1. Read the passage. What is promised about the afterlife?
1 Corinthians 15:12–19 analyse Christian
teachings about the 2. Explain that teaching on the afterlife differs considerably from the teachings of Judaism found in
(Suggested study time: 1 hour) afterlife in 1 the Old Testament. Does this increase or decrease the idea that Jesus is the Jewish Messiah?
Corinthians
Extension activity: Consider 1 Thessalonians 4:13–18 with a commentary. The idea in the
earliest New Testament text that some believers had died seems like a surprise to Paul.
• Could this have shaped the theology of the remainder of the New Testament?
• What are the possible implications for Christian belief?

Areas for evaluation (see To evaluate whether 1. Discuss whether the focus for Christians should be this life or the next.
syllabus) Christianity focuses
too much on life after 2. Discuss whether Jesus’ death and resurrection are more important than understanding God’s
(Suggested study time: 2 hours) death whole plan for humanity (or indeed, Jesus’ life).

To analyse the extent 3. Learners divide into four groups to build the arguments for and against this topic’s two
to which Jesus’ death questions. Each member of the group to join with one person from each of the other groups to
and resurrection are create model answers to essays based on these topics. (F)
the most important
beliefs in Christianity

Thematic content recap To recall and apply Allocate some time during the course to apply the findings from these texts to the themes that run
content from this topic through the whole paper: the portrayal of the nature of God in the texts, the relationship between
(Suggested study time: 1 hour) God and his people based on the texts, the relevance of these texts for Christian belief and
practice today. (F)(I)

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

21
Scheme of Work

Topic 7 The Holy Spirit as guide

Syllabus ref. Learning objectives Suggested teaching activities

Acts 2:1-41 To understand Peter’s 1. Read the speech and learners write down the effect of the Holy Spirit and the key teaching
speech at Pentecost points of the speech.
(Suggested study time: 1 hour) • What surprises learners about the passage?
To evaluate the extent • What is the role of baptism?
to which the spread of
the early church would 2. Unpack the effect of the Holy Spirit as one that inspires the apostles, causes Peter to talk with
have been possible confidence, reverses Babel (speaks in tongues), fulfils prophecies, etc. Explain that some people
without the events of call the book of Acts the ‘Gospel of the Holy Spirit’ and that it is about the work of the Holy Spirit.
the Day of Pentecost Refer to the previous topic and the overview of Acts: would that power have been possible without
the Holy Spirit? Record key learning in a mind map. (F)

Extension activity: Compare the worship of different Christian denominations and their emphasis
on the Holy Spirit (e.g. Roman Catholics and Pentecostals).

Acts 8:26-40 To compare Peter’s 1. Read the Acts 8 passage. Explain that the Holy Spirit guides Philip to Samaria – the first step in
Acts 10 encounter with the Word moving beyond Judaism.
Cornelius to Philip’s • What do we see of the Holy Spirit in this passage?
(Suggested study time: 2 hours) encounter with the • What is the role of baptism?
Ethiopian eunuch Possible resource: https://www.youtube.com/watch?v=On_7hqI6hFg

To evaluate the extent 2. Read the Acts 10 passage. Explain the context of unclean foods in Jewish Law.
to which evangelism • What is the link between baptism and the Holy Spirit?
as seen in Acts is • Which is more important in this passage: the Holy Spirit or the vision?
relevant to modern- Possible resource: https://www.youtube.com/watch?v=YfK0CaZ1N9M
day Christianity
3. Analyse the approach to evangelism found in Acts. Focus on speeches, trust in the Spirit,
different messages for different people. Class debate whether or not there is anything for
Christians today to learn from this approach. (F)

Content and evaluation To understand the role 1. What were the learners’ conclusions when visions were examined earlier in the course? Does
of visions in the early this topic change their view? Examine local examples of visions.
(Suggested study time: 2 hours) church and in modern- Possible resource: https://www.bennyhinn.org/enewsletter/how-to-recognize-god-given-visions/
day Christianity Why might there have been more visions in the Bible than in modern life? (F)

22
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

To evaluate whether 2. Discuss the role of baptism in Christianity. Learners could discuss arguments for/against
baptism is essential for infant/believers’ baptism.
entry into the Christian • What is the role of baptism in the three passages in Acts?
community today • Is modern Christianity faithful to this view?

3. Learners prepare a 1-minute speech on one of the viewpoints and present to the class. A
nominated person is to refute the speech without preparation. (I)(F)
Possible resource: https://www.youtube.com/watch?v=Za4KCjQpWow

Galatians 5:13-26 To analyse and 1. Read the passage and learn the lists of works of the flesh and fruits of the Spirit.
evaluate the extent to • What does this passage teach Christians further about the Holy Spirit?
(Suggested study time: 2 hours) which the Holy Spirit is • Is the Holy Spirit a guide or a way of life?
a guide for modern- Discuss other areas of interest to the learners, e.g. confirmation, speaking in tongues, etc.
day Christians Possible resource: https://www.youtube.com/watch?v=oNNZO9i1Gjc

2. Write an essay on the learning objective’s theme and peer assess for evaluation skills. (F)

Extension activity: Look up a background to Galatians and explore as a class. (I)

Possible resource: https://en.wikipedia.org/wiki/Epistle_to_the_Galatians

Thematic content recap To recall and apply 1. Allocate some time during the course to apply the findings from these texts to the themes that
content from this topic run through the whole paper: the portrayal of the nature of God in the texts, the relationship
(Suggested study time: 2 hours) between God and his people based on the texts, the relevance of these texts for Christian belief
and practice today. (F)(I)

2. Learners debate the relative relevance of the different topics for Christian belief and practice
today. Record key learning. (F)

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

2024 Specimen Paper 01, Q5

(a) Outline the vision of Cornelius in Acts, including Cornelius’s reaction. [6]
(b) Explain the importance of this vision in the development of the early church. [6]
(c) To what extent should Christians always wait for God’s guidance before making a big decision? [8]

23
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