Scheme of Work – Paper 2

Cambridge O Level
Biblical Studies 2035

For examination from 2024

© Cambridge University Press & Assessment 2022 v1 (updated October 2024)
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Scheme of Work

Contents
Introduction .................................................................................................................................................................................................................................................. 4
Topic 1 The political and religious background to the life and times of Jesus ............................................................................................................................................ 7
Topic 2 Key events in the life of Jesus until the transfiguration .................................................................................................................................................................. 9
Topic 3 Key events in the last week of Jesus’ life, including his resurrection and ascension ................................................................................................................... 12
Topic 4 Conflict and opposition to Jesus ................................................................................................................................................................................................... 15
Topic 5 The miracles of Jesus ................................................................................................................................................................................................................... 17
Topic 6 The parables of Jesus .................................................................................................................................................................................................................. 20
Topic 7 The teaching and sayings of Jesus .............................................................................................................................................................................................. 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 your 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 2 topics Suggested teaching time (hours / % of the course) Suggested teaching order

1 The political and religious background to 1

It is recommended that this should take about 7 hours/ 5% of the course.
the life and times of Jesus (or interleave with other topics)

2 Key events in the life of Jesus until the

It is recommended that this should take about 10 hours/ 8% of the course. 2
transfiguration

3 Key events in the last week of Jesus’ life,

It is recommended that this should take about 12 hours/ 9% of the course. 3
including his resurrection and ascension

4 Conflict and opposition to Jesus It is recommended that this should take about 7 hours/ 5% of the course. 4

5 The miracles of Jesus It is recommended that this should take about 12 hours/ 9% of the course. 5

6 The parables of Jesus It is recommended that this should take about 11 hours/ 8% of the course. 6

7 The teachings and sayings of Jesus It is recommended that this should take about 6 hours/ 5% of the course. 7

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 Scheme of Work
Resources
Suggested resources are listed on the School Support Hub. These have not been through our 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 International Education 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 specimen assessment
materials.
Teaching tools – designed to help you to deliver interactive classroom activities and engage learners.
Tool to support remote teaching and learning – find out about and explore the various online tools available for teachers and learners.

School Support Hub

The School Support Hub is a secure online resource bank and community for Cambridge teachers, where you can download specimen and past question papers,
mark schemes and other teaching and learning resources. This scheme of work is available as PDF and an editable version in Microsoft Word format. 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 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

Content: To understand the 1. Learners research the Zealots, Pharisees and Sadducees and explore each group’s characteristics and beliefs about
The Zealots religious background the Messiah. Present findings to the class.
The gentiles at the time of Jesus Possible resources: http://rokreligiouseducation.com/wp-content/uploads/2018/04/CROFvol4-04.pdf Independent
The Pharisees www.youtube.com/watch?v=gcpXLOlk8yw study (I) gives
and Sadducees
2. Explain the meaning of gentiles as non-Jews. What learning from Paper 1 shows the role of the gentiles? your
(F) learners
Extension activities provide
The temple and your the opportunity
more able learners with further
the synagogue to develop their
3. Explore the purpose and layout of the temple and contrast it with the role of the synagogue in early first century
challenge beyond the basic content of Jerusalem. own ideas and
Jewish Possible resources: www.youtube.com/watch?v=QQQyNVw8Pf4
the course. Innovation
Messianicandhopes www.youtube.com/watch?v=wTnq6I3vUbU understanding
independent learning areofthe basis of
at the time https://en.wikipedia.org/wiki/Temple_in_Jerusalem without direct
these activities. Jesus input from you.
4. Learners work in groups to write 6-mark questions on each topic and to pass answers around the group for peer
2 hours marking. (F)

Extension activity: Research the Essenes. (I)

Past and specimen papers

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

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 Scheme of Work

Topic 1 The political and religious background to the life and times of Jesus

Syllabus ref. Learning objectives Suggested teaching activities

Content: To understand the 1. Explain that the religious and political backgrounds at the time of Jesus were not as distinct as
Jewish rule at the time of Jesus. political background at in the modern day.
Roman rule at the time of Jesus. the time of Jesus
2. Examine a map and key background. Learners note down aspects of Jewish rule. Opportunities
(Suggested study time: 1 hour) for independent research. (I)
Possible resource:
www.britannica.com/biography/Jesus/Jewish-Palestine-at-the-time-of-Jesus
3. Conduct a similar exercise with Roman rule. (I)
Learners summarise learning as if for a 6-mark question. (F)
Possible resource: https://enterthebible.org/time-period/judea-during-roman-rule

Content: To understand the 1. Learners research the Zealots, Pharisees and Sadducees and explore each group’s
The Zealots. religious background characteristics and beliefs about the Messiah. Present findings to the class.
The gentiles. at the time of Jesus
Possible resources:
The Pharisees and Sadducees.
The temple and the synagogue. http://rokreligiouseducation.com/wp-content/uploads/2018/04/CROFvol4-04.pdf
Jewish Messianic hopes at the time
of Jesus. www.youtube.com/watch?v=gcpXLOlk8yw

(Suggested study time: 2 hours) 2. Explain the meaning of gentiles as non-Jews. What learning from Paper 1 shows the role of the
gentiles? (F)
3. Explore the purpose and layout of the temple and contrast it with the role of the synagogue in
early first century Jerusalem.
Possible resources: www.youtube.com/watch?v=QQQyNVw8Pf4
www.youtube.com/watch?v=wTnq6I3vUbU
https://en.wikipedia.org/wiki/Temple_in_Jerusalem
4. Learners work in groups to write 6-mark questions on each topic and to pass answers around
the group for peer marking. (F)
Extension activity: Research the Essenes. (I)

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Content: To understand and 1. Explain the key aspects of each of the synoptic gospels.
The portrayal of Jesus in each of evaluate the key
Possible resource:
the synoptic gospels. features of each of the
https://owlcation.com/humanities/Comparing-the-Gospels-Matthew-Mark-Luke-and-John
The readership and purpose of synoptic gospels
each of the synoptic gospels. 2. Divide learners into three groups to research each of the three synoptic gospels further. Present
back to class under the headings: purpose, audience, portrayal of Jesus, key features. (F)
(Suggested study time: 2 hours)
Possible resource: www.youtube.com/watch?v=xrzq_X1NNaA
3. Debate whether or not the synoptic gospels are essentially different. Opportunity for
independent research. Learners write a judgement on this issue. (F)
Possible resource: www.youtube.com/watch?v=SePTy5VDLLI
Extension activities: Examine further the synoptic problem. (I)
Possible resource: https://en.wikipedia.org/wiki/Synoptic_Gospels#Synoptic_problem

Areas for evaluation (see To analyse and 1. Link to the previous lessons by writing at least three points for and against whether the different
syllabus) evaluate the purposes of the gospel writers have shaped their portrayals of Jesus. Encourage learners to come
background to the back to this list as they study the texts for this paper.
(Suggested study time: 2 hours)
synoptic gospels
2. Learners write an essay exploring whether having knowledge of the historical setting of the
gospels helps with an understanding of the life of Jesus. Another learner takes an essay and
writes a plan using it: arguments for, against and the judgement.
Bring together the class views and create a large set of arguments for and against.
Rank order these arguments to encourage learners to build judgements based on the weight of
evidence. (F)

Past and specimen papers

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

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 Scheme of Work

Topic 2 Key events in the life of Jesus until the transfiguration

Syllabus ref. Learning objectives Suggested teaching activities

Texts to study: To understand the 1. Examine both Matthew’s and Luke’s birth narratives. Create a Venn diagram showing the
Matthew 1:18–2:23 birth and infancy similarities and differences between each one – content and emphasis and meaning. To be done
Luke 2:1–40 stories, including the as a class or independently. (I)
Luke 2:41–52 boy Jesus in the
temple
(Suggested study time: 3 hours)
To analyse and
evaluate whether the
birth stories in
Matthew and Luke are
historic accounts and
whether they share the
same purpose Possible resource: https://lovinggodwithallyourmind.com/pdfs/jesus-birth-stories.pdf
2. Explore key features of the historicity of the birth stories – date, events, etc. From this, explore
why Matthew and Luke may have had different approaches.
• What symbolic elements are part of the passages?
• What are the arguments for and against them having the same purpose?
• Does it matter to the believer today whether or not they do share a purpose?
• Can be done as a class or as a research assignment. (I)
Possible resource: www.youtube.com/watch?v=_OLezoUvOEQ
3. Examine the story of Jesus in the Temple, aged 12. What does this passage reveal about the
person and future work of Jesus and his relationship with God?
4. Class debate whether or not it is important to know exactly what happened at and after the birth
of Jesus for modern-day Christians. Record arguments and judgements as appropriate. (F)
Extension activity: Identify Christmas traditions from around the world and decide whether each
is Biblically based, true to the religious spirit of Christmas or a secular invention.

Texts to study: To understand the 1. Read the passage of the baptism of Jesus. What does this reveal about God and the person
Matthew 3:13–17 baptism and and work of Jesus?
Luke 4:1–15 temptations of Jesus
Possible resource: www.thegospelcoalition.org/essay/the-baptism-of-jesus/
(Suggested study time: 1 hour)

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

2. What does the account of the temptation of Jesus show about Jesus? Does the passage show
Jesus to be more divine or more human? Learners examine the evidence for each and come to a
judgement. (F)
Possible resources:
www.youtube.com/watch?v=0k4GbvZUPuo&list=RDCMUCVfwlh9XpX2Y_tQfjeln9QA&index=2
www.youtube.com/watch?v=3Dv4-n6OYGI

Texts to study: To analyse and 1. Explain the role of John the Baptist in the story of Jesus. Explain that John was a prophet but
Luke 3:1–20 evaluate the extent to Jesus was more than a prophet and compare the two.
which John the
1 hour Possible resource: www.youtube.com/watch?v=-SHS3Uf1YtQ
Baptist’s role and
ministry were 2. Examine the importance of Luke including historical details here.
important
3. Learners create a factsheet about John the Baptist. (F)(I)
Possible resource: www.biblestudytools.com/dictionary/john-the-baptist/

Texts to study: To understand two 1. Examine the passage from Luke.

Luke 4:16–30 texts in relation to the
Matthew 16:13–20 identity of Jesus • What is the relevance of the passage’s focus on the Isaiah quotation?
• Is the passage more Jewish or universal in nature?
(Suggested study time: 3 hours) To analyse and • From learners’ knowledge of Jesus, how did Jesus cope with rejection?
evaluate the extent to
which the titles of Possible resource: www.youtube.com/watch?v=PmO5v95fbEo
Jesus are helpful 2. Examine the passage from Matthew. Why might different people have been confused about the
identity of Jesus?
3. Explore the key titles: Messiah, Son of God, Son of Man.
• What evidence for each of these titles is there in the gospels?
• What do the titles mean in Jewish tradition?
Debate the extent to which they confuse, rather than clarify understanding of the person and work
of Jesus – use large paper around the room to create a whole class silent debate in order to keep
focused on the issues as a whole. Record key points as evidence of learning. (F)
Possible resources: www.youtube.com/watch?v=z6cWEcqxhlI
www.youtube.com/watch?v=3dEh25pduQ8

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Extension activity: Explore further the titles of Jesus by looking at other titles: Lord, Emmanuel,
Son of David, Rabbi, Logos (for example).
• Which of these titles are helpful to Christians today?
• Which could be said to be distractors? (I)

Texts to study: To understand the 1. Explore the passage as a foretaste of the resurrection.
Matthew 17:1–13 transfiguration of
Jesus • What is the relevance of Moses and Elijah?
(Suggested study time: 1 hour) • What new aspects of the person and work of Jesus does it reveal?
Emphasise the change in pace at this point in the gospel narratives.
Possible resource: www.blueletterbible.org/faq/don_stewart/don_stewart_786.cfm
Extension activity: Unpack the symbolism textually of aspects of the Transfiguration, for example
using: https://en.wikipedia.org/wiki/Transfiguration_of_Jesus

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 application of the texts for Christian belief and practice today and
(Suggested study time: 1 hour)
how the texts might demonstrate aspects of God’s overall plan for humanity. (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 02, Q1
(a) Read the following passage and then answer the questions: Luke 2:1, 3, NRSVA In those days a decree went out from Emperor Augustus that all the world
should be registered … All went to their own towns to be registered.
(i) State the purpose of all the world being registered as mentioned in this passage. [2]
(ii) Suggest reasons why this registration was relevant to Luke’s story of the birth of Jesus.[4]
(b) Explain the Jewish attitude to the Roman occupation of Palestine at the time of Jesus. [6]
(c) To what extent are the birth stories in the gospels the same story told in different ways? [8]

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Scheme of Work

Topic 3 Key events in the last week of Jesus’ life, including his resurrection and ascension

Syllabus ref. Learning objectives Suggested teaching activities

Texts to study: To understand Jesus’ 1. Explain the symbolism of the entry into Jerusalem and then read the passage so that learners
Luke 19:28–40 triumphal entry into notice the symbolic aspects of the passage.
Jerusalem • How did Jesus confound expectations about the Messiah?
(Suggested study time: 1 hour)
• Does that make him less Messianic?
Possible resources:
www.youtube.com/watch?v=RSY0YN5aQwE
www.youtube.com/watch?v=_unHmAf7INk

Texts to study: To understand the 1. Recap learning from Paper 1 about the Last Supper. Learners look for symbolism in this
Luke 22:7–53 events that took place passage. Note the two cups in Luke.
around the Last Possible resource: www.youtube.com/watch?v=jfB23DmeWWw
(Suggested study time: 1 hour)
Supper
2. Learners explore the passage in full. Does the emphasis on Jesus’ human aspect detract from
Jesus’s divinity? Ensure learners concentrate on the detail of the story rather than just learning
traditional versions or conflations of the four gospels.
3. How has the passage influenced Christians today?
Possible resource, though do not just focus on the Eucharist:
www.youtube.com/watch?v=jfB23DmeWWw

Texts to study: To understand the 1. Learners storyboard (www.twinkl.co.uk/teaching-wiki/storyboard) the passages, ensuring that
Luke 22:54–62 trials of Jesus. the actual passages are learned rather than a conflation of the gospels. Test learning as
Matthew 26:57–68 appropriate. (F)
To analyse the identity
Matthew 27:11–31
of Jesus as revealed 2. Learners explore the identity of Jesus as seen throughout the trials. Is this the first moment in
(Suggested study time: 2 hours) at the trials the gospels that the identity of Jesus is truly seen? Draw on prior learning from topics 2 and 3 to
explore in full.
3. Learners draw up a table for and against and pick the most important three arguments. Ensure
that the arguments engage with the question and are not just identifications of a text. (F)

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

For Against
• •

4. Explore the relevance of the trials of Jesus to Christianity.

Possible resource: www.youtube.com/watch?v=KTZfHmrmpAU

Texts to study: To understand the 1. Learners discuss/brainstorm what the suffering and death of Jesus teaches Christians today.
Mark 15:21–41 crucifixion, death and Then read the passages and identify
Luke 23:50–56 burial of Jesus (1) which of the points can be backed up with these texts, and
(2) what further points would be added. (F)(I)
(Suggested study time: 2 hours)
2. Why is the burial of Jesus so carefully narrated? Explore the idea that the story does not end
with Jesus’ death and the importance of setting up the resurrection as fact rather than belief.
Possible resource: www.youtube.com/watch?v=MY0JARqa_gk
Extension activity: Examine a range of different interpretations of the theology of Jesus’ death.
Learners find an aspect that interests them and explore further. (I)
Possible starting point: https://en.wikipedia.org/wiki/Crucifixion_of_Jesus

Texts to study: To understand the 1. Read each of the narratives and draw out what they teach us about the nature of the
Matthew 28 resurrection narratives resurrection, how the writers seek to prove the truth of the resurrection and what the challenges
Luke 24:1–49 and messages are for Christians today. (I)
To analyse and
(Suggested study time: 4 hours) evaluate the historicity Possible resource: www.youtube.com/watch?v=Vb24Lk1Oh5M
and importance of the
2. Draw on learning through this topic to explore whether or not the resurrection of Jesus is a
resurrection
literal historical event.
• What are the key arguments for and against?
• What is a counter argument to each point raised?
Learners draw together this discussion with an essay that shows the importance of
counterarguments. (I)
Possible resource: www.youtube.com/watch?v=cQU8UQM4_XI
3. Debate as a class or in groups whether or not it is the resurrection rather than the death of
Jesus that is important for Christians. Draw out arguments both ways as many learners will move

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

straight to the idea that both are important, and both go together. Record/ make notes of the
findings. (F)

Texts to study: To understand the 1. Explore the ascension passage and explain that the passage is often overlooked but is
Luke 24:50–53 ascension of Jesus important for the Christian message beyond the Bible.
(Suggested study time: 1 hour) To evaluate whether Possible resource: www.youtube.com/watch?v=PxDTY_9w6ws
Jesus could have
2. Using all learning in this topic and beyond, explore the question of whether Jesus could have
avoided the death on
not been crucified – was it necessary? (F)(I)
the cross

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 application of the texts for Christian belief and practice today and
(Suggested study time: 1 hour)
how the texts might demonstrate aspects of God’s overall plan for humanity. (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 02, Q3
(a) Give an account of the trial of Jesus before the High Priest. [6]
(b) Explain why the religious leaders opposed Jesus and plotted to kill him. [6]
(c) ‘During his ministry, Jesus did not want people to know his true identity.’ Discuss. [8]

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 Scheme of Work

Topic 4 Conflict and opposition to Jesus

Syllabus ref. Learning objectives Suggested teaching activities

Texts to study: To understand the 1. Examine all three passages.

Mark 2:23–28 Sabbath controversy in • What is similar and different about each one?
Luke 6:6–11 the gospels • Why is the Sabbath such a big issue in the gospels?
Luke 13:10–17 Discuss whether Jesus should have been less ‘obvious’ about his actions on the Sabbath.
To analyse whether
(Suggested study time: 2 hours) the Christian Sabbath 2. Discuss as a class the issue of whether Christians need a Sabbath today and why. Explain that
has relevance to Sunday has become the Christian Sabbath because it is the day of the resurrection. If learners
Christians today feel it is important to have a Sabbath, what would make them break these rules?
Possible resource: www.youtube.com/watch?v=PFTLvkB3JLM

Texts to study: To understand the 1. Recall topic 1 and the differences in beliefs between the Pharisees (and Sadducees) and
Matthew 16:1–12 opposition of the Jesus. What further does this passage add to the issue?
Pharisees to Jesus
(Suggested study time: 1 hour) Possible resource: www.youtube.com/watch?v=lFDa0cv__xM
2. Learners imagine they were a Jewish bystander at this event. What might their reaction have
been? Explore different possible answers – learners back these up with evidence. (F)
Extension activity: Read this passage using an academic commentary as preparation for A
Level. Learners begin to be exposed to the skills of Biblical exegesis.

Texts to study: To understand the 1. Read the passage of the cleansing of the Temple.
Mark 11:15–18 cleansing of the • Was Jesus making a point with an acted parable or displaying righteous anger?
Matthew 26:1–5 Temple • Does it matter?
(Suggested study time: 3 hours) To understand the plot 2. Examine/discuss the passage about the plot to kill Jesus.
to kill Jesus in
Matthew’s gospel 3. Draw all learning together from all texts studied so far to discuss opposition to Jesus.
• Was it possible to avoid this conflict?
To analyse and • Would it have been easier to avoid with some groups over others? (I)(F)
evaluate conflict and
opposition to Jesus Possible resource: https://unlockingthebible.org/2017/01/six-ways-jesus-faced-opposition/

To analyse opposition 4. Did Jesus deliberately provoke the authorities? If he did for (for example) the cleansing of the
in Christianity today temple, could others of his deeds be said to be provocative?

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

5. Using local examples where possible, discuss the extent to which modern Christians should
expect opposition (and should welcome it). Class debate this and write their own judgements.
Discuss also the opposition that comes from different worldviews, e.g. science, humanism, etc.
(I)(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 application of the texts for Christian belief and practice today and
(Suggested study time: 1 hour)
how the texts might demonstrate aspects of God’s overall plan for humanity. (F)(I)

Past and specimen papers

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

16
 Scheme of Work

Topic 5 The miracles of Jesus

Syllabus ref. Learning objectives Suggested teaching activities

Texts to study: To understand nature 1. Learners examine the passages. Learn each miracle story on its own but also look for
Mark 4:35–41 miracles in the gospels similarities and differences in each one. (F)
Mark 6:30–44
2. Discuss: What do nature miracles reveal about God, Jesus, his ministry and the kingdom of
Mark 6:45–52
God?
(Suggested study time: 2 hours)
3. Class discussion about whether or not it matters if the nature miracle stories are true.
• If they are not true, what alternative explanations might be given for the stories?
• What symbolic meaning might the stories hold for Christians?

Texts to study: To understand healing 1. Learners examine the passages. Learn each miracle story independently but also look for
Mark 2:1–12 miracles in the gospels similarities and differences in each one. (F)
Matthew 8:5–13
To analyse and 2. Learners discuss the role of faith in each passage.
Luke 8:43–48
evaluate the extent to
Mark 7:24–30 3. Class debate: Does modern science undermine any or all of the stories? Does it matter?
which faith is
(Suggested study time: 3 hours) necessary for a 4. Explore what the passages teach about God’s view on outcasts.
miracle to happen

Texts to study: To understand 1. Learners examine the passages. Learn each miracle story independently but also look for
Luke 8:26–39 exorcisms in the similarities and differences in each one. (F)
Luke 9:37–43 gospels
2. Explore beliefs about good and evil.
(Suggested study time: 2 hours) To analyse and • Do the exorcism miracles show that the gospel stories are outdated?
evaluate the extent to • What about the other miracles?
which the miracles
stories raise problems Possibility for independent research. (I)
for modern-day
Christians

Texts to study: To understand raising 1. Learners examine the passages. Learn each miracle story independently but also look for
Luke 7:11–17 the dead miracles in similarities and differences in each one. (F)
Luke 8: 40–42, 49–56 the gospels
2. Is there anything similar/different about these miracles to the ones studied previously? Focus on
(Suggested study time: 2 hours) faith, God’s power, etc.

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Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

Texts to study: To understand the 1. What do each of the miracle stories studied reveal about the person and work of Jesus? What
Matthew 11:1–6, 20–24 relationship between do they promise about the kingdom of God (God in control, no sickness, devil/death have no
Luke 7:18–35 miracles and the power)?
kingdom of God
(Suggested study time: 2 hours) Possible resource: www.youtube.com/watch?v=5LawCgd0bLI
To analyse and
2. How do miracle stories fit into the big picture of the Bible? Learners give ideas and then
evaluate the extent to
examine the passages and add to their ideas. (I)
which Jesus’ miracles
Possible resource: www.youtube.com/watch?v=xmFPS0f-kzs
reveal his person and
work 3. Do the miracle stories add to the image of Jesus found in the gospels so far? Is it more
important that Jesus did miracles or that he taught people or that he died/rose?
To analyse the
Learners take on various stances and hold a multi-sided class debate. Discuss/record which side
centrality of the
‘won’, and why. (F)
miracle stories in the
gospels Extension activity: Do the different Greek words for miracle give an enhanced understanding of
the nature of miracles in Biblical times? Learners consider the implications of the New Testament
being written in Greek.
Possible resource: http://greekwordstudies.blogspot.com/2007/03/miracles.html

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 application of the texts for Christian belief and practice today and
(Suggested study time: 1 hour)
how the texts might demonstrate aspects of God’s overall plan for humanity. (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 02, Q2
(a) Read the following passage and then answer the questions: Mark 4:39–40, NRSVA He woke up and rebuked the wind, and said to the sea, ‘Peace! Be still!’
Then the wind ceased, and there was a dead calm. He said to them, ‘Why are you afraid? Have you still no faith?’
(i) State the occasion when Jesus said this. [1]
(ii) State what was happening on this occasion, just before Jesus spoke these words. [2]
(iii) State what this incident reveals about the person of Jesus. [3]
(b) Explain what this story might reveal about the faith of the disciples. [6]
(c) Discuss the view that belief in miracles should be important to all Christians today. [8]
2024 Specimen Paper 02, Q4
(a) Describe the miracle Jesus performed because of a Syrophoenician woman’s faith. [6]
(b) Explain what the conversation between Jesus and the woman might teach about Jesus’ relationship with gentiles. [6]

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 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

(c) To what extent is this a story about the purpose of Jesus’ ministry rather than about a woman’s faith? [8]

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Scheme of Work

Topic 6 The parables of Jesus

Syllabus ref. Learning objectives Suggested teaching activities

Content (based on texts) To understand 1. Give an overview of Jesus’ teachings in parables.

The kingdom of God. different Christian Possible resource: www.youtube.com/watch?v=XX-aAg4_U2Q
teachings on the
(Suggested study time: 1 hour) 2. Explain that there are different interpretations of what the kingdom of God (heaven) is referring
kingdom of God
to and scholars are divided as to what Jesus was talking about. Learners explore each of the three
and be able to write a paragraph on each one. (F)
Possible resources: www.crivoice.org/kog.html
www.britannica.com/topic/Kingdom-of-God
Extension activity: This learning can be taken to as much depth as desired.

Texts to study: To understand the 1. Examine each of the texts. For each one, learners will need to understand what Jesus was
Mark 4:1–9, 10–12, 13–20 parables about teaching, how his audience would have received/understood it, who was being criticised, what
Luke 10:29–37 preparing for the morals were being encouraged, what Christians today can learn from it. (F)
Luke 12:13–21 kingdom
Possible resource: www.christianbiblereference.org/jparable.htm
Luke 16:19–31
2. In discussing the parables, themes from them should be explored in terms of AO2. For
(Suggested study time: 3 hours)
example: whether it’s easier to be the good soil today than in the past; whether the Good
Samaritan asks too much of people; whether Christians should never be rich. (F)(I)

Texts to study: To understand the 1. Examine each of the texts. For each one, learners will need to understand what Jesus was
Luke 15:1–7, 8–10, 11–32 parables about teaching, how his audience would have received/understood it, who was being criticised, what
Matthew 25:14–30 receiving the kingdom morals were being encouraged, what Christians today can learn from it. (F)
(Suggested study time: 2 hours) Possible resource:
www.bibletools.org/index.cfm/fuseaction/Topical.show/RTD/cgg/ID/9293/Parables-of-Kingdom.htm
2. In discussing the parables, themes from them should be explored in terms of AO2 – for
example, whether forgiveness is too difficult; whether God really forgives anyone; whether God is
at all like he is portrayed in Matthew 25. (F)(I)

Texts to study: To understand the 1. Examine each of the texts. For each one, learners will need to understand what Jesus was
Luke 14:15–24 parables about acting teaching, how his audience would have received/understood it, who was being criticised, what
Matthew 20:1–16 in the kingdom morals were being encouraged, what Christians today can learn from it. (F)
Matthew 25:1–13 Possible resource: www.jesusfilm.org/blog-and-stories/parables-of-jesus.html
(Suggested study time: 2 hours)

20
 Scheme of Work

Syllabus ref. Learning objectives Suggested teaching activities

2. In discussing the parables, themes from them should be explored in terms of AO2 – for
example, whether the teachings in these parables are too difficult for humans, whether Christians
today are not welcoming enough to outsiders, whether the modern world has pushed Christianity
out. (F)(I)

Areas for evaluation (see To analyse and 1. Learners prepare two arguments for and against whether the parables are a good form of
syllabus) evaluate parables as a teaching. They should then sort their arguments into whether they are good teachings for people
form of teaching today. Emphasise the difference between the two issues and encourage learners always to
(Suggested study time: 2 hours)
answer the question set. (F)
2. Discuss whether the parables can ever be fully understood. Link this to the different approaches
to the kingdom of God discussed at the start of the topic. Can Jesus’ teachings be understood by
those who do not know what the kingdom will be like in the future?
3. Hold a silent debate on the extent to which the parables are about behaviour rather than belief.
Record findings at the end. (I)
Extension activity: Decide what characteristics make a good teacher.
• What makes a teacher of wisdom in Biblical times?
• Does Jesus meet all these characteristics?
• Would it be possible to argue that Jesus was a wisdom teacher and nothing else?

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 application of the texts for Christian belief and practice today and
(Suggested study time: 1 hour)
how the texts might demonstrate aspects of God’s overall plan for humanity. (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 02, Q5
(a) Give an account of the parable of the rich fool. [6]
(b) Explain what Jesus’ parables about rich people might teach Christians today. [6]
(c) Assess the view that Jesus’ parables will always have something to teach Christians. [8]
Scheme of Work

Topic 7 The teaching and sayings of Jesus

Syllabus ref. Learning objectives Suggested teaching activities

Texts to study: To understand the 1. Break down the text into manageable sections. Learners consider the teachings in each
Matthew 5–7 teachings and duties section. Draw out: the relationship with the Law – was Jesus breaking it or tightening up on it?
found in the Sermon Once the evidence has been drawn together, debate this question as a class and learners reach a
(Suggested study time: 4 hours)
on the Mount judgement. (F)
To analyse and Possible resource: www.youtube.com/watch?v=4l1ABgBRjZ4
evaluate the
2. Learners use the material in the passage to draw up a job description for being a Christian.
relationship between
Christian ethical • What are the basics/essentials?
behaviour and the Law • Do expressions of Christianity they are aware of match this? (F)
3. Discuss the relationship between outward signs and inward intention in ethical discussions.
Extension activity: Discuss further the relationship between Jesus and the Law.
www.youtube.com/watch?v=4GHcEsIfu2Y

Texts to study: To understand Jesus’ 1. Draw on the material from the sermon on the mount and compare it to the teachings from Luke
Luke 11:5–13 teachings on prayer in this passage. What can Christians today learn about prayer from Jesus?
Possible resource: https://followtheteachingsofjesus.com/articles/prayer/119-the-importance-of-
(Suggested study time: 1 hour)
prayer.html
2. Class discuss: is the Lord’s Prayer all that a Christian really needs? Record findings. (F)
Extension activity: Research prayer in the Christian tradition.
• Would Jesus have recognised all types of prayer as the sort of prayer he was asking of his
followers?
• Does it matter if not? (E.g. liturgical prayer, speaking in tongues, silence, supplication,
rosaries, icons…)

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 application of the texts for Christian belief and practice today and
(Suggested study time: 1 hour)
how the texts might demonstrate aspects of God’s overall plan for humanity. (F)(I)

Past and specimen papers

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

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