Final Exam Website

http://intelligencesquaredus.org/education/item/525-islam-is-a-religion-of-peace

class stopped at 55:26

Review Power Points and Islam Google Doc

Islam In Depth Google Doc

Buddhism Google Slides

Summative Practice Questions

Summative Questions

Instructions: Follow the directions on the document and complete the appropriate amount of questions. For any outside information please use either footnotes or parenthetical citations. (Chicago style, MLA are both acceptable)Points will be lost for simple copy/paste jobs or an absence of citations. (you will basically have to do it over) You are allowed to work with one other person if you desire to do so. Please share the google doc with me (dbeller2@wcpss.net). All work needs to be submitted before Monday.



Paper 1 Markbands

Paper 2 Markbands

Theme 4 and 5 - In Depth Independent Study

Student Handout

Final Exam Review Project

Purpose

The purpose of this project is to prepare you to pass the IB World Religions, with a focus on Buddhism and Islam.  As we get closer to the exam, it is important to review major ideas, topics, and concepts from the year.  A little extra effort before the exam can have a big pay off in your future   A passing score will increase the chances of getting into the college of your choice as well as receiving college credit, which can save you thousands of dollars!

Presentation

Prepare a power point presentation of your religion.  All 7 required elements should be covered.  All members must take part and explain their part of the project. Be prepared to answer questions.

Process

1. Choose groups.  There will be two groups corresponding to the two religions of in-depth study.

2. Organize your group.  Assign tasks.  Divide up the 7 elements among group members.

   3. Gather and categorize your information for presentation..

Requirements

1. Fundamental Questions

Answer the three questions which underpin the study of all world religions;

            What is the Human condition?

            Where are we going?

            How do we get there?

2.  Rituals

Describe and analyze the religious lifetime rituals/rites of passage, methods of worship, types of festivals, and how gender and society affect rituals.

3.  Sacred Texts

Describe and analyze the key sacred texts, composition, collation, development, interpretation and language.

4.  Doctrines/Beliefs

Describe and analyze where the religious doctrines came from, statements of belief, eschatology (end of the world), cosmogony and cosmology (origins of life), authority, and different schools of thought.

5.  Religious Experience

Describe and analyze the group/individual religious experience, conversion/reaffirmation, meditation/worship/prayer, and how gender effects the religious experience.

6.  Ethics and Moral Conduct

Through a modern case study interpret and evaluate the legal issues, ethical practice and moral authority involving followers of the religion.

7.  Study Guide Handout

Complete a 1 page study guide handout (front and back) that summarizes the required elements from your religion.  Make sure you make enough copies for all the students in class (14)

Project is worth test grade.  All members of a group will receive an individual and group grade.

Guiding Objectives

Review PowerPoint

Homework due 4/22

from your TEXTBOOK...

Pick at least 1 incident of Religion and Violence to analyze from the chapter.  Analyze the cause of the incident, its effect on Judaism/Christianity, and evaluate how we can prevent it from happening in the future.

Answer the study questions at the end of the chapter. 

Sacred Texts and Doctrines and Beliefs

The sacred text readings/analysis (select THREE....) is to be completed and posted to blog by end of class (4/17/15)

Sacred Texts and Doctrines and Beliefs

Religious Site Reflection - Due by 4/21

Students should write a 250-500 word reflection on the field trip. Reflections should include what was learned, observations, other thoughts and feelings regarding the experience, sites, speakers, etc. Reflections should include information about EVERY site.

Taoism Review Questions - Due Friday 4/17

Taoism Huston Smith Questions

4th Quarter In-Depth Study: Due April 20th

Students should complete and post the following by April 20th:

1. Sacred Texts
2. Doctrines and Beliefs

Tai Chi Videos

I had trouble with the sound (it is missing) So I included the original video links below. NOTE: Each of my videos combined two links together

Video 1

Video 2

Video 3

Video 4




Sid's Videos - individual

https://www.youtube.com/watch?v=L3sukSVZ8f4

https://www.youtube.com/watch?v=1_Z7kysUWwU

https://www.youtube.com/watch?v=7-u6nnvivo0

https://www.youtube.com/watch?v=Eo9rOWNUoQM

https://www.youtube.com/watch?v=Blu9vYhapkE

https://www.youtube.com/watch?v=6IHEl5WmUnE

https://www.youtube.com/watch?v=iWZIIUi-KRo

https://www.youtube.com/watch?v=GBrHWmc7YSE

http://www.internalgardens.com/eight-gates-of-tai-chi-chuan-taijiquan-how-they-used

Hinduism Review

Hinduism: A Refresher

Let’s take a moment to refresh our minds on some of the important beliefs and practices of Hinduism.

In groups of three, you will be responsible for one of the following topics. Your job is two-fold:

1.    Provide a detailed exposition of the topic. This can be done in the manner of your choosing, so long as the end result is that students have notes in their binders.

2.    Bring your ideas to life in a new way.; create a comic or poster, etc.… the choice is yours.

a.    Karma, atman, reincarnation, samsara, moksha

b.    Idea of a God, monotheism vs. polytheism

c.     Four stages of life (ashramas)

d.    Four paths to salvation

e.    Four goals of life (purusharthas)

ALL GROUPS:

How would the following questions be answered by a Hindu?

1.      What is the human condition?

2.      Where are we going?

3.      How do we get there?

***Remember Hinduism will focus on Paper 1 Questions** This means:

1. Demonstrate knowledge and understanding of specified content 
– Define, understand and use concepts associated with particular world religions 
– 
 2. Demonstrate application and analysis of knowledge and understanding
 – Demonstrate how the key concepts of a religion are expressed in the behaviour of believers 
– Demonstrate application and analysis of concepts 

CBS Sunday Morning

Sunnis v. Shiites

Yoga and India

Key Concepts and Rituals and Grade Breakdown for Independent Study (and End of Year Reviews)

Key Concepts and Rituals Framework


Part I: 75% of Test Grade

*Key Concepts: 10%
*Rituals, Sacred Texts, Doctrines/Beliefs, Religious Experience, Ethics and Moral Conduct: 90%

Part II: 25% of Test Grade

**NOTE**

1. Each individual theme (and Key Concepts) is worth a classwork grade
2. LATE?? 1/2 credit for the test grade and CW grade will start at a 93


At different points, you will be asked to complete a Paper 1 question for your religion as a quiz grade.


End of year reviews will count as classwork and/or quiz grades (intensity of the assignment will be the determining factor.)

Tuesday March 24th Intro

March 24th Intro

Passages and Paper 2 Questions for test

Islam Test Student Version

Remember you can bring with you a 3x5 index card with information

Study Guides

What is the Human Condition

How do we get there?

Where are we going?

Rituals and Religious Experience

Doctrines and Beliefs

3 Questions (Beller/Jolley)

Intro to Islam (Beller/Jolley)

Overview/Muhammad Timeline

Theme 1 (Beller/Jolley)

Theme 2 (Beller/Jolley)

Theme 3

Theme 3b

The World Religions Tree

World Religions Tree

Ted Talk: I am the son of a terrorist....

TED Talk

Daily Task Check in

At the start of the class you will need to do the following:

(Post to blog)

1. Progress Monitoring: What objectives have I completed/mastered thus far? ____ out of 9
2. Goal Setting: Which objectives will you complete/work on today? __________
3. Reflection:

• On a scale of 0-10 (0= no effor, 10= maximum effort), how much effort did you put into today's class? 
• Briefly describe what you achieved today. Also - post any questions you might have for the class/Mr. Beller.

Completion of Islam In-Depth Study

Do you want to know what we have left to cover before our test?

End of Islam Objectives Grid


Feel free to start working on Learning Goals #1 and #2

Buddhism and Hinduism Rubrics

Paper 2 Markbands


Please make sure to add comments (areas of strength/weakness)

Sub Plans

Sub Plans

Theme 4  (you will have to open the powerpoint using Google Slides )

Calendar

Please check calendar for updates!

Approaching the Qur'an

1. Read the Introduction to Michael Sells' book, Approaching the Qur'an
2. Read the selections from his book here. Consider what values are taught to Muslims from these selections.
3. Complete the handout on selections from the Qur'an and Hadith - analyzing the meaning of the passages and considering how this would impact the lives on contemporary Muslims.

NEXT CLASS:Be prepared to be held accountable for the following:

1. author's purpose for writing the book 
2. translation problems 
3. Topics addressed and discussed (Meccan and Medinan Suras)
4. values and key concepts taught to Muslims 
5. Completion of the handout

Internal Assessment Interviews...

Suggestions for conducting interviews

In some cases there may be a need to conduct interviews with members of various faith communities. This may be done at the beginning of the process after the research question has been decided. However, accessibility and the willingness of potential interviewees should be borne in mind prior to deciding what the research question should be. The following list is a guide to help students when preparing for any such interview.

• Always keep the research question in mind.
• Always prepare questions in advance.
• Avoid repetition of questions.
• Consider sending questions to the interviewee in advance as this could lead to better responses.
• Try to arrange questions so that they lead the conversation progressively to an exploration of the key question. (However, be prepared to adapt these questions in the course of an interview and be responsive to the flow of the conversation.)
• Consider choosing a setting for the interview that contributes to a relaxed environment.
• Do not be afraid to interview someone more than once if the opportunity or need arises.
• Guarantee the interviewee confidentiality and gain his or her permission.

Chapel Hill shooting of three students

Shooting in Chapel Hill

Gillian/Sydney audio clips

Clip 1

Clip 2

Clip 3

Clip 4

Clip 5

**commentary can be found on Gillian's blog

Visit My Mosque campaign in Great Britain: NPR

http://www.npr.org/2015/02/09/384875895/-visit-my-mosque-campaign-builds-bridges-in-britain

Huston Smith Islam Chapter

Huston Smith: Islam

Begin your reading of Smith. You task is to focus on the main ideas of each of Smith’s sections. For each section (the Bolded Titles within the chapters) you are to come up with the FIVE main ideas of that section. To do this you are to make a question out of the heading – the five points should address the question or help answer the question. When you complete the section, you are to develop a thesis statement / summary of the section. Post your responses on your blog. 

**Page numbers are not PDF page numbers but "Book" page numbers ** (I hope that makes sense)

Part I: page 3-22 (ending at “The Standing Miracle”) Week of 2/9

Part II: page 23 (start with the standing miracle) – 46 (ending at the Five Pillars) Week of 2/16

Part III: page 47(start with Five Pillars) – 74(ending with Sufism) Week of 2/23

Part IV: page 75 (start with Sufism) – through the end. Week of 3/1

Critical Commentary: How does religion affect people's lives?

What should our (my) critical commentary include?

1. A clear, insightful response to the question
2. Evidence that you know and understand how this question pertains to Muslims - this will include specific facts, analysis/critical thinking, and commentary from the group members. 
3. Questions that were asked during student interviews and commentary on responses given. 
4. Integration (Connection) of evidence: examining how the question relates to Muslims in comparison to MHS society. 

Videos can be done solo or as a group. Everyone MUST participate. 

Interviews & Critical Commentary should be uploaded and a link (or links) should be posted in the comments section below. 

Due Date: Before class on 2/11

Interview Questions - Post under comments

Please identify which section you created questions for

Koran by Heart Documentary

Koran by Heart

Objective: to reflect on and analyze the nuances of the Islamic religion and Muslim culture, emphasizing why this competition is so important to the contestants and their families.

When viewing the Film: Students should observe the situations the children in Koran by Heart find themselves in during the recitation competition: some traveled alone and made great sacrifices to be there; some didn't do as well as expected; and some did quite well.

 Character Selection: Students will choose one of the contestants and consider their day-to-day life outside of the competition. What was their life like before and what will it be like after? Again, consider the sacrifices they and their families made to get them there. Look deeper than just the contest, how did this affect their day-to-day life?

Assignment: Write a Reflection Paper: Each student will write a short reflection in the voice of the character they selected that focuses on the trials and tribulations they faced in their life leading up to the contest considering the following: how their lives changed when it was decided they would compete; how they felt during the competition; their family and community’s reaction to their victory or loss. Quality papers will include evidence of a knowledge and understanding of the objective.

2/2 Rituals in Class Assignment (Due Date: 2/3)

Task: You are to visit a blog of your peer's and look over their "Rituals" and do the following:
1. FIRST: Comment on their post
2. SECOND:Expand on their answers/findings
3. THIRD: link their research to your own findings.

• Please do this for 3 "sub-themes". I would like for each sub-theme to come from a different person. 
• I should find this task completed under the "comments" section 
• You can complete this task in essay form, bullet-list -  I do not have a preference.
• NOTE: An "A" on this task would bring in key concepts, specific examples (Specific Factual Information) and provide insight/analysis in their response(s)
• You are also able to do this to a comment left by someone before you - make sure that you look at the original post and refer to it as well. 

Comment: a verbal or written remark expressing an opinion or reaction.
Expand: to give a fuller version or account of 
Link: a relationship between two things or situations, especially where one thing affects the other.

Islam for Idiots

Islam for Idiots

Key Terms and Concepts List - Quiz Feb. 9th

Vocabulary

**disregard due date and assignment on the document

Islam: Empire of Faith Frontline Documentary

Part 1

In Depth Study of Islam

Islam In-Depth Study Rubric/Assignments

Introduction to In-Depth studies (taken from IB): In-depth studies should be approached through the themes using the key questions to focus on analysis rather than description. This is achieved by an understanding and application of the key concepts and the specific content for each religion. Each theme should be taught using a range of resources. The religions studied should be placed in their historical, social, political and cultural contexts, though the emphasis should be on contemporary practice. The diversity of expression and experience within religions should be emphasized in connection with such issues as sectarian differences, migration, conversion and adaptation. The content given in each in-depth study is detailed in order to provide thorough information to enable students to develop in-depth knowledge and understanding of the religion chosen.

These websites and texts are suggested to be the main focus and location for your research.  You are welcome to visit sites and texts outside the list but please make sure that you’ve accounted for the credibility of the source.

http://www.whyislam.org/

http://www.islamicity.com/
PBS Islam Site

http://www.bbc.co.uk/religion/religions/islam/

The World’s Religions:Islam by Huston Smith

The Complete Idiot’s Guide to Islam

Approaching the Qur’an: The Early Revelations  by Michael Sells (introduction)

The Qur’an

Your job is to create some sort of comprehensive understanding of Islam (a project of some sort) that combines all of the concepts and ideas required. You will have certain requirements for each of the sections/themes:

Rituals Assignment

Muhammad Timeline

Directions:  You will watch Part 1 of PBS Frontline's "Islam: Empire of Faith" today and tonight you will read the introduction to the Qur'an by Mohammed Marmaduke Pickthall.

Task: You will compile a timeline of important events from Muhammad's life and the growth of Islam.

After completing the timeline (and you should have a good # of events based on both resources) you will write a short reflection on which contributing factors you feel had the most significant impact on. (note: be sure to explain how/why these events had a profound impact on the religion)

Due Date: Timeline and reflection should be posted to blog by end of the day on 1/28.

Discussion Questions - 1/23

1. What do you think about the idea of "no religion" (TED talk) - valid??
2. How central is the creation of Israel to the hatred from Arabs/Islamic societies toward the West? Is it jealousy over the West's influence on their economies? 
3. (TED talk - Doubt is essential to faith) Why do you think the shift occurred within the Muslim society over the initial doubt that Muhammad felt at first?
4. (Religion/Trick Question TED Talk) How the bias of the information presented to us create/influence our thoughts on religion(s)? 
5. How does that [ex: Jesus mentioned multiple times in the Qur'an] ["People of the Book"] play into the tension between Islam/Christianity/Judaism? 
6. How do you feel about the issue of the role of women in other faiths? (Christianity)
7. To what extent does language affect faith? (knowledge question suckas)role of language/interpretation of religious texts?
8. How should we do it? study of religion - in depth study of Islam?

2nd Quarter Grades

I will reopen test corrections for the Buddhism Test for 2nd Quarter. Due date is Jan. 30th.

Discussion Breakdown

1. Break into small groups  - pick Said or Lewis to read (or both?!?!)

2.Describe the main idea(s) of each article & outline the main support for these ideas. In other words, focus on outlining articles into easy to understand chunks so it is easy to recall this information later. Since you will need to use this information for our discussion - outline now to make it easier later.

3. Look over UNC controversy (including source images)

4. Come up with discussion questions (concerning Islam, TED Talks, etc.)

5. We will have 4 people at the table at one time - 1 person will be given the title "facilitator" in which they will select the opening questions for discussion and whose responsibility is to keep the conversation going. We will rotate out occasionally. 

6. HW: By Wednesday 1/28 - Please post a reflection of the discussion, readings, TED Talks, etc. on your blog. 

Full Size Images of UNC Sources

http://exhibits.lib.unc.edu/files/original/5e268d0551f70b94af9e6dec6da10605.jpg

http://exhibits.lib.unc.edu/files/original/c973471b2d9b50efd796dc7e5a02f9ce.jpg

http://exhibits.lib.unc.edu/files/original/74777b762e555a0a1cc5092dac1a6a7f.jpg

http://exhibits.lib.unc.edu/files/original/8f0c5f8b52fe1a9b5403a6c786f2355d.jpg

Islam In-Depth Study

Introduction to In-Depth studies (taken from IB): In-depth studies should be approached through the themes using the key questions to focus on analysis rather than description. This is achieved by an understanding and application of the key concepts and the specific content for each religion. Each theme should be taught using a range of resources. The religions studied should be placed in their historical, social, political and cultural contexts, though the emphasis should be on contemporary practice. The diversity of expression and experience within religions should be emphasized in connection with such issues as sectarian differences, migration, conversion and adaptation. The content given in each in-depth study is detailed in order to provide thorough information to enable students to develop in-depth knowledge and understanding of the religion chosen.

These websites and texts are suggested to be the main focus and location for your research.  You are welcome to visit sites and texts outside the list but please make sure that you've accounted for the credibility of the source.

http://www.whyislam.org/

http://www.islamicity.com/

http://www.bbc.co.uk/religion/religions/islam/

The World’s Religions:Islam by Huston Smith

The Complete Idiot’s Guide to Islam

Approaching the Qur’an: The Early Revelations  by Michael Sells (introduction)

The Qur’an

Your job is to create some sort of comprehensive understanding of Islam (a project of some sort) that combines all of the concepts and ideas required. You will have certain requirements for each of the following sections: (to be added by Friday 1/23)

1/21: sample IAs – discussion and grade 

• HW: create personal blog, . Roundtable assigned viewings. See below for instructions.
• HW: Chapter 2: Islam for Dummies – post to blog

1/23: Introduction to Islam – What’s the deal with Islam?? round table discussion

• ·         TED talks (1: http://www.ted.com/talks/lesley_hazleton_the_doubt_essential_to_faith    2: http://www.ted.com/talks/kwame_anthony_appiah_is_religion_good_or_bad_this_is_a_trick_question  3: http://ideas.ted.com/2014/07/10/the-untold-stories-of-the-heroes-fighting-fundamentalism/ )
• **For the ted talks, make sure you have done the following: 
• Describe the main idea(s) of each section & outline the main support for these ideas
  
  In other words, focus on outlining videos into easy to understand chunks so it is easy to recall this information later. Since you will need to use this information for our discussion - outline now to make it easier later.
• ·         Article on Islam and the West: http://www.islamic-awareness.org/Quran/orientalism.html  
• ·         Controversy @ UNC: http://exhibits.lib.unc.edu/exhibits/show/academic_freedom/summer-readings/quran-controversy
• Bernard Lewis "What Went Wrong? http://www.theatlantic.com/magazine/archive/2002/01/what-went-wrong/302387/

• *We will read these sections at the start of class on Friday - feel free to look ahead. I will ask for the same process as the videos. 

1/26 (Monday): Muhammad timeline

HW: Chapter 3: Islam for Dummies

1/28 – 217 Lab for research on project  

1/30 – 217 lab for research on project  - Part II evidence should be on blog by 2/2

2/2 Monday: In Class

HW: Chapter 4: Islam for Dummies

2/4: In Class

2/6 : 217 lab for research project – Doctrines and beliefs  - post answers to blog by 2/8

2/9 Monday:  Vocabulary Quiz and Writing assignment

                HW: Huston Smith –Part I

2/11 and 2/13: IA Work in 217 Lab

2/16:  In Class

                HW: Huston Smith – Part II

2/18: In Class

2/20 – IA Rough Drafts are due (we will peer edit)

2/23 (Monday) Paper 2 Practice Questions and Markschemes

                HW: Huston Smith – Part III

2/25 and 2/27 – 217 lab – Denominations and Practice /Key Concepts – post to blog by 3/1

3/2 – Study Guide activity

                HW: Huston Smith Part IV

March 4^th – Review and Reflection on assignment and experience/knowledge gained.

March 6^th – Test On Islam : Multiple Choice and Paper 2 

Referencing Sources for IA

Students must acknowledge all of the secondary sources they have used in their report in line with criterion E, and it is expected that a comprehensive list of references that reflects wide preliminary reading will be presented. These can include interviews, class handouts, textbooks, websites and any other published material. If students do not reference their work they could be accused of malpractice. Students who fail to cite any one of the sources they have used will lose the corresponding mark available in criterion E.

Sources should be referred to in the text and a standard referencing format should be used for the references section and footnotes. Students should ensure that their method of referencing is consistent throughout, that all relevant information is provided and that their system enables the reader to locate their original sources. Sources must be placed in the references section at the end of the written analysis. Appendices can be used, for example, to present questions asked at interviews.

Titles, citations, references and appendices are not included in the word count.

List sources alphabetically by the last names of authors or editors. If there is no author or editor, list sources alphabetically by titles. If there is more than one entry with the same title, as there is no author or editor, put these in order by date. For interviews give the name of interviewee, date of interview(s), place of interview.

Books: Author’s last name and first name (or initial if first name is unknown). Date. Title (in italics). Publisher’s name.

Smart, N. 1998. The World’s Religions. Cambridge University Press.

Articles in journals: Author’s name. Date. Title of the article (in quotation marks). Name of the journal (in italics). Volume number. First and last page numbers.

Cooke, Melanie. 2009. “Barrier or entitlement? The language and citizenship agenda in the United Kingdom.” Language Assessment Quarterly. 6: 1. Pp 71–77.

Information from the internet: Author’s name, if possible. Title (in italics). Date visited. URL (address for the page). Heading as listed on the web page, if there is one.

Judaism 101. Jewish holidays. Visited 4 February 2010. http://www.jewfaq.org/holiday0.htm.

Unpublished personal interviews and personal research such as questionnaires: Name (last name first). Type of source. Pertinent identifying information. Date.

Student’s name. Interview with Mrs Khan, a Muslim living in London. 2 February 2010.

IA Rubric by Criterion

Criterion ARationale and preliminary research

This criterion assesses the rationale and focus for the investigative study, and whether an appropriate range of sources and supporting evidence have been used to inform the investigative study.

Marks	Level descriptor
0	The work does not reach the standard described by the descriptors below.
1–2	The rationale is stated with little evidence of research, or there is limited research but no rationale.
3–4	The study has been researched, and some supporting evidence has been produced, though this may not be relevant. The rationale is stated.
5–6	The study has been well researched using a range of sources, and supporting evidence has been produced. The rationale is clearly stated, with evidence of some development.
7–8	The investigative study has been thoroughly researched using a wide range of sources, and excellent supporting evidence has been produced. The rationale is clearly stated and well developed.

Criterion BPlan for study

This criterion assesses the scope and a plan for the investigative study, the focus of the research question and the relationship between the research question and the scope and plan.

Marks	Level descriptor
0	The work does not reach the standard described by the descriptors below.
1	The scope and/or plan for the study are stated but not clearly focused. There is no research question.
2	The scope and plan for the study are generally appropriate and focused. The research question is stated and is related to the scope and plan.
3	The scope and plan for the study are appropriate and focused. The research question is clearly focused and closely related to the scope and plan.

Criterion CSummary of significant findings

This criterion assesses the significant findings from the investigation, the relationship between the research findings and the research question, and whether the rationale and plan of study relate to the significant findings.

Marks	Level descriptor
0	The work does not reach the standard described by the descriptors below.
1–2	There is little indication of significant findings, and these are not related to the research question, rationale and plan for the study.
3–4	Significant findings are stated and are related to one or more aspects of the research question, rationale and plan for the study.
5–6	Significant findings are clearly stated and well developed, and the relationship between the research question, rationale and plan for the study is fully demonstrated.

Criterion DCritical reflection and evaluation

This criterion assesses the quality and analysis of the significant findings in relation to the research question and how the investigative study has deepened understanding of religious experience and/or beliefs.

Marks	Level descriptor
0	The work does not reach the standard described by the descriptors below.
1–2	Critical reflection is very limited, with no linkage between the research question and significant findings. There may be some recognition of one or more misconceptions and inconsistencies between the research and the findings, or limited but underdeveloped reference to research methods used.
3–4	There is an attempt at some critical reflection, with little or no linkage between the research question and significant findings. There is a basic recognition of some misconceptions and inconsistencies between the research and the findings. There is some limited reference to research methods used.
5–6	There is evidence of sound critical reflection, demonstrating some understanding of religious experience and/or belief. There is an understanding of how far the research question has informed most, if not all, of the significant findings. There is some recognition of any misconceptions and/or inconsistencies between the research and the findings. There is some discussion of research methods used.
7–8	Critical reflection is sound and well developed, demonstrating an understanding of religious experience and/or belief. There is a good understanding of how far the research question has informed the significant findings. Where appropriate, any misconceptions and/or inconsistencies between the research and the findings are identified. There is an evaluation of the research methods used. Conclusions and future possibilities may be outlined.
9–10	Critical reflection is detailed and very well developed, demonstrating a sophisticated understanding of religious experience and/or belief. There is an excellent understanding of how far the research question has informed the significant findings. Where appropriate, any misconceptions and/or inconsistencies between the research and the findings are developed and evaluated. There is a thorough evaluation of the research methods used and recognition of any underlying assumptions and/or bias. Conclusions and future research possibilities are considered.

Criterion EReferences and compliance with format

This criterion assesses the extent to which the student meets the three formal requirements of writing, organizing and presenting the written analysis.

• The work is no more than the 1,800 word limit.
• The list of references consistently follows a standard format.
• The format of the written analysis has been followed as described in the section “The written analysis”.

Marks	Level descriptor
0	The work does not reach the standard described by the descriptors below.
1	The work is no more than the 1,800 word limit.
2	The work is no more than the 1,800 word limit and meets one of the other formal requirements.
3	The work is no more than the 1,800 word limit and meets the two other formal requirements.