COMMON ENTRANCE EXAMINATION AT 13+

COMMON ACADEMIC SCHOLARSHIP EXAMINATION AT 13+

RELIGIOUS STUDIES SYLLABUS A

(Revised Summer 2010 for first examination in November 2011; updated Summer 2013)

© Independent Schools Examinations Board 2010

INTRODUCTION

This syllabus comprises biblical studies, contemporary issues and world religions. It
reflects the fact that the religious traditions of the United Kingdom are, in the main,
Christian while taking into account other principal religions represented in the United
Kingdom. It thus meets the requirements of the 1944 Education Act (Section 28 where
appropriate) and the 1966 Education Act (Section 375).

The syllabus provides a common body of knowledge which senior schools can assume
when creating their religious studies courses. It is distinctive in that candidates study a full
issues-based course which requires the ability to read, interpret religious texts and
understand religion in its contemporary setting. It also provides a coherent course,
balanced in terms of breadth and depth, and offers all candidates, of any religious
persuasion or none, the opportunity to demonstrate their attainment, irrespective of their
gender or ethnic or social background.

AIMS

The syllabus aims at giving candidates the opportunity to:

(i) study the foundational biblical texts of the Judeo-Christian tradition;
(ii) acquire knowledge and develop understanding of the beliefs, values and traditions
of one or more religion(s);
(iii) consider the influence of the beliefs, values and traditions associated with one or
more religion(s);
(iv) consider religious and other responses to moral issues;
(v) identify, investigate and respond to fundamental questions of life raised by religion
and human experience, including questions about the meaning and purpose of life;
(vi) develop skills relevant to the study of religion.

09/01/15
 ASSESSMENT OBJECTIVES

Candidates must demonstrate their ability to:

AO1 recall, select, organise and deploy knowledge of the syllabus content, including the
content and distinctive concepts of foundational texts and the specialist vocabulary
of religion;
AO2 describe, analyse and explain the relevance and application of religious ideas and
practices, and issues arising from the study of religion and foundational texts;
AO3 evaluate different responses to religious and moral issues, including a personal
response, using relevant evidence and argument, and appropriate language and
terminology.

Although the assessment objectives are expressed separately, they are not wholly
discrete.

SYLLABUS CONTENT

SECTION 1: INTERPRETING THE OLD TESTAMENT

Candidates are expected to know and understand the selected texts listed below and
have the necessary skills to evaluate the role of the biblical material in relation to
contemporary issues (both ethical and theological). Biblical quotations included in the
examination questions are taken from New International Version.

God, Human Nature and Covenant

The Creation Accounts: Genesis 1: 1-2: 25

The Garden of Eden and The Fall: Genesis 3
Cain and Abel: Genesis 4: 1-16
The Near Sacrifice of Isaac: Genesis 22: 1-19
The Exodus and Passover: Exodus 12: 1-13
The Ten Commandments: Exodus 19: 1-8 and Exodus 20: 1-17

Leaders and Prophets of the Old Testament

Moses: Exodus 3: 1-17

David: David and Bathsheba; 2 Samuel 11: 1-17
Nathan: 2 Samuel 12: 1-14
Solomon: 1 Kings 3
Elijah: 1 Kings 18: 19-46 and 1 Kings 19: 1-18
Isaiah: Isaiah 1: 10-20 and Isaiah 5: 1-7

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SECTION 2: INTERPRETING THE NEW TESTAMENT
Jesus’ Teaching

Zacchaeus: Luke: 19: 1-10

The Paralysed Man: Mark 2: 1-12
The Calming of the Storm: Mark 4: 35-41
The Rich Young Man: Mark 10: 17-31
The Woman and Simon the Pharisee: Luke 7: 36-50
The Good Samaritan: Luke 10: 25-37
The Lost Son: Luke 15: 11-32
The Sower: Luke 8: 4-8, 11-15

Jesus’ Life, Death and Resurrection

The Birth of Jesus: Matthew 1: 18-25

The Temptations: Luke 4: 1-13
The Call of the Disciples: Luke 5: 1-11
Peter’s Declaration: Mark 8: 27-33
The Transfiguration: Mark 9: 2-13
The Sentence, Crucifixion and Burial: Mark 15: 6-47
The Resurrection: John 20: 1-29

SECTION 3: WORLD RELIGIONS AND CONTEMPORARY ISSUES

Candidates are expected to have a sound knowledge and understanding of one or more
world religions and/or contemporary issues. They will not be expected to evaluate ideas
but to have a sympathetic understanding of the main issues, beliefs and traditions of the
religion(s) they have chosen to study. The Contemporary Issues part is designed to be
taught alongside Sections 1 and 2 (Interpreting the Old and New Testaments).

Contemporary Issues
The areas of study broadly cover:
• science and religion
• stewardship and the environment
• law, rules and human rights
• leadership and wisdom
• social justice and treatment of the poor
• prejudice and discrimination
• attitudes to death
Candidates will be expected to show knowledge of religious and non-religious responses
to these issues. (See Appendix VII for more details of each topic.)

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World Religions
The areas of study for each religion broadly cover:
• founders, prophets and teachers
• main beliefs, teachings and doctrines
• holy books
• main festivals
• main ceremonies and worship
• places of worship
• service to the community
• pilgrimage
• main traditions

Questions will be based on a selection of passages from the Seeking Religion series,
published by Hodder Education. (See Appendix VII for more specific detail for each
religion.)

COURSEWORK
Coursework may be offered instead of the Section 3, World Religions and Contemporary
Issues section. This option invites candidates to research a particular religious moral belief
or practice from one major world religion as examined in Section 3. The research for this
might include textbooks, interviews, internet, visiting speakers etc. (See Appendices IV, V
and VI).

SCHEME OF ASSESSMENT

The examination will be 40 minutes in length for those who have chosen a coursework
option and 60 minutes in length for all other candidates. Candidates will be required to
demonstrate knowledge and understanding, and the ability to evaluate alternative points
of view.
Sections 1 and 2 (42 marks)
Each section will contain four questions. Each question will be subdivided into four parts,
to test knowledge, understanding and evaluation. Candidates must answer one question
from Section 1 and one question from Section 2. In each of Sections 1 and 2, the texts will
be grouped according to themes (e.g. God, Human Nature and Covenant). Two questions
will be set for each theme. Candidates may restrict their study to one theme in each
section if they wish (but this will reduce their choice of questions in the examination).

Section 3 (18 marks)

This section will contain thirty-five questions, testing mainly knowledge and understanding.
Candidates must answer three questions, each of which will carry equal (6) marks.

Candidates may opt instead to submit coursework, based on this section. (See Appendix
IV).

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 SCHOLARSHIP

The Common Academic Scholarship examination is based on Syllabus A and Syllabus B.

Candidates are expected to demonstrate a wider knowledge and understanding of the
syllabus than candidates for Common Entrance.

The paper is 60 minutes in length and will consist of two sections with six questions in
Section 1 and nine questions in Section 2.

Section 1: Contemporary Issues (25 marks)

These questions will explore issues of religion, morals and values within today’s society.
Questions will require an essay-style response. Six questions will be set; candidates must
answer one question.

Section 2: Old Testament, New Testament and World Religions (25 marks)
Three structured questions will be set on each area (Old Testament, New Testament and
World Religions). Candidates must answer one question.

Candidates must answer one question from Section 1 and one question from Section 2.
(Questions marked with an asterisk will be suitable for those who have been prepared for
Syllabus B.)

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 APPENDIX I
ASSESSMENT

RELATIONSHIP OF ASSESSMENT OBJECTIVES TO SCHEME OF ASSESSMENT

IN EACH SECTION

These tables give the approximate weightings for each assessment component. In any
particular examination series, however, the weightings for the assessment objectives in
the examination papers may vary very slightly.

Common Entrance

Section AO1 AO2 AO3 Marks

1 and 2 38% 28% 34% 42
3 100% 18
Total 69% 14% 17% 60

Scholarship
Section AO1 AO2 AO3 Marks
1 20% 20% 60% 25
2 20% 40% 40% 25
Total 20% 30% 50% 50

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 APPENDIX II

ASSESSMENT CRITERIA

It is suggested that questions be marked according to the following levels of response:

AO1: Knowledge

Sections 1 and 2 (part a)

Level Mark Level Descriptor

1–2 1 Gives one simple piece of relevant information.
3–4 2 Gives two correct and appropriately detailed pieces of knowledge.

Sections 1 and 2 (part b) and Section 3

Level Mark Level Descriptor

Gives a very poor answer: an isolated example of a simple piece of
1 1
relevant information.
Gives a basic answer: limited knowledge of a relevant idea presented in
2 2
a structured way.
Gives a broadly satisfactory answer: a description presented in a
3 3 structured way but lacking detail and some knowledge; moderate use of
English.
Gives a satisfactory answer: a description showing more detailed
4 4
knowledge and understanding.
Gives a good answer: a detailed description with a high level of
5 5
knowledge and understanding.
Gives a very good answer: a coherent and comprehensive description
6 6 with precision; almost faultless account of the details; very good
command of English.

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AO2: Understanding

Sections 1 and 2 (part c)

Level Mark Level Descriptor

Gives a very poor answer: an isolated example of a simple piece of
1 1
relevant information.
2 2 Gives a basic answer: a limited understanding of a relevant idea.
Gives a broadly satisfactory answer: an explanation presented in a
3 3 structured way but lacking detail and some knowledge; moderate use of
English.
Gives a satisfactory answer: an explanation of more than one idea
4 4
presented with some detail and understanding.
Gives a good answer: a detailed explanation of several ideas with a
5 5
good level of knowledge and understanding.
Gives a very good answer: a coherent and comprehensive explanation
6 6 of several ideas (with sound reference to background, history, other
relevant passages etc); very good command of English.

AO3: Evaluation
Sections 1 and 2 (part d)

Level Mark Level Descriptor

Gives a very poor answer: no essay structure; a very brief answer; a
1 1 statement with no reasoning; very little reference to the question; poor or
irrelevant examples; makes little sense.
Gives a basic answer: a viewpoint is expressed with minimum
2 2
justification; an example given; limited relevance.
Gives a broadly satisfactory answer: some structure or organisation of
3 3 ideas; lack of clear reasoning; some relevant points; unbalanced; limited
examples.
Gives a satisfactory answer: reasonably clear structure and balanced
answer; some examples and sound explanation; reasonable expression;
4 4
one or two relevant points made; another point of view considered,
supported by reasons.
Gives a good answer: good, clear structure and balanced answer; well-
chosen examples with a sound grasp of their meaning; sound
5 5
assessment of ideas; another point of view considered, supported by
good reasons.
Gives a very good answer: very good structure; ideas developed in a
6 6 balanced way; well-chosen and relevant examples; another point of view
considered, supported by clear reasons.
Gives an excellent answer: excellent structure and balanced answer;
very good use of language; focuses on the question; well-chosen
7 7
examples to illustrate the points being made; another point of view
considered, supported by very clear reasoning.

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 APPENDIX III

SCHOLARSHIP ASSESSMENT CRITERIA

Section 1: Contemporary Issues (25 marks)

Level Mark Level Descriptor

Gives a basic answer: some structure or organisation of the ideas; lack
1 1-5
of clear reasoning; some relevant points; unbalanced; limited examples.
Gives a competent answer: reasonably clear structure and balanced
2 6-10 answer; some examples and sound explanation; reasonable expression;
one or two relevant points made with reasons. Sound CE equivalent.
Gives a good answer: good, clear structure and balanced answer; well-
3 11-15 chosen examples with a sound grasp of their meaning; sound
assessment of ideas with good reasons. Good CE equivalent.
Gives a very good answer: very good structure; ideas developed in a
4 16-20 balanced way; insightful reasons/evaluation; well-chosen and relevant
examples. Worthy of consideration for an award.
Gives an excellent answer: excellent structure and balanced answer;
sharp reasoning; very good use of language; focuses on the question;
5 21-25
well-chosen examples to illustrate the points being made; shows
intellectual flair/spark. Clear award standard.

Section 2: Old Testament, New Testament and World Religions (25 marks)

Part a (knowledge)

Level Mark Level Descriptor

1 1 Gives an isolated example of a simple piece of relevant knowledge.
2 2 Gives basic knowledge of a relevant idea presented in a structured way.
Gives a competent description presented in a structured way but
3 3
lacking detail and some understanding; moderate use of English.
Gives a good description showing more detailed knowledge and
4 4
understanding.
Gives a very good and detailed description with a high level of precision
5 5
and understanding.

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Section 2: Old Testament, New Testament and World Religions (continued)

Parts b and c (understanding)

Level Mark Level Descriptor

1 1 Gives an isolated piece of knowledge and explanation.
Gives a basic interpretation with some relevant knowledge presented in
2 2
a structured way but lacking detail and some understanding.
Gives a competent interpretation; able to comment on key ideas, with
3 3 more developed and detailed knowledge of background ideas; moderate
use of English.
Gives a good, detailed interpretation with a high level of precision; more
4 4 developed comments on key ideas and themes; sound use of technical
vocabulary.
Gives a very good, coherent and comprehensive interpretation with
5 5 detailed, relevant and precise reference to themes and background
ideas; very good use of English.

Part d (evaluation)

Level Mark Level Descriptor

Gives a basic answer: some structure or organisation of the ideas; lack
1 1-2
of clear reasoning; some relevant points; unbalanced; limited examples.
Gives a competent answer: reasonably clear structure and balanced
answer; some examples and sound explanation; moderate use of
2 3-4
English; one or two relevant points made with reasons. Sound CE
equivalent.
Gives a good answer: good, clear structure and balanced answer; well-
3 5-6 chosen examples with a sound grasp of their meaning; sound
assessment of ideas with good reasons. Good CE equivalent.
Gives a very good answer: very good structure; ideas developed in a
4 7-8 balanced way; insightful reasons/evaluation; well-chosen and relevant
examples. Worthy of consideration for an award.
Gives an excellent answer: excellent structure and balanced answer;
sharp reasoning; very good use of language; focuses on the question;
5 9-10
well-chosen examples to illustrate the points being made; shows
intellectual flair/spark. Clear award standard.

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 APPENDIX IV
COURSEWORK: STRUCTURE AND ALLOCATION OF MARKS

The coursework should be between 750-1500 words. The following structure and
allocation of marks should be used:

Section A: Introduction and investigative methods (5 marks)

Candidates should include:
• a cover sheet with the candidate’s name, school and senior school
• a statement of the aims of the project
• some background information if applicable (e.g. ‘this study is based upon a Jewish
community living in West London’)
• an outline of the main areas of investigation
• a statement of how the information has been collected, e.g. interviews, questionnaire,
articles, library, examples of similar projects, e-mail, internet etc.

Section B: Presentation of the research/data (25 marks)

Marks will be given for knowledge, understanding and research skills. Knowledge skills
should include good, clear description of factual material. Understanding skills should
include an explanation of beliefs, symbols and significance (of buildings, artefacts,
significant historical moments etc.) of the aspect of the religion chosen for study and
research. Research skills should include appropriate headings/dates. Footnotes may be
used so that sources can be easily identified in the bibliography. Data may include tables,
maps, photographs and recorded interviews. Text extracts/quotations should be short and
each one should be limited to two sentences.

Section C: Conclusion (4 marks)

Candidates might include:
• a summary of findings
• overall significance of findings
• reflections upon the adequacy of the investigative methods used
• possible areas for further investigation/research

Acknowledgements (2 marks)
Candidates should include a bibliography and a list of any other resources used.

Final mark
The 36 marks allocated to this section will be divided by two.

Coursework title and submission

Junior schools should seek approval of coursework titles from the relevant senior schools
well in advance of submission. The work must be submitted to candidates’ senior schools
for marking during the term before Common Entrance.

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 APPENDIX V

COURSEWORK: ASSESSMENT CRITERIA

Introduction and investigative methods
Level Mark Level Descriptor
1 1 Aims unclear but stated.
2 2 Aims stated clearly; background information given.
Aims stated clearly; background information given in reasonable detail with
3 3
main areas described briefly.
Aims stated clearly; background information given in some detail with main
4 4
areas described adequately.
Aims stated clearly; background information given in full with main areas
5 5
described fully.

Presentation of the research/data

Level Mark Level Descriptor
Gives an isolated example of a simple piece of relevant knowledge; much of
1 1-4
the information is derivative or copied from sources.
Gives basic knowledge and explanation of a relevant idea presented in a
2 5-9
structured way.
Gives a broadly satisfactory and relevant interpretation with relevant
3 10-14 knowledge (including pictures/diagrams etc.) presented in a structured way but
lacking detail and some understanding; moderate use of English.
Gives a satisfactory interpretation; able to comment on key ideas and with
4 15-18
more developed and detailed knowledge of background ideas.
Gives a good, detailed interpretation with a high level of precision; more
5 19-22 developed comments on key ideas and themes; sound use of technical
vocabulary.
Gives a very good, coherent and comprehensive interpretation with detailed,
relevant and precise reference to themes and background ideas; uses very
6 23-25
good English; makes judicious use of diagrams, pictures and other relevant
illustrative material.

Conclusion
Level Mark Level Descriptor
1 1 Basic summary of conclusions stated.
2 2 Summary stated clearly; comment on findings adequate.
3 3 Good, clear and succinct statement of findings.
4 4 Very clear, well-expressed statement of findings and their significance.

Acknowledgements
2 marks are available for the senior school to judge the appropriate quality of the
acknowledgements, presentation, spelling, grammar etc.

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 APPENDIX VI
Word and PDF versions of this form should be downloaded from the ISEB website. This form should be
attached to the candidate’s coursework and sent to the senior school for marking during the term before the
examination. Marking criteria can be found in the religious studies syllabus.

TO THE HEAD OF RELIGIOUS STUDIES

SENIOR SCHOOL ......................................................................................................

RELIGIOUS STUDIES COURSEWORK

NAME ..............................................................................................................................................................
PRESENT SCHOOL .............................................................................................................................................

Mark
Component Criteria Max Mark
Awarded
Word length • 750-1500 words
Introduction and investigative • a statement of the aims of the project 5
methods
• background information, if applicable
• an outline of the main areas of investigation
• a statement of how the information has been
collected

Presentation: knowledge, • a description of factual material 25

understanding and research
• an explanation of beliefs, symbols and
significance of the aspect of religion chosen
for study and research

• appropriate headings, dates, footnotes,

tables, maps, photographs, recorded
interviews, brief text extracts, quotations

Conclusion • a summary of findings 4

• reflections upon the adequacy of the
investigative methods used
• possible areas for further investigation/
research

Acknowledgements • bibliography and a list of any other resources 2

used
• quality of English, spelling etc.

Total mark • total divided by two 18

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Declaration
The work of this candidate has been undertaken under regular supervision. Any assistance given to the
candidate is recorded below. The degree of teacher assistance given in the completion of the enquiry and
details of any ICT used are also noted. (Please record here a note of any assistance given.)

This is my own work.

Candidate’s name ................................................................................................ Date ...........................

Teacher’s name ................................................................................................... Date ...........................

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 APPENDIX VII

TEXTS FOR SECTION 3: WORLD RELIGIONS AND CONTEMPORARY ISSUES

Part A: Contemporary Issues

Page references are to Michael Wilcockson Religious Studies ISEB Revision Guide
(second edition, Galore Park) and to Susan Grenfell’s Religious Studies for Common
Entrance (second edition, Hodder Education). However, candidates may study any
sources they wish.

Topic Pages Pages Specific Detail

(Wilcockson) (Grenfell)
Science and Religion 100-102 8-9 Big Bang; creationism;
evolution, God and science

Stewardship and the 102-104 10-11 Environmental crisis,

Environment conservation, treatment of
150-151
animals, the work of A Rocha

Law, Rules and 104-110 40-41 Human rights, Martin Luther

Human Rights 46-49 King, children’s rights, law
and rules, Ten
Commandments, rules and
morals, rights and
punishment, aims and
purpose of punishment,
prison, death penalty

Leadership and 110-114 28-29 Conscience, Jesus’ Sermon

Wisdom 60-61 on the Mount, Dietrich
Bonhoeffer, King Solomon,
leadership and authority,
abuse of power

Social Justice and 114-117 72-75 Social justice, Oscar Romero,

Treatment of the Poor Fair Trade, wealth and
teaching on the poor, Mother
138-141
Teresa, Jackie Pullinger

Prejudice and 118-120 34-35 Meaning of prejudice and

Discrimination 96-97 discrimination, racism and
122-123 multi-racial societies, today’s
146-149 outcasts, Christian teaching
and example: Trevor
Huddleston, Meg Guillebaud

Attitudes to Death 121-124 136-137 Life after death; sanctity of

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 142-145 life arguments, quality of life
152-155 arguments, euthanasia and
ending life, Cicely Saunders
and hospice movement, war
and pacifism
Parts B-G: World Religions
Page references are to the Seeking Religion (Hodder Education) series. However,
candidates may study any sources they wish.

Book Pages Topic

The Sikh Experience 4-7 Guru Nanak
0340 74772 2 8 Guru Angad
11-13 Guru Gobind Rai
14-15 The Khalsa
16-18 Guru Granth Sahib
19-21 Rahit Maryada
22-24 Beliefs
25-28 Initiation
32-35 Gurdwara
38-39 Festivals
40-43 Marriage and funerals
44-47 Places
The Buddhist Experience 6-7 Siddhartha
0340 74771 4 8-9 Siddhartha’s quest
10-11 Enlightened One
12-17 Dharma
18-19 Sangha
20-29 Types of Buddhism
30-31 Refuge
32-37 Buddha images
38-41 Shrine
46-47 Festivals
48-51 Way of Life
52-53 Scriptures
56-59 The Wheel of Life
The Jewish Experience 6-9 Abraham and Moses
0340 74773 0 10-14 Holy Books
15-17 Beliefs
18-20 Synagogue
21-22 Orthodox and Reform
23-27 Family life
28-30 Shabbat
31-33 Bar Mitzvah etc.
34-36 Marriage and death
39-46 Festivals

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The Christian Experience 4-6 Jesus
0340 74768 4 10-13 Bible
14-19 Beliefs
20-22 Baptism
28-30 Prayer
31-33 Places of worship
34-36 Holy Communion
42-43 Marriage
44-47 Easter
48-49 Festivals
50-53 Pilgrimage
The Muslim Experience 8-9 Awesome
0340 74770 6 10-11 Muhammad
12-14 Message
21-23 Qur’an
24-27 Beliefs
28-30 Salah
31-33 Mosque
36-37 Zakah
38-39 Sawm
40-42 Hajj
43-44 Birth and death
45-46 Marriage
47-49 Family life
52-54 Festivals
The Hindu Experience 11-14 Holy Books
0340 74769 2 15-19 Beliefs
20-22 Caste and dharma
23-25 Goal
26-31 God/forms
35-41 Life cycle
42-44 Pilgrimage
45-49 Festivals
50-52 Worship at home
53-55 Temple

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 APPENDIX VIII
TEXTBOOKS AND OTHER TEACHING RESOURCES

The Jewish Experience, Liz Aylett and Kevin O’Donnell, Hodder Education
The Hindu Experience, Liz Aylett and Kevin O’Donnell, Hodder Education
The Christian Experience, JF Aylett and Kevin O’Donnell, Hodder Education
The Muslim Experience, JF Aylett and Kevin O’Donnell, Hodder Education
The Sikh Experience, Philip Emmett, Hodder Education
The Buddhist Experience, Mel Thompson, Hodder Education
Religious Studies for Common Entrance (second edition), Susan Grenfell, Hodder
Education – Pupil’s Book and Teacher’s Resource Book
Preparing for Common Entrance Religious Studies: A Guide for Pupils (second edition),
Michael Wilcockson, Galore Park
Religious Studies: ISEB Revision Guide (second edition), Michael Wilcockson, Galore
Park
Religious Studies Practice Exercises 13+, Michael Wilcockson and Susan Grenfell, Galore
Park
Religious Studies Practice Exercises 13+ Answer Book, Michael Wilcockson and Susan
Grenfell, Galore Park
Holy Bible: New International Version, Hodder & Stoughton

Other recommended resources

A Rocha, a Christian environmentalist charity based in the UK:

http://www.arocha.org/int-en/index.html

Buddhism, Mark Constance, Oxford University Press

Christianity, Julie Haigh, Oxford University Press
Hinduism, Neera Vyas, Oxford University Press
Islam, Stella Neal, Oxford University Press
Judaism, Sue Schraer, Oxford University Press
Sikhism, Julie Haigh, Oxford University Press

Living Faiths Teacher Guides to the Oxford University Press series

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 APPENDIX IX
PRE-COMMON ENTRANCE: KEY STAGE 2

GENERAL BIBLE KNOWLEDGE

It is recommended, both as a preparation for Common Entrance and as an insight into

western culture, that pupils should know about Bible stories which they will encounter
throughout their years in pre-prep and junior school. Below is a list of suggested stories.

Old Testament stories New Testament stories

• Noah • The Annunciation
• The Story of Jacob • Jesus as a Boy in the Temple
• Joseph and his Brothers • John the Baptist’s Mission
• Joshua • The Wedding at Cana in Galilee
• Samson • The Disciples
• Ruth • The Lord’s Prayer
• David and Goliath • The Death of John the Baptist
• Ahab and Jezebel • The Centurion’s Servant
• Elisha • Feeding the Five Thousand
• Jeremiah • Martha, Mary and Lazarus
• Daniel • Pentecost
• Esther • Stephen
• Jonah • The Conversion of Paul
• Paul’s Teaching on Love
(1 Corinthians 13)

A useful resource is Bible Stories for Today, Harry Matthews, ISEB.

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 APPENDIX X
GLOSSARY FOR SECTIONS 1 AND 2
Ark of the Covenant sacred box containing the two tablets of the Law (Ten Commandments)
atonement getting back into a right relationship with God
Baal Canaanite god
baptism symbolic washing away of sin
blasphemy speaking against God or making oneself equal to God
blessed given true happiness by God
Christ or Messiah anointed one
covenant agreement between God and His people
crucifixion Roman death penalty of being nailed to a cross
disciple follower or student
discrimination acting negatively against someone or some people
Eden garden in Genesis 2 where everything is perfect
Exodus way out or departure from Egypt
faith having an active trust in someone or in God
The Fall the moment when Adam and Eve sinned and fell from grace
fasting going without food to enable oneself to be more aware of God
justice treating others fairly
miracle act of God which breaks the laws of physics
pacifist person who refuses to fight or use violent force
parable story comparing the Kingdom of God with everyday human events
persecution harassment or ill-treatment on grounds of religious beliefs
Pharisee Jewish religious teacher who taught strict obedience to the Law
prejudice holding an irrational view against someone or some people
prophet person chosen by God to speak God’s message to the people
repentance a sincere change of heart
resurrection rising to new life from the dead
Sabbath Jewish day of rest
sacrifice giving up something for something of greater value
salvation being saved and brought into relationship with God
Sanhedrin Jewish ruling council
sin disobeying God and separating oneself from Him
Sinai/Horeb mountain of God
Son of God Jesus’ unique relationship with God
Son of Man Jesus’ role as the one who would suffer for others
stewardship looking after the world for God
temptation the desire to do something wrong
transfiguration change of appearance
wisdom ability to distinguish between good and evil
worship giving praise and honour to God

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