Ethics and Religious Studies Curriculum and Assessment Guide (Secondary 4 - 6)

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Personal, Social and Humanities Education Key Learning Area

Ethics and Religious Studies

Curriculum and Assessment Guide (Secondary 4 - 6)

Jointly prepared by the Curriculum Development Council and The Hong Kong Examinations and Assessment Authority

Recommended for use in schools by the Education Bureau HKSARG

2007 (with updates in January 2014)

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Contents

Page

Preamble i

Acronyms iii

Chapter 1 Introduction 1

1.1 Background 1

1.2 Rationale 2

1.3 Curriculum Aims 2

1.4 Curriculum Objectives 3

1.5 Broad Learning Outcomes 3

1.6 Interface with Junior Secondary Education and Post-secondary Pathways

4

Chapter 2 Curriculum Framework 5

2.1 Design Principles 5

2.2 Curriculum Structure and Organisation 5

2.2.1 Compulsory Part: Ethics 7

2.2.2 Elective Part I: Religious Traditions 14

2.2.3 Elective Part II: Faiths in Action 40

2.2.4 Time allocation 42

Chapter 3 Curriculum Planning 45

3.1 Guiding Principles 45

3.2 Progression 46

3.3 Curriculum Planning Strategies 49

3.3.1 Interfacing junior secondary and senior secondary curriculum

49

3.3.2 Catering for learner diversity 49

3.3.3 Making use of ad hoc issues and life events 50 3.3.4 Linkages to other learning experiences and informal

curricula

50

3.3.5 Cross-curricular planning 51

3.3.6 Integrating learning with assessment 51

3.4 Managing the Curriculum 52

3.4.1 Areas of work 52

3.4.2 Roles of different stakeholders 53

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Chapter 4 Learning and Teaching 55

4.1 Knowledge and Learning 55

4.1.1 Constructing knowledge through concept development 55

4.1.2 Roles of learners and teachers 57

4.3 Approaches and Strategies 58

4.3.1 From enquiry to reflection 58

4.3.2 Choosing appropriate learning and teaching strategies 62

4.3.3 Experiential learning 67

4.3.4 Reading to learn 69

4.4 Learning Community 70

4.5 Catering for Learning Differences 70

Chapter 5 Assessment 73

5.1 The Roles of Assessment 73

5.2 Formative and Summative Assessment 74

5.3 Assessment Objectives 75

5.4 Internal Assessment 77

5.4.1 Guiding principles 77

5.4.2 Internal assessment practices 79

5.5 Public Assessment 80

5.5.1 Guiding principles 80

5.5.2 Assessment design 82

5.5.3 Public examinations 82

5.5.4 School-based Assessment (SBA) 83

5.5.5 Standards and reporting of results 86

Chapter 6 Learning and Teaching Resources 89

6.1 Function of Learning and Teaching Resources 89

6.3 Commonly Used Resources 90

6.3.1 Textbooks 90

6.3.2 Reference materials 92

6.3.3 Technology and web-based resources 92

6.3.4 Mass media 93

6.3.5 Community resources 94

6.4 Flexible Use of Learning and Teaching Resources 94

6.4.1 Fitness for purpose 94

6.4.2 Catering for learner diversity 95

6.5 Resource Management 95

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Glossary 97

References 103

Membership of the CDC-HKEAA Committee on Ethics and Religious Studies and its Working Group

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i

Preamble

The Education and Manpower Bureau (EMB, now renamed Education Bureau, (EDB)) stated in its report¹ in 2005 that the implementation of a three-year senior secondary academic structure would commence at Secondary 4 in September 2009. The senior secondary academic structure is supported by a flexible, coherent and diversified senior secondary curriculum aimed at catering for students' varied interests, needs and abilities. This Curriculum and Assessment (C&A) Guide is one of the series of documents prepared for the senior secondary curriculum. It is based on the goals of senior secondary education and on other official documents related to the curriculum and assessment reform since 2000, including the Basic Education Curriculum Guide (2002) and the Senior Secondary Curriculum Guide (2007). To gain a full understanding of the connection between education at the senior secondary level and the basic education level, and how effective learning, teaching and assessment can be achieved, it is strongly recommended that reference should be made to all related documents.

This C&A Guide is designed to provide the rationale and aims of the subject curriculum, followed by chapters on the curriculum framework, curriculum planning, pedagogy, assessment and use of learning and teaching resources. One key concept underlying the senior secondary curriculum is that curriculum, pedagogy and assessment should be well aligned. While learning and teaching strategies form an integral part of the curriculum and are conducive to promoting learning to learn and whole-person development, assessment should also be recognised not only as a means to gauge performance but also to improve learning. To understand the interplay between these three key components, all chapters in the C&A Guide should be read in a holistic manner.

The C&A Guide is jointly prepared by the Curriculum Development Council (CDC) and the Hong Kong Examinations and Assessment Authority (HKEAA). The CDC is an advisory body that gives recommendations to the HKSAR Government on all matters relating to curriculum development for the school system from kindergarten to senior secondary level.

Its membership includes heads of schools, practising teachers, parents, employers, academics from tertiary institutions, professionals from related fields/bodies, representatives from the HKEAA and the Vocational Training Council (VTC), as well as officers from the EDB. The HKEAA is an independent statutory body responsible for the conduct of public assessment, including the assessment for the Hong Kong Diploma of Secondary Education (HKDSE). Its governing council includes members drawn from the school sector, tertiary institutions and government bodies, as well as professionals and members of the business community.

1 The report is The New Academic Structure for Senior Secondary Education and Higher Education – Action Plan for Investing in the Future of Hong Kong.

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The C&A Guide is recommended by the EDB for use in secondary schools. The subject curriculum forms the basis of the assessment designed and administered by the HKEAA. In this connection, the HKEAA will issue a handbook to provide information on the rules and regulations of the HKDSE examination as well as the structure and format of public assessment for each subject.

The CDC and HKEAA will keep the subject curriculum under constant review and evaluation in the light of classroom experiences, students’ performance in the public assessment, and the changing needs of students and society. All comments and suggestions on this C&A Guide may be sent to:

Chief Curriculum Development Officer (Personal, Social and Humanities Education) Curriculum Development Institute

Education Bureau 13/F Wu Chung House 213 Queen’s Road East Wanchai, Hong Kong Fax: 2573 5299

E-mail: ccdopshe@edb.gov.hk

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Acronyms

ApL Applied Learning

ASL Advanced Supplementary Level

C&A Curriculum and Assessment

CDC Curriculum Development Council

CE Certificate of Education

EMB Education and Manpower Bureau ERS Ethics and Religious Studies

HKALE Hong Kong Advanced Level Examination

HKCEE Hong Kong Certificate of Education Examination HKDSE Hong Kong Diploma of Secondary Education HKEAA Hong Kong Examinations and Assessment Authority HKSAR Hong Kong Special Administrative Region

IT Information Technology

KLA Key Learning Area

KS1/2/3/4 Key Stage 1/2/3/4

OLE Other Learning Experiences

PSHE Personal, Social and Humanities Education S1/2/3/4/5/6/7 Secondary 1/2/3/4/5/6/7

SBA School-based Assessment

SSCG Senior Secondary Curriculum Guide

VTC Vocational Training Council

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Chapter 1 Introduction

This chapter provides the background, rationale and aims of Ethics and Religious Studies (ERS) as an elective subject in the three-year senior secondary curriculum, and highlights how it articulates with the junior secondary curriculum, post-secondary education, and future career pathways.

1.1 Background

The ERS curriculum is developed on the basis of the recommendations made in the New Academic Structure for Senior Secondary Education and Higher Education — Action Plan for Investing in the Future of Hong Kong (EMB, 2005) and the Senior Secondary Curriculum Guide (CDC, 2007). These two documents provide the overall direction for the development of senior secondary education in Hong Kong. They stipulated a combination of core and elective subjects, Applied Learning courses and other learning experiences to suit individual interests and aptitudes.

ERS is one of the electives in the senior secondary curriculum. It is built on the Religious Studies (Christianity) Curriculum for Secondary 4 – 5 (implemented in 1998), Buddhist Studies (HKCE Examination Syllabus) and the Advanced Supplementary Level Ethics and Religious Studies Curriculum (implemented in 2001). It also follows the general direction set out in the Personal, Social and Humanities Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 3) (CDC, 2002) and extends the prior knowledge, skills and values and attitudes students developed through the Personal, Social and Humanities Education (PSHE) curriculum in basic education.

This curriculum guide sets out the overall aims of the subject, and the learning objectives and outcomes for senior secondary level. It includes detailed explanatory notes, key points and biblical references (for module 2 Christianity in Elective Part I) in the curriculum content and a description of the assessment framework. Normative Ethics and Personal and Social Issues are compulsory components of the curriculum. The study of ethics lays the foundation of values formation and judgement, while the discussion on current and controversial issues prepares students to face related challenges and struggles in the future, and contributes to their social, moral and spiritual development. Choices are provided in the elective parts on

“Religious Traditions” and “Faiths in Action”. Experiential learning activities are organised so that students have practical experience of how the teachings of religious traditions are manifested in daily life.

As an elective PSHE subject in the three-year senior secondary curriculum, ERS encourages students to explore questions of meaning, value and purpose in life. It seeks to help students develop insights, a capacity for moral and spiritual life and personal autonomy. These qualities make life meaningful individually and in the social, cultural and political contexts of pluralistic Hong Kong.

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1.2 Rationale

The ERS curriculum attempts to make a major contribution to the social, moral and spiritual development of students. Young people are frequently challenged by many religious and moral issues such as the origin and purpose of life, identity, sex and marriage, suffering, and life after death. This curriculum, comprising “Religious Traditions”, “Ethics” and “Faiths in Action”, helps students respond to these issues through a process of enquiry. Students are expected to reflect critically upon their own experience, develop confidence in their religious understanding, and develop an ability to articulate their own beliefs.

This curriculum enables students to examine ways in which religious and moral questions have been formulated and reflected upon throughout history and across the globe. Students are encouraged to articulate their own beliefs and engage in dialogue with others. Students study and apply what they have learnt from religious traditions to ethical issues confronting them in their daily lives, and reflect upon their faiths in action when they are engaged in learning activities in social services and religious practices.

The curriculum has a particularly important contribution in helping students appreciate diversity in pluralistic Hong Kong. The richness in the religious traditions of our society provides many opportunities for the students to compare different religions and study their significance.

1.3 Curriculum Aims

The aims of the ERS curriculum are to enable students to:

(a) acquire knowledge of the religion they study and of other major religions in Hong Kong;

(b) make rational and informed judgements about religious and moral issues;

(c) enhance their spiritual, moral, and social development; and

(d) develop a positive attitude towards people and respect for their beliefs.

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1.4 Curriculum Objectives

Students are expected to develop knowledge and understanding of:

(a) the significance of morality to individuals and society;

(b) the history of major ethical systems and why their tenets have survived the ages;

(c) the origin, precepts, forms and practices of the religion they study;

(d) the founders of the religion they study and why their influence continues to the present days; and

(e) contemporary views about religious and ethical issues.

Students are expected to develop skills to enable them to:

(a) reflect upon their own beliefs, values and experiences;

(b) discuss ethical and religious issues with people who hold beliefs and values different from theirs;

(c) understand with empathy why people believe and behave as they do;

(d) debate issues of religious significance on the basis of evidence and rational argument; and (e) apply the results of their religious exploration for the betterment of themselves and of

their community.

Students are expected to develop the following values and attitudes:

(a) respect for others;

(b) willingness to acknowledge the needs, feelings and aspirations of others and learn from their insights;

(c) tolerance of ambiguities and paradoxes;

(d) appreciation of diversity in religions and cultures;

(e) respect for life; and

(f) eagerness for meaning and truth.

1.5 Broad Learning Outcomes

By the end of the course, students should be capable of demonstrating the following:

(a) an understanding of some basic theories in ethics;

(b) an ability to apply ethical theories to the analysis of personal and social issues and to maintain open-mindedness, consistency and tolerance when tackling ethical issues;

(c) an ability to identify situations which require the prioritising of values and virtues;

(d) an understanding of the complexities involved in making moral decisions;

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(e) an ability to apply critical thinking skills to the making of reasoned and responsible moral decisions through discussion of various ethical issues, such as cloning, prostitution and euthanasia;

(f) an understanding of the origin, precepts, forms and practices of the religion they study;

(g) an ability to address problems in their daily lives and tackle contemporary social problems by applying the teachings of the religion they study;

(h) an ability to take care of others by modelling the life of the religious founders they study;

(i) an ability to appreciate the religious understanding of humans and the world, and to enhance their own values;

(j) an ability to apply prior knowledge in ethics studies or religious studies to life experiences and other service experiences; and

(k) an ability to appreciate the diversity in different religions and cultures, and develop a positive attitude towards people having different religions and respect for their beliefs.

1.6 Interface with Junior Secondary Education and Post-secondary Pathways

The study of ERS is built on the knowledge, skills and values and attitudes students have learnt in basic education. These include the concepts and knowledge embedded in the six strands of the PSHE curriculum, in particular the strand “Personal and Social Development”.

Because of the learning acquired in Key Stage 3, particularly through Religious Education, Biblical Knowledge, Buddhist Studies, Integrated Humanities and History, students are already equipped with a basic understanding of various religious traditions. ERS at Key Stage 4 emphasises the religious concepts, beliefs and values that can be brought to bear on daily living within specific contexts. Teachers are encouraged to refer to previous learning experiences where appropriate.

The ERS curriculum provides a good foundation for further study in disciplines such as Cultural Studies, History, Theology, Philosophy, Public Administration, Human Resources Management, Social Work and Criminal Justice. It is also an excellent start for the preparation of future social workers, counsellors, teachers, clergy and journalists.

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Chapter 2 Curriculum Framework

The curriculum framework for Ethics and Religious Studies (ERS) embodies the key knowledge, skills, values and attitudes that students are to develop at senior secondary level.

It forms the basis on which schools and teachers plan their school-based curriculum and design appropriate learning, teaching and assessment activities.

2.1 Design Principles

The design of this curriculum is based on principles derived from those recommended in Chapter 3 of the report The New Academic Structure for Senior Secondary Education and Higher Education (EMB, 2005), namely that this curriculum should:

(a) build on the basis of the prior knowledge, skills, values and attitudes, and learning experiences students will have gained through their study of the PSHE curriculum in basic education;

(b) achieve a balance between breadth and depth in the study of ERS to facilitate students’

preparation for further studies, entry into the workforce and whole-person development;

(c) expose students to perspectives and concepts essential to the understanding of the religious and ethical issues in shared human experience, while at the same time emphasising students’ ability to transfer and apply these perspectives and concepts to the understanding of new issues;

(d) provide a balance between essential learning and a flexible and diversified curriculum, catering for students’ different interests, needs and abilities through the provision of different modules in the elective parts and an experiential learning programme designed and organised by students;

(e) allow flexible organisation and progression to cater for the different characteristics and backgrounds of schools and needs of students. Suggestions on possible arrangements in this aspect will be provided in Chapter 3;

(f) aim to develop students’ self-directed and life-long learning skills through promoting student-centred enquiry. Students are expected to respect the pluralism of cultures, values and views, and be critical, reflective and independent thinkers; and

(g) ensure that assessment is closely aligned with learning.

2.2 Curriculum Structure and Organisation

Two major approaches to religious education, namely a systems approach (learning about religions) and a life themes approach (learning from religion), are given balanced emphasis in this curriculum. The first involves developing knowledge and understanding of religious beliefs, teachings, practices and lifestyles, while the second promotes the skills of asking questions relating to self-identity, the meaning and purpose of life, values and commitments,

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and of responding to them. Students are thus able to understand and reflect on ethical and religious issues and become aware of their own beliefs and values. They will be able to evaluate the influence of religion on their lives, and begin their own spiritual search.

Compulsory Part: Ethics

This is an introductory study on ethics. The emphasis is on value formation and judgement based on rational thinking.

Module 1 Normative Ethics

Module 2 Personal and Social Issues

Elective Part I: Religious Traditions (Choose ONE only) Module 1 Buddhism

Module 2 Christianity Module 3 Confucianism*

Module 4 Islam*

Module 5 Taoism*

* To be ready for implementation at a later phase

Elective Part II: Faiths in Action (Choose ONE only)

Experiential learning activities are organised and structured around religious teachings and the way they relate to shared human experience. Teachers can help students to reflect on these learning experiences and to explore their meaning.

Module 1 Learning to serve and serving to learn Module 2 Learning from religious practices

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2.2.1 Compulsory Part: Ethics

This is an introductory study of ethics. The emphasis is on value formation and judgement based on rational thinking. Students have to study certain personal and social issues so as to nurture their abilities to make ethical judgements and informed choices.

Module 1: Normative Ethics

Units Related

Phenomena/concepts Explanatory Notes The Nature of

Morality

Moral principles  basic moral principles such as kindness, harm avoidance, respect for autonomy and loyalty

 differences between moral principles and moral rules: moral principles are applied universally and moral rules have the meaning of behaviour restraint

Moral reasoning  clarification of moral concepts

 upholding the value of rational thinking

 sustaining an open-minded attitude (without self-interest or prejudice) Pluralism  Chinese and the Western values and morality

 Seeking possible consensus and respecting the differences among people who hold various moral principles in a pluralistic society (e.g. tolerance and respect)

Morality and religion  relationship between morality and religion: contradictory, mutually supplemented or not related Theory of

Conduct

Consequences  the priority of the good over the right

 judgement of right or wrong depends on the goodness or badness of the consequences (e.g.

Utilitarianism: good consequences mean right, bad consequences mean wrong)

 Act-Utilitarianism and Rule-Utilitarianism Duties  the priority of the right over the good

 judgement of right or wrong according to the nature of the action itself (e.g. Kantian: duties are right regardless of consequences)

 the possible incompatibility of duties (e.g. fairness may not be in line with loyalty)

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Module 1: Normative Ethics

Units Related

Phenomena/concepts Explanatory Notes Theory of Value

and Virtue

Intrinsic value  definition of intrinsic value: the built-in value of the matter itself

 examples to illustrate the meaning of intrinsic value

Instrumental value  definition of instrumental value: value desirably judged in terms of achievement of other ends

 examples to illustrate the meaning of instrumental value

Quality  an essential and distinguishing attribute of something or someone

 desirable qualities of loyalty, filial piety, integrity, fairness, honesty, responsibility, prudence, courage etc

 undesirable qualities of lies and cheating, selfishness, retaliation, jealousy etc Priority  ranking among competing virtues (e.g. loyalty and filial piety)

Conflicts  virtues and values may not be compatible (e.g. honesty may not be compatible with compassion)

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Module 2: Personal and Social Issues

Units Related Phenomena/concepts

Explanatory Notes

Human Rights Inherent dignity  why human rights should be respected and how they form an essential constituent or characteristic of being human

 situations which deny inherent dignity Civil and political

rights

 the rights of privacy, access to information, belief, personal expression, association and freedom of person (prevention of slavery and forced labour)

Economic, social and cultural rights

 the rights to work and just treatment, subsistence, health care, education, housing and enjoyment of culture

Prevention of discrimination

 the roots of discrimination

 different manifestations of discrimination

 some past and present examples of discrimination Nature of rights  rights and duties

 rights and the rule of law

 duties and protecting one’s rights

Self-determination  ways in which one exercises the right of self-determination Life and Death Right to raise a family  to raise a family or not to raise a family

 personal and social considerations Birth control  causes of and reasons for birth control

 views on birth control from different cultural, political and religious perspectives Abortion  causes of and reasons for abortion

 ethical considerations: pro-life or pro-choice

Ageing  legal, cultural, religious and philosophical attitudes towards ageing Suffering  legal, cultural, religious and philosophical attitudes towards suffering

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Suicide  responsibility to self, to others and to society; consequences of decisions, respect and love for one another

 ethical considerations

Euthanasia  categories of euthanasia: active euthanasia, passive euthanasia, voluntary euthanasia, non-voluntary euthanasia and involuntary euthanasia

 ethical considerations

Capital punishment  theories of punishment: deterrence, retribution and transformation

 ethical considerations Sex,

Companionship and Family

Heterosexual and homosexual relationships

 love and sexual relationship

 values and characteristics of heterosexual relationship

 ethical issues in the homosexuality debate The single life  causes of and reasons for having a single life

 different attitudes towards the single life

 consequences of living a single life Premarital and

extramarital sex

 different attitudes towards premarital sex

 consequences of extramarital sex on spouse and family Marriage and divorce  meaning of marriage

 elements of a good marriage

 causes of divorce and its consequences Pornography  causes of pornographic activities

 reasons for supporting or opposing pornography

 attitudes towards pornography

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Prostitution  causes of prostitution

 reasons for supporting or opposing prostitution

 attitudes towards prostitution

The family  functions of the family for individuals and society

 impact on the family system of modern society

 how the family system responds to the issues of companionship

 how forms of companionship illuminates one another Bioethics Medical ethics  relationship between health care professionals and patients

 rights of patients

Gender selection  reasons for gender selection

 ethical issues in gender selection Genetic engineering  meaning of genetic engineering

 ethical arguments for or against genetic engineering Cloning  the cloning debate

 ethical arguments for or against cloning Environmental

Ethics

Pollution and consumerism

 causes of environmental pollution

 consumption and its environmental consequences

 how materialistic values influence the relationship between human society and the environment

Use and exploitation of the natural environment

 arguments for or against using and exploiting nature

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Biodiversity and conservation

 instrumental and intrinsic value of nature: maintenance of ecological balance and biodiversity

 importance of conservation to environmental protection

 arguments for or against using animals for food and experimentation Global village and

sustainability

 multiple meanings of sustainable development

 common goal and conflicts between economic development and environmental protection

 need for a global perspective in solving environmental problems Business and

Economic Ethics

Justice/fairness/equality  meaning of justice/fairness/equality

 exploring justice/fairness/equality in policies, such as tax and social welfare

 issues from a justice/fairness/equality perspective (e.g. fair trade, syndicated loan, corruption, industrial action)

Poverty  the origin of poverty

 causes of poverty in a globalized world and its solutions Advertising  ways by which advertisements transmit messages and values

 positive and negative effects of advertisements

 values that guide advertisements Social responsibility of

corporations

 profit motive and social responsibility

 obligations to stake-holders such as consumers, the community and shareholders

 ethical considerations related to the production process and outcomes

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Media Ethics Information and entertainment

 the right of a person to know and to be informed, and the role of the mass media in modern life (e.g. to transmit information, facilitate communication and provide entertainment) Freedom of speech and

editorial independence

 the significance of freedom of speech in human society and its relations with the mass media

 the power of freedom of speech and how the media can abuse it

 the need for critical evaluation and public accountability

 problems with media owned by corporations or political parties in a globalized world Code of ethics and

professionalism

 professional conduct in the mass media (respect for the individual and for privacy)

 role and mission of media professionals: report the facts, stand for justice Media Ethics issues  the impact of stereotyping on society

 dangers of misleading information, indoctrination and emotive provocation

 censorship: arguments for and against censorship; balance between protecting freedom, privacy and public interest

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2.2.2 Elective Part I: Religious Traditions (Choose ONE only)

Module 1: Buddhism

Unit 1: History of Buddhism

Topics Key Points Explanatory Notes

Advent of Buddhism

 Historical setting Indigenous Indian culture and the influence of Aryan culture

 life and culture of aboriginal societies in ancient India

 social changes after the Aryan invasion

 founding of the four caste system and its impacts

 the teachings of Brahmanism, revolutionary ideas and practices of the samanas at the time of the Buddha

 Life of the Buddha Birth  family background and birth

Growing up  understanding of human life and the world during

childhood

 education and marriage

Renunciation  the four encounters and renunciation

Search for teachers  practising asceticism and meditation

Practice of austerity  self-mortification

Giving up austerity, enlightenment  abandoning asceticism

 enlightenment

First turning of the wheel of teaching  first Sermon on the Four Noble Truths

 meaning of the Four Noble Truths in Buddhism

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Preaching along the river Ganges

Nirvana

 followers of the Buddha from different castes: Ananda Yasa, Sariputra, Maudgalyayana, Bimbisara,

Anathapindada and Upali, etc.

 last teachings and nirvana

 Formation of the Buddhist Canon

Reasons behind the Collecting Buddhist Canon  cause, process, outcome and impact of the First Council organised by Maha Kasyapa after the Buddha's Nirvana

The four councils  cause, process, outcome and impact of the next three councils

The Tripitaka: its significance and development  contents of Tripitaka, and its different editions Spreading of Buddhism

 Development of Buddhism in India

Early Buddhism (from the time of the Buddha to around one century after the Buddha's nirvana)

Schisms and Sectarian Buddhism The rise of Mahayana Buddhism

The rise of various Mahayana schools (Prajnaparamita, Madhyamaka, Yogacara, Tathagatagarbha and Esoteric Buddhism)

Decline and extinction

 early Buddhist doctrines and the life of the early sangha

 Schism and the formation of Sectarian Buddhism

 origin and development of Mahayana Buddhism

 formation and development of Prajnaparamita philosophy

 formation and development of Madhyamaka philosophy

 formation and development of Yogacara philosophy

 formation and development of Tathagatagarbha thought

 formation and development of Esoteric Buddhism

 causes of the decline and disappearance of Buddhism

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 Development of Buddhism in other regions

South Asia  introduction to and development of Buddhism in

South Asia countries, such as Sri Lanka, Thailand, and Burma

East Asia  introduction to and development in East Asian

countries, such as Japan and Korea

China  introduction to and development in China, (including

the periods of introduction, growth, maturity, decline and revival)

Western countries  Introduction and development of Buddhism in the

West Contemporary Buddhism

 Theravada Buddhism, Chinese Buddhism, Tibetan Buddhism, Western Buddhism

The distinctive teachings and organisations  distinctive teachings and organisations of contemporary Theravada Buddhism

 distinctive teachings and organisations of contemporary Chinese Buddhism

 distinctive teachings and organisations of contemporary Tibetan Buddhism

 distinctive teachings and organisations of contemporary Western Buddhism

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 Pluralistic development of Buddhism in Hong Kong

Development of Buddhism in Hong Kong

The roles of Chinese Buddhism, Theravada Buddhism and Tibetan Buddhism in the development of Buddhism in Hong Kong

Social contributions of Buddhism in Hong Kong

 introduction and development of Chinese Buddhism in Hong Kong

 introduction and development of Theravada Buddhism in Hong Kong

 introduction and development of Tibetan Buddhism in Hong Kong

 The services of Buddhism in Hong Kong, including social welfare, medical services and education

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Unit 2: Basic Buddhist Doctrines

Topics Key Points Explanatory notes

 Four Noble Truths

Truth of Suffering

Truth of Arising of Suffering Truth of Cessation of Suffering Truth of methods for ending suffering

 the meaning and value of the Four Noble Truths

 the Truth of Suffering: phenomena of unsatisfactoriness in life

 the Truth of the Arising of Suffering: defilements and their causes

 the Truth of the Cessation of Suffering:

extinguishments of defilements – Nirvana

 the Truth of the Path: means to the extinguishment of defilements – the Eightfold Paths

 the relationships between the Four Noble Truths

 Dependent Origination Its meaning and development  the meaning of Dependent Origination

 the relationship between Dependent Origination and Dependent Arisen

 the explanation of life and existence by Dependent Origination

 Twelve links of

Dependent Origination

Meaning of each link Rebirth and liberation

 the name and meaning of each link

 explanation of the arising and cessation of life by the Twelve links of Dependent Origination

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Unit 2: Basic Buddhist Doctrines

 Karma and rebirth Meaning of karma and rebirth  the meaning of karma, karmic causes, karmic efficacy, karmic retribution

 the relationship between karmic retribution and rebirth

 types of karma: determinate karma, indeterminate karma, shared karma and individual karma

 have reflection on: taking control of one’s destiny;

mind as the master of life; one reaps what one sows;

treat all sentient beings as equals; rebirth is suffering, etc

Comparison of the Brahmanic and the Buddhist notions of karma

 similarities: suffering caused by craving; relationship between karma and the past, present and future lives;

good deeds cause good results, bad deeds cause bad results

 differences: concept of self – Brahminism “permanent self”; Buddhism “non-self”; renunciation

 Five aggregates and non-self

Composition of the five aggregates

Meaning of non-self

 the meaning of each aggregate

 the characteristics of the five aggregates:

non-identical, impermanent, non-voluntary

 the abandonment of attachment and the attainment of nirvana

 Three Marks of Existence

Meanings of three marks of existence  historical background

 the meaning of the marks

 the meaning of each mark: impermanence, non-self and nirvana

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Unit 3: Buddhist Practices

 Basic Buddhist practices

Tripod of Buddhist practices: discipline, concentration and wisdom

Distinctive practices of the five vehicles

 the meaning of discipline, concentration and wisdom

 overcoming the three poisons (desire, hatred and ignorance) by the tripod of Buddhist practice

 the vehicles of human beings, celestial beings, sravakas, pratyeka-buddhas and bodhisattvas

 differences in motivation, practice and attainment of the five vehicles

 Practices of the vehicles of human beings and celestial beings

The aim of rebirth as human beings and celestial beings Taking the three refuges and practising the five percepts

 the vehicles of human beings and celestial beings are the foundation of Bodhisattva vehicle

 the meaning of taking refuge

 the meaning of the three treasures: Buddha, Dharma and Sangha

 the five precepts: the fundamental precepts (refraining from killing, stealing, sexual misconduct and lying);

the protective precept (refrain from consuming intoxicants)

Practising the ten virtues  the ten virtues: three body virtues (refraining from killing, stealing and sexual misconduct); four verbal virtues (refraining from lying, licentious speech, duplicitous speech and harsh speech); three mental virtues (refraining from desire, hatred and ignorance)

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 Practices of the sravaka and the pratyekabuddha vehicles

The aims of liberating from rebirth, attaining freedom from suffering, and achieving sravakahood and pratyekabuddhahood

 the way to the rapid cessation of rebirth and personal deliverance

 the meaning of sravaka and pratyekabuddha

 the meaning of arhatship Practising the four foundations of mindfulness  the meaning of mindfulness

 the four foundations of mindfulness: body, feelings, state of mind and dharma

Realising the truths of impermanence, suffering, emptiness and non-self

 impermanence: the phenomenon of constant change

 suffering: suffering associated with the unpleasant;

suffering arising from the inevitable destruction of the pleasurable; suffering inherent in sentient life

 emptiness: non-identical, impermanent and non-voluntary

 non-self: absence of an identical, permanent and voluntary substance

 the meaning of the right view, right thought, right speech, right action, right livelihood, right effort, right mindfulness and right concentration

Practising the Eightfold Paths  the relationship between the Eightfold Paths and the tripod of Buddhist practice

Attaining the four fruits and nirvana  the meaning of the four fruits: srota-apanna-phala, sakradagami-phala, anagami-phala, arhat-phala

 the meaning of nirvana

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 Practices of

Bodhisattva vehicle

The aim of universal liberation Dependent origination and emptiness

 the meaning of bodhisattva

 realising the truth of emptiness Practising the six perfections and four all-embracing

virtues

 the six perfections: charity, discipline, forbearance, effort, concentration, wisdom

 the four all-embracing virtues: charity, kind words, beneficial acts, and adaptation of oneself to others Practising the four immeasurable minds  the meaning of the four immeasurable minds:

compassion, sympathy, empathetic joy and equanimity

The mind of great compassion and the mind of enlightenment

 the mind of great compassion: help sentient beings to become free from suffering

 the mind of enlightenment: pursuit of enlightenment Attaining the Bodhicitta, the great nirvana and the

Buddha-fruit

 Bodhicitta: the ultimate, most perfect enlightenment

 the great nirvana: cessation of all forms of defilements and rebirths forever

 the Buddha-fruit: three bodies (dharma-body, retribution-body, transformation-body)

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Module 2: Christianity Unit 1: Background

Topics Key Points Biblical References Explanatory Notes Textual Background

The faith of the Old Testament The Passover Ex. 12:21-42 To point out how God acts to save and liberate the Israelites:

 the first Passover: salvation and judgement

 Pharaoh frees the Israelites

The Sinai Covenant Ex. 19:1-8, 20:1-21 To show that Israel became God’s chosen people by covenant:

 God invites the Israelites to become His chosen people by covenant, and to serve Him as priests

Exile Mic. 3:9-12

Ezek. 6:8-10 2 Kings 25: 1-21;

2 Chr. 36: 20-21

To explain the reasons why the Israelite nation fell into ruin: idolatry and social injustice

To show the situation of the Israelites when they were exiled to Babylon:

 King Nebuchadnezzar, King of Babylon leads his army to Jerusalem and destroys the Temple, and the Israelites were exiled

Promise of a New Covenant Jer. 31:3-4, 31-34;

Ezek. 36:22-28

To show how God promises to make a new and better covenant to bring the people into an even closer relationship with Himself:

 background: (1) Israel repeatedly breaks the covenant and turn to idols; God punishes them by war, defeat and exile; (2) God’s purpose is to change His people so as to demonstrate His holiness to all nations

 the new covenant brings purification, forgiveness, a new heart and mind, and an experiential

knowledge of God

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Unit 1: Background

Topics Key Points Biblical References Explanatory Notes The Messianic Hope Isa. 11:1-9 To explain the Jewish hope which was focused on the

coming of the Messiah:

 the Messiah will come as a shoot growing from the stump of David’s dynasty

 like David, the Messiah is to be empowered by the Spirit and to rule in justice

History and identity of Israel in the Old Testament

The theme of election

 Meaning of the chosen people

 Circumcision

Deut. 7:6-9, 14:2; Ps.

33:12; Isa. 14:1, 41:8-9

To show the rights and duties of the Israelites as God’s chosen people

To show the reasons for and meanings of circumcision

The theme of covenant

 Nature and content of the

covenants Abraham in Gen.

12:1-3, 15:1-21, 17:1-22; Moses in Ex.

19:4-5, 20:1-17, 23:20-33, 24:1-8;

David in 2 Sam. 7:16, Ps. 89:2-4

To show the nature of the covenants:

 God takes initiatives to set up covenants

 people have to obey God so as to obey the covenants

To understand the contents and nature of different covenants:

 the covenant between God and Abraham

 the covenant between God and the Israelites after exodus

 the covenant between God and David

To understand the relationship between covenant and election

History between the two Testaments

 Hellenization

 Independent War of Maccabees

 Roman occupation

To understand the measures and effects of Hellenization when Greece seized Palestine To understand the causes, process and influence of the Independent War of Maccabees

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Unit 1: Background

Topics Key Points Biblical References Explanatory Notes Socio-political Background

 Palestine in the first century A.D.

Roman occupation: To explain the political situation in Palestine

 The Procurator

 King Herod

 Sanhedrin

To introduce the political situation in Palestine in the first century A.D.

To show the characteristics of some Jewish sects

 Sadducees

 Pharisees

 Zealots

 Herodians

 Essenes

To understand the background of the Sadducees, Pharisees, Zealots, Herodians and Essenes

To show the situation of the people and their background

 Peasants, fishermen, landlords, craftsmen and businessmen

 The officials: tax-collectors, priests, Levites, synagogue elders

To understand the situation of the people and officials in Palestine in the first century A.D.

Important historical event

 The destruction of the Temple at Jerusalem in A.D. 70

To show what happens in the destruction of the Temple and its consequences

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Unit 2: The Origin of Christianity - Jesus Christ

Topics Key Points Biblical References Explanatory Notes Jesus’ Ministry

 Birth and childhood

Matthew’s accounts of the birth of Jesus: To show that the birth of Jesus is prophesied in the Old Testament

Mt. 1:18-25, 2:1-23

To introduce Matthew and Luke’s accounts of the birth and childhood of Jesus:

 the coming of the Son of God: descendant of David, born to be King

 born of a virgin

 to be born in Bethlehem

 the killing of children

 the escape to Egypt and return to Nazareth

 the role played by Mary, Joseph, the angels, the wise men, King Herod, Simeon and Anna Luke’s accounts of the birth of Jesus Lk. 1:26-56  the coming of the Son of God: human, born of a

virgin

 the role played by Mary, Joseph, the angels and shepherds

To describe the childhood of Jesus Lk. 2:1-52  family background

 physical and intellectual development

 sense of communion with God the Father

 Ministry

 Preparation

 Baptism John the Baptist Mk. 1:2-8, 6:14-29 To show the character and work of John the Baptist:

 John’s appearance and behaviour

 John’s message, role and ministry

 John’s imprisonment and death

 the importance of repentance and forgiveness

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Topics Key Points Biblical References Explanatory Notes

Jesus’ baptism Mk. 1:9-11 To point out the importance of Jesus’ baptism:

 the meaning of baptism in the days of Jesus and today

 Jesus coming to John for His baptism

 the signs of God’s approval of Jesus

 Temptation The temptation of Jesus Mk. 1:12-13; Lk.

4:1-13

To explain the significance of the temptation of Jesus:

 the background to the temptation of Jesus

 the nature of the temptation

 Jesus’ replies

To demonstrate how it is possible to overcome temptations in daily life:

 obedience to God, submission to the teaching of the Bible, and determination to resist Satan

 Jesus calls ordinary people to be His disciples

To show that discipleship is a call from Jesus:

Jesus calls four fishermen to be His

disciples Mk. 1:16-20  Jesus calls ordinary people to be His disciples Jesus calls Levi, the tax-collector to

be His disciple

Mk. 2:13-17  the meaning of “disciple”

 Jesus sends out the

Apostles Jesus chooses the 12 Apostles Jesus sends out the Apostles to preach

Mk. 3:13-19 Mk. 6:7-13

 the appointment of the 12 Apostles

 the meaning of “apostle”

 the work, power (authority) and mission of the disciples/apostles

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 Miracles

 Healing Jesus heals a leper

The man with a paralysed hand Jairus’ daughter

The woman who touched Jesus’

cloak

A woman’s faith

Jesus heals a blind man in Bethsaida

Mk. 1:40-45 Mk. 3:1-6

Mk. 5:22-23, 35-43 Mk. 5: 24-34 Mk. 7:24-30 Mk. 8:22-26

To show that Jesus has the power to heal and that it is part of His ministry:

 Jesus performs the healing miracles because of His compassion and the people’s faith

 the different reactions of the people to these miracles

 Jesus keeps His identity hidden in some of these miracles

 Authority over evil spirits

Jesus heals a man with evil spirits Jesus heals a boy with an evil spirit

Mk. 5:1-20 Mk. 9:14-29

To show that Jesus has the power over evil spirits and that defeating evil spirits is part of His ministry:

 Jesus fights to destroy evil spirits because of his compassion and the people’s faith

 people’s reaction to Jesus’ words and deeds

 Jesus reveals His identity in these miracles

 Power over nature Jesus has power over a storm Jesus has power to feed 5,000 people

Mk. 4:35-41

Mk. 6:30-44 To show that Jesus exercises His power over nature out of His concern for the people’s needs, and to point out the importance of faith in facing difficulties:

 Jesus calms a storm and feeds a multitude

 the disciples are limited by their lack of faith and understanding

 Others The Pharisees set a trap for Jesus by demanding a miracle

Mk. 8:11-13 To emphasise why Jesus performed miracles:

 the misunderstanding of people about performing miracles

 Jesus’ standpoint on performing miracles

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Transfiguration Mk. 9:2-8 To point out the glory of Jesus in His transfiguration:

 confirmation of the divinity of Jesus

 the appearance of Moses and Elijah, and the voice of God acknowledging Jesus as the Son of God

 Passion

 Jesus’ predictions about

His suffering Jesus’ three predictions about His

suffering Mk. 8:31-33,

9:30-32, 10:32-34 To show why the Messiah has to suffer:

 Jesus’ three predictions about His suffering

 the Messianic Secret

 Peter’s misunderstanding of Jesus’ role

 Jesus’ preparation of His disciples for His coming suffering

 Before suffering Entrance into Jerusalem Mk. 11:1-10 To show how Jesus makes His role as the Messiah public, thereby fulfilling the prophecy:

 riding on the colt into Jerusalem is a prophetic sign of Messiahship

 the way the people welcome Jesus shows their misunderstanding of Messiahship

 Palm Sunday

The anointing at Bethany Mk. 14:1-11 To show that the anointing is a preparation for Jesus’

death:

 the Jewish leaders’ plot to arrest Jesus secretly

 Jesus praises Mary’s deed

 Judas agrees to betray Jesus

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Topics Key Points Biblical References Explanatory Notes The Lord’s Supper Mk. 14:12-31 To explain the meaning of the Last Supper:

 Jesus foretells His coming suffering and the reaction of the disciples

 the Feast of the Unleavened Bread and the Passover

 the significance of the Last Supper in the days of the disciples and in the church today

 Maundy/Holy Thursday

Gethsemane Mk. 14:32-42 To point out how Jesus as a human being shrinks away from His suffering, but finally determines to do the will of God at all costs:

 Jesus’ example: to pursue the way of God in prayer

 Jesus exhorts the disciples to be watchful and to pray for strength to resist temptation

 Arrest Arrest Mk. 14:43-52 To give an account of the unjust arrest of Jesus:

 the roles of Judas, the guards, the disciples, the Jewish leaders and the false witnesses

Before the Council Mk. 14:53-65 To show how Jesus is condemned for acknowledging His identity as the Messiah:

 the Jewish Council

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Peter’s denial

Before Pilate

Mk. 14:66-72

Mk. 15:1-15

To explain why and how Peter fails and denies Jesus, and to help students learn from Peter’s failure:

 in spite of Jesus’ warning, Peter denies Him

 the reasons for Peter’s failure

 the importance of repentance

To show how Jesus voluntarily submits to the injustice done to Him:

 the unjust and illegal trial

 the parts played by Pilate, the Jewish leaders and the crowd

 Crucifixion and burial Crucifixion and death Mk. 15:16-41 To give an account of the Crucifixion and explain its meaning:

 the meaning of “crucifixion”

 the fulfilment of prophecies

 Jesus’ words on the cross

To compare the reaction of different people to the crucifixion:

 the soldiers, Simon of Cyrene, the two bandits, the priests and scribes, and the bystanders Burial Mk. 15:42-47 To give an account of Jesus’ death and burial:

 witnesses to Jesus’ death: Joseph of Arimathea, the Roman Officer, and some women

 Jewish burial

 Good Friday

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 Resurrection and Ascension

The Resurrection Mk. 16:1-14 To describe the events that took place at the Resurrection:

 the message of the Resurrection

 the role of the angels and the women, including Mary Magdalene

 the reaction of the people concerned

To point out the relevance of the Resurrection for Christians today:

 Jesus promises His disciples power and authority, and to be with them always

 Jesus gives His disciples the mission to spread the Good News

 the meaning of Resurrection

 Jesus is alive and present with His people

 Easter

The Ascension Mk. 16:19-20 To explain the meaning of Jesus’ Ascension:

 Jesus resumes His glory (the meaning of sitting at the right hand side of God the Father)

 the Kingdom of God has come

 Jesus’ followers worship Him and the Lord confirms their work for the Kingdom of God with the signs of the Messianic Age

Jesus’ Teachings

 Kingdom of God To point out the characteristics of the Kingdom of

God and its citizens:

 The coming of the

Kingdom of God The Lamp under the Bowl Mk. 4:21-23  The Lamp under the Bowl: the secret of the Kingdom of God is to be disclosed

The Growing Seed Mk. 4:26-29  The Growing Seed: the inward invisible growth of the Kingdom

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The Mustard Seed Mk. 4:30-34  The Mustard Seed: the outward visible growth of the Kingdom

 Ways to the Kingdom of God

Repent and believe the Gospel Virtue of love

Mk. 1:15 Mk. 9:41-50

 demands repentance and faith

 purity of heart Jesus blesses little children Mk. 10:13-16  childlike humility The rich young ruler Mk. 10:17-27  whole-hearted devotion

 The Kingdom of God is come – the End of Days

Prediction of the “throwing down”

of the Temple

Mk. 13:1-6  the “throwing down” of the Temple is coming;

and many people will pretend to be the Messiah No man knows when the Day will

come Mk. 13:32-37  a man taking a long journey: servants should

watch out and get ready for the return of the master

 Will of God

 Teachings for His disciples

To understand how to take the responsibilities of a citizen in the Kingdom of God:

 Life style Humility and service Mk. 9:33-37  the least is the greatest in the Kingdom of God To be a servant of others Mk. 10:42-45  take Jesus as a role model in serving others To remember Jesus Mk. 14:22-25  take Jesus’ body and blood in order to remember

Jesus’ salvation for all

 Promises Whoever is not against us is for us Mk. 9:38-41  a willingness to accept other servants of God Detachment and rewards Mk. 10:28-30  to give up what one has in the world will receive

God’s reward

Receive the Holy Spirit Jn. 20:19-23  the risen Jesus sends his disciples, grants the Holy Spirit and the power of remitting and retaining sins to them

 Cost and mission Take up one’s cross and follow Jesus Mk. 8:34-38  renunciation and self-denial Go into the world and preach the

Gospel to every creature

Mk. 16:15-20  preaching the Gospel is the mission given by Jesus before His Ascension

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 Parables To explain Jesus’ purpose in using parables, and to

introduce some parables and show their relevance to our daily lives:

 Parables about the

Kingdom of God The Sower Mk. 4:1-20  The Sower: the different responses to God’s message

The Tenants in the Vineyard Mk. 12:1-12  The Tenants in the Vineyard: the Jewish leaders’

rejection of the prophets and the Messiah

 Parables about the End of Days

Ten Virgins Mt. 25:1-13  Ten Virgins: people have to prepare well for the arrival of the End of Days all the time

The Sheep and the Goats Mt. 25:31-46  The Sheep and the Goats: the qualifications to enter into the Kingdom of God at the End of Day

 Parables about moral conduct

The Unmerciful Servant Mt. 18:21-35  The Unmerciful Servant: the basic attitude of forgiveness

The Good Samaritan Lk. 10:25-37  The Good Samaritan: all people are our neighbours

 Other parables The Talents Mt. 25:14-30  The Talents: the need to use our talents well in order to be a good steward of talent

The Lost Sheep The Lost Son

Lk. 15:1-7 Lk. 15:11-32

 The Lost Sheep and The Lost Son: God’s

unconditional love and welcome for sinners who repent

 Law To point out the true meaning of the Law and

traditions, and correct the misunderstanding of the Jewish leaders:

 Laws and traditions The greatest commandment Mk. 12:28-34  to be a citizen of the Kingdom of God, one should love God and one’s neighbours, which is more important than offerings and sacrifices Forgiving sin Mk. 2:1-12  the true meaning of forgiving sin

 Debates on Laws and traditions

Teachers of the Law condemn Jesus for eating with the outcasts

Mk. 2:16-17  God also loves sinners, and Jesus states that He comes for sinners

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Conflict over ritual fasting Mk. 2:18-22  the incompatibility of the old and new spirit Conflict over the Sabbath Mk. 2:23-28  the Sabbath is made for people’s sake, and not as

a burden

Clean and unclean Mk. 7:1-5, 14-22  the real source of uncleanness

Traditions to the elderly Mk. 7:6-13  it is wrong to give traditional laws a higher position than the Law

A question on divorce Mk. 10:1-12  the true will of God about marriage

A question about paying taxes Mk. 12:13-17  people have different duties in response to their different roles in the world

A question about rising from death Mk. 12:18-27  resurrection exists

A question about the Messiah Mk. 12:35-37  the Messiah is both man and God

 Sermon on the

Mount Sermon on the Mount:

Characteristics of the citizens of the Kingdom

To show that the Sermon is about a God-centred approach to life:

The Beatitudes Mt. 5:3-12 (a) ways that lead to true happiness Salt and light Mt. 5:13-16 (b) to be salt and light in the world

The six antitheses Mt. 5:21-48 (c) based on a proper relationship with God rather than religious rituals

Emphasis on true piety Mt. 6:1-18 (d) to trust God and not any material thing Attitude towards life Mt. 6:19-7:11 (e) to maintain good human relationships by

forgiving and not by judging others

The Golden rule Mt. 7:12 (f) to build one’s life on the teaching of Jesus and not the Jewish tradition

Three warnings Mt. 7:13-27 (g) to strive for absolute morality and impartial love

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Unit 3: The Continuation of Jesus’ Ministry

Topics Key Points Biblical References Explanatory Notes

Jesus’ Identity To show different views of Jesus’ identity from

different people:

 Jesus in the eyes of the Jews

Using the power of Beelzebub Mk. 3:20-22  Teachers of the Law accuse Jesus that He is inspired by the devil since He has the power to cast out unclean spirits

Jesus is rejected at Nazareth Mk. 6:1-4  people in Nazareth know Jesus to be a carpenter and do not accept His higher status

Jesus is regarded as the risen John the Baptist

Jesus is regarded as John the Baptist, Elijah and one of the prophets

Mk. 6:14-16  Herod Antipas regards Jesus as the risen John the Baptist

 people other than the disciples regard Jesus as John the Baptist, Elijah and one of the prophets

Rabbi/teacher Mt. 23:8-10  People regard Jesus as a rabbi, teacher

 Jesus in the eyes of His disciples

Son of God Mk. 1:1, 3:11, 5:7, 14:61,

15:39

 the disciples understand Jesus as Son of God as a result of His miracle-performing

Messiah Mk. 8:29, 14:61-62,

15:32

 the Jewish views of Messiah at Jesus’ time

 Jesus’ interpretation of the meaning of Messiah

 Jesus’ understanding of Himself

Son of Man Mk. 2:10, 2:28, 8:31,

10:45, 14:62

 the meanings of Son of Man: (1) has the right to forgive sins; (2) Lord of the Sabbath; (3) has to suffer; (4) the one who serves people; (5) will come back from heaven in glory

Development of the Early Church

The Ascension Acts 1:6-11  the promise of the Holy Spirit and the power to witness

 the Ascension

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Topics Key Points Biblical References Explanatory Notes Pentecost – the coming of the Holy

Spirit

Acts 2 To show that the Pentecost is the birthday of the church:

 the form and gift of the Holy Spirit

Peter’s preaching Acts 2 To introduce the content of the proclamation of the Early Church:

 Peter’s proclamation begins the active spreading of the Gospel by the Church Persecution of the early believers

(Stephen and James)

Acts 5:17-33, 6:8-15, 7:54-8:3, 12:1-5

To show the courage of the apostles as witnesses of Christ:

 the apostles, forbidden to preach, choose to obey God and not man

 the threat of execution

 the faith of Stephen as shown in his arrest and death

 Herod executes James

Conversion of Saul Acts 9:1-19 To give an account of the conversion of Saul and its importance for the development of the Church:

 Saul’s vision of the Risen Lord on the road to Damascus

 God reveals His purpose to Ananias and sends him to baptise Saul

To explain the nature of conversion:

 the meaning of the conversion of Saul:

(a) complete break with his past (b) freedom from the struggle for

righteousness (c) displacement of self (d) complete change of values

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Topics Key Points Biblical References Explanatory Notes Preaching to the Gentiles Acts 9:20-11:30 To show the source of Peter’s power to heal,

and to show the Gospel was spread in Judea:

 Peter heals in the name of Jesus and many people believe

To show how God prepared to reveal His salvation to all:

 God gives a vision to Cornelius, a devout Roman centurion

 Peter learns in a vision that salvation is for all

 Peter explains that the coming of the Holy Spirit to the Gentiles is the proof of God’s acceptance

To show the work done by the church in Antioch:

 Christians from Cyprus and Cyrene preach to the Gentiles in Antioch and many Gentiles turn to the Lord

 Barnabas is sent by the church in Jerusalem to help in Antioch, and Barnabas invites Saul to help

 the term “Christians” is first used, signifying separation from Judaism

 Antioch sends famine relief to Judea

Ethics and Religious Studies Curriculum and Assessment Guide (Secondary 4 - 6)

Full text

Personal, Social and Humanities Education Key Learning Area