CSEC Religious Education

CXC 28/G/SYLL 09
CARIBBEAN EXAMINATIONS COUNCIL

Caribbean Secondary Education Certificate
CSEC

RELIGIOUS EDUCATION
SYLLABUS

Effective for examinations from May/June 2012

Published by the Caribbean Examinations Council

2010, Caribbean Examinations Council
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted in any form, or by any means electronic, photocopying, recording or otherwise without
prior permission of the author or publisher.

Correspondence related to the syllabus should be addressed to:
The Pro-Registrar
Caribbean Examinations Council
Caenwood Centre
37 Arnold Road, Kingston 5, Jamaica, W.I.

Telephone: (876) 630-5200
Facsimile Number: (876) 967-4972
E-mail address: cxcwzo@cxc.org
Website: www.cxc.org

Copyright 2009, by Caribbean Examinations Council
The Garrison, St Michael BB14038, Barbados

CXC 28/G/SYLL 09
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Contents

RATIONALE ................................................................................................................................... 1
AIMS ................................................................................................................................................ 1
CRITERIA FOR CONTENT SELECTION .................................................................................... 2
ORGANISATION OF THE SYLLABUS ....................................................................................... 2
APPROACHES TO TEACHING THE SYLLABUS ..................................................................... 3
SUGGESTED TIME-TABLE ALLOCATION ............................................................................... 3
CERTIFICATION ............................................................................................................................ 3
DEFINITION OF PROFILE DIMENSIONS .................................................................................. 3
FORMAT OF THE EXAMINATIONS .............................................................................................. 4
REGULATIONS FOR RESIT CANDIDATES .................................................................................. 5
CORE
Section 1 - Essentials of Religion ....................................................................................... 6
Section 2 - Christianity ....................................................................................................... 8
Section 3 - Hinduism .......................................................................................................... 12
Section 4 - Islam ................................................................................................................. 16
Section 5 - Judaism ............................................................................................................. 20
Section 6 - Caribbean Indigenous Religions ...................................................................... 24
OPTIONS
Option A - Christianity
Section 1 - Human Life Issues ............................................................................................ 32
Section 2 - The Bible .......................................................................................................... 35
Section 3 - God ................................................................................................................... 37
Section 4 - Concept of Sin and Salvation ........................................................................... 40
Option B - Hinduism
Section 1 - Human Life Issues ............................................................................................ 43
Section 2 - The Ramayan/Bhagvad Geeta .......................................................................... 46
Section 3 - The Absolute and Avatars ................................................................................. 48
Section 4 - Concept of Sin and Liberation.......................................................................... 50
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Option C - Islam
Section 1 - Human Life Issues..52
Section 2 - The Holy Quran56
Section 3- Concept of Allah..59
Section 4 - Concept of Sin, Punishment and Reward..62
Option D - Judaism
Section 1 - Human Life Issues...64
Section 2 - The Tenakh..67
Section 3 God..69
Section 4 - Festivals and Observances.72
SCHOOL-BASED ASSESSMENT ................................................................................................. 75
MODERATION OF SCHOOL-BASED ASSESSMENT .............................................................. ...81
RESOURCES ................................................................................................................................... 86
GLOSSARY ..................................................................................................................................... 89
This document CXC 28/G/SYLL 09 replaces CXC 28/G/SYLL 05.
Please note that the syllabus has been amended and amendments are indicated by italics.
First published 1990
Reprinted with minor amendments and addenda 1991
Reprinted 1996, 2000
Revised 2005
Amended 2009
Please check the website, www.cxc.org for updates on CXCs syllabuses.
CXC 28/G/SYLL 09
Religious Education Syllabus
RATIONALE
The people of the Caribbean live in multi-cultural societies where they are in constant contact with
numerous religious ideas. This variety of ideas, along with scientific and technological developments
and rapid social changes has led to the questioning of traditional values.
The CSEC Religious Education syllabus is designed to provide students with opportunities to
participate in the age-long search of human beings for the meaning and purpose of life, and to facilitate
an appreciation and an affirmation of their own sense of uniqueness and identity. It is intended to assist
them in understanding the concept of god in religions. It also seeks to help them become aware of the
interconnectedness among God, human beings and the world. The syllabus exposes students to different
religious ideas, values and ways of expressing them so that they can interact meaningfully with
people of different religious and cultural persuasions in the Caribbean and the world.
Further, the syllabus seeks to foster understanding, appreciation and respect for the religious, ethnic,
cultural, political and other aspects of plurality in the Caribbean. It is intended that the study of the
CSEC Religious Education syllabus will help students to understand their society and the belief systems
of others, clarify their own belief systems, deal with problems, and resolve conflicts.
This syllabus will contribute to the development of the Ideal Caribbean Person, by promotions and
encouraging the cross-pollination of ideas among students of different ethnic backgrounds, cultures and
points of view. The syllabus will also help students to develop intellectually and seeks to refine their
critical thinking skills and judgments and the acquisition of skills as defined in the UNESCO pillars of
Learning through research and the study of four world religions and indigenous religions found in the
Caribbean.
AIMS
This syllabus aims to:
1. develop an understanding of the meaning and purpose of life as advanced by different
religions practised in the Caribbean;
2. encourage informed dialogue among various cultural and religious organisations and groups
to foster harmony and peace among people of diverse customs and beliefs within the
Caribbean;
3. encourage a critical and reflective approach to religious beliefs and practices;
4. encourage appreciation and respect for various belief systems;
5. create an awareness of the diversity and communality that exist in religion;
6. create an awareness of our religious heritage as a Caribbean people.
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CRITERIA FOR CONTENT SELECTION
The main considerations which have guided the selection of the content of the syllabus are that the
concepts and themes chosen should be:
i. representative of four world religions and indigenous religions found in the Caribbean;
ii. conducive to the exploration of the meaning and purpose of life;
iii. useful in developing knowledge, awareness of and respect for the value placed by others on
their religious beliefs and practices;
iv. helpful to students in clarifying their own belief systems, dealing with issues and resolving
conflicts.
The term, Caribbean Indigenous Religions, as used in the syllabus, acknowledges that all Caribbean
religions have both European and African retentions. Over time, these religions have amalgamated,
assimilated, integrated, and have evolved into a distinctive Caribbean orientation and mode of
expression.
Many indigenous religions may be identified in the region. Since it is not possible to study all of these
religions in the time available for the section on Caribbean Indigenous Religions, six have been
identified in the syllabus, namely, Rastafari, Revivalism, Vodun, Orisha, Spiritual Baptist and
Santera.
ORGANISATION OF THE SYLLABUS
The Religious Education syllabus is made up of a Compulsory Core and four Options. Each
candidate must study the Compulsory Core and ONE Option.
CORE
The Core emphasises the beliefs and practices of four world religions and six indigenous religions in
the Caribbean. This section is intended to provide a foundation for the study of the central concepts
of the religions that will follow in the Options.
OPTIONS
Each Option explores the meaning and purpose of life from the perspective of each religion, and the
application of its teaching and principles to the challenges and demands of Caribbean society.
Four religions intended as Options are alphabetically listed below:
Option A - CHRISTIANITY
Option B - HINDUISM
Option C - ISLAM
Option D - JUDAISM
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APPROACHES TO TEACHING THE SYLLABUS
This syllabus focuses on religious education rather than religious instruction. The emphasis is on the
development of knowledge and insight that will enable students to clarify their own beliefs and to
understand the belief systems of others.
Religious education is concerned with learning to be humane and helping others to make the best of
their own humanity. It explores the mysteries of life, examines the distinction between what is
regarded as sacred and what is regarded as profane and teaches respect for the sacred space of others.
As such, religious education is necessary as part of good general education. It is relevant not only for
persons who are interested in careers as religious leaders and persons who are interested in personal
spirituality or moral development, but also for professionals in several fields, including medicine, law
enforcement and social work. In teaching the CSEC Religious Education Syllabus, either the Revised
Standard Version (R.S.V) or the New International Version (N. I.V.) of the Bible, the Ramayan, the
Bhagvad Geeta, the Quran (Koran) and the Tennach (Tenakh) may be used.
SUGGESTED TIME-TABLE ALLOCATION
It is recommended that about 144 hours be time-tabled for coverage of the syllabus.
CERTIFICATION
The syllabus will be examined at the General Proficiency certification only. The candidates
performance will be indicated on the certificate by an overall numeric grade, and, in addition, by a
letter grade for each of the three Profile Dimensions.
DEFINITION OF PROFILE DIMENSIONS
The knowledge and skills students are expected to develop on completion of this syllabus, have been
grouped under three headings:
(i) Knowledge;
(ii) Interpretation and Analysis;
(iii) Application.
Knowledge The students ability to recall facts and events, define terms, identify
characteristics and describe practices.
Interpretation and
Analysis
The students ability to explain concepts, analyse issues and values, compare
and contrast beliefs and practices, cite implications and draw conclusions.
Application The students ability to gather, organise and communicate information and
apply religious principles to contemporary life situations.
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FORMAT OF THE EXAMINATIONS
Candidates will be required to take Paper 01, Paper 02, and Paper 03.
Paper 01
(1 hour 15 minutes)
A compulsory paper based on the Core: Essentials of Religion, Christianity,
Hinduism, Islam, Judaism and Caribbean Indigenous Religions.
A 60-item Multiple Choice paper with items based on the Specific Objectives of
the Core of the syllabus.
Paper 02
(2 hours)
An essay paper consisting of 4 questions.
Candidates will be required to respond to Question 1, and any two of the other
three questions. These questions will be based on the Specific Objectives
relating to Christianity or Hinduism or Islam or Judaism.
The compulsory question for each Option will be set on Section 1: Human
Life Issues.
For Option A - Christianity, the questions will be set as follows:
Question 1 Human Life Issues (36 marks)
Question 2 The Bible (32 marks)
Question 3 God (32 marks)
Question 4 Sin and Salvation (32 marks)
For Option B - Hinduism, the questions will be set as follows:
Question 2 The Ramayan/Bhagvad Geeta (32 marks)
Question 3 The Absolute and Avatars (32 marks)
Question 4 Concept of Sin and Liberation (32 marks)
For Option C - Islam, the questions will be set as follows:
Question 2 The Holy Quran (32 marks)
Question 3 Concept of Allah (32 marks)
Question 4 Concept of Sin, Punishment and Reward (32 marks)
For Option D - Judaism, the questions will be set as follows:
Question 2 The Tanakh (32 marks)
Question 4 Festivals and Observances (32 marks)
School- Based
Assessment (SBA)
Paper 03/1
The SBA assignment is a research paper. In this paper, students will explore the
denominations and sects of selected world religions and Caribbean Indigenous
Religions.
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MARK ALLOCATION BY PAPERS AND PROFILE DIMENSIONS
Profile Dimensions Paper 01 Paper 02 Paper 03
(SBA)
Profile Weight
Knowledge 40 30 - 35%
Interpretation and
Analysis
20 40 20 40%
Application - 30 20 25%
TOTAL 60 100 40 100%
REGULATIONS FOR RESIT CANDIDATES
Resit candidates who have obtained 50% or more of the moderated score will not be required to repeat this
component of the examination provided that they write the examination in the academic year immediately
following their first sitting of the examination. Resit candidates who failed to achieve 50 % of the moderated
score must repeat the research paper during the academic year in which the examination is repeated. Resit
candidates must indicate at registration that they are resit candidates.
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CORE
SECTION 1 - ESSENTIALS OF RELIGION
GENERAL OBJECTIVES
On completion of this Section, students should:
1. understand the elements of religion;
2. appreciate how religion contributes to an understanding of the meaning and purpose of life.
SPECIFIC OBJECTIVES
Students should be able to:
1. define religion, denomination, sect, and cult;
2. explain the common features of religions;
3. describe human needs to which religion offers a response.
CONTENT
1. Definition of:
(i) Religion.
(ii) Denomination.
(iii) Sect.
(iv) Cult.
2. Features of Religion
(i) Prayer.
(ii) Place of Worship.
(iii) Belief systems.
(iv) Rituals.
(v) Worship.
(vi) Symbols.
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SECTION 1 - ESSENTIALS OF RELIGION (contd)
(vii) Sacred writings.
(viii) Deity.
(ix) Festivals.
(x) Rites of passage.
3. Human needs
(i) Quest for personal identity.
(ii) Quest for personal fulfilment in life in relation to a deity.
(iii) Search for harmony with nature or the environment, and human relationship.
(iv) Seeking spiritual meaning for life experiences.
(v) Providing moral codes as a guide for life.
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SECTION 2 - CHRISTIANITY
GENERAL OBJECTIVES
1. understand the central beliefs and practices of Christianity;
2. appreciate the similarities and differences with other religions where they occur.
SPECIFIC OBJECTIVES
1. describe how Christians express their understanding of God;
2. identify places of worship in Christianity;
3. identify the major locations where Christianity is practised;
4. identify the written source of authority for Christianity;
5. outline basic beliefs of Christianity;
6. explain selected Christian festivals in different traditions of Christianity in the Caribbean;
7. identify the similarities and differences of origins, beliefs, practices(rites of passage, rituals,
initiation, symbols and worship) of Christianity with those of Hinduism, Islam, Judaism and
Caribbean Indigenous Religions;
8. explain the ways in which Christianity came to the Caribbean through Christian missions and
its establishment in the region.
CONTENT
1. Christian Understanding of God
(i) Creator.
(ii) Liberator.
(iii) Present through the Holy Spirit.
(iv) In Jesus Christ.
(v) Deliverer.
(vi) As Father and Mother.
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SECTION 2 CHRISTIANITY (contd)
2. Places of Worship
(i) Tabernacle.
(ii) Church.
(iii) Temple.
(iv) Cathedral.
(v) Basilica.
(vi) Assembly Hall or Tent.
(vii) Assembly.
(viii) Chapel.
3. Major Locations
(i) Africa.
(ii) Asia/Pacific.
(iii) Europe.
(iv) The Americas.
4. Source of Authority
The Bible (Old and New Testament)
(i) transmitting the Word of God;
(ii) informing Worship;
(iii) supporting beliefs and lifestyles.
5. Major Teachings
(i) God is One, Almighty Creator.
(ii) The Trinity.
(iii) Jesus Christ is redemption.
(iv) There is judgement, punishment, forgiveness, reward.
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(v) Concept of man, sin, salvation.
(vi) Concept of second coming and last days.
6. Christian Festivals
(i) Advent.
(ii) Christmas.
(iii) Epiphany.
(iv) Lent:
(a) Ash Wednesday;
(b) Palm Sunday;
(c) Holy Week;
(d) Holy Thursday;
(e) Good Friday.
(iv) Paschaltide:
(a) Holy Saturday;
(b) Easter Vigil;
(c) Easter Sunday and Resurrection of Jesus;
(d) Ascension Day;
(e) Whitsuntide and Pentecost;
(f) Trinity Sunday;
(g) Corpus Christi.
7. Practices of Christianity
(i) Rites of Passage
(a) Birth;
(b) Marriage;
(c) Death.
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(ii) Rituals.
(iii) Initiation Ceremonies.
(iv) Symbols and Worship.
8. Similarities and differences with other religions
(i) Origins, beliefs and practices of Christianity with:
(a) Hinduism;
(b) Islam;
(c) Judaism;
(d) Caribbean Indigenous Religions.
9. Coming of Christianity to the Caribbean
(i) From Spain and Portugal with arrival of Christopher Columbus (late 15
th
Century).
(ii) From other parts of Europe period of Colonisation in the Caribbean (17
th
Century).
(iii) From North America and Europe (15
th
to 20
th
Century):
(a) Pre-Columbus;
(b) The era of enslavement;
(c) Post-emancipation;
(d) Period of Indentureship;
(e) Post-indentureship;
(f) Post-independence.
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SECTION 3 - HINDUISM
GENERAL OBJECTIVES
1. understand the central beliefs and practices of Hinduism and why Hindu religion is called
Sanaatana Dharma/Manar Dhama;
SPECIFIC OBJECTIVES
1. identify some major manifestations of God;
2. identify the sacred places of worship and teerthas (places of pilgrimage);
3. identify the major locations where Hinduism is practised;
4. identify Hindu scriptures;
5. identify beliefs of Hinduism which govern life;
6. describe some of the important festivals and reasons for their observance;
7. identify similarities and differences of origins, beliefs and practices (rites of passage, rituals,
initiation, symbols and worship) of Hinduism with those of Christianity, Islam, Judaism and
8. explain the ways in which Hinduism came to the Caribbean.
CONTENT
1. Some Major Manifestations of God
(i) Brahma.
(ii) Vishnu.
(iii) Shiva (Mahesh).
(iv) Durga.
(v) Lakshmi.
(vi) Saraswati.
(vii) Ganesh.
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SECTION 3 - HINDUISM (contd)
(viii) Hanumaan.
(ix) Surya.
2. Sacred Places
(i) Home altar.
(ii) Mandirs.
(iii) Sacred rivers.
(iv) Sacred plants or trees.
(v) Sacred animals.
3. Major Locations
India, Nepal and the Diaspora.
4. Sources of Authority: Hindu Scriptures
(i) - Shrutis
- Rig Veda
- Yajur Veda
- Sama Veda
- Atharva Veda
(ii) - Smritis
- Ramayan
- Mahabharata/Geeta
- Puranas
5. Beliefs
(i) Nature of Atma (soul).
(ii) Forms of life.
(iii) Dharma.
(iv) Karma.
(v) Incarnation.
(vi) Re-incarnation.
(vii) Four Yugas cycles of time.
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(viii) Four stages of life.
(ix) Four goals of life.
(x) Maayaa.
(xi) Moksha.
6. Festivals
Significance of:
(i) Divali or Deepavali;
(ii) Holi or Phagwah;
(iii) Maha Sivaraatri;
(iv) Krishna Janam Ashtmi;
(v) Rama Naumi;
(vi) Nava Raatri.
7. Practices of Hinduism
(i) Rites of Passage Samskaaras
(a) Birth;
(b) Sacred thread ceremony;
(c) Marriage;
(d) Death.
(ii) Rituals.
Beliefs, origin and practices of Hinduism with:
(i) Christianity;
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(ii) Islam;
(iii) Judaism;
(iv) Caribbean Indigenous Religions.
9. Coming of Hinduism to the Caribbean
(i) Indentureship.
(ii) Contemporary Hinduism.
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SECTION 4 - ISLAM
GENERAL OBJECTIVES
1. understand the central beliefs and practices of Islam;
SPECIFIC OBJECTIVES
1. describe a Muslim's relationship with Allah;
2. identify the places of worship in Islam;
3. identify the major locations where Islam is practised;
4. identify the written source of Authority for Islam;
5. outline basic Islamic beliefs;
6. recall the purpose of selected festivals and observances in Islam;
7. identify similarities and differences of origins, beliefs and practices (rites of passage, rituals,
initiation, symbols and worship) of Islam with Hinduism, Judaism, Christianity and
8. explain the ways in which Islam came to the Caribbean.
CONTENT
1. Relationship with Allah
(i) Creator-created; Master-servant; Beloved.
(ii) Worship-worshipper; definition and scope of worship.
(iii) Allahs love and mercy for man; mans love for Allah and how this is shown.
Quran 1:1-4; 2:21-22; 3:31-32; 9:24.
(iv) An Nawawi Forty Hadith #2, 18, 19.
(v) Human Relations/Race Relations.
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SECTION 4 ISLAM (contd)
(i) Diagrams or pictures illustrating Masaajid- Mosques and Islamic Centres throughout the
Muslim world. Worship not confined to any particular place.
- Kaaba, Masjidul Aqsa, Masjidun Nabi
(ii) Location and parts of the Masjid.
3. Major Locations
Asia, Africa and the Diaspora.
4. Sources of Authority
(i) The Shariah, (Islamic Law), the sources of which are:
(a) Primary sources - The Qur'an (Book of Allah) and the Sunnah (sayings,
actions and approvals of Muhammad, uwbp);
(b) Fiqh (Jurisprudence), the efforts of scholars to deduce and interpret the law
(the four major Schools of Islamic jurisprudence The Hanafi, The Maliki,
The Shafei and The Hanbali Schools).
5. Major Teachings
(i) The Six Articles of Faith:
(a) Belief in The Unity of Allah Tawhid, Allah is One, has no partner, equal or
rival. He alone is The Sovereign Lord and Master, The Most Beautiful
Names and Attributes belong to Him;
(b) Belief in Angels;
(c) Belief in Prophets;
(d) Belief in the Revealed Books;
(e) Belief in Al Akhirah (Life after Death);
(f) Belief in Al Qadr (Predestination).
(ii) The Five Pillars:
(a) The Shahaadah (Declaration of Faith five times a day);
(b) Salaah (prayer) Role of Imam, Muadhadhin Muezzin, and followers;
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(c) Zakaah (Alms);
(d) Saum (Fasting);
(e) Hajj (Pilgrimage to Makkah).
6. Festivals and Observances
(i) Festivals:
(a) Eid Ul Fitr (Festival at the end of Ramadan)
- 1
st
Shawwal, the 10
th
Islamic month;
- Salatul Eid Ul Fitr, special prayer offered in the morning;
- A day of feasting and almsgiving.
(b) Eid Ul Adha
- 10
th
of Dhulhajj, the last Islamic month;
- Commemoration of Ibrahim's sacrifice of his son, Ismail to Allah;
- Salatul Eid Ul Adha, special prayer offered in the morning. Meat of the
sacrificial animals shared to the poor, family and friends;
- Coincides with the performance of the Hajj in Makkah.
(ii) Additional observations:
(a) Ashura (10
th
of Muharram)
- Sanctifying the death of Imam Hussain, (Shia);
- Fasting on the 9
th
and 10
th
or 10
th
and 11
th
(Sunni);
- Hosay celebrations in Trinidad and Jamaica.
(b) Miladunnabi
- Birthday of the Prophet, 12th Rabiul Awal (not observed by all Muslims).
(c) Lailatul Miraj/Isra
- Ascension to the Heavens and the Night Journey (not observed by all
Muslims).
(d) Lailatul Qadr
- Night of Power during Ramadan.
(e) Lailatul Bara'at
- Night at the middle of Shaabaan (8
th
month) of Islamic calendar (not
observed by all Muslims).
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7. Practices of Islam
(a) Birth;
(b) Marriage;
(c) Death.
(ii) Rituals.
8. Similarities and differences with other Religions
Origins, beliefs and practices of Islam with:
(i) Christianity;
(ii) Hinduism;
(iii) Judaism;
9. Coming of Islam to the Caribbean
(i) Pre-Columbus.
(ii) The Era of Enslavement.
(iii) The Period of Indentureship.
(iv) Post-indentureship (Arab traders, Muslim merchants).
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SECTION 5 - JUDAISM

GENERAL OBJECTIVES


1. understand the central beliefs and practices of Judaism;


SPECIFIC OBJECTIVES


1. summarise Jewish beliefs on the nature of God;

2. identify place(s) of worship in Judaism;

3. identify the major locations where Judaism is practised;

4. identify the written sources of authority for Judaism;

5. outline basic beliefs of Judaism;

6. describe selected festivals in Judaism;

7. identify similarities and differences of beliefs, origins and practices (rites of passage, rituals,
initiation, symbols and worship) of Judaism with those of Christianity, Hinduism, Islam and

8. explain the ways in which Judaism came to the Caribbean.

CONTENT

1. Nature of God

(i) The One and Only God (Shema) Deut 6:4.

(ii) One in His works (Universal Creator and Guide).

(iii) One in his attributes:

(a) Incorporeal;

(b) Eternal;

(c) Omnipotent;

(d) Omniscient;

(e) Omnipresent.

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SECTION 5 - JUDAISM (contd)

(iv) The Compassionate, Merciful Judge.

(v) Relationship with God (Adonai or Elohin):

(a) Sacredness of Gods name (not used lightly);

(b) Gods Covenant with Abraham, and its renewal with Isaac and Jacob;

(c) Gods Covenant with Moses;

(d) Gods Covenant with David (Everlasting Kingdom).


Diagrams illustrating temples and synagogues.

3. Major Locations

Israel and the Diaspora.

4. Sources of Authority

Torah (Talmud/Midrash Mishnah, Gemara, Apocrypha), and TeNakh.

5. Major Teachings

Basic beliefs of Judaism:

(i) God is One, Almighty Creator.

(ii) There is judgment, punishment, forgiveness, reward.

(iii) Concept of humanity, sin, salvation.

(iv) Concept of second coming and last days.

(v) Varying beliefs of the major Sects.

(vi) Teachings concerning the Sabbath.

6. Festivals

(i) Rosh Hashanah Jewish New Year

(a) Time for seriousness and solemnity as well as for happiness and festivity.

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(b) Shofar (rams horn) blown to remind of ones responsibility in conscience to
God and neighbour.

(ii) Yom Kippur Day of Atonement:

Most solemn day of complete fasting and prayer in repentance for sins.

(iii) Pesach/Passover:

Commemoration of Gods saving action to Israel the Exodus.

(iv) Shavuoth or Pentecost or Feast of Weeks:

(a) Commemoration of the reception of the Ten Commandments from God by
Moses on Mount Sinai;

(b) Thanksgiving for the Torah and also the Wheat Harvest.

(v) Sukkoth or Tabernacles or Booths:

(a) Commemoration of Israelites living in tabernacles or booths during their
wanderings in the wilderness and being fed with manna from heaven and
having their thirst quenched with water;

(b) Sympathy for less fortunate.

(vi) Simchath Torah Rejoicing of the Law:

(a) Celebrated at end of Sukkoth or Tabernacles;

(b) Day on which the public reading of the Torah ends for one year and begins
for the next.

(vii) Purim Festival of Lots:

Annual festival reminding of the evil of Haman.

(viii) Chanukkah Great Festival of Light or Feast of Dedication:

(a) Re-dedication of Temple;

(b) Annual reminder of Triumph of Truth and Goodness over evil;

(c) Lighting of the Menorah.

7. Practices of Judaism


(a) Birth;

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(b) Marriage;

(c) Death.

(ii) Rituals.




Origin, beliefs and practices of Judaism with:

(i) Christianity;

(ii) Hinduism;

(iii) Islam;


9. Coming of Judaism to the Caribbean

(i) From Spain and Portugal with arrival of Christopher Columbus (late 15
th
Century).

(ii) Sephardic Jews.

(iii) From Portugal via Brazil.

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SECTION 6 - CARIBBEAN INDIGENOUS RELIGIONS

GENERAL OBJECTIVES


1. understand the main beliefs and practices of Caribbean Indigenous Religions;

2. understand the origins of Caribbean Indigenous Religions;

3. understand the influences of four world religions upon Caribbean Indigenous Religions.

SPECIFIC OBJECTIVES


1. identify the roles of each major divinity and the lesser divinities as well as the ancestors,
spirits, elders and other humans in each Caribbean Indigenous Religion;

2. identify places of worship in Caribbean Indigenous Religions;

3. identify the major locations where each Caribbean Indigenous Religion is practised;

4. outline the basic beliefs and teachings of each Caribbean Indigenous Religion;

5. identify some of the sources of authority (oral and written) for each Caribbean Indigenous
Religion;

6. describe some of the important festivals and feasts and reasons for their observances in the
different Caribbean Indigenous Religions;

7. identify similarities and differences and similarities of origins, beliefs, practices and sources
of authority of Caribbean Indigenous Religions with each other and with Hinduism, Islam,
Judaism and Christianity;

8. outline the development of the Caribbean Indigenous Religions in the Caribbean.

CONTENT

1. Concept of God (or the Supreme Being or the Creator)

(i) Rastafari:
Haile Selassie.
(ii) Revivalism:

- Heavenly Spirits, Earth-bound Spirits and Ground Spirits.

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SECTION 6 - CARIBBEAN INDIGENOUS RELIGIONS (contd)

(iii) Vodun:

(a) God, Grand Maitre, Bon Dieu;

(b) Rada loas and Petro loas.

(iv) Orisha:

Olodumare

(v) Spiritual Baptist:

Triune God of Christianity with an emphasis on the Holy Spirit.

(vi) Santera:

Olodumare (one supreme god) is the supreme source of ashe, the spiritual energy that
makes up the universe, all life and material objects.


(i) Rastafari:

Camps: Nyabingi, ground, Communal (for example, Bobo Shanti Community - Bull
Bay, and temple or tabernacle).

(ii) Revivalism:

Mission houses and Churches.

(iii) Vodun:
Hounfo.
(iv) Orisha:

Palais or Orisha Yard (objects of the Powers are kept in a special room called
Chapelle).

Church.
(vi) Santera:

Casa de Santo.

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SECTION 6 - CARIBBEAN INDIGENOUS RELIGIONS (contd)

3. Major Locations

(i) Rastafari:

Jamaica and the Eastern Caribbean.

(ii) Revivalism:
Jamaica.
(iii) Vodun:

Mainly in rural Haiti.

(iv) Orisha:

Trinidad and Tobago.


Barbados, Grenada, St. Vincent and the Grenadines, Trinidad and Tobago.

(vi) Santera:

Cuba, Puerto Rico and Dominican Republic.

4. Major Teachings

(i) Rastafari:

(a) Deification of Haile Selassie;

(b) Repatriation to Africa;

(c) Reparations;

(d) Blacks are the true Israelites;

(e) Ethiopia is the black mans heaven;

(f) Bible (not the King James Version);

(g) Babylon as a system of oppression;

(h) Ganja was given by Jah for medicine and for wisdom;

(i) A healthy diet (more often vegetarian; pork taboo) is essential to keep the
temple (physical body) in tune with nature;

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SECTION 6 CARIBBEAN INDIGENOUS RELIGIONS (contd)

(j) Reflection and meditation are valuable sources of knowledge, insight and
understanding and must be undertaken regularly;

(k) It is essential to live in tune with nature (environmentalism);

(l) Pan-Africanism.

(ii) Revivalism:

(a) Belief in the existence of two worlds (spiritual and temporal);

(b) The universe is occupied by three groups of spirits (heavenly, earth-bound
and ground spirits);

(c) The body can be possessed by spirits;

(d) Living devotees may travel to the spirit world to communicate with and
receive gifts from the spirits;

(e) Ancestors communicate through dreams and visions;

(f) Colours are significant in the spiritual and temporal world;

(g) Sometimes the spirits communicate with devotees using colours for
example, banners and candles.

(iii) Vodun:

(a) Some devotees believe that loas and saints are the same, while others believe
they are two different groups of spiritual beings;

(b) Loas communicate with devotees through dreams and possession;

(c) The dead must also be honoured, for like the loas, they reward or punish the
living;

(d) People who possess special talents must be degraded at death or they will
torment their living relatives;

(e) The spirits manifest themselves to the faithful through possession.

(iv) Orisha:

(a) The deities possess the bodies of their devotees and identify themselves
through their nature of manifestation;

(b) The role of ancestors;

(c) The dead has a soul as well as a shadow or spirit;

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(d) The deities or powers speak to devotees through dreams, visions and
divination.

(e) The giving of offerings.


(a) The Holy Spirit and his power and presence are manifested in the lives of the
believers;

(b) The power of the Word of God and in the power of prayer;

(c) Baptism by the Holy Spirit as well as baptism in running or living water;

(d) Cleansing of the believer is achieved through fasting and mourning;

(e) Ancestors communicate with the living through dreams.

(vi) Santera:

(a) Five different levels of power in the Yoruba cosmology: Olodumare, the
Orisha,
human beings, human ancestors and the lowest group (which includes plants,
animals, natural entities and manufactured items;

(b) One supreme god Olodumare;

(c) Communication with the Orisha is through several means, including prayer,
ritual divination and offerings (ebo-sacrifice);

(d) The eleven commandments were handed down to Obatala to ensure that the
people would not succumb to evil and so that they would live prosperous
lives in union with the Orisha.

5. Festivals/Ceremonies

(i) Rastafari:

(a) Nyabinghi observances;

(b) Ethiopian Christmas January 7;

(c) Anniversary of Selassies visit to Jamaica April 21;

(d) African Liberation Day May 25;

(e) Birthday of His Imperial Majesty Emperor Haile Selassie I July 23;

(f) Coronation of His Imperial Majesty Emperor Haile Selassie I November 2.

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(ii) Revivalism:

(a) The Annual Convention at Watt Town, St. Ann first Thursday in March;

(b) Tables or Ceremonies for: thanksgiving, upliftment, burial, healing.

(c) Baptism.

(iii) Vodun:

(a) Ceremonies in honour of the spirits and the ancestors;

(b) Degradation Ceremony removal of special abilities from the dead, for
example, hougan or priest;

(c) Ceremony of Transmission conducted to find a successor for the hougan or
another person to whom the special talent will be given;

(d) Ceremony of Renunciation conducted by the heirs of a hougan, those who
have no desire in continuing to maintain the houmfest;

(e) Ceremony of Dismissal: devotees who wish to be released from obligation to
a loa.

(iv) Orisha: Ebos,

(a) Oshun Festival;

(b) Rain Festival;

(c) Earth Festival;


(a) Mourning and Building Ceremonies;

(b) Thanksgiving of Light and Food;

(c) Nation Dance: performed on the anniversary of a dead family member, the
eve of a wedding.

(vi) Santera:

(a) Abakua dance of the Ireme (diablito);

(b) Giro entertainment offered to the divinities (Havana) Mayo Roy;

(c) Bembe Feasts;

(d) Rites of initiation, commemorations and funerals.

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6. Source of Authority

(i) Rastafari:

(a) Bible (not the King James version) the self, the I and the INI.

(b) Holy Piby.

(ii) Revivalism:

(a) Bible;

(b) Books of Magic (mainly Pukumina);

(c) God and the Spirits (through dreams, possession).

(iii) Vodun:

(a) Bible;

(b) God and the Spirits (through dreams, possession).

(iv) Orisha:

(a) Bible;

(b) The Odu;

(c) Divination;

(d) God and the Spirits.


(a) Bible;

(b) God and the Spirits (through dreams, possession).

(vi) Santera:

Passed on orally through a rich tradition of stories told to convey the beliefs and ways
of worship of the religion.

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Origin, beliefs, and practices among the six Caribbean Indigenous Religions with:

(i) Christianity;

(ii) Hinduism;

(iii) Islam;

(iv) Judaism.

8. The development of six indigenous religions in the Caribbean

(i) Rastafari:

Protestantism and African religious practices.

(ii) Revivalism:

The Native Baptist Movement, American (Baptist) Movement and African retention.

(iii) Vodun:

French Catholicism and Dahomean religious practices.

(iv) Orisha:

Roman Catholicism, Protestantism (Baptist) and Yoruba traditional religion.


Protestanism (mainly Native Baptist), Roman Catholicism and Yoruba traditional
religion.

(vi) Santera:

Iberian Catholicism and Western Yoruba Religion.

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OPTIONS

OPTION A: CHRISTIANITY

SECTION 1 - HUMAN LIFE ISSUES

GENERAL OBJECTIVE

On completion of this Section, students should understand the biblical responses to human life issues
concerning the meaning and purpose of life.

SPECIFIC OBJECTIVES


1. discuss the meaning and purpose of life as reflected in the Bible;

2. explain the concept of stewardship and its application to daily living;

3. assess issues related to justice and peace and the value and dignity of human life as reflected
in the Bible;

4. discuss the responsibilities and rights of individuals in areas of family life and work as
reflected in the Bible;

5. illustrate how the biblical concept of love applies to different areas of life and relationships;

6. describe the Old Testament background to the concept of the reign of God;

7. describe the New Testament background to the concept of the reign of God.

CONTENT

1. Biblical teachings on the meaning and purpose of life

(i) The Human Family The Family of God: (Gen. 22:20, Acts 3:25, Eph. 3:15).

(ii) Creatures of God created in Gods image and likeness: (Gen. 1:26-27; Ps. 8:5-8; Acts
17:27-29; Eph. 2:10).

(iii) Created male and female: (Gen. 1:26-27; Mark 10:6-9).

(iv) Endowed with intelligence and free will: (Gen. 3:7-14; 20-23; Is. 6:9-10; Matt. 5, 6,
7; John 14, 15, 16; Acts 13:40-41).

(v) God as the source of life and human values: (Gen. 2:3, Ezk 37:5, Acts 17:25, Rom.
8:11.)

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SECTION 1 HUMAN LIFE ISSUES (contd)

2. Concept of Stewardship

(i) Co-workers with God:
Gods affirmation of the worth of the Individual (Gen. 1:28-30; 2 Cor 9:6-9).

(ii) The sick:
(Mark 3: 1-6; Matt 20:30-34; Luke 13:10-17).

(iii) The suffering:
(Mark 5:1-43; Luke 17:12-19; Matt 15:21-28).

(iv) The Child:
(Luke 8:40-56; 18:15-17; Psalm 131:1-2; Proverbs 22:6; 1Cor. 13:11; Eph 6: 1-4).

(v) The Outcast:
(John 8:1-11; Luke 17:11-19; Luke 19:1-10).

3. Issues related to value and dignity of human life

(i) Child abuse.

(ii)

Substance abuse.

(iii)

Capital punishment.

(iv)

Poverty.

(v)

Unemployment.

(vi)

Prejudice and discrimination.

(vii)

Male and female roles and relationships.

(viii)

Violence, Vandalism and War.

(ix)

Treatment of the mentally and physically challenged.

(x)

Dealing with Human Immuno Virus/Acquired Immune
(HIV/AIDS).

Deficiency Syndrome

4. Individuals roles, responsibilities and rights in areas of family life and work

(i) Family life (Gen 42).

(ii) Husband and wife (Eph 5:21-33; 1Pt. 3:1-7).

(iii) Parent (Eph 6:4; Col 3:21).

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(iv) Children (Eph 6:1-3; Col 3-20; Tim 5:1-17).

(v) Work (Deut. 5:13, Ecc 3:17, 9:10, 2 Thess. 3:10, Jn 5:17).

(vi) Master and slave (Col 3:22-25; Eph 6:5-9; 2 Thess 3:6-14; 1 Tim 5:18).

5. Implications of biblical teaching of love in areas of human relationship

(i) Popular culture.

(ii) Religion.

(iii) Sexuality.

(iv) Race.

(v) Social status.

6. The Old Testament background to the concept of the reign of God

(i) Israel as Gods special care:
(Exod. 19: 1 25).

(ii) The whole world seen as belonging to God:
(Ps. 8; 24:1; Is. 56, 66).

7. The New Testament background to the concept of the reign of God

(i) Pauls speech at Athens:
(Acts 17:22 31).

(ii) Incorruptible inheritance reserved in heaven:
(1 Peter 1:3 5).

(iii) New Heaven and New Earth. God dwelling with His people:
(Rev. 21:1 3).

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SECTION 2 - THE BIBLE

GENERAL OBJECTIVE

On completion of this Section, students should understand the Bible as the authority on Christian
teaching and practice.

SPECIFIC OBJECTIVES


1. describe how the Books of the Bible were transmitted and selected;

2. identify the different types of writings in the Bible;

3. explain how Biblical passages may be applied to areas of daily life;

4. relate biblical teachings to personal and social experiences.

CONTENT

1. Transmission and preservation of the Bible

(i) The Dead Sea Scrolls.

(ii) How the Books of the Bible were selected to form the Canon.

(iii) Names of the books in the Old and New Testament.

2. Different types of writings

(i) Narrative
(The Pentateuch First five books
The Acts of the Apostles)

(ii) Laws/Exhortations/Instructions
(Matt. 5, 6, 7; Luke 6:20-49; Jn. 14, 15, 16; Is. 55; Ps. 24; Ex. 20)

(iii) Prophecy
(Amos, Hosea, Isaiah, Jeremiah)

(iv) Apocalyptic Writing
(Matt 24; Mark 13; Luke 21; Revelations; Daniel)

(v) Parable
(Matt 13; Luke 16:19-31; 20:9-19)

(vi) Wisdom Sayings
(Prov. 10:22-30; Eccl 3:1-9)

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SECTION 2 - THE BIBLE (contd)

(vii) Miracle Stories
(Mark 1:23-28; Luke 5:1-11; Matt 12:9-44; John 11:1-44)

3. Biblical passages applied to daily life

(i) Guidelines for living:

(a) The Ten Commandments (Exod. 20:1-17);

(b) The Sermon on the Mount (Matt 5-7);

(c) The Golden Rule (Matt 7:12);

(d) The Greatest Commandment (Matt 22:36-40);

(e) Christs New Commandment (John 13:34-35);

(f) Christian Love (1 Cor. 13);

(g) Way of Salvation:
(John 14:6; Acts 16:31; Rom 10:9)

(h) Marriage and divorce:
(Matt 19:3-9)

4. Biblical teachings applied to personal and social experiences:

(i) Relationship with family and peers:
Cain and Abel (Genesis 4)
Mary and Martha (Lk 10: 38-42)
David and Jonathan (I Samuel 19: 1 7)

(ii) Comfort in Time of Sorrow:
(2 Cor 3-5; Rom 8:26-28)

(iii) Relief in Time of Suffering:
(2 Cor. 12:8-1; Heb. 12:3-13)

(iv) Courage in Time of Fear:
(Heb. 13:5-6; Eph 5:10-18)

(v) Protection in Time of Danger:
(Ps. 91; 121)

(vi) Business and Professional Behaviours.
(Ps. 15; Prov. 3:1-12)

(vii) Dealing with material wealth.
Rich fool (Lk 12: 16 21)

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SECTION 3 - GOD

GENERAL OBJECTIVES


1. understand the nature and attributes of God;

2. understand specific teachings of Christianity about God.

SPECIFIC OBJECTIVES


1. describe the roles of God;

2. explain the significance of the names of God;

3. describe the idea of God as Father, Son and Holy Spirit;

4. explain the attributes of God.

CONTENT

1. Roles of God

God as:

(i) Creator (Father/Mother):
Throughout the Bible God is recognised as Creator and Lord of all, that is, the earth,
the heaven, animal, fish, vegetation, social and political systems, (Gen 1:2; Ps 8;
Acts 17:16-31)

(ii) Provider:
God provides for the needs of all living things (Ps 23; Luke 12:22-34)

(iii) Protector and Liberator:
God is the protector and liberator of systems, persons and peoples
(Josh 24; Ps 91; Luke 13:34)

(iv) Sovereign Ruler over all:
(Ps. 6, 47, 97; Luke 10:21-22)

(v) Source and Sustainer of Life:
(Gen. 1-2; John 5: 19 -24; Rom. 8:18-23)

(vi) Revealer and Teacher:
(John 14: 15-17; 16: 7-15; 1 Cor 2: 9-16)

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SECTION 3 GOD (contd)

2. Significance of the names of God

(i) Yahweh (Psalm 90:2).

(ii) King, Redeemer, Shepherd:
(Job; Psalm 23:1).

(iii) Adonai (Lord, Master):
(Ex 4: 10-12; Josh. 7: 8-11).

(iv) Elohin (Mighty One):
A plural term for God, usually speaking of either his majesty or his plenitude.
(Gen 31: 3; Deut. 5: 9).

(v) El-Shaddai (Almighty God):
(Gen. 17: 1-20).

(vi) Jehovah-Jireh (God is Provider):
(Gen. 22: 8-14).

(vii) Jehovah-Rapha (The God who heals):
(Ex. 15: 26).

(viii) Jehovah-Shalom (God is Peace):
(Judges 6: 24).

(ix) Christos:
(Jn. 1: 41; Rom 6: 23).

(x) Yeshua (God is Salvation):
(Matt 16: 13-16; Jn 6: 42).

(xi) Father, Advocate, Lord:
(Matt. 6:26; 1 John 2:1; Deut. 10:17).

3. God as Father, Son and Holy Spirit

God is viewed as:

(i) Father of humankind:
(Is. 9: 6; 64:8).

(ii) Biblical imagery recognises:

(a) God as Son and Son of God
(Mt. 8: 29).

(b) Lamb of God
(Jn. 1: 19-31; Heb. 10: 10).

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(c) Bread of Life
(Jn. 6: 32-35).

(iii) Biblical imagery depicts
God as Spirit
(a) At work in Creation
(Gen. 1: 1-2; Ps. 139: 7).

(b) As Advocate
(Jn. 14: 15-17; Acts 2: 2-4, 11-12).

4. Attributes of God

(i) Unity God is One:
(Deut. 6:4; 1 Cor 8: 6).

(ii) Eternal God transcends time:
(Gen. 21: 33; Pm 90: 2).

(iii) Omnipresent God is present everywhere:
(Ps. 139: 1-4; Jer. 23: 23-24).

(iv) Omniscient - God knows all things:
(Ps. 139: 1-4; 147: 4-5; Mt. 11: 21).

(v) Omnipotent - God is all powerful:
(Mt. 19:26; Rev. 19: 6).

(vi) Love God seeks the highest good of humans at his own infinite cost:
(Ps. 103: 17; Jn. 3:16; 1 Jn 8: 10).

(vii) Justice God does not show favourites:
(Acts 10: 34,35; Rom 2: 11).

(viii) Holiness God is righteous, perfect and set apart from all sin or evil:
(1 Pet. 1: 16).

(ix) Righteousness: Living according to the laws of God (right living):
(Ps. 19: 7-9; Jer. 24).

(x) Mercy God shows unmerited compassion to all:
(Ex. 3: 7, 17; Ps.103: 13).

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SECTION 4 - CONCEPT OF SIN AND SALVATION

GENERAL OBJECTIVE

On completion of this Section, students should understand the biblical concept of sin and salvation.

SPECIFIC OBJECTIVES


1. explain the basic concept of sin;

2. explain how sin affects the quality of life for the individual, the society and the environment;

3. describe biblical examples which state consequences of sin;

4. explain the basic concept of salvation;

5. discuss the involvement of God in the work of salvation through Jesus Christ;

6. show that salvation is available for all through faith in Christ;

7. explain essential factors in the process of salvation using biblical illustrations.

CONTENT

1. Concept of Sin

Sin described in the Bible as:

(i) State and condition of humankind:
(Ps. 51: 5; Rom 5: 12-21).

(ii) Transgression and Rebellion:
(Gen 3; Matt 23:37-39; Rom 1:18-32).

(iii) Violation of Gods law:
(Rom 1).

(iv) A Universal Phenomenon:
(Rom 3:9-23; 5:12-21).

(v) Personal failure to be responsible:
(Gen 3; Luke 12:41-48).

(vi) Corporate failure to act responsibly:
(Luke 11:39-52; 17:1-3).

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SECTION 4 - CONCEPT OF SIN AND SALVATION (contd)

2. Sin Affecting the Quality of Life

Affecting the quality of the life of:

(i) The individual:
(Mark 7:11-13; Luke 16:20-21).

(ii) The society:
(Gen 6, 7, 8, 11; Rom 1:18-32).

(iii) The environment:
(Gen 3:17-25; Rom 8:18-25).

3. Consequences of Sin

(i) Alienation from God and others:
(Hos 1:6-9; Luke 15:11-32; Rom 1:24-25).

(ii) Suffering/Degeneration:
(Gen 2-3; Luke 15:11-19; Rom 1:18-32; 2:9).

(iii) Guilt/Shame:
(Gen 3:1-10; Luke 15:11-19).

(iv) Death:
(Gen 2-3; Josh 7; Luke 19:12-27; Rom 6:20-22).

4. Concept of Salvation

(i) Salvation described in the Bible as:

Deliverance, Freedom, Liberation from the bondage of sin:
(Gal 4: 1-7; 5: 1; Rom 8: 19-23 Ex. 12).

5. God in the Work of Salvation

(i) God working through Jesus Christ:
(John 1:2-4; Rom 5:11; John 5:19-29; John 1:1; 14-18; Heb 1:1-18).

(ii) Christ as Gods special gift to the world:
(John 3:16-18).

(iii) Christs love for the world (Humankind):
(John 15:12-17).

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SECTION 4 - CONCEPT OF SIN AND SALVATION (contd)

6. Salvation and Faith

Salvation for all through faith in Christ:
(Acts 4:1-12; John 3:6; Gal 3:10-14; Eph. 2).

7. Essential Factors in the Process of Salvation

(i) Repentance:
(Luke 7:35-50; 5:11-14; 19: 1-10; Acts 2:37-39).

(ii) Justification by faith:
(Acts 16:30-32; Rom 3:21-26; Rom. 10:11-17; James 2:14-17; Rom 5:1-21).

(iii) Forgiveness or Reconciliation or Atonement:
(Luke 15:11-24; 19:1-10; Eph 2:11-22).

(iv) Regeneration/New Birth. Having the capacity to live life in the light of Christs
teachings:
(Col 3:12-17; Eph. 4:23-24).

(v) Sanctification. Growing into Godlikeness or maturity in the light of the teachings of
Christ:
(Eph. 2:1-10; Gal 5:16-26).

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OPTION B : HINDUISM

SECTION 1 HUMAN LIFE ISSUES

GENERAL OBJ ECTIVE

On completion of this Section, students should understand the meaning and purpose of life from the
Hindu perspective.

SPECIFIC OBJ ECTIVES


1. discuss the meaning and purpose of life as reflected in the Geeta (for example, (a) what is
the purpose of my life? (b) what is my destiny?);

2. explain the concept of guruhood and discipleship and its application to daily living;

3. assess issues related to justice and peace and the value and dignity of human life as reflected
in the Geeta;

4. illustrate how the Hindu concept of love applies to different areas of life and relationships;

5. discuss the roles and responsibilities of individuals in areas of family and relationships, for
example, in marital relations, parental responsibilities, respect for parents/elders, attitudes
towards work, labour relations;

6. describe the scriptural teachings on the nature of human beings;

7. describe the sanctity of life from the Hindu perspective.

CONTENT

1. Hindu teachings on the meaning and purpose of life (Uttarkaanda Ramayan Dhoaa 44)

Ones lifetime is an opportunity in time to move God wards, to bring to an end the cycle of
rebirth (re-incarnation).

2. Concepts of Guruhood and Disciple

(i) The role of a Guru is to provide guidance so that devotees can realise their own
divine nature, for example, (a) Ekalavya in the Upanishads and Mahabarat and (b)
Mahatma Gandhi.

(ii) The Fall of Man (Bhagvad Geeta, Chpt 2: Verses 62; 63) and the Rise of Man (The
Bhaja Govindam, Verse 9).

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(i) Child abuse.

(ii) Substance abuse.

(iii) Capital/corporal punishment.

(iv) Poverty.

(v) Unemployment.

(vi) Prejudice and discrimination.

(vii) Male and female roles and relationships.

(viii) Violence, Vandalism and War.

(ix) Treatment of the mentally and physically challenged.

(x) Abortion.


(i) Family life.

(ii) Marital relations Ram and Sita (Ramayan).

(iii) Parental responsibilities, for example, Kaushalya and Dasharatha; Vasudeva and
Devaki; (Manu Smriti).

(iv) Responsibilities of child to parent Shravan Kumar (Ramayan).

(v) Attitudes towards work (Geeta 3:9).

(vi) Labour relations employer/employee based on mutual respect (Manu Smriti).

5. Implications of Hindu teaching of love in areas of human relationship

(i) Popular culture.

(ii) Religion.

(iii) Sex and sexuality.

(iv) Race.

(v) Social status.

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6. Scriptural teachings on the nature of human beings

(i) Nature of man - Balkand of the Ramayan and Chapter 15 of the Geeta.

(ii) Chapter 15: Geeta.

7. Sanctity of Life

Life is sacred Life is one, for example, Ramas attitude to Guhaa (the boatman), Jataayu
(the bird), Kaykayi and Shabari (the tribal devotee).

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SECTION 2 - THE RAMAYAN/BHAGVAD GEETA

GENERAL OBJ ECTIVE

On completion of this Section, students should understand that the Hindu scriptures must be used as
an authority on Hindu teaching and practice.



1. describe how the Ramayan and the Bhagvad Geeta came into being;

2. describe the different literary styles used in the Ramayan and Geeta;

3. explain the relevance of scriptural teaching as it relates to daily life;

4. relate the scriptural teachings to personal and social experiences.

CONTENT

1. How the Ramayan and Bhagvad Geeta came into being:

(i) Valmiki Ramayan was written in Sanskrit, therefore the knowledge was not filtered to
the masses. In order to make the knowledge available to the masses it was rewritten in
Hindi by Tulsi Das.

(ii) Arjuna could not discharge his duty as a warrior due to attachment. Shri Krishna
imparted to him the knowledge of the Geeta so that he could righteously carry out the
duties of a warrior.

2. Different types of writings

(i) Prose.

(ii) Poetry Chowpai/Dohaas/Shloka/Sorthaa/Chhanda.

3. Scriptural teachings as it relates to daily life

(i) Guidelines for living:

(a) Promoting the welfare of all is ones highest duty.

(b) Distressing another is the greatest sin.

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SECTION 2 RAMAYANA AND BHAGVAD GEETA (contd)

4. Hindu teachings applied to personal and social experiences

(i) Honesty - Gandhi (Gita 16: 1 3).

(ii) Righteousness - Bharat (Ramayan).

(iii) Faith - Shabari (Ramayan).

(iv) Forgiveness - Jayant (Ramayan).

(v) Mercy, for example, Shri Rama to Rawana (Ramayan).

(vi) Faithfulness - Lakshman and Bharat (Ramayan).

(vii) Prayerfulness, for example, Prahalad (Bhagvad Puraana).

(viii) Justice, for example, Bali (Ramayan).

(ix) Love for God (Prahalad).

(x) Love for Enemy (Shri Rama and Rawana).

(xi) Dealing with material wealth (Bharat).

(xii) Protection in time of Danger, for example, Hanuman saving Lakshman.

(xiii) Courage in time of fear, for example, Hanumans trip to Lanka.

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SECTION 3 THE ABSOLUTE AND AVATARS

GENERAL OBJ ECTIVES


1. understand the nature and attributes of The Absolute;

2. understand specific teachings of Hinduism about The Absolute and Avatars (incarnation).



1. explain the statement Twameva Maataa Cha Pitaa Twameva;

2. explain the significance of the names of God;

3. describe God as Nirgun Brahma and Sagun Brahma (unmanifest and manifest);

4. discuss the importance of the attitudes and qualities of Sagun Brahma (manifestations) in
our relationship with man.

CONTENT

1. Roles of God

God as All:

God is recognised in the statement (Twameva Maataa..) You alone are my Mother,
Father, Brethren, Companion, Friend, Knowledge, Wealth and God All.

2. Significance of the names of God

(i) Vishnu - The all prevailing one, The Sustainer.

(ii) Brahma - The Creator.

(iii) Mahesh - The Dissolver/Destroyer.

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SECTION 3 THE ABSOLUTE AND AVATARS (contd)

3. God as Nirgun and Sagun Brahma

God is viewed as:

(i) Nirgun Brahma - the unmanifest, absolute, eternal entity, without any physical
qualities.

(ii) Sagun Brahma - the manifest with form, not eternal, relative with physical qualities.

4. Qualities of Saguna Brahma (as the Parmaatmaa)

Thinking at the level is universal and so are the qualities.

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SECTION 4 - CONCEPT OF SIN AND LIBERATION

GENERAL OBJ ECTIVE

On completion of this Section, students should understand the Hindu concept of sin and liberation.



1. explain the basic concept of sin;

2. discuss how sin affects the quality of life for the individual, the society and the environment;

3. describe how sin affects survival in the present day situation;

4. explain the concept of liberation;

5. explain how the freedom of choice and liberation is the birth right of all;

6. explain the way out of bondage through liberation, for example, Valmiki.

CONTENT

1. Concept of Sin

(i) Transgression of divine law.

(ii) No inherent or original sin.

(iii) There is no mortal sin which can result in a soul being lost forever in hell.

(iv) Atonement through Tapsya.

2. How sin affects individual, society and environment

(i) Individual tends to become inhumane, that is, asuric qualities, (Baal Kaand -
Ramayan).

(ii) Society degenerated as a result of the Sins of Rawana (Lankaa Kaand Ramayan).

(iii) Environment become depressed and saddened due to Ramas exile (Ayodhyaa
Khand Ramayan).

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SECTION 4 - CONCEPT OF SIN AND LIBERATION (contd)

3. Consequences of sin:

(i) Alienation one from God and man.

(ii) Promotes suffering and spiritual death.

(iii) Promotes unhealthy environment and disease.

4. Concept of Liberation (Moksha)

To be liberated the individual must be one with God in all that he thinks, feels, says and does.

5. Bondage and liberation

(i) Bondage is the thinking of being limited which results in self imposed restriction, for
example, to firstly think you CANT will result in non-accomplishment.

(ii) Liberation begins with realistic thinking that I am Sat-Chit-Aanand-Svaroop, for
example, if I think I CAN I will accomplish.

(iii) Freedom of choice and liberation.

Since one faces the consequences of what he thinks, feels and does, it must be our
birthright to choose what we think, feel and do.

(iv) Freedom from Bondage to Liberation (for example, Valmiki changed from being a
highway robber to a Saint (Ramayan).

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OPTION C: ISLAM

SECTION 1 HUMAN LIFE ISSUES

GENERAL OBJ ECTIVE

On completion of this Section, students should understand the Islamic responses to human life issues
concerning the meaning and purpose of life.



1. discuss the Islamic teachings of the meaning and the purpose of life;

2. discuss the concept of khilaafah (Vicegerency) and its application to daily life;

3. examine issues related to justice, peace and human dignity as represented in Islam;

4. discuss the responsibilities and rights of individuals in areas of family life and work as
reflected in Islam;

5. describe the concept of Ibaadah (worship) and its impact on daily life;

6. analyze the Islamic response to the social ills and inadequacies of society;

7. assess the Islamic answer to the socio-economic problems of society.

CONTENT

1. Islamic teachings on the meaning and purpose of life

(i) Knowing (worship) and attaining closeness to God:
(Quran: 51:56, Hadith #38).

(ii) Man as Allahs representative on earth:
(Quran: 2:30).

(iii) Life as a sacred trust from God:
(Quran: 33:72).

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2. Vicegerency of man

(i) Adam and Eve:
(Quran: 2:30).

(ii) Common Parentage:
(Quran: 4:1).

(iii) Distinction based on piety and righteousness:
(Quran: 49:13).

(iv) Equality of men in the sight of God:
(Quran: 4:1).

(v) No distinction based on colour, language, ethnicity:
(Quran: 49:13).


(i) The concept of justice in Islam:
(Quran: 4:135).

(ii) The heavenly balance (cosmos):
(Quran: 57:4 and 55:7).

(iii) The earthly balance:
(Quran: 55:7-9).

(iv) The value of human life:
(Quran: 5:32).

(v) The goals of the Shariah: The preservation of human life, dignity, property, religion
and progeny:
(Quran: 45:18; 57:25).

(vi) The concept of peace:
(Quran: 7:56).

(vii) The nobility of man the universal brotherhood of man:
(Quran: 4:1).

(viii) Mercy to the young:
(Quran: 4:6, 6:151-152).

(ix) Care for the aged:
(Quran: 17:23-25).

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(x) Care for the sick:
(Hadith #24).

(xi) Care for animals and the environment:
(Hadith).


(i) Family its centrality in Islam.

(ii) Husband and wife:
(Quran: 4-34).

(iii) Parents and children:
(Quran: 17:23-25).

(iv) Extended family members, relatives and neighbours:
(Quran: 4-34, 2:215).

(v) Employers and employees:
(Hadith).

(vi) The dignity of labour and labour relations:
(Hadith).

5. Concept of Ibaadah (worship) and its impact of daily life

(i) Pervasiveness of worship:
(Quran: 51:56).

(ii) Social ethics and interaction:
(Quran: 49:10-13).

(iii) Moral behaviour and decency:
(Quran: 16-90).

(iv) Social responsibilities:
(Quran: 2:177).

(v) Salaah (Prayer) and its relationship with human activities:
(Quran: 23:1-10).

(vi) Zikr (constant remembrance of God):
(Quran: 62:10).

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6. The response to the social ills and inadequacies

(i) Child abuse:
(Quran: 6:151).

(ii) Substance abuse and gambling:
(Quran: 5:90).

(iii) Poverty:
(Quran: 2:267-268).

(iv) Prejudice and discrimination:
(Quran: 49:11-13 and 5:8).

(v) Spousal abuse:
(Quran: 4:19-21).

(vi) Violence and crime:
(Quran: 5:32-33).

7. The Islamic answers to socio-economic problems

(i) The institution of Zakaah (compulsory charity):
(Quran: 9:103).

(ii) Charity and support for the destitute:
(Quran: 2: 261,267).

(iii) Interest free banking:
(Quran: 2:275).

(iv) Exploitation of labour:
(Quran: 57:23-24).

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SECTION 2 THE HOLY QURAN

GENERAL OBJ ECTIVE

On completion of this section, students should have an understanding of:

(i) the Islamic concept of revelation;

(ii) the Quran as the permanent Miracle of Allah;

(iii) the importance of the Quran and Hadith in Islamic thought and practice.



1. explain the preservation, transmission and compilation of the Quran;

2. discuss the importance of the Arabic Language in understanding the message of the Quran;

3. discuss the miraculous nature of the Quran revealed to Prophet Muhammad (upon whom be
peace);

4. discuss the main tenets presented in the Quran;

5. explain the role of the Hadith (record of the Prophets sayings, actions and approval) as the
second source of guidance along with the Quran;

6. discuss the teachings of the Quran and Hadith on daily life.

CONTENT

1. Preservation, transmission and compilation of the Quran

(i) The first revelation and its historical circumstances:
(Quran: 96: 1 5).

(ii) Allah says in the Quran that He Himself will preserve and protect the Quran:
(Quran:15:10).

(iii) Oral transmission is the most important mode of transmission and preservation of the
Quran: (Quran 54:40).

(iv) The Quran in written form is an additional means of preservation.

(v) The Quran was memorised, recorded and arranged during the life time of Prophet
Muhammad (peace be upon him): (Hadith).

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SECTION 2 THE HOLY QURAN (contd)

(vi) Collection and preservation of Quran through memorisation, writing and practice:
(Quran: 54:40).

(vii) The role of the early caliphs in compiling and circulating the Quran in book form.

(viii) The original copy is an authentic reference point for all future copies of the Holy
Quran.

(ix) The names, attributes and structure of the Quran:
(Quran: 25:1; 15:9; 17:82; 2:1).

2. The Arabic language as the language of the Quran

(i) The Quran remains exactly as it was revealed to Prophet Muhammad (peace be
upon him): (Quran: 15:10).

(ii) Only the Arabic Language can best convey the profound meanings, eloquence and
miracles of the Quran: (Quran: 4:166; 41:2-3; 43:2-4).

(iii) Translations of the Quran are only the meanings of Quran.

(iv) The Quranic language: faseeha (pure language), balaga (poetic expression)
Uloomul-Quran (Quranic sciences): (Quran:16:103; 38:29; 3:7; 24:35).

3. The Quran: Permanent Miracle revealed to Prophet Muhammad (peace be upon him)

(i) Permanent challenge to those who doubt that Quran is Kalaamullah (the Perfect
Words of Allah):
(Quran: 2: 2324; 52:33-34; 4:82).

(ii) Literacy form and expression:
(Quran: 4:163-165; 1:113-114; 26:28).

(iii) Archaeological and Historical discoveries:
(Quran: 30:2-5; 10:92; 11:44).

(iv) Scientific evidences and facts:
(Quran: 23:14; 86:6-7; 6:38; 16:66; 21:30-33).

4. Main Tenets of the Quran

(i) Allah (God): His Nature and Attributes:
(Quran:2:255; 112:1-4; 7:180; 20:8; 59:24).

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SECTION 2 THE HOLY QURAN (contd)

(ii) Man: origin, purpose, historical experiences and final destination:
(Quran:4:1; 49:13; 30:22; 51:56).

(iii) Laws, rules and regulations for all aspects of life:
(Quran: 5:3; 3:19, 85; 5:47-49; 31:58).

5. The Hadith: second source of guidance

(i) The relationship between the Quran and the Hadith:
(Quran: 53:3; 4:64-65; 3:32; 5:92).

(ii) The role of the Hadith as a source of Islamic law:
(Quran: 59:7; 4:58-59; 4:65, 80).

(iii) The collection and classification of Hadith:

(a) criteria and scrutiny of Hadith collection;

(b) preservation through memorisation, recording and practise;

(c) classification: Sahih (authentic), Hasan (sound), Daif (weak).

(iv) The message and teachings of the Hadith:
(An-Nawawis Forty Hadith)

6. The teachings of Quran and Hadith for daily life

(i) Beliefs, concepts and world view:
(Quran: 2:177, 138, 285; Hadith # 24, 20, 34).

(ii) Personal worship and relationship with Allah Salaah (prayers), Zikr (constant
remembrance of God) and Dua (supplication):
(Quran: 2:3, 43, 153; 4:43; 2: 186; 32:15-16; 3:191-195 Hadith # 29).

(iii) Social responsibilities: ethics and interaction:
(Quran: 49: 6-13, 17:22-37; Hadith # 15; 13; 14; 20; 25; 26).

(iv) Morality, mannerisms and conduct:
(Quran: 16:90-91, Hadith #18).

(v) Mundane living: diet, hygiene, dress, marriage, sexuality, work, business and death:
(Quran: 5:3-5; 2:222; 24:30-33; Hadith # 6; 10; 15).

(vi) Culture, life-style, values: entertainment, home, art and architecture:
(Quran: 24:58-61; 25:62-77; Hadith# 6; 10).

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SECTION 3 CONCEPT OF ALLAH (GOD)

GENERAL OBJ ECTIVE

On completion of this Section, students should understand:

1. the nature and attributes of Allah;

2. the fundamental articles which constitute faith in Allah.



1. discuss the concept of Tawheed;

2. explain belief in the Angels;

3. explain belief in the divine scripture;

4. discuss the concept of prophethood;

5. explain belief in the hereafter;

6. explain belief in Al-Qadr (Divine Decree);

7. examine the relationship between the Allah and his servants.

CONTENT

1. The concept of Tawheed (Oneness of God)

(i) The concept of Tawheed:
(Quran: 2:133,163, 255; 5:171; 3:18).

(ii) The three aspects of Tawheed:

(a) Tawheed al Rububiyyah (Unity of Lordship):
(Quran: 2:163; 112:1-4).

(b) Tawheed al Ulluhiyyah/Ibaadah (Unity of Worship):
(Quran: 2:28; 17:23).

(c) Tawheed al Asma wa al Sifaat (Unity of His Names and Attributes):
(Quran: 20:8).

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SECTION 3 CONCEPT OF ALLAH (GOD) (contd)

(iii) The Impact of Tawheed on life:
(Quran: 23:1-9, 70:22-34).

2. Belief in the Angels

(i) Nature of the Angels:
(Quran:13:13; 35:1).

(ii) Roles of the Angels:
(Quran: 66:6; 4:97; 53:5-10).

(iii) The recording Angels:
(Quran: 50:17-18; 82:10-12).

3. Belief in the Divine Scripture

(i) Concept of Wahi (Revelation):
(Quran: 4:163; 6:91-93; 16:101-102).

(ii) The previous Books:
(Quran: 4:36; 6:92).

(iii) The final Revelation:
(Quran: 17:9, 41; 25:32).

4. The Concept of Prophethood

(i) The Concept of Prophethood:
(Quran: 45:16; 57:26; 6:82-90).

(ii) The Attributes and qualities of Prophets:
(Quran: 25:20; 3:79-80; 4:64; 3:161).

(iii) The Role of Prophets:
(Quran: 2:213; 33:45-46).

(iv) The finality and pre-eminence of Prophet Muhammad (Peace be upon him):
(Quran: 34:28; 33:40; 62:2; 33:56; 33:21).

(v) The Prophethood of Prophet Muhammad (Peace be upon him):
(Seerah).

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SECTION 3 CONCEPT OF ALLAH (GOD) (contd)

5. Belief in the Hereafter

(i) Concept of death and immorality of the soul:
(Quran: 3:145; 3:185; 21:28; 89:27-30).

(ii) Life in the Grave:
(Quran: Ch.102; 23:100).

(iii) Signs of the Last Day:
(Hadith).

(iv) Scenes of the Last Day:
(Quran: 39:67-68; 81:1-14; 82:1-5).

(v) Reward and Punishment:
(Quran: 39:69-75; 77:29-38; 76:11-22).

6. Belief in Al Qadr (Divine Decree)

(i) The Divine Knowledge:
(Quran: 6:59).

(ii) The Record of all matters:
(Quran: 22:70; 57:22).

(iii) The Divine Will:
(Quran: 2:253; 81:27-29).

(iv) The Creation of everything:
(Quran:25:1-2; 39:62; 54:49; 37:96).

7. The relationship between the Allah and His servants (devotee)

(i) Ibaadah (Worship) - Meaning, scope and significance:
(Quran: 98:5; 51:56).

(ii) Salaah (Prayers) - Status, benefits and regulations:
(Quran: 2: 2-3, 153,177; 4:43; 29:45; 11:114; 20:130; 74:43).

(iii) Zakaah (Compulsory charity) - Significance, scope and regulations:
(Quran: 2:43, 110, 177, 277; 4:162, 5:55).

(iv) Sawm (Fasting) - Status, benefits and regulations:
(Quran: 2:183-185,187).

(v) Hajj (Pilgramage) - Importance, virtues and regulations:
(Quran: 2:189, 196-203; 3:97; 22:26-30).

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SECTION 4 CONCEPT OF SIN, PUNISHMENT AND
REWARD

GENERAL OBJ ECTIVE

On completion of this Section, students should understand the concept and consequences of sin and
the rewards of repentance and goodness.


The students should be able to:

1. explain the concept of sin;

2. discuss the effects of sin on the individual, society and environment;

3. describe the impact of Taqwah (piety) and Ihsan (excellence);

4. analyze the progression of spirituality in attaining closeness to Allah.

CONTENT

1. Concept of sin

(i) The status of human being as the best of Allahs creation:
(Quran: 2:30-31; 95:4; 33:72).

(ii) All human beings are born in a state of Fitrah (natural purity) free from sin:
(Quran: 7:172; 7:29).

(iii) The purpose of creation (including man) is submission to the Creator:
(Quran: 3-83).

(iv) Mans deviation from the divine purpose:
(Quran: 2:243; 7:10, 17; 14:7).

(v) Man is responsible for his own action and no one bears the sin of another:
(Quran: 17:13-15; 34:25).

(vi) The sin of omission and commission:
(Quran: 6:120; 7:33; 25:68-71).

(vii) Major and Minor sins:
(Quran: 4:31; 53:32; 42:37; 17:23-38).

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SECTION 4 CONCEPT OF SIN, PUNISHMENT AND REWARD (contd)

2. The effects of sin

(i) The individual: moral, spiritual and physical degradation:
(Quran: 7:145-147; 10:69-70; 6:125; 6:110-111).

(ii) The society: breakdown in values, norms and conventions:
(Quran: 30:41).

(iii) The environment: endangerment to life and depletion of natural resources:
(Quran: 30:41).

3. The consequences of sin

(i) Deprivation of Allahs mercy , guidance and protection:
(Quran: 7:146-147; 2:257; 4:123).

(ii) Increase of the disease of the soul (qalb) and its eventual death (spiritual):
(Quran: 2: 7-12; 8:48-49; 9:125; 2:74).

(iii) Immorality and disregard for human values:
(Quran: 7:179; 22:72).

(iv) Follow base passions and desires:
(Quran: 95:5).

(v) The wrath and punishment of Allah:
(Quran: 8:50-51; 3:106).

4. The Concept of Taqwah (God consciousness) and Ihsan (Excellence)

(i) Taqwah ( God consciousness) and its important place in Islam:
(Quran: 9:109; 10:105; 22:37; 2:197; 49:13; 65:2-3).

(ii) Moral significance of the vicegerency of man:
(Quran: 30:30; 98:7, 63:8).

(iii) The stages of spiritual progression: Muslim, Mumin and Muhsin:
(Quran: 49:14-15; Hadith # 2).

(iv) Mans potential to attain Ihsan (excellence and goodness) in all aspects of life:
(Quran: 2:30; 95:4; 50:16; Hadith#17; 19; 38).

(v) Attainment of closeness to Allah and its station in this world:
(Quran: 3:191; 22:54; 8:2-4; Hadith # 38).

(vi) Attainment of the divine pleasure and rewards of Allah in the Hereafter:
(Quran: 3:15; 25: 75-76; 61:10-13).

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OPTION D: JUDAISM

SECTION 1: HUMAN LIFE ISSUES

GENERAL OBJ ECTIVE

On completion of this Section, students should understand the responses of Judaism to specific human
life issues concerning the meaning and purpose of life.



1. discuss the meaning and purpose of human life as reflected in the Tennach (Tenakh);

2. explain the concept of stewardship and its application to daily living;

3. explain the concept of moral living and its application to daily living;

4. assess issues relating to justice, peace and the value and dignity of human life as reflected in
the Tennach (Tenakh);

5. discuss the roles, responsibilities and rights of individuals in areas of family life and work as
reflected in the Tennach (Tenakh);

6. describe the concept of the reign of God as displayed in the Tennach (Tenakh);

7. discuss the teachings of Judaism on specific health and medical issues.

CONTENT

1. Teachings on the meaning and purpose of human life through being

(i) Created in the image of God.

(ii) Created male and female.

(iii) Endowed with intelligence and free will.

(iv) God is the source of life and human value.

2. Concept of Stewardship

(i) Co-workers with God.

(ii) Human responsibility to care for creation.

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SECTION 1 - HUMAN LIFE ISSUES (contd)

(iii) Thanksgiving Offerings.

(iv) Care for the foreigner and less fortunate.

3. Moral living in daily life

(i) God is moral and the source of moral values.

(ii) Human responsibility is to imitate God in moral rectitude.

(iii) Human responsibility to love and serve God.

(iv) Sexual issues.

(v) Race relationships.

(vi) Social status.


(i) Child abuse.

(ii) Substance abuse.

(iii) Capital punishment.

(iv) Poverty.

(v) Unemployment.

(vi) Prejudice and discrimination.

(vii) Violence, Vandalism and War.

(viii) Treatment of the mentally and physically challenged.

5. Individuals roles, responsibilities and rights in family life

(i) Marriage and Divorce.

(ii) Family life.

(iii) Gender roles and responsibilities:

(a) status of women;

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SECTION 1 - HUMAN LIFE ISSUES (contd)

(b) responsibilities of the husband;

(c) obligations of genders to the commandments.

(iv) Parenthood.

(v) Children.

6. Concept of the reign of God in the Tennach (Tenakh)

(i) Israel as Gods special care.

(ii) The whole world belongs to God.

7. Medical and Health Issues

Rules relating to:

(i) autopsies;

(ii) transplants;

(iii) abortion;

(iv) life support;

(v) termination of life.

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SECTION 2 THE TENNACH (TENAKH)

GENERAL OBJ ECTIVE

On completion of this section, students should understand the Tennach (Tenakh) as the authority on
Jewish teaching and practice.



1. describe how the Tennach/Tenakh (Torah, Neviim, Ketuvim) was transmitted;

2. identify the different types of writings in the Tennach/Tenakh;

3. explain how passages from the Tennach/Tenakh are used as instruction for Jewish teaching
and practices;

4. relate teachings of the Tennach/Tenakh to personal and social experiences.

CONTENT

1. Transmission of the Tennach/Tenakh

(i) The Dead Sea Scrolls.

(ii) Oral Tradition.

(iii) Names of the books in the Torah, Neviim and the Ketuvim.

2. The books of Teaching

(i) The first five books (Genesis to Deuteronomy).

(ii) The books of the Prophets (1 and 2 Samuel; 1 and 2 Kings, Joel, Isaiah, Jeremiah).

(iii) The writings (Psalms, Esther, Proverbs, Nehemiah, Daniel).

3. Instruction on Jewish teachings and practices

(i) Beliefs about Human Nature (Genesis 2: 7).

(ii) Belief in Yahweh (God) (Deut 6:4).

(iii) The observance of the Sabbath (Ex 20: 1-14).

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SECTION 2 THE TANAKH (contd)

(iv) Observances of the three Pilgrim Festivals (Lev 23: 24 36).

(v) Beliefs about the Jewish Afterlife (Gen. 25:8, 17 ; Gen. 17: 14; Gen. 35: 29; Gen. 49:
33; Ex. 31: 14; Deut. 42: 50; Ecc.3: 19-20; 2 Sam. 14: 14; Ps. 88: 4-7,13; Job 10:21-
22; Job 26:5; Lam. 3:55).

(vi) Beliefs about the Messiah (Isa. 6: 1- 9; Isa 11: 2-5; 2 Sam. 7: 12-13; Jer. 23: 5; Jer.
33: 15; Dan. 10:14; Zec. 14:9; Micah 4; Hosea 3: 4-5; Zep. 3: 9; Ez. 38: 16).

(vii) Belief in worship and prayer.

(viii) Belief in the Resurrection of the Dead and the Judgement (Babylonian Talmud,
Tractate Ketubot 111b; Tractate Baba Metzia 58b).

(ix) Beliefs about Jews.

4. Teachings of the Tennach /TeNaKh applied to personal and social experiences

(i) Relationship with family and peers (Cain and Abel, Gen. 4).

(ii) Guidelines for living (Ex. 20:1 -17).

(iii) Comfort in Time of Sorrow and Suffering.

(iv) Protection in Time of Danger.

(v) Business and professional Behaviours (Ps. 15; Prov. 3: 1 -12).

(vi) Dietary Regulations and health issues.

(vii) Morals and Ethics.

(viii) Death and Mourning.

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SECTION 3 GOD

GENERAL OBJ ECTIVES


1. understand the nature and attributes of God;

2. understand specific teachings about God.



1. describe the nature of God;

2. discuss the understanding of the name and the significance of the titles for God;

3. explain the significance of the idea of God as a Covenant maker;

4. explain the attributes of God.

CONTENT

1. Nature of God

(i) God is limitless.

(ii) God is one.

(iii) God is creator.

(iv) God is moral.

(v) God is personal.

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2. The name of God and titles for God

(i) Writing and pronouncing the name of God
Name of God not usually written. Name not to be erased or defaced (Deut. 12: 23)
Torah nor.

(ii) God is known by many names. These include:

(a) Yahweh;

(b) HaShem;

(c) El;

(d) Adoni;

(e) Eliyah sh Eliyah;

(f) Zebaot.

3. God and Covenant

(i) What is berit
Examining the understanding and nature of the concept of covenant

(ii) Examples of Covenants with God

(a) Gods covenant with Noah;

(b) Gods covenants with Abram.

(iii) Jews as Gods special people

(a) life within the covenant;

(b) Jewish identity as Gods special people.

4. Attributes of God

(i) Eternal.

(ii) Omnipresent.

(iii) Omniscient.

CXC 28/G/SYLL 09
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(iv) Love.

(v) Just.

(vi) Holy.

(vii) Righteous.

(viii) Merciful.

CXC 28/G/SYLL 09
71

SECTION 4: FESTIVALS AND OBSERVANCES

GENERAL OBJ ECTIVES

On completion of this Section, students should understand:

1. the festivals and observances in Judaism;

2. the significance of the festivals with special reference to Jews in the Caribbean.


The student should be able to:

1. identify the festivals and holy days of Judaism;

2. discuss the purpose and ceremonial observance of the festivals and holy days;

3. explain the modern significance of each festival;

4. identify the months of celebration for each festival.

CONTENT

1. Jewish Festivals in the Caribbean

(i) Yom Kippur, Day of Atonement Day of Fasting:
(Lev. 16: 1 34; Nubs 29: 1 11; Isaiah 57: 14; 58: 14)

(ii) Passover/Pesach - commemoration of Gods saving action to Israel - the Exodus:
(Ex. 12: 14 51; Nubs 23: 1 8; Ex. 23: 1 8)

(iii) Rosh Hashana - The Jewish New Year:
(Lev 23: 24 25)

(iv) Succoth/Tabernacle (Jewish Harvest Festival)
(Lev. 23: 34 36; Nubs 29: 12 39)

(v) Shavvot/Feast of Weeks: When Isralites received the Torah/Commandments at
Mount Sinai
(Ex. 19: 1 20; 23; Deut 16: 9 12)

(vi) The Sabbath (Shabbos)
(Ex. 20: 1 14)

(vii) Chanukah (feast of dedication)
(1 Maccabees 4: 36 59)

CXC 28/G/SYLL 09
72
SECTION 4: FESTIVALS AND OBSERVANCES (contd)

2. Purpose and ceremonial observance of the festivals and holy days

(i) Yom Kippur (day of Atonement): the most solemn day of complete fasting and
prayer.
(Nubs 29: 1- 11; Lev. 16: 1- 34; Isaiah 57: 14; 58: 14)

(ii) Passover (Peasach): As a remembrance of the Exodus from Egypt. The main
observance is in the form of the Seder Supper with its special meal and the reading of
the Hagadah, the retelling of the Exodus.

(iii) Rosh Hashanah/New Year: Beginning of the Ten Pentecostal days ending on Yom
Kippur: Blowing of the Shofar: Time of reflection and personal sacrifice: Retelling
of the story of the sacrifice of Issac.

(iv) Shavuot: Recounting of the receipt of the commandments from God on Mount Sinai
Story of the Golden Calf etc.

(v) Succoth (Tabernacle): Reminds of the transient and fragile nature of our lives on
earth blessings for the ability to have food to eat

(vi) Chanukah: Give thanks for the preservation of our faith and the temple: Lighting of
the Menorah on each of the seven nights of the festival.

(vii) The Sabbath ( Shabbos):
observing the day of rest.

3. Explain the modern significance of each festival

(i) Yom Kippur (Day of Atonement): to concentrate entirely upon the spiritual aspect of
life.
Nubs 29: 1 11; Lev. 16: 1 34; Isaiah 57: 14; 58: 14

(ii) Passover/Pesach:
emphasises the essential part which the moral law must play in the life of nations and
individuals.

(iii) Rosh Hashanah (The Jewish New Year):
To start the process of repentance there is a need to make a personal sacrifice to
alter ones current mode.

(iv) Succoth (Harvest festival) of behaviour

(v) Purim (Festival of Lights):
teaches that those who spread hatred are themselves in the end destroyed That
salvation will arise for the Jew if he clings to his faith.

(vi) The Sabbath: Day of serious prayer and reading of the Torah: A time of family
reunion/togetherness: A time of cessation of work as explained in the Talmud

(vii) Chanukah (Feast of Dedication):
the victory of the few over the many giving encouragement to all minorities to
believe in the right and that the right will always triumph.

CXC 28/G/SYLL 09
73
SECTION 4: FESTIVALS AND OBSERVANCES (contd)

4. Identify the months of celebration for each.

(i) Yum Kippur (Day of Atonement):
9
th
and 10
th
of Tishri.

(ii) Passover/Pesach:
5
th
22
nd
Nissan/15
th
23
rd
Nissan (Jews in diaspora).

(iii) Rosh Hashanah (the Jewish New Year):
1
st
of Tishri/2
nd
of Tishri (Jews in diaspora).

(iv) Sukkoth:
15
th
of Tishri.

(v) Purim (Festival of Lights):
14
th
of Adar.

(vi) The Sabbath:
Friday evening into Saturday evening.

(vii) Chanukah/Hanukkah:
Feast of Dedication 25
th
Kis/ev (lasts for eight days).

CXC 28/G/SYLL 09
74

SCHOOL- BASED ASSESSMENT (40 marks)

School-Based Assessment is an integral part of student assessment in the course covered by this
syllabus. It is intended to assist students in acquiring certain knowledge, skills and attitudes that are
associated with the subject. The activities for the School-Based Assessment are linked to the syllabus
and should form part of the learning activities to enable the student to achieve the objectives of the
syllabus.

During the course of study for the subject, students obtain marks for the competence they develop and
demonstrate in undertaking their School- Based Assessment assignments. These marks contribute to
the final marks and grades that are awarded to students for their performance in the examination.

The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers
and students in selecting assignments that are valid for the purpose of School-Based Assessment. The
guidelines provided for the assessment of these assignments are intended to assist teachers in
awarding marks that are reliable estimates of the achievement of students in the School-Based
Assessment component of the course. In order to ensure that the scores awarded by teachers are in
line with the CXC standards, the Council undertakes the moderation of a sample of the School-Based
Assessment assignments marked by each teacher.

School- Based Assessment provides an opportunity to individualise a part of the curriculum to meet
the needs of students. It facilitates feedback to the student at various stages of the experience. This
helps to build the self-confidence of students as they proceed with their studies. School-Based
Assessment also facilitates the development of the critical skills and abilities that are emphasised by
this CSEC subject and enhances the validity of the examination on which candidate performance is
reported. School- Based Assessment, therefore, makes a significant and unique contribution to the
development of relevant skills and the testing and rewarding of students for the development of those
skills.

The Caribbean Examinations Council seeks to ensure that the School- Based Assessment scores are
valid and reliable estimates of accomplishment. The guidelines provided in this syllabus are intended
to assist in doing so.

GUIDELINES TO TEACHERS FOR THE CONDUCT OF SCHOOL-BASED
ASSESSMENT

The School-Based Assessment (SBA) for Religious Education consists of a research paper based on a
selected world religion or on any other religion selected from those listed under the topics for research
on pages 76 78 of the syllabus. It is required of all candidates and will be marked by the teacher in
accordance with the criteria set out in the SBA mark scheme on pages 83 85 of the syllabus. The
guidelines for the research paper are described below.

The SBA is to be marked out of a total of 40 marks and is worth 20% of the overall grade. It focuses
equally on the assessment of Profile Dimension 2, Interpretation and Analysis (20 marks) and Profile
Dimension 3, Application (20 marks). These profile dimensions are described more fully on page 3 of
the syllabus.

Teachers must ensure that candidates hand in their research papers in time to allow for marking and
submission to the Counci l by April 30th i n the year of t he examination. If audio-visual is used, this
should be submitted also with a transcript or any appropriate written documentation.

CXC 28/G/SYLL 09
75

The Role of the Teacher in Managing School-Based Assessment

Since the SBA is an integral part of the evaluation scheme of the syllabus, teachers are expected to
guide and monitor students' progress and assess the finished product according to the criteria set out
in the mark scheme.

The teacher is expected to:

1. inform students of the areas available for research;

2. approve students research plans;

3. inform students about the deadlines for completion and submission of the report;

4. advise students on the nature of the task and the scope and depth of research required to
complete it;

5. advise students on the availability of resource material;

6. monitor students' progress by advising them on the quality of their work in progress and
suggesting ways to improve quality;

7. use techniques such as review of students' progress reports and preliminary drafts to establish
authenticity of their work;

8. collect and mark the research reports;

9. keep a record of students' marks and submit these together with samples of work as requested
by CXC;

10. copy, complete and attach the research proposal to each sample script submitted.

IMPORTANT - The teacher is responsible for ensuring that each student's research report is his or
her own work. Plagiarism and cheating will be penalised. A simple way to establish authenticity is to
insist on check points for students to show how their work is progressing.

Teachers may also use brief oral questions to verify that candidates did indeed engage in the research
activities. Some teachers may require candidates to submit preliminary drafts along with the final
version, although only the final version will be assessed.

TOPICS FOR RESEARCH

Teachers should assist students in selecting topics related to one of the following religions specified
for guided research:

1. Indigenous Caribbean Religions

(i) Rastafari

(ii) Revivalism

(iii) Vodun

(iv) Orisha

CXC 28/G/SYLL 09
76

(v) Spiritual Baptist

(vi) Santera

(vii) Jordanite

2. Hinduism

(i) Groups

(a) Iskon Movement

(b) Vaishnavites

(c) Shiva Narayan

(d) Shaivites

(e) Shaktas

(f) Kali Mai

(g) Arya Samaj

(h) Kabir Panth

(ii) Hinduism during the period of indentureship

3. Islam

(i) Sects

(a) Sunni

(b) Shiite

(ii) Others

(a) Ismailis

(b) Ahmadis

(c) Nusayris

(d) Nation of Islam

(iii) Islam and indentureship

CXC 28/G/SYLL 09
77

4. Christianity

(i) Denominations

(a) Anglicans

(b) Baptists

(c) Brethren

(d) Church of God

(e) Lutheran

(f) Methodists

(g) Moravians

(h) Pentecostals

(i) Reformed (including Prebysterian)

(j) Roman Catholics

(k) Seventh-Day Groups

(l) Evangelicals.

(ii) Christianity during the period of enslavement and indentureship

5. Judaism

(i) Sects

(a)

Orthodox

(b)

Conservatives

(c)

Reform

(ii) Judaism in the 1700s in the Caribbean.

The Research Paper

Each candidate must submit a research paper of 1 , 000 words, not including table of contents,
bibliography and appendices. A total of 10 per cent of the candidates score will be deducted for
any research paper in excess of 1,000 words (excluding tables, direct quotations, footnotes, references
and appendices). The following criteria are provided to guide candidates in preparing the research
paper:

CXC 28/G/SYLL 09
78

1. Presentation

The criterion includes a table of content, illustrations, presentation of research paper (proper
compilation, neatness of document) and bibliography (author or editor, title, place of
publication, publishers, date).

2. Statement of Aims

This criterion includes a basic outline of all that the candidate hopes to achieve and discover
at the end of the study.

3. Information Collection

This criterion includes a description of how, when, where information was collected,
including instruments or questionnaires if any were used. Library research is acceptable.

4. Summary of Findings

This criterion includes the actual documentation of relevant facts and findings discovered
through research.

5. Analysis and Interpretation of Information Collected

Candidates need to display an understanding of the issues related to the topic chosen. Critical
thinking should be encouraged as candidates are asked to analyse and interpret the information
presented. This criterion requires clarity of explanation and as such, calls upon the candidate
to demonstrate this ability.

6. Conclusions

This criterion requires that the candidate summarise the main ideas of the research paper and
draw conclusions from the material which they analyse.

7. Communication of Information

This criterion refers to the communication of information in a logical way, using correct
grammar.

(See pages 83 - 85 for guidelines for marking the research paper).

The following are suggested areas of research- Festivals, Worship, Rituals, Code of Ethics, Basic
Beliefs, Leadership, Origins and Development.

Preparing the Research Paper

1. The research should be conducted prior to the second term of the final year and the research
paper written during that term. The paper should be assessed by the teacher. Marks must be
submitted online using the SBA data capture module of the Online Registration System (ORS).

2. The research paper should be in a simple soft-back folder of Quarto or A4 size.
Candidates registration number, title of the research paper and the name of the school should
be clearly written on the folder AND on the FIRST inside page. The research paper should be
neatly written or typed.

CXC 28/G/SYLL 09
79

3. Teachers should discourage duplication of material, that is, although two candidates may write
on the same topic, there must be evidence of individual work. Group research is allowed but
student must write individual reports.

Notes to Teachers

1. The research paper allows the student to choose from topics related to one of the selected
world religions or on any other religion, denomination or sect selected from those listed under
the topics for research pages 76 - 78 and provides an opportunity for self-directed learning in
which the student can assume responsibility for conducting an enquiry. The students work
can be improved by:

(i) stimulation of interest in religious beliefs and practices;

(ii) an awareness of strategies, concepts and principles involved in the research.

2. The teacher should provide specific guidance in:

(i) the selection of an appropriate and manageable topic;

(ii) the presentation of illustrative material;

(iii) the presentation of written information (format);

(iv) the methods of interpretation of information collected;

(v) identifying resource materials and making available materials accessible to
candidates. An on-going programme of collection and documentation of material is
necessary.

3. Teachers should assist in fostering the development in their students of the skills related to
students in comprehension, analysis and synthesis of information.

4. Many of the difficulties connected with research projects can be avoided if careful thought is
given to the timing of the work so that it:

(i) avoids serious clashes with students workload in other subjects;

(ii) allows sufficient time for the students to have acquired some familiarity with
appropriate research techniques;

(iii) gives adequate time for individual supervision by the teacher;

(iv) allows sufficient time after students have completed their research papers for teachers
to meet assessment deadlines.

5. The following are suggested areas for research:

(i) festivals;

(ii) rituals;

(iii) worship;

CXC 28/G/SYLL 09
80

(iv) code of ethics;

(v) basic beliefs;

(vi) origins and development;

(vii) leadership.

This list is not exhaustive and students may choose to investigate other topics relevant to the
content and objectives of the syllabuses.

MODERATION OF SCHOOL- BASED ASSESSMENT

School-Based Assessment Record Sheets are available online via the CXCs website www.cxc.org.

All School-Based Assessment Record of marks must be submitted online using the SBA data capture module of
the Online Registration System (ORS). A sample of assignments will be requested by CXC for moderation
purposes. These assignments will be re-assessed by CXC Examiners who moderate the School-Based
Assessment. Teachers marks may be adjusted as a result of moderation. The Examiners comments will be sent
to schools. All samples must be delivered to the specified marking venues by the stipulated deadlines.

Copies of the students assignments that are not submitted must be retained by the school until three months
after publication by CXC of the examination results.

CXC 28/G/SYLL 09
81

CARIBBEAN EXAMINATIOS COUNCIL
Religious Education (SBA)
RESEARCH PROPOSAL
To be attached to each requested sample script

Teachers are advised to make a duplicate copy for each student.

To be completed by ..(teacher will suggest date)

NAME OF CANDIDATE: __________________ CANDIDATES NUMBER: ___________
NAME OF TEACHER : ___________________ NAME OF SCHOOL: _________________
YEAR OF EXAMINATION: ________________ SCHOOL CODE: ____________________
AREA OF RESEARCH:
____________________________________________________________________________

____________________________________________________________________________

BASIC OUTLINE OF STUDY:

1. What is the rationale/aim of your study?

_____________________________________________________________________

_____________________________________________________________________

2. How will you obtain your information?

_____________________________________________________________________

_____________________________________________________________________

3. How do you intend to present the information?

_____________________________________________________________________

_____________________________________________________________________

Teacher signature: Candidates signature:

Principals signature: ________________ Date: ______________________________

CXC 28/G/SYLL 09
82

GUIDELINES FOR MARKING THE RESEARCH PAPER

Refer to pages 88 90 for details.

SCORE
CRITERIA

Interpretation
And Analysis
(P2)

Application
(P3)
A. Presentation (6 marks)

- Excellent presentation and organisation

- Satisfactory presentation and organisation

- Weak presentation and organisation
5-6

3-4

1-2

B. Statement of aims (3 marks)

- Aims clearly stated 3
- Aims fairly clearly stated 2
- At least ONE aim mentioned 1
C. Description of how, when, where information was collected,
including instruments used (4 marks)
- Clear description of the information, collection 4
procedures AND description/example(s) of the
instrument(s) used

- Fairly clear description of the information, collection 3
instrument(s) used

- Adequate description of the information collection 2
instrument(s) used

- Limited description of the information collection 1
procedures

D. Summary of Findings (5 marks)

- Excellent documentation of information collected

- Good documentation of information collected

- Limited documentation of information
4-5

3

1-2

CXC 28/G/SYLL 09
83

SCORE
CRITERIA

Interpretation
And Analysis
(P2)

Application
(P3)
E. Analysis and interpretation of information collected (8
marks)

- Analysis and interpretation relevant and well developed

- Analysis and interpretation relevant and adequately
developed

- Analysis and interpretation show moderate relevance and
moderate development

- Analysis and interpretation show limited relevance and
limited development
7-8

5-6

3-4

1-2

F. Statement of conclusions (8 marks)

- Conclusions and inferences are clearly stated, related to
the aim(s) and well developed

- Conclusions and inferences are clearly stated, related to
the aim(s) and satisfactorily developed

- Conclusions and inferences are satisfactorily stated,
generally related to the aim(s) and show some
development

- Conclusions and inferences are stated and moderately
related to the aim(s), with some development

- Conclusions and inferences are stated and show limited
relevance and development

- Conclusions and inferences are mentioned, with little or
no development
8

6-7

4-5

3

2

1

CXC 28/G/SYLL 09
84

CRITERIA
SCORE
Interpretation
And Analysis
(P2)

Application
(P3)
G. Communication of Information in a logical way using correct
grammar (6 marks)

- Communication of information in a logical way using
correct grammar.

- Communication of information in a fairly logical way with
few grammatical errors.

- Communication of information in a partially logical way
with several grammatical errors.

5-6

3-4

1-2

TOTAL

20

20

CXC 28/G/SYLL 09
85

RESOURCES

The Noble Quran - English Translation of the meanings and commentary,
Darussalam, 2000.

The Quran Translated by Abdullah Yusuf Ali. Tahrike Tarsile Quran, Inc.,
2008.

Abdabati, Hummudah Islam in Focus, International Islamic Federation of Student Organisation,
2000.

Al- Jazairy, Abu Bakr Jabir Minhaj Al- Muslim, Volume I, Darussalam, 2001.
Al- Jazairy, Abu Bakr Jabir Minhaj Al- Muslim, Volume II, Darussalam, 2001.
Alleyne, Mervyn Roots of Jamaican Culture, London: Pluto Press, 1998.

An- Nawawi, Yahya bin
Sharaf
Riyad-us-Saliheen, Volumes 1-2, Darussalam, 1998.

Barnet, M. Afro-Cuban Religions, Jamaica: Ian Randle Publishers, 2001.

Bisnauth, D. History of Religious in the Caribbean, Kingston: Kingston Publishers Limited,
1996.

Chevannes, B. Rastafari: A New Approach, New West Indies Guide 1990 (forthcoming).
Chevannes, B. Rastafari Roots and Ideology, Kingston: University Press, 1995.
Chevannes, B. Social and Ideological Origins of the Rastafari Movement in Jamaica, Ph.D,
Dissertation, Columbia University, 1989.

Colledge, Ray Mastering World Religions, Macmillan Master Series, 1999.

Crowley, D. Festivals of the Calendar in St. Lucia, Caribbean Quarterly 4:2, December
1955m 19-21.

Devillers, C. Haitis Voodoo Pilgrimages: of Spirits and Saints, National Geographic
167:3, March 1985, 395-408.

Fageant, J. and Mercier, C. Skills in Religious Studies, Oxford: Heinemann Educational Books Limited,
1988.

Gates, B. Afro-Caribbean Religions, London: Ward Lock, 1989.

Gibson, Lynne Modern World Religions, 2002.

Hill, Robert Dread History! Leonard P. Powell and Millenarian Visions in Early
Rastafarian Religion, Chicago Research Associates School Time Publications,
2001.

Ibrahim, I., et. al. A Brief Illustrated Guide to Understanding Islam, Darussalam, 1997.
Lewin, Olive Rock it Come Over: The folk music of Jamaica with special reference to
Kumina and the work of Mrs. Imogene Queenie Kennedy: Kingston:
University of the West Indies, 2000.

CXC 28/G/SYLL 09
86

Lovelace, A. and White, J. Beliefs, Values, Traditions: Hinduism, Oxford, Heinemann Publishers, 1997.
McCarthy-Brown, Karen A Vodun Priestess in Brooklyn: Los Angeles: University of California, 1991.
Matthews, H. What is Religion? Investigations in Religion, Basil Blackwell Limited, 1987.
Mawdudi, S Abul Ala Towards Understanding Islam, the Islamic Foundation, 1980.
Mbiti, J. African Religions and Philosophy, New York: Doubleday, 1970.

Metraux, A. Haiti Black Peasants and Their Religion, Voodoo in Haiti, New York:
Schocken Books, 1972.

Morgan, K. The Religion of the Hindus, India: Motilal Banarsidass Publishers, 1996.

Murphy, Joseph; Santeria,
M.
An African Religion in America, Boston: Beacon Press, 1998.

Ojo, A. Yoruba Culture, London: University of Life/University of London Press, 1966.

Palmer, M. Faith and Festivals, Christian, Hindu, Jewish, Muslim, Buddhist, Sikh and
Chinese Their Major Festivals, Practices and Beliefs, London: Ward Lock
Educational Publications, 1984.

Parks, A. The Conceptualisation of Kinship Among the Spiritual Baptist of Trinidad,
Dissertation, Princeton University, 1981.

Ryman, C. Kumina Religious Stability and Change, African-Caribbean Institute of
Jamaica Review 1, 1984, 82-128.

Schuler, M. Myalism and the African Religious Tradition in Jamaica, in Africa and the
Caribbean, The Legacies of a Link, Margaret Graham and Franklin Knight,
eds. Baltimore: John Hopkins University Press, 1979, 65-79.

Seaga, E. Revival Cults in Jamaica, notes towards a sociology of religion, Jamaica
Journal 3:2, June 1969, 3-13.

Simmods, David Believers All, 1984.

Sivananda, Swami All about Hinduism, 1997.

Smith, M., Augier, R. and
Nettleford, R.
The Rastafari Movement in Kingston/Jamaica, Mona: Institute of Social and
Economic Research, 1960.

Stapleton, A. The Birth and Growth of the Baptist Church in Trinidad and Tobago and the
Caribbean; Port-of-Spain, 1982.

CXC 28/G/SYLL 09
87

Taylor, P. Nation Dance, Religion, Identity and Cultural Difference in the Caribbean,
Jamaica: Ian Randle Publishers, 2001.

Thomas, E. A History of the Shouter Baptists in Trinidad and Tobago, Tacarigua: Calaloux
Publications, 1987.

Warner, M. African Feast in Trinidad, African Studies, Association of the West Indies
(ASAWI) Bulletin 4, December 1971; in Guineas Other Suns The African
Dynamic in Trinidad Culture, Dover (Massachusetts): Majority Press
(Forthcoming).

Whiting, R. Religions for Today, London: Stanley Thornes (Publ.) Limited, 1991.

WEBSITES

Tafsir Ibn Kathir: www.tafsir.com
Commentaries on the forty Hadith: http://fortyhadith.iiu.edu.my
Miracles of the Quran: www.harunyahya.com

CXC 28/G/SYLL 09
88

GLOSSARY

TERMS DEFINITION/MEANING PROFILE
DIMENSIONS
Define State concisely the meaning of a word or term.

Describe Illustrate something in words or provide factual
information about it, (that is, what are its
component parts, what it looks like).

Identify Name or point out specific components or features.

List Relate or itemise a specific set of points, items
with no elaboration.

Name Give only the name of an item, object, person.

Outline Give the main features, main points or general
idea.

Relate Tell or narrate a story, an event.

KNOWLEDGE

State Write a short, concise answer, without explanation
or elaboration; specify the facts of a case or an
incident.

Analyse Break down information into its component parts,
examining and trying to understand the
organisational structure of such information.

Compare Present similarities as well as differences.

Discuss or comment on Present a reasoned argument; consider points both
for and against; explain the relative merits of a
case.

Examine Identify key elements in a text, or the key points in an
argument and closely evaluate them.

Explain Make plain or understandable; give reasons for or
causes of; show the logical development of a
relationship.

Illustrate Use verbal or visual means and concrete examples to
clarify a point.

Show Set forth clearly a position or idea and provide
arguments or evidence to support it.

INTERPRETATION
AND ANALYSIS

Assess Judge the importance of a point or an issue, the
strength of an argument, the appropriateness of
an action.

CXC 28/G/SYLL 09
89

TERMS DEFINITION/MEANING PROFILE
DIMENSIONS
Defend/justify/criticise Judge the value of material based on personal
values and opinions, accepted standards (no
correct or incorrect answer).

Evaluate Identify shortcomings, weaknesses, disadvantages
as well as strengths, advantages, benefits.

Propose Use previously learned information to solve
problems or suggest a course of action (a best
answer is usually expected).

Recommend Advise as to the best course of action, choice of
alternatives.

Suggest Offer advice or explanation or course of action
deduced from information provided, based on
previous knowledge or based on authoritative
information.

Summarise Present the main or essential points in concise,
coherent, logical writing.

INTERPRETATION
AND ANALYSIS
(contd)

APPLICATION

Western Zone Office
09 November 2009

CXC 28/G/SYLL 09
90

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Paper 02 consists of FOUR Options:

Option A- Christianity
Option B Hinduism
Option C Islam
Option D - Judaism

Specimen Papers: - Paper 01
Paper 02

Mark Schemes/Keys: - Paper 01
Paper 02

TESTCODE01241010
FORM01241010/SPEC2009
CARIBBEANEXAMINATIONSCOUNCIL
SECONDARYEDUCATIONCERTIFICATE
EXAMINATION
RELIGIOUSEDUCATION
Paper01GeneralProficiency
SPECIMENPAPER
75 minutes
READTHEFOLLOWINGINSTRUCTIONSCAREFULLY.
1. Thistestconsistsof60items.Youwillhave75minutestoanswerthem.
2. Inadditiontothistestbooklet,youshouldhaveananswersheet.
3. Eachiteminthistesthasfoursuggestedanswerslettered(A),(B),(C),(D).Readeachitemyou
areabouttoansweranddecidewhichchoiceisbest.
4. On your answer sheet, find the number which corresponds to your item and shade the space
havingthesameletterastheansweryouhavechosen.Lookatthesampleitembelow.
SampleItem
Withwhichofthefollowingreligionsis
YomKippurassociated?
SampleAnswer
(A) Islam
(B) Judaism ABCD
(C) Hinduism
(D) Christianity
ThebestanswertothisitemisJudaism,soyoushouldshadeanswerspace(B).
5. Ifyouwanttochangeyouranswer,besuretoeraseitcompletelybeforeyoufillinyournew
choice.
6. Whenyouaretoldtobegin,turnthepageandworkasquicklyandascarefullyasyoucan.Ifyou
cannotansweranitem,goontothenextone.Youmayreturntotheomitteditemlater.Your
scorewillbethetotalnumberofcorrectanswers.
DONOTTURNTHISPAGEUNTILYOUARETOLDTODOSO.
Copyright2009CaribbeanExaminationsCouncil.
Allrightsreserved.
01241010/SPEC2009
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01241010/SPEC2009
1. ThetermreligionisBESTexplainedasa
(A) denominationthatteachesaboutthe
deity
(B) systemwhichmakespersonslovethe
deity
(C) set of religious instructions for
meetingwiththedeity
(D) systemofbeliefswhichhelpspersons
relatetothedeity
2. AreligiouscultisBESTdescribedasa
(A) breakawaychurchgroup
(B) religioussystembasedonintense
devotiontoaleaderspersonality
andideas
(C) false religion which leads people
astray from beliefs accepted by
society
(D) groupthatisconsideredasub-culture
bymainstreamsociety
3. WhichofthefollowingisNOTanessential
featureofreligion?
(A) Ritual
(B) Worship
(C) Missionaryactivity
(D) Beliefsystem
4. Whichofthefollowinghumanneedsdoes
religionhelptosatisfy?
I. Theneedforamoralcodetoguide
onespersonallife
II. Thesearchformeaninginoneslife
experiences
III. Thedesiretoliveinharmonywith
others
(A) IandIIonly
(B) IandIIIonly
(C) IIandIIIonly
(D) I,IIandIII
5. WhichofthefollowingBESTexplainthe
conceptdeity?
I. Creator
II. Highpriestorpriestess
III. Prophet
IV. Sustaineroftheuniverse
(A) IandIIonly
(B) IandIVonly
(C) II,IIIandIVonly
(D) I,II,IIIandIV
6. RitualsareBESTdefinedas
(A) establishedproceduresforreligious
rites
(B) religiousritesperformedtoexorcise
evilspirits
(C) religioustraditionspassedonfrom
generationtogeneration
(D) religious ceremonies to mark
importantstagesinapersonslife
7. WhichofthefollowingistheBESTdefinition
ofasect?
(A) Aninnercircleofprivilegedbelievers
inareligiousgroup
(B) Agroupoffundamentalistswithinan
establishedreligion
(C) Agroupofchurchleaderswhoare
tryingtochangetheothermembers
ofthechurch
(D) Areligiousgroupwhoseperspectives
differinsomewaysfromthoseof
themaingroup
8. Adaysetasidetocelebrateanoccasionof
religioussignificanceisknownasa
(A) rite
(B) festival
(C) ritual
(D) sacrament
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9. WhichofthefollowingtermswouldChristians
usetoexpresstheirunderstandingofGod?
I. Creator
II. Father
III. PresentthroughtheHolySpirit
(A) IandIIonly
(B) IandIIIonly
(C) IIandIIIonly
(D) I,IIandIII
10. Theuseofthecolourpurpleisassociated
withwhichofthefollowingChristianHoly
days?
(A) Lent
(B) Whitsuntide
(C) GoodFriday
(D) EasterSunday
11. ChristiansaremostlikelytoDISAGREEwith
whichofthefollowingstatementsaboutthe
Bible?
(A) InformsChristianworship
(B) TransmitstheWordofGod
(C) Supports Christian beliefs and
lifestyles
(D) Requires updating for each new
generation
12. WhichofthefollowingstatementsBEST
reflectsaChristianattitudetogettingmarried?
(A) Christian marriages are made in
heaven.
(B) Wearetryingsomethingwhichmay
ormaynotwork.
(C) OurloveforChristwillsupportour
loveforeachother.
(D) Wearefollowingareligiouscustom
setbymanyothers.
13. ForChristians,thebowingoftheheadduring
prayersignifies
(A) givingpraisestoGod
(B) beingatpeacewitheachother
(C) showingrespectforthepriest
(D) showingreverencebeforeGod
14. WhichofthefollowingisNOTaChristian
ritual?
(A) Baptism
(B) Prayer
(C) Circumcision
(D) Confirmation
15. WhichofthefollowingChristianfestivals
commemorates the entry of Jesus into
Jerusalemafewdaysbeforehisdeath?
(A) Epiphany
(B) PalmSunday
(C) GoodFriday
(D) Pentecost
16. For a Christian, the title which BEST
expressestheidentityofJesusis
(A) HighPriest
(B) SonofMary
(C) SonofJoseph
(D) WordofGodIncarnate
17. WhichofthefollowingstatementsBEST
expressestheNewTestamentteachingabout
theuseofmoney?
(A) Moneyistherootofallevil.
(B) Peoplewhohavemoneyshoulduse
itforgoodpurposes.
(C) Itiswrongtohavemoneyandnotto
givesomeofitaway.
(D) Awealthybusinesspersonmustgive
awaymoneytoattainsalvation.
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18. Which of the following describes the
ApostlesCreed?
(A) A summary of recommended
Christianpractices
(B) An expression of submission to
Godswill
(C) An expression of the important
teachingsofJesus
(D) A summary of the basic beliefs of
Christianity
19. WhichofthefollowingistheOM,theHindu
symbolofUltimateReality?
(A)
(B)
(C)
(D)
Item20referstothefollowingstatement.
Onthisfestival,Hinduslightlampsandplace
themondoorsteps,andhangcolouredlights
inthestreets.
20. TheHindufestivalreferredtoaboveis
(A) Divali
(B) Phagwah
(C) RamaNaumi
(D) Mahashivaraatri
21. TheBhagwadGeetaisacollectionofthe
teachingsof
(A) Rama
(B) Shiva
(C) Vishnu
(D) Krishna
22. TheattitudeofaHindutowardsotherfaiths,
asoutlinedintheVedas,shouldbeoneof
(A) respect
(B) rejection
(C) opposition
(D) indifference
23. TheimagewhichMOSTcloselycorresponds
totheHindubeliefaboutunionwithGodafter
deathisa
(A) cloudinthesky
(B) dropofwaterintheocean
(C) spongeimmersedinwater
(D) grainofsandontheseashore
24. WhichofthefollowingBESTdescribesthe
HindubeliefaboutBrahman?
(A) Thefatherofthegodsandgoddesses
(B) Abeingwhoisbothhumananddivine
(C) Theuniversalsoulreflectedinallgods
andgoddesses
(D) Aspiritwhichoftentakestheform
ofahumanbeing
25. WhichofthefollowingHindumanifestations
ofGodisusuallyrepresentedasadancer?
(A) Kali
(B) Shiva
(C) Krishna
(D) Ganesh
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26. In Hinduism, the person who traces the
sacredsymbolonababystongueisthe
(A) father
(B) priest
(C) brother
(D) mother
27. Which of the following are major
manifestationsofGodinHinduism?
I. Vishnu
II. Brahma
III. Lakshmi
(A) IandIIonly
(B) IandIIIonly
(C) IIandIIIonly
(D) I,IIandIII
28. TheHindureligiousfestivalofPhagwahis
alsoknownas
(A) Holi
(B) RamaNaumi
(C) NavaRaatri
(D) Mahashivaraatri
29. HowmanytimesadayareMuslimsexpected
topray?
(A) Six
(B) Five
(C) Four
(D) Three
30. InIslam,theWuduprocedureisthe
(A) calltoprayer
(B) postureforprayer
(C) washingbeforeprayer
(D) removalofshoesbeforeprayer
31. Whichofthefollowingexplainsthemeaning
ofthewordIslam?
(A) SubmissiontothewillofAllah
(B) BeliefthatthereisnoGodbutAllah
(C) BrotherhoodofallpeopleofArabian
descent
(D) BeliefthatMuhammad(PBUH)was
thelastprophet
32. Thebeliefsshownbelowwhicharecommon
toIslam,ChristianityandJudaismarethe
beliefin
I. oneGod
II. prophets
III. angelsandmessengers
(A) IandIIonly
(B) IandIIIonly
(C) IIandIIIonly
(D) I,IIandIII
33. TheAdhanceremonyforMuslimsrefersto
the
(A) name-givingceremonyforanewborn
baby
(B) takingofababytothemosquefor
thefirsttime
(C) whisperingofthecalltoprayerinthe
earofanewbornbaby
(D) specialwayinwhichababyboys
hairisfirstcut
34. Muslims celebrate Eid-ul-Adha to
commemoratethe
(A) endofthemonthoffasting
(B) submissionofIbrahimtothewillof
Allah
(C) birthdayoftheprophetMuhammad
(PBUH)
(D) death of the prophet Muhammad
(PBUH)
35. Hajjiarepeoplewhohave
(A) foughtinaholywar
(B) vowednevertodrinkalcohol
(C) madeapilgrimagetoMecca
(D) tradedwithArabianmerchants
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36. IslamsplitintoSunniandShiasectsMAINLY
becauseofdifferencesarisingfrom
(A) avarietyofconceptsofGod
(B) the way each group viewed its
relationshiptoIbrahim
(C) theelectionoftheAbuBakrascaliph
tosucceedMuhammad(PBUH)
(D) the ethnic and cultural origins of
differenttribesandfollowers
37. ThebeliefintheHolySpiritasamemberof
theTrinityisunacceptabletoMuslimsbecause
theybelievethatthe
(A) SpiritofGodispartofHiscreation
(B) Spiritcannotbeisolatedfromthe
Deity
(C) Spiritcannotberegardedaspartof
theDeity
(D) ideaofTrinitycannotfitinwiththe
UnityofGod
38. InIslam,thepillaroffaithknownassaum
refersto
(A) pilgrimage
(B) fasting
(C) almsgiving
(D) prayer
39. InJudaism,whichofthefollowingpersonsis
regardedasthelawgiver?
(A) Moses
(B) Isaiah
(C) Jeremiah
(D) Abraham
40. Whichofthefollowingisthenameofthe
ceremonyforaJewishboyenteringhisteens?
(A) Chanukkah
(B) YomKippur
(C) BarMitzvah
(D) RoshHashanah
Item41referstothefollowingdiagram.
41. Which of the following is shown in the
diagramabove?
(A) Kippa
(B) Siddur
(C) Tallith
(D) Tffilin
42. TheMOSTimportantdifferencebetween
JudaismandChristianityliesin
(A) theirbeliefsaboutJesus
(B) thefactthattheyworshipondifferent
days
(C) theirattitudestowardswhatmaybe
eaten
(D) theimportanceofcircumcisionin
Judaism
43. AtaJewishpassoversupperanextraglass
ofwineispouredandleftfor
(A) thepoor
(B) adeadrelative
(C) theprophetElijah
(D) anunexpectedvisitor
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44. Thefamilymemberwhousuallylightsthe
candleinthehomeatthebeginningofthe
JewishSabbathisthe
(A) father
(B) mother
(C) eldestson
(D) eldestdaughter
45. Whichofthefollowingpersonsisconsidered
byJewstobetheircommonancestor?
(A) David
(B) Judah
(C) Moses
(D) Abraham
46. Which of the following Jewish feasts is
observedfiftydaysafterPassover?
(A) Purim
(B) Pesach
(C) Pentecost
(D) YomKippur
47. Which of the following would represent
ONLYkosherfoods?
I. Beefsandwich
II. Goatsmilkcheese
III. Lobsterandshrimpsalad
IV. Hamandcheesesandwich
(A) IandIIonly
(B) IIandIIIonly
(C) I,IIandIIIonly
(D) I,II,IIIandIV
48. WhichofthefollowingwouldNOTgoagainst
orthodoxJewishSabbathtradition?
(A) Drivingacar
(B) Cookingameal
(C) Visitingasynagogue
(D) Turningonelectriclights
49. InVodun,whichofthefollowingisbelieved
to be freed from the body at the time of
death?
(A) Aserviteur
(B) Theti-bon-ange
(C) Theloamait-tte
(D) Thegros-bon-ange
50. InVodun,whichofthefollowingtermsrefers
totheSupremeBeing?
(A) Jah
(B) Humfo
(C) GrandMatre
(D) Olodumare
51. FollowersofthereligionknownasSantera
aretobefoundMOSTLYin
(A) Cuba
(B) Guyana
(C) Grenada
(D) TrinidadandTobago
52. Santeraisablendorsyncretismofwhichof
thefollowingreligions?
(A) HinduismandIslam
(B) ProtestantismandIslam
(C) JudaismandCatholicism
(D) Iberian Catholicism and Yoruba
Religion
53. ThepracticewhichiscommontoRastafari
andSanteraisthe
(A) useofmarijuanainritual
(B) emphasisonrepatriationtoAfrica
(C) exclusionofwomenfromleadership
(D) offeringofworshiptoadeitycalled
Olodumare
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01241010/SPEC2009
IFYOUFINISHBEFORETIMEISCALLED,CHECKYOURWORKONTHISTEST.
54. Whichofthefollowingwouldbeassociated
withtheRastafarireligion?
(A) TheKingJamesBible
(B) Nyabingiobservances
(C) CeremonyofDismissal
(D) TheElevenCommandments
55. WhichofthefollowingCaribbeanIndigenous
religionsteachesthatobjectsofthepowers
arekeptinaspecialroomcalledthechapelle?
(A) Orisha
(B) Rastafari
(C) Revivalism
(D) SpiritualBaptist
56. Whichofthefollowingarebasicbeliefsin
theOrishareligion?
I. BlacksarethetrueIsraelites.
II. Goodaswellasevilpowersexist.
III. Thedeadhaveasoulaswellasa
shadoworspirit.
(A) IandIIonly
(B) IandIIIonly
(C) IIandIIIonly
(D) I,IIandIII
57. Inwhichofthefollowingreligionsistheplace
ofworshipknownasamissionhouse?
(A) Orisha
(B) Santera
(C) Rastafari
(D) Revivalism
58. Followers of Revivalism are divided into
groupscalled
(A) bands
(B) packs
(C) districts
(D) churches
59. IntheSpiritualBaptistreligion,theswordisa
symbolof
(A) purity
(B) judgement
(C) theCrucifixion
(D) theHolySpirit
60. ThehighestrankingleaderintheSpiritual
BaptistChurchisthe
(A) mother
(B) ancestor
(C) shepherd
(D) archbishop
CARIBBEANEXAMINATIONSCOUNCIL
SECONDARYEDUCATIONCERTIFICATE
EXAMINATION
RELIGIOUSEDUCATION
SPECIMENPAPER2009
Item o. Key
1 D
2 B
3 C
4 D
5 B
6 A
7 D
8 B
9 D
10 A
11 D
12 C
13 D
14 C
15 B
16 D
17 B
18 C
19 A
20 A
21 D
22 A
23 B
24 C
25 B
26 A
27 D
28 A
29 B
30 C
Item o. Key
31 A
32 D
33 C
34 B
35 C
36 C
37 D
38 B
39 A
40 C
41 C
42 A
43 C
44 B
45 D
46 C
47 A
48 C
49 B
50 C
51 A
52 D
53 C
54 B
55 A
56 C
57 D
58 A
59 B
60 D

FORM 01241020/SPEC
TEST CODE 01241020

FORM 01241020/SPEC

CARI BBEA EXAMI ATI OS COUCI L
SECODARY EDUCATIO CERTIFICATE
EXAMIATIO

RELIGIOUS EDUCATIO

SPECIME PAPER

Paper 02 General Proficiency

2 hours

Copyright 2009 Caribbean Examinations Council.
All rights reserved.

ISTRUCTIOS TO CADIDATES

This paper consists of FOUR options:

Option A Christianity
Option B Hinduism
Option C Islam
Option D Judaism

You must answer questions from OE option only.

For the Option that you choose, you must answer Question 1 and
any other TWO questions.

Read the questions carefully before writing your answers.

FORM 01241020/SPEC
TEST CODE 01241020

FORM 01241020/SPEC

Option A Christianity



This paper consists of FOUR questions:

Question 2 The Bible (32 marks)
Question 3 Concept of God (32 marks)
Question 4 Sin and Salvation (32 marks)

Your must answer Question 1 and any other TWO questions.
FORM 01241020/SPEC GO ON TO NEXT PAGE
ISTRUCTIOS

You must answer THREE questions.

Answer Question 1 (the compulsory question) and any other TWO questions.

Where passages from the Bible are used, two versions are given the Revised Standard
Version (R.S.V.) and the ew International Version (. I. V.). You may refer to the
version with which you are more familiar.

Your should spend approximately 40 minutes on Question 1 and 35 minutes EACH on
the other TWO questions you choose.

HUMA LIFE ISSUES

1. Read either of the passages below, then answer the questions that follow.

Were not ten cleansed? Where are the nine? Was no one found to return
and give praise to God except this foreigner?

Luke 17: 17 18 (R.S.V.)

Were not all ten cleansed? Where are the other nine? Was no one found to
return and give praise to God except this foreigner?

Luke 17: 17 18 (.I.V.)

(a) (i) Identify the person who cleansed the sick persons
mentioned in the passage AND the disease which the sick persons had
suffered.
(2 marks)

(ii) Outline TWO other instances in the Bible where sick persons were
healed by the same person.

(4 marks)

(iii) Describe ONE instance in the Bible where Jesus showed compassion
to a person who was treated as an outcast by others.

(4 marks)

(b) (i) Explain what is significant about the fact that the foreigner referred to in the
passage above returned to give praise.
(8 marks)


(ii) Explain what the passage above teaches about caring for and accepting
those who are less fortunate than ourselves.

(8 marks)

(c) A friend argues that persons who have contracted HIV/AIDS should be
locked away from society.

Write a response to your friend, based on your understanding of
biblical teachings regarding treatment of those who are sick or
suffering.

(10 marks)

Total 36 marks

OPTIOAL QUESTIOS QUESTIOS 2 4

Answer any TWO of the following questions.

THE BIBLE
2. Read either of the passages below, then answer the questions that follow.
Trust in the LORD with all your heart, and do not rely on your own insight. In
all your ways acknowledge him, and he will make straight your paths.
Proverbs 3:5-6 (R.S.V.)
Trust in the LORD with all your heart and lean not on your own
understanding; in all your ways acknowledge him, and he will make your
paths straight.
Proverbs 3:5-6 (.I.V.)

(a) (i) State TWO instructions offered to the reader in the passage above.
(4 marks)

(ii) According to the passage, identify the reward for trusting in God.
(2 marks)

(iii) Identify TWO examples of EACH of the following types of biblical
writings:

a) Wisdom sayings
b) Miracle stories
(4 marks)

(b) (i) Explain the meaning of ANY ONE of the passages.
(6 marks)

(ii) Choose ONE passage of scripture which may be applied to business
and professional behaviour. Explain the meaning of the passage you
choose.
(6 marks)

(c) A friend tells you that he or she has heard about the lost books of The Bible.
Your friend claims that the Bible you have is incomplete and cannot be
trusted. Write a response to your friend responding to his or her concerns.

(10 marks)

Total 32 marks

GOD
3. Read the letter below, then answer the questions that follow.
Dear God,
If you know so much, how come you never made the river big enough for all
the water and our house got flooded and now we got to move?
Victor
From Childrens Letters to God
Compiled by Eric Marshall & Stuart Hornpile
Collins, 1976.

(a) (i) Give THREE instances in the Bible in which God is seen as Protector.
(6 marks)
(ii) Outline TWO instances in the Bible in which God is referred to as
Provider.
(4 marks)
(b) (i) (a) Explain how Victors question in the letter above challenges the
view of God as wise and Sovereign Ruler over all.
(6 marks)
(b) Apart from Victors question, state TWO other questions that could
be asked as a challenge to the view of God as Sovereign Ruler.
(6 marks)
(c) Based on your understanding of biblical teachings:
(i) convince Victor in not more that 10 lines that God indeed provides and
protects.
(5 marks)
(ii) advise Victor on how to cope with his situation.

(5 marks)
Total 32 marks

SI AD SALVATIO
4. (a) Describe ONE instance from the Bible in which EACH of the following
took place:
(i) A persons sinful action resulted in his or her death.
(5 marks)
(ii) The disobedience of persons resulted in disastrous consequences for
the environment.
(5 marks)
(b) (i) With reference to what Jesus said in John 3:16, explain how a sinful
person may experience salvation.
(6 marks)
(ii) Explain how an individual or a group of persons in the Bible
experienced release from feelings of guilt and shame.
(6 marks)
(c) A friend tells you, Life is so confusing for us as teenagers. Parents
want us to do one thing, friends want us to do the opposite! Friends
want us to go to certain places, parents want us to stay away at all
costs! It seems that everyone wants to give us advice and some of the
advice is so contradictory!
Give your friend the best advice you can, based on the biblical
teachings about salvation.
(10 marks)
Total 32 marks

ED OF TEST

FORM 01241020/SPEC
TEST CODE 01241020

FORM 01241020/SPEC

Option B - Hinduism




Question 2 The Ramayan and Bhagwad Geeta (32 marks)
Question 3 The Absolute and Avatars (32 marks)
Question 4 The Concept of Sin and Liberation (32 marks)

You must answer Question 1 and any other TWO questions.

ISTRUCTIOS



You should spend approximately 40 minutes on Question 1 and 35 minutes EACH on
the other TWO question you choose.

HUMA LIFE ISSUES

1. According to Hindu teachings:

(a)
(i) State what is the purpose of life.
(4 marks)

(ii) Describe how man should best live his life.
(2 marks)

(iii) Outline TWO consequences of living a virtuous life as opposed to
living a sinful life.
(4 marks)

Read the passage below, then answer the questions that follow.

It is the good fortune that you have secured a human body, which as all the
scriptures declare is difficult even for the god to attain. It is a tabernacle
suitable for spiritual endeavours; the gateway to deliverance.

(Uttarkand between Dohas 42 - 43)

(b) (i) Explain the MAIN teachings about life found in the scriptures
between Dohas 42 and 43.
(8 marks)

(ii) Explain how the life of Shri Rama in exile exemplifies righteous
living.
(8 marks)

(c) The life of a good, hardworking and faithful father and husband has
degenerated due to severe illness.His position as head of the household
has eroded and as a result, his wife has become depressed and his
children disobedient.

What advice based on the Hindu teaching of Ram and Sita, would you
give to your friend who is a member of this family to deal with the
situation above?

(10 marks)

Total 36 marks

OPTIOAL QUESTIOS - QUESTIOS 2 4


THE RAMAYA and BHAGWAD GEETA

2. Read the statement below, then answer the questions that follow.

The Shri Ramcharitmanas made scriptural teaching available to the
masses.

(a) (i) Write the name of the person who wrote the Shri Ramcharitmanas
(Ramayan).

(1 mark)

(ii) State the language in which the Shri Ramcharitmanas (Ramayan) was
written and give ONE reason why that language was chosen.

(3 marks)

(iii) State what is the Bhagwad Geeta.
(2 marks)

(iv) Outline TWO main teachings of the Bhagwad Geeta.

(2 marks)

Read the statement below, then answer the questions that follow.

As the Mahabrat War was about to begin, Arjuna the Hero of the Pandawas
was counseled by Shri Krishna in order for him to perform his duty.

(b) (i) Explain why Hindus believe that duty is of the greatest importance.

(6 marks)

(ii) Explain why the Ramayan and Bhagwad Geeta are used as sacred texts
by Hindus.

(6 marks)

(c) Suggest TWO ways in which the study of the Ramayan may have
positive effects on the behaviour of a married couple.

(10 marks)

Total 32 marks

THE ABSOLUTE AD AVATARS
3. Many, many births you and I have passed. I can remember all of them, but you
cannot, O Subduer of the enemy.
(Geeta 4:5)
(a) Based on the quotation above, name the person who
(i) remembers all his births

(1 mark)
(ii) is the Subduer

(1 mark)

(iii) is the enemy.
(1 mark)

(iv) What is the term used to refer to the Hindu belief in birth and rebirth?

(1 mark)

(b) (i) Name TWO distinguished manifestations (incarnations) of God.

(2 marks)

(ii) State what was the purpose of the TWO manifestations
(incarnations) you have identified.
(4 marks)
(c) (i) Explain the meaning of the passage quoted above.
(12 marks)
(ii) Suggest THREE ways in which young persons lives can be affected
positively if they are patterned after one of the manifestations
(incarnations) you have listed in (b) (i) above.
(10 marks)
Total 32 marks
THE COCEPT OF SI AD LIBERATIO
4.

The pictures above highlight examples of sinful behaviours which affect the
quality of life for both the family and society.

(a) (i) Identify TWO types of sinful behaviour depicted in the pictures above.

(2 marks)

(ii) Give TWO examples of sinful behaviour, other than those identified in
(a) (i) above.
(2 marks)

(iii) a) State THREE ill effects of sinful behaviour on the family.

(3 marks)

b) State THREE ill effects of sinful behaviour on the wider
society.


(3 marks)

(b) Explain THREE ways in which a person can be liberated from
bondage.

(12 marks)

(c) Your best friend lives in a community where sinful behavior is very
common. Based on the teachings and beliefs of Hinduism, suggest
TWO ways in which your friend can deal with this situation.

(10 marks)

Total 32 marks
ED OF TEST

FORM 01241020/SPEC

TEST CODE 01241020

FORM 01241020/SPEC

Option C - Islam




Question 2 The Holy Quran (32 marks)
Question 3 Concept of Allah (God) (32 marks)
Question 4 Sin, Punishment and Reward (32 marks)


ISTRUCTIOS



The translation of Al-Quran by Abdullah Yusuf Ali is used as well as translations from
Tafseer Ibn Kathir.

the other TWO questions you choose.

HUMA LIFE ISSUES

1. Read the ayah (verse) below and answer the questions that follow:

It is not righteousness that you turn your faces towards east and (or) west; but
righteousness to believe in Allah, the Last Day, the Angels, the Book, the
Messengers and spend of your substance out of love for Him, for your kin,
for orphans, for the needy, for the wayfarer, for those who ask and for the
ransom of slaves; to be steadfast in Prayers, and practise regular charity; and
to fulfill the contracts which you have made, and to be firm and patient in
suffering and adversity and through out all periods of panic (poverty and
ailment). Such are the people of the truth, those who fear Allah.

(Al-Quran: 2:177)
(Translations of Al-Quran by Abdullah Yusuf Ali)

(a) (i) Outline THREE acts of charity that are done out of love for
Allah.

(6 marks)

(ii) State TWO pillars of Islam mentioned in the ayah (verse).
(2 marks)

(iii) Define the term orphan as used in Islam.
(2 marks)

(b) (i) Explain what is meant by the term and spend of your substance out
of love for Him as used in the ayah (verse) above.

(8 marks)

(ii) According to the ayah (verse) above, what are the characteristics of
the people of truth and righteousness?
(8 marks)

(c) (i) Suggest to a friend how righteousness, when practised, improves the
quality of life in the society.
(5 marks)

(ii) Discuss the consequences of unrighteousness on the individual.
(5 marks)

Total 36 marks
OPTIOAL QUESTIOS - QUESTIOS 2 - 4
THE HOLY QURA
2. Read the ayahs (verses) below and answer questions (a) (i), (ii) and (iii) that
follow:

And We send down of the Quran that which is a cure and a mercy to the
believers, and it increases the wrongdoers in nothing but loss.

(Al-Quran: 17:82)
(Translations taken from Tafseer Ibn Kathir)

And this Quran is not such as could ever be produced by other than Allah but
it is a confirmation of (the revelation) which was before it, and a full
explanation of the Book -- wherein there is no doubt from the Lord of all that
exists. Or do they say: He has forged it. Say: Bring then a Surah like
unto it, and call upon whomsoever you can besides Allah, if you are truthful!

(Al-Quran: 10:37-38)
(Translations taken from Tafseer Ibn Kathir)

(a) (i) State the names of TWO previous revelations.
(2 marks)

(ii) Give the meaning of the word Quran.
(2 marks)

(iii) Outline THREE characteristics of the Quran as mentioned in the
verses above.
(6 marks)

(b) (i) Explain the meaning of the verse, Verily we have revealed the Zikr
(Al-Quran) and surely we shall preserve it.
(6 marks)


(ii) Explain the teaching of the Quran on TWO of the following issues:

Racial discrimination
Poverty
Immorality
Indiscipline and disrespect for parents

(5 marks)

(c ) Hasan: This Holy Quran is the Permanent Miracle to mankind
given to Prophet Muhammad (Peace Be Upon Him).

Mark: Is this really so? Then prove it!

Imagine that you were in Hasans place. Convince Mark that the Quran is
indeed Allahs Permanent Miracle by citing references from the Quran.

(10 marks)

Total 32 marks
COCEPT OF ALLAH (GOD)
3. (a) (i) List THREE ways through which a servant draws close to Allah.
(3 marks)
(ii) Define the term Ibaadah.
(4 marks)
(iii) Outline the purpose of fasting in Ramadan.
(3 marks)
(b) Read the ayah (verse) below and answer the questions that follow:

And they have been commanded no more than this: to worship Allah, offering
Him sincere devotion, being true in faith, to establish regular prayer (Salah),
and practise regular charity (Zakah) and that is the religion right and
straight.

(Al-Quran: 98:5)

(i) Explain the benefits of Zakah to the

a) one who gives it
(4 marks)
b) society.
(4 marks)

(ii) Explain the expression: to worship Allah, offering Him sincere
devotion.

(4 marks)

(c) Saleemah is a Muslim; however, she does not observe her five daily Prayers.
Convince Saleemah of the benefits of Salah and how it will enhance her
relationship with Allah.
(10 marks)
Total 32 marks
SI, PUISHMET AD REWARD
4.

(a) (i) Identify TWO sinful actions highlighted in the picture above.
(2 marks)

(ii) Give TWO examples of sinful actions other than the ones shown in the
picture.
(2 marks)


(iii) Describe THREE conditions for sins to be forgiven.

(6 marks)

(b) Read the ayah (verse) below and answer the following questions:

Allah commands justice; the doing of good and be generous
to kith and kin. And he forbids all shameful deeds; injustice and rebellion.
He instructs you that you may receive admonition.

(Al-Quran: 16:90)

(i) Explain the outcomes of the three virtues against the three vices
mentioned in the verse.
(6 marks)

(ii) Explain how admonition will improve an individuals life and
behaviour.

(6 marks)

(c) Salim is a habitual drug user who abuses his family. Assess the impact of
his behaviour on:

(i) himself as a Muslim

(ii) his family

(iii) the society in which he lives

(10 marks)

Total 32 marks

ED OF TEST

FORM 01241020/SPEC
TEST CODE 01241020

FORM 01241020/SPEC

Option D - Judaism




Question 2 The Tanakh (TeaKh) (32 marks)
Question 4 Festivals and Observances (32 marks)


ISTRUCTIOS



the other TWO question you choose.

HUMA LIFE ISSUES

1. Read the letter below and answer the following questions:

Dear Rabbi:

Sarah and I have been seeing each other for two months now. Last week she told me
that she is pregnant. We were happy and plan to get married in a few months. But
the doctors have told us that if she keeps the baby, she will die. They have told us that
we should abort the pregnancy.

But Rabbi, isnt that murder? How can I kill another life?

Ruben

(a) (i) Identify THREE human life issues which the writer mentions in the letter.
(3 marks)

(ii) State TWO instances from the Tanakh (TeNaKh) which deal with
sexual relationships.
(2 marks)

(iii) Cite THREE instances from the Tanakh (TeNaKh) which deal with the
dignity of human life.
(3 marks)

(iv) Identify TWO passages from the Torah which teach about murder.

(2 marks)

(b) (i) Explain what the Tanakh (TeNaKh) teaches about abortion.

(8 marks)

(ii) Examine TWO situations where the taking of life would be permissible
according to the teachings of Judaism.

(8 marks)

(c) Based on your understanding of the Tanakh (TeNaKh), what advice
would you give to Ruben and Sarah? Use appropriate scriptural
references to support your response.

(10 marks)

Total 36 marks

OPTIOAL QUESTIOS - QUESTIOS 2 - 4


THE TAAKH (TeaKh)

2. The Tanakh (TeNaKh) is often referred to as the core of Judaism.

(a) (i) Give another word for the term core in the statement above
which conveys the same meaning.
(1 mark)

(ii) Name the THREE compilations of books in the Tanakh (TeNaKh).

(3 marks)

(iii) List TWO books from EACH of the three compilations of books.

(6 marks)

(b) (i) Explain how the Ketuvim is used during a Purim festival celebration.

(6 marks)

(ii) Explain how the Torah is used in a Bar Mitzvah ceremony.
(6 marks)

(c) Suggest to a classmate TWO ways in which the recitation of the
Tanakh (TeNaKh) may have positive effects on the behaviour of a
young Jewish boy.

(10 marks)

Total 32 marks


GOD

3. Am I not a G_d near at hand, says the Lord, and not a G_d far off?
Can any hide himself in secret places that I shall not see him?
Did I not fill the earth?

(Jeremiah 23:23-24)
(a) (i) Identify FOUR characteristics of God mentioned in the passage.
(4 marks)
(ii) List TWO other attributes of God, apart from those in the passage.
(2 marks)
(iii) Identify TWO things which the passage states about human beings in
relation to God.
(4 marks)
(b) (i) Explain the view of Jews that God is present everywhere.
(6 marks)
(ii) Examine TWO situations which may challenge the view that God
is omnipotent and merciful.

(6 marks)
(c) Read the following excerpt from a conversation:
Isaac: Where was the almighty and merciful Lord during the
time of the Holocaust?

Simeon: The almighty one is always present and is always
merciful.

Isaac: That makes no sense. How can the almighty one stand
by and watch his chosen people die at the hands of evil
people? Was God deaf to their cries?

Offer a response to Isaac based on your understanding of God using
appropriate passages from the Tanakh (TeNaKh),
(10 marks)
Total 32 marks

FESTIVALS AD OBSERVACES

4. Chanukah (Hanukkah), also known as the Festival of Lights, is a minor Jewish
holiday. The name derives from the Hebrew word for dedication or consecration.

(a) (i) Name the Jewish leader who organized the rebellion which was
celebrated by the Chanukah (Hanukkah) festival.
(1 mark)

(ii) Name the king of Syria at the start of the Jewish rebellion and identify
the Jewish town which he occupied.
(2 marks)

(iii) Name the religion used by the Syrian king to replace Judaism.
(1 mark)

(iv) Describe THREE activities which take place during the Chanukah
(Hanukkah) festival.
(6 marks)

(b) (i) Explain the significance of the festival of Chanukah (Hanukkah) to the
children of Israel living in Judea.
(6 marks)

(i) Explain the significance of the festival of Chanukah (Hanukkah) to
modern day Jews.
(6 marks)

(c) A broadcaster on a popular radio station recently argued that the
teachings associated with the festival of Chanukah (Hanukkah) have
negatively affected the life of both Reform and Orthodox Jews.

Write a letter to the station, indicating whether you agree or disagree
with his or her statement based on the teachings of Judaism.

(10 marks)

Total 32 marks

ED OF TEST

C A R I B B E A N E X A M I N A T I O N S C O U N C I L
HEADQUARTERS

CARIBBEAN SECONDARY EDUCATION CERTIFICATE

RELIGIOUS EDUCATION

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CARIBBEAN EXAMINATIONS COUNCIL

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