CCEA A-Level Religious Studies
Explore your course, one topic at a time.
Explore your topics
12 topics
Course topics12 topics
- The Church in the modern period8 objectives
- The Christian Church in the Roman Empire6 objectives
- The Reformation and its Aftermath10 objectives
- New Testament Studies9 objectives
- The Reformation in Europe8 objectives
- Ethics6 objectives
- The Church in the High Middle Ages8 objectives
- The Christian Church in the Medieval Period9 objectives
- The Christian Church in the Roman Empire up to AD 3258 objectives
- The Reformation in the British Isles12 objectives
- The Christian Church in the early medieval period8 objectives
- Philosophy of Religion10 objectives
About this course
About CCEA A-Level Religious Studies
This CCEA A-Level Religious Studies course offers a deep and critical exploration of fundamental questions about belief, ethics, and the nature of reality. You will engage with philosophical arguments for and against the existence of God, study the ethical theories that shape moral decision-making, and examine the beliefs and practices of a major world religion in depth.
The specification is structured around three core areas: the Philosophy of Religion, Ethics, and the Study of Christianity. Each component is assessed through a written examination, and the course encourages you to develop analytical, evaluative, and communication skills that are highly valued in higher education and a wide range of careers.
Assessment Structure
The CCEA A-Level Religious Studies qualification is assessed through three written examination papers, each worth 33.3% of the final grade. Paper 1 covers the Philosophy of Religion, Paper 2 covers Ethics, and Paper 3 covers the Study of Christianity. Each paper is 2 hours and 30 minutes long and is worth 120 marks. There is no coursework or practical assessment; all assessment is through terminal examinations taken at the end of the course.
Why Choose CCEA?
- CCEA offers a structured and coherent specification that integrates philosophical, ethical, and theological perspectives, allowing you to see the connections between different areas of study.
- The assessment style focuses on critical evaluation and personal response, which can be more rewarding for students who enjoy debating and forming their own reasoned conclusions.
- As a Northern Ireland-based board, CCEA provides a curriculum that is sensitive to local religious and cultural contexts while still maintaining a rigorous academic standard recognised by universities across the UK.
Frequently Asked Questions
What is the difference between CCEA A-Level Religious Studies and other exam boards like AQA or OCR?
Is there any coursework or practical assessment in CCEA A-Level Religious Studies?
What topics are covered in the CCEA A-Level Religious Studies Ethics paper?
How can I prepare for the CCEA A-Level Religious Studies exams effectively?
What career or university options does CCEA A-Level Religious Studies open up?
Assessment and exam guidance
What Gets Top Grades
Knowledge & Understanding
Demonstrates comprehensive and accurate knowledge
- Uses correct subject-specific terminology
- Shows detailed understanding of concepts
- Makes accurate connections between topics
- Demonstrates depth beyond surface-level knowledge
Application
Applies knowledge effectively to new contexts
- Selects relevant knowledge for the question
- Adapts understanding to unfamiliar scenarios
- Uses examples appropriately
- Shows awareness of context
Analysis & Evaluation
Develops sophisticated analytical arguments
- Constructs logical chains of reasoning
- Considers multiple perspectives
- Weighs evidence to reach justified conclusions
- Acknowledges limitations and nuances
Key Command Words
Give a single fact or term
Name, select, or recognise
Set out main features briefly
Give an account of what something is like or what happens
Give reasons with developed cause→effect chains
State similarities AND differences (both required)
Examine in detail showing cause→effect→consequence chains
Weigh up BOTH sides, reach JUSTIFIED conclusion
Make judgments about importance with justification
Show formula→substitution→calculation→answer with units
Tips and common mistakes
Common Exam Mistakes
Pitfalls to avoid in your exams
- •Confuses the Oxford Movement with other religious revivals.
- •Overlooks the political and social context.
- •Fails to assess both positive and negative impacts.
- •Assuming persecution was continuous and uniform across the empire, rather than sporadic, localized, and varying in intensity depending on the emperor.
- •Failing to differentiate between the religious motivations of the Church and the political rationale of Roman authorities, leading to an over-simplified 'good vs. evil' narrative.
- •Neglecting the role of internal theological disputes (e.g., regarding lapsed members) in shaping Church responses to persecution and subsequent growth.
- •Confusing the chronology: placing major persecutions or the Edict of Milan in the wrong century or reign.
- •Confusing the Counter-Reformation with the broader Catholic Reformation, failing to distinguish between reactive and proactive elements
Top Examiner Tips
Expert advice for exam success
- •Link key figures to specific writings or events.
- •Consider long-term effects on Anglican liturgy.
- •Use primary sources like Tracts for the Times.
- •Use precise terminology such as ‘religio licita’, ‘libelli’, ‘confessors’ and ‘traditores’ to demonstrate depth of knowledge.
- •Structure evaluative responses by theme rather than strict chronology: e.g., compare motivations, methods, and impacts of persecution across selected periods.
- •Integrate primary sources (e.g., Pliny’s letter to Trajan, Tertullian’s Apology, the martyrdom of Perpetua) to substantiate claims about the relationship between Church and state.
- •For questions on growth, argue both sides: consider conversion through witness, but also recognise factors like urban networks, charity, and the appeal of a caring community during plagues.
- •Always anchor evaluation in specific Tridentine decrees or Jesuit initiatives rather than making generalised claims
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