How do I revise New Testament Studies for CCEA A-Level?

When analysing the literary relationships, use specific examples of parallel passages (e.g., the healing of the leper) to illustrate both the verbatim agreements and editorial differences.

What exam tips are there for New Testament Studies? (2)

In evaluating the Two-Source Hypothesis, structure your answer to first explain the hypothesis clearly, then present arguments for and against, using named scholars where possible (e.g., B.H. Streeter, A.M. Farrer).

What exam tips are there for New Testament Studies? (3)

Demonstrate critical thinking by acknowledging the limitations of source criticism and its impact on exegesis, rather than simply describing the theory.

What mistakes should I avoid in New Testament Studies?

Confusing the Synoptic Problem with the Johannine question, incorrectly including John in the synoptic comparison.

What are common errors in New Testament Studies exams? (2)

Misunderstanding Markan priority by assuming Matthew was written first simply because it appears first in the New Testament canon.

New Testament Studies

CCEA

A-Level

The Synoptic Problem examines the literary interrelationship among the Gospels of Matthew, Mark, and Luke, which share similar wording, order, and content, leading scholars to propose various source theories. The dominant solution, the Two-Source Hypothesis, posits Markan priority and a hypothetical sayings source 'Q' to explain the 'double tradition' material, shaping modern critical study of the Gospels. Understanding this problem is pivotal for evaluating the historical reliability and compositional methods behind these foundational Christian texts.

Objectives

Exam Tips

Pitfalls

Key Terms

Mark Points

Subtopics in this area

New Testament Studies

Topic Overview

New Testament Studies in CCEA A-Level Religious Studies focuses on the historical, literary, and theological analysis of the New Testament texts. Students explore the formation of the canon, the synoptic problem, and the distinctive portraits of Jesus in the Gospels. The course also examines key themes such as the Kingdom of God, Christology, and salvation, while considering the social and political context of first-century Palestine. This module develops critical skills in textual analysis, source evaluation, and theological reasoning, preparing students for both academic study and informed personal reflection.

Understanding the New Testament is essential for grasping the foundations of Christianity and its impact on Western culture. The module encourages students to engage with scholarly debates—such as the historicity of the resurrection or the authorship of the Pauline epistles—and to evaluate different interpretative methods, including form criticism, redaction criticism, and narrative criticism. By the end of the course, students should be able to construct coherent arguments about the meaning and significance of New Testament texts, supported by evidence from the primary sources and secondary scholarship.

This topic fits within the broader Religious Studies curriculum by connecting to themes of ethics, philosophy of religion, and the study of other religious traditions. It also complements the study of the Old Testament and the development of Christian doctrine. Mastery of New Testament Studies equips students with the tools to analyse sacred texts critically, a skill transferable to other humanities disciplines.

What You Need to Demonstrate

Key skills and knowledge for this topic

Award credit for demonstrating a clear understanding of the term 'Synoptic' and accurately identifying the literary parallels and differences among Matthew, Mark, and Luke.
Credit explanations that coherently outline the Two-Source Hypothesis, correctly identifying Mark as the earliest Gospel and 'Q' as a common source for Matthew and Luke.
Reward analysis that evaluates the strengths and weaknesses of the Two-Source Hypothesis, referencing specific gospel passages or scholarly arguments.
Recognise the ability to discuss alternative solutions (e.g., Farrer Hypothesis, Griesbach Hypothesis) and critically compare them to the Two-Source Hypothesis.
Acknowledgment should be given for demonstrating awareness of the theological and historical implications of source theories for Gospel interpretation.
Award credit for demonstrating a systematic understanding of at least three major theological themes (e.g., incarnation, eternal life, judgment, glory) with precise textual references.
Credit analysis that convincingly connects the 'I am' sayings to their Exodus 3:14 background and Old Testament imagery (e.g., manna, light, vine), showing how they reveal Jesus's divine nature.
Expect explicit evaluation of scholarly perspectives on the 'I am' sayings (e.g., Raymond Brown's sacramental reading, Bultmann's gnostic influences) to support a coherent argument.

Marking Points

Key points examiners look for in your answers

Award credit for demonstrating a clear understanding of the term 'Synoptic' and accurately identifying the literary parallels and differences among Matthew, Mark, and Luke.
Credit explanations that coherently outline the Two-Source Hypothesis, correctly identifying Mark as the earliest Gospel and 'Q' as a common source for Matthew and Luke.
Reward analysis that evaluates the strengths and weaknesses of the Two-Source Hypothesis, referencing specific gospel passages or scholarly arguments.
Recognise the ability to discuss alternative solutions (e.g., Farrer Hypothesis, Griesbach Hypothesis) and critically compare them to the Two-Source Hypothesis.
Acknowledgment should be given for demonstrating awareness of the theological and historical implications of source theories for Gospel interpretation.
Award credit for demonstrating a systematic understanding of at least three major theological themes (e.g., incarnation, eternal life, judgment, glory) with precise textual references.
Credit analysis that convincingly connects the 'I am' sayings to their Exodus 3:14 background and Old Testament imagery (e.g., manna, light, vine), showing how they reveal Jesus's divine nature.
Expect explicit evaluation of scholarly perspectives on the 'I am' sayings (e.g., Raymond Brown's sacramental reading, Bultmann's gnostic influences) to support a coherent argument.
Award marks for a well-structured discussion that distinguishes between the absolute 'I am' (ego eimi) and the metaphorical 'I am' sayings, and explains their theological significance in Johannine soteriology.
Award credit for demonstrating understanding of Luke's editorial choices, such as his unique parables (e.g., Good Samaritan, Prodigal Son) and their link to his themes.
Look for reference to specific passages that illustrate Luke's emphasis on the Holy Spirit, prayer, or joy.
Credit critical engagement with scholarly views on Luke's Christology, such as Conzelmann's salvation-history theory or more recent narrative-critical insights.
Accept answers that connect Luke's social concern to the historical context of the early church's mission to the Gentiles.

Examiner Tips

Expert advice for maximising your marks

💡When analysing the literary relationships, use specific examples of parallel passages (e.g., the healing of the leper) to illustrate both the verbatim agreements and editorial differences.
💡In evaluating the Two-Source Hypothesis, structure your answer to first explain the hypothesis clearly, then present arguments for and against, using named scholars where possible (e.g., B.H. Streeter, A.M. Farrer).
💡Demonstrate critical thinking by acknowledging the limitations of source criticism and its impact on exegesis, rather than simply describing the theory.
💡If allowed, create a simple diagram to visualise the Two-Source Hypothesis, but ensure you explain it in prose to meet assessment objectives.
💡Always anchor your evaluation in the text: for each 'I am' saying, cite the specific chapter and verse, and explain its immediate narrative context and function.
💡Structure your essay to first analyse key theological themes, then use the 'I am' sayings as a focused lens through which to evaluate John's high Christology, showing how they embody those themes.
💡Incorporate a range of scholarly views but use them to support your own critical judgment; avoid listing opinions without linking them to the question.
💡Pay close attention to assessment objectives: balance AO1 (knowledge and understanding) with AO2 (critical analysis and evaluation), especially when discussing the significance of the 'I am' revelations.
💡In essay responses, build arguments around key Lukan passages rather than generalising; quote or closely reference the text to support claims about Jesus' portrayal.
💡When assessing themes, explicitly compare Luke with the other Synoptics to highlight his distinctiveness.
💡Demonstrate awareness of scholarly debate by briefly mentioning contrasting interpretations of Luke's Christology before offering your own reasoned judgement.
💡Use the learning objectives as a checklist to ensure coverage of both distinctive themes and the portrayal of Jesus in your revision plan.

Common Mistakes

Pitfalls to avoid in your exam answers

Confusing the Synoptic Problem with the Johannine question, incorrectly including John in the synoptic comparison.
Misunderstanding Markan priority by assuming Matthew was written first simply because it appears first in the New Testament canon.
Treating 'Q' as a known, extant document rather than a hypothetical reconstruction, or failing to explain its contents consistently.
Overstating the certainty of the Two-Source Hypothesis without acknowledging scholarly debate and minority views.
Neglecting to mention the 'minor agreements' between Matthew and Luke against Mark, which challenge the simplicity of the Two-Source Hypothesis.
Students often treat the theological themes as isolated motifs rather than interconnected parts of John's cohesive narrative and dualistic symbolism.
A common error is misinterpreting the 'I am' sayings as merely metaphorical self-descriptions without recognising their claim to divinity, leading to a shallow analysis.
Many candidates fail to engage with the prologue (John 1:1-18) as a hermeneutical key, resulting in a limited understanding of how the Logos concept frames the entire gospel.
Students sometimes confuse Johannine terminology with Synoptic concepts (e.g., 'kingdom of God' vs. 'eternal life'), weakening the distinctiveness of their theological evaluation.
Confusing Luke's distinctive material with that common to all Synoptics; students may fail to identify uniquely Lukan themes.
Oversimplifying Luke's Jesus as merely a moral teacher while neglecting his divine identity and redemptive mission.
Neglecting the importance of Luke's prologue and its historiographical intent when assessing his portrayal of Jesus.
Applying Matthew's strongly Jewish focus to Luke without recognising Luke's universal outlook.

Frequently Asked Questions

Common questions students ask about this topic

Key Terminology

Essential terms to know

Markan priority

Q source

Redaction criticism

Logos

Belief

Eternal life

Universal salvation and Gentile inclusion

Concern for the marginalised and poor

Role of the Holy Spirit and prayer

Jesus as prophet and suffering servant

Ready to test yourself?

Practice questions tailored to this topic

New Testament Studies

Subtopics in this area

Topic Overview

What You Need to Demonstrate

Marking Points

Examiner Tips

Common Mistakes

Frequently Asked Questions

Key Terminology

Ready to test yourself?

Related Topics in CCEA A-Level Religious Studies

Philosophy of Religion

The Reformation in Europe

Ethics

Philosophy of Religion

New Testament Studies

Subtopics in this area

Topic Overview

What You Need to Demonstrate

Marking Points

Examiner Tips

Common Mistakes

Frequently Asked Questions

What is the synoptic problem and why is it important?

How do I analyse a Gospel passage for my exam?

What is the difference between form criticism and redaction criticism?

Is the resurrection of Jesus historically certain?

How do I answer a question on the Kingdom of God?

What are the main titles for Jesus in the New Testament?

Key Terminology

Ready to test yourself?

Related Topics in CCEA A-Level Religious Studies

Philosophy of Religion

The Reformation in Europe

Ethics

Philosophy of Religion