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GCSE Draft Proposals for Consultation_2016

Revision of GCSE Specifications

Draft Proposals

Religious Studies


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Contents

Introduction 3

Specification at a Glance 4

Subject Content for each Unit 5

Summary of Changes

30

External Assessment 31

Progression from Key Stage 3 33

Progression to GCE 38

Support

39


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Introduction

Awarding Bodies are revising their GCSE and GCE specifications to ensure that both

content and assessment continue to reflect the needs of learners and the society,

economy and environment in which they live and work.

The revision programme is now underway to review our GCSE and produce revised

specifications for first teaching from September 2017.

The new specification should provide opportunities for students to build upon the

knowledge, understanding and skills developed at Key Stage 3, and the relevant

requirements of the Northern Ireland Curriculum at Key Stage 4.

This document has been designed to provide you with an outline of our draft

proposals for the revised GCSE specification.

For further information on the revision of GCSE Specifications go to:

http://www.ccea.org.uk/the-revision/

http://www.ccea.org.uk/the-revision/


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A. Specification at a Glance

The table below summarises the structure of this GCSE course.

Content

Assessment

Weighting

Availability

1. The Christian Church

through a Study of the Catholic Church and one Protestant Tradition

2. The Christian Church with a Focus on EITHER the Catholic Church OR the Protestant Tradition

3. The Revelation of God

and the Christian Church

4. Christianity through a Study of the Gospel of Matthew

5. Christianity through a Study of the Gospel of Mark

6. An Introduction to Christian Ethics

7. An Introduction to Philosophy of Religion

8. World Religions: Islam

9. World Religions: Judaism

Short Course: One externally assessed written paper on students’

chosen unit

1 hr 30 mins

Full Course: Two externally assessed written papers, one on

each of students’ chosen units

1 hr 30 mins per paper

Short Course: Written

paper:100%

Full Course: Each written paper: 50%

Every Summer (beginning in

2018)

Every Summer (beginning in

2018)

At least 40% of the assessment (based on unit weightings) must be taken at the end

of the course as terminal assessment.


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B. Subject Content for each Unit

We have divided the course into nine units. A brief description of each unit is provided below.

Unit 1: The Christian Church through a Study of the Catholic Church and one Protestant Tradition

Content Description

The Birth, Development and Beliefs of the Church

Key leadership Roles in the Catholic Church and one Protestant Church

Christian Worship

The events and meaning of Pentecost

St Paul’s teaching on the Church

The characteristics of the early Church: preaching, teaching, prayer, miracles, hymn-singing and sharing

The Apostles’ Creed as a summary of Christian belief, truth and meaning

How Christianity came to Ireland (through a study of the life and work of St Patrick)

How Protestantism developed as a result of the Reformation (through a study of the life of Luther)

Church structure in the Catholic Church and in one Protestant Church

The role of the priest/ minister/pastor in the Catholic Church and in one Protestant Church

The Mass and an order of service from one Protestant Church

Different styles of worship in the Catholic Church and in one Protestant Church: - the tradition of singing and music; - liturgical/structured and non-liturgical/spontaneous

worship; and - the importance attached to preaching

Different types of prayer and their purpose in Christian worship


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Content Description

Christian Worship (cont.) Sacraments/Ordinances

The Role of the Church in Contemporary Society

The significance of the architecture of Church buildings and symbolism of the main Church furniture: - pulpit - altar/communion table; - lectern; - tabernacle; and - font/baptistery, in the Catholic Church and in one

Protestant tradition

The meaning and purpose of the Church festivals for Christians: - Advent; - Christmas; - Epiphany; - the Easter cycle; - Pentecost; - Saints’ Days; and - Harvest

The ceremony, symbolism and meaning of Baptism and the Eucharist/Communion, in the Catholic Church and in one Protestant Church

The contribution of the Christian Church to the local community and community cohesion

The challenge to the Christian Church of changing moral and social trends


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Unit 2: The Christian Church with a Focus on either the Catholic Church or the

Protestant Tradition

a) The Christian Church with a Focus on the Catholic Church

Content

Description

The Birth of the Christian Church and Christianity in Ireland

Church Government Worship in the Catholic Church






Hierarchy of authority in the Catholic Church

Local parish organisation

Private worship: - the use of the Bible; - prayer; - the rosary; and - icons and statues

Public worship: the order of the Mass

The role of Mary and the Saints, including Mary as the Mother of God and Mary as guide and role model (for example in prayer)


The significance and symbolism of the main Church furnishings: - altar; - baptismal font; - tabernacle; and - ambo


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Content Description

Worship in the Catholic Church (cont.)

Sacraments in the Catholic Church


The meaning and purpose of the Church festivals for Christians: - Advent; - Christmas; - Epiphany; - the Easter cycle; - Pentecost; and - Saints’ Days

Sacraments of Initiation: - knowing and understanding the ceremony,

symbolism and meaning of Baptism, Confirmation and the Eucharist

Sacraments of Healing: - explaining the meaning and importance of the

Sacraments of Reconciliation and Anointing the Sick

Sacraments of Vocation:

understanding the Catholic teaching on marriage,

annulment, divorce and contraception; and

examining the concept of religious vocation




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Unit 2: The Christian Church with a Focus on EITHER the Catholic Church OR

the Protestant Tradition

b) The Christian Church with a Focus on the Protestant Tradition

Content

Description

The Birth of the Christian Church and the Emergence of Protestantism

Church Government

Worship in the Protestant Tradition






How Protestantism emerged as a result of the Reformation

Church organisation in two denominations

The meaning of ordination and the role of the minister/pastor in one Protestant tradition

The priesthood of all believers

Private worship: - the use of the Bible and Bible reading aids; - prayer; - fellowship meetings; and - speaking in tongues

Public worship: - the order of service of one Protestant tradition; - different types of worship within denominations; - the tradition of singing and music; - liturgical/structured and non-

liturgical/spontaneous; - worship; and - the importance attached to preaching


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Content Description

Worship in the Protestant Tradition (cont.)

Sacraments/ Ordinances


Different types of prayer and their purpose in Christian Worship

Beliefs about the authority, inspiration, meaning, purpose and truth of the Bible

The significance of the architecture of Church buildings and the symbolism of the main church furnishings: - pulpit; - communion table; - font/baptistery, in two Protestant traditions

The meaning and purpose of the Church festivals for Christians:

− Advent; − Christmas; − Epiphany; − the Easter cycle; − Pentecost; and − Harvest

The ceremony, symbolism and meaning of the sacraments/ordinances of Baptism and Communion in two Protestant traditions

Confirmation/Church membership




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Unit 3: The Revelation of God and the Christian Church

Content Description

The Identity of Jesus

The Teaching of Jesus

The meaning and significance of the identity of Jesus, through a study of key events relating to his titles as Son of God, Messiah, Son of Man, Son of David and Saviour: - the key events surrounding the birth of Jesus

Matt. 1: 18–25; Matt. 2: 1–12; Luke 1: 26–45; Luke 2: 1–20

- Jesus’ baptism and temptations

Matt. 3: 13–17; Matt. 4: 1–11 - Jesus’ transfiguration

Matt. 17: 1–9 - Peter’s declaration of faith

Matt. 16: 13–20

A study of the teaching of Jesus and its significance: - the characteristics of discipleship Matt. 5: 13–16

- Jesus’ teaching on prayer Matt. 6: 5–13; Luke 18: 9–14

- Jesus’ teaching on forgiveness

Matt. 5: 38–48; Matt. 18: 21–35

- Jesus’ teaching on wealth and poverty Matt. 6: 24–34; Matt. 19: 16-30

- Responses to his teachings

Matt. 13: 1–9, 18–23


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Content Description

The Encounters of Jesus With Others

The Death and Resurrection of Jesus

A study of some of Jesus’ encounters with others:

- Jesus’ encounters with religious leaders Matt. 23: 1–12, 23–28

- Jesus’ encounters with women John 8: 1-11

- Jesus’ encounter with a tax collector

Luke 19: 1-10

- Jesus’ encounters with leprosy sufferers Luke 17: 12-19

The meaning and significance of the death and resurrection of Jesus for Christian truth and identity:

- the Last Supper

Matt. 26: 17–30

- Gethsemane Matt. 26: 36 – 46

- Jesus’ arrest

Matt. 26: 47–56

- Jesus’ trials Matt. 26: 57–68; Matt. 27: 1–2, 11–31

- Jesus’ death and resurrection Matt. 27: 32–56; Luke 24: 1–12; Matt. 28: 18–20

- Ascension of Jesus

Luke 24: 50-53


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Content Description

The Christian Church

The Mass and an order of service from one Protestant Church

Different styles of worship in the Catholic Church and in one Protestant Church


The significance of the architecture of Church buildings and symbolism of the main Church furniture

The meaning and purpose of the Church festivals for Christians

The ceremony, symbolism and meaning of Baptism and the Eucharist/Communion, in the Catholic Church and in one Protestant Church



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Unit 4: Christianity through a Study of the Gospel of Matthew

Content Description

The Identity of Jesus Jesus the Miracle Worker

The meaning and significance of the identity of Jesus through a study of key events relating to his titles as Christ, Messiah, Son of David and Son of God:

− the birth of Jesus

Matt. 1: 18-24

− visitors from the East Matt. 2: 2-18

− the ministry of John the Baptist

Matt. 3: 1-17 − the temptation of Jesus

Matt. 4: 1-11 − Peter’s declaration about Jesus

Matt. 16: 13-20 − the Transfiguration

Matt. 17: 1-13 − Jesus’ entry into Jerusalem

Matt. 21: 1-11

A study of healing miracles performed by Jesus, taking account of their controversial nature and of their contemporary meaning and significance for Christian truth and witness:

− a leprosy sufferer

Matt. 8: 1-4

− a Roman officer’s servant Matt. 8: 5-13

− a paralysed man Matt. 9: 1-7

− an official’s daughter and a sick woman Matt. 9: 18-26

− a man with a paralysed hand Matt. 12: 9-14


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Content Description

The Kingdom of God

The Death and Resurrection of Jesus

The meaning and significance of the teaching of Jesus on the Kingdom of God for both his listeners and for contemporary Christian values:

- the Parable of the Sower of Seed

Matt. 13: 1-9; 18-23

- the Parable of Weeds Matt. 13: 24-30; 36-43

- the Parable of the Workers in the Vineyard Matt. 20: 1-16

- the Parable of the Tenants

Matt. 21: 33-46 - the Parable of the Wedding Feast

Matt. 22: 1-14


− the plot against Jesus Matt. 26: 3-5

− Judas agrees to betray Jesus Matt. 26: 14-16

− the Passover meal and the Last Supper Matt. 26:17-30

− the events at Gethsemane Matt. 26: 26-56

− Jesus before the Council Matt. 26: 57-68

− Jesus before Pilate Matt. 27: 1-2; 11-26

− Jesus is mocked Matt. 27: 27-31

− the crucifixion and death of Jesus Matt. 27: 32-61; 65-66


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The Death and Resurrection of Jesus (cont.) The Place and Nature of Christian Discipleship

- Jesus’ resurrection

Matt. 28: 1-9

The teaching of Jesus on discipleship considered in relation to modern pluralist societies and to issues of identity, belonging, meaning, practical application, truth and values:

− Jesus calls his disciples

Matt. 4: 18-22; 9: 9-13

− the demands of discipleship Matt. 5: 13-16; 16: 24-26

− the pressure of discipleship Matt. 26: 31-35; 69-74

− teaching from the Sermon on the Mount on anger, revenge and love of enemies Matt. 5: 21-26; 38-48

− Jesus’ teaching on forgiveness

Matt. 18: 21-35

− Jesus’ attitude to religious observances Matt. 6: 1-18

− Jesus attitude to money and wealth Matt. 22: 15-22; 19: 16-26 − the Great Commission

Matt. 28: 16-20


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Unit 5: Christianity through a Study of the Gospel of Mark

Content

Description

The Identity of Jesus Jesus the Miracle Worker

The meaning and significance of the identity of Jesus through a study of key events relating to his titles as Christ, Messiah, Son of David and Son of God:

- the ministry of John the Baptist

Mark 1: 1-13

- Peter’s declaration about Jesus Mark 8 : 27-33

- the Transfiguration

Mark 9: 2-13

- entry into Jerusalem Mark 11: 1-11

- calming the storm

Mark 4: 35-41

- Jesus feeds the 5000 Mark 6: 30-44

- the request of James and John

Mark 10: 35-45

- blind Bartimaeus Mark 10: 46-52

A study of the miracles of Jesus, taking account of their controversial nature and of their contemporary meaning and significance for Christian truth and witness:

- Jesus heals many people

Mark 1: 29–34

- a man with a dreaded skin disease Mark 1: 40–45

- a paralysed man

Mark 2: 1–12

- Jairus’ daughter Mark 5: 21–24; 35–43


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Jesus the Miracle Worker (cont.) The Teachings of Jesus

- a woman with a haemorrhage

Mark 5: 25–34

- the Syro-Phoenician woman’s daughter Mark 7: 24–30

- a boy with an evil spirit

Mark 9: 4–29

The meaning and significance of the teaching of Jesus on the Kingdom of God and the Sabbath in relation to contemporary Christian values and commitments:

- the coming of the Kingdom

Mark 1: 14–18

- the Parable of the Sower Mark 4: 1 – 20

- the Lamp on a Stand

Mark 4: 21–22

- the Parable of the Growing Seed Mark 4: 26–29

- the Parable of the Mustard Seed Mark 4: 30–32

- Jesus and the children Mark 10: 13–16

- entry into the Kingdom

Mark 10: 17–31

- the Greatest Command ever Mark 12: 28–34

- The Sabbath:

- a man with an evil spirit Mark 1: 21–28

- a man with a paralysed hand

Mark 3: 1–6

- Jesus’ attitude to the Sabbath Mark 2: 23–28


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Content Description

The Death and Resurrection of Jesus The Role and Nature of Christian Discipleship


- Jesus’ attitude to religious buildings

Mark 11: 15–19

- the plot against Jesus Mark 14: 1–2

- Judas agrees to betray Jesus Mark 14: 10–11

- the Passover meal and the Last Supper Mark 14: 12–31

- the events in the Garden of Gethsemane Mark 14: 32–50

- Jesus before the Jewish Council Mark 14: 53–65

- the Roman trial and mocking Mark 15: 1–20

- Jesus’ crucifixion and death Mark 15: 21–41

- the burial of Jesus Mark 15: 42–47

- Jesus’ resurrection Mark 16: 1–8

The teaching of Jesus on discipleship considered in relation to modern pluralist societies and to issues of identity, belonging, meaning, purpose, truth, values, community cohesion and commitments:

- Jesus calls his disciples

Mark 1: 14–20; 2: 13–17

- Jesus chooses the Twelve Mark 3: 13–19

- the challenge of witnessing Mark 6: 1–6


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The Role and Nature of Christian Discipleship (cont.)

- the mission of the Twelve

Mark 6: 7–13

- the cost of being a disciple Mark 8: 34–38

- coping with temptation Mark 9: 42–50

- the question about paying taxes Mark 12: 13–17

the widow’s offering Mark 12: 41–44

the pressure of discipleship Mark 14:26–31; 66–72


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Unit 6: An Introduction to Christian Ethics

Content Description

Personal and Family Issues

Matters of Life and Death

Christian views on the meaning and purpose of sexual relationships, taking account of the diversity of ethical positions within Christianity

Attitudes towards same-sex relationships; the role and importance of celibacy

Christian teachings about the benefits and challenges of marriage and divorce, taking account of the diversity of ethical positions within Christianity

Alternatives to marriage, including civil partnerships and co-habitation

The debate about abortion, taking account of social, political, biblical, Church and other ethical viewpoints

The views of pro-life and pro-choice groups; the status of the embryo; alternatives to abortion

The debate about euthanasia, taking account of social, political, biblical, Church and other ethical viewpoints; distinction between the different types of euthanasia

The contribution of the Hospice movement

The debate about capital punishment, taking account of social, political, biblical, Church and other ethical viewpoints;

The aims of punishment, including deterrence, protection, reform and retribution

The issues of repentance, forgiveness, justice and restorative justice


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Care for the Environment Contemporary Issues in Christianity

Modern Warfare

The debate about the environment, taking account of the meaning and purpose of Christian stewardship, animal rights and conservation issues

Individual, community, national and global responses

The causes and types of prejudice and discrimination, including colour, race, religion, gender and disability

Biblical and church opinions on racism and discrimination

Bible teaching on caring for others

The causes and characteristics of poverty, in the UK and worldwide; the distinction between absolute and relative poverty

The work of one organisation fighting poverty and injustice – Christian Aid, SVDP, Salvation Army, Trocaire

Ways in which individuals can respond, to include supporting fair trade, campaigning for justice

The ethics of modern warfare, including the use of WMD (weapons of mass destruction) including nuclear, chemical and biological weapons; the causes of war

The debate about the cost of war and the victims of war, including refugees, child soldiers and innocent civilians

The Just War tradition in Christianity

The debate about pacifism, taking account of different religious and ethical viewpoints


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Unit 7: An Introduction to Philosophy of Religion

Content Description

The Existence of God The Nature of God

The meaning of the terms theist, atheist and agnostic

Arguments for the existence of God (including the

strengths and weaknesses of each and evidence to

support or reject each argument):

- the ‘First Cause’ argument and Thomas Aquinas; - the argument from design; and - the argument from religious experience

The key idea of the debate between Creationism

and Science with regard to the origin of the universe,

being familiar with:

- creation stories from two different World Religions; - the views of two different World Religions on how human beings relate to the Universe and the place of humanity in relation to animals; and - scientific ideas about the origins of the universe and human beings, having a basic understanding of Big Bang and Evolutionary theories

Various ways of understanding and describing God,

being familiar with the following terms:

- immanence, transcendence; - omnipotent, omniscient, omnipresent, omnibenevolent; - knowable, unknowable; and - monotheism, polytheism

Beliefs about the nature of God from two different

World Religions


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The Problem of Evil and/or Suffering

Experiencing God

The difference between moral evil and natural suffering

Various theories about the origin, nature and purpose of evil and/or suffering

How the existence of evil and/or suffering challenges the existence of God and religious truth

How two different world religions explain the existence of evil and/or suffering in the world

Understanding ways of coping with suffering

How religious believers experience God with reference to two different World Religions, including how God is revealed through: - sacred texts; - Religious teachers or religious example; and - worship

The nature and importance of revelation, to include

the difference between general and special

revelation; a consideration of whether revelation can

lead to religious faith

Examples of revelation from sacred texts, history and the modern world to include a consideration of whether they might lead to religious faith: - answered and unanswered prayer; - miracles; and - visions

Challenges to religious experience, to include lack of

evidence, hallucinations or wish-fulfilment


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Life After Death

The teaching of two different World Religions about the afterlife, to include belief in reincarnation and belief in final judgement

Non-religious views on the soul and the afterlife

Opinions about the extent to which near death

experiencers are real or illusionary

How different beliefs in the afterlife affect the way

believers live in this life


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Unit 8: World Religions: Islam

Content Description

The Formative History of Islam Sacred Writings

Beliefs and Practice

The Life and career of Muhammad according to the different traditions of Islam

The careers and achievements of the four Rightly-Guided Caliphs

The origins of the Qur’an as revelations given to Muhammad

The nature and meaning of the Qur’an and the process by which it was complied

The significance and purpose of the traditions (Sunnah, Hadith) of the Prophet and his companions for the practice of Islam

The meaning, purpose and relevance of Sariah, the religious law of Islam, as applied in different communities

The unity and nature of God in Islam

The relevance and role of prophets in Islam

The purpose and practice of the Five Pillars of Islam, as interpreted in Sunni and Shi’a traditions

The identity and diversity of differing traditions within Islam

Muslim teaching about resurrection, judgement and life after death

The meaning and purpose of public worship, making reference to both the mosque (including its design and symbolism) and of the Imam

The meaning and purpose of personal worship, making reference to the daily prayer cycle and to religious observance in the home


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Festivals, Special Days and Rites of Passage Contemporary Issues

The meaning and purpose of the chief festivals and special days of Islam: - Ramadan;

- Id-ul-Fitr; and - Id-ul-Adha

The role and importance of: - birth rites; - marriage and the marriage ceremony (considering also the nature and role of divorce); and - funeral and mourning rites

The role and status of women

Issues relating to personal lifestyle: - diet: food preparation, haram and halal as they

relate to food, prohibition of alcohol;

- dress: the hijab, concept of modesty; and - attitudes to money: gambling, paying of interest

(usury)

The practice of Islam in a non-Muslim society


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Unit 9: World Religions: Judaism

Content

Description

The Formative History of Judaism Sacred Writings Beliefs and Practice

The call of Abraham and of Moses

The nature and purpose of God’s covenant with the Jews and their responsibilities to him

The importance of Jerusalem and the land of Israel for Judaism as interpreted by different traditions of Judaism

The meaning of the three divisions of the Hebrew Bible: - Torah; - Nevi’im; and - Ketuvim

The origins and formation of the Mishnah and the Talmud and their relevance for contemporary Judaism

The identity and diversity of differing traditions within Judaism: - Orthodox; - Reform; and - Liberal traditions

Teachings on the nature of God

The role of Torah and of mitzvoth in Jewish life, as interpreted by different traditions of Judaism

The meaning and purpose of public worship, making reference to: - the role of the synagogue; - Shabbat; and - the Rabbi and the Chazzan


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Festivals, Special Days and Rites of Passage Contemporary Issues

The meaning and purpose of personal worship, making reference to daily prayer and to religious observance in the home

The meaning and purpose of the chief festivals and special days of Judaism: − Rosh Hashanah; − Yom Kippur; − Pesach; and − Sukkot

The role and importance of: − the Brit Milah and the naming of girls; − Bar Mitzvah and Bat Mitzvah; − the marriage ceremony; and − the ceremonies and rites associated with death

The role and status of women

Issues relating to personal lifestyle: − dietary laws – kosher and terefah, separation of

milk and meat; − wearing the kippah, orthodox dress; − prejudice and discrimination with reference to race,

religion and the Jewish experience of persecution;

The contribution of an influential Jew towards contemporary society.


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C. Summary of Changes

What’s new at a Glance

Units 1, 2a, 2b and 3 (Christian Church)

The final section of these specifications relating to the church in

contemporary society has been up-dated.

Units 3, 4 and 5 (Bible passages)

Biblical material for these specifications has been reviewed with a few

passages removed and replaced.

Units 6 (Christian Ethics)

The section on equality has been up-dated and re-named ‘Contemporary

Issues in Christianity’.

Units 8 and 9 (World Religions)

The final section of these specifications relating to contemporary issues has

been up-dated.

Number and type of questions

In Section A, the two10 mark questions testing evaluation have been

replaced with four 5 mark questions.

In Section B, candidates are must refer to different points of view in their 10

mark responses.

What will remain from the current Specification

Unit Titles

The existing choice of nine units remains unchanged.

Areas of study within each unit

On average, one out of five areas of study has been up-dated or revised, with

the remaining areas unchanged.


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D. External Assessment

Number of Papers

Short Course: one externally assessed written paper Full Course: two externally assessed written papers

Types of Questions

Short questions [1 mark] Paragraphs testing AO1 and AO2 [5 marks] Extended paragraphs testing AO2 [10 marks]

Length / Time

1 hour 30 mins

Weighting

Short Course: written paper worth 100% Full Course: each written paper worth 50%


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Additional Information / Description

Prohibited Unit Combinations GCSE Full Course students must not combine: 1. any two of the following three units:

− The Christian Church through a Study of the Catholic Church and one

Protestant Tradition;

− The Christian Church with a Focus on EITHER the Catholic Church OR the Protestant Tradition;

− The Revelation of God and the Christian Church

OR 2. any two of the following three units:

− The Revelation of God and the Christian Church;

− Christianity through a Study of the Gospel of Matthew;

− Christianity through a Study of the Gospel of Mark.

GCSE Short Course students may choose to study any one of the units outlined in the specification.


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E. Progression from Key Stage 3

Cross Curricular Skills at Key Stage 4

Communication

Students should be enabled to:

communicate meaning, feelings and viewpoints in a logical and coherent manner;

make oral and written summaries, reports and presentations, which take account

of audience and purpose, for example report on up-dates to the law in assisted

dying;

participate in discussions, debates and interviews, for example debate about

capital punishment;

interpret, analyse and present information in oral, written and ICT formats; and

explore and respond, both imaginatively and critically, to a variety of texts,

including news items, church statements and sacred writings.

Using Mathematics

Students should be enabled to:

interpret and analyse a wide range of mathematical data, for example statistics on

the divorce rate or the numbers of people converting to a religious faith;

assess probability and risk in a range of simulated and real life contexts, for

example situations which might result in an unplanned pregnancy; and

present mathematical data in a variety of formats which take account of audience

and purpose, for example presentation of relevant data in oral or written reports or

presentations.

Using ICT

Students should be enabled to make effective use of information and

communications technology in a wide range of contexts to access, manage, select

and present information, including mathematical information, for example secondary

research online; preparation of oral and written reports or presentations.


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Thinking Skills and Personal Capabilities at Key Stage 4

Self-Management

Students should be enabled to develop the capability to:

plan work;

set personal learning goals and targets to meet deadlines;

monitor, review and evaluate their progress and improve their learning; and

effectively manage their time.

Working with Others


learn with and from others through co-operation; for example, a class debate on

the validity of the resurrection

participate in effective teams and accept responsibility for achieving collective

goals; and

listen actively to others and influence group thinking and decision-making,

taking account of others’ opinions.

Thinking, Problem Solving, Decision Making


identify and analyse relationships and patterns, for example an investigation of

the changing attitudes towards sexual relationships;

propose justified explanations, for example whether the death penalty is a

deterrent;

reason, form opinions and justify their views, for example does God exist?

analyse critically and assess evidence to understand how information or

evidence can be used to serve different purposes or agendas, for example

different uses for the Bible in Christian worship;

analyse and evaluate multiple perspectives, for example comparison on the

different views of the role of women in Islam and Judaism; and

explore unfamiliar views without prejudice, for example different beliefs about

God from different world religions.


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Managing Information

Students should be enabled to develop the capability to research and manage

information effectively to investigate religious, moral and ethical issues, for example

an individual research task on Christian responses to poverty and injustice.

Being Creative

Students should be enabled to develop the capability to demonstrate creativity and

initiative when developing ideas and following them through, for example a group

poster/presentation on caring for the environment.


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Progression from Relevant Area of Learning

The areas of learning in the Core Curriculum for Religious Education at Key Stage 3

are continued in the proposed GCSE specification.

The Revelation of God


Unit 4: Christianity through a study of the Gospel of Matthew

Unit 5: Christianity through a study of the Gospel of Mark

The Christian Church

Unit 1: The Christian Church through a Study of the Catholic Church and One


Unit 2: The Christian Church with a Focus on EITHER the Catholic Church OR the



Christian Morality

Unit 6: An Introduction to Christian Ethics

World Religions

Unit 8: World Religions: Islam

Unit 9: World Religions: Judaism


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Relevance of Learning to Everyday Life and Work

The proposed Religious Studies specification enables students to:

consider the role and importance of religious faith in an increasingly secular

society;

evaluate the contribution of churches and religious organisations in our society

and worldwide;

study the meaning and significance of Jesus’ teaching and example in

contemporary Christianity;

engage with topical issues of faith and ethics, including abortion, assisted

dying, crime punishment, the role of the family in society, modern warfare,

conservation and animal rights;

investigate philosophical questions relating to the meaning and purpose of life,

including the question of God’s existence and views about the afterlife; and

explore the background, teachings and practices of Islam and Judaism with a

consideration of the practice of world religions in society today.


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F. Progression to GCE

Opportunities for Progression to GCE

Subject Content

There are direct links to AS and A2 content provided by the following units:

- Unit 6: An Introduction to Christian Ethics;

- Unit 7: An Introduction to Philosophy of Religion; and

- Unit 8: World Religions: Islam.

Within these units, some similar content can be studied in greater depth at AS

Level, for example:

- Unit 6: Abortion and Euthanasia;

- Unit 7: Arguments for the existence of God; the problem of evil; and

- Unit 8: The Five Pillars of Islam; worship in the mosque.

The Bible units offered as GCSE provide opportunities for progression in Bible

study and the interpretation of scripture at a higher level, for example, a study of

either Matthew’s Gospel or Mark’s Gospel provides a foundation for further study

of Luke’s Gospel and the Synoptic Gospels at AS and A2 Level respectively.

Skills

At GCSE level, the assessment objectives focus on the following skills:

- AO1: Demonstrating knowledge and understanding of religion (50%); and

- AO2: Analysis and evaluation of aspects of religion and belief (50%).

These assessment objectives are continued at AS and A2 level with

progressively higher demands for comprehensive knowledge and understanding

(AO1) and well-formed and balanced arguments (AO2).

There is a further progression at A2 Level competency in critical analysis as the

weightings for AO1 and AO2 are 40% and 60% respectively.


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G. Support

The range of support provided by CCEA includes:

Past papers;

Mark schemes;

Chief Examiner’s report;

Principal Moderator’s report;

Guidance on progression from Key Stage 3;

Schemes of work;

Centre support visits;

Support days for teachers;

Resource list; and

Exemplification of examination performance.

Additional support that may also include revised/re-written textbooks to support

learning and teaching.

Revision of GCSE Specifications Draft Proposals Religious ...ccea.org.uk/sites/default/files/docs/research_statistics/gcse... · Revision of GCSE Specifications Draft Proposals Religious

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