Revision of GCSE Specifications Draft Proposals Religious...
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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/
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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
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)
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)
Different types of prayer and their purpose in Christian worship
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 Role of the Church in Contemporary Society
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
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
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
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 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
The Role of the Church in Contemporary Society
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
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 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
Different types of prayer and their purpose in Christian worship
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
The challenge to the Christian Church of changing moral and social trends
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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 meaning and significance of the death and resurrection of Jesus for Christian truth and identity:
− 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
The meaning and significance of the death and resurrection of Jesus for Christian truth and identity:
- 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
Students should be enabled to develop the capability to:
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
Students should be enabled to develop the capability to:
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 3: The Revelation of God and the Christian Church
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
Protestant Tradition
Unit 2: The Christian Church with a Focus on EITHER the Catholic Church OR the
Protestant Tradition
Unit 3: The Revelation of God and the Christian Church
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.