GCSE Religious Education Years 10 & 11
Specification
AQA - The specification and assessment structure can be found at the link: https://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-a-8062
What will I study?
Students who opt to study GCSE Religious Studies have 5 GCSE lessons per fortnight as one of their four optional subjects, studying two units over the two year course and sitting two papers in the final exams at the end of year 11.
All other students – who don’t opt for GCSE Religious Studies - have one mandatory lesson of RE a fortnight as part of their statutory entitlement which offers students’ access to aspects of the Lincolnshire schools SACRE agreed syllabus and SMSC (Spiritual, Moral, Social and Cultural Development) education. SMSC includes British Values of, democracy; the rule of law; individual liberty; mutual respect for and tolerance of those with different faiths and beliefs and for those without faith. There is no exam or external accreditation for those students not taking RE as a GCSE.
Component 1: The study of religions: beliefs, teachings and practices
What is assessed?
Beliefs, teachings and practices of Buddhism and Christianity.
How is it assessed?
- Written exam: 1 hour 45 minutes
- 96 marks (plus 5 marks for spelling, punctuation and grammar)
- 50% of GCSE
Component 2: Thematic studies
What is assessed?
Students will study a total of four theres from Component 2.
Religious, philosophical and ethical study themes:
- Theme A: Relationships and families.
- Theme D: Religion, peace and conflict.
- Theme E: Religion, crime and punishment.
- Theme F: Religion, human rights and social justice.
The existence of God and revelation, Religion, peace and conflict, Religion, crime and punishment, Religion, human rights and social justice.
How it's assessed
- Written exam: 1 hour 45 minutes
- 96 marks (plus 5 marks for spelling, punctuation and grammar)
- 50% of GCSE
What skills and qualities are required?
- An ability to think
- Be open minded
- Skills of analysis
- The ability to use existing knowledge to answer different questions
How will I learn?
You will learn through discussion, visits from speakers, field trips, ICT and written work.
Subject content
Students must take assessments in two components.
Component 1: The study of religions: beliefs, teachings and practices – studied in Year 10
Year 10
3.1.2 Christianity
Students should be aware that Christianity is one of the diverse religious traditions and beliefs in Great Britain today and that the main religious tradition in Great Britain is Christianity. This knowledge may be applied throughout the assessment of the specified content.
Students should study the beliefs, teachings and practices of Christianity specified below and their basis in Christian sources of wisdom and authority. They should be able to refer to scripture and/or sacred texts where appropriate. Some texts are prescribed for study in the content and questions may be set on them. Students may refer to any relevant text in their answers and AQA will publish a list of appropriate texts as part of the supporting material for this specification. These additional texts will not be required for study, alternatives may be used, and questions will not be set on them.
Students should study the influence of the beliefs, teachings and practices studied on individuals, communities and societies.
Common and divergent views within Christianity in the way beliefs and teachings are understood and expressed should be included throughout. Students may refer to a range of different Christian perspectives in their answers including Catholic, Orthodox and Protestant.
3.1.1 Buddhism
Students should be aware that Buddhism is one of the diverse religious traditions and beliefs in Great Britain today and that the main religious tradition in Great Britain is Christianity. This knowledge may be applied throughout the assessment of the specified content.
Students should study the beliefs, teachings and practices of Buddhism and their basis in Buddhist sources of wisdom and authority. They should be able to refer to scripture and/or sacred texts where appropriate. Some texts are prescribed for study and questions may be set on them. Students may refer to any relevant text in their answers and AQA will publish a list of appropriate texts as part of the supporting material for this specification. These additional texts will not be required for study, alternatives may be used, and questions will not be set on them.
Students should study the influence of the beliefs, teachings and practices studied on individuals, communities and societies.
Common and divergent views within Buddhism in the way beliefs and teachings are understood and expressed should be included throughout. Students may refer to a range of Buddhist perspectives in their answers, for example, Theravada, Mahayana, Zen and Pure Land.
Year 11
Component 2: Thematic studies.
What's assessed?
Two religious, philosophical and ethical studies themes and two textual studies themes.
Students will study a total of four themes from Component 2.
The existence of God and revelation, Religion, peace and conflict, Religion, crime and punishment, Religion, human rights and social justice – (Paper 2 content studied in Year 11).
GCSE Examinations:
At the end of Year 11 there are 2 AQA GCSE examination papers, one for each component:
Component 1: Study of religions
Students must answer questions on two specified religions (Paper 1 - Christianity and Buddhism – content studied in Year 10).
Component 2: Thematic studies
Student must answer questions on four religious, philosophical and ethical themes:.
The existence of God and revelation, Religion, peace and conflict, Religion, crime and punishment, Religion, human rights and social justice – (Paper 2 content studied in Year 11).
Assessment objective weightings for GCSE Religious Studies A
Assessment objectives (AOs) |
Component weightings (approx %) |
Overall weighting (approx %) |
|
---|---|---|---|
Paper 1 |
Paper 2 |
||
AO1 |
25 |
25 |
50 |
AO2 |
25 |
25 |
50 |
Overall weighting of components |
50 |
50 |
100 |
3.2.1 Religious, philosophical and ethical studies
Students should be aware of different religious perspectives on the issues studied within and/or between religious and non-religious beliefs such as atheism and humanism.
Students must also study religious, philosophical and ethical arguments related to the issues raised, and their impact and influence on the modern world.
Students will be expected to show their understanding of religion through the application of teachings from religion and beliefs. They will also be expected to make specific references to sources of wisdom and authority including scripture and/or sacred texts. They may refer to any relevant religious text such as the Pali Canon, the sermons of the Buddha, the Bible, the Catechism of the Catholic Church, the Vedas and Upanishads, the Qur’an and Hadith, the Torah and Talmud, and the Guru Granth Sahib.
As part of the supporting material for this specification, AQA will publish a list of appropriate texts; alternatives may be used and no questions will be set on them.
Students must demonstrate knowledge and understanding that: the religious traditions of Great Britain are, in the main, Christian, the religious traditions in Great Britain are diverse.
Students may draw upon Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism, as well as other religions and non-religious beliefs such as atheism and humanism
3.2.1.2 Theme B: Religion and life
Students should study religious teachings, and religious, philosophical and ethical arguments, relating to the issues that follow, and their impact and influence in the modern world. They should be aware of contrasting perspectives in contemporary British society on all of these issues.
They must be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and one or more other religious traditions: Abortion, Euthanasia and Animal experimentation.
3.2.1.3 Theme C: The existence of God and revelation
Students should study religious teachings, and religious and philosophical arguments, relating to the issues that follow, and their impact and influence in the modern world. They should be aware of contrasting perspectives in contemporary British society on all of these issues.
They must be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and non-religious beliefs such as atheism and humanism: Visions, Miracles, and Nature as general revelation.
3.2.2 Textual studies
Students entering for textual studies themes must also study Christianity or Catholic Christianity in Component 1. Students electing for this route must study both textual studies themes (themes G and H).
In studying these themes, students should be aware of the significance, importance and influence of St Mark’s Gospel for individuals, communities and societies. They should understand how varied interpretations of the meaning of passages from St Mark’s Gospel may give rise to diversity within Christian traditions and consider how far Christian and non-religious communities give authority to St Mark’s Gospel, especially in relation to other sources of contemporary authority. Students should be able to show knowledge of the set texts for study and an understanding of their importance for Jesus, for his early followers and for people of the 21st century. Students should be able to consider the authority of the Gospel and the relevance of Jesus’ example and teaching.
Year 10
Topic | Further details about the topic | Skills | |
---|---|---|---|
Autumn Term | |||
1 | 3.1.2.1 Beliefs and teachings. |
The nature of God:
Different Christian beliefs about the afterlife and their importance, including: resurrection and life after death; judgement, heaven and hell. Jesus Christ and salvation Beliefs and teachings about:
|
GCSE exams in Religious Studies A include questions that allow students to demonstrate their ability to:
|
2 |
3.1.2.2 Practices |
Worship and festivals Different forms of worship and their significance:
The role and meaning of the sacraments:
The role of the church in the local and worldwide community The role of the Church in the local community, including food banks and street pastors.
|
AO1: Demonstrate knowledge and understanding of religion and beliefs including:
AO2: Analyse and evaluate aspects of religion and belief, including their significance and influence |
Spring Term | |||
1 |
3.1.1.1 Key Beliefs |
The Dhamma (Dharma)
The Three Marks of Existence:
The human personality, in the Theravada and Mahayana traditions:
Human destiny:
|
As above |
2 | The Buddha and the Four Noble Truths |
The Buddha’s life and its significance:
The Four Noble Truths:
The Eightfold Path (magga) to nibbana/nirvana; the pathas the Threefold Way: ethics (sila), meditation (samadhi) and wisdom (panna). Dhammapada 190–191 |
As above |
Summer Term | |||
1 | Component 1 |
Worship and festivals The nature, use and importance of Buddhist places of worship including temples, shrines, monasteries (viharas), halls for meditation or learning (gompas) and their key features including Buddha rupa, artefacts and offerings. Puja, the significance and role of puja/devotional ritual in the home and in the temple, including chanting, both as a devotional practice and as an aid to mental concentration, mantra recitation, use of malas. Meditation, the different aims, significance and methods of meditation:
The visualisation of Buddhas and Bodhisattvas. The practice and significance of different ceremonies and rituals associated with death and mourning in Theravada communities and in Japan and Tibet. Festivals and retreats and their importance to Buddhists in Great Britain today, including the celebrations, origins and significance of:
|
As above |
2 |
Revision and Summer Exams |
Buddhist ethics Ethical teaching:
The six perfections in the Mahayanan tradition:
|
As above |
Year 11
Topic | Further details about the topic | Skills | |
---|---|---|---|
Autumn Term | |||
1 |
3.2.1.2 Theme B: Religion and Life |
The origins and value of the universe The origins of the universe, including:
The value of the world and the duty of human beings to protect it, including religious teaching about stewardship, dominion, responsibility, awe and wonder. The use and abuse of the environment, including the use of natural resources, pollution. The use and abuse of animals, including:
|
AO1: Demonstrate knowledge and understanding of religion and beliefs including:
AO2: Analyse and evaluate aspects of religion and belief, including their significance and influence |
2 |
3.2.1.3 Theme C: The existence of God and revelation. Philosophical arguments for and against the existence of God. |
The origins and value of human life The origins of life, including:
|
As above |
Spring Term | |||
1 |
3.2.1.3 Theme C: The existence of God and revelation. The nature of the divine and revelation. |
Special revelation as a source of knowledge about the divine (God, gods or ultimate reality) including visions and one example of a vision. Enlightenment as a source of knowledge about the divine. General revelation: nature and scripture as a way of understanding the divine. Different ideas about the divine that come from these sources:
The value of general and special revelation and enlightenment as sources of knowledge about the divine, including:
|
As above |
2 |
3.2.2.1 Theme G: St Mark’s gospel: the life of Jesus. The early ministry of Jesus. |
The later ministry of Jesus
|
As above |
Summer Term | |||
1 |
3.2.2.1 Theme G: St Mark’s gospel: the life of Jesus. 3.2.2.2 Theme H: St Mark’s Gospel as a source of religious, moral and spiritual truths |
Significance The titles Son of Man, Son of God, Christ (Messiah) and Son of David, including their meaning for 1st century Jews and Jesus. The significance for 21st century Christians of Jesus’ understanding of the titles Son of Man, Son of God, Christ (Messiah) and Son of David. St Mark’s portrayal of Jesus as a teacher and miracle worker, including contrasting views on the historicity of the miracle stories. Differing beliefs about the meaning of Jesus’ words and actions at the Last Supper. Differing beliefs about the significance of Jesus' death and resurrection, and different explanations given for the empty tomb. Differing views on the authority of St Mark ’s Gospel relating to the life of Jesus in relation to the challenges posed by secular sources of contemporary authority.
The Kingdom of God
Jesus’ relationships with those disregarded by society
Faith and discipleship
Significance The significance and importance for Jesus, for the people of his day and for people in the 21st century, of key events in the life of Jesus recorded St Mark. Different ways in which the Kingdom of God might be understood, including as a present reality and a future hope, and as a personal inner state and a community. Reasons for 1st century attitudes and those of Jesus to those disregarded by society. The significance and importance for Christians of Jesus’ attitudes to those disregarded by the society of his day. Different views on the significance and importance for Jesus’ disciples and for 21st century Christians of discipleship as seen in incidents relating to Jesus’ disciples and in Jesus’ teaching. Different views on the nature and importance of faith as seen in St Mark’s Gospel. Differing views on the authority of Jesus’ teaching as recorded by St Mark in relation to the challenges posed by secular sources of contemporary authority. |
As above |
Assessments
Resources | Topic | Type of assessment |
---|---|---|
CAT 1 |
Component 1: The study of religions: beliefs, teachings and practices - 3.1.2 Christianity |
Past paper for each topic - Religious Studies A (8062) – Full course GCSE |
CAT 2 | Component 1: The study of religions: beliefs, teachings and practices 3.1.1 Buddhism | Past paper for each topic - Religious Studies A (8062) – Full course GCSE |
CAT 3 | End of Year Exam – All Year 10 Content |
End of Year Examination |
CAT 4 | Past paper for each topic - Religious Studies A (8062) – Full course GCSE | |
CAT 5 | Past paper for each topic - Religious Studies A (8062) – Full course GCSE | |
CAT 6 | Component 2: Thematic studies | End of Year Examination |
Main Resources
Resource | Details | Term |
---|---|---|
Text books |
AQA GCSE (9-1) Religious Studies Specification A Authors: Lesley Parry, Jan Hayes, and Sheila Butler
AQA GCSE Religious Studies A: Buddhism Authors: Cynthia Bartlett (series editor), Kevin James
AQA GCSE Religious Studies A: Christianity Authors: Cynthia Bartlett (series editor), Marianne Fleming, Peter Smith, David Worden
AQA GCSE Religious Studies A: Mark’s Gospel Authors: Francis Loftus |
All |
Recommended Reading |
Bible: Genesis, Exodus, Ecclesiastes, Gospel of Matthew, Gospel of John, Psalms Brave New World by Aldous Huxley Illusions: The Adventures of a Reluctant Messiah by Richard Bach Dancing Wu Li Masters: An Overview of the New Physics by Gary Zukav Down and Out in Paris and London by George Orwell The Hitchhiker's Guide to the Galaxy by Douglas Adams Shoeless Joe by W. P. Kinsella Behold The Man (S.F. Masterworks) by Michael Moorcock |
All |
Recommended websites |
RE:Quest - the definitive toolkit Christianity in R.E. - http://www.request.org.uk/ BBC Religion and Ethics - http://www.bbc.co.uk/religion/0/ RE:Online - http://www.reonline.org.uk/ |
|
Equipment |
Course File |
All |