Revision of GCSE Specifications
Draft Proposals
Religious Studies
GCSE Draft Proposals for Consultation_2016
GCSE Draft Proposals for Consultation_2016
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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GCSE Draft Proposals for Consultation_2016
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
Short Course:
One externally assessed
written paper on students’
chosen unit
Short Course:
Written
paper:100%
Every Summer
(beginning in
2018)
Full Course:
Each written
paper: 50%
Every Summer
(beginning in
2018)
1 hr 30 mins
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
Full Course:
Two externally assessed
written papers, one on
each of students’ chosen
units
1 hr 30 mins per paper
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
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
The Birth, Development
and Beliefs of the
Church
Description
 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)
Key leadership Roles in  Church structure in the Catholic Church and in one
the Catholic Church
Protestant Church
and one Protestant
Church
 The role of the priest/ minister/pastor in the Catholic
Church and in one Protestant Church
Christian Worship
 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
Christian Worship
(cont.)
Description
 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
Sacraments/Ordinances  The ceremony, symbolism and meaning of Baptism
and the Eucharist/Communion, in the Catholic
Church and in one Protestant Church
The Role of the Church
in Contemporary
Society
 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
The Birth of the
Christian Church
and Christianity in
Ireland
Description
 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)
Church
Government
 Hierarchy of authority in the Catholic Church
 Local parish organisation
Worship in the
Catholic Church
 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.)
 The meaning and purpose of the Church festivals for
Christians:
- Advent;
- Christmas;
- Epiphany;
- the Easter cycle;
- Pentecost; and
- Saints’ Days
Sacraments in the
Catholic Church
 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 Role of the
Church in
Contemporary
Society
 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
The Birth of the
Christian Church
and the Emergence
of Protestantism
Description
 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
Government
 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
Worship in the
Protestant
Tradition
 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 nonliturgical/spontaneous;
- worship; and
- the importance attached to preaching
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Content
Worship in the
Protestant
Tradition
(cont.)
Description
 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
Sacraments/
Ordinances
 The meaning and purpose of the Church festivals for
Christians:
− Advent;
− Christmas;
− Epiphany;
− the Easter cycle;
− Pentecost; and
− Harvest
The Role of the
Church in
Contemporary
Society
 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
The Identity of Jesus
The Teaching of Jesus
Description
 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
The Encounters of
Jesus With Others
Description
 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 Death and
Resurrection of Jesus

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
The Christian Church
Description
 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
The Identity of Jesus
Description
 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
Jesus the Miracle
Worker
 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
The Kingdom of God
Description
 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 Death and
Resurrection of Jesus
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
The Identity of Jesus
Description
 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
Jesus the Miracle
Worker
 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.)
- 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 Teachings of Jesus
 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
The Death and
Resurrection of Jesus
The Role and Nature of
Christian Discipleship
Description
 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
Personal and Family
Issues
Description
 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
Matters of Life and
Death
 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
 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
Contemporary Issues
in Christianity
 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
Modern Warfare
 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
The Existence of God
Description
 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
The Nature of God
 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
 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
Experiencing God
 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
The Formative History
of Islam
Description
 The Life and career of Muhammad according to the
different traditions of Islam
 The careers and achievements of the four RightlyGuided Caliphs
Sacred Writings
 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
Beliefs and Practice
 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
 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
Contemporary Issues
 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
The Formative History
of Judaism
Description
 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
Sacred Writings
 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
Beliefs and Practice
 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
 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
Contemporary Issues
 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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GCSE Draft Proposals for Consultation_2016
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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GCSE Draft Proposals for Consultation_2016
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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GCSE Draft Proposals for Consultation_2016
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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GCSE Draft Proposals for Consultation_2016
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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GCSE Draft Proposals for Consultation_2016
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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GCSE Draft Proposals for Consultation_2016
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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GCSE Draft Proposals for Consultation_2016
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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GCSE Draft Proposals for Consultation_2016
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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GCSE Draft Proposals for Consultation_2016
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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GCSE Draft Proposals for Consultation_2016
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.
39