Specifications that use this resource:

Teaching guide

This guide is to be used in conjunction with the Specification and Specimen Assessment Materials.

The guide below includes:

  • General guidance
  • GCSE Question types: a guide for teaching

General guidance

Key terms that can be used in questions

If a subject specific term is listed in the specification, then it could be used as part of any question in the examination.

The one mark questions could relate to terms from any part of the specification, as well as those in the Subject Specific Vocabulary and other related topic words.

If the term appears in brackets on the specification, a 2, 4, 5, or 12 mark question stem would also include the English translation.

For example in Judaism, mitzvot is not in brackets, so no translation would be given; whereas (Shekhinah) would be referred to as ‘The divine presence (Shekhinah)’ in a question. Make sure you have downloaded the latest version of the specification from our website.

Component 2: Perspectives on faith and thematic studies teaching options

You must choose to study either Islam or Judaism.

You must also choose to study either two ethical themes, or two textual themes (St Mark’s Gospel).

It is not required to teach students any more than two Themes topics; however you may if you wish.

Denominations and schools of thought

The only required knowledge of different denominations or schools of thought within religions are listed in the specification. Aside from these, students should be aware that there are differences in perspective and practice, but would not be asked on these from named denominations.

Scriptural references and other tests

As the specification states, "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."

Please note, that for each religion option there are two textual references listed on the specification; any other reference to a text or source of authority is optional. The specification was designed in this way to give teachers maximum flexibility to tailor the content to the needs of their students and their own preferences and expertise.

GCSE Question types: a guide for teaching

Marks

AO1 strand

Command word

Spec B

1

AO1.1: Beliefs, practices and sources of authority

Which one of…

All papers and sections

Multi-choice

2

AO1.1: Beliefs, practices and sources of authority

Give/Name two

All papers and sections

Two words/phrases/short sentences sufficient

4

AO1.2: Influence on individuals, communities and societies

Explain…influence(s)

Paper 1 Catholic Christianity

Paper 2 Islam/Judaism

AO1.3: Similarities and differences within  and/or between religions and  beliefs

Explain …similar/contrasting

Paper 1 Catholic Christianity (contrasts)

Paper 2 Islam/Judaism: Practices (contrasts)

Paper 2 Islam/Judaism: Beliefs  could ask for similar or contrasting views with the ‘main religious tradition of GB’

Paper 2 Themes

5

AO1.1: Beliefs, practices and sources of authority

Explain….

Answers must refer to scripture or another source of authority

All papers and sections

2 mark questions

As the command word here is ‘give / name’, students do not need to write full sentences. Depending on the question, one word answers may be sufficient (eg. ‘Name two angels mentioned in the Qur’an’; ‘Give two titles that Bartimaeus used for Jesus’).

4 mark questions

In Component 1: Catholic Christianity the 4 mark questions will assess AO1.2: influences or AO1.3: similarities and contrasts.

In Component 2 Islam & Judaism: the 4 mark questions will assess AO1.2: influences or AO1.3: similarities and contrasts or contrasts with the main religious tradition of Great Britain.

In Component 2: Thematic studies the 4 mark questions will assess AO1.3: similarities and contrasts.

In all 4 mark questions, examiners are looking for ‘2 developed points’. In order to gain the marks for development, students must explain the point they have made.

The two views, denominations or schools of thought used in the answer to a ‘contrasts’ question do not need to be named specifically. Therefore, it would be acceptable to write, ‘some Christians…’ and other Christians…’ Of course we would encourage the development of sound subject knowledge, but for students who may struggle to remember the names of denominations, they will not be penalised for using ‘some/other/many’ and so forth.

Practices: These questions invite students to explain (give a developed point about) two different ways a practice is carried out.

For example, the way two different denominations practice prayer, or two different approaches to stewardship.

Another approach would be to focus the answer on contrasts between the same element of a practice, for example: Roman Catholic practice of sharing the cup of the Blood during the Eucharist, contrasted with the Methodist practice of having individual cups of non-alcoholic wine that symbolises Jesus’ blood. (Note: these points are for example only and would require development to gain 4 marks).

Component 2 – 4 mark questions

For all topics within Themes, the 4 mark question will assess AO1.3: similarities and contrasts. These questions can be set on any topic area listed in the specification.

The two views, denominations or perspectives given in these answers do not need to be named specifically. Therefore, it would be acceptable to write, ‘some Christians…’ and other Christians…’ Of course we would encourage the development of sound subject knowledge, but for students who may struggle to remember the names of denominations, they will not be penalised for using ‘some/other/many’ and so forth.

In these questions, students can refer to two denominations or schools of thought from within Christianity, or they can contrast Christianity with another religion or non-religious perspective.

For the ‘contrasting’ questions, the two points could be opposing views; however the phrase is used here to mean ‘different’. For example, on the topic of Violent Protest, contrasting views could be 1) 'x always disagree because…' 2) 'Sometimes violent protests are acceptable in the opinion of x, because…' The contrast may mean 'different' in terms of issue or belief.

Each answer is assessed on its own merits, and in a discipline as subjective as RS, the marks awarded would depend on the actual wording of the question and the students’ exact answer, as well as any considerations made during the standardisation process.

Similarities questions: These set out to assess the knowledge from AO1.3 that there are differences and similarities between and within religions. For example, many believers from across different faiths, and indeed non-religious people, may take a similar perspective on issues such as nuclear war, human rights, racial discrimination and so on. In these questions, students can refer to two denominations or schools of thought from within Christianity, or they can explain Christian views along with another religion or non-religious perspective.

4 mark questions – ‘The main religious tradition of Great Britain’

These questions will not appear in every examination series, but when they do it is required that one of the views given must be explicitly Christian. The second viewpoint will be the beliefs of Islam or Judaism. Students will be asked to correctly identify Christianity as the main religious tradition of Great Britain within their answer.

For each religion option, the specification indicates three topics in which students must be prepared to explain similar and  contrasting views with ‘the main religious tradition of Great Britain’.

5 mark questions

The question command phrase here is:

Paper 1:  ‘Refer to scripture or another source of Christian belief and teaching in your answer’

Paper 2 Islam & Judaism: ‘Refer to scripture or another source of Jewish/Muslim belief and teaching in your answer.’

Paper 2 Themes: ‘Refer to scripture or another source of Christian belief and teaching in your answer.’

Paper 2 Textual studies: ‘You must refer to St Mark’s Gospel in your answer.’

The ‘reference’ to teachings or writings can either be paraphrased, or can be a direct quotation. Students do not need to cite references in their answer. So, for example it would be acceptable to say “In the Bible it says that God created us in his image” or “The Bible says ‘let us make mankind in our image’ (Genesis 1:27).” Furthermore, other sources of wisdom & authority such as religious leaders, set prayers, hymns, the Catechism and key religious figures (eg the Pope, Mother Teresa, Chief Rabbi etc) are also creditworthy.

One possible approach to answering these questions could be

  • Point, Explain, Reference
  • Point, Explain.

Students only need to include one reference in their answer in addition to two developed points, but they need to be clear in acknowledging the source in order to fully meet the requirements of the question.

These questions assess AO1.1 and so will never ask for similarities or contrasts. Therefore, in Component 2 students can explain two beliefs about a topic that come from the same denomination or school of thought, or they could use two different ones.

AO2 Extended Writing (12 mark questions)

Student answers should:

Include two different points of view; a one-sided response will be capped at Level 2 (max 6 marks).

Include religious teaching and explain how it is relevant to the argument being made; an entirely secular response will be capped at Level 2 (max 6 marks).

Be detailed. The AO2 questions account for 50% of the total mark so up to 15 minutes should be spent answering each of these questions.

Use a minimum of three paragraphs (one giving arguments for the statement, one giving arguments against and a final conclusion). As a guide, this could be around 250 words.

Ensure that the answer includes evaluation and finishes with a strong, justified conclusion. Judgements on the arguments are essential for the top level, phrases like ‘this argument/evidence is robust/strong/weak/inconclusive/insubstantial/convincing because…’ may be useful here. This also helps to address the ‘logical chains of reasoning’ element of the Levels of Response.

Any references to religious teachings can be paraphrased, as in other question types. Students don’t need to cite references in their answer. Furthermore, other sources of wisdom & authority such as religious leaders, set prayers, hymns, the Catechism and key religious figures are also creditworthy.

Answers can draw on the beliefs of different denominations or schools of thought. Where relevant, students can also use non-religious arguments in their answer within Catholic Christianity and Themes papers.