3.2 Component 2: Perspectives on faith
In Section A of this component, students should study either Islam or Judaism, with a focus on the beliefs, teachings and practices of the religion studied.
In Section B students should study either two religious, philosophical and ethical studies themes (chosen from Themes A–C) or both textual studies themes (Themes D–E).
Section A: Islam or Judaism
Islam
Students should study the beliefs, teachings and practices of Islam specified below and their basis in Islamic sources of wisdom and authority. They should be able to refer to scripture and other writings where appropriate. Some texts are prescribed for study in the content set out below 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 Islam in the way beliefs and teachings are understood and expressed should be included throughout. Students may refer to a range of different Muslim perspectives in their answers, including those from Sunni and Shi’a Islam. They must study the specific differences identified below.
Students should know and understand that Islam is one of the religious traditions in Great Britain today, that religions and beliefs in Great Britain are diverse and include Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism as well as other religious and non-religious beliefs such as atheism and humanism, and that the religious traditions of Great Britain are, in the main, Christian.
Students should identify and explain two teachings common to Christianity and Islam:- Monotheism.
- God as Creator.
Students should identify different understandings of Jesus as Prophet and Son of God as a topic on which the teachings of Islam and Christianity differ and explain the different perspectives on that topic.
Beliefs and teachings
Key beliefs
- The six articles of faith in Sunni Islam and five roots of Usul ad-Din in Shi’a Islam including key similarities and differences.
- The Oneness of God (Tawhid), Qur’an Surah 112.
- The nature of God: omnipotence, beneficence, mercy, fairness and justice (Adalat in Shi’a Islam), including different ideas about God’s relationship with the world: immanence and transcendence.
- Angels, their nature and role, including Jibril and Mika’il.
- Predestination and human freedom and its relationship to the Day of Judgement.
- Life after death (Akhirah), human responsibility and accountability, resurrection, heaven and hell.
Authority
- Prophethood (Risalah) including the role and importance of Adam, Ibrahim and Muhammad.
- The holy books:
- Qur’an: revelation and authority
- the Torah, the Psalms, the Gospel, the Scrolls of Abraham and their authority.
- The imamate in Shi'a Islam: its role and significance.
Practices
Worship
- Five Pillars of Sunni Islam and the Ten Obligatory Acts of Shi’a Islam (students should study the Five Pillars and jihad in both Sunni and Shi’a Islam and the additional duties of Shi’a Islam).
- Shahadah: declaration of faith and its place in Muslim practice.
- Salah and its significance: how and why Muslims pray including times, directions, ablution (wudu) movements (rak’ahs) and recitations; salah in the home and mosque and elsewhere; Friday prayer (Jummah); key differences in the practice of salah in Sunni and Shi’a Islam, and different Muslim views about the importance of prayer.
Duties and festivals
- Sawm: the role and significance of fasting during the month of Ramadan including origins, duties, benefits of fasting, the exceptions and their reasons, and the Night of Power, Qur’an 96:1–5.
- Zakah: the role and significance of giving alms including origins, how and why it is given, benefits of receipt, Khums in Shi’a Islam.
- Hajj: the role and significance of the pilgrimage to Makkah including origins, how hajj is performed, the actions pilgrims perform at sites including the Ka’aba at Makkah, Mina, Arafat, Muzdalifah and their significance.
- Jihad: different understandings of jihad: the meaning and significance of greater and lesser jihad; origins, influence and conditions for the declaration of lesser jihad.
- Festivals and commemorations and their importance for Muslims in Great Britain today, including the origins and meanings of Id-ul-Adha, Id-ul-Fitr, Ashura.
Judaism
Students should study the beliefs, teachings and practices of Judaism specified below and their basis in Jewish 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 set out below 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 Judaism in the way beliefs and teachings are understood and expressed should be included throughout. Students may refer to a range of different Jewish perspectives in their answers, for example, Orthodox, Reform and Liberal Judaism. They must study the specific differences identified below.
Students should know and understand that Judaism is one of the religious traditions in Great Britain today, that religions and beliefs in Great Britain are diverse and include Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism as well as other religious and non-religious beliefs such as atheism and humanism, and that the religious traditions of Great Britain are, in the main, Christian.
Students should identify and explain two teachings common to Christianity and Judaism:- Monotheism.
- God as Creator.
Students should identify beliefs about the Messiah as a topic on which the teachings of Judaism and Christianity differ and explain the different perspectives on that topic.
Beliefs and teachings
Key beliefs
- The nature of God:
- God as one
- God as Creator
- God as Law-Giver and Judge, loving and merciful.
- The divine presence (Shekhinah).
- Beliefs about life after death, including judgement and resurrection.
- The nature and role of the Messiah, including different views on the role and importance of the Messiah.
The Covenant and the mitzvot
- The promised land and the Covenant with Abraham, Genesis 12:1–3.
- The Covenant at Sinai and its importance including the role of Moses and the Ten Commandments, Exodus 20:1–17.
- Key moral principles including justice, healing the world, charity and kindness to others.
- The importance of the sanctity of human life, including the concept of ‘saving life’ (Pikuach Nefesh).
- The relationship between free will and the 613 mitzvot.
- Mitzvot between man and God, and mitzvot between man and man, including different views about their importance.
Practices
The synagogue and worship
- The synagogue and its importance.
- The design and religious features of synagogues including reading platform (bimah), ark (aron hakodesh), ever burning light (ner tamid) and associated practices; differences between Orthodox and Reform synagogues.
- Public acts of worship including:
- synagogue services in both Orthodox and Reform synagogues
- the significance of prayer, including the Amidah, the standing prayer.
- Shabbat in the home and synagogue and its significance.
- Worship in the home and private prayer.
- The written law (Tenakh) and the oral law (Talmud), and their study, use and significance in daily life.
Family life and festivals
- Rituals and their significance:
- ceremonies associated with birth including Brit Milah.
- Bar and Bat Mitzvah
- the marriage ceremony
- mourning rituals.
- Dietary laws and their significance, including different Jewish views
about their importance:
- kosher and trefah
- separation of milk and meat.
- Festivals and their importance for Jews in Great Britain today,
including the origins and meaning of:
- Rosh Hashanah and Yom Kippur
- Pesach.
Section B: Themes
Students must study two of the religious, philosophical and ethical themes (Themes A–C) or the two textual studies themes (Themes D–E). Students who choose Themes A–C should study Christian and non-religious beliefs such as atheism and humanism in contemporary British society.
They must also study Christian and philosophical and ethical arguments 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 or other religious texts. Some texts are prescribed for study in the content that follows, and questions may be set on these. Students may refer to any relevant text in their answers. As part of the supporting information for this specification, AQA will publish a list of suggested texts. These will not be required for study, alternatives may be used and questions will not be set on them.
Theme A: Religion, relationships and families
Students should study the following dialogues.
Dialogue 1: Relationships and the human condition – love and sexuality: communion and complementarity
Key ideas
- Foundational biblical understanding of human beings as sexual, male and female.
- The meaning and significance of Catholic teaching about the nature and purpose of sexual love as marital, unitive and procreative.
- Key features of John Paul II's Theology of the Body.
Contrasts or links
Different perspectives, Christian and non-religious (such as atheist or humanist) in contemporary British society on these issues including sex before marriage, adultery and homosexuality.
Dialogue 2: Perspectives on relationships – marriage, cohabitation, divorce and separation
Key ideas
- Foundational conditions of a valid marriage in the Catholic Church.
- The nature of marriage and the marriage vows.
- Catholic guidelines on annulment, divorce and remarrying.
Contrasts or links
Different perspectives, Christian and non-religious (such as atheist or humanist) in contemporary British society on these issues including cohabitation and the extension of marriage laws to same sex couples.
Ethical arguments related to divorce, including those based on the sanctity of marriage vows and compassion.
Dialogue 3: Families and responsibilities – roles of men, women and children within the family
Key ideas
- Catholic approaches to family planning.
- Catholic views on the nature and purpose of the family in the 21st century, including procreation; security and education of children; the roles and responsibilities within the family of men and women (Ephesians 5:21‒6.4).
- Catholic teaching on the dignity of work within the home.
Contrasts or links
Different perspectives, Christian and non-religious (such as atheist or humanist) in contemporary British society on these issues including the use of artificial contraception and the rights of same-sex parents and single people to have children.
Dialogue 4: Gender, equality and discrimination – equality of women and men
Key ideas
- Foundational equality of women and men in biblical tradition.
- Catholic teaching on the equality of women and men.
- Gender prejudice and discrimination, including examples; key features of Catholic opposition to gender prejudice and discrimination.
Contrasts or links
Different perspectives, Christian and non-religious (such as atheist or humanist) in contemporary British society on these issues including the view that treating men and women equally means treating them the same.
Theme B: Religion, peace and conflict
Students should study the following dialogues.
Dialogue 1: Christian perspectives on human violence, justice, forgiveness and reconciliation
Key ideas
- Biblical perspectives on violence as a feature of the human condition including bullying.
- The concepts of forgiveness and reconciliation; teachings of Jesus in the New Testament about forgiveness and reconciliation, including John 14:27.
- The concept of justice; Catholic perspectives on the relationship between justice and human dignity.
Contrasts or links
Different perspectives, Christian and non-religious (such as atheist or humanist) in contemporary British society on these issues including anger (including ‘righteous anger’) as a response to injustice and violent protest as a response to injustice.
Dialogue 2: Christian perspectives on societal war and just war
Key ideas
- The meaning and significance of the Just War theory.
- Catechism of the Catholic Church 2309.
- Catholic attitudes to nuclear war and the use of weapons of mass destruction.
- Catholic views regarding consequences of modern warfare: civilian casualties, refugees and environmental damage.
Contrasts or links
Different perspectives, Christian and non-religious (such as atheist or humanist) in contemporary British society on these issues including nuclear deterrence (including different Catholic views), nuclear war and the use of weapons of mass destruction.
Dialogue 3: Holy war and pacifism
Key ideas
- Religion and belief as a reason for war and violence; the idea of Holy War.
- Old Testament biblical perspectives on war.
- The role of religion in 21st century conflicts, including responses to the victims of war.
Contrasts or links
Different perspectives, Christian and non-religious (such as atheist or humanist) in contemporary British society on these issues including pacifism, Catholic beliefs about pacifism, and pacifism as a developing theme in Papal teaching.
Dialogue 4: Christian perspectives on terrorism and Christian initiatives in conflict resolution and peace making
Key ideas
- Biblical and contemporary Catholic perspectives on terrorism as a mode of conflict.
- Catholic views on the use of torture.
- Catholic views about radicalisation and martyrdom.
- Catholic perspectives on conflict resolution and peacemaking, including biblical perspectives.
Contrasts or links
Different perspectives, Christian and non-religious (such as atheist or humanist) in contemporary British society on these issues.
The work of two Christian organisations active in conflict resolution and peacemaking and examples of nonviolent resistance from within and beyond the Catholic tradition.
Theme C: Religion, human rights and social justice
Students should study the following dialogues.
Dialogue 1: Human rights and religious freedom
Key ideas
- Foundational Biblical teaching – the dignity of all people because they are created in the image of God; The concept of ‘loving your neighbour’.
- Catholic understanding of human rights, and their importance for human dignity, set out in Gaudium et Spes 26.
- Catholic attitudes to freedom of religion or belief.
Contrasts or links
Different perspectives, Christian and non-religious (such as atheist or humanist) in contemporary British society on these issues including how the pursuit of human rights may be expressed in action by the individuals and the Church.
Belief about how rights are linked to responsibilities, including the duty to protect the rights of others.
Dialogue 2: Perspectives on wealth
Key ideas
- Catholic teaching on the responsibilities of wealth, duty of stewardship of wealth.
- Catholic teaching about wealth creation, including exploitation of the poor and human trafficking.
- Catholic attitudes to wealth, including the wealth of the Church.
Contrasts or links
Different perspectives, Christian and non-religious (such as atheist or humanist) in contemporary British society on these issues including greed, materialism and ideas about the value of individuals based on their wealth and possessions as well as Christian beliefs about the need to sacrifice wealth and possessions for entry into God’s kingdom.
Dialogue 3: Perspectives on poverty
Key ideas
- Catholic teaching about the Christian duty to take action against poverty and the causes of poverty: the Preferential option for the Poor (Evangelii Gaudium 198).
- Christian views about, of and actions on, poverty, including issues related to giving money to the poor.
- Christian action against poverty, and the causes of poverty, as an expression of Christian values: the work of CAFOD or Christian Aid.
Contrasts or links
Different perspectives, Christian and non-religious (such as atheist or humanist) in contemporary British society on these issues including who should have responsibility for helping those in poverty, and the responsibility of those living in poverty to help overcome the difficulties they face.
Dialogue 4: Prejudice and discrimination
Key ideas
- Christian teaching against racial prejudice and discrimination and about how the worth of the individual should be judged.
- Christian teaching about the ideals of equality and justice.
- Christian attitudes towards prejudice and discrimination within religion, with reference to gender and sexuality.
Contrasts or links
Different perspectives, Christian and non-religious (such as atheist or humanist), in contemporary British society on these issues and ethical arguments related to racial discrimination (including positive discrimination), including those based on the ideals of equality and justice.
How Christianity actively promotes tolerance and racial equality and supports victims of racial prejudice.
Theme D: St Mark's Gospel – the life of Jesus
Students should be aware of the significance, importance and influence of St Mark’s Gospel for individuals, communities and societies, including the relevance of Jesus’ example and teaching for non-religious believers such as atheists and humanists in contemporary British society. They should understand how varied interpretations of passages from St Mark ’s Gospel may give rise to diversity within Christian traditions. They should also consider how 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, his early followers and for people of the 21st century.
Students should be able to show knowledge and understanding that the main religious traditions of Great Britain are Christian but there are also non-religious beliefs such as atheism and humanism in contemporary British society. They should consider the authority of the Gospel and the relevance of Jesus’ example and teaching for non-religious believers in Great Britain today.
The early ministry of Jesus
- John’s preparation for Jesus’ ministry: 1:1–8.
- Jesus’ baptism and temptation: 1:9–13.
- The paralysed man: 2:1–12.
- Jairus’ daughter: 5:21–24a, 35–43
- The rejection at Nazareth: 6:1–6.
- The feeding of the five thousand: 6:30–44.
The later ministry of Jesus
- The conversation at Caesarea Philippi: 8:27–33.
- The transfiguration of Jesus: 9:2–9.
- Jesus’ passion prediction: 10:32–34.
- The request of James and John: 10:35–45.
- Bartimaeus: 10:46–52.
- The entry into Jerusalem: 11:1–11.
The final days in Jerusalem
- The Last Supper: 14:12–26.
- Jesus in Gethsemane: 14:32-52.
- The trial before the Jewish authorities: 14:53, 57–65.
- The trial before Pilate: 15:1–15.
- The crucifixion and burial: 15:21–47.
- The empty tomb: 16:1–8.
Significance and importance
- 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 in contemporary British society on the historicity of the miracle stories. These should include both Christian views as well as non-religious views.
- 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, including Christian views, as well as non-religious views in contemporary British society.
- 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.
Theme E: St Mark's Gospel as a source of spiritual truth
Students should be aware of the significance, importance and influence of St Mark’s Gospel for individuals, communities and societies, including the relevance of Jesus’ example and teaching for non-religious believers such as atheists and humanists in contemporary British society. They should understand how varied interpretations of passages from St Mark ’s Gospel may give rise to diversity within Christian traditions. They should also consider how 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, his early followers and for people of the 21st century.
Students should be able to show knowledge and understanding of the fact that the main religious traditions of Great Britain are Christian but there are also non-religious beliefs such as atheism and humanism in contemporary British society. They should be able to consider the authority of the Gospel and the relevance of Jesus’ example and teaching for non-religious believers in Great Britain today.
The Kingdom of God
- Parable of the sower: 4:1–9, 14–20.
- Parable of the growing seed: 4:26–29.
- Parable of the mustard seed: 4:30–32.
- Jesus and the children: 10:13–16.
- The rich man: 10:17–27.
- The greatest commandment: 12:28–34.
Jesus’ relationships with those disregarded by society
- The man with leprosy: 1:40–45.
- The call of Levi: 2:13–17.
- The Greek (Syro-Phoenician) woman’s daughter: 7:24–30.
- The epileptic (demon-possessed) boy: 9:14–29.
- The widow at the treasury: 12:41–44.
- The anointing at Bethany: 14:1–9.
Faith and discipleship
- The call of the first disciples: 1:16–20.
- The woman with a haemorrhage: 5:24b–34.
- The mission of the Twelve: 6:7–13.
- The cost and rewards of discipleship: 8:34–38; 10:28–31.
- Peter’s denials: 14:27–31, 66–72.
- The commission and ascension: 16:14–20.
Significance and importance
- 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 Mark’s Gospel.
- Differing views on the authority of Jesus’ teaching as recorded by Mark in relation to the challenges posed by secular sources of contemporary authority.
