Teaching guide

This guide is to be used in conjunction with the specification and Sample Assessment Materials (SAMs). It 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 Buddhism, anicca is not in brackets, so no translation would be given; whereas (skandhas) would be referred to as ‘The five aggregates’ in a question.

Component 2: Thematic studies teaching options

You can choose to study four philosophical and ethical themes, or two textual themes (St Mark’s Gospel) and two philosophical and ethical themes. (Please note, that to study Mark’s Gospel, students must be studying Christianity or Catholic Christianity for one of the Religions in Component 1)

Students will select the relevant four questions from a choice of six (or eight in Textual route) in the examination. It is not required to teach students any more than four Themes topics, however you may if you wish.

The philosophical and ethical themes (A-F) can be taught from the perspective of any of the seven religions studied in Component 1. Theme C, Existence of God and Revelation, also requires study of non-religious perspectives such as atheism or humanism.

Therefore, there are 3 main ways to approach the themes

Teach only Christian views for each topic.

Teach the views of the two religions you have studied in Paper 1 to allow for continuity and familiarity of teachings, whilst ensuring that Christian views are covered for the three topics needed per Theme.

Teach a variety of perspectives, as appropriate and relevant to each topic. For example, Hinduism for using animals, Quakers for pacifism, Buddhism for abortion, and so on. Again, whilst ensuring that Christian views are covered for the three topics needed per Theme.

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.

Question types: a guide for teaching

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’).

4 mark questions

In Component 1 Beliefs & Teachings: the 4 mark questions will assess AO1.2: influences

In Component 1 Practices: the 4 mark questions will assess AO1.3: 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 baptism, or two different approaches to funeral ceremonies.

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 during the Eucharist and using wafers, contrasted with the Methodist practice of having individual cups and breaking off individual pieces of bread. (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, contrasts. These questions can be set on any topic area listed in the specification.

The two views, denominations or schools of thought 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 a religion, or two different religions.

There is further guidance and suggested examples contained within our Teaching Guide for Component 2: Ethical Studies which is available on our website.

For the ‘contrasting’ questions, the two points could be opposing views; however the phrase is used here to mean ‘different’. The two views don’t have to be opposites. For example, on the topic of Abortion, contrasting views could be 1) 'x always disagree because…' 2) 'Sometimes abortion is acceptable in the opinion of x, because…' The contrast may mean 'different' in terms of issue or belief.

Furthermore, 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 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 may take a similar perspective on issues such as euthanasia, nuclear weapons, racism and so on. In these questions, students can refer to two denominations or schools of thought from within a religion, or two different religions.

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 could be another contrasting Christian view, or a view from another religion (or in Theme C a non-religious view).

In Theme C a contrast between Christianity and a non-religious view will be required.

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

5 mark questions

The question command phrase here is:

Component 1:  ‘Refer to sacred writings or another source of Christian/Muslim/Jewish/Hindu/Sikh/Buddhist belief and teaching in your answer’

Component 2:  ‘Refer to sacred writings or another source of religious belief and teaching in your answer.’

The ‘reference’ to teachings or writings can either be paraphrased, or can 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)” or “The Buddha said that all life is suffering.” Furthermore, other sources of wisdom & authority such as religious leaders, set prayers, hymns and key religious figures (eg Gandhi, Mother Teresa, Dalai Lama) 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 full 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 religious tradition, or they could use two religions.

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 four AO2 questions account for 50% of the total mark for each Component so up to 15 minutes should be spent developing arguments here.

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 and key religious figures (eg Gandhi, Mother Teresa, Dalai Lama) are also creditworthy.

Answers can draw on the beliefs of different denominations or schools of thought. In Component 1 answers must remain focused on the religion specified for study (eg. Hinduism); due to the nature of the evaluative statements in Component 1 non-religious views or contrasts with other religions will not be relevant here. (Note: some religious believers may, of course, hold views which are in line with secular views and these will be credited accordingly).

In Component 2 non-religious views and/or a variety of religious perspectives could be included where relevant (although not required).