GCSE Religious Studies New Specification A Slide 1 Follow us on Twitter @AQACPD.
Structure of the Session Introduction and Context New Specification A Full Course Assessment Objectives Assessment Structure New Specification A Short Course Question Papers Reminder of Ongoing Support and Resources from AQA Slide 2 Follow us on Twitter @AQACPD.
Context Specifications fulfil all Department for Education and Ofqual requirements for - Greater rigour - Greater breadth - Detailed study Now accredited The new specifications are for teaching from September 2016 with first assessment in summer 2018 Designed to ensure effective assessment across the ability range - Stretching and challenging the more able - Being accessible to the less able Slide 3
GCSE Specification A Full Course Component one: Study of Religion What s assessed Beliefs, teachings and practices of two religions from the following faiths: Buddhism Christianity * Catholic Christianity * Hinduism Islam Judaism Sikhism * prohibited combinations How it s assessed Written exam: 1 hour 45 minutes. 96 marks in total (plus 5 marks for spelling, punctuation and grammar). 50% of GCSE. Questions Religion one two five-part questions (48 marks). Religion two two five-part questions (48 marks). Slide 4
GCSE Specification A Full Course Component two: Philosophy, Ethics or Textual Studies What s assessed Option A: the study of four themes from the following religious, philosophical and ethical studies in the modern world: Theme A: Relationships and families Theme B: Religion and life Theme C: The existence of God and revelation Theme D: Religion, peace and conflict Theme E: Religion, crime and punishment Theme F: Religion, human rights and social justice. Option B: two themes from the textual studies: Theme G: St. Mark s Gospel (a) Theme H: St. Mark s Gospel (b) AND two themes from Option A. How it s assessed Written exam: 1 hour 45 minutes. 96 marks (plus five marks for spelling, grammar and specialist terminology). 50% of GCSE. Questions Each of the four themes chosen is examined by one five-part question (24 marks each). Slide 5
Assessment Routes Two routes through Specification A Route A for those studying only religious, philosophical and ethical themes in Component Two Route B for those studying religious, philosophical and ethical themes + textual studies in Component Two Slide 6
Assessment Objectives Slide 7
Assessment Objectives AO1: Demonstrate knowledge and understanding of religion and beliefs including: Beliefs, practices and sources of authority Influence on individuals, communities and society Similarities and differences within and / or between religions and beliefs AO2: Analyse and evaluate aspects of religion and belief, including their significance and influence Slide 8
Assessment Objective Weightings for GCSE Religious Studies A Assessment objectives (AOs) Component weightings (approx. %) Paper 1 Paper 2 Overall weighting (approx. %) AO1 25 25 50 AO2 25 25 50 Overall weighting of components 50 50 100 Slide 9
Assessment Structure Slide 10
Component 1: Study of Religions For each examination, students must answer questions on two from the seven specified units (Christianity and Catholic Christianity are prohibited combinations) Two compulsory five-part questions will be set on each religion Each of the five-part questions will be identical in structure across all religions Each five-part question with be worth 24 marks: 12 marks for AO1 and 12 marks for AO2 Marks will be allocated and in the order as follows: 1, 2, 4, 5 and 12 AO1 will be tested in the first four questions and AO2 through the 12 mark question Spelling, punctuation and grammar (SPaG) will be assessed in the 12 mark question Up to 5 marks (additional to the marks for content) will be awarded for SPaG Slide 11
Component 2: Thematic Studies For each examination, students must answer questions on either four from six religious, philosophical and ethical themes or two from six religious, philosophical and ethical themes and two textual themes. One compulsory five-part question will be set for each theme Each five-part question will be identical in structure across all themes Each five-part question will be worth 24 marks: 12 marks for AO1 and 12 marks for AO2 Marks will be allocated and in the order as follows: 1, 2, 4, 5 and 12 AO1 will be assessed in the first four questions and AO2 in the 12 mark extended writing question Up to 5 additional marks will be awarded for Spelling, Punctuation and Grammar (SPaG) and based on performance in the 12 mark question Slide 12
Grades The qualification will be graded on a nine-point scale: 1 to 9 9 is the best grade The bottom of Level 4 is likely to be roughly equivalent to the current C grade boundary Schools will be judged on how many students reach Level 5 Level 7 8 is likely to be roughly equivalent to the current A grade Once details are confirmed, AQA will inform centres Slide 13
New GCSE Specification A Short Course Slide 14
GCSE Short Course Beliefs, teachings and ethical studies What s assessed Section A: beliefs and teachings of two religions from the following faiths: Christianity Islam Judaism Section B: the study of two themes Relationships and families. Religion, peace and conflict. How it s assessed Written exam: 1 hour 45 minutes. 96 marks in total (plus five marks for spelling, grammar and specialist terminology). Questions Section A: 10 compulsory questions, five on each chosen religion (48 marks). Section B: 10 compulsory questions, five on each theme (48marks). Entry code Qualification title AQA entry code DfE discount code AQA GCSE in Religious Studies Short Course 8061 TBC 36 Slide 15
Section A: Study of Religions For each examination, students must answer questions on two from the three specified religions, i.e. Christianity, Islam, Judaism One compulsory five-part question will be set on each religion The structure of the five-part question will be identical across all religions Each will be worth 24 marks: 12 marks for AO1 and 12 marks for AO2 Marks will be allocated and in the order as follows: 1, 2, 4, 5 and 12 AO1 will be tested in the first four questions and AO2 through the 12 mark extended writing question Spelling, punctuation and grammar (SPaG) will be assessed in the 12 mark extended writing question Up to 5 marks (additional to the marks for content) will be awarded for SPaG Slide 16
Section B: Themes For each examination, students must answer questions on two specified religious, philosophical and ethical themes, i.e. religion and relationships and religion, conflict and peace. One compulsory five-part question will be set for each theme Each five-part question will be identical in structure across both themes Each five-part question will be worth 24 marks: 12 marks for AO1 and 12 marks for AO2 Marks will be allocated and in the order as follows: 1, 2, 4, 5 and 12 AO1 will be assessed in the first four questions and AO2 in the 12 mark extended writing question Up to 5 additional marks will be awarded for Spelling, Punctuation and Grammar (SPaG) and based on performance in the 12 mark question Slide 17
Specimen assessment materials Slide 18
AO1 Slide 19
AO1 Question Types Marks Ofqual strand Command word Comment 1 1: Beliefs, practices and sources of authority Which one of Multi-choice Recall 2 1: Beliefs, practices and sources of authority 4 2: Influence on individuals, communities and societies Give / Name two Explain influence(s) Simple recall Two words / phrases / sentences sufficient Religions papers (Beliefs & Teachings section) Knowledge and understanding Development required 3: Similarities and differences within and / or between religions and beliefs Explain contrasting Religions (Practices section) and Themes papers Knowledge and understanding Development required 5 1: Beliefs, practices and sources of authority Explain Knowledge and understanding Detail / development required Levels of response marking Slide 20
Specimen Questions: Multi-choice AO1 1 mark Islam: Beliefs Which one of the following best describes the meaning of Tawhid? A) Prophethood B) Justice C) Life after Death D) Oneness of God Mark scheme content: D) Oneness of God Slide 21
Specimen Questions: Recall AO1 2 marks Islam: Practices Give two ways in which Shi a Muslims keep the festival of Ashura. Mark scheme content: One mark for each of two correct points. Students may include two of the following points, but all other relevant points must be credited: By re-enacting the events that led up to the death of Husayn / mourning / sermons about Husayn and his significance / public recitations of the stories or poems on the same theme / customary for mosques to provide free meals for people Slide 22
Specimen Questions: Recall AO1 2 marks Theme D: Religion, peace and conflict Give two ways in which religious believers help victims of war. Mark scheme content: One mark for each relevant example. Students may include two of the following points, but all other relevant points must be credited: Provide food and shelter / medical help / help to rebuild their lives / work to create peace. Slide 23
Religions: Beliefs AO1 Marking Guidance: 4 marks First way: First way: simple explanation of a relevant and accurate influence - 1 mark detailed simple explanation explanation of a of relevant a relevant and and accurate accurate influence influence - 1 mark - 2 marks detailed explanation of a relevant and accurate influence - 2 marks Second way: Second simple explanation way: of a relevant and accurate influence - 1 mark detailed explanation of a relevant and accurate influence - 2 marks simple explanation of a relevant and accurate influence - 1 mark detailed explanation of a relevant and accurate influence - 2 marks Slide 24
Specimen Question: Religions AO1 4 marks Islam: Beliefs Explain two ways in which a belief in life after death influences Muslims today. (4 marks) Mark scheme content: Students may include some of the following points, but all other relevant points must be credited: Those who fear punishment in hell are motivated to avoid doing evil for example they will not drink alcohol. Similarly, those who are wronged have confidence in God s judgement that will see evil punished. Those who look forward to the rewards of the afterlife are motivated to do good and to obey the Shari ah law they will carry out the pillars for example. Some welcome death because they are expecting a favourable reward. That includes some who are prepared to die as martyrs for their beliefs. Slide 25
Religions: Practices AO1 Marking Guidance: 4 marks First contrasting understanding simple explanation of a relevant and accurate contrast - 1 mark detailed explanation of a relevant and accurate contrast - 2 marks Second contrasting understanding simple explanation of a relevant and accurate contrast - 1 mark detailed explanation of a relevant and accurate contrast - 2 marks Slide 26
Specimen Question: Religions AO1 4 marks Islam: Practices Explain two contrasting Muslim understandings of Jihad. Mark scheme content: Students may include some of the following points, but all other relevant points must be credited: Greater Jihad the struggle with weaknesses of character and faith. This includes following Shariah law, carrying out the pillars and practising virtues such as generosity and honesty. Muhammad is said to have called this the greater Jihad the effort against oneself (hadith) Lesser Jihad The duty to fight when commanded by a legitimate ruler, under the conditions, and in ways, permitted by Qur an and Shariah. Qur an 2:190: it must be a defensive war, Muslims should not be the aggressor. Slide 27
Themes AO1 Marking Guidance: 4 marks First contrasting belief simple explanation of a relevant and accurate contrast - 1 mark detailed explanation of a relevant and accurate contrast - 2 marks Second contrasting belief simple explanation of a relevant and accurate contrast - 1 mark detailed explanation of a relevant and accurate contrast - 2 marks Slide 28
Specimen Question: Themes AO1 4 marks Theme E: Religion, crime and punishment Explain two contrasting beliefs in contemporary British society about the death penalty for murder. In your answer you should refer to the main religious tradition of Great Britain and one or more other religious traditions. Students must refer explicitly to a belief from Christianity, so showing that they know and understand that the main religious tradition of Great Britain is Christian. The belief they choose to explain may vary according to the denomination or tradition they refer to. Evidence of contemporary views may come from, for example: current teaching, news stories and the media or political debate. Students may include some of the following points, but all other relevant points must be credited: Christianity Many denominations oppose the death penalty / Jesus replaced the concept of an eye for an eye with turn the other cheek (Matthew 5:38-39) / when asked for his opinion on a particular case, Jesus said, If anyone of you is without sin, let him be the first to throw a stone (John 8:7) / do not be overcome by evil; but overcome evil with good (Romans 12:21) / I am passionately opposed to the death penalty for anyone... I think, myself, that it is an obscenity Desmond Tutu) / the Catechism of the Catholic Church permits the death penalty only if an absolute necessity, but thinks that other options for punishment make such cases very rare, if not practically non-existent / some Christians think that an eye for an eye should apply to murder. Islam Several Qur anic texts support the use of the death penalty / essential for justice to be done / Take not life, which Allah hath made sacred, except by way of justice and law: thus doth He command you, that ye may learn wisdom. (Qur an 6:151) / If any one slew a person unless it be for murder or for spreading mischief in the land it would be as if he slew the whole people (Qur an 5:33) / according to the Qur an, the victim s family can insist on the death penalty or in an act of mercy, accept monetary compensation and some UK Muslims would see this as an argument against the death penalty / O ye who believe! the law of equality is prescribed to you in cases of murder But if any remission is made by the brother of the slain, then grant any reasonable demand, and compensate him with handsome gratitude, this is a concession and a Mercy from your Lord. (Qur an 2:178) / If somebody kills my brother, then I should not go about killing him, but demand compensation and even in that matter I shouldn t exceed bounds, but demand only what is just and according to status and circumstances (Kashif Shahzada). Slide 29
Specimen Question: Themes AO1 4 marks Theme C: The existence of God and revelation Explain two contrasting beliefs in contemporary British society about visions. In your answer you should refer to the main religious tradition of Great Britain and one or more other religious or non-religious beliefs. Students must refer explicitly to a belief from Christianity, so showing that they know and understand that the main religious tradition of Great Britain is Christian. The belief they choose to explain may vary according to the denomination or tradition they refer to. Evidence of contemporary views may come from, for example: current teaching, news stories and the media. Students may include some of the following points, all other relevant points must be credited: Some Christians believe that God or holy figures including angels appear in visions to people: examples include the Angels of Mons, St Bernadette s vision of Mary at Lourdes. Some visions are recorded in scripture such as Peter s vision of the sheet (Acts 10: 9-16), Jacob s ladder (Genesis 28: 10-17), so the authority of scripture supports them. The vision may appear in a dream or in the external world, it may be in the mind s eye or appear to many people at the same time. Many atheists and humanists believe that visions are imaginary or mistaken interpretations of a natural event for example a dream or the result of drink or drugs (including natural substances that can cause hallucinations). They believe that people interpreted them as religious visions because of what they already believed. People claiming to have visions may be seeking fame or fortune. The media sometimes expose such people as fraudulent. Psychological studies tend to show that the subconscious is at work when people have visions. Often those having visions are considered to be mentally ill. Others may be physically ill, for example epileptic (as was argued in the case of Ellen G. White, the founder of the Seventh Day Adventists). Atheists and humanists would point to the lack of scientific proof that such visions are genuine owing to lack of reliable witnesses. Slide 30
Religions AO1 Marking Guidance: 5 marks First teaching: simple explanation of a relevant and accurate teaching - 1 mark detailed explanation of a relevant and accurate teaching - 2 marks Second teaching: simple explanation of a relevant and accurate teaching - 1 mark detailed explanation of a relevant and accurate teaching - 2 marks Relevant and accurate reference to scripture /or sacred writing 1 mark Slide 31
Specimen Question: Religions AO1 5 marks Christianity: Beliefs Explain two Christian teachings about judgement. Refer to scripture or sacred writings in your answer. Mark scheme content: Students may include some of the following points, but all other relevant points must be credited: Judgement will happen after death: everyone will be raised from the dead and will face God/Jesus for judgement; this may happen at the end of time or Second Coming. Apostles Creed. They will be judged on the basis of what they have said and done: how they have used their talents, how they have helped others; Matthew 25 parables of the Talents and the Sheep and the Goats. After judgement they will be sent to heaven, hell or purgatory: explanation of concepts of heaven/ hell/ purgatory. Matthew 25:46, John 5:29 Slide 32
Specimen Question: Religions AO1 5 marks Christianity: Practices Explain two ways in which Christian street pastors carry out their Christian duty. Refer to Christian teaching in your answer. Mark scheme content: Students may include some of the following points, but all other relevant points must be credited: Some focus on young people who are in need: they patrol the streets of towns and cities at night, helping and caring for people in practical ways they are carrying out the command to Love your neighbour Some work with councils and local police targeting areas where there may be trouble: they helping people who are intoxicated; they are following Jesus example of working with those disrespected by society, and of service to others. They will get people to talk to them and keep confidence (where it is legal to do so) they are expressing Christian love for all people following Jesus teaching of Love one another as I have loved you. Slide 33
Themes AO1 Levels of Response: 5 marks First belief: simple explanation of a relevant and accurate belief - 1 mark detailed explanation of a relevant and accurate belief - 2 marks Second belief: simple explanation of a relevant and accurate belief - 1 mark detailed explanation of a relevant and accurate belief - 2 marks Relevant and accurate reference to scripture /or sacred writing 1 mark Slide 34
Specimen Question: Themes AO1 5 marks Theme A: Relationships and families Explain two religious beliefs about the role of parents in a religious family. Refer to scripture or sacred writings in your answer. Students may include some of the following points, but all other relevant points must be credited: All religions teach that a key role for parents is to provide their children with all the necessities of life / provide a secure and stable background for children to grow up in / teach their children right from wrong / giving them moral standards to live by. All religions teach parents should set an example to children by living the faith / educating and raising children within the faith / bringing them to maturity and full membership of the faith / teaching them to pray / take part in worship in the home or in the place of worship. Examples of these teachings follow: Christianity It is the duty of Christian parents to raise their children in the faith. Depending on their denomination, Christians are expected to ensure their children receive religious instruction / attend religious schools / participate in rites of passage ceremonies, eg christening / confirmation / membership ceremonies / attend church, etc. Honour your father and your mother. (Exodus 20:12) and Paul s teaching Fathers, do not exasperate your children; instead, bring them up in the training and instruction of the Lord. (Ephesians 6:4) Islam Muslim parents will ensure their children participate in rites of passage ceremonies, eg aqiqah / bismillah ceremonies / attend classes at a madrassah to learn to read the Qur an / make sure the home is halal / in some religious families, father and mother have equal but different roles / father working to support the family, mother at home looking after the children. Because parents role is so important scripture teaches Muslims to care for elderly parents with kindness and respect because they loved and cared for their own children when they were young. (Qur an 17:23-24) Duties of parents are expressed: a husband is a guardian of his family and is responsible for it; a lady is a guardian of her husband s house and is responsible for it (Hadith 3: 592) and the Prophet said A father gives his child nothing better than a good education. (Hadith collected by Tirmidhi and Al- Bayhaki) Slide 35
Specimen Question: Themes AO1 5 marks Theme B: Religion and life Explain two religious beliefs about animal experimentation. Refer to scripture or sacred writings in your answer. Students may include some of the following points, but all other relevant points must be credited: General points Good purposes for animal experimentations would include testing and developing life-saving medicines but not testing frivolous things such as cosmetics / respect for animals would include not using them unless there is no alternative and the outcome is likely to be of value, otherwise it is not right to experiment on animals. Christianity Opposes cruelty but may accept animal experimentation if it benefits humans / ideas of stewardship stress responsibility for animals and their welfare, so may be opposed to testing / beliefs about dominion stress animals may be used to benefit humans / opposes testing of cosmetics on animals / Proverbs 12:10 / Luke 12:6. Islam Muslims believe animals have legal rights but experimentation may be acceptable if it benefits humans and does not cause suffering God has provided animals for human use and benefit: Qur'an 40:79-80 / actions are judged according to intention there must be a just cause for harming or killing an animal (hadith) / oppose testing of cosmetics on animals Slide 36
AO2 Slide 37
AO2 Question Type Marks Elements Command word Interpretations and definitions Comment 12 1a: Analyse aspects of religion and belief, including their significance and influence 1b: Evaluate aspects of religion and belief, including their significance and influence Religions: Statement + Evaluate this statement. In your answer you should: refer to teaching give developed arguments to support this statement give developed arguments to support a different point of view reach a justified conclusion Themes: Statement + Evaluate this statement. In your answer you: should give reasoned arguments in support of this statement should give reasoned arguments to support a different point of view should refer to religious arguments may refer to non-religious arguments should reach a justified conclusion. Analyse means deconstructing information and / or issues to find connections and provide logical chain(s) of reasoning Evaluate means appraising and / or making judgements with respect to information and / or issues, and analysis and evaluation should draw on underpinning knowledge and understanding. The emphasis here is on the Learner constructing coherent and reasoned responses, supported by evidence. Religions and Themes Similar to the current AO2 but much more demanding Requires a justified conclusion Slide 38
Religions and Themes AO2 Levels of Response 12 marks Level Criteria Marks 4 A well argued response, reasoned consideration of different points of view. Logical chains of reasoning leading to judgement(s) supported by knowledge and understanding of relevant evidence and information. 10-12 3 Reasoned consideration of different points of view. Logical chains of reasoning that draw on knowledge and understanding of relevant evidence and information. 7-9 2 Reasoned consideration of a point of view. A logical chain of reasoning drawing on knowledge and understanding of relevant evidence and information. OR Recognition of different points of view, each supported by relevant reasons / evidence. 1 Point of view with reason(s) stated in support. 1-3 4-6 0 Nothing worthy of credit. 0 Slide 39
Specimen Question Religions AO2 12 marks Islam: Beliefs and Practices The best way for Muslims to understand God is to practise Salah. Evaluate this statement. In your answer you should: refer to Muslim teaching give developed arguments to support this statement give developed arguments to support a different point of view reach a justified conclusion. Mark Scheme content: Students may include some of the following evidence and arguments, but all relevant evidence and arguments must be credited: Arguments in support: Salah is a direct contact between the individual and God, so their understanding of God is personal to them and not based on other people s ideas which could be wrong. The believer focuses on the feeling of being in God s presence, this is sometimes described as a feeling of awe and wonder (taqwah) at the greatness of God. God is beyond description because there is nothing God can be compared to /so God cannot be understood by reading about him or hearing other people talk about him. Arguments in support of other views: Not everyone can have this kind of prayer experience so they do not feel the presence of God through prayer. The Qur an as the inspired word of God is his presentation of himself to human beings, so an understanding of God can come from reading what he says about himself, God will help those who read the Qur an to feel his presence so they can understand him A study of creation can also bring about an understanding of God because creation is a sign from God. Slide 40
Specimen Question Themes AO2 12 marks Theme F: Religion, human rights and social justice It is always right to give charity to the poor. Evaluate this statement. In your answer you: should give reasoned arguments in support of this statement should give reasoned arguments to support a different point of view should refer to religious arguments may refer to non-religious arguments should reach a justified conclusion. Mark Scheme content: Students may include some of the following evidence and arguments, but all relevant evidence and arguments must be credited: Arguments in support: the duty to give charity is accepted by many people, including religious believers, atheists and humanists / many make regular donations or give generously when emergencies arise. Those who are wealthy have a duty to share their wealth with the poor/ greed and selfishness has to be fought against. charities do a great deal of good with the money donated / especially in times of crisis when emergency aid is needed/ if money was not given, none of this would be possible/ many charities work with those in poverty to overcome the causes of poverty. from a utilitarian perspective, it could be argued that the consequences of sharing wealth fairly would be greater stability for the world as a whole. Arguments supporting another point of view: Beggars may rely on gifts of money rather than help themselves, some work in groups, treating begging as a job from which they earn income there is no way of guaranteeing that anyone given money will use it to help get themselves out of poverty/ it is better to help the poor to help themselves than give money directly to them. Governments that should be spending money on the poor and needy may spend it on other, sometimes unethical things / e.g. on weapons or status symbols for the leaders, knowing that charities will step in to help the poor From a utilitarian perspective, it could be argued that the money given to the poor would be better spent on things where the benefits are more certain. Christianity The parable of the sheep and goats states that in giving to those in need, the donor is giving to Jesus / Jesus told the rich man to sell his possessions and give the proceeds to the poor / the Early Church followed this practice / If anyone has material possessions and sees his brother in nee but has no pity on him, how can the love of God be in him? Dear children, let us not love with words or tongue but with action (I John 3:17-18) / charity should be given without show (Matthew 6:2-4) / the donor needs to be sure that it will not be misused / it should not be in the form of weapons or encourage aid dependency / but should be aimed at enabling people to become self-reliant. Islam Wealth is Allah s gift and its value lies in the good it can do, so the poor should be helped / families are encouraged to support the poorer members / he who eats and drinks while his brother goes hungry is not one of us (Hadith) / zakah is one of the five pillars / sadaqah is encouraged / giving to the poor is common at Eid-ul-Adha and Eid-ul-Fitr / so give what is due to kindred, the needy, and the wayfarer. That is best for those who seek the Countenance of Allah, and it is they who will prosper (Qur an 30:38) / poverty may be a test from Allah, so the poor should try to help themselves. Slide 41
Spelling, Punctuation and Grammar Spelling, punctuation and grammar will be assessed in 12 mark questions against the following criteria: Level Performance descriptor Marks awarded High performance Learners spell and punctuate with consistent accuracy Learners use rules of grammar with effective control of meaning overall Learners use a wide range of specialist terms as appropriate Intermediate performance Threshold performance Learners spell and punctuate with considerable accuracy Learners use rules of grammar with general control of meaning overall Learners use a good range of specialist terms as appropriate Learners spell and punctuate with reasonable accuracy Learners use rules of grammar with some control of meaning and any errors do not significantly hinder meaning overall Learners use a limited range of specialist terms as appropriate No marks awarded The learner writes nothing The learner s response does not relate to the question The learner s achievement in SPaG does not reach the threshold performance level, for example errors in spelling, punctuation and grammar severely hinder meaning 4-5 2-3 1 0 Slide 42
Slide 43
Ongoing Support and Resources Slide 44
Resources and Support from AQA Results: reviewing and planning for improvement Enhanced Results Analysis Teacher support feedback meetings Examiner reports Candidate exemplars with examiner commentary Choosing the right qualification Draft specification Draft question papers and mark schemes Specification at a glance Summary of changes Documents to help you compare exam boards specifications 360 SUPPORT Planning your course Teacher support launch events Teacher support preparing to teach events Schemes of work Guidance on teaching AS and A-level Assess: preparing for exams Specimen question papers and mark schemes Additional sample questions Candidate exemplars with examiner commentary Teaching your students Resources linked to topics in the specification and throughout the teaching year (plan, teach, assess, results) Command words used in exams Publisher textbooks and digital resources Direct access to subject teams Slide 45
AQA Ongoing Support and Resources AQA website e-aqa Secure Key Materials ERA (Enhanced Results Analysis) Training courses Preparing to Teach events Slide 46
AQA Website Resources Schemes of work for all religions and themes Additional specimen materials Exemplar responses which will be marked and include commentaries Lists of command words Lists of explanation of terms Lists of resources Step-by-step guidance for assessment Slide 47
Further Support Preparing to Teach sessions Starting in May 2016 Free Choice of face-to-face meetings or online Separate meetings for Specifications A and B AQA approved text books To be published by Hodder and Oxford University Press Once specifications are live, chargeable subject expertise courses such as: For newly qualified teachers just getting started For experienced teachers looking for fresh ideas Religious Studies team at Devas Street will give ongoing support Slide 48
Contact points for more information and guidance Customer Support Manager General email: religiousstudies@aqa.org.uk Tel no: 0161 957 3881 Teacher Support and CPD Managers General email: teachercpd@aqa.org.uk Tel no: 0161 957 3646 AQA Website http://www.aqa.org.uk/ Slide 49
Thank you Slide 50 Follow us on Twitter @AQACPD.