GCSE TEACHERS GUIDE New Specifications: for teaching from September 2009 Religious Studies Specification A (Full & Short Course)
GCSE Religious Studies (Specification A) Teachers' Guide 1 Contents GCSE in Religious Studies Specification A Teachers Guide Page 1. Introduction 2 1.1 - Rationale 3 1.2 - Overview of New Specification 5 1.3 - Changes to the specification from September 2009 5 2. Delivering the specification 6 2.1 - Pathways through the Specification 6 2.2 - Examples of Approaches 6 3. Support for Teachers 8 3.1 - Sources 8 3.2 - NGfL Cymru 8 3.3 - INSET and Courses 9 4. Unit Guides 10 4.1 - Unit 1 : Christianity 10 4.2 - Unit 2 : Christianity through the Gospels 21 4.3 - Unit 3 : Roman Catholicism 1 26 4.4 - Unit 4 : Roman Catholicism 2 35 4.5 - Unit 5 : Christian Philosophy and Ethics 43 4.6 - Unit 6 : Hinduism 50 4.7 - Unit 7 : Islam 58 4.8 - Unit 8: Judaism 66 5. Assessment Guidance 76 Appendices Contributors to the Teachers Guide 78
GCSE Religious Studies (Specification A) Teachers' Guide 2 1. INTRODUCTION The WJEC GCSE Religious Studies specification has been modified and updated for delivery from September 2009. The first GCSE Short Course awards will be made in Summer 2010 and the first full course awards in Summer 2011. The specification can be delivered and assessed in centres throughout the UK. The revised subject criteria for GCSE Religious Studies issued by the regulators have necessitated a change in the course assessment structure from the current AO1 80% and AO2 20% to an equal weighting of each. This Guide is one of a number of ways in which WJEC provides assistance to teachers delivering the new specification. Also essential to its introduction are the Specimen Assessment Materials (question papers and marking schemes) and professional development (INSET) conferences. Other provision which you will find useful are: Examiners reports on each examinations series Free access to past question papers via the WJEC secure website Easy access to specification and other key documents on main website Regular INSET delivered by Chief Examiners Easy access to both the Subject Officer and to administrative sections Contact points for GCSE Religious Studies are as follows: Tudor Thomas WJEC 245 Western Avenue Cardiff CF5 2YX Tel: 02920 265 122 email: tudor.thomas@wjec.co.uk (Subject Officer) Paul Bradley Tel: 02920 265 183 email: paul.bradley@wjec.co.uk (Administrative Support Officer) Subject page INSET Section www.wjec.co.uk inset@wjec.co.uk www.wjec.co.uk/professionaldevelopment
GCSE Religious Studies (Specification A) Teachers' Guide 3 1.1 Rationale This specification provides opportunity for candidates to obtain a qualification in either: or: GCSE Religious Studies (Full Course) GCSE Religious Studies (Short Course) The specification is consistent with the requirements of the non-statutory National Exemplar Programme of Study for Religious Education in Wales and the nonstatutory National Framework for Religious Education (England) and should assist schools in both countries to meet their legal obligations for the provision of Religious Education at Key Stage 4 as required in section 375(3) of the 1996 Education Act and section 28 of the 1944 Education Act for England and Wales; and article 13 of the Education Reform Order 1989 for Northern Ireland. It is also consistent with the Curriculum Guidance document published by the Catholic Bishops' Conference, Faith and Science, Church and State, Religious Diversity and Dialogue and so should meet the needs of Roman Catholic schools. The aims and assessment objectives are compatible with the aims and attainment targets of the local authority agreed syllabuses currently operating in Wales and with many of those in England. Schools that intend to use this specification to meet all or part of their statutory obligation to provide religious education will need to check whether there are local agreed syllabus requirements that the specification does not meet. It provides opportunities for candidates to follow a course that is coherent and that balances the breadth of religion(s) and/or belief(s) studied with the depth of understanding. It provides opportunity for a course of study that: either reflects the fact that the religious traditions of Great Britain are in the main Christian, whilst taking account of the other principal religions represented in Great Britain (without requiring more than two principal religions in addition to Christianity) or supports the study of Christianity and/or one or two other principal religions only. Its distinctive feature is that it is based upon a systematic approach to the study of religions as discrete entities, exploring aspects of their beliefs, teachings and sources; practices and ways of life; expressions of meaning; issues of identity, diversity and belonging; questions of meaning, purpose and truth; values and commitments. It provides continuity for centres that have used the WJEC's GCSE Religious Studies course since its introduction in 1996.
GCSE Religious Studies (Specification A) Teachers' Guide 4 The specification is designed to meet the need for certification of: statutory religious education where an agreed syllabus requires the study of Christianity and one other religion at Key Stage 4; statutory religious education where an agreed syllabus requires the study of Christianity and one other religion in post-16 education (Key Stage 5); religious education at Key Stage 4 or in post-16 education (Key Stage 5) in voluntary aided schools, including Roman Catholic schools; a course of further study of religion in schools which meet the statutory requirements for religious education in other ways; a course of study for independent schools and further education institutions. Where candidates take one short course unit at Key Stage 4 and another in post-16 education there is need for an indication to be given that the two courses are different in content. The short course content has been selected to ensure it is capable of being taught in 5% of curriculum time (60 70 hours). The Full course content has been selected to ensure it is capable of being taught in 10% of curriculum time (120-140 hours). The GCSE course reflects the fact that the religious traditions of Great Britain are in the main Christian, whilst taking account of other principal religions represented in Great Britain. The GCSE course and the agreed syllabus both seek to engage the student in reflecting upon and responding to human experience and the issues raised by being human. Both seek to develop in each student a knowledge and understanding of how religions have responded to these experiences and issues through the beliefs, values, practices and traditions which help to shape and give meaning to the lives of their followers. In religious education students learn about religion and from religion in their quest to make sense of and find meaning in their own experience of life. In this process students need to be developing those skills and critical faculties which are embodied in the aims and assessment objectives of this specification and locally agreed syllabuses. The subject content is appropriate to the subject in terms of its concepts, topics, criteria, structure and manageability in terms of time available to candidates for its study. The content is sufficient to enable the assessment objectives to be attained. It is also of sufficient depth and breadth to permit authentic knowledge and understanding of the areas of study and to facilitate the development of Key Skills, especially those of written communication. Marks awarded will take into account the candidates' skills in written communication either in English or in Welsh. Coherence is achieved not only by adherence to the required skills and assessment objectives in all units but also by each area of study making a positive contribution to the understanding and illumination of religion and of religious perspectives on aspects of life.
GCSE Religious Studies (Specification A) Teachers' Guide 5 1.2 Overview of the Specification This specification is divided into a total of 8 units. The weightings are the same for both the short course and the full course. The units are as follows, each with a unique entry code: Christianity Christianity through the Gospels Roman Catholicism 1 Roman Catholicism 2 Christian Philosophy and Ethics Hinduism Islam Judaism Prohibited combinations will be found on page 2 of the specification. For a short course qualification candidates will take one of the units. For a full course they will take a second unit. 1.3 Changes to the specification for delivery in September 2009 The number of units has increased to 8. Christianity 2 has been removed and combined with Christianity 1. Roman Catholicism 2 and Christian Philosophy and Ethics have been added. There is a change in the restrictions as to which papers can be entered. The topics within the units have been changed. There is no longer a choice of questions. There are four questions on the paper, each with five sub questions. The wording of AO2 questions has been altered. The raw mark allocations have been reduced to 96. All questions are now marked by Level of Response. Each question has a separate Level of Response grid of four levels.
GCSE Religious Studies (Specification A) Teachers' Guide 6 2. DELIVERING THE SPECIFICATION This Religious Studies specification was designed primarily to meet the needs of candidates studying both as an option subject and part of their statutory lessons. It is recognised that while some candidates will have a religious background, others will not. The specification therefore does not assume any prior knowledge. Some teachers may see an opportunity to use the GCSE to provide statutory RE, and it is certainly suitable for this purpose. In planning provision, therefore, the needs of the following categories of potential candidates ought to be considered: Main subject RS: one year short course plus one year short course OR two year full course. Statutory RE: one year short course OR two year short course OR two year full course How many of these can be accommodated obviously depends upon timetable constraints and the availability of staff and resources. The categories of students targeted will influence the choice of options. 2.1 Pathways through the specification Key points in organising classes and programmes of study are that: Units may be taken in any order. There is no facility for resitting units, but candidates may take a short course and subsequently both units of the full course at a subsequent examination. There is no minimum requirement for the length of the course, nor any lower nor upper age limit on candidates. 2.2 Examples of Approaches Plan 1: Full Course over Two Years Sequential Period Teaching Course Earliest exam opportunity Year 10 1 st Unit May/June: 1 st Unit Year 11 2 nd Unit May/June: 2 nd Unit Suitable for: Nearest possible to true modularity: examinations follow soon after teaching of each module Allows a short course/full course certification if they take both modules in Year 11
GCSE Religious Studies (Specification A) Teachers' Guide 7 Plan 2: Full Course over Two Years Concurrent Period Teaching Course Earliest exam opportunity Year 10 Both Units Year 11 Both Units May/June: Both Units Features: Allows cross referencing between Units Allows topics to follow sequentially Plan 3: Short Course over Two Years Period Teaching Course Earliest exam opportunity Year 10/11 Chosen Unit May/June in Year 11: Chosen Unit Suitable for: Certification of statutory RE Plan 4: Short Course over One Year Period Teaching Course Earliest exam opportunity Year 10 Chosen Unit May/June: Chosen Unit Suitable for: Allows for examination after taking module. Allows for students arriving late into the centre. Plan 5: Full Course over One Year Period Teaching Course Earliest exam opportunity Year 10 Both Units May/June: Both Units Suitable for: Exceptionally able candidates.
GCSE Religious Studies (Specification A) Teachers' Guide 8 3. SUPPORT FOR TEACHERS The lists of resources which follow each Unit are intended to help teachers and students to find suitable resources. The books and websites listed are not exhaustive, nor should their content be seen as having WJEC approval unless stated in the book or on the website. It is not expected that teachers or students will use all of them. The lists are not exhaustive: other materials may be suitable, particularly new publications specifically written to support GCSE courses. All publications were available at the time of publication of this list. The 13 figure number after each item is the International Standard Book Number (ISBN). (In one case the Amazon Standard Identification Number (ASIN) is given.) For other enquiries or information, visit www.wjec.co.uk 3.1 Sources Amazon.co.uk sells books at discounted prices. Their website provides an excellent search facility for books in print, and often includes reviews. www.amazon.co.uk W. H. Smith s website is very good at showing British books currently in print. www.whsmith.co.uk Abebooks is useful for finding second-hand and out-of-print books. www.abebooks.co.uk Religious Education Exchange Service provides links to many relevant sites. www.re-xs.ucsm.ac.uk Websites Many websites associated with a specific religion are listed in this Guide. In addition teachers attention is drawn to eclips. In addition, search engines using key words/phrases will locate many useful websites, although discernment is needed to separate the factual and informative from the biased and polemic. The BBC eclips website is very useful resource. www.bbc.co.uk/wales/eclips 3.2 National Grid for Learning - Cymru (NGfL-Cymru) A particular source of resources and support for teachers of WJEC Religious Studies GCSE has been created on the National Grid for Learning Cymru by teachers of Religious Studies. http://www.ngfl-cymru.org.uk Teachers will find a wide range of supporting materials.
GCSE Religious Studies (Specification A) Teachers' Guide 9 Much of this material is intended to be downloaded so that it can be edited by teachers to suit the needs of their own candidates and centres. The list of websites is comprehensive and the links are checked regularly to ensure that they are still live and of use to teachers. Please contact NGfL Cymru if you become aware of new and useful sites. Please keep returning to this site as new materials become available. It is hoped that teachers will be willing to contribute their own work and ideas to this site for the benefit of colleagues in other centres. 3.3 INSET and Courses www.wjec.co.uk The WJEC website offers recent information on courses and Inset.
GCSE Religious Studies (Specification A) Teachers' Guide 10 4. UNIT GUIDES 4.1 Unit 1 CHRISTIANITY Introduction It is important to remember that candidates do not need to study all denominations and traditions within Christianity. It is suggested that centres might choose to focus upon a specific denomination that will enable them to cover the material outlined in the specification. Where necessary for coverage of the specification they should ensure that candidates are aware that there are differences in belief and teaching within Christianity and how these might be reflected in practices, lifestyle and attitudes. The various sections of the specification should be developed into schemes of work In the notes below, there are some suggestions as to those parts of the specification that could be linked together but it is important that centres develop schemes of work that are appropriate for their centres and that enable links to be made across the material in the specification. BELIEFS, TEACHINGS AND SOURCES Candidates will be expected to give a rounded account of the stories associated with the birth, baptism, temptations, crucifixion and resurrection of Jesus. They should be able to show knowledge and understanding of what the Gospels say about the events but will not be expected to show detailed knowledge of all the Gospel stories that describe the events. They should also be able to demonstrate an understanding of the stories by explaining the beliefs about Jesus expressed through them and how the stories might impact upon Christian attitudes and behaviour. The stories associated with Jesus birth, crucifixion and resurrection should be linked to ways in which Christians celebrate the festivals of Christmas and Easter and the significance for many Christians of pilgrimage to Bethlehem and Jerusalem. Candidates should also be able to assess the significance of the baptism story in relation to Christian rites of passage and ways in which the story of his temptations might impact upon Christian attitudes and behaviour. Candidates will be expected to describe, explain and analyse Jesus teaching on love and forgiveness. They should be able to explain ways in which this teaching might impact upon Christian attitudes and behaviour. No specific Gospel passages are laid down in the specification but candidates will be expected to refer to appropriate examples of Jesus teaching on love and forgiveness from the Gospels. Candidates could make use of passages such as The Good Samaritan (Luke 10: 25 37); The Lost Son (Luke 15: 11 32); The Parable of the Unforgiving Servant (Matthew 18: 21 35); Jesus Teaching about Revenge and Love for Enemies (Matthew 5: 38 48); The New Commandment (John 13: 34 35). It must be stressed that questions will not be set on specific Gospel passages on Jesus teaching about love and forgiveness and that candidates should be able to refer to appropriate Gospel teaching in their responses.
GCSE Religious Studies (Specification A) Teachers' Guide 11 Candidates should be able to give an account of Christian beliefs concerning the Bible. Candidates should be aware that while all Christians might think that the Bible is the Word of God in some sense, there are different ideas about what this might actually mean. Candidates should be aware that some Christians understand the Bible as the direct Word of God and so literally true while others see inspiration working in a less direct way. Candidates should be able to discuss ways in which these understandings of the nature of the Bible might affect the authority which the Bible is seen to have. Candidates will also be expected to have considered what is meant by conscience and personal conviction and how these two sources of authority, along with the Bible, are to be used in making decisions about belief, attitudes and behaviour. PRACTICES AND WAYS OF LIFE Candidates will be expected to be able to describe, explain and analyse the role of the local church or chapel in the life of those who are members of that worshipping community. Centre may choose any denomination or Christian tradition that is suitable for specification coverage. Any appropriate local church or chapel could be used as an example. This topic may provide schools with the opportunity to make use of a local church or chapel and explore ways in which that church impacts on the life of those who belong to it. Candidates should explore what members get out of the various activities, (e.g. worship, social, pastoral etc.) and of belonging to the local chapel or church and ways in which belonging might affect their lifestyle and attitudes to life. (This could be linked to the section of the specification that concerns benefits and challenges of being a Christian in Britain today.) Candidates should be able to describe the rites of passage specified in the specification and be able to explain the significance of these both for the people directly involved and the religious community in general. They will not be expected to be able give an account of more than one baptism, Chrismation, confirmation, marriage or funeral service so schools can study the denomination or Christian tradition that is most appropriate for them. However, candidates should be able explain the reasons why there are differences among Christians in respect of baptismal practices i.e. why some will only allow adults to be baptised. It is suggested that the marriage ceremony, and the ways in which it is understood, is linked to the Personal Relationship section of the specification while the funeral ceremony should be related to the section of the specification dealing with Christian beliefs about the afterlife. EXPRESSING MEANING Candidates should be able to give an account of a Eucharist/ Communion service it can be from any denomination or Christian tradition - as well as outline the elements that might make up a Sunday service in a church or chapel. While candidates should be aware that different denominations have different practices, they will not be expected to show detailed knowledge of more than one Eucharist/Communion service and Sunday service. Candidates should be able to explain and analyse ways in which the Eucharist/Communion service and Sunday Service express the beliefs and attitudes of those who are involved and the impact such services might have on attitudes and lifestyle. Candidates should be able to describe the main features of a church or chapel building and explain how the design and features express the beliefs of the people who use it for worship. While candidates should be aware that there are different types/designs of church and chapel buildings, they will not be expected to have detailed knowledge of more than two church or chapel designs. Again, the buildings chosen for study can be from any denomination or religious tradition. Candidates should be able to describe and explain ways in which Christians might celebrate Christmas and Easter and how these festivals express Christian beliefs about God and Jesus. They should be able to analyse ways in which the celebration of these festivals may impact upon the lifestyle of Christians and the relative importance of the events recalled and the festivals themselves. This section could be linked to the significant events section of the specification.
GCSE Religious Studies (Specification A) Teachers' Guide 12 Candidates should be able to describe the religious actions that might be taken on a pilgrimage to Bethlehem and Jerusalem and the significance of these actions, and pilgrimage in general, for those involved. They should be aware of some of the places visited and of the actions linked to those specific places, (e.g. Church of the Nativity; Garden of Gethsemane, Via Dolorosa and Church of the Holy Sepulchre). They should be able to relate this section of the specification to the significant events section. Candidates should be aware of ways in which Christians might seek to express their beliefs and faith through the lifestyle led. They should be aware of the Great Commandment (Mark 12: 28-34) and how Christians might try to keep these through the ways in which life might be lived. Questions on this section will be set that can be answered through the use of material gained from the rest of the specification. Thus links can be made to worship, festivals, pilgrimage, rites of passage, the social and pastoral role of Christians within the church. IDENTITY, DIVERSITY AND BELONGING A great deal of this section will be covered when going through the rest of the specification. In terms of What does it mean to be a Christian? candidates may explore whether this should be answered in terms of belief or lifestyle or the mixture of the two. They should also explore the benefits that might come about as a result of having a Christian faith as well as the challenges that could be faced in trying to maintain a Christian lifestyle in Britain. It is hoped that schools will make use of current news stories in dealing with this issue, as well as looking at the ways in which Christianity might be presented in the media. Questions will not be set on specific benefits or challenges but candidates will be expected to show knowledge and understanding of ways in which having faith may be of benefit and how faith might be challenged. Candidates should also have some knowledge and understanding of the different attitudes found within Christianity to other faiths. This should include three basic attitudes. Christianity is the only true religion and the only way for human beings to find God and be saved. It must try to convert others. (John 14:6) Others religions might have some glimpses of the truth but Christianity is the whole truth. Other religions must be respected and their followers might get to heaven. Conversion is still desirable. All religions are pathways to the same God. All religions are equal and are just different ways of finding God. MEANING, PURPOSE AND TRUTH Candidates should be able to give an account of and demonstrate understanding of Christian beliefs about God expressed through the Trinity. They should be able to demonstrate both beliefs about the Trinity in general and also each of the Three Persons. They should also be to explain some of the characteristics about God. They should be able to explain how these beliefs might affect attitudes and lifestyle. Candidates should demonstrate a knowledge and understanding of the different attitudes found among Christians in respect of abortion and euthanasia. They must be able to show how the attitudes taken reflect the beliefs held about God and the sanctity of human life. In respect of euthanasia, candidates should be aware of the work and motivation of those involved in the hospice movement. Candidates should be able to give an account and demonstrate understanding of Christian beliefs about death and the future life. They should be aware of the reasons Christians might have for holding these beliefs and be able to explain ways in which these beliefs might impact upon attitudes and lifestyle. They should be able to see ways in which these beliefs might affect the form and content of funeral rites.
GCSE Religious Studies (Specification A) Teachers' Guide 13 VALUES AND COMMITMENTS Candidates should be able to describe and explain Christian beliefs and attitudes to the various issues laid down in the specification. They will be expected to identify ways in which Christians might differ in respect of these issues and be able to give some account of why these differences arise. Where possible candidates should be able to link the attitudes to teachings and sources of authority. So they should be able to refer to appropriate biblical teaching and ways in which this teaching might be understood. AO2 Candidates will be expected to use evidence and reasoned argument to express and evaluate personal responses, informed insights and differing viewpoints on the fundamental questions and issues about identity, belonging, meaning, purpose, truth, values and commitments raised through the study of Christianity above. As well as discussing the relative importance, significance and value of the beliefs, practices, teachings and attitudes specifies, some general issues that could be looked at include: What are the value, purpose and dignity of human beings? Who and what matters in life? To whom should human beings have commitments? What commitments should people have to each other? What should be the nature of personal relationships? What are the qualities of a good person? What sources/authorities should humans look to provide answers to important questions? How should people express and confirm their identity? What is the purpose and value of a human life? Why do people belong to religions? Why are there differences of belief and practice within religions? Does religion make a difference to the way a life is lived? Is belief in God necessary to a good life? What should motivate individuals to behave in a particular way? Is there a life after death? To what extent should individuals be able to express their beliefs? Is religion necessary to morality? COMMAND WORDS The following words will act as command or trigger words for all questions: Describe Explain Set out the main characteristics of Set out reasons for GLOSSARY Although the list of words seems to be very long, not all need to be used by all candidates. The specialist terms to be used will depend upon the denomination or Christian tradition chosen as the focus of study. Many of the terms listed below are associated with particular denominations and not used at all by others. Candidates should be able to use the appropriate specialist terms for the Christian tradition or denomination that they are making reference to in their answers. Abortion An operation or other procedure to terminate pregnancy before the foetus is viable.
GCSE Religious Studies (Specification A) Teachers' Guide 14 Adultery Advent Agape Altar Anglican Annulment Apostle Atonement Voluntary sexual intercourse between someone who is married and someone who is not their marriage partner. Coming. A time of Christian spiritual preparation for Christmas. A Greek word for love in the New Testament. The love of God. Unconditional love, given freely and undeservedly. Stone or wooden table used for Eucharist, Mass, Lord s Supper. Some denominations refer to it as Holy Table or Communion Table. Churches in full communion with the See of Canterbury. Their origins and traditions are linked to the Church of England, and are part of the Anglican Communion. A declaration that a marriage bond did not exist. One who was sent out by Jesus Christ to preach the Gospel. Reconciliation between God and humanity; restoring a relationship broken by sin. Baptism MAIN VARIANTS EXPLANATION Baptist Baptistry Rite of initiation involving immersion in, or sprinkling or pouring of, water. The sign of entry into the Christian Church. (i) A member of the Baptist Church, which grew out of the Anabaptist movement during the 16 th century Reformation. (ii) A Christian who practises Believer s Baptism. (i) Building or pool used for baptism, particularly by immersion. (ii) Part of a church, where baptism takes place. Believer s Baptism The baptism of people who are old enough to understand the meaning of the rite. Bible Birth control Canon Catholic Celibate Chastity Chapel The sacred writings of the Christian religion, comprising the Old and New Testaments. Limitation of childbearing by means of contraception. (The new Collins Dictionary & Thesaurus in One Volume) The accepted books of the Bible. The list varies between denominations. (i) Universal. (ii) Often used as an abbreviation for Roman Catholic. deciding never to have a sexual relationship. not having sexual intercourse until after marriage. (i) a Non-Conformist/Free Church place of worship. (ii) a place of Christian worship, especially with a separate altar, in a church or cathedral. (iii) a church subordinate to a parish church. (iv) a place of worship in a large house or institution.
GCSE Religious Studies (Specification A) Teachers' Guide 15 Charismatic Chrismation Christ Christmas Church Cohabitation Confession Confirmation Conscience Conviction Creed Crucifixion Denomination Divorce Easter Ecumenism Epistle A modern movement within the Church, emphasising spiritual gifts, such as healing or speaking with tongues. (i) The Orthodox second sacrament of initiation by anointing with chrism (a special oil). Performed at the same time as baptism. (ii) Anointing with oil, e.g. healing or coronation. The anointed one. Messiah is used in the Jewish tradition to refer to the expected leader sent by God, who will bring salvation to God s people. Jesus followers applied this title to him, and its Greek equivalent, Christ, is the source of the words Christian and Christianity. Festival commemorating the birth of Jesus Christ. (i) The whole community of Christians. (ii) The building in which Christians worship. (iii) A particular Christian denomination. living together as husband and wife, esp. without being married. Contrition; penance. (i) One of seven sacraments observed by some Churches whose priest confidentially hears a person s confession. (ii) An admission, by a Christian, of wrong-doing. A rite in many Christian Churches that confirms a baptized person in his or her faith and admits him or her into full membership of/participation in the church. The sense of right and wrong that governs a person s thoughts and actions. A firmly held belief, opinion. Summary statement of religious beliefs, often recited in worship, especially the Apostles and Nicene Creeds. Roman method of executing criminals and traitors by fastening them to a cross until they died of asphyxiation; used in the case of Jesus Christ and many who opposed the Romans. A group of churches that follow a particular body of teaching. Have certain leaders and certain styles of worship. The legal dissolution of a marriage. Central Christian festival which celebrates the resurrection of Jesus Christ from the dead. Movement within the Church towards co-operation and eventual unity. Letter. From the Greek word for letter. Several such letters or epistles, from Christian leaders to Christian Churches or individuals, are included in the New Testament.
GCSE Religious Studies (Specification A) Teachers' Guide 16 Eucharist Euthanasia Evangelical Faith Fellowship Font Forgiveness Free Churches Funeral Good Friday Gospel Grace Heaven Hell Holy Communion Holy Spirit Holy Week Homosexuality Hospice Thanksgiving. A service celebrating the sacrificial death and resurrection of Jesus Christ, using elements of bread and wine (see Holy Communion). Gentle death or good death. It is sometimes referred to as mercy killing and means bringing a peaceful end to the dying process. Group, or Church, placing particular emphasis on the Gospel and the scriptures as the sole authority in all matters of faith and conduct. An inward attitude of trust, hope and belief companionship; friendship; sharing mutual interests. Thus may we abide in union, with each other and the Lord, and possess, in sweet communion, joys which earth cannot afford. (Hymns and Psalm 762) Receptacle to hold water used in baptism. granting pardon for a wrong committed. Non-conformist denominations, free from state control. a rite at which a dead person is buried or cremated. The Friday in Holy Week. Commemorates the day Jesus died on the cross. (i) Good news (of salvation in Jesus Christ). (ii) An account of Jesus life and work. (i) The freely given and unmerited favour of God s love for humanity. (ii) Blessing. (iii) Prayer of thanks before or after meals. The place, or state, in which souls will be united with God after death. The place, or state, in which souls will be separated from God after death. Central liturgical service observed by most Churches (see Eucharist, Mass, Lord s Supper, Liturgy). Recalls the last meal of Jesus, and celebrates his sacrificial and saving death. The third person of the Holy Trinity. Active as divine presence and power in the world, and in dwelling in believers to make them like Christ and empower them to do God s will. The week before Easter, when Christians recall the last week of Jesus life on Earth. being sexually attracted to members of the same sex. a home for the care of the terminally ill.
GCSE Religious Studies (Specification A) Teachers' Guide 17 Icon Iconostasis Incarnation Jesus Christ Lectern Lectionary Lent Liturgy Lord Lord s Supper Mass Maundy Thursday Methodist New Testament Non-conformist Old Testament Omnipotent Omniscience Ordination Painting or mosaic of Jesus Christ, the Virgin Mary, a Saint, or a Church feast. Used as an aid to devotion, usually in the Orthodox tradition. Screen, covered with icons, used in Eastern Orthodox churches to separate the sanctuary from the nave. The doctrine that God took human form in Jesus Christ. It is also the belief that God in Christ is active in the Church and in the world. The central figure of Christian history and devotion. The second person of the Trinity. Stand supporting the Bible, often in the shape of an eagle. List of scriptural passages for systematic reading throughout the year. Penitential season. The 40 days leading up to Easter. (i) Service of worship according to a prescribed ritual such as Evensong or Eucharist. (ii) Term used in the Orthodox Church for the Eucharist. Title used for Jesus to express his divine lordship over people, time and space. Alternative term for Eucharist/Holy Communion in some Churches (predominantly Non-conformist). Term for the Eucharist, used by the Roman Catholic and other Churches. The Thursday in Holy Week. Commemorates the Last Supper. A Christian who belongs to the Methodist Church which came into existence through the work of John Wesley in the 1 8th century. Collection of 27 books forming the second section of the Canon of Christian Scriptures. Protestant Christian bodies which became separated from the established Church of England in the 1 7th century. That part of the Canon of Christian Scriptures which the Church shares with Judaism, comprising 39 books covering the Hebrew Canon, and in the case of certain denominations, some books of the Apocrypha. all-powerful. Used of God. all-knowing and all-understanding. Used of God. In Episcopal Churches, the laying on of hands on priests and deacons by a bishop. In non-episcopal Churches, the laying on of hands on ministers by other representatives of the Church.
GCSE Religious Studies (Specification A) Teachers' Guide 18 Orthodox Palm Sunday Paraclete Parousia Passion Pentecost Pentecostalist Pope Pilgrimage Presbyterian Protestant Pulpit Purgatory Quaker Reconciliation Redemption (i) The Eastern Orthodox Church consisting of national Churches (mainly Greek or Slav), including the ancient Eastern Patriarchates. They hold the common Orthodox faith, and are in communion with the Patriarchate of Constantinople. (ii) Conforming to the creeds sanctioned by the ecumenical councils, e.g. Nicaea, Chalcedon. The Sunday before Easter, commemorating the entry of Jesus into Jerusalem when he was acknowledged by crowds waving palm branches. Comforter, Advocate. Term used for the Holy Spirit. Presence. The Second Coming or return of Jesus Christ. The sufferings of Jesus Christ, especially in the time leading up to his crucifixion. Whitsun The Greek name for the Jewish Festival of Weeks, or Shavuot, which comes seven weeks ( fifty days ) after Passover. On the day of this feast, the followers of Jesus received the gift of the Holy Spirit. A Christian who belongs to a Church that emphasises certain gifts which were granted to the first believers on the Day of Pentecost (such as the power to heal the sick and speak in tongues). The Bishop of Rome, head of the Roman Catholic Church. a journey to a holy place from a motive of devotion. A member of a Church that is governed by elders or presbyters. That part of the Church which became distinct from the Roman Catholic and Orthodox Churches when their members professed (or protested - hence Protestant) the centrality of the Bible and other beliefs. Members affirm that the Bible, under the guidance of the Holy Spirit, is the ultimate authority for Christian teaching. An elevated platform from which sermons are preached. n some traditions, a condition or state in which good souls receive spiritual cleansing after death, in preparation for heaven. A member of the Religious Society of Friends, established through the work of George Fox in the 17th century. Confession (i) Sacrament of the (Roman) Catholic Church, consisting of Contrition, Confession of sins, and Absolution. (ii) The human process of reconciling Christians with one another. Derived from the practice of paying the price of a slave s freedom; and so, the work of Jesus Christ in setting people free through his death.
GCSE Religious Studies (Specification A) Teachers' Guide 19 Resurrection (i) The rising from the dead of Jesus Christ on the third day after the crucifixion. (ii) The rising from the dead of believers at the Last Day. (iii) The new, or risen, life of Christians. Rites of Passage Roman Catholic Sacrament Salvationist Sanctity of Life Secularisation Sin Tabernacle Ceremonies associated with major moments of transition in life. That part of the Church owing loyalty to the Bishop of Rome, as distinct from Orthodox and Protestant Churches. An outward sign of an inward blessing, as in baptism or the Eucharist. A member of the Salvation Army founded by William and Catherine Booth in the 19th Century. The belief that life is holy or sacred. a movement away from religion and religious practice (i) Act of rebellion or disobedience against the known will of God. (ii) An assessment of the human condition as disordered and in need of transformation. (i) A receptacle for the Blessed Sacrament, not immediately consumed but set aside or reserved (mainly in Roman Catholic and Eastern Orthodox Churches). The presence of the consecrated elements is usually signalled by a continuously burning light. (ii) Term used by some denominations of their building. Trinity Three persons in one God; doctrine of the threefold nature of God - Father, Son and Holy Spirit. Unction United Reformed Church Vatican Virgin Birth Sacrament of the Sick. The anointing with oil of a sick or dying person. A Church formed by the union of English Congregationalists with the Presbyterian Church of England, and subsequently the Reformed Association of the Churches of Christ. The residence of the Pope in Rome, and the administrative centre of the Roman Catholic Church. The chief building of the Vatican is St Peter s Basilica, built on the traditional site of St Peter s tomb. The doctrine of the miraculous conception of Jesus Christ by the Virgin Mary through the power of the Holy Spirit and without the agency of a human father. RESOURCES In respect of text books, it is to be hoped that those already in schools will cover the majority of topics in the specification in a way that will enable candidates to perform well in the examination. In respect of internet resources, denominations have there own web sites that will provide a lot of information on their specific beliefs, teaching, practices and attitudes. Some of these that could be use, depending on denomination or tradition chosen,
GCSE Religious Studies (Specification A) Teachers' Guide 20 www.anglicancommunion.org www.baptist.org.uk www.catholicchurch.org.uk www.churchinwales.org.uk www.ebcpcw.org.uk www.methodist.org.uk www.urc.org.uk There are also many individual churches that have there own web pages and some will have virtual tours of their building. It may be possible to make use of some of these. News sites will also be useful for keeping candidates up to date with relevant issues in respect of issues covered in the specification (e.g. abortion, euthanasia, personal relationships and the benefits and challenges). www.bbc.co.uk as well as providing up-to-date news stories also has a useful section on religion and ethics, with appropriate information on Christian denominations and traditions, including information on Chrismation. Use should also be made of newspaper websites that can provide useful discussion material. Other sites will provide particular help with certain topics and ways of introducing stories include: www.bricktestament.com with many biblical stories told through illustration made from lego. www.cmf.org.uk which provides Christian perspectives on many of the medical issues contained in the specification. www.request.org.uk has an interesting KS4 section of Issues.
GCSE Religious Studies (Specification A) Teachers' Guide 21 4.2 Unit 2 CHRISTIANITY THROUGH THE GOSPELS Introduction The main focus of the teaching of this unit should be on knowledge, understanding and analysis of the Gospel basis for Christian beliefs and practices today, e.g. candidates should be able to answer questions such as why do Christians celebrate the Eucharist? or why do Christians help those in need? and be able to refer to Gospel evidence to support their answers. BELIEFS, TEACHINGS AND SOURCES Knowledge and understanding of the main events in the life of Jesus is expected. These events are the foundations of the Gospels and form the basis of every topic. Therefore they need only be studied once, but can be referred to in other topics as the basis of the belief or practice being studied, e.g. the birth of Jesus is the basis of Christmas. Candidates should be familiar with the Gospel accounts and be able to describe and explain the events. They should also be able to evaluate their importance within Christianity and to Christians. Where there is more than one account for a given event candidates should be familiar with the differences between them. The ability to quote directly from the text can also be helpful especially as evidence in evaluation questions but this is not a requirement. Candidates should have knowledge and understanding of Jesus teaching about the Kingdom of God, and how it differed from the Jewish interpretation of his time. They should also be familiar with the parables about the growth of the kingdom and the importance of their meaning to Christians today. Since the Gospels are very authoritative within Christianity candidates should be familiar with the meaning of the word gospel, why the Gospels are regarded as being authoritative, and why the Gospel writers wrote their respective Gospels. PRACTICES AND WAYS OF LIFE Candidates should have knowledge and understanding of Jesus teaching on prayer what he taught about private prayer; what he taught his disciples about how to pray and persistence and humility in prayer. They should also be able to evaluate the importance of these teachings to Christians, and how Christian practices today reflect these teachings. Knowledge and understanding of Mark s account of Jesus baptism is expected what happened, and the meaning and importance of the event to Jesus himself and to Christians. They should also be familiar with Mark s account of Jesus welcoming little children, be able to analyse the influence of this account on Christian baptismal practices today, and be able to evaluate to what extent child/adult baptism is based on the Gospels. Candidates should have knowledge and understanding of Jesus teaching on honesty and doing good secretly and be able to evaluate to what extent these teachings are practical today, e.g. is it possible for Christian charities to work in secret? EXPRESSING MEANING Candidates will be expected to be able to describe and explain the Gospel events which are the basis of the Christian festivals of Christmas, Good Friday and Easter. They should be able to describe and explain some Christian practices associated with these festivals and analyse whether they can be related to specific Gospel events, e.g. eating foods such as Hot Cross buns on Good Friday or the giving of Easter eggs. Candidates should also be able to evaluate the importance of celebrating festivals to Christians today and the challenges Christians face in trying to retain the true meaning of these festivals in a society which is becoming increasingly secular, e.g. to what extent has Christ been taken out of Christmas?
GCSE Religious Studies (Specification A) Teachers' Guide 22 Candidates will be expected to have knowledge and understanding of how and why Christians today show concern and help for the sick, poor and hungry, and be able to analyse the extent to which these expressions are based on Jesus teaching and example. Candidates therefore should be familiar with the work of some Christian individuals or organisations that help the sick, poor and hungry. They also should be familiar with the set passages which refer to Jesus example and teaching. They should be able to evaluate not only Jesus actions but also his feelings and attitudes and how these are interpreted by modern Christians and reflected in their lifestyle, e.g. comparing Jesus attitude towards the leper with attitudes towards modern diseases such as Aids. IDENTITY, DIVERSITY AND BELONGING Candidates should focus on the benefits and challenges of being a Christian in a multi-faith Britain today, and how these relate to Jesus teaching and example in the Gospels. The tendency to be overly negative should be avoided and the benefits should be highlighted as well as the challenges. Candidates should have knowledge and understanding of the benefits referred to, or suggested, in the Gospels, namely fellowship, friendship, support in times of difficulty, identity and belonging, help in making moral decisions, comfort and support, and should be able to evaluate the importance of such benefits to Christians today. Candidates should also to be familiar with the responsibility of discipleship, what it means to follow Jesus, as set out in the Gospels, and the meaning and practicality of these conditions in the modern world. They should be able to interpret and evaluate what taking up the cross means to Christians today and the challenges which it poses. Candidates should have knowledge and understanding of the Gospel basis and different Christian attitudes towards Sunday observance, e.g. the needs of people should come before the needs of the day. They should also be able to evaluate the challenges and benefits of Sunday observance in today s society. Candidates also should be familiar with Gospel passages that refer to diversity and be able to evaluate the importance of such passages to Christians today in the way they understand the relationship between different Christian denominations and the relationship between Christianity and other faith traditions. MEANING, PURPOSE AND TRUTH Candidates should have knowledge and understanding of Christian beliefs about the nature of God, which are based on teachings found in the Gospels. These include God as a loving father analysis and interpretation of the parable of the Lost Son - and Jesus as Son of God and Messiah. Candidates should be familiar with the meaning of the title Messiah, its importance in Jewish religion and culture at the time of Jesus, and why Jesus did not refer to himself as Messiah. An understanding will also be expected of the Holy Spirit. Although a study of the Trinity is not a requirement reference could be made to God as being One in three and three in One. An evaluation of the importance of these beliefs to Christians today will be expected and how these influence Christian attitudes and responses to religious and moral issues. Candidates will need to show knowledge and understanding of Gospel teaching about death and the future life, with reference especially to the resurrection, and the idea of heaven and hell, reward and punishment and how these beliefs affect the way Christians today view matters of life and death. Candidates should also be familiar with the Gospel passages which show Jesus concern for the quality of life, e.g. healing the paralysed man, and how Christians try to follow Jesus example in today s world. They should also be able to evaluate the importance of quality of life in relation to longevity and Christian responses to this argument.