GCSE Religious Studies B (Short Course)

GCSE Religious Studies B (Short Course) Beliefs in Action This draft qualification has not yet been accredited by Ofqual. It is published enable teachers have early sight of our proposed approach Pearson Edexcel Level 1/Level 2 GCSE (9-1)- in Religious Music (1MU0). Studies Further B (Short changes Course) may (3RB0). be required Further changes and no assurance may be required can be given and no at assurance this time that can be the given proposed at this qualification time that the will proposed be made qualification available in its will current be made form, available or in its that current it will form, be accredited or that it in will time be for accredited first teaching time in for September first teaching 2016 in and September first award 2016 in 2018. and first award in 2018. Specification DRAFT Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B (Short Course) (3RB0) First teaching from September 2016 First certification from 2018 Issue 1

Contents 1 Introduction 2 Why choose Edexcel GCSE Religious Studies B (Short Course)? 2 Supporting you in planning and implementing this qualification 3 Qualification at a glance 4 2 content 6 Area of Study 1: Religion and Ethics 7 Area of Study 2: Religion, Peace and Conflict 22 3 Administration and general information 38 Entries 38 Access arrangements, reasonable adjustments, special consideration and malpractice 38 Student recruitment and progression 42 Appendix 1: The context for the development of this qualification 45 Appendix 2: Transferable skills 47 Appendix 3: Command Words 48 Appendix 4: Codes 49 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B Short Course Specification Draft 1.1 January 2016 Pearson Education Limited 2016 1

1 Introduction Why choose Edexcel GCSE Religious Studies B (Short Course)? We ve listened feedback from all parts of the religious studies community, including higher education. We ve used this opportunity of curriculum change redesign qualifications reflect the demands of a truly modern and evolving religious studies environment. These new qualifications will allow students apply a wide range of concepts allowing them confidently interpret, contextualise and analyse the expressions of religions and world views they encounter. This is one of two GCSE Religious Studies qualifications offered. A specification suit everyone With our suite of two full course and two short course GCSE Religious Studies specifications you can pick the one that meets the needs of all your students. Familiar pics Our areas of study focus on the key questions such as Ethics and Peace and Conflict which include pics such as marriage and the family and peace and conflict Choice of religion each area of study is available in all seven religions allowing you choose the right combination keep students engaged and motivated through the course. Develops understanding and appreciation students will develop an appreciation of religious thought and its contribution individuals, communities and societies. Helps develop a holistic understanding of religion students will develop knowledge and understanding of two religions enabling them understand and articulate their own and others beliefs, values and commitments. Develops transferable skills for progression students will develop analytical and critical thinking skills enable them present a wide range of well-informed and reasonable arguments, aiding in progression AS and A level study. Accessible assessment our exam papers have been designed with a straightforward structure and consistent use of command words in questions. 2 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B Short Course Specification Draft 1.1 January 2016 Pearson Education Limited 2016

Supporting you in planning and implementing this qualification Planning Our Getting Started guide gives you an overview of the new GCSE Level qualification help you get grips with the changes content and assessment and help you understand what these changes mean for you and your students. We will give you an editable course planner and scheme of work that you can adapt suit your department. Our mapping documents highlight key differences between the new and current qualifications Teaching and learning There will be lots of free teaching and learning support help you deliver the new qualifications, including: Co-teachability guide Guidance documents Exemplars student guide materials for your options evenings. Preparing for exams We will also provide a range of resources help you prepare your students for the assessments, including marked exemplars of student work with examiner commentaries. ResultsPlus ResutsPlus provides the most detailed analysis available of your students exam performance. It can help you identify the pics and skills where further learning would benefit your students. Get help and support Our support line, ask the expert and online community will ensure you receive help and guidance from us and that you can share ideas and information with other teachers. You can sign up receive e-newsletters from the subject advisor service keep up date with qualification updates and product and service news. The Religious Studies Team can be contacted by email: TeachingReligiousStudies@pearson.com and by telephone: 0844 463 2817. Learn more at qualifications.pearson.com Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B Short Course Specification Draft 1.1 January 2016 Pearson Education Limited 2016 3

Qualification at a glance Content and assessment overview The Pearson Edexcel Level 1/Level 2 GCSE (9 1) in Religious Studies B (Short Course) consists of two externally examined papers. Students must complete both papers. Students must select a different religion for each Area of Study that they follow. Students who select Catholic Christianity for an Area of Study are not permitted select Christianity for their second Area of Study and vice versa. Students must complete all assessment in May/June in any single year. Paper 1: Area of Study 1 - Religion and Ethics (*Paper code: 3RB0/1A 1G) Written examination: 50 minutes 50% of the qualification 59 marks Content overview Students must study all two content areas based upon their chosen religion. Religious Belief Marriage and the Family Assessment overview Students must select one religion from a choice of seven. (Catholic Christianity, Christianity, Islam, Judaism, Hinduism, Buddhism, Sikhism). Students must answer all questions. The assessment consists of two questions. The paper may include short open, open response and extended writing questions. The paper will assess spelling, punctuation and grammar (SPaG) and use of specialist terminology and will contribute a maximum of 5% of marks wards the overall weighting for this paper. *See Appendix 4: Codes for a description of this code and all other codes relevant this qualification. 4 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B Short Course Specification Draft 1.1 January 2016 Pearson Education Limited 2016

Paper 2: Area of Study 2 - Religion, Peace and (Paper code: 3RB0/2A 2G) Conflict Written examination: 50 minutes 50% of the qualification 59 marks Content overview Students must study all two content areas based upon their chosen religion. Religious Belief Peace and Conflict Assessment Overview Students must select one religion from a choice of seven. (Catholic Christianity, Christianity, Islam, Judaism, Hinduism, Buddhism, Sikhism). Students must answer all questions. The assessment consists of two questions. The paper may include short open, open response and extended writing questions. The paper will assess spelling, punctuation and grammar (SPaG) and use of specialist terminology and will contribute a maximum of 5% of marks wards the overall weighting for this paper. Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B Short Course Specification Draft 1.1 January 2016 Pearson Education Limited 2016 5

2 content Qualification aims and objectives The aims and objectives of this qualification are enable students : develop students knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism develop students knowledge and understanding of religious beliefs, teachings, and sources of wisdom and authority, including through their reading of key religious texts, other texts, and scriptures of the religions they are studying develop students ability construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject provide opportunities for students engage with questions of belief, value, meaning, purpose, truth, and their influence on human life challenge students reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contribute their preparation for adult life in a pluralistic society and global community demonstrate knowledge and understanding of two religions demonstrate knowledge and understanding of key sources of wisdom and authority including scripture and/or sacred texts, where appropriate, which support contemporary religious faith understand the influence of religion on individuals, communities and societies 4 understand significant common and divergent views between and/or within religions and beliefs apply knowledge and understanding in order analyse questions related religious beliefs and values construct well-informed and balanced arguments on matters concerned with religious beliefs and values. 6 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B Short Course Specification Draft 1.1 January 2016 Pearson Education Limited 2016

Area of Study 1: Religion and Ethics Area of Study 1 - Catholic Christianity Overview This area of study comprises a study in depth of Catholic Christianity, its beliefs and teachings on life specifically within families and with regard matters of life and death. This approach encourages students reflect upon the links between beliefs and teachings of Catholic Christianity and the pics of families and matters of life and death which are an important part of life day. There are two sections: Catholic Beliefs and Marriage and the Family Students will be expected study Catholic Christianity within the context of the wider British society. As such students should recognise that Catholic Christianity is of one of the many religious traditions in Great Britain; and that these religious traditions are, in the main, Christian. Students should also recognise that within Catholic Christianity there may be more than one perspective in the way beliefs and teachings are undersod and expressed. The significance and importance of the various beliefs and practices Catholic Christians day should be explored throughout the four sections. Section 1: Catholic Beliefs 1.1 The Trinity: the nature of the Trinity as expressed in the Nicene Creed; the oneness of God and the Father, Son and Holy Spirit; how this is reflected in worship and belief in the life of a Catholic day. 1.2 Biblical understandings of God as a Trinity of Persons: including reference the baptism of Jesus and hisrical development of the doctrine of the Trinity including reference the First Council of Nicaea and the First Council of Constantinople. 1.3 Creation: the biblical account of Creation including Genesis 1-2 and how it may be undersod in different ways; the significance of the Creation account for Catholics in understanding the nature and characteristics of God especially as Crear, benevolent, omnipotent and eternal. 1.4 The significance of the Creation account in understanding the nature of humanity: created in the image of God and humanity s relationship with Creation (stewardship); the implications of these beliefs for Catholics day. Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B Short Course Specification Draft 1.1 January 2016 Pearson Education Limited 2016 7

1.5 The Incarnation: Jesus as incarnate Son, the divine Word including John 1, both fully God and fully human; the scriptural origins of this belief and its importance for Catholics day. 1.6 The events in the Paschal Mystery: the life, death, resurrection and ascension of Jesus; the redemptive efficacy of these events; Catholic teachings about these events. 1.7 The significance of the life, death, resurrection and ascension of Jesus for Catholic beliefs about salvation and grace and the implications of these events for Catholic practice day. 1.8 Catholic beliefs about eschalogy: life after death; the nature of resurrection, judgement, heaven, hell and purgary; how they are shown in the Bible, and why they are important for Catholics day. Section 2: Marriage and the Family 2.1 Marriage: the importance and purpose of marriage in Catholic life; Catholic teachings about marriage including Not Just Good, But Beautiful by Pope Francis; the importance of marriage in society; different atheist and Humanist attitudes marriage, including cohabitation and the Catholic responses them. 2.2 Sexual relationships: the importance of sexual relationships within Catholic teaching as marital, unitive and procreative; Catholic teaching on sexual relationships outside of marriage and homosexuality; different atheist and Humanist attitudes sexual relationships and Catholic responses them. 2.3 Families: Catholic teaching about the purpose and importance of the family including procreation; security and education of children; Catholic and nonreligious responses the purpose of the family; different types of family within 21 st century society: nuclear, single parent, same sex parents, extended and blended families and Catholic Responses them including Familiaris Consortio, 77-85. 2.4 Support for the family in the local Catholic parish: how and why the local parish tries support families including through family worship, the sacraments, classes for parents, groups for children and counselling; the importance of this support for Catholics day. 2.5 Family planning: Catholic teaching on family planning and the regulation of births; artificial contraception and natural family planning including reference Humanae Vitae; different atheist and Humanist attitudes family planning and Catholic responses them. 2.6 Divorce: Catholic teaching about divorce, annulment and remarriage; different atheist and Humanist attitudes divorce, annulment and remarriage and Catholic responses them. 2.7 Equality of men and women in the family: Catholic teaching about the role of men and women in the family including the dignity of work within the home; different atheist and Humanist attitudes about the equality of men and women in the family and Catholic responses them. 8 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B Short Course Specification Draft 1.1 January 2016 Pearson Education Limited 2016

2.8 Catholic teachings about gender prejudice and discrimination: the meaning of gender prejudice and discrimination; examples of Catholic opposition gender prejudice and discrimination; different atheist and Humanist attitudes gender prejudice and discrimination and Catholic responses them. Area of Study 1 - Christianity Overview This area of study comprises a study in depth of Christianity, its beliefs and teachings on life specifically within families and with regard matters of life and death. This approach encourages students reflect upon the links between beliefs and teachings of Christianity and the pics of families and matters of life and death which are an important part of life day. There are two sections: Christian Beliefs and Marriage and the Family Students will be expected study Christianity within the context of the wider British society. As such students should recognise that Christianity is of one of the many religious traditions in Great Britain; and that these religious traditions are, in the main, Christian. Students should also recognise that within Christianity there may be more than one perspective in the way beliefs and teachings are undersod and expressed. The significance and importance of the various beliefs and practices Christians day should be explored throughout the four sections. Section 1: Christian Beliefs 1.1 1.2 1.3 1.4 1.5 1.6 The Trinity: the nature of the Trinity as expressed in the Nicene Creed; the oneness of God and the Father, Son and Holy Spirit; how this is reflected in worship and belief day. The creation of the universe and of humanity: the Biblical account of creation and how it may be undersod in different ways; the role of the Word and Spirit in creation including John 1 and Genesis 1-3; the importance of creation for Christians day. The Incarnation: the nature and importance of the person of Jesus Christ as the incarnate Son of God; the biblical basis of this teaching and its importance for Christians day. The last days of Jesus life: the Last Supper, betrayal, arrest, trial, crucifixion, resurrection and ascension of Jesus; the accounts of these within the Bible and the importance of these understanding the purpose of the life of Jesus Christ. The nature of salvation and the role of Christ within salvation: law, sin, grace and Spirit, the role of Christ in salvation; anement within Christianity and its link salvation.; different understandings of anement the importance of anement and salvation for Christians day. Eschalogy: Christian teachings about life after death; the nature of resurrection, judgement, heaven, and hell and purgary; how they are shown in the Bible, and why they are important for Christians day. Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B Short Course Specification Draft 1.1 January 2016 Pearson Education Limited 2016 9

1.7 The problem of evil/suffering and a loving and righteous God: the problems it raises for Christians about the nature of God including reference omnipotence and benevolence; how the problem may lead some people reject belief in God or cause believers question their faith; the nature and examples of natural suffering, moral suffering. 1.8 The solutions offered the problem of evil/suffering and a loving and righteous God: biblical, theoretical and practical including reference Psalms, Job, free will, vale of soul-making, prayer, and charity; the success of solutions the problem. Section 2: Marriage and the Family 2.1 Marriage: Christian teachings about the importance and purpose of marriage including Mark 10:6-9; the importance of marriage in society; different atheist and Humanist attitudes marriage, including cohabitation and the Christian responses them. 2.2 Sexual relationships: Christian teachings about the nature and importance of sexual relationships; different Christian teachings and attitudes wards sexual relationships outside of marriage and homosexuality; different atheist and Humanist attitudes sexual relationships and Christian responses them. 2.3 Families: Christian teachings about the purpose and importance of the family including procreation; security and education of children; different Christian and non-religious responses the purpose of the family; different types of family within 21st century society: nuclear, single parent, same sex parents, extended and blended families. 2.4 Support for the family in the local parish: how and why the local church community tries support families including through family worship, rites of passage, classes for parents, groups for children and counselling; the importance of this support for Christians day. 2.5 Contraception: Different Christian teachings and attitudes about contraception and family planning including reference Humanae Vitae; different atheist and Humanist attitudes family planning and Christian responses them. 2.6 Divorce: Different Christian teachings and attitudes wards divorce and remarriage; different atheist and Humanist attitudes divorce and remarriage and Christian responses them. 2.7 Equality of men and women in the family: Different Christian teachings and attitudes about the role of men and women in the family including reference Genesis 1-3 and Ephesians 5:22-30; different atheist and Humanist attitudes about the equality of men and women in the family and Christian responses them. 2.8 Different Christian teachings about gender prejudice and discrimination: the meaning of gender prejudice and discrimination; examples of Christian opposition gender prejudice and discrimination; different atheist and Humanist attitudes gender prejudice and discrimination and Christian responses them. 10 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B Short Course Specification Draft 1.1 January 2016 Pearson Education Limited 2016

Area of Study 1 - Islam Overview This area of study comprises a study in depth of Islam, its beliefs and teachings on life specifically within families and with regard matters of life and death. This approach encourages students reflect upon the links between beliefs and teachings of Islam and the pics of families and matters of life and death which are an important part of life day. There are two sections: Muslim Beliefs and Marriage and the Family Students will be expected study Islam within the context of the wider British society. As such students should recognise that Islam is of one of the many religious traditions in Great Britain; and that these religious traditions are, in the main, Christian. Students should also recognise that within Islam there may be more than one perspective in the way beliefs and teachings are undersod and expressed. The significance and importance of the various beliefs and practices Muslims day should be explored throughout the four sections. Section 1: Muslim Beliefs 1.1 The six Beliefs Islam: Their nature, hisry and purpose including Kitab al-iman 1:4; how they are undersod and expressed in Muslim communities day; the importance of these principles for Muslims. 1.2 The five roots of Usul ad-din in Shi a Islam: Their nature hisry and purpose; the importance of these principles for different Shi a communities day. 1.3 The nature of Allah: how the characteristics of Allah are shown in the Qur an and why they are important: Tawhid (oneness), immanence, transcendence, omnipotence, beneficence, mercy, fairness and justice, Adalat in Shi'a Islam. 1.4 Risalah: the nature and importance of prophethood for Muslims; what the roles of prophets teach Muslims, exemplified in the lives Adam, Ibrahim, Isma il, Musa, Dawud, Isa, Muhammad. 1.5 Muslim holy books: the nature, hisry, significance and purpose of Muslim holy books with reference the Qur an, Tawrat (Torah), Zabur (Psalms) Injil (Gospel), Sahifah (Scrolls); the importance of the Muslim holy books for Muslims day. 1.6 Malaikah: the nature and importance of angels for Muslims; how angels Jibril, Izra il and Mika il are shown in the Quran and their significance for Muslims day. 1.7 al-qadr: the nature and importance of Predestination for Muslims; how al-qadr and human freedom relates the Day of Judgement; the implications of belief in al- Qadr for Muslims day. 1.8 Akhirah: Muslim teachings about life after death; the nature of judgement, paradise and hell; how they are shown in the Qur an; how Muslims teachings about life after death affect the life of a Muslim. Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B Short Course Specification Draft 1.1 January 2016 Pearson Education Limited 2016 11

Section 2: Marriage and the Family 2.1 Marriage: Muslim teachings about the importance and purpose of marriage; the importance of marriage in society; different atheist and Humanist attitudes marriage, including cohabitation and Muslim responses them. 2.2 Sexual relationships: Muslim teachings about the nature and importance of sexual relationships as fulfilling physical, emotional and spiritual needs; Islamic teachings and attitudes wards sexual relationships outside of marriage including Surah 17: 3 and homosexuality; different atheist and Humanist attitudes sexual relationships and Muslim responses them. 2.3 Families: Muslim teachings about the purpose and importance of the family including procreation and the strengthening of the ummah; different Muslim and non-religious responses the purpose of the family; different types of family within 21st century society: nuclear, single parent, same sex parents, extended and blended families. 2.4 Support for the family in the ummah: how and why the community tries support families including through worship, rites of passage, classes for parents, groups for children and counselling; the importance of this support for Muslims day. 2.5 Contraception: different Muslim teachings and attitudes about contraception and family planning; different atheist and Humanist attitudes family planning and Muslim responses them. 2.6 Divorce: different Muslim beliefs, teachings and attitudes wards divorce and remarriage including Surah 2:226-241; different atheist and Humanist attitudes divorce and remarriage and Muslim responses them. 2.7 Equality of men and women in the family: different Muslim beliefs, teachings and attitudes about the role of men and women in the family including reference the Qur an, the Hadith and the time of Muhammad; different atheist and Humanist attitudes about the equality of men and women in the family and Muslim responses them. 2.8 Different Muslim teachings about gender prejudice and discrimination: the meaning of gender prejudice and discrimination; examples of gender equality in action in Islam; different atheist and Humanist attitudes gender prejudice and discrimination and Muslim responses them. 12 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B Short Course Specification Draft 1.1 January 2016 Pearson Education Limited 2016

Area of Study 1 - Buddhism Overview This area of study comprises a study in depth of Buddhism, its Beliefs and teachings on life specifically within families and with regard creation. This approach encourages students reflect upon the links between Beliefs and teachings of Buddhism and the pics of families and creation, which are an important part of life day. There are two sections: Buddhist Beliefs and Marriage and the Family Students will be expected study Buddhism within the context of the wider British society. As such students should recognise that Buddhism is of one of the many religious traditions in Great Britain; and that these religious traditions are, in the main, Christian. Students should also recognise that within Buddhism there may be more than one perspective in the way beliefs and teachings are undersod and expressed. The significance and importance of the various beliefs and practices Buddhists day should be explored throughout the four sections. Section 1: Buddhist Beliefs 1.1 The life of the Buddha: the nature and hisry of the events in the life of the Buddha and why they are important Buddhists day; including ancestry, birth, princely life, marriage, the Four Sights including Buddhavamsa XXVI, the enlightenment of the Buddha and founding of the Sangha. 1.2 Dhamma (Dharma): The nature and different meaning of dhamma - Dependent origination/conditionality; the nature and importance of paticca-samuppada and the Three Marks of Existence: suffering - dukkha, anicca (anitya) - no fixed self and anatta (anatman) soul or essence; the implications of belief in dhamma for Buddhists day. 1.3 First Noble Truth: the nature of dukkha; Buddhist teachings about suffering; the different types of suffering as pain, fabrication and change; the importance of suffering for Buddhists day. 1.4 Second Noble Truth: the nature of samudaya - the causes of suffering, the Three Poisons; Buddhist teachings about the causes of suffering Sermon at Benares, and how they are represented in the Wheel of Life. 1.5 Third Noble Truth: the nature of nirodha and the cessation of tanha (trsna); Buddhist teachings about the ending of desire; the nature of the cycle of samsara; different understandings of nibbana (nirvana) and enlightenment and their importance for Buddhists day. 1.6 Fourth Noble Truth: the nature of The Middle Way magga (marga); Buddhist teachings about the Eightfold Path leading nibbana (nirvana); the threefold way: the nature, purpose and importance of sila (ethics), samadhi (mediatation) and panna/prajna (wisdom); the importance Eightfold Path and the Threefold Way for Buddhist life day. Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B Short Course Specification Draft 1.1 January 2016 Pearson Education Limited 2016 13

1.7 Human life: in Theravadan Buddhism - The Five Khandas (Skandhas) - aggregates, and in Mahayanan Buddhism - sunnata; tathagatagarbha; Buddhanature. Arahant and Bodhisattva Ideals: the nature and hisry of Buddhahood and the Pure Land; the importance of Arahant and Bodhisattva Ideals for some Buddhists. 1.8 Buddhist ethical teachings: The nature, purpose and importance of kamma (karma) including Dhammapada verse 183, merit and rebirth, karuna (compassion), metta (loving kindness), pancha sila (the five precepts) and the paramitas (six perfections); the use of each of these ethical teachings in Buddhist life day. Section 2: Marriage and the Family 2.1 Marriage: Buddhist teachings about the importance and purpose of marriage including reference the possible ideal of celibacy; the importance of marriage in society; different atheist and Humanist attitudes marriage, including cohabitation and Buddhist responses them. 2.2 Sexual relationships: Buddhist teachings about the nature and importance of sexual relationships including reference the Third Precept and different attitudes celibacy for example Jodo Shinshu monks; Buddhist teachings and attitudes wards sexual relationships outside of marriage and homosexuality; different atheist and Humanist attitudes sexual relationships and Buddhist responses them. 2.3 Families: different Buddhist teachings about the purpose and importance of the family; different Buddhist and non-religious responses the purpose of the family; the different types of family within 21st century society: nuclear, single parent, same sex parents, extended and blended families. 2.4 Support for the family in the sangha: how and why the community tries support families including through worship, rites of passage, festivals and counselling; the importance of this support for Buddhists day. 2.5 Contraception: different Buddhist teachings and attitudes about contraception and family planning; different atheist and Humanist attitudes family planning and Buddhist responses them. 2.6 Divorce: different Buddhist teachings and attitudes wards divorce and remarriage; different atheist and Humanist attitudes divorce and remarriage and Buddhist responses them. 2.7 Equality of men and women in the family: different Buddhist teachings and attitudes about the role of men and women in the family including reference the life of the Buddha; different atheist and Humanist attitudes about the equality of men and women in the family and Buddhist responses them. 2.8 Different Buddhist teachings about gender prejudice and discrimination including Samyutta Nikaya 5: 2 Soma Sutta: Sister Soma; the meaning of gender prejudice and discrimination; examples of gender equality in action in Buddhism: different atheist and Humanist attitudes gender prejudice and discrimination and Buddhist responses them. 14 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B Short Course Specification Draft 1.1 January 2016 Pearson Education Limited 2016

Area of Study 1 - Hinduism Overview This area of study comprises a study in depth of Hinduism, its Beliefs and teachings on life specifically within families and with regard matters of life and death. This approach encourages students reflect upon the links between beliefs and teachings of Hinduism and the pics of families and matters of life and death which are an important part of life day. There are two sections: Hindu Beliefs and Marriage and the Family Students will be expected study Hinduism within the context of the wider British society. As such students should recognise that Hinduism is of one of the many religious traditions in Great Britain; and that these religious traditions are, in the main, Christian. Students should also recognise that within Hinduism there may be more than one perspective in the way beliefs and teachings are undersod and expressed. The significance and importance of the various beliefs and practices Hindus day should be explored throughout the four sections. Section 1: Hindu Beliefs 1.1 The nature of Brahman: as spirit, ultimate reality or absolute truth how the characteristics of Brahman are shown in Hindu scriptures including Katha Upanishad 2:2:8 and why they are important for different Hindus day. 1.2 Understandings of Brahman: the nature and importance of understanding Brahman as Nirguna Brahman, Saguna Brahman; how each is shown in Hindu scripture; the nature and importance of Vaikuntha (spiritual worlds); how belief in each is expressed in the life of Hindus day. 1.3 Three aspects of the divine: how the three aspects are shown in Hindu scriptures Brahman (everywhere and non-personal), Antaryami (within the heart) and Bhagavan (beyond, as a personal loving God) and why they are important. 1.4 Manifestations of the Divine: how the deities are shown in Hindu scriptures; avatars and murti; the nature and role of male deities: Vishnu including Rig Veda 1.22 and Shiva the nature and role of the female force, Shakti including Parvati and Lakshmi 1.5 The nature of the individual and life: the nature of the atman eternal self, karma, the cycle of samsara; moksha; why they are important for Hindus day. 1.6 The purpose of human life: the meaning of dharma - duty, law, order; sanatana dharma eternal law; varnashrama dharma duties according materialistic situation in life, why they are important for Hindus day. 1.7 Hindus and free will: Hindu responses suffering, knowledge and ignorance; Hindu teachings about them, ahimsa, respect, empathy, mind/sense control, humility, and love; and the importance of them for Hindus day. 1.8 Hindu cosmology: how the Hindu cosmology is shown in Hindu scriptures; the nature and importance of the cycle of four ages many worlds and their diverse inhabitants; the nature and importance of the concept of prakriti - matter, tri-guna three qualities and maya illusion. Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B Short Course Specification Draft 1.1 January 2016 Pearson Education Limited 2016 15

Section 2: Marriage and the Family 2.1 Marriage: Hindu teachings about the importance and purpose of marriage including Rig Veda X. 85: 36-47; the importance of marriage in society; different atheist and Humanist attitudes marriage, including cohabitation and Hindu responses them. 2.2 Sexual relationships: Hindu teachings about the nature and importance of sexual relationships; Hindu teachings and attitudes wards sexual relationships outside of marriage and homosexuality; different atheist and Humanist attitudes sexual relationships and Hindu responses them. 2.3 Families: different Hindu teachings about the purpose and importance of the family; different Hindu and non-religious responses the purpose of the family; the different types within 21 st century society: nuclear, single parent, same sex parents, extended and blended families. 2.4 Support for the family in the Hindu community: how and why the community tries support families including through worship, rites of passage, festivals and counselling; the importance of this support for Hindus day. 2.5 Contraception: different Hindu teachings and attitudes about contraception and family planning including reference the householder stage; different atheist and Humanist attitudes family planning and Hindu responses them. 2.6 Divorce: different Hindu teachings and attitudes wards divorce and remarriage; different atheist and Humanist personal attitudes divorce and remarriage and Hindu responses them. 2.7 Equality of men and women in the family: different Hindu teachings and attitudes about the role of men and women in the family including Manusmriti 3: 56; different atheist and Humanist attitudes about the equality of men and women in the family and Hindu responses them. 2.8 Different Hindu teachings about gender prejudice and discrimination: the meaning of gender prejudice and discrimination; examples of gender equality in action in Hinduism; different atheist and Humanist attitudes gender prejudice and discrimination and Hindu responses them. 16 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B Short Course Specification Draft 1.1 January 2016 Pearson Education Limited 2016

Area of Study 1 - Judaism Overview This area of study comprises a study in depth of Judaism, its Beliefs and teachings on life specifically within families and with regard creation. This approach encourages students reflect upon the links between Beliefs and teachings of Judaism and philosophy of the existence of God and the issue of human rights. There are four sections: Jewish Beliefs, Marriage and the Family, Living the Jewish Life and Matters of Life and Death. Students will be expected study Judaism within the context of the wider British society. As such students should recognise that Judaism is of one of the many religious traditions in Great Britain; and that these religious traditions are, in the main, Christian. Students should also recognise that within Judaism there may be more than one perspective in the way beliefs and teachings are undersod and expressed. The significance and importance of the various beliefs and practices Jews day should be explored throughout the four sections. Section 1: Jewish Beliefs 1.1 The nature of the Almighty: how the characteristics of the Almighty are shown in the Torah, and why they are important including One, Crear, Law-Giver and Judge; the importance of these characteristics in Jewish life day. 1.2 Shekhinah: how the divine presence is shown in the Torah and why it is important; the different understandings of Shekhinah and the importance of them for Jews day. 1.3 Messiah: the nature and purpose of the Messiah; how messiahship is shown in the scriptures; the Messianic Age and the Jewish responsibility bring it about; the different understandings of the Messiah and the importance of them for Jewish people day. 1.4 The Covenant at Sinai: the nature and hisry of the Covenant at Sinai (the Ten Commandments); the role of Moses in the covenant; why the Decalogue is important in Jewish life day. 1.5 The covenant with Abraham and his descendants: the nature and hisry of the Abrahamic covenant; the role of Abraham in the covenant; the Promised Land covenanted Abraham and his descendants; why the covenant and the Promised Land are important for Jews day. 1.6 Sanctity of life: the nature and importance of Pikuach Nefesh (primacy of life), why human life is holy, how life is shown as special in the scriptures including Leviticus 24:17-18, why the principle of Pikuach Nefesh is important for Jews day. 1.7 Moral principles and the Mitzvot: the nature and importance of the Mitzvot; the importance of the relationship between keeping the Mitzvot and free-will; the Mitzvot between humans and the Almighty and between humans; the importance of the Mitzvot between the Almighty and humans and between humans for Jewish life day. Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B Short Course Specification Draft 1.1 January 2016 Pearson Education Limited 2016 17

1.8 Jewish beliefs about life after death: different Jewish understandings of life after death; scriptural teachings about life after death; the nature of resurrection and judgement; why belief in life after death may be important for Jews day. Section 2: Marriage and the Family 2.1 Marriage: Jewish teachings about the importance and purpose of marriage; the importance of marriage in society, different atheist and Humanist attitudes marriage, including cohabitation and the Jewish responses them. 2.2 Sexual relationships: Jewish teachings about the nature and importance of sexual relationships including Genesis 1: 28; different Jewish teachings and attitudes wards sexual relationships outside of marriage and homosexuality; different atheist and Humanist attitudes sexual relationships and Jewish responses them. 2.3 Families: Jewish teachings about the purpose and importance of the family including procreation; security and education of children; different Jewish and atheist and Humanist responses the purpose of the family; different types of family within 21st century society including nuclear, single parent, same sex parents, extended and blended families. 2.4 Support for the family in the Jewish community: how and why the local community tries support families including through family worship, rites of passage, classes for parents, groups for children and counselling; the importance of this support for Jews day. 2.5 Contraception: Different Jewish teachings and attitudes about contraception and family planning; different atheist and Humanist attitudes family planning and Jewish responses them. 2.6 Divorce: Different Jewish teachings and attitudes wards divorce and remarriage including reference Maimonides, Mishneh Torah, Ishut 24; different atheist and Humanist attitudes divorce and remarriage and Jewish responses them. 2.7 Equality of men and women in the family: Different Jewish teachings and attitudes about the role of men and women in the family; different atheist and Humanist attitudes about the equality of men and women in the family and Jewish responses them. 2.8 Different Jewish teachings about gender prejudice and discrimination: the meaning of gender prejudice and discrimination; examples of Jewish opposition gender prejudice and discrimination; different atheist and Humanist attitudes gender prejudice and discrimination and Jewish responses them. 18 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B Short Course Specification Draft 1.1 January 2016 Pearson Education Limited 2016

Area of Study 1 - Sikhism Overview This area of study comprises a study in depth of Sikhism, its beliefs and teachings on life specifically within families and with regard creation. This approach encourages students reflect upon the links between beliefs and teachings of Sikhism and the pics of families and creation which are an important part of life day. There are two sections: Sikh Beliefs and Marriage and the Family Students will be expected study Sikhism within the context of the wider British society. As such students should recognise that Sikhism is of one of the many religious traditions in Great Britain; and that these religious traditions are, in the main, Christian. Students should also recognise that within Sikhism there may be more than one perspective in the way beliefs and teachings are undersod and expressed. The significance and importance of the various beliefs and practices Sikhs day should be explored throughout the four sections. Section 1: Sikh Beliefs 1.1 The nature of God: how the characteristics of God are shown in the Mool Mantar, Guru Granth Sahib 1, and why the characteristics are important and why the Mool Mantar is significant for Sikhs. 1.2 God as Crear: the nature and importance of God as crear (Karta Purakh) for Sikhs; Sikh teachings on God as crear including Guru Granth Sahib 12-1 and 94. 1.3 The nature of human life: the purpose and significance of life as an opportunity unite with God; why uniting with God is important for Sikhs; how uniting with God will affect their lives including Guru Granth Sahib 12:1. 1.4 Sikh beliefs about life after death: the nature of karma, rebirth and mukti (liberation); how they are shown in the Guru Granth Sahib; why karma, rebirth and mukti are important for Sikh life day. 1.5 Purpose of life: the nature and importance of being gurmukh (God-centred) not manmukh (self-centred) and the elimination of haumai- (ego/pride); what actions make a gurmukh Sikh; why being gurmukh and eliminating haumai is important in Sikh life day. 1.6 The oneness of humanity: how the equality of all humans is shown both in the Guru Granth Sahib, in sries from the lives of the Gurus and in Sikh life day; why complete equality of men and women is important for Sikhs day. 1.7 Sewa (service others): the nature of sewa including tan, man and dhan; the origins and purpose of sewa and its importance in the development of Sikhism including Guru Granth Sahib 26:1; the practice and importance of sewa in Sikh life day. 1.8 Sangat : the nature and hisry of the sangat; why the sangat is important for Sikhs including including Guru Granth Sahib 1316:7 the concept of Sat Sangat; problems for Sikhs living without a sangat. Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B Short Course Specification Draft 1.1 January 2016 Pearson Education Limited 2016 19

Section 2: Marriage and the Family 2.1 Marriage: Sikh teachings about the importance and purpose of marriage including the Lavan by Guru Ram Das; the importance of marriage in society; different atheist and Humanist attitudes marriage, including cohabitation and the Sikh responses them. 2.2 Sexual relationships: Sikh teachings about the nature and importance of sexual relationships; different Sikh teachings and attitudes wards sexual relationships outside of marriage and homosexuality; different atheist and Humanist attitudes sexual relationships and Sikh responses them. 2.3 Families: Sikh teachings about the purpose and importance of the family including procreation; security and education of children; different Sikh atheist and Humanist responses the purpose of the family; different types of family within 21st century society including nuclear, single parent, same sex parents, extended and blended families. 2.4 Support for the family in the Sikh community: how and why the local community tries support families including through family worship, rites of passage, classes for parents, groups for children and counselling; the importance of this support for Sikhs day. 2.5 Contraception: different Sikh teachings and attitudes about contraception and family planning; different atheist and Humanist attitudes family planning and Sikh responses them. 2.6 Divorce: different Sikh teachings and attitudes wards divorce and remarriage including reference Rehit Maryada 11:018; different atheist and Humanist attitudes divorce and remarriage and Sikh responses them. 2.7 Roles of men and women in the family: different Sikh teachings and attitudes about the role of men and women in the family; different atheist and Humanist attitudes about the equality of men and women in the family and Sikh responses them. 2.8 Different Sikh teachings about gender prejudice and discrimination: the meaning of gender prejudice and discrimination; examples of Sikh opposition gender prejudice and discrimination; different atheist and Humanist attitudes gender prejudice and discrimination and Sikh responses them. 20 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B Short Course Specification Draft 1.1 January 2016 Pearson Education Limited 2016

Assessment information Paper 1: Area of Study 1 Religion and Ethics First assessment: May/June 2018. The assessment is 50 minutes. The assessment is out of 59 marks. Students must answer both questions. The paper may include short open, open response and extended writing questions. The paper will assess spelling, punctuation and grammar (SPaG) and use of specialist terminology and will contribute a maximum of 5% of marks wards the overall weighting for this paper. Synoptic assessment Synoptic assessment requires students work across different parts of a qualification and show their accumulated knowledge and understanding of a pic or subject area. Synoptic assessment enables students show their ability combine their skills, knowledge and understanding with breadth and depth of the subject. Synopticity will be assessed in all papers, students will be required bring gether their knowledge and understanding of religions from across the course of study. Sample assessment materials Sample papers and mark schemes can be found in the Pearson Edexcel Level 1/Level 2 GCSE (9 1) in Religious Studies B (Short Course) Sample Assessment Materials (SAMs) document. Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B Short Course Specification Draft 1.1 January 2016 Pearson Education Limited 2016 21

Area of Study 2: Religion, Peace and Conflict Area of Study 2 - Catholic Christianity Overview This area of study comprises a study in depth of Catholic Christianity, its beliefs and teachings on life specifically about the issues of peace and conflict, and crime and punishment. This approach encourages students reflect upon the links between beliefs and teachings of Catholic Christianity and the issues of peace and conflict, and crime and punishment which are part of life day. There are two sections: Catholic Beliefs and Crime and Punishment Students will be expected study Catholic Christianity within the context of the wider British society. As such students should recognise that Catholic Christianity is of one of the many religious traditions in Great Britain; and that these religious traditions are, in the main, Christian. Students should also recognise that within Catholic Christianity there may be more than one perspective in the way beliefs and teachings are undersod and expressed. The significance and importance of the various beliefs and practices Catholic Christians day should be explored throughout the four sections. Section 1: Catholic Beliefs 1.1 1.2 1.3 The Trinity: the nature of the Trinity as expressed in the Nicene Creed; the oneness of God and the Father, Son and Holy Spirit; how this is reflected in worship and belief in the life of a Catholic day. Biblical understandings of God as a Trinity of Persons: including reference the baptism of Jesus and hisrical development of the doctrine of the Trinity including reference the First Council of Nicaea and the First Council of Constantinople. Creation: the biblical account of Creation including Genesis 1-2 and how it may be undersod in different ways; the significance of the Creation account for Catholics in understanding the nature and characteristics of God especially as Crear, benevolent, omnipotent and eternal. 22 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies B Short Course Specification Draft 1.1 January 2016 Pearson Education Limited 2016