1. Archdiocese of Birmingham Diocesan Education Service
GCE Religious Studies
Archdiocese of Birmingham
Diocesan Education Service
Heads of RE Conference
Tuesday 28th March 2017
Don Bosco House, Coleshill

2. Three components in total. Each worth 33⅓% of the total award.
AS RS: Summary of Assessment
Three components in total. Each worth 33⅓% of the total award.
1) An Introduction to the Study of Religion – one religion from a choice of six options:
Christianity Judaism Islam Buddhism Hinduism Sikhism
An Introduction to the Philosophy of Religion
An Introduction to Religion and Ethics
Each component has been designed to encourage learners to demonstrate their ability to:
reflect on, select and apply specified knowledge
understand, interpret and evaluate critically religious concepts, texts and other sources
identify, investigate and critically analyse questions, arguments, ideas and issues arising from within this component
construct well informed and reasoned arguments, substantiated by relevant evidence
engage in debate in a way that recognises the right of others to hold a different view
present responses to questions which are clear and coherent
use specialist language and terminology appropriately.
Each religion = 4 themes – 3 areas within each theme 12 areas in total = roughly 1 area per week.
Might be worth delivering Component 1 first – so background is there for Component 2 and 3 ?

3. Philosophy of Religion
AS - overview of the themes
per option or component
Study of Religion
Philosophy of Religion
Religion and Ethics
Theme 1
Religious figures and sacred texts
Inductive arguments for the existence of God
Ethical thought
Theme 2
Religious concepts
Deductive arguments for the existence of God
Natural Law
Theme 3
Religious life
The non-existence of God – the problem of evil/suffering
Situation Ethics
Theme 4
Religious practices that shape religious identity
Religious experience
Utilitarianism

4. AS RS : Sample Assessment materials
Common features of all three components:
Duration: 1 hour 30 mins
Learners will be expected to answer a total of two questions.
Questions can be set from any area of the specification.
Section A – TWO questions from any ONE of the chosen themes e.g. THEME 1
Section B – THREE questions from anywhere in the remainder of the spec.
(THEMES 2,3 or 4 – it doesn’t have to be one from each theme)
Each question will be divided into two sub-questions:
- Part (a) will test a learner's knowledge and understanding (50% AO1)
25 marks per question (estimated timing 22.5 mins each)
Responses will be assessed and placed into one of 5 Bands each
consisting of 5 marks (see Draft SAMs p.9)
- Part (b) will test a learner's skills of analysis and evaluation (50% AO2)
25 marks per question. (estimated timing 22.5 mins each)
consisting of 5 marks (see Draft SAMs p.10)

5. Three components in total. Each worth 33⅓% of the total award.
A Level RS: Summary of Assessment
Three components in total. Each worth 33⅓% of the total award.
1) A Study of Religion – one religion from a choice of six options:
Christianity Judaism Islam Buddhism Hinduism Sikhism
Philosophy of Religion
Religion and Ethics
Each component had been designed to encourage learners to demonstrate their ability to:
As also required at AS level:
reflect on, select and apply specified knowledge about religion and belief
understand, interpret and evaluate critically religious concepts, texts and other sources
construct well informed and reasoned arguments about religion and belief, substantiated by relevant evidence
present responses to questions which are clear and coherent
use specialist religious language and terminology appropriately
Additional demands for A level
account for the influence of social, religious and historical factors on developments in the study of religions and beliefs (covered in Theme 3)
identify, investigate and critically analyse questions, arguments, ideas and issues arising from the study of religion including those of scholars/academics
analyse the nature of connections between the components they have studied.
Each component also includes the corresponding AS material to allow for co-teachability

6. Specification overview A Level
Study of Religion
Philosophy of Religion
Religion and Ethics
Theme 1
Religious figures and sacred texts
Arguments for the
existence of God
Ethical thought
Theme 2
Religious concepts and religious life
Challenges to
religious belief
Deontological Ethics
Theme 3
Significant social and historical developments in religious thought
Religious experience
Teleological ethics
Theme 4
Religious practices that shape religious identity
Religious language
Determinism and Free Will
Black = existing areas have been ‘topped up’ from AS
Blue = AS material only
Orange = completely new area for A level

7. Common features of all three A LEVEL components:
A Level RS : Sample Assessment materials
Common features of all three A LEVEL components:
Duration: 2 hours
Learners will be expected to answer a total of two questions.
Questions can be set from any area of the specification.
Section A – TWO questions from any ONE of the chosen themes e.g. THEME 1
ANSWER ONE QUESTION (A+B)
Section B – THREE questions from anywhere in the remainder of the spec.
(THEMES 2,3 or 4 – it doesn’t have to be one from each theme)
Each question will be divided into two sub-questions:
- Part (a) will test a learner's knowledge and understanding (40% AO1)
20 marks per question. (estimated timing 24 mins each)
Responses will be assessed and placed into one of 5 Bands each
consisting of 4 marks (see Draft SAMs p.9)
- Part (b) will test a learner's skills of analysis and evaluation (60% AO2)
30 marks per question. (estimated timing 36 mins each)
consisting of 6 marks (see Draft SAMs p.10)

8. Command words for GCE (AO1)
- knowledge and understanding of religion and belief
Command word
Meaning
Apply
Show how a principle, theory or teaching might be used in relation to an issue or situation, e.g. how an ethical theory might be employed to solve an ethical problem.
Compare
Explain the similarities and differences between things or scholarly views e.g. ideas, key findings.
Explain
Write a systematic and comprehensive account of a topic, exploring underlying reasons, focusing upon the aspect highlighted in the question (such as definition, nature, purpose, features), e.g.
Explain how...
Explain why...
Explain the importance/significance of…
Explain is focused on reasons in relation to a straightforward topic.
Examine
Portray and account for different facets of, or angles on, a complex practice, concept or belief, e.g.
Examine the characteristics of...
Examine different ways in which...
Examine is focused on the varied aspects of a many-sided topic.
Outline
(AS Only)
Write a concise account of an area of considerable breadth carefully selecting relevant information and demonstrating the main features or general principles of a topic.

9. Command words for GCE (AO2) –
analysis and evaluation, with regards to aspects of and approaches to religion and belief.
Command words
Meaning
Evaluate this view or
Evaluate the view that…
Using evaluative skills to make a reasoned judgement (including an appropriate conclusion), whilst having critically considered a variety of arguments/ideas.
Candidates would be expected to respond to a carefully chosen statement, such as:
‘Situation Ethics encourages unethical behaviour.’
Evaluate this view.
(AS SAMs page 118)

10. Other ways of supporting centres
Sharing contact details – via a questionnaire accessible from here.
to allow an interactive centre map to be produced which can be found here.
Tools facility on our resources website here.
Other qualifications - the Extended Project.
File sharing space for teachers – Hightail.
Instructions on how to register and use it can be found here.

11. Why become an examiner ?
Your professional expertise as markers helps to ensure that all candidates receive the grades they deserve. Without you the system simply fails to work.
ASCL, NAHT, JCQ, etc., all recognise that having teachers who work as examiners helps:
The qualifications system
Centres thorough a greater understanding among teachers of assessment best practice.
Benefits for you, your students and your centre
Examining can directly benefit your classroom practice
It is a form of CPD that trains you in assessment
It enhances your understanding of the link between pedagogy and assessment
It helps you to identify the required standard

12. GCE Subject Support Officer
GCE Subject Officer
Andrew Pearce
GCE Subject Support Officer
Eira Morgan
Any
Questions ?

13. Regional representatives
Jonathan Harrington -
South East and London, Channel Islands
David Jones -
South West, East Midlands and East Anglia, Northern Ireland
Catherine Oldham –
North, Scotland, Isle of Man
David Evans –
Merseyside, Cheshire, Staffordshire , West Midlands, Derbyshire
Introduction to Regional Representatives
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