1. GCSE 2009- Delivering the new specification in September 2009 Unit 10
Religious Studies
Examining changes to the format of the questions and how they meet the Assessment Objectives

2. Aim of Event During the course of the presentation delegates will:
understand the assessment implications of the new specification
be taken through the impact of the changes to the new specification
have the opportunity to explore delivery strategies applicable to the new specification.
learn about the total package and how it will help you achieve better results

3. The assessment implications of the new specification The specification which can be examined for the first time in 2010 has new assessment objectives. GCSE RS now has to assess 50% of AO1 and 50% of AO2. This means: AO1 = Describe, explain and analyse using knowledge and understanding AO2 = Use evidence and reasoned argument to express and evaluate personal responses, informed insights and differing viewpoints
These descriptions of the AO’s are directly from pg 90 of the specification, it also clearly states that the 2 are necessarily overlapping in that a certain amount of evaluation is required in AO1 and knowledge and understanding of the specification material is essential for AO2.
Personal response which is essential in our AO2 questions is newly required by QCA

4. Which questions are aimed at the different assessment objectives?
Look at the layout of the new questions
AO1 – Will be assessed in the a) and c) questions
AO2 – Will be assessed in the b and d) questions
The layout of the paper should be familiar to those who have been using the Edexcel specification before but depending on the make up of the attendees it might be an idea to BRIEFLY mention that candidates choose to complete all sub-questions from either the top or bottom.
Also for those used to Edexcel that the b and d questions are those questions that have most changed in the new specification and this is to reflect the increased weighting on evaluation
Example of Question Layout on next slide.

5. SECTION 2 – COMMUNITY AND TRADITION You must answer ONE question from this section.
EITHER
3 (a) What is the papacy? (2)
(b) Should all priests be celibate?
Give two reasons for your point of view.(4)
*(c) Explain why apostolic succession is important for Roman Catholics.(8)
(d) “Everyone should follow the teachings of the Church.”
In your answer you should refer to Roman Catholic Christianity.
(i) Do you agree? Give reasons for your opinion.(3)
(ii) Give reasons why some people may disagree with you.(3) (Total for Question 3 = 20 marks) OR
4 (a) Who are the laity?(2)
(b) Do you think the Magisterium is important?
*(c) Explain why the Virgin Mary is important for Roman Catholics.(8)
(d) “The Church does not need bishops.”
(ii) Give reasons why some people may disagree with you.(3) (Total for Question 4 = 20 marks)
This is an example from Unit 10 Section 2 – but all Sections and all Units will be identical in terms of the way the questions are presented.

6. Changes to the ways marks are awarded in the mark scheme
a) Questions ( no change from the old specification)
These questions are based on the Keywords Glossary which
is Appendix 4 in the specification ( Pages )
Usually they take one of two forms
Either asking for a definition of the word
OR asking for an example of the word
2 marks are available. 1 mark is awarded for a partially
correct answer and 2 for a fully correct answer
Examples of these will be given by each PE in the content of their INSET so no example is given here ( the INSET provider might want to add one either to the PPT or orally)

7. b) Questions (changed from the old specification)
These questions now assess AO2 not AO1 so they are asking for
evaluation of issues, beliefs and teachings
The b questions ask candidates to provide 2 reasons for
their own point of view
This view can be two reasons agreeing with the statement,
two reasons disagreeing with the statement or if the
candidate states they are unsure they can give two
opposing reasons.
Candidates must ensure that they indicate that their
personal view and to gain maximum marks they must
explain two reasons for holding this view
Stress here that personal response is essential – a QCA requirement for the new RS GCSE’s

8. b) Marking 1 mark awarded for a personal response with a brief reason
2 marks awarded for
EITHER a personal response with two brief reasons
OR a personal response with one developed reason
3 marks awarded for
a personal response with two reasons one of which is developed
4 marks awarded for
a personal response with two developed reasons
This is taken from the sams- the sams make no reference to these being marked in levels
Again no example this can be inserted by individual PE’s
In the mark schemes that will be provided for examiners ( and in the sams) there are examples of what a brief reason and what a developed reason look like – this could be referred to in the inset as useful material for teachers to use with students

9. c) Questions - mostly unchanged from the old specification
The format of these questions as far as students are
concerned is, on the whole, unchanged, however the way
that marks are awarded has changed. Marks will be
awarded singly
i.e. 1,2,3,4,5,6,7,8 (rather than in pairs 2,4,6,8)
In this sub-question marks will be awarded for Quality of
Written Communication (QWC)
This means students must try to answer the c) questions in
clear English spelling words correctly, using sentences and
paragraphs and making use of specialist vocabulary
It must be emphasised that teachers and students should be aware of the changes in marking that although these are still marked in levels single marks can be awarded

10. c) Levels and marking
In c sub-questions the level will be awarded according to the Religious
Studies content, the mark within the level will then be decided by the
QWC
The levels are essentially
Level 1 – Little understanding of the issue
Level 2 - Basic understanding of the issue
Level 3 – A more developed understanding of the issue
Level 4 – A clear understanding of the issue
I have only used the first line of the level indicators – we could put in all the description??? - or refer the attendees to the sams again it will be worth mentioning at this point that there will be example specific to the units later in the Inset (NB worth having a copy of the sams with us at all insets)

11. d) Questions some minor changes
These sub-questions start with a stimulus quote which is
intended to be controversial and elicit arguments in favour
and against the point of view stated in the quote, it does
not matter which view the candidate holds about the
quote.
The sub-questions are now out of 6 marks, not 4–which
reflects the increased weighting on AO2
The d) sub-question is now divided to help candidates focus
on the stimulus. For each stimulus candidates are asked
i) Do you agree give reasons for your answer
ii) Give reasons why some people may disagree with you
It might be worth mentioning – especially in faith papers - that the GCSE is not run in order to test a persons faith/ belief it is aimed at testing their religious knowledge, understanding and evaluation of this knowledge and understanding

12. d) Marking In d questions each sub-question will be marked completely
separately.
Each part (i and ii) will have 3 marks and will
be marked
1 mark = a simple reason
2 marks = a developed reason OR two simple reasons
3 marks = a fully developed reason OR two developed
reasons OR three simple reasons
Again I have used the level indicators in the sams ( level 3 is the other way round in the sams ) again examples can referred to later.
It might be worth mentioning that it is pretty much impossible to give a ‘I’m not sure’ response and be able to pick up full marks in the why people might disagree with me ( and give a coherent answer)

13. Part 2
Religious Studies 13

14. Roman Catholic Christianity
Unit 10 5RS10
Reviewing the New Specification

15. Summary of the main changes: Section 1 Beliefs and values Imported from old Section 5. Topic about Religious Communities and how they show love of God and others. Also some changes in the Key Words – here and in other parts of the course.
This and the next 3 slides are simply a summary of the changes. They are looked at in more detail later on.
Section 1 - I don’t think we need to spend time listing the changes to key words – could you just ask delegates to be sure to study the New Spec and familiarize themselves with Key Words for all Sections of the Spec.
Section 2 – This is a new specific topic. Some aspects of Protestant beliefs might have been studied in the past as a way of critiquing Catholic beliefs, but now they must be studied in themselves. 15

16. Section 2 Community and Tradition
New specific topic:
The meaning of Protestant beliefs about the authority of
the Church and their importance for Protestant Christians

17. Section 3 Worship and Celebration
Imported from old Section 5
Why Roman Catholic churches have certain features
Section 3 - Only one small change here – this topic has been adopted from the old Spec Section 5. 17

18. Section 4 Living the Christian Life
Imported from old Section 5
The meaning of vocation and why it is important for Christians
How and why Christians show vocation in daily life and work
How and why some Christians show vocation by taking holy orders
Quite a lot of changes to Section 4
These are topics imported from the old Spec Section 5
The next slide names NEW topics and topics that have been CUT 18

19. Section 4 Living the Christian Life continued
New topics:
How and Why some Christians are involved in working for social and
community cohesion
How one Roman Catholic organisation helps to relieve poverty and/or
suffering in the UK
The reasons why the organisation does this work (Christians teachings
on charity and the relief of suffering)
Note:
No specific topic on the monastic life
No specific reference to two exemplary Christians
Three new topics, and two topics that don’t appear specifically – that is not to say that some material will not be pertinent to other topics (monastic life as an example of ‘vocation’ for example).
See fuller discussion next. 19

20. A more detailed look at the new material:
How Religious Communities express their love of God and others
Protestants and the authority of the Church
Social and Community Cohesion
One Roman Catholic organisation working to relieve poverty in the UK
Why it does its work
Just a list of the NEW topics – each one looked at in detail next... 20

21. How Religious Communities express their love for God and others
Religious Communities are men and women who have professed the evangelical counsels (poverty chastity and obedience).
Expressing love for God through a life of prayer and worship (such as the Carmelites and other contemplative orders).
Expressing love for others through a life of service (such as the Salesians or the Missionaries of Charity and other active orders)

22. Protestants and the authority of the Church
Divisions in the Church – the Reformation
What Protestants are
Importance of the Bible as sole source of authority for Protestants
Rejection of the interpretation of ‘You are Peter...’
Church understood as informal gathering of believers
Problems of disunity. Does it matter?
The New Spec if not very specific! This slide is a list of the topics that should be looked at...
The key evaluation issue will be whether or not these differences – and the disunity that comes from them – create a real problem within Christianity, or is just part of the rich tapestry. 22

23. Social and Community Cohesion
Potentially wide-ranging, but focus on:
Jesus’ teaching about outcasts
Christian response to that teaching, especially the Social teaching of the
Catholic Church
Problems created by divisions based on gender, race, religion,
orientation etc
Value of multiculturalism
As with the previous slide – though this topic is completely new. The concept of social and community cohesion is vast. It would be safe enough, though to focus on the issues in this slide. Or perhaps these 4 questions will help push them in the right direction...
What social divisions do we see around us?
What problems do they cause?
What teachings/actions of Jesus help us to know how to respond?
What does the Catholic Church teach? 23

24. One Roman Catholic organisation working to relieve poverty in the UK
Importance that it is RC and in the UK
Best example probably the St Vincent de Paul Society, but others can be
chosen
Focus on the work that it does – found on their website
The SVP has branches in schools and young people are involved as
volunteers – explore that
Part b) and d) questions could focus on whether it is more important to
work in the UK or abroad, or whether it is really possible to make a
difference
Stress the Roman Catholic and UK requirements.
SVP most obvious – but there is also Catholic Care (Diocese of Leeds) for example
This topic focuses on what the organization does. 24

25. Why the organisation does its work
Teachings and action of Jesus
Focus on Christian teaching about charity and relieving suffering
Catholic social teaching is important
Part b) and d) questions could focus on whether it can be argued that those who are poor bring it on themselves, or whether Christians should focus on their families rather than people they don’t know.
This focuses on WHY it does this work 25

26. What’s gone?
The Monastic Life – certainly should not now be taught in detail. BUT
note the topic of loving God and others in Section 1 and the continued
existence of related key words in Section 4:
active life, contemplative life, monastic life, evangelical counsels
Exemplary Christians – there won’t be any specific questions on this
theme. But the example of others can be used by candidates, perhaps to
develop answers about the importance of vocation
Monastic Life - this quite an important problem. The key words may well have remained by mistake, but they are there and at some point may well be used in part a) questions. So I suggest that the topic of monastic life needs to be a significant part of the overall study of ‘vocation’ but it can’t really be a whole lesson.
Exemplary Christians is less of a problem – it has gone, and so no questions in the exam will demand familiarity with this theme. Of course, if some exemplary Christians are looked at briefly, candidates may bring them into answers. It is possible that used in the right way this could help produce a developed reason. 26

27. Now, just to give you a break from listening...

28. How many marks would you give this answer?
The b questions ask candidates to provide 2 reasons for
their own point of view. Maximum 4 marks.
e.g.
‘Should all priests be celibate?’
Give two reasons for your point of view.
I think they should as Jesus was celibate and priests follow his example.
When celebrating Mass, for example, the priest is supposed to represent
Jesus, and so should be celibate like Jesus Also It allows priests to be
completely devoted to God.

29. Part 3
Religious Studies 29

30. Usually they take one of two forms:
Questions
Usually they take one of two forms:
Either asking for a definition of the word
OR asking for an example of the word
1 mark is awarded for a partially correct answer
2 marks are awarded for a fully correct answer
e.g. What is monotheism
Maximum marks will be awarded for a glossary definition
or one where all the parts of the answer are given
No change to format of part a) but just for completeness....
Example of part a) style question – what is monotheism
Glossary definition is on next slide 30

31. The keyword glossary definition is: Belief in one God Similar answers which would gain 2 marks could be: Believing there is only one God Partially correct answers which would gain 1 mark are: Belief in God

32. b) Questions (changed from the old specification)
These questions now assess AO2 not AO1 so they are asking for
evaluation of issues, beliefs and teachings
The b questions ask candidates to provide 2 reasons for
their own point of view
e.g.
‘Should all priests be celibate?’
Give two reasons for your point of view.
Example from Unit 10 Spec of new format of b) questions
Subsequent slides build up from 1 point to 4 point answers 32

33. 1 mark would be awarded for: a personal response with a brief reason
I think they should as Jesus was celibate and priests follow his example
A one mark answer because there is only one reason and it is not developed. 33

34. EITHER a personal response with two brief reasons
2 marks awarded for:
EITHER a personal response with two brief reasons
I think they should as Jesus was celibate and priests follow his example.
It allows priests to be completely devoted to God
OR a personal response with one developed reason
I think they should as Jesus was celibate and priests follow his example. When celebrating Mass, for example, the priest is supposed to represent Jesus, and so should be celibate like Jesus
Two ways of getting 2 marks –
Giving two brief reasons OR
Developing one reason. The example here of a context in which a priest ‘represents’ Jesus counts as a development 34

35. 3 marks awarded for
a personal response with two reasons one of which is
developed
I think they should as Jesus was celibate and priests follow his example.
When celebrating Mass, for example, the priest is supposed to represent
Jesus, and so should be celibate like Jesus Also It allows priests to be
completely devoted to God.
Only one way to get three marks – 2 reasons, one developed 35

36. 4 marks awarded for a personal response with two developed reasons
I think they should because Jesus was celibate and priests follow his
example. When celebrating Mass, for example, the priest is supposed to
represent Jesus, and so should be celibate like Jesus.
Also, it allows priests to be completely devoted to God. If they are
celibate they can be available to serve God’s people at any time of the
day or night.
Finally – all 4 marks for two developed reasons. Again - an example of how being celibate may free up a priest to serve God better would count as a development. 36

37. c) Questions (mainly unchanged from the old specification)
The format of these questions as far as students are
concerned is unchanged, however the way that marks are
awarded has changed. Marks will be awarded singly
i.e. 1,2,3,4,5,6,7,8 (rather than in pairs 2,4,6,8)
In this sub-question marks will be awarded for Quality of
Written Communication (QWC)
This means students must try to answer the c) questions in
clear English spelling words correctly, using sentences and
paragraphs and making use of specialist vocabulary
It must be emphasised that teachers and students should be aware of the changes in marking - that although these are still marked in levels single marks can be awarded. 37

38. e.g. Explain why the Virgin Mary is important for Roman Catholics
Level 1 – little understanding of the issue shown
Caflicks like the virgen coz she is jesus mum
This would get Level 1 because it is one brief reason and
because the spelling is not good it would get 1 out the 2
available marks
This is an example of a part c) question based on the Spec for Unit 10
This example emphasizes two things –
One reason gets to Level 1 AND if the QWC isn’t up to scratch it ill get the lower mark in Level 1 ie 1 mark. 38

39. Level 2 – basic understanding of the issue shown
Caflicks like the virgen coz she is Jesus mum and caflicks fink jesus is
god so she is gods mum
This would get Level 2 because it is one developed reason
which means it can be given either 3 or 4 marks because
the spelling and punctuation is not good it would get 3
rather than 4 marks
Level 2 response because the reason has been developed – this develops the answer because Mary is both the mother of Jesus and therefore the Mother of God
Poor QWC means only 3 marks 39

40. Level 3 – A more developed understanding of the issue
Catholics think that the Virgin Mary is important because she is the
mother of Jesus. She also lived a good Christian life that Catholics can
imitate. Mary accepted everything that God asked her to do.
This would get Level 3 because it is three brief reasons
which means it can be given either 5 or 6 marks because
the spelling and punctuation is good it would get 6
rather than 5 marks
Level 3 for three brief reasons – this time it would gain the higher score (6) within the level because of good QWC 40

41. Level 4 – A clear understanding of the issue
Catholics think that the Virgin Mary is important because she is the
mother of Jesus. She also lived a good Christian life that Catholics can
imitate
Mary accepted everything that God asked her to do. For example she
agreed to be Jesus’ mother even though she knew that would affect
many aspects of her life, such as her relationship with Joseph.
This would get Level 4 because it is three reasons with one
explained which means it can be given either 7 or 8 marks
because the spelling and punctuation is good it would get 8
rather than 7 marks
Level 4 – I am illustrating Level 4 with the option of three reasons with one developed. Mary’s acceptance of God’s will is a simple reason, but an example of how that might have been difficult in her case is a development.
A full 8 mark answer because it gains the QWC mark 41

42. d) Marking In d questions each sub-question will be marked completely
separately. Each part (i and ii) will have 3 marks
e.g.
‘You cannot serve both God and money’
In your answer you should refer to one Roman Catholic Christianity
Do you agree? Give reasons for your answer
Give reasons why some people may disagree with you
I think you can serve God and money as you can give money to charity, which is serving God
1 mark = a simple reason
An example of the new part d) style question, taken from the new Spec for Unit 10
The answers on this and subsequent slides only argue from one point of view – remind everyone that candidates must them do the same for the opposite point of view!
This is a single simple reason and gains only 1 mark 42

43. I think you can serve God and money as you can give money
to charity, which is serving God. If you make a lot of money
for example you can use it to support the work of CAFOD
which helps to serve God’s children in developing countries
2 marks = This answer takes a basic reason and develops it into a developed reason which gets 2 marks
A developed reason – the fact that Christians can help people with their money is a simple reason; and example of how they can do this is a developed reason. 43

44. Many people make money in order to serve God by giving it to charity.
In any case, just because someone is rich, they can still go to church
and worship God
The Catholic Church is rich, but it still serves God
3 marks = This answer clearly gives three simple reasons so is awarded marks
For ii) Candidates must give an alternative view to this one
This example of the full 3 marks for part i) uses 3 simple reasons. Using developed reasons is, of course, an alternative way to gain 3 marks. 44

45. Include in your message title FAO: PE Unit 10
Any questions?????
Contact us through
Include in your message title FAO: PE Unit 10
Questions relating to the changes in the Spec may be covered in PowerPoint 3, so they may want to hold off until you have covered that.
BUT...
I am very happy to respond to questions that come via RS at Edexcel – emphasize the need to put FAO: PE Unit 10 into the title of the so that it can simply be forwarded. 45

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