1. GCSE 2009- Delivering the new specification in September 2009 Unit 4
Religious Studies

2. Aim of Event During the course of the session 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 session will consist of two parts
Part ONE
Changes in the questions
Changes in the marking process
Technical advice for candidates when taking the paper.
Part TWO
Differences in the specification content
POLL-
Have you seen the sample assessment materials (SAM’s) produced by Edexcel including a copy of the eSPEC? YES / NO
Show page from the SAMs material

4. The assessment and marking of the new specification.
Part ONE
The assessment and marking of the new specification.

5. 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
It is really important to highlight to teachers that 50% if the marks are now the expression of arguments giving reasons! This may affect the way they want to begin planning the teaching of the course.

6. 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

7. 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
No example is given here.
Because this has not changed – INSET provider should do this orally.

8. 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 TWO reasons for
their own point of view
Candidates can either give:
two reasons agreeing with the statement,
two reasons disagreeing with the statement
or say they are unsure and give two reasons either side.
ALERT.. candidates should not give three reasons or answer
this in the old d) format.
Stress here that personal response is essential – a QCA requirement for the new RS GCSE’s;

9. c) Questions (very similar to old specification)
Questions have not changed from the old specification, students
will be asked to show they can apply the knowledge and show
understanding.

10. Marking (c) questions 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

11. 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

12. d) Questions have changed.
The stimulus quote is retained. This is intended to be controversial and
provoke arguments for and against the point of view stated, it does not
matter which view the candidate holds about the quote as long as they
can justify this with reasons.
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

13. Marks for d)
The d) sub-question is marked out of 6 over all, but this is split into two
parts of 3 marks. This is very different from the old specification which
gave 4 marks overall. This reflects the increased weighting on AO2
ALERT - when teaching candidates to answer this question they must
split the for and against arguments into the (i) and (ii) parts. If they
mix the two in one answer they will not gain all the marks available.

14. d) Marking
In d questions each sub-question will be marked completely separately
Each part (i) and (ii) 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
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)

15. Activity One - Discussion
Were you aware of the changes to the assessment objectives? The 50% weighting towards AO2?
As far as your teaching is concerned, what impact might this have? What sort of things will you have to consider when approaching the issues?
Do you have a clear understanding on how to mark the new questions and what skills the candidates will need to answer them?

16. Content changes in the specification.
Part TWO
Content changes in the specification.

17. Don’t throw everything away!
There is more similarities than differences in content

18. Content changes in the specification
The most obvious change is the loss of section five.
The paper is now split into four sections and there is no coursework.
Parts of what was section five can now be found in the four new
sections.
Religion in the media is now a thread throughout the whole
specification. This encourages teachers to use media to explore the
issues rather than tagging it on at the end.

19. QUESTIONS
SECTION ONE

20. Section one - believing in Allah.
The old
The new
How religious upbringing in a Muslim family and community can lead to or support belief in Allah. The nature of religious experience for Muslims, as seen in the numinous, conversion, miracles, prayer, and how these may lead to or support belief in Allah. How the appearance of the world (design and causation) may lead to or support belief in Allah. How the search for meaning and purpose in life may lead to or support belief in Allah. How the presence of religion in the world may lead to or support belief in Allah.
How non-religious explanations of the world and of miracles may lead to or support agnosticism or atheism. How unanswered prayers and the existence of evil and suffering (including moral evil and natural evil) may lead people to question or reject belief in Allah. Why the existence of evil and suffering raises problems for people who believe in Allah as omnipotent, benevolent and omniscient. How Muslims respond to this problem.
The main features of a Muslim upbringing and how this might lead to belief in Allah.
How religious experience, as seen in the numinous, conversion, miracles and prayer, may lead to belief in Allah.
The argument from causation and how it may, or may not, lead to belief in Allah.
Why scientific explanations of the origins of the world may lead some people not to believe in Allah.
How Muslims respond to scientific explanations of the origins of the world.
Why unanswered prayers may lead some people not to believe in Allah.
How Muslims respond to the problem of unanswered prayers.
Why evil and suffering many lead some people not to believe in Allah.
How Muslims respond to the problem of evil and suffering.
How two television and/or radio programmes and/or films about religion might affect a person’s attitude to belief in Allah.
I have highlighted the main changes – there may be more subtle ones, for example the emphasis on scientific rather than non-religious – but in essence these are the ‘big changes’….
Design and causation are to be taught – but they are no longer key words. Benevolent – has changed to omni-benevolent – with the same definition.
There may be questions about media – so I have put a slide in…..

21. The media bullet point – believing in Allah.
Examples could be:
specifically religious programmes that might encourage or
discourage belief in Allah. For example, documentaries about a
religious group.
a story on a TV soap opera which is particularly supportive of
religious beliefs or could put off non-believers. The emphasis
being on how the fictional stories can be ‘believed’ as true.
a secular programme exploring the wonder of the universe for
example David Attenborough’s ‘Life in Cold blood’. It is
possible that this non-religious programme presents the
wonders of the universe in such away that the viewer is
convinced that the world could not just have happened by
accident (this can be linked to the work on design and
causation)
the way that religious people are presented in general in
programmes such as ‘Eastenders’ and
how this might put some people off belief in Allah.
the way Allah is represented in films
Please stress that these are examples – of ideas and that they can be used during the teaching of the topic – not as an extra at the end!
The important thread to pull out is ‘how these programmes might influence someone’s belief in God’ ;

22. OVER TO YOU – activity two
The (a) questions from this topic could be….
Make up three examples.
Open discussion window

23. QUESTIONS
SECTION TWO

24. Section Two - matters of life and death
The old
The new
Differences among Muslims in their attitudes to life after death. Why Muslims believe in life after death. Reasons for belief in life after death not specific to any religion including near-death experiences and the paranormal. Why some people do not believe in life after death. The nature of abortion, including current British legislation and non-religious arguments concerning abortion. Different Muslim attitudes to abortion and the reasons for those attitudes. Differences among Muslims in their attitudes to contraception, and the reasons for them. The nature of euthanasia (assisted suicide, voluntary and non-voluntary euthanasia), including current British legislation and arguments concerning euthanasia. Differences among Muslims in their attitudes to euthanasia and the reasons for them.
Why Muslims believe in life after death and how beliefs about life after death affect their lives.
Non-religious reasons for believing in life after death (near death experiences, ghosts, mediums, evidence of reincarnation).
Why some people do not believe in life after death.
The nature of abortion, including British legislation, and why abortion is a controversial issue.
Different Muslim attitudes to abortion and the reasons for them.
The nature of euthanasia, , including British legislation, and why euthanasia is a controversial issue.
Muslim attitudes to euthanasia and the reasons for them.
Arguments for and against the media being free to criticise what religions say about matters of life and death.
The causes of world poverty
How and why one Muslim agency is trying to end world poverty.
How an issue raised from matters of life and death has been presented in one form of media, for example a television or radio programme, or in a film, or in the national daily press; including whether the treatment was fair to religious beliefs and religious people.
The sanctity of life has been removed – but is still a key word and relevant to the issues … but not an item on its own.
Contraception has moved to marriage and family life!

25. Poverty and a Muslim organisation bullet points.
Examples could be
Muslim Aid
Islamic Relief
However, it is important to note it is about world poverty. Not work in the UK.
The media bullet points – section two
There are two areas of study here
the media and its right to criticise religion/religious belief
the treatment of life after death, abortion, euthanasia and poverty in the
media.
Examples could be
life after death – a film such as “Ghost” – it does not have to be specifically Muslim
abortion – soap storylines or press coverage
euthanasia – ‘Whose life is it anyway?’ or press coverage
poverty – press coverage, news reports, fundraising TV programmes.
The emphasis on the treatment being fair or unfair

26. The (b) questions for this topic could be……. Make up three examples.
OVER TO YOU
The (b) questions for this topic could be…….
Make up three examples.
Open discussion window

27. QUESTIONS
SECTION THREE

28. Section three – marriage and the family
The old
The new
Changing attitudes in the United Kingdom to cohabitation and marriage. The purposes of marriage in Islam, including the main features of a Muslim marriage ceremony. Differences among Muslims in their attitudes to sex outside marriage (premarital sex, promiscuity and adultery), including the reasons for the attitudes. Changing attitudes to divorce in the United Kingdom. Differences among Muslims in their attitudes to divorce (including re-marriage) including the reasons for the attitudes. Changing attitudes to homosexuality in the United Kingdom. Different Muslim attitudes to homosexuality, including the reasons for the attitudes. The changing nature of family life (nuclear family, extended family, re-constituted family) in the United Kingdom. The teachings of Islam on family life and its importance. How mosques help with the upbringing of children and keeping the family together.
Changing attitudes to marriage, divorce, family life and homosexuality in the UK and the reasons for them.
Muslim attitudes to sex outside of marriage and the reasons for them.
The purpose of marriage in Islam and how this is shown in the wedding ceremony.
Different Muslim attitudes to divorce and the reasons for them.
Muslim attitudes to homosexuality and the reasons for them.
Muslim teachings on family life and its importance.
How mosques help with the upbringing of children.
How mosques keep the family together.
Different methods of contraception and the reasons for them.
Different Muslim attitudes to contraception and the reasons for them.
How an issue arising from marriage and family life has been presented in one form of media, for example television or programme, or in a film, or in the national daily press; including whether the treatment was fair or unfair to religious people.
Contraception is here – but was in section two – so just moved!
Media new
I think here it is good to say – that it need only to be one example of a programme – don’t do loads!

29. The media bullet point – marriage and family life
Note here that in sections 2-4 only ONE example is needed.
In section three examples could be;
East is East
The Masood family in Eastenders
Various soap storylines about family, sex before marriage, homosexuality, divorce etc.
HOWEVER
Note that the emphasis on “whether the treatment was fair to religious beliefs and religious people.”

30. The (c) questions from this topic could be… Make up three examples.
Over to you…
The (c) questions from this topic could be…
Make up three examples.
Open discussion window

31. QUESTIONS
SECTION FOUR

32. Section four – religion and community cohesion (was social harmony)
The old
The new
The growth of equal rights for women in the United Kingdom. Differences among Muslims in their attitudes to the roles of men and women, including the role of women in religion, and the reasons for them (equality and sexism). The nature of the United Kingdom as a multi-ethnic society, including prejudice, racism and discrimination. The teachings of Islam which help to promote racial harmony, The contribution of ONE modern Muslim person or organisation to racial harmony, and the Islamic basis for this work. The quality, variety and richness of life in the United Kingdom as a multi-faith society, including considerations of religious freedom and religious pluralism. Differences among Muslims in their attitudes to other religions (exclusivism, inclusivism, pluralism) and the reasons for them.
How and why attitudes to the roles of men and women have changed in the UK.
Different Muslim attitudes to equal rights for women in religion and the reasons for them.
The nature of the UK as a multi-ethnic society, including the problems of discrimination and racism.
Government action to promote community cohesion in the UK, including legislation on equal rights for ethnic minorities and religions.
The work of a Muslim organisation to help asylum seekers and/or immigrant workers in the UK, including the reasons for the work and its importance and significance.
Why Muslims should help to promote racial harmony.
Differences amongst Muslims in their attitudes to other religions (exclusivism, inlcusivism, pluralism)
The UK as a multi-faith society, including the benefits of living in a multi-faith society.
Issues raised fro religion by a multi-faith society – conversion, bringing up children, interfaith marriages.
Ways in which religions work to promote community cohesion.
An issue in the media – fair or unfair to religious people.
I shortened the media bullet point to fit it in.

33. Community cohesion -Government action to promote community cohesion in the UK, including legislation on equal rights for ethnic minorities and religions.
There is quite a lot of information on this on websites and your schools should have a community cohesion policy. It is now a statutory thing for all schools to promote.
The LA will also have an equality and diversity officer who can provide you with more information, if needed.
The selection of new text books also cover this in enough detail.

34. The work of a Muslim organisation to help asylum seekers and/or immigrant workers in the UK, including the reasons for the work and its importance and significance
This will involve investigating groups that do this work in the UK.
e.g. The Islamic Cultural Centre and The London Central Mosque.
There are many myths around about asylum seekers and immigrant workers and this is an opportunity for us to challenge these and contribute to the school’s duty to promote community cohesion.

35. The (d) questions from this section could be.. Make up three examples.
Over to you…
The (d) questions from this section could be..
Make up three examples.
Open discussion window

36. Last minute things to note.
Part three
Last minute things to note.

37. Final points! Candidates need to use a BLACK pen.
Candidates need to choose one question, from each section, and mark
this with an X at the top of the answer page. They must not swap
questions half way through the answer.
There is more space than needed to answer the questions – BUT if
more space is needed on (b), for example, cross out the (c) and keep
writing. When the candidate needs to start (c) then write (c) and
answer that … and so on… if more space is still needed use the pages
at the back. ONLY IN EXTREME CIRCUMSTANCES USE ADDITIONAL
PAPER.
Candidates should not write outside the box!
Any others…….???

38. What are we doing to help you?
Stay alert
Training from Edexcel
e-Spec
Dedicated lines Regional Offices
ResultsPlus
GCSE Specification & Accessible Assessment
Ask Edexcel
Published
Resources eg Activity Guide
We offer a comprehensive package of support to help you deliver your new specification, we’ll go into detail about some of these in the next few slides. To give you an overview:
Training – The Training from Edexcel team offers training, guidance and support for schools, colleges, employers and other Edexcel customers across England, Wales, Northern Ireland and internationally, these training events are delivered face to face and online.
Stay Alert – With our alert system, sign up for alerts on a specific subject webpage and we will send you an alert every time that webpage is updated or new information added.
E-Spec – Is an interactive onscreen version of the full specification, e-Spec also features interviews with senior examiners, a student guide and links to other support materials and websites. The aim of e-Spec is for teachers to be able to quickly and easily navigate their way round the specification – directly to the pages most important and relevant to them – as well as being a tool for enabling discussion of the specification with students. 
Ask Edexcel – Ask Edexcel is a searchable database of commonly asked questions relating to all aspects of Edexcel qualifications. The database includes everything from specification-specific queries through to procedural information about making entries or post-results enquiries.
Ask the Expert – Ask the Expert was developed after extensive consultation to find out what services and support you need. We understand that you need concise and definitive answers in writing, so Ask the Expert puts you in direct contact with over 200 of our senior subject experts. Upon receiving your questions, our experts will send you a written response within two working days.
Controlled Assessment – Edexcel is committed to ensuring that you have all the information you need to understand, deliver and assess controlled assessment. Stay up to date on controlled assessment by:
- joining our Controlled Assessment Support Service
- reading the Controlled Assessment Factsheet
- reading the ‘Supporting Controlled Assessment’ leaflets
Curriculum Development Managers – CDM’s provide guidance and support to their assigned centres on all aspects of delivering Edexcel’s provision. They provide:
- advice, guidance and support to their assigned centres on all aspects of Edexcel
- curriculum and qualification updates
- policy and curriculum advice and support for senior managers
- local training/network opportunities.
Regional Offices -
We have six regional offices across England and Wales, offering customer support to local centres. They:
- provide friendly advice and guidance to customers on a regional basis
- host regional training/network meetings for their centres
- work with the Curriculum Development Managers supporting centres in their region.
Ask edexcel
Curriculum Development Managers
Support for Controlled Assessment
Ask the Expert 38

39. Thank you for taking part today
Poll – Has this been a useful exercise? Yes/No