2024_01_13_gcse_subject_criteria_for_religious_studies

GCSE Subject Criteria for Religious
Studies
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January 2012
Ofqual/12/5121
Contents
The criteria ....................................................................................................... 3
Introduction .................................................................................................. 3
Aims and learning outcomes ........................................................................ 3
Subject content............................................................................................. 3
Assessment objectives ................................................................................. 4
Scheme of assessment ................................................................................ 5
Grade descriptions ....................................................................................... 5
Ofqual 2012 2
The criteria
Introduction
GCSE subject criteria set out the knowledge, understanding, skills and
assessment objectives common to all GCSE specifications in a given subject.
They provide the framework within which the awarding organisation creates
the detail of the specification.
Aims and learning outcomes

1. GCSE specifications in Religious Studies should encourage learners to
be inspired, moved and changed by following a broad, satisfying and
worthwhile course of study that challenges young people and equips
them to lead constructive lives in the modern world.
2. GCSE specifications in Religious Studies must enable learners to:
 adopt an enquiring, critical and reflective approach to the study of

religion;
 explore religions and beliefs, reflect on fundamental questions,

engage with them intellectually and respond personally;
 enhance their spiritual and moral development, and contribute to

their health and wellbeing;
 enhance their personal, social and cultural development, their

understanding of different cultures locally, nationally and in the
wider world, and to contribute to social and community cohesion;
 develop their interest in and enthusiasm for the study of religion,

and relate it to the wider world;
 reflect on and develop their own values, opinions and attitudes in

light of their learning.
Subject content
3. The content of GCSE specifications in Religious Studies must reflect the
learning outcomes.
4. GCSE specifications in Religious Studies must be consistent with the

requirements of the non-statutory national framework for religious
education (England), the national exemplar framework for religious
education (Wales) and the equivalent requirements for Northern Ireland.
Ofqual 2012 3
5. GCSE specifications in Religious Studies must include a rationale for the
selection of content. The rationale must indicate how the specification
meets the criteria in paragraphs 7- 8 below.
6. GCSE specifications in Religious Studies must provide opportunities for

learners to follow a course that is coherent and that balances the
breadth of religion(s) and/or belief(s) studied with the depth of
understanding.
7. GCSE specifications in Religious Studies must either:
 reflect the fact that the religious traditions of Great Britain are in the
main Christian, while taking account of the teaching and practices
of other principal religions represented in Great Britain (in which
case learners must not be required to study more than two principal
religions in addition to Christianity) or;
 support the study of Christianity and/or one or two other principal

religions only.
Where only one religion is studied, specifications must, where concerned with
a particular denomination, place the denomination in the context of the
broader religious tradition to which it belongs.
8. GCSE specifications in Religious Studies must provide learners with the

opportunity to:
 develop their knowledge, skills and understanding of religion by

exploring the significance and impact of beliefs, teachings, sources,
practices, ways of life and forms of expressing meaning;
 express their personal responses and informed insights on

fundamental questions and issues about identity, belonging,
meaning, purpose, truth, values and commitments.
Assessment objectives
9. GCSE specifications in Religious Studies must require that all learners
demonstrate the following assessment objectives in the context of the
content and skills prescribed.
10. All specifications must require learners to demonstrate their ability to:
Ofqual 2012 4
Assessment objectives Weighting
AO1 Describe, explain and analyse, using knowledge and 50%

understanding.
AO2 Use evidence and reasoned argument to express and 50%

evaluate personal responses, informed insights and
differing viewpoints.
AO1 and AO2 are interrelated and connections must be made.
Scheme of assessment
11. GCSE specifications in Religious Studies must allocate 100 per cent of
the weighting to external assessment in the overall scheme of
assessment.
12. Question papers must be targeted at the full range of GCSE grades.
13. Marks must be awarded for candidates’ ability to spell, punctuate and
use grammar accurately in accordance with the requirements in
Appendix A of the regulations for Quality of Written Communication.
Grade descriptions
14. Grade descriptions are provided to give a general indication of the
standards of achievement likely to have been shown by candidates
awarded particular grades. The descriptions must be interpreted in
relation to the content in the specification; they are not designed to
define that content.
15. The grade awarded will depend in practice upon the extent to which the
aspects of candidates’ performance in the assessment may be balanced
by better performances in others.
Grade Description
A Candidates demonstrate detailed knowledge and thorough

understanding of religion to describe, explain and analyse the
significance and impact of beliefs, teachings, sources,
practices, ways of life and forms of expressing meaning. They
interpret, draw out and explain the meaning and importance
Ofqual 2012 5
of the beliefs and practices of the religion(s) and/or beliefs
studied, and assess the impact of these on the lives of
believers. They explain, where appropriate, how differences
in belief lead to differences of religious response. They
understand and use accurately and appropriately a range of
specialist vocabulary.
They use reasoned argument supported by a range of

evidence to respond to religious beliefs, moral issues and
ultimate questions, recognising the complexity of issues. They
demonstrate informed insight in evaluating different points of
view to reach evidenced judgements about these beliefs,
issues and questions.
C Candidates demonstrate sound knowledge and

understanding of religion to describe and explain the
significance and impact of beliefs, teachings, sources,
practices, ways of life and forms of expressing meaning. They
show awareness of the meaning and importance of the
beliefs and practices of the religion(s) and/or beliefs studied,
and can describe the impact of these on the lives of believers.
They recognise how differences in belief lead to differences of
religious response. They communicate their ideas using
specialist vocabulary appropriately.
They use argument supported by relevant evidence to

express and evaluate different responses to issues studied.
They refer to different points of view in making judgements
about these issues.
F Candidates demonstrate basic knowledge and understanding

of religion to describe, with some reasons, the significance
and impact of beliefs, teachings, sources, practices, ways of
life and forms of expressing meaning. They show some
awareness of the meaning and importance of the religion(s)
and/or beliefs studied, sometimes recognising and making
simple connections between religion and people’s lives. They
communicate their ideas using everyday language.
They present reasons in support of an opinion about the

issues studied, and show some understanding of the
complexity of the issues by describing different points of view.
Ofqual 2012 6
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First published by the Office of Qualifications and Examinations Regulation in 2012
© Crown copyright 2012
You may re-use this publication (not including logos) free of charge in any format or
medium, under the terms of the Open Government Licence. To view this licence,
visit The National Archives; or write to the Information Policy Team, The National
Archives, Kew, Richmond, Surrey, TW9 4DU; or email:
[email protected]
This publication is also available on our website at www.ofqual.gov.uk
Any enquiries regarding this publication should be sent to us at:
Office of Qualifications and Examinations Regulation

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GCSE Subject Criteria for Religious

Aims and learning outcomes ........................................................................ 3

Assessment objectives ................................................................................. 4

Scheme of assessment ................................................................................ 5

Grade descriptions ....................................................................................... 5

Aims and learning outcomes

2. GCSE specifications in Religious Studies must enable learners to:

 adopt an enquiring, critical and reflective approach to the study of

 explore religions and beliefs, reflect on fundamental questions,

 enhance their spiritual and moral development, and contribute to

 enhance their personal, social and cultural development, their

 develop their interest in and enthusiasm for the study of religion,

 reflect on and develop their own values, opinions and attitudes in

4. GCSE specifications in Religious Studies must be consistent with the

6. GCSE specifications in Religious Studies must provide opportunities for

7. GCSE specifications in Religious Studies must either:

 support the study of Christianity and/or one or two other principal

8. GCSE specifications in Religious Studies must provide learners with the

 develop their knowledge, skills and understanding of religion by

 express their personal responses and informed insights on

AO1 Describe, explain and analyse, using knowledge and 50%

AO2 Use evidence and reasoned argument to express and 50%

AO1 and AO2 are interrelated and connections must be made.

A Candidates demonstrate detailed knowledge and thorough

They use reasoned argument supported by a range of

C Candidates demonstrate sound knowledge and

They use argument supported by relevant evidence to

F Candidates demonstrate basic knowledge and understanding

They present reasons in support of an opinion about the

First published by the Office of Qualifications and Examinations Regulation in 2012

© Crown copyright 2012

This publication is also available on our website at www.ofqual.gov.uk

Any enquiries regarding this publication should be sent to us at:

Office of Qualifications and Examinations Regulation

Telephone 0300 303 3344

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