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GCSE TEACHERS’ GUIDE
New Specifications:
for teaching from September 2009
Religious Studies
Specification A
(Full & Short Course)
GCSE Religious Studies (Specification A) Teachers' Guide 1
Contents
GCSE in Religious Studies Specification A
Teachers’ Guide
Page
1.
Introduction
1.1 - Rationale
1.2 - Overview of New Specification
1.3 - Changes to the specification from September 2009
2
3
5
5
2.
Delivering the specification
2.1 - Pathways through the Specification
2.2 - Examples of Approaches
6
6
6
3.
Support for Teachers
3.1 - Sources
3.2 - NGfL Cymru
3.3 - INSET and Courses
8
8
8
9
4.
Unit Guides
4.1 - Unit 1 : Christianity
4.2 - Unit 2 : Christianity through the Gospels
4.3 - Unit 3 : Roman Catholicism 1
4.4 - Unit 4 : Roman Catholicism 2
4.5 - Unit 5 : Christian Philosophy and Ethics
4.6 - Unit 6 : Hinduism
4.7 - Unit 7 : Islam
4.8 - Unit 8: Judaism
10
10
21
26
35
43
50
58
66
5.
Assessment Guidance
76
Appendices
Contributors to the Teachers’ Guide
78
GCSE Religious Studies (Specification A) Teachers' Guide 2
1.
INTRODUCTION
The WJEC GCSE Religious Studies specification has been modified and updated for
delivery from September 2009. The first GCSE Short Course awards will be made in
Summer 2010 and the first full course awards in Summer 2011. The specification can
be delivered and assessed in centres throughout the UK.
The revised subject criteria for GCSE Religious Studies issued by the regulators
have necessitated a change in the course assessment structure from the current
AO1 80% and AO2 20% to an equal weighting of each.
This Guide is one of a number of ways in which WJEC provides assistance to
teachers delivering the new specification. Also essential to its introduction are the
Specimen Assessment Materials (question papers and marking schemes) and
professional development (INSET) conferences.
Other provision which you will find useful are:
•
•
•
•
•
Examiners’ reports on each examinations series
Free access to past question papers via the WJEC secure website
Easy access to specification and other key documents on main website
Regular INSET delivered by Chief Examiners
Easy access to both the Subject Officer and to administrative sections
Contact points for GCSE Religious Studies are as follows:
Tudor Thomas
WJEC
245 Western Avenue
Cardiff CF5 2YX
Tel: 02920 265 122 email: [email protected]
(Subject Officer)
Paul Bradley
Tel: 02920 265 183 email: [email protected]
(Administrative Support Officer)
Subject page
www.wjec.co.uk
INSET Section
[email protected]
www.wjec.co.uk/professionaldevelopment
GCSE Religious Studies (Specification A) Teachers' Guide 3
1.1
Rationale
This specification provides opportunity for candidates to obtain a qualification
in
either:
GCSE Religious Studies (Full Course)
or:
GCSE Religious Studies (Short Course)
The specification is consistent with the requirements of the non-statutory National
Exemplar Programme of Study for Religious Education in Wales and the nonstatutory National Framework for Religious Education (England) and should
assist schools in both countries to meet their legal obligations for the provision of
Religious Education at Key Stage 4 as required in section 375(3) of the 1996
Education Act and section 28 of the 1944 Education Act for England and Wales;
and article 13 of the Education Reform Order 1989 for Northern Ireland.
It is also consistent with the Curriculum Guidance document published by the
Catholic Bishops' Conference, Faith and Science, Church and State, Religious
Diversity and Dialogue and so should meet the needs of Roman Catholic
schools.
The aims and assessment objectives are compatible with the aims and
attainment targets of the local authority agreed syllabuses currently operating
in Wales and with many of those in England. Schools that intend to use this
specification to meet all or part of their statutory obligation to provide religious
education will need to check whether there are local agreed syllabus
requirements that the specification does not meet.
It provides opportunities for candidates 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.
It provides opportunity for a course of study that:
•
either reflects the fact that the religious traditions of Great Britain are
in the main Christian, whilst taking account of the other principal
religions represented in Great Britain (without requiring more than two
principal religions in addition to Christianity)
•
or supports the study of Christianity and/or one or two other principal
religions only.
Its distinctive feature is that it is based upon a systematic approach to the
study of religions as discrete entities, exploring aspects of their beliefs,
teachings and sources; practices and ways of life; expressions of meaning;
issues of identity, diversity and belonging; questions of meaning, purpose and
truth; values and commitments. It provides continuity for centres that have
used the WJEC's GCSE Religious Studies course since its introduction in
1996.
GCSE Religious Studies (Specification A) Teachers' Guide 4
The specification is designed to meet the need for certification of:
•
•
•
•
•
statutory religious education where an agreed syllabus requires the study
of Christianity and one other religion at Key Stage 4;
statutory religious education where an agreed syllabus requires the study
of Christianity and one other religion in post-16 education (Key Stage 5);
religious education at Key Stage 4 or in post-16 education (Key Stage 5)
in voluntary aided schools, including Roman Catholic schools;
a course of further study of religion in schools which meet the statutory
requirements for religious education in other ways;
a course of study for independent schools and further education
institutions.
Where candidates take one short course unit at Key Stage 4 and another in
post-16 education there is need for an indication to be given that the two
courses are different in content.
The short course content has been selected to ensure it is capable of being
taught in 5% of curriculum time (60 – 70 hours). The Full course content has
been selected to ensure it is capable of being taught in 10% of curriculum
time (120-140 hours). The GCSE course reflects the fact that the religious
traditions of Great Britain are in the main Christian, whilst taking account of
other principal religions represented in Great Britain. The GCSE course and
the agreed syllabus both seek to engage the student in reflecting upon and
responding to human experience and the issues raised by being human. Both
seek to develop in each student a knowledge and understanding of how
religions have responded to these experiences and issues through the beliefs,
values, practices and traditions which help to shape and give meaning to the
lives of their followers. In religious education students learn about religion and
from religion in their quest to make sense of and find meaning in their own
experience of life. In this process students need to be developing those skills
and critical faculties which are embodied in the aims and assessment
objectives of this specification and locally agreed syllabuses.
The subject content is appropriate to the subject in terms of its concepts,
topics, criteria, structure and manageability in terms of time available to
candidates for its study. The content is sufficient to enable the assessment
objectives to be attained. It is also of sufficient depth and breadth to permit
authentic knowledge and understanding of the areas of study and to facilitate
the development of Key Skills, especially those of written communication.
Marks awarded will take into account the candidates' skills in written
communication either in English or in Welsh.
Coherence is achieved not only by adherence to the required skills and
assessment objectives in all units but also by each area of study making a
positive contribution to the understanding and illumination of religion and of
religious perspectives on aspects of life.
GCSE Religious Studies (Specification A) Teachers' Guide 5
1.2
Overview of the Specification
This specification is divided into a total of 8 units. The weightings are the same for both the
short course and the full course.
The units are as follows, each with a unique entry code:
• Christianity
• Christianity through the Gospels
• Roman Catholicism 1
• Roman Catholicism 2
• Christian Philosophy and Ethics
• Hinduism
• Islam
• Judaism
Prohibited combinations will be found on page 2 of the specification.
For a short course qualification candidates will take one of the units. For a full course they
will take a second unit.
1.3
•
•
•
•
•
•
•
•
•
•
•
Changes to the specification for delivery in September 2009
The number of units has increased to 8.
Christianity 2 has been removed and combined with Christianity 1.
Roman Catholicism 2 and Christian Philosophy and Ethics have been added.
There is a change in the restrictions as to which papers can be entered.
The topics within the units have been changed.
There is no longer a choice of questions.
There are four questions on the paper, each with five sub questions.
The wording of AO2 questions has been altered.
The raw mark allocations have been reduced to 96.
All questions are now marked by Level of Response.
Each question has a separate Level of Response grid of four levels.
GCSE Religious Studies (Specification A) Teachers' Guide 6
2.
DELIVERING THE SPECIFICATION
This Religious Studies specification was designed primarily to meet the needs of candidates
studying both as an option subject and part of their statutory lessons. It is recognised that
while some candidates will have a religious background, others will not. The specification
therefore does not assume any prior knowledge.
Some teachers may see an opportunity to use the GCSE to provide statutory RE, and it is
certainly suitable for this purpose.
In planning provision, therefore, the needs of the following categories of potential candidates
ought to be considered:
•
Main subject RS:
•
Statutory RE:
one year short course plus one year short course
OR two year full course.
one year short course
OR two year short course
OR two year full course
How many of these can be accommodated obviously depends upon timetable constraints
and the availability of staff and resources. The categories of students targeted will influence
the choice of options.
2.1
Pathways through the specification
Key points in organising classes and programmes of study are that:
•
•
•
Units may be taken in any order.
There is no facility for resitting units, but candidates may take a short course and
subsequently both units of the full course at a subsequent examination.
There is no minimum requirement for the length of the course, nor any lower nor
upper age limit on candidates.
2.2
Examples of Approaches
Plan 1: Full Course over Two Years Sequential
Period
Teaching Course
Earliest exam opportunity
st
Year 10
1 Unit
May/June: 1st Unit
Year 11
2nd Unit
May/June: 2nd Unit
Suitable for:
• Nearest possible to true modularity: examinations follow soon after teaching of each
module
• Allows a short course/full course certification if they take both modules in Year 11
GCSE Religious Studies (Specification A) Teachers' Guide 7
Plan 2: Full Course over Two Years Concurrent
Period
Year 10
Year 11
Teaching Course
Both Units
Both Units
Earliest exam opportunity
May/June: Both Units
Features:
• Allows cross referencing between Units
• Allows topics to follow sequentially
Plan 3: Short Course over Two Years
Period
Year 10/11
Teaching Course
Chosen Unit
Earliest exam opportunity
May/June in Year 11:
Chosen Unit
Suitable for:
• Certification of statutory RE
Plan 4: Short Course over One Year
Period
Year 10
Teaching Course
Chosen Unit
Earliest exam opportunity
May/June: Chosen Unit
Suitable for:
• Allows for examination after taking module.
• Allows for students arriving late into the centre.
Plan 5: Full Course over One Year
Period
Year 10
Teaching Course
Both Units
Suitable for:
• Exceptionally able candidates.
Earliest exam opportunity
May/June: Both Units
GCSE Religious Studies (Specification A) Teachers' Guide 8
3.
SUPPORT FOR TEACHERS
The lists of resources which follow each Unit are intended to help teachers and students to
find suitable resources. The books and websites listed are not exhaustive, nor should their
content be seen as having WJEC approval unless stated in the book or on the website. It is
not expected that teachers or students will use all of them. The lists are not exhaustive: other
materials may be suitable, particularly new publications specifically written to support GCSE
courses. All publications were available at the time of publication of this list. The 13 figure
number after each item is the International Standard Book Number (ISBN). (In one case the
Amazon Standard Identification Number (ASIN) is given.)
For other enquiries or information, visit
www.wjec.co.uk
3.1
Sources
Amazon.co.uk sells books at discounted prices. Their website provides an excellent search
facility for books in print, and often includes reviews.
www.amazon.co.uk
W. H. Smith’s website is very good at showing British books currently in print.
www.whsmith.co.uk
Abebooks is useful for finding second-hand and out-of-print books.
www.abebooks.co.uk
Religious Education Exchange Service provides links to many relevant sites.
www.re-xs.ucsm.ac.uk
Websites
Many websites associated with a specific religion are listed in this Guide. In addition
teachers’ attention is drawn to eclips. In addition, search engines using key words/phrases
will locate many useful websites, although discernment is needed to separate the factual and
informative from the biased and polemic.
The BBC eclips website is very useful resource.
www.bbc.co.uk/wales/eclips
3.2
National Grid for Learning - Cymru (NGfL-Cymru)
A particular source of resources and support for teachers of WJEC Religious Studies
GCSE has been created on the National Grid for Learning Cymru by teachers of
Religious Studies.
http://www.ngfl-cymru.org.uk
Teachers will find a wide range of supporting materials.
GCSE Religious Studies (Specification A) Teachers' Guide 9
Much of this material is intended to be downloaded so that it can be edited by
teachers to suit the needs of their own candidates and centres.
The list of websites is comprehensive and the links are checked regularly to ensure
that they are still live and of use to teachers. Please contact NGfL Cymru if you
become aware of new and useful sites.
Please keep returning to this site as new materials become available. It is hoped that
teachers will be willing to contribute their own work and ideas to this site for the
benefit of colleagues in other centres.
3.3
INSET and Courses
www.wjec.co.uk
The WJEC website offers recent information on courses and Inset.
GCSE Religious Studies (Specification A) Teachers' Guide 10
4.
UNIT GUIDES
4.1
Unit 1
CHRISTIANITY
Introduction
It is important to remember that candidates do not need to study all denominations and
traditions within Christianity. It is suggested that centres might choose to focus upon a
specific denomination that will enable them to cover the material outlined in the specification.
Where necessary for coverage of the specification they should ensure that candidates are
aware that there are differences in belief and teaching within Christianity and how these
might be reflected in practices, lifestyle and attitudes.
The various sections of the specification should be developed into schemes of work In the
notes below, there are some suggestions as to those parts of the specification that could be
linked together but it is important that centres develop schemes of work that are appropriate
for their centres and that enable links to be made across the material in the specification.
BELIEFS, TEACHINGS AND SOURCES
Candidates will be expected to give a rounded account of the stories associated with the
birth, baptism, temptations, crucifixion and resurrection of Jesus. They should be able to
show knowledge and understanding of what the Gospels say about the events but will not be
expected to show detailed knowledge of all the Gospel stories that describe the events. They
should also be able to demonstrate an understanding of the stories by explaining the beliefs
about Jesus expressed through them and how the stories might impact upon Christian
attitudes and behaviour. The stories associated with Jesus’ birth, crucifixion and resurrection
should be linked to ways in which Christians celebrate the festivals of Christmas and Easter
and the significance for many Christians of pilgrimage to Bethlehem and Jerusalem.
Candidates should also be able to assess the significance of the baptism story in relation to
Christian rites of passage and ways in which the story of his temptations might impact upon
Christian attitudes and behaviour.
Candidates will be expected to describe, explain and analyse Jesus teaching on love and
forgiveness. They should be able to explain ways in which this teaching might impact upon
Christian attitudes and behaviour. No specific Gospel passages are laid down in the
specification but candidates will be expected to refer to appropriate examples of Jesus
teaching on love and forgiveness from the Gospels. Candidates could make use of
passages such as The Good Samaritan (Luke 10: 25 – 37); The Lost Son (Luke 15: 11 –
32); The Parable of the Unforgiving Servant (Matthew 18: 21 – 35); Jesus’ Teaching about
Revenge and Love for Enemies (Matthew 5: 38 – 48); The New Commandment (John 13: 34
– 35). It must be stressed that questions will not be set on specific Gospel passages on
Jesus’ teaching about love and forgiveness and that candidates should be able to refer to
appropriate Gospel teaching in their responses.
GCSE Religious Studies (Specification A) Teachers' Guide 11
Candidates should be able to give an account of Christian beliefs concerning the Bible.
Candidates should be aware that while all Christians might think that the Bible is the Word of
God in some sense, there are different ideas about what this might actually mean.
Candidates should be aware that some Christians understand the Bible as the direct Word of
God and so literally true while others see inspiration working in a less direct way. Candidates
should be able to discuss ways in which these understandings of the nature of the Bible
might affect the authority which the Bible is seen to have. Candidates will also be expected
to have considered what is meant by conscience and personal conviction and how these two
sources of authority, along with the Bible, are to be used in making decisions about belief,
attitudes and behaviour.
PRACTICES AND WAYS OF LIFE
Candidates will be expected to be able to describe, explain and analyse the role of the local
church or chapel in the life of those who are members of that worshipping community.
Centre may choose any denomination or Christian tradition that is suitable for specification
coverage. Any appropriate local church or chapel could be used as an example. This topic
may provide schools with the opportunity to make use of a local church or chapel and
explore ways in which that church impacts on the life of those who belong to it. Candidates
should explore what members ‘get out’ of the various activities, (e.g. worship, social, pastoral
etc.) and of belonging to the local chapel or church and ways in which belonging might affect
their lifestyle and attitudes to life. (This could be linked to the section of the specification that
concerns benefits and challenges of being a Christian in Britain today.)
Candidates should be able to describe the rites of passage specified in the specification and
be able to explain the significance of these both for the people directly involved and the
religious community in general. They will not be expected to be able give an account of more
than one baptism, Chrismation, confirmation, marriage or funeral service so schools can
study the denomination or Christian tradition that is most appropriate for them. However,
candidates should be able explain the reasons why there are differences among Christians
in respect of baptismal practices i.e. why some will only allow adults to be baptised. It is
suggested that the marriage ceremony, and the ways in which it is understood, is linked to
the Personal Relationship section of the specification while the funeral ceremony should be
related to the section of the specification dealing with Christian beliefs about the afterlife.
EXPRESSING MEANING
Candidates should be able to give an account of a Eucharist/ Communion service – it can be
from any denomination or Christian tradition - as well as outline the elements that might
make up a Sunday service in a church or chapel. While candidates should be aware that
different denominations have different practices, they will not be expected to show detailed
knowledge of more than one Eucharist/Communion service and Sunday service. Candidates
should be able to explain and analyse ways in which the Eucharist/Communion service and
Sunday Service express the beliefs and attitudes of those who are involved and the impact
such services might have on attitudes and lifestyle. Candidates should be able to describe
the main features of a church or chapel building and explain how the design and features
express the beliefs of the people who use it for worship. While candidates should be aware
that there are different types/designs of church and chapel buildings, they will not be
expected to have detailed knowledge of more than two church or chapel designs. Again, the
buildings chosen for study can be from any denomination or religious tradition.
Candidates should be able to describe and explain ways in which Christians might celebrate
Christmas and Easter and how these festivals express Christian beliefs about God and
Jesus. They should be able to analyse ways in which the celebration of these festivals may
impact upon the lifestyle of Christians and the relative importance of the events recalled and
the festivals themselves. This section could be linked to the “significant events” section of
the specification.
GCSE Religious Studies (Specification A) Teachers' Guide 12
Candidates should be able to describe the religious actions that might be taken on a
pilgrimage to Bethlehem and Jerusalem and the significance of these actions, and
pilgrimage in general, for those involved. They should be aware of some of the places visited
and of the actions linked to those specific places, (e.g. Church of the Nativity; Garden of
Gethsemane, Via Dolorosa and Church of the Holy Sepulchre). They should be able to
relate this section of the specification to the ‘significant events’ section.
Candidates should be aware of ways in which Christians might seek to express their beliefs
and faith through the lifestyle led. They should be aware of the Great Commandment (Mark
12: 28-34) and how Christians might try to keep these through the ways in which life might
be lived. Questions on this section will be set that can be answered through the use of
material gained from the rest of the specification. Thus links can be made to worship,
festivals, pilgrimage, rites of passage, the social and pastoral role of Christians within the
church.
IDENTITY, DIVERSITY AND BELONGING
A great deal of this section will be covered when going through the rest of the specification.
In terms of ‘What does it mean to be a Christian?’ candidates may explore whether this
should be answered in terms of belief or lifestyle or the mixture of the two. They should also
explore the benefits that might come about as a result of having a Christian faith as well as
the challenges that could be faced in trying to maintain a Christian lifestyle in Britain. It is
hoped that schools will make use of ‘current news stories’ in dealing with this issue, as well
as looking at the ways in which Christianity might be presented in the media. Questions will
not be set on specific benefits or challenges but candidates will be expected to show
knowledge and understanding of ways in which having faith may be of benefit and how faith
might be challenged.
Candidates should also have some knowledge and understanding of the different attitudes
found within Christianity to other faiths. This should include three basic attitudes. Christianity
is the only true religion and the only way for human beings to find God and be saved. It must
try to convert others. (John 14:6) Others religions might have some glimpses of the truth but
Christianity is the whole truth. Other religions must be respected and their followers might
get to heaven. Conversion is still desirable. All religions are pathways to the same God. All
religions are equal and are just different ways of finding God.
MEANING, PURPOSE AND TRUTH
Candidates should be able to give an account of and demonstrate understanding of
Christian beliefs about God expressed through the Trinity. They should be able to
demonstrate both beliefs about the Trinity in general and also each of the Three Persons.
They should also be to explain some of the characteristics about God. They should be able
to explain how these beliefs might affect attitudes and lifestyle.
Candidates should demonstrate a knowledge and understanding of the different attitudes
found among Christians in respect of abortion and euthanasia. They must be able to show
how the attitudes taken reflect the beliefs held about God and the sanctity of human life. In
respect of euthanasia, candidates should be aware of the work and motivation of those
involved in the hospice movement.
Candidates should be able to give an account and demonstrate understanding of Christian
beliefs about death and the future life. They should be aware of the reasons Christians might
have for holding these beliefs and be able to explain ways in which these beliefs might
impact upon attitudes and lifestyle. They should be able to see ways in which these beliefs
might affect the form and content of funeral rites.
GCSE Religious Studies (Specification A) Teachers' Guide 13
VALUES AND COMMITMENTS
Candidates should be able to describe and explain Christian beliefs and attitudes to the
various issues laid down in the specification. They will be expected to identify ways in which
Christians might differ in respect of these issues and be able to give some account of why
these differences arise. Where possible candidates should be able to link the attitudes to
teachings and sources of authority. So they should be able to refer to appropriate biblical
teaching and ways in which this teaching might be understood.
AO2
Candidates will be expected to use evidence and reasoned argument to express and
evaluate personal responses, informed insights and differing viewpoints on the fundamental
questions and issues about identity, belonging, meaning, purpose, truth, values and
commitments raised through the study of Christianity above. As well as discussing the
relative importance, significance and value of the beliefs, practices, teachings and attitudes
specifies, some general issues that could be looked at include:
What are the value, purpose and dignity of human beings?
Who and what matters in life?
To whom should human beings have commitments?
What commitments should people have to each other?
What should be the nature of personal relationships?
What are the qualities of a good person?
What sources/authorities should humans look to provide answers to important questions?
How should people express and confirm their identity?
What is the purpose and value of a human life?
Why do people belong to religions?
Why are there differences of belief and practice within religions?
Does religion make a difference to the way a life is lived?
Is belief in God necessary to a good life?
What should motivate individuals to behave in a particular way?
Is there a life after death?
To what extent should individuals be able to express their beliefs?
Is religion necessary to morality?
COMMAND WORDS
The following words will act as command or ‘trigger’ words for all questions:
Describe
Set out the main characteristics of
Explain
Set out reasons for
GLOSSARY
Although the list of words seems to be very long, not all need to be used by all candidates.
The specialist terms to be used will depend upon the denomination or Christian tradition
chosen as the focus of study. Many of the terms listed below are associated with particular
denominations and not used at all by others. Candidates should be able to use the
appropriate specialist terms for the Christian tradition or denomination that they are making
reference to in their answers.
Abortion
An operation or other procedure to terminate pregnancy before the
foetus is viable.
GCSE Religious Studies (Specification A) Teachers' Guide 14
Adultery
Voluntary sexual intercourse between someone who is married and
someone who is not their marriage partner.
Advent
Coming. A time of Christian spiritual preparation for Christmas.
Agape
A Greek word for love in the New Testament. The love of God.
Unconditional love, given freely and undeservedly.
Altar
Stone or wooden table used for Eucharist, Mass, Lord’s Supper.
Some denominations refer to it as Holy Table or Communion Table.
Anglican
Churches in full communion with the See of Canterbury. Their origins
and traditions are linked to the Church of England, and are part of the
Anglican Communion.
Annulment
A declaration that a marriage bond did not exist.
Apostle
One who was sent out by Jesus Christ to preach the Gospel.
Atonement
Reconciliation between God and humanity; restoring a relationship
broken by sin.
Baptism
Rite of initiation involving immersion in, or sprinkling or pouring of,
water. The sign of entry into the Christian Church.
MAIN VARIANTS EXPLANATION
Baptist
(i) A member of the Baptist Church, which grew out of the Anabaptist
movement during the 16th century Reformation. (ii) A Christian
who practises Believer’s Baptism.
Baptistry
(i) Building or pool used for baptism, particularly by immersion.
(ii) Part of a church, where baptism takes place.
Believer’s Baptism The baptism of people who are old enough to understand the meaning
of the rite.
Bible
The sacred writings of the Christian religion, comprising the Old and
New Testaments.
Birth control
Limitation of childbearing by means of contraception. (The new Collins
Dictionary & Thesaurus in One Volume)
Canon
The accepted books of the Bible. The list varies between
denominations.
Catholic
(i) Universal.
(ii) Often used as an abbreviation for Roman Catholic.
Celibate
deciding never to have a sexual relationship.
Chastity
not having sexual intercourse until after marriage.
Chapel
(i) a Non-Conformist/Free Church place of worship.
(ii) a place of Christian worship, especially with a separate altar, in a
church or cathedral.
(iii) a church subordinate to a parish church.
(iv) a place of worship in a large house or institution.
GCSE Religious Studies (Specification A) Teachers' Guide 15
Charismatic
A modern movement within the Church, emphasising spiritual gifts,
such as healing or speaking with tongues.
Chrismation
(i) The Orthodox second sacrament of initiation by anointing with
chrism (a special oil). Performed at the same time as baptism.
(ii) Anointing with oil, e.g. healing or coronation.
Christ
The anointed one. Messiah is used in the Jewish tradition to refer to
the expected leader sent by God, who will bring salvation to God’s
people. Jesus’ followers applied this title to him, and its Greek
equivalent, Christ, is the source of the words Christian and
Christianity.
Christmas
Festival commemorating the birth of Jesus Christ.
Church
(i) The whole community of Christians.
(ii) The building in which Christians worship.
(iii) A particular Christian denomination.
Cohabitation
living together as husband and wife, esp. without being married.
Confession
Contrition; penance.
(i) One of seven sacraments observed by some Churches whose
priest confidentially hears a person’s confession.
(ii) An admission, by a Christian, of wrong-doing.
A rite in many Christian Churches that confirms a baptized person in
his or her faith and admits him or her into full membership
of/participation in the church.
Confirmation
Conscience
The sense of right and wrong that governs a person’s thoughts and
actions.
Conviction
A firmly held belief, opinion.
Creed
Summary statement of religious beliefs, often recited in worship,
especially the Apostles’ and Nicene Creeds.
Crucifixion
Roman method of executing criminals and traitors by fastening them
to a cross until they died of asphyxiation; used in the case of Jesus
Christ and many who opposed the Romans.
Denomination
A group of churches that follow a particular body of teaching. Have
certain leaders and certain styles of worship.
Divorce
The legal dissolution of a marriage.
Easter
Central Christian festival which celebrates the resurrection of Jesus
Christ from the dead.
Ecumenism
Movement within the Church towards co-operation and eventual unity.
Epistle
Letter. From the Greek word for letter. Several such letters or epistles,
from Christian leaders to Christian Churches or individuals, are
included in the New Testament.
GCSE Religious Studies (Specification A) Teachers' Guide 16
Eucharist
Thanksgiving. A service celebrating the sacrificial death and
resurrection of Jesus Christ, using elements of bread and wine (see
Holy Communion).
Euthanasia
‘Gentle death’ or ‘good death’. It is sometimes referred to as ‘mercy
killing’ and means bringing a peaceful end to the dying process.
Evangelical
Group, or Church, placing particular emphasis on the Gospel and the
scriptures as the sole authority in all matters of faith and conduct.
Faith
An inward attitude of trust, hope and belief
Fellowship
companionship; friendship; sharing mutual interests. “Thus may we
abide in union, with each other and the Lord, and possess, in sweet
communion, joys which earth cannot afford.’ (Hymns and Psalm 762)
Font
Receptacle to hold water used in baptism.
Forgiveness
granting pardon for a wrong committed.
Free Churches
Non-conformist denominations, free from state control.
Funeral
a rite at which a dead person is buried or cremated.
Good Friday
The Friday in Holy Week. Commemorates the day Jesus died on the
cross.
Gospel
(i) Good news (of salvation in Jesus Christ).
(ii) An account of Jesus’ life and work.
Grace
(i) The freely given and unmerited favour of God’s love for humanity.
(ii) Blessing.
(iii) Prayer of thanks before or after meals.
Heaven
The place, or state, in which souls will be united with God after death.
Hell
The place, or state, in which souls will be separated from God after
death.
Holy Communion
Central liturgical service observed by most Churches (see Eucharist,
Mass, Lord’s Supper, Liturgy). Recalls the last meal of Jesus, and
celebrates his sacrificial and saving death.
Holy Spirit
The third person of the Holy Trinity. Active as divine presence and
power in the world, and in dwelling in believers to make them like
Christ and empower them to do God’s will.
Holy Week
The week before Easter, when Christians recall the last week of
Jesus’ life on Earth.
Homosexuality
being sexually attracted to members of the same sex.
Hospice
a home for the care of the terminally ill.
GCSE Religious Studies (Specification A) Teachers' Guide 17
Icon
Painting or mosaic of Jesus Christ, the Virgin Mary, a Saint, or a
Church feast. Used as an aid to devotion, usually in the Orthodox
tradition.
Iconostasis
Screen, covered with icons, used in Eastern Orthodox churches to
separate the sanctuary from the nave.
Incarnation
The doctrine that God took human form in Jesus Christ. It is also the
belief that God in Christ is active in the Church and in the world.
Jesus Christ
The central figure of Christian history and devotion. The second
person of the Trinity.
Lectern
Stand supporting the Bible, often in the shape of an eagle.
Lectionary
List of scriptural passages for systematic reading throughout the year.
Lent
Penitential season. The 40 days leading up to Easter.
Liturgy
(i) Service of worship according to a prescribed ritual such as
Evensong or Eucharist.
(ii) Term used in the Orthodox Church for the Eucharist.
Lord
Title used for Jesus to express his divine lordship over people, time
and space.
Lord’s Supper
Alternative term for Eucharist/Holy Communion in some Churches
(predominantly Non-conformist).
Mass
Term for the Eucharist, used by the Roman Catholic and other
Churches.
Maundy Thursday
The Thursday in Holy Week. Commemorates the Last Supper.
Methodist
A Christian who belongs to the Methodist Church which came into
existence through the work of John Wesley in the 1 8th century.
New Testament
Collection of 27 books forming the second section of the Canon of
Christian Scriptures.
Non-conformist
Protestant Christian bodies which became separated from the
established Church of England in the 1 7th century.
Old Testament
That part of the Canon of Christian Scriptures which the Church
shares with Judaism, comprising 39 books covering the Hebrew
Canon, and in the case of certain denominations, some books of the
Apocrypha.
Omnipotent
all-powerful. Used of God.
Omniscience
all-knowing and all-understanding. Used of God.
Ordination
In Episcopal Churches, the ‘laying on of hands’ on priests and
deacons by a bishop. In non-Episcopal Churches, the ‘laying on of
hands’ on ministers by other representatives of the Church.
GCSE Religious Studies (Specification A) Teachers' Guide 18
Orthodox
(i) The Eastern Orthodox Church consisting of national Churches
(mainly Greek or Slav), including the ancient Eastern
Patriarchates. They hold the common Orthodox faith, and are in
communion with the Patriarchate of Constantinople.
(ii) Conforming to the creeds sanctioned by the ecumenical councils,
e.g. Nicaea, Chalcedon.
Palm Sunday
The Sunday before Easter, commemorating the entry of Jesus into
Jerusalem when he was acknowledged by crowds waving palm
branches.
Paraclete
Comforter, Advocate. Term used for the Holy Spirit.
Parousia
Presence. The Second Coming or return of Jesus Christ.
Passion
The sufferings of Jesus Christ, especially in the time leading up to his
crucifixion.
Pentecost
Whitsun The Greek name for the Jewish Festival of Weeks, or
Shavuot, which comes seven weeks (‘fifty days’) after Passover. On
the day of this feast, the followers of Jesus received the gift of the
Holy Spirit.
Pentecostalist
A Christian who belongs to a Church that emphasises certain gifts
which were granted to the first believers on the Day of Pentecost
(such as the power to heal the sick and speak in tongues).
Pope
The Bishop of Rome, head of the Roman Catholic Church.
Pilgrimage
a journey to a holy place from a motive of devotion.
Presbyterian
A member of a Church that is governed by elders or ‘presbyters’.
Protestant
That part of the Church which became distinct from the Roman
Catholic and Orthodox Churches when their members professed (or
‘protested’ - hence Protestant) the centrality of the Bible and other
beliefs. Members affirm that the Bible, under the guidance of the Holy
Spirit, is the ultimate authority for Christian teaching.
Pulpit
An elevated platform from which sermons are preached.
Purgatory
n some traditions, a condition or state in which good souls receive
spiritual cleansing after death, in preparation for heaven.
Quaker
A member of the Religious Society of Friends, established through the
work of George Fox in the 17th century.
Reconciliation
Confession (i) Sacrament of the (Roman) Catholic Church, consisting
of Contrition, Confession of sins, and Absolution.
(ii) The human process of reconciling Christians with one another.
Redemption
Derived from the practice of paying the price of a slave’s freedom; and
so, the work of Jesus Christ in setting people free through his death.
GCSE Religious Studies (Specification A) Teachers' Guide 19
Resurrection
(i)
The rising from the dead of Jesus Christ on the third day after
the crucifixion.
(ii) The rising from the dead of believers at the Last Day.
(iii) The new, or risen, life of Christians.
Rites of Passage
Ceremonies associated with major moments of transition in life.
Roman Catholic
That part of the Church owing loyalty to the Bishop of Rome, as
distinct from Orthodox and Protestant Churches.
Sacrament
An outward sign of an inward blessing, as in baptism or the Eucharist.
Salvationist
A member of the Salvation Army founded by William and Catherine
Booth in the 19th Century.
Sanctity of Life
The belief that life is holy or sacred.
Secularisation
a movement away from religion and religious practice
Sin
(i) Act of rebellion or disobedience against the known will of God.
(ii) An assessment of the human condition as disordered and in need
of transformation.
Tabernacle
(i) A receptacle for the Blessed Sacrament, not immediately
consumed but set aside or ‘reserved’ (mainly in Roman Catholic
and Eastern Orthodox Churches). The presence of the
consecrated elements is usually signalled by a continuously
burning light.
(ii) Term used by some denominations of their building.
Trinity
Three persons in one God; doctrine of the threefold nature of God Father, Son and Holy Spirit.
Unction
Sacrament of the Sick. The anointing with oil of a sick or dying person.
United Reformed
Church
A Church formed by the union of English Congregationalists with the
Presbyterian Church of England, and subsequently the Reformed
Association of the Churches of Christ.
Vatican
The residence of the Pope in Rome, and the administrative centre of
the Roman Catholic Church. The chief building of the Vatican is St
Peter’s Basilica, built on the traditional site of St Peter’s tomb.
Virgin Birth
The doctrine of the miraculous conception of Jesus Christ by the
Virgin Mary through the power of the Holy Spirit and without the
agency of a human father.
RESOURCES
In respect of text books, it is to be hoped that those already in schools will cover the majority
of topics in the specification in a way that will enable candidates to perform well in the
examination.
In respect of internet resources, denominations have there own web sites that will provide a
lot of information on their specific beliefs, teaching, practices and attitudes. Some of these
that could be use, depending on denomination or tradition chosen,
GCSE Religious Studies (Specification A) Teachers' Guide 20
www.anglicancommunion.org
www.baptist.org.uk
www.catholicchurch.org.uk
www.churchinwales.org.uk
www.ebcpcw.org.uk
www.methodist.org.uk
www.urc.org.uk
There are also many individual churches that have there own web pages and some will have
virtual tours of their building. It may be possible to make use of some of these.
News sites will also be useful for keeping candidates up to date with relevant issues in
respect of issues covered in the specification (e.g. abortion, euthanasia, personal
relationships and the benefits and challenges).
www.bbc.co.uk as well as providing up-to-date news stories also has a useful section on
religion and ethics, with appropriate information on Christian denominations and traditions,
including information on Chrismation.
Use should also be made of newspaper websites that can provide useful discussion
material.
Other sites will provide particular help with certain topics and ways of introducing stories
include:
www.bricktestament.com with many biblical stories told through illustration made from lego.
www.cmf.org.uk which provides Christian perspectives on many of the medical issues
contained in the specification.
www.request.org.uk has an interesting KS4 section of Issues.
GCSE Religious Studies (Specification A) Teachers' Guide 21
4.2
Unit 2
CHRISTIANITY THROUGH THE GOSPELS
Introduction
The main focus of the teaching of this unit should be on knowledge, understanding and
analysis of the Gospel basis for Christian beliefs and practices today, e.g. candidates should
be able to answer questions such as ‘why do Christians celebrate the Eucharist?’ or ‘why do
Christians help those in need?’ and be able to refer to Gospel evidence to support their
answers.
BELIEFS, TEACHINGS AND SOURCES
Knowledge and understanding of the main events in the life of Jesus is expected. These
events are the foundations of the Gospels and form the basis of every topic. Therefore they
need only be studied once, but can be referred to in other topics as the basis of the belief or
practice being studied, e.g. the birth of Jesus is the basis of Christmas. Candidates should
be familiar with the Gospel accounts and be able to describe and explain the events. They
should also be able to evaluate their importance within Christianity and to Christians. Where
there is more than one account for a given event candidates should be familiar with the
differences between them. The ability to quote directly from the text can also be helpful
especially as evidence in evaluation questions but this is not a requirement.
Candidates should have knowledge and understanding of Jesus’ teaching about the
Kingdom of God, and how it differed from the Jewish interpretation of his time. They should
also be familiar with the parables about the growth of the kingdom and the importance of
their meaning to Christians today.
Since the Gospels are very authoritative within Christianity candidates should be familiar
with the meaning of the word ‘gospel’, why the Gospels are regarded as being authoritative,
and why the Gospel writers wrote their respective Gospels.
PRACTICES AND WAYS OF LIFE
Candidates should have knowledge and understanding of Jesus’ teaching on prayer – what
he taught about private prayer; what he taught his disciples about how to pray and
persistence and humility in prayer. They should also be able to evaluate the importance of
these teachings to Christians, and how Christian practices today reflect these teachings.
Knowledge and understanding of Mark’s account of Jesus’ baptism is expected – what
happened, and the meaning and importance of the event to Jesus himself and to Christians.
They should also be familiar with Mark’s account of Jesus welcoming little children, be able
to analyse the influence of this account on Christian baptismal practices today, and be able
to evaluate to what extent child/adult baptism is based on the Gospels.
Candidates should have knowledge and understanding of Jesus’ teaching on honesty and
doing good secretly and be able to evaluate to what extent these teachings are practical
today, e.g. is it possible for Christian charities to work in secret?
EXPRESSING MEANING
Candidates will be expected to be able to describe and explain the Gospel events which are
the basis of the Christian festivals of Christmas, Good Friday and Easter. They should be
able to describe and explain some Christian practices associated with these festivals and
analyse whether they can be related to specific Gospel events, e.g. eating foods such as Hot
Cross buns on Good Friday or the giving of Easter eggs. Candidates should also be able to
evaluate the importance of celebrating festivals to Christians today and the challenges
Christians face in trying to retain the true meaning of these festivals in a society which is
becoming increasingly secular, e.g. to what extent has Christ been taken out of Christmas?
GCSE Religious Studies (Specification A) Teachers' Guide 22
Candidates will be expected to have knowledge and understanding of how and why
Christians today show concern and help for the sick, poor and hungry, and be able to
analyse the extent to which these expressions are based on Jesus’ teaching and example.
Candidates therefore should be familiar with the work of some Christian individuals or
organisations that help the sick, poor and hungry. They also should be familiar with the set
passages which refer to Jesus’ example and teaching. They should be able to evaluate not
only Jesus’ actions but also his feelings and attitudes and how these are interpreted by
modern Christians and reflected in their lifestyle, e.g. comparing Jesus’ attitude towards the
leper with attitudes towards modern diseases such as Aids.
IDENTITY, DIVERSITY AND BELONGING
Candidates should focus on the benefits and challenges of being a Christian in a multi-faith
Britain today, and how these relate to Jesus’ teaching and example in the Gospels. The
tendency to be overly negative should be avoided and the benefits should be highlighted as
well as the challenges. Candidates should have knowledge and understanding of the
benefits referred to, or suggested, in the Gospels, namely fellowship, friendship, support in
times of difficulty, identity and belonging, help in making moral decisions, comfort and
support, and should be able to evaluate the importance of such benefits to Christians today.
Candidates should also to be familiar with the responsibility of discipleship, what it means to
follow Jesus, as set out in the Gospels, and the meaning and practicality of these conditions
in the modern world. They should be able to interpret and evaluate what taking up the cross
means to Christians today and the challenges which it poses.
Candidates should have knowledge and understanding of the Gospel basis and different
Christian attitudes towards Sunday observance, e.g. the needs of people should come
before the needs of the day. They should also be able to evaluate the challenges and
benefits of Sunday observance in today’s society.
Candidates also should be familiar with Gospel passages that refer to diversity and be able
to evaluate the importance of such passages to Christians today in the way they understand
the relationship between different Christian denominations and the relationship between
Christianity and other faith traditions.
MEANING, PURPOSE AND TRUTH
Candidates should have knowledge and understanding of Christian beliefs about the nature
of God, which are based on teachings found in the Gospels. These include God as a loving
father – analysis and interpretation of the parable of the Lost Son - and Jesus as Son of God
and Messiah. Candidates should be familiar with the meaning of the title ‘Messiah’, its
importance in Jewish religion and culture at the time of Jesus, and why Jesus did not refer to
himself as Messiah. An understanding will also be expected of the Holy Spirit. Although a
study of the Trinity is not a requirement reference could be made to God as being One in
three and three in One. An evaluation of the importance of these beliefs to Christians today
will be expected and how these influence Christian attitudes and responses to religious and
moral issues.
Candidates will need to show knowledge and understanding of Gospel teaching about death
and the future life, with reference especially to the resurrection, and the idea of heaven and
hell, reward and punishment and how these beliefs affect the way Christians today view
matters of life and death. Candidates should also be familiar with the Gospel passages
which show Jesus’ concern for the quality of life, e.g. healing the paralysed man, and how
Christians try to follow Jesus’ example in today’s world. They should also be able to evaluate
the importance of quality of life in relation to longevity and Christian responses to this
argument.
GCSE Religious Studies (Specification A) Teachers' Guide 23
VALUES AND COMMITMENTS
Candidates should have knowledge and understanding of Gospel teaching on personal
relationships, and how this teaching influences Christian beliefs and attitudes towards a
number of issues in today’s world.
Candidates should be familiar with Gospel teaching about the use of wealth and the
importance of this teaching to Christians today. They should be able to evaluate the
practicality of such teaching and how it affects Christian lifestyle, e.g. giving your wealth to
the poor; and is it possible to be a rich Christian?
Candidates should have knowledge and understanding of the purpose and nature of
Christian marriage as set out in the Gospels and be able to evaluate its significance and
importance to Christians today, e.g. why do Christians marry; and what kind of marriages are
acceptable to Christians?
Candidates should also be familiar with Gospel teaching on adultery, marriage and divorce
and be able to interpret and evaluate the importance of such teachings to Christians today,
e.g. is divorce acceptable? They will also be expected to be aware of different interpretations
of these teachings and to evaluate to what extent Christian responses today are Gospel
based.
COMMAND WORDS
The following words will act as command or ‘trigger’ words for all questions:
Describe
Set out the main characteristics of
Explain
Set out reasons for
GLOSSARY
Adultery
voluntary sexual intercourse between a married person and somebody
other than his or her spouse.
Baptism
The rite whereby a person is made a member of the church. From the
Greek, Baptizo—'To dip'
Caesarea Philippi
incident
The incident where Jesus asked his disciples who they thought he
was and Peter answered ‘You are Christ, son of the living God’.
Celebration
Festival or special event, usually involving public participation
Christmas
The annual festival to celebrate Christ’s birth. The name comes from a
Latin word which refers to birth or birthday.
Communion
The service in Anglican churches or chapels where Christians
remember Jesus’ death. It also remembers Jesus’ Last Supper with
his disciples. It is also called the Eucharist and Mass in the Catholic
Church.
Crucifixion
The usual way Romans executed criminals by nailing them to a cross.
This was the way Jesus was put to death.
Disciple
A person who learns from a teacher or instructor; a pupil or follower.
GCSE Religious Studies (Specification A) Teachers' Guide 24
Diversity
A variety or assortment.
Divorce
A legal dissolution of a marriage, or the decree ratifying this.
Easter
The annual festival of Christ's passion and resurrection. A Christian
transformation of the Jewish Passover. Christ's death equated with the
sacrifice of the Passover lamb. Subsequently, Good Friday came to
be celebrated separately; Easter then more usually becoming
associated with resurrection
Eucharist
One of the titles used to describe the rite of the Christian Church
associated with the Last Supper that Jesus is said to have celebrated
with his disciples. From the Greek, Eucharisitia, 'thanksgiving'. Also
used generically to describe the rite however celebrated.
Fellowship
Companionship in a community of interest or experience.
Good Friday
The day when Christians remember Jesus’ death.
Gospels
The first four books in the New Testament – Matthew, Mark, Luke and
John. The meaning of the word is ‘good news’ and give an account of
Jesus’ life and ministry.
Holy Spirit
One of the three aspects of God – the Father, the Son and the Holy
Spirit. This is the Trinity.
Incarnation
The belief, within Christian theology, that the second person of the
Trinity—the Eternal Son—became human in the man Jesus of
Nazareth, through his being born of the Holy Spirit of the woman Mary
Jesus
Literally means ‘saviour’. The founder of Christianity. Christians
believe that Jesus was the Son of God. They believe that Jesus was
God incarnate.
Lord’s Prayer
The most widely used Christian prayer which was taught originally by
Jesus to his disciples.
Mass
Title normally given to the Eucharist in the Catholic tradition
Messiah
The leader God promised to the Jews to save them from their
enemies and to bring a new age of peace to all. Christians believe that
Jesus was the awaited Messiah but the Jews are still waiting for this
age.
Miracle
An event incapable of being described in purely natural or human
terms, although its description might possibly be open to such an
interpretation
Parable
A story told to illustrate a particular teaching, drawn from the reality of
the world with which both the teller and the audience would be familiar
Passion Narrative
The parts of the Gospels which describe Jesus’ suffering during Holy
Week.
Prayer
Communicating with God.
GCSE Religious Studies (Specification A) Teachers' Guide 25
Resurrection
The means by which the dead live after death. Specifically within
Christianity, experienced by Jesus following his crucifixion. Described
as the destiny for all human beings after death. A mode of living
experienced by Christians following conversion
Sacraments
Sacred ceremonies which are believed to be means by which grace is
conveyed to believers. The classic definition is 'an outward and visible
sign of an inward and spiritual grace'.
Secular
Activities other than the religious and/or the sacred
Transfiguration
A change in form or appearance; an exalting, glorifying and spiritual
experience; specifically refers to Jesus’ experience.
RESOURCES
Jenkins, J., Examining Religions – Christianity, (1995) Heinemann ISBN 978-0435303204
O’Donnell, K., A New Approach – Christianity, (1998) Hodder Murray ISBN 978-0340697771
Wilcockson, M., A New Approach – St Mark’s Gospel, (2005) Hodder Murray
ISBN 9780340814659
Orchard, J., Weston, D., Lynch, S., Clinton. C., Religion in focus – Christianity in Today’s
World, (2005) Hodder Murray ISBN 978-0719575266
Bowie, R.A. St Mark’s Gospel and the Christian Faith, (2003) Nelson Thornes ISBN 9780748773435
Jordan, A. Christianity and Moral Issues, (1999) Heinemann ISBN 978-0748740390
Bromley, E., The Gospels Today, (1997) Nelson Thornes ISBN 978-1871402339
Copley, T., Clues and Choices – New Testament, (1993) RMEP ISBN 978-0900274572
Geddes, G. and Griffiths, J., St Mark’s Gospel, (2001) Heinemann ISBN 978-0435306946
Cleave, J., Christianity: Behaviour, Attitudes and Lifestyles, (2001) Heinemann ISBN 9780435306939
There are many KS3 books which are very useful as a basis and also the books for the
WJEC Specification B:
Craigen, G. & White, J., Believing and Living (2009) Hodder and Stoughton ISBN
978-0340975572
Craigen, G. & White, J., Believing and Experiencing (2009) Hodder and Stoughton ISBN
978-0340975589
Taylor, I., Religion and Beliefs – Christianity, (2006) Nelson Thornes ISBN 978-0748796700
Davies, G. T., et al., Exploring Questions in RE Book 1, (2005) Nelson Thornes ISBN 9780748793624
Book 2, (2005) ISBN 978-0748793631
Book 3, (2006) ISBN 978-0748793648
Keene, M., New Steps in Religious Education, (2002) Nelson Thornes ISBN 9780748764594
GCSE Religious Studies (Specification A) Teachers' Guide 26
4.3
Unit 3
ROMAN CATHOLICISM 1
Introduction
The specification has been designed to meet the requirements of the Bishops’ Conference of
England and Wales’ Curriculum Directory of Religious Education at Key Stage 4 but it may
also provide a framework for parish based adult formation programmes.
Attention is drawn to the statement in the specifications that ‘candidates must study
Catholicism within the broader context of Christianity. They should therefore study all of the
content specified both from a Catholic perspective and in its broader context’. Candidates
should be able to analyse, where relevant, issues arising from Catholic belief and practice
within the wider Christian community.
Schemes of work should be developed that provide opportunities for students to deepen
their knowledge and understanding of the topics specified and to develop the skills of
analysis.
BELIEFS, TEACHINGS AND SOURCES
Candidates should be able to describe the main elements of the accounts of Jesus’ birth,
baptism, temptations in the desert, crucifixion and resurrection. Examination questions will
not require explicit knowledge of specific Gospel passages but some awareness of which
Gospel passages are being drawn upon is expected. Candidates should also be able to
explain the importance of these events for Christian belief in Jesus and on Christian
practices, attitudes and behaviour.
Candidates should be able to describe and explain Jesus’ teachings on love, forgiveness
and reconciliation. Questions will not be set on specific teachings but candidates should be
familiar with the key teachings of Jesus on these areas, e.g. the two Commandments (Mark
12:29-31), the Golden Rule (Matthew 7:12), love for enemies (Matthew 5:43-44), and the
Lord’s Prayer and teaching on forgiveness (Matthew 6:12, 14-15). Candidates will also be
expected to analyse the opportunities and challenges these teachings create for Catholics.
Candidates should be able to describe and explain the Catholic understanding of the Bible
as the inspired Word of God and its authority as a source for Catholic teaching. Candidates
should also be able to describe and explain the Catholic understanding of the authority of
personal conscience and what is meant by ‘informed conscience’. They should be able to
describe and explain how the Bible and conscience are used in making decisions about
beliefs, attitudes and behaviour. Candidates should also be able to analyse issues
surrounding the concept of the primacy of conscience.
PRACTICES AND WAYS OF LIFE
Candidates should be able to describe and explain the role of the local Church and parish
community in the lives of its members, with particular reference to the support provided, and
how belonging to a church community might affect a Catholic’s lifestyle and attitudes to life.
Candidates should be able to describe the Catholic Rites of infant baptism, confirmation,
marriage and funerals. They should also be able to explain the importance of these
celebrations for Catholic belief and practice. Candidates will also be expected to analyse
issues surrounding infant baptism in the context of the wider Christian Church.
GCSE Religious Studies (Specification A) Teachers' Guide 27
Candidates should be able to describe and explain Catholic worship and practices during the
seasons of Advent, Christmastime, Lent, Holy Week and Easter time. They should also be
able to analyse issues surrounding the commercialisation of Christmas.
EXPRESSING MEANING
Candidates should be able to describe and explain the use of key features of Catholic
churches. Questions will not be set on specific features. Candidates should also be able to
analyse the issues surrounding devotional aids in churches in the context of the wider
Christian community.
Candidates should be able to describe and explain, in simple terms, the Catholic
understanding of prayer and worship. Candidates should be able to describe and explain the
main elements of the Mass and the importance of the Mass in Catholic life. Candidates
should also be able to describe and explain the Catholic understanding of the Mass as a
sacrifice and of the Real Presence. Candidates should also be able to analyse issues
surrounding the obligation on Catholics to attend Mass every Sunday.
Candidates should be able to describe and explain the purposes of pilgrimages to Rome and
Lourdes. Candidates should also be able to analyse the issues surrounding pilgrimage sites.
Candidates should be able to describe and explain the motivation of Catholics to be people
of love; of God, of other people and of themselves. Candidates should be able to analyse the
opportunities and challenges of being people of love in today’s society.
IDENTITY, DIVERSITY AND BELONGING
Candidates should be able to describe, explain and analyse the benefits and challenges of
being a Catholic in today’s society. Benefits include the sense of hope, joy and peace that
Catholics claim to experience because of their faith, the support of community life and the
moral framework Catholicism provides. Challenges include the pressures exerted by
atheism, secularism and relativism.
Candidates should be able to describe the broad principles of Catholic teaching regarding
other religions, particularly as articulated in paragraphs 842-843 of the Catechism of the
Catholic Church. Candidates will not be expected to know the Church’s responses to
particular religions.
MEANING, PURPOSE AND TRUTH
Candidates should be able to describe and explain the Catholic approach to abortion and
euthanasia. They should be able to how the approach is based on beliefs held about God as
creator and about the sacredness of human life. Candidates should also be able to analyse
the issues regarding these areas.
Candidates should be able to describe and explain, in simple terms, Catholic belief in the
Trinity and its origins in the teaching of Jesus (e.g., John 14:10, 16-17). They should be able
to explain the necessity of the Trinity for the teaching that God is love and how belief in the
Trinity might affect attitudes and lifestyles.
Candidates should be able to describe and explain Catholic belief in life after death,
judgement, purgatory, hell and heaven. Candidates should be able to analyse the impact of
these beliefs on Catholic ways of life.
GCSE Religious Studies (Specification A) Teachers' Guide 28
VALUES AND COMMITMENTS
Candidates should be able to describe and explain the Catholic understanding of marriage
and the role, rights and duties of men, women and children in the Catholic family.
Candidates should be able to describe and explain the Catholic approach to marriage to
non-Catholics. Candidates should be able to describe and explain the teaching of the
Catholic Church on separation, annulment and re-marriage. Candidates should also be able
to analyse issues surrounding the marriage of Catholics to non-Catholics and the teaching of
the Catholic Church on divorce.
Candidates should be able to describe and explain the Catholic understanding of the nature
and purpose of sexual love and the teaching of the Catholic Church on pre-marital sex,
adultery and homosexuality. Candidates should also be able to analyse issues surrounding
these aspects of sexual love.
Candidates should be able to describe, explain and analyse the teaching of the Catholic
Church on birth-control.
AO2
Candidates will be expected to use evidence and reasoned argument to express and
evaluate personal responses, informed insights and differing viewpoints on the fundamental
questions and issues about identity, belonging, meaning, purpose, truth, values and
commitments raised through the study of Roman Catholicism above. As well as discussing
the relative importance, significance and value of the beliefs, practices, teachings and
attitudes specifies, some general issues that could be looked at include:
What is the value, purpose and dignity of human beings?
Who and what matters in life?
To whom should human beings have commitments?
What commitments should people have to each other?
What should be the nature of personal relationships?
What are the qualities of a good person?
What sources/authorities should humans look to provide answers to important questions?
How should people express and confirm their identity?
What is the purpose and value of a human life?
Why do people belong to religions?
Why are there differences of belief and practice within religions?
Does religion make a difference to the way a life is lived?
Is belief in God necessary to a good life?
What should motivate individuals to behave in a particular way?
Is there a life after death?
To what extent should individuals be able to express their beliefs?
Is religion necessary to morality?
COMMAND WORDS
The following words will act as command or ‘trigger’ words for all questions:
Describe
Set out the main characteristics of
Explain
Set out reasons for
GCSE Religious Studies (Specification A) Teachers' Guide 29
GLOSSARY
Absolution
The pronouncement by a priest of the forgiveness of sins.
Advent
The four Sunday’s preparation for the season of Christmastime.
Altar
A freestanding structure that serves as the main focal point of the
congregation. It is the table where Eucharistic elements are
consecrated and is the centre of worship.
Apostle
One who was sent out by Jesus Christ to preach the Gospel.
Ascension
The event, 40 days after the Resurrection, when Jesus ascended into
heaven’ (see Luke 24 and Acts 1).
Ash Wednesday
The first day of Lent.
Assumption
The word used to describe the belief that at her death, Mary, the
mother of Jesus was given a foretaste of the general resurrection of
the dead by being taken up body and soul into heaven.
Atonement
Reconciliation between God and humanity; restoring a relationship
broken by sin.
Baptism
A Sacrament of initiation involving immersion in, or sprinkling with
water.
Bishop
A leader of a diocese and successor of the apostles.
Benediction
Blessing at the end of worship. Also, blessing of the congregation with
the consecrated host.
Blessed Sacrament Bread and wine which have been consecrated and have become the
Body and Blood of Jesus Christ.
Catholic
The word means ‘universal’ and describes those people who are
members of the Catholic Church, united with the Bishop of Rome, the
Pope.
Christ
The word means ‘the anointed one’. Its Hebrew equivalent is
‘Messiah’, which is used in the Jewish tradition to refer to the expected
leader sent by God, who will bring salvation to God’s people. Jesus’
followers applied this title to him, and its Greek equivalent, Christ, is
the source of the words Christian and Christianity.
Christmas
Festival commemorating the birth of Jesus Christ (25 December.).
Church
(i) The whole community of Christians.
(ii) The building in which Christians worship.
(iii) A particular denomination.
Clergy
A person who has been ordained to serve the community, e.g., a
priest or deacon.
GCSE Religious Studies (Specification A) Teachers' Guide 30
Confession
One of the seven sacraments, during which a priest confidentially
hears a person’s confession and absolution is given.
Creed
Summary statement of religious beliefs, often recited in worship,
especially the Apostles’ and Nicene Creeds.
Crucifixion
Roman method of executing criminals and traitors by fastening them
to a cross until they died of asphyxiation; used in the case of Jesus
Christ and many who opposed the Romans.
Easter
Central Christian festival which celebrates the resurrection of Jesus
Christ from the dead.
Ecumenism
Movement within the Christian Church towards co-operation and
eventual unity.
Epistle
The name given to letters from Christian leaders such as St Paul to
Christian Churches or individuals, included in the New Testament.
Eucharist
The word means ‘thanksgiving’. It is used to describe both the act of
worship, the Mass, and the consecrated bread and wine.
Evangelist
The word means ‘one who proclaims good news’. It can refer
specifically to the writers of one of the four New Testament Gospels or
to any preacher of the gospel.
Font
Basin or sunken pool used in baptism.
Good Friday
The Friday in Holy Week. It commemorates the day Jesus died on the
cross.
Gospel
(i) Good news (of salvation in Jesus Christ).
(ii) An account of Jesus’ life and work.
Grace
The gift of God’s love and life to all of creation.
Heaven
The place, or state, in which souls are united with God after death.
Hell
The place, or state, in which souls will be separated from God after
death.
Holy Communion
The consecrated bread and wine which has become the Body and
Blood of Jesus Christ.
Holy Spirit
The third person of the Holy Trinity. Active as divine presence and
power in the world, and in dwelling in believers to make them like
Christ and empower them to do God’s will.
Holy Week
The week before Easter, when Christians recall the last week of
Jesus’ life on Earth.
Host
The word means ‘victim’ and is used of the consecrated bread that
has become the Body and Blood of Jesus Christ.
GCSE Religious Studies (Specification A) Teachers' Guide 31
Icon
Painting or mosaic of Jesus Christ, the Virgin Mary, a saint, or a
Church feast. Used as an aid to devotion.
Immaculate
The word used to describe the gift given to Mary of being
Conception
without original sin from the moment of her conception. It is an
anticipation of the gift given to all those who believe in Jesus.
Incarnation
The doctrine that God took human form in Jesus Christ. It is also the
belief that God in Christ is active in the Church and in the world.
Infallibility
The belief that under strict conditions the teaching of the Pope on
behalf of the Church is protected from error. There have been two
infallible statements in the history of the Church.
Jesus Christ
The central figure of Christian history and devotion. The second
person of the Trinity.
Lectern
Stand supporting the Bible, often in the shape of an eagle.
Lectionary
The selection of scriptural passages for systematic reading in Church
throughout the year.
Lent
The forty days season of preparation leading up to Easter.
Liturgy
The structure of prayers and biblical readings used for public worship
Marriage
The sacramental joining of a man and woman into a holy union.
Mass
A term for the central act of worship in the Catholic Church, consisting
of readings, prayers and the repetition of Jesus’ words at the Last
Supper.
Maundy (Holy)
The Thursday in Holy Week. It commemorates the Last
Thursday
Supper.
Missal
The book containing the prayers and directions for Mass.
Mother of God
A title given to the Virgin Mary to underline the Trinitarian belief that
Jesus is truly God.
New Testament
Collection of 27 books forming the second section of the Canon of
Christian Scriptures.
Old Testament
That part of the Canon of Christian Scriptures which the Church
shares with Judaism, comprising the 45 books of the Hebrew Canon
and the Apocrypha.
Ordination
The sacrament that celebrates the moment when a man becomes a
priest or deacon.
Palm Sunday
The Sunday before Easter, commemorating the entry of Jesus into
Jerusalem when he was acknowledged by crowds waving palm
branches.
GCSE Religious Studies (Specification A) Teachers' Guide 32
Paraclete
The word means ‘one to be with’ It is a term used by Jesus for the
Holy Spirit.
Parish
A specific community of Christians within a diocese which has its own
church building and is under the authority of a pastor who is
responsible for providing the faithful with ministerial service.
Parousia
The Second Coming or return of Jesus Christ.
Passion
The sufferings of Jesus Christ, especially in the time leading up to his
crucifixion.
Pentecost
The Greek name for the Jewish Festival of Weeks, or Shavuot, which
comes seven weeks (‘fifty days’) after Passover. On the day of this
feast, the followers of Jesus received the gift of the Holy Spirit.
Pope
The Bishop of Rome, head of the Catholic Church.
Protestant
That part of the Christian Church which became distinct from the
Roman Catholic and Orthodox Churches when their members
professed (or ‘protested’ - hence Protestant) the centrality of the Bible
and other beliefs. Members affirm that the Bible, under the guidance
of the Holy Spirit, is the only for Christian teaching.
Pulpit
An elevated platform from which sermons are preached.
Purgatory
The process of being purified of sin before uniting with God in heaven
Reconciliation
Confession
(i) Sacrament of the Catholic Church, consisting of contrition,
confession of sins, firm purpose of amendment and absolution.
(ii) The forgiveness of sins by God and between human beings.
Reformation
A 16th century reform movement that led to the formation of
Protestant Churches. It emphasised the need to recover the initial
beliefs and practices of the Church.
Resurrection
(i) The rising from the dead of Jesus Christ on the third day after the
crucifixion.
(ii) The rising from the dead of believers at the Last Day.
(iii) The new, or risen, life of Christians.
Revelation
The way in which God reveals Godself to humanity, particularly as
recorded in the scriptures.
Religious
Men and women who take vows of poverty, chastity and obedience
and who follow the rules of a particular community.
Rite
The prayers and actions used in a set act of worship, such as
Baptism.
Sacrament
The word means ‘to make holy’. It is an outward sign of inward grace,
ordained by Jesus Christ, by which grace is given to the soul.
GCSE Religious Studies (Specification A) Teachers' Guide 33
Sin
(i) Act of rebellion or disobedience against the known will of God.
(ii) An assessment of the human condition as disordered and in
need of transformation.
Soul
The spiritual part of a human person that goes to God at death.
Stations of the Cross 14 or 15 drawings or locations (usually inside a church) that let
worshipers follow the milestones of Christ's journey on the day of his
crucifixion.
Tabernacle
A metal safe bolted to a floor or wall, which stores the Blessed
Sacrament.
Transubstantiation
The word given to the change that occurs to the bread and wine
when it becomes the Body and Blood of Jesus in the Mass.
Trinity
Three persons in one God; doctrine of the threefold nature of God Father, Son and Holy Spirit.
Vatican
The residence of the Pope in Rome, and the administrative centre of
the Roman Catholic Church. The chief building of the Vatican is St
Peter’s Basilica, built on the site of St Peter’s tomb.
Virgin Birth
The doctrine of the miraculous conception of Jesus Christ by the
Virgin Mary through the power of the Holy Spirit and without the
agency of a human father.
RESOURCES
For teachers
Davies, G., Davies, M., Thomas, C., & Thomas, V., Exploring Questions in RE (Teacher
Book), (2006) Nelson Thornes ISBN 978-0748793686
Flannery, A., Vatican Council II: The Conciliar and Post-Conciliar Documents, (1996)
Dublin, Dominican Publications ISBN 978-1871552607
Geoffrey Chapman Libreria Editrice Vaticana Catechism of the Catholic Church, (2002)
Burns and Oates, ISBN 978-0860123248
McBrien, Richard, Catholicism, (2005 edn), Harper San Francisco ISBN 978-0060654054
The Pontifical Council for Justice and Peace (2005), Compendium of the Social
Doctrine of the Church, Burns and Oates ISBN 978-0860123545
For students
Elson, M. & Watton, V.W., Catholic Christianity Today, (1997) Hodder and Stoughton ISBN
978-0340664117
Geddes, G. & Griffiths, J., Christian Belief and Practice: The Roman Catholic Tradition,
(2002) Heinemann ISBN 978-0435306915
Jenkins, Joe, GCSE Religious Studies Contemporary Issues, (1988) Heinemann ISBN 9780435300012
Keene, M., Christianity for GCSE, (2003) John Hunt Publishing ISBN 978-1903019573
Keene, M., Christianity in the Modern world for GCSE, (2000), John Hunt Publishing ISBN
978-1903019580
Keene, M., Living Faith: The Catholic Experience, (1995) Stanley Thornes ISBN 9780748721894
Keene, M., The Catholic Church: Belief, Practice, Life and Behaviour, (2006) Folens ISBN
978-1843038214
GCSE Religious Studies (Specification A) Teachers' Guide 34
Mayled., J., Ahluwalia, L., & BBC Worldwide, GCSE Bitesize Revision: Religious Studies,
(2002) BBC Educational Publishing ISBN 978-0563544739
Richards, C., Examining Religions: Roman Catholic Christianity, (1995) Heinemann ISBN
978-0435303181
Watton, V., Kolka, D., & Elson, M., Catholic Christianity for Edexcel, (2009) Hodder Murray
ISBN 978-0340975534
Web-sites
www.vatican.va/
http://catholic-hythe.org/virtual_church_tour.htm
www.reonline.org.uk
www.bbc.co.uk/religion/re/
www.culham.ac.uk/
www.mmiweb.org.uk/gcsere/
www.painsley.org.uk/logosRE/
www.damaris.org/relessons/
www.re-net.ac.uk/
http://re-xs.ucsm.ac.uk/
www.tere.org/
www.religiousstudies.co.uk/
GCSE Religious Studies (Specification A) Teachers' Guide 35
4.4
Unit 4
ROMAN CATHOLICISM 2
Introduction
The specification has been designed to meet the requirements of the Bishops’ Conference of
England and Wales’ Curriculum Directory of Religious Education at Key Stage 4 but it may
also provide a framework for parish based adult formation programmes.
Attention is drawn to the statement in the specifications that ‘candidates must study
Catholicism within the broader context of Christianity. They should therefore study all of the
content specified both from a Catholic perspective and in its broader context’. Candidates
should be able to analyse, where relevant, issues arising from Catholic belief and practice
within the wider Christian community.
Schemes of work should be developed that provide opportunities for students to deepen
their knowledge and understanding of the topics specified and to develop the skills of
analysis.
BELIEFS, TEACHINGS AND SOURCES
Candidates should be able to describe and explain, in simple terms, the role of reason and
of revelation in engendering and supporting faith. They should be able to provide a simple
version of the cosmological argument for the existence of God based on the first three of
Aquinas’ Five Ways.
Candidates should be able to describe and explain the various sources of authority in
Catholicism: the Bible, the Church, prayer and conscience, in terms of the part they play in
Christian decision-making. Candidates should also be able to analyse issues surrounding
these sources of authority in Christian decision-making.
Candidates should be able to describe and explain the role of bishops in the Catholic Church
and the Catholic Church’s understanding of apostolic succession. Candidates should be able
to describe and explain the role of the Pope in the Catholic Church, including the Papal titles
of Successor of St Peter and Vicar of Christ, and the Church’s understanding of papal
infallibility. Candidates should also be able to analyse issues surrounding the role of Church
authority in Catholic decision-making.
PRACTICES AND WAYS OF LIFE
Candidates should be able to describe and explain Catholic teaching about the nature of
humanity and, in particular, about the importance of valuing oneself. Specific questions may
be asked on the use and misuse of drugs, alcohol, food and choice of occupation, where
these have an impact on the physical, mental, spiritual and emotional health of a person.
Candidates should be able to analyse issues surrounding these occasions when damage is
possible to the person.
Candidates should be able to describe and explain the Catholic understanding of vocation
and, in particular, how this is exemplified in lay people, members of Religious Orders and the
clergy. Candidates should also be able to analyse issues surrounding concepts of vocation.
GCSE Religious Studies (Specification A) Teachers' Guide 36
EXPRESSING MEANING
Candidates should be able to describe and explain the teaching of the Catholic Church on
justice and fairness and the work of CAFOD. Candidates should also be able to analyse
issues surrounding the expectation to show compassion for people who are suffering.
Candidates should be able to describe and explain ways in which Catholics show devotion to
Mary through art. Questions will not be set on individual works of art but candidates may
refer to such works in their responses. Candidates should also be able to analyse issues
surrounding Catholic devotion to Mary in the context of the wider Christian Church.
IDENTITY, DIVERSITY AND BELONGING
Candidates should be able to describe and explain the Catholic understanding of
responsible citizenship in terms of the Catholic concept of the ‘Common Good’. Candidates
should also be able to analyse the benefits and challenges for Catholics of multi-culturalism
in today’s society.
Candidates should be able to describe and explain the main features of the ecumenical
movement in the Christian Church. Candidates should also be able to analyse the
importance of the ecumenical movement and the issue of Christian inter-communion.
MEANING, PURPOSE AND TRUTH
Candidates should be able to describe and explain, in simple terms, three of the classical
attributes of God: omnipotence (all-powerful), omniscience (all-knowing) and
omnibenevolence (all-loving) and, in very simple terms, the problem of evil and suffering in
the light of these attributes. Candidates should also be able to describe and explain what is
meant by moral evil and natural evil.
Candidates should be able to describe and explain the Catholic understanding of the origin
of evil and analyse issues raised by that understanding.
Candidates should be able to describe and explain responses Catholics may make to the
existence of suffering.
VALUES AND COMMITMENTS
Candidates should be able to describe and explain the teaching of the Catholic Church on
violence and non-violence and responses Catholics may make to violence. Candidates
should also be able to analyse issues arising from violent and non-violent choices.
Candidates should be able to describe and explain the teaching of the Catholic Church on
war and peace, including the ‘just war’ theory. Candidates should also be able to analyse
issues arising from this teaching.
Candidates should be able to describe and explain the teaching of the Catholic Church on
the treatment of criminals and on capital punishment. Candidates should also be able to
analyse the issues surrounding capital punishment.
GCSE Religious Studies (Specification A) Teachers' Guide 37
AO2
Candidates will be expected to use evidence and reasoned argument to express and
evaluate personal responses, informed insights and differing viewpoints on the fundamental
questions and issues about identity, belonging, meaning, purpose, truth, values and
commitments raised through the study of Christianity above. As well as discussing the
relative importance, significance and value of the beliefs, practices, teachings and attitudes
specifies, some general issues that could be looked at include:
What is the value, purpose and dignity of human beings?
Who and what matters in life?
To whom should human beings have commitments?
What commitments should people have to each other?
What should be the nature of personal relationships?
What are the qualities of a good person?
What sources/authorities should humans look to provide answers to important questions?
How should people express and confirm their identity?
What is the purpose and value of a human life?
Why do people belong to religions?
Why are there differences of belief and practice within religions?
Does religion make a difference to the way a life is lived?
Is belief in God necessary to a good life?
What should motivate individuals to behave in a particular way?
Is there a life after death?
To what extent should individuals be able to express their beliefs?
Is religion necessary to morality?
COMMAND WORDS
The following words will act as command or ‘trigger’ words for all questions:
Describe
Set out the main characteristics of
Explain
Set out reasons for
GLOSSARY
Absolution
The pronouncement by a priest of the forgiveness of sins.
Advent
Altar
The four Sunday’s preparation for the season of Christmastime.
A freestanding structure that serves as the main focal point of the
congregation. It is the table where Eucharistic elements are
consecrated and is the centre of worship.
Apostle
One who was sent out by Jesus Christ to preach the Gospel.
Ascension
The event, 40 days after the Resurrection, when Jesus ‘ascended into
heaven’ (see Luke 24 and Acts 1).
Ash Wednesday
The first day of Lent.
Assumption
The word used to describe the belief that at her death, Mary, the
mother of Jesus was given a foretaste of the general resurrection of
the dead by being taken up body and soul into heaven.
GCSE Religious Studies (Specification A) Teachers' Guide 38
Atonement
Reconciliation between God and humanity; restoring a relationship
broken by sin.
Baptism
A Sacrament of initiation involving immersion in, or sprinkling with
water.
Bishop
A leader of a diocese and successor of the apostles.
Benediction
Blessing at the end of worship. Also, blessing of the congregation with
the consecrated host.
Blessed Sacrament Bread and wine which have been consecrated and have become the
Body and Blood of Jesus Christ.
Catholic
The word means ‘universal’ and describes those people who are
members of the Catholic Church, united with the Bishop of Rome, the
Pope.
Christ
The word means ‘the anointed one’. Its Hebrew equivalent is
‘Messiah’, which is used in the Jewish tradition to refer to the expected
leader sent by God, who will bring salvation to God’s people. Jesus’
followers applied this title to him, and its Greek equivalent, Christ, is
the source of the words Christian and Christianity.
Christmas
Festival commemorating the birth of Jesus Christ (25 December.)
Church
(i) The whole community of Christians.
(ii) The building in which Christians worship
(iii) A particular denomination.
Clergy
A person who has been ordained to serve the community, e.g., a
priest or deacon.
Confession
One of the seven sacraments, during which a priest confidentially
hears a person’s confession and absolution is given.
Creed
Summary statement of religious beliefs, often recited in worship,
especially the Apostles’ and Nicene Creeds.
Crucifixion
Roman method of executing criminals and traitors by fastening them
to a cross until they died of asphyxiation; used in the case of Jesus
Christ and many who opposed the Romans.
Easter
Central Christian festival which celebrates the resurrection of Jesus
Christ from the dead.
Ecumenism
Movement within the Christian Church towards co-operation and
eventual unity.
Epistle
The name given to letters from Christian leaders such as St Paul to
Christian Churches or individuals, included in the New Testament.
Eucharist
The word means ‘thanksgiving’. It is used to describe both the act of
worship, the Mass, and the consecrated bread and wine.
GCSE Religious Studies (Specification A) Teachers' Guide 39
Evangelist
The word means ‘one who proclaims good news’. It can refer
specifically to the writers of one of the four New Testament Gospels or
to any preacher of the gospel.
Font
Basin or sunken pool used in baptism.
Good Friday
The Friday in Holy Week. It commemorates the day Jesus died on the
cross.
Gospel
(i) Good news (of salvation in Jesus Christ).
(ii) An account of Jesus’ life and work.
Grace
The gift of God’s love and life to all of creation.
Heaven
The place, or state, in which souls are united with God after death.
Hell
The place, or state, in which souls will be separated from God after
death.
Holy Communion
The consecrated bread and wine which has become the Body and
Blood of Jesus Christ.
Holy Spirit
The third person of the Holy Trinity. Active as divine presence and
power in the world, and in dwelling in believers to make them like
Christ and empower them to do God’s will.
Holy Week
The week before Easter, when Christians recall the last week of
Jesus’ life on Earth.
Host
The word means ‘victim’ and is used of the consecrated bread that
has become the Body and Blood of Jesus Christ.
Icon
Painting or mosaic of Jesus Christ, the Virgin Mary, a saint, or a
Church feast. Used as an aid to devotion.
Immaculate
The word used to describe the gift given to Mary of being
Conception
without original sin from the moment of her conception. It is an
anticipation of the gift given to all those who believe in Jesus.
Incarnation
The doctrine that God took human form in Jesus Christ. It is also the
belief that God in Christ is active in the Church and in the world.
Infallibility
The belief that under strict conditions the teaching of the Pope on
behalf of the Church is protected from error. There have been two
infallible statements in the history of the Church.
Jesus Christ
The central figure of Christian history and devotion. The second
person of the Trinity.
Lectern
Stand supporting the Bible, often in the shape of an eagle.
Lectionary
The selection of scriptural passages for systematic reading in Church
throughout the year.
Lent
The forty days season of preparation leading up to Easter.
GCSE Religious Studies (Specification A) Teachers' Guide 40
Liturgy
The structure of prayers and biblical readings used for public worship
Marriage
The sacramental joining of a man and woman into a holy union.
Mass
A term for the central act of worship in the Catholic Church, consisting
of readings, prayers and the repetition of Jesus’ words at the Last
Supper.
Maundy (Holy)
The Thursday in Holy Week. It commemorates the Last
Thursday
Supper.
Missal
The book containing the prayers and directions for Mass.
Mother of God
A title given to the Virgin Mary to underline the Trinitarian belief that
Jesus is truly God.
New Testament
Collection of 27 books forming the second section of the Canon of
Christian Scriptures.
Old Testament
That part of the Canon of Christian Scriptures which the Church
shares with Judaism, comprising the 45 books of the Hebrew Canon
and the Apocrypha.
Ordination
The sacrament that celebrates the moment when a man becomes a
priest or deacon.
Palm Sunday
The Sunday before Easter, commemorating the entry of Jesus into
Jerusalem when he was acknowledged by crowds waving palm
branches.
Paraclete
The word means ‘one to be with’ It is a term used by Jesus for the
Holy Spirit.
Parish
A specific community of Christians within a diocese which has its own
church building and is under the authority of a pastor who is
responsible for providing the faithful with ministerial service.
Parousia
The Second Coming or return of Jesus Christ.
Passion
The sufferings of Jesus Christ, especially in the time leading up to his
crucifixion.
Pentecost
The Greek name for the Jewish Festival of Weeks, or Shavuot, which
comes seven weeks (‘fifty days’) after Passover. On the day of this
feast, the followers of Jesus received the gift of the Holy Spirit.
Pope
The Bishop of Rome, head of the Catholic Church.
Protestant
That part of the Christian Church which became distinct from the
Roman Catholic and Orthodox Churches when their members
professed (or ‘protested’ - hence Protestant) the centrality of the Bible
and other beliefs. Members affirm that the Bible, under the guidance
of the Holy Spirit, is the only for Christian teaching.
Pulpit
An elevated platform from which sermons are preached.
GCSE Religious Studies (Specification A) Teachers' Guide 41
Purgatory
The process of being purified of sin before uniting with God in heaven
Reconciliation
Confession
(i) Sacrament of the Catholic Church, consisting of contrition,
confession of sins, firm purpose of amendment and absolution. (ii) The
forgiveness of sins by God and between human beings.
Reformation
A 16th century reform movement that led to the formation of
Protestant Churches. It emphasised the need to recover the initial
beliefs and practices of the Church.
Resurrection
(i) The rising from the dead of Jesus Christ on the third day after the
crucifixion.
(ii) The rising from the dead of believers at the Last Day.
(iii) The new, or risen, life of Christians.
Revelation
The way in which God reveals Godself to humanity, particularly as
recorded in the scriptures.
Religious
Men and women who take vows of poverty, chastity and obedience
and who follow the rules of a particular community.
Rite
The prayers and actions used in a set act of worship, such as
Baptism.
Sacrament
The word means ‘to make holy’. It is an outward sign of inward grace,
ordained by Jesus Christ, by which grace is given to the soul.
Sin
(i) Act of rebellion or disobedience against the known will of God.
(ii) An assessment of the human condition as disordered and in need
of transformation.
Soul
The spiritual part of a human person that goes to God at death.
Stations of the cross 14 or 15 drawings or locations (usually inside a church) that let
worshipers follow the milestones of Christ's journey on the day of his
crucifixion.
Tabernacle
A metal safe bolted to a floor or wall, which stores the Blessed
Sacrament.
Transubstantiation The word given to the change that occurs to the bread and wine when
it becomes the Body and Blood of Jesus in the Mass.
Trinity
Three persons in one God; doctrine of the threefold nature of God Father, Son and Holy Spirit.
Vatican
The residence of the Pope in Rome, and the administrative centre of
the Roman Catholic Church. The chief building of the Vatican is St
Peter’s Basilica, built on the site of St Peter’s tomb.
Virgin Birth
The doctrine of the miraculous conception of Jesus Christ by the
Virgin Mary through the power of the Holy Spirit and without the
agency of a human father.
GCSE Religious Studies (Specification A) Teachers' Guide 42
RESOURCES
For teachers
Davies, G., Davies, M., Thomas, C., & Thomas, V., Exploring Questions in RE (Teacher
Book), (2006) Nelson Thornes ISBN 978-0748793686
Flannery, A., Vatican Council II: The Conciliar and Post-Conciliar Documents, (1996)
Dublin, Dominican Publications ISBN 978-1871552607
Geoffrey Chapman Libreria Editrice Vaticana Catechism of the Catholic Church, (2002)
Burns and Oates, ISBN 978-0860123248
McBrien, Richard, Catholicism, (2005 edn), Harper San Francisco ISBN 978-0060654054
The Pontifical Council for Justice and Peace (2005), Compendium of the Social
Doctrine of the Church, Burns and Oates ISBN 978-0860123545
For students
Elson, M. & Watton, V.W., Catholic Christianity Today, (1997) Hodder and Stoughton ISBN
978-0340664117
Geddes, G. & Griffiths, J., Christian Belief and Practice: The Roman Catholic Tradition,
(2002) Heinemann ISBN 978-0435306915
Jenkins, Joe, GCSE Religious Studies Contemporary Issues, (1988) Heinemann ISBN 9780435300012
Keene, M., Christianity for GCSE, (2003) John Hunt Publishing ISBN 978-1903019573
Keene, M., Christianity in the Modern world for GCSE, (2000), John Hunt Publishing ISBN
978-1903019580
Keene, M., Living Faith: The Catholic Experience, (1995) Stanley Thornes ISBN 9780748721894
Keene, M., The Catholic Church: Belief, Practice, Life and Behaviour, (2006) Folens ISBN
978-1843038214
Mayled., J., Ahluwalia, L., & BBC Worldwide, GCSE Bitesize Revision: Religious Studies,
(2002) BBC Educational Publishing ISBN 978-0563544739
Richards, C., Examining Religions: Roman Catholic Christianity, (1995) Heinemann ISBN
978-0435303181
Watton, V., Kolka, D., & Elson, M., Catholic Christianity for Edexcel, (2009) Hodder Murray
ISBN 978-0340975534
Web-sites
www.vatican.va/
http://catholic-hythe.org/virtual_church_tour.htm
www.reonline.org.uk
www.bbc.co.uk/religion/re/
www.culham.ac.uk/
www.mmiweb.org.uk/gcsere/
www.painsley.org.uk/logosRE/
www.damaris.org/relessons/
www.re-net.ac.uk/
http://re-xs.ucsm.ac.uk/
www.tere.org/
www.religiousstudies.co.uk/
GCSE Religious Studies (Specification A) Teachers' Guide 43
4.5
Unit 5
CHRISTIAN PHILOSOPHY AND ETHICS
Introduction
Christianity through Philosophy and Ethics has been developed in order to bridge the
gap between GCSE and AS level. Some of the concepts introduced at this level may
be developed further at AS level. The level of expectation will remain firmly at GCSE
level and it will not be required that teachers deliver the specification in the depth
expected at a higher level. Teachers should, where appropriate, encourage students
to appreciate that within Christianity there are a variety of philosophical and ethical
stances and how these might be reflected in practices, lifestyles and attitudes.
The various sections of the specification should be developed into programmes of
study that are appropriate for centres and should include opportunities for students to
develop skills of analysis and evaluation.
BELIEFS, TEACHINGS AND SOURCES
The existence of God
Candidates will be expected to have reflected upon why some people have a
religious belief whilst others do not. Considerations in favour of God’s existence
could include the acceptance of a God-given conscience which leads to belief; the
testimony of others, the notion of the numinous, [having a sense of the spiritual],
reflecting on creation, and a sense of wonder and awe. All these factors could lead to
the conviction that God exists. Other considerations could include personal
experience such as a conversion.
Candidates should distinguish between Revelation and Reason, the notion that God
can only be known through his personal disclosure of his nature through Holy
Scripture, the teaching of the Church and personal experience. For many a rational
working out of the possibility of God’s existence leads to a logical conclusion that
God is real.
Candidates could explore the argument from design for the existence of God. They
will be expected the underlying principles of the arguments involved, and not the
actual arguments in depth.
Secular arguments opposing the existence of God should include the rejection of a
spiritual approach based on Empiricism. Candidates should explore the notion that
humans are physical rather than spiritual beings and how this can lead towards
atheistic materialism. It should also be emphasised that atheistic approaches need
not lead to lack of concern for others. Many atheists take a humanist stance, where
care for Humanity is of paramount importance.
The Christian concept of the Trinity should be explored as a fundamental belief. God
is one yet three persons with distinct functions and, in relationship with each other.
The model is one which emphasises the importance of relationship.
ROLE AND SIGNIFICANCE OF SACRED TEXTS
Christians should examine the authoritative role of the Bible as God’s Word. It is
considered to be inspired by the Holy Spirit and as such is ‘God - breathed’. When
making decisions in life Christians should take into account what the Bible advises. In
conjunction with Scripture candidates should consider what the Christian Church
teaches and how Christians consider decisions through prayer and follow their
conscience.
GCSE Religious Studies (Specification A) Teachers' Guide 44
PRACTICES AND WAYS OF LIFE
Candidates will be expected to have reflected upon the Christian understanding of
the nature of and the purpose of Humanity, and how this impacts upon ways in which
Christians live their lives.
What it means to be human: The physical, spiritual and emotional nature of
mankind
Candidates will need to understand and be able to explain what it means to have a
physical, spiritual and emotional nature. They should be familiar with the notion that
humans are created in the ‘imago dei’ and as such share in the divine nature having
an eternal soul. They need to consider Humanity’s special position in creation, being
the pinnacle of creation with the responsibility to have dominion over the rest of the
created order [Genesis1:26-28] and why human life is considered sacred.
Respecting oneself: Drug abuse
Candidates should consider the importance of respecting oneself as a created being
in the image and likeness of God and how this reflects upon the significance of
respecting one’s body. Particular reference should be made to the Christian
understanding of the body being the ‘Temple of the Holy Spirit’ (I Corinthians 6:19).
Respecting others: Prejudice/discrimination
Candidates should consider the importance of not only treating oneself with respect
but others too. They should study the Christian teaching that all mankind is created in
the image and likeness of God, given equal dignity and therefore deserving of equal
respect. Candidates should examine the Christian teaching on equality with
particular reference to gender and race. Candidates will be expected to distinguish
between the terms ‘prejudice’ and ‘discrimination’. They will be expected to exemplify
answers with reference to types of prejudice associated with gender and race. The
example and teaching of Christ should be referred to in answers. Candidates should
know and understand Biblical teaching on equality. Scriptural verses which may help
with this section include Galatians 3:28, Acts 10: 34, James 2:1, Luke 10:27.
EXPRESSING MEANING
Justice and fairness:
Candidates should understand the concept of social justice and the Christian
responsibility to create a just and fair society, which engenders an attitude of
preferential option for the poor. Candidates should be encouraged to think of
humans belonging to a worldwide family and to examine ways in which humans
belong together on personal, local and global levels. Although there will not be
specific questions set on the work of any single way in which Christians set about
creating a fair and just society on a personal, national and international level,
candidates should be able to exemplify their answers with references to different
ways.
Wealth and poverty:
Candidates will be expected to have reflected upon the causes of hunger poverty and
disease. Candidates should be able to make links between Natural disasters, unfair
trade, lack of education, and debt and poverty. Candidates should be able to reflect
upon how poorer countries are trapped in a cycle of poverty and as such become
susceptible to disease. Candidates should consider in the light of the above the
notion of stewardship of money and attitudes towards Christian responsibility for the
poor.
GCSE Religious Studies (Specification A) Teachers' Guide 45
IDENTITY, DIVERSITY AND BELONGING
Candidates will be expected to have reflected upon the notion of stewardship as
portrayed in Genesis 1:28 and ways in which Humanity should respond in the twenty
first century to environmental issues. Candidates will be expected to explain and
analyse viewpoints on issues connecting personal, communal and global identity.
Responsibility for the planet:
Candidates will be expected to have reflected upon and exemplify ways in which
humans can demonstrate their responsibility in practical ways. Personal and
communal responsible attitudes towards the environment should be examined and
ways to preserve the planet and deal with Global warming should be explored.
Attitudes to the treatment of animals should be considered, as well as considering a
variety of Christian responses to the use of animals in medical research.
MEANING, PURPOSE AND TRUTH
Candidates will be expected to analyse and synthesise insights on Ultimate
Questions that confront Humanity. In particular candidates should be able to
demonstrate the knowledge and understanding of the difference between natural and
moral evil and to exemplify ways in which they are experienced.
Good and Evil:
Candidates should consider the problematic nature of belief in a God who has the
power to intervene in the lives of those who are suffering and yet does not.
Candidates should consider the possibility of supernatural causes of evil and
suffering Satan, the Devil. Candidates should also examine ways in which Christians
have responded to suffering and be able to exemplify answers with reference to aid
agencies.
VALUES AND COMMITMENTS
Candidates will be expected to have an appreciation of a variety of Christian
approaches to war and violence. They should know and understand the Just War
Theory as set out by St. Thomas Aquinas, as well as the underpinning principles of
pacifism and non-violent protest. Candidates should be able to synthesise evidence
and arguments how Christian principles are applied in practice to issues of human
relationships and be able to reflect on different responses to the issues specified.
Candidates should also know and understand the reasons for punishment, and to
show knowledge and understanding of the terms ‘retribution’, ‘deterrence’,
‘reparation’, and ‘reform’. Candidates should also understand different Christian
attitudes towards Capital Punishment.
A02
Candidates will be expected to use evidence and reasoned argument to express and
evaluate personal responses, informed insights and differing viewpoints on the
fundamental questions and issues about identity, belonging, meaning, purpose, truth,
values and commitments raised through the study of Christian Philosophy and Ethics
above. As well as discussing the relative importance, significance and value of the
beliefs, practices, teachings and attitudes specifies, some general issues that could
be looked at include:
Is it possible to believe in God without scientific proof?
Does the way that the world is designed make it more credible that God exists?
Should the Bible be the Christian’s only source of authority?
GCSE Religious Studies (Specification A) Teachers' Guide 46
Does atheism leads to a selfish attitude?
Are humans able to know God or is he far too remote?
‘It’s my life so I can do what I want with it.’
Which matter more, the soul or the body?
Is it possible to achieve equality in a world driven by egoism?
Should women and men be treated differently, as they are by nature different?
Should animals have just as much right as humans to be treated with dignity and
respect?
Is it morally right to use animals in experimentation for the advancement of
medicine?
Can God really exist in light of the fact that so much suffering in the world?
If God does exist is he powerless to intervene?
Does the existence of evil presume the presence and activity of a supernatural evil
force such as the Devil?
Who should be blamed for moral evil?
How far can mankind be blamed for the suffering in the world?
It is the responsibility of governments or individuals to help those who are suffering?
Should Christians be more concerned with helping the poor or preaching the Gospel?
Can violence ever be morally justified?
Is pacifism just a cowardly stance?
Is there any purpose to punishment?
Can it ever be right to end a life even for the most serious of crimes?
COMMAND WORDS
The following words will act as command or ‘trigger’ words for all questions:
Describe
Set out the main characteristics of
Explain
Set out reasons for
GLOSSARY
Argument from design
The proposition that the universe was created with order and
purpose by an intelligent Supreme Being.
Capital punishment
The death penalty imposes by the State Authorities for serious
crime.
Christian charities
Organisations which work to help others based on the
teachings of Jesus Christ.
Church teaching
Instructions given by Church authorities upholding Christian
belief.
Conflict in personal
relationships,
Struggle between two parties e.g. husband and wife,
friends.
Conflict in personal society
Struggle within the local community.
Conscience
A moral sense of right and wrong.
Conscientious objection
Refusal to conform to a requirement e.g. participate in
war/fighting, because of conscience.
Cultural relativism
Actions could be considered morally right or wrong depending
on the cultural norms of the society.
GCSE Religious Studies (Specification A) Teachers' Guide 47
Deterrence
Discourage actions through fear or dislike of the
consequences.
Drugs
Medical substance; narcotic, hallucinogen, or stimulant.
Emotional
Strong, mental or instinctive feeling.
Ethics
The science of morals relating to human conduct.
Evil
Morally bad.
Good
That which is morally acceptable.
Mental
In the mind.
Moral evil
A deliberate choice to act in a way that harms others.
Moral relativism
The notion that nothing is right or wrong intrinsically but
depends on the situation.
Multi-culturalism
The acceptance of a variety of cultures within society.
Natural evil
Actions which cause suffering, over which there is no control,
e.g. disasters such as earthquakes.
Non-violent protest
Demonstrating one’s objections through peaceful means e.g.
marches.
Occupation
One’s employment on a regular basis.
Omnibenevolent.
All loving – referring to God’s merciful nature.
Omnipotent
Having absolute power – referring to God’s sovereignty.
Omniscient
Knowing everything – a characteristic of God.
Pacifism
The belief that war and violence are morally wrong.
Philosophy
The use of reason and argument in seeking truth and
knowledge of reality.
Physical
The material part of human nature –the body.
Prayer
A conversation with God involving requests, thanksgiving,
praise.
Punishment
An imposition which causes suffering.
Reason
The ability to think logically and rationally.
Reform
To make better by changing one’s behaviour.
Religious belief
Faith based on the teachings of a particular religion.
Reparation
To make up for one’s bad actions.
GCSE Religious Studies (Specification A) Teachers' Guide 48
Respect
Holding something/someone in high regard.
Responsible citizen
A person who abides by society’s rules.
Retribution
Just revenge for evil.
Revelation
Disclosure of knowledge.
Satan
The spiritual force opposed to God.
Secular
Not concerned with religious belief, concerned with worldly
matters.
Spiritual
Concerned with religious or sacred things.
Suffering
Experiencing pain.
The Bible
Authoritative scripture regarded as God’s Word by Christians.
The Devil
An evil force opposing God, believed to be a fallen angel.
The Just War Theory
The conditions which state that it is morally acceptable to
declare war on a country or countries.
Theodicy
A way of explaining suffering in the light of belief in the
existence of God.
RESOURCES FOR TEACHERS
Luhman, R., The Problem of Evil, (1995) Abacus ISBN 978-1898653080
Thompson, M., Teach yourself Philosophy of Religion, (1997) Hodder& Stoughton
ISBN 978-0340688373
Thompson, M., Teach Yourself Ethics, (4th edition), (2006) Hodder Murray ISBN 9780340926963
Vardy, P and Arliss J., The Thinker’s Guide to Evil, (2003) John Hunt Publishing
ISBN 978-1903816332
Vardy, P. & Grosch, P., The Puzzle of Ethics, (1999) Revised Edition Fount ISBN
978-0006281443
Wilkens, S., Philosophy and Faith, (2004) The Bible Reading Fellowship ISBN 9781841014098
RESOURCES FOR STUDENTS
Abbott, L., Ethics through Christianity, (2007) Hodder Murray ISBN 978-0340916803
Cleave, J., The Roman Catholic Tradition: Christian Lifestyle and Behaviour,
(2002) Heinemann ISBN 978- 0435306908
Foster, J., Your Life 3, (2009) Collins ISBN 978- 0007312474
GCSE Religious Studies (Specification A) Teachers' Guide 49
Craigen, G. & White, J., Believing and Living, (2009) Hodder and Stoughton ISBN
978-0340975572
Craigen, G. & White, J., Believing and Experiencing, (2009) Hodder and Stoughton
ISBN 978-0340975589
Keene, M., Philosophy and Ethics, (2005) Folens ISBN 978-1843037798
Mayled, J., & Ahluwalia, L., Discovery - Philosophy and Ethics, (2002)
Nelson Thornes ISBN 978-0748762231
Useful websites (with links)
http://www.bbc.co.uk/schools/gcsebitesize/re/god/chrevelationrev1.shtml
http://www.request.org.uk/issues/evidence/evidence01.htm
http://www.request.org.uk/issues/topics/sanctity/sanctity01.htm
http://www.request.org.uk/issues/topics/drugs/drugs00.htm
http://www.request.org.uk/issues/topics/prejudice/prejudice00.htm
http://re-xs.ucsm.ac.uk/ethics/race_and_prejudice/
http://re-xs.ucsm.ac.uk/ethics/health_and_body/
http://www.damaris.org/relessons/
http://www.request.org.uk/issues/topics/poverty/poverty00.htm
http://www.request.org.uk/issues/topics/ethics/http://rexs.ucsm.ac.uk/ethics/wealth_and_poverty/ethics00.htm
http://www.bbc.co.uk/schools/gcsebitesize/re/povwealth/
http://www.request.org.uk/issues/topics/environment/environment00.htm
http://re-xs.ucsm.ac.uk/ethics/environment/
http://reep.org.uk/
http://www.biblegateway.com
GCSE Religious Studies (Specification A) Teachers' Guide 50
4.6
Unit 6
HINDUISM
Introduction
Candidates should be aware of the wide diversity which exists within Hinduism and therefore
of the difficulties of separating the religion into discrete topics. The topics therefore are
intended as a teaching guide and are not listed in order of study or priority and are
interrelated to each other.
BELIEFS, TEACHINGS AND SOURCES
Knowledge and understanding of the main events of the Ramayana such as the banishment
to the forest, Sita’s kidnapping and the rescue is expected. Candidates should be aware of
the role played by the main characters especially Rama and Sita, their personal qualities e.g.
Rama’s courage and Sita’s faithfulness and to understand their importance as role-models
within Hinduism and to Hindus.
Candidates should be aware that there is a wide diversity of belief about the divine within
Hinduism and have knowledge and understanding of the concept of Brahman as being the
Universal Soul found in everything. They should also have knowledge and understanding of
the doctrines of dharma (living in an appropriate way) and karma (the theory of cause and
effect) and be able to evaluate their importance within Hinduism and their influence and role
in the daily lives of Hindus. They will also be expected to have knowledge and understanding
of the Varna system, its background and practice. Candidates need to be clear on the
difference between Varna and caste (jati) which is a sub-division within each Varna usually
linked to occupation. They should also be able to evaluate to what extent this concept is still
important within Hinduism today.
Candidates will also need to be aware of the importance of sacred texts within Hinduism and
the difference between shruti (those that are heard) and smriti (those that are remembered)
scriptures and be aware of the main themes of the Bhagavad Gita and Ramayana.
PRACTICES AND WAYS OF LIFE
Candidates should have knowledge and understanding of the importance of the mandir in a
Hindu community e.g. the dwelling place for a god or goddess, and be able to explain the
various ways it is used by the community e.g. its use for prayer and as a focal point for the
community during celebration of festivals etc. Candidates should also be aware of the role
and importance of the priest within a Hindu community e.g. reading the sacred texts,
conducting rituals and ceremonies e.g. marriage, teaching.
Candidates should be familiar with the idea of samskaras within Hinduism (not merely
formalities or social observances but mark the various stages of life and purify the soul at
these critical junctions on life’s journey) and have knowledge and understanding of the main
rites of passage noted in the specification. They should be able to describe and explain the
main features of e.g. the sacred thread ceremony e.g. only for boys from the highest Varnas,
regarded as being born again, chanting of hymns and prayers, the giving and wearing of the
sacred thread) and be able to evaluate the importance of rites of passage within Hinduism
and to the individual, their families and the community as a whole.
EXPRESSING MEANING
Candidates will be expected to have knowledge and understanding of the external and
internal features of the mandir e.g. inner-sanctum, pyramidal roof, pillared hall and stone
vehicle and how these features are used in worship. They will also be expected to be able to
describe and explain the main items found on a home shrine e.g. small altar, murtis, conch
shell, silver hand bell and how they are used in Hindu family worship.
GCSE Religious Studies (Specification A) Teachers' Guide 51
Candidates should have knowledge and understanding of the main features of Hindu
worship, in the mandir and in the home, the importance of purification, arti etc. They should
also be aware of and able to describe the role of the pujari (concerned with temple or shrine
ritual) in the worship. Candidates will be expected to evaluate the importance of these
features of worship and of worship itself to Hindus.
Candidates should have knowledge and understanding of the importance of the river
Ganges within Hinduism and the main features and practices of pilgrimage to the Ganges at
Varanasi and its significance within Hinduism. They should also be able to evaluate the
importance of pilgrimage to Hindus e.g. desirable but not obligatory.
Candidates will be expected to be able to describe and explain the main features and
practices of the festivals and holy days noted in the specification e.g. Divali – its background,
the reasons for its celebration and the practices involved in its celebration. They will also be
expected to evaluate the importance of celebrating festivals within Hinduism and their value
to the individual and the community.
IDENTITY, DIVERSITY AND BELONGING
Candidates should have knowledge and understanding of the importance of dharma and its
fulfilment within Hinduism and how dharma affects cosmic order and its relationship with the
four ashramas and Varna. Candidates should be able to analyse the concept of
Varnashramadharma and be able to explain why it is sometimes said that
Varnashramadharma is Hinduism. They will be expected to know what the four ashramas
are and the main duties associated with them as well as having knowledge and
understanding of the four Varnas and the duties associated with each one. They should also
be able to evaluate the importance of rites of passage in today’s world and their importance
within Hinduism and Hindu communities.
Candidates should also have knowledge and understanding of the main features of bhakti
(the belief that a personal relationship with God is possible based on love and devotion and
expressed through action) and yoga (postures which help to free the restrictions of body and
mind) and their importance and significance within Hinduism. They should also be aware of
the importance of fasting( not necessarily going without food – complete fasting is
discouraged in the scriptures; as a spiritual discipline dedicated to a particular deity.) and
vegetarianism (ahimsa principles etc) within Hinduism and the reasons for such practices.
They should also have knowledge and understanding of the background, meaning and
significance of the symbol ‘Aum’.
Candidates should have knowledge and understanding of what it means to belong to faith
community in Britain today – the positives and the negatives – and be able to refer
specifically to the challenges of being a Hindu in Britain today. They should also be able to
evaluate if caste has any role in British Hinduism.
Candidates should also be able to analyse and evaluate Hindu attitudes towards other
religions such as Christianity and Islam (Universal goodwill; tolerance of other faiths;
freedom of belief etc).
MEANING, PURPOSE AND TRUTH.
Candidates should have knowledge and understanding of the concept of Brahman as the
creator of all things and the relationship between Brahman and atman e.g. salt dissolved in
water; space in a jar and space outside it.
Knowledge and understanding of the concept of the Trimurti is expected e.g. the three
different aspects of God – creator, preserver, destroyer - and candidates should be able to
describe and explain the main features of Brahma, Vishnu and Shiva and be able to
evaluate their importance within Hinduism.
Candidates should also be able to explain the concept of an ‘avatar’ (incarnation of an
immortal being or God) and be able to describe and explain stories associated with the
avatars of Vishnu, especially Krishna and Rama.
GCSE Religious Studies (Specification A) Teachers' Guide 52
Candidates should have knowledge and understanding of the concepts of ahimsa (nonviolence) and atman (soul) and how belief in these concepts influences Hindu attitudes
towards euthanasia and abortion, (e.g. although wilful abortion is seen by orthodox Hindus
as one of the five great sins it is legal in India). They will also be expected to have
knowledge and understanding of Hindu belief in reincarnation and its relationship with the
concepts of dharma and karma. They should also be able to evaluate how important this
belief is to Hindus and how it affects their daily lives.
VALUES AND COMMITMENTS
Candidates should have an understanding of Hindu responses to many issues of personal
relationships. Candidates will have knowledge and understanding of the nature and purpose
of marriage within Hinduism, (e.g. as a religious duty; arranged/assisted marriages and love
marriages), the roles within marriage (e.g. the roles of the parents – ensuring the
continuance of the family name through sons, offering daily worship to the family deities etc)
and the role and influence of caste on marriage practices. They should also be able to
evaluate the importance of marriage within Hinduism. Candidates will also be expected to
have knowledge and understanding of Hindu attitudes to issues related to marriage –
divorce (e.g. marriage seen as being for life; traditional Hindus do not accept the idea; can
be a social stigma), separation and remarriage (e.g. after divorce remarriage can be
difficult).
Candidates will also be expected to have knowledge and understanding of the purpose of
sex within Hinduism (e.g. approved of only within marriage; Hindu males have a duty to
produce sons etc) and Hindu attitudes to sexual issues such as birth control (e.g. no
objection on religious grounds) pre-marital sex, adultery (e.g. never approved of) and
homosexuality (e.g. although it exists in Hindu society regarded as socially unacceptable).
AO2
Candidates will be expected to use evidence and reasoned argument to express and
evaluate personal responses, informed insights and differing viewpoints on the fundamental
questions and issues about identity, belonging, meaning, purpose, truth, values and
commitments raised through the study of Hinduism above. As well as discussing the relative
importance, significance and value of the beliefs, practices, teachings and attitudes
specifies, some general issues that could be looked at include:
What is the value, purpose and dignity of human beings within the religion of Hinduism?
Is human life sacred to Hindus?
What commitments should people have to each other?
What commitments should Hindus have to each other?
What should be the nature of personal relationships?
What are the qualities of a good Hindu?
What sources should human beings use to provide answers to important questions?
What are the sources of information for Hindus?
What authorities should human beings use to provide answers to important questions?
How should people express and confirm their religious identity within Hinduism?
Why do people belong to religions?
Does religion make a difference to human lives?
Does Hinduism make a difference to human lives?
Is belief in God important for people today?
What should motivate individuals to behave in a particular way?
What should motivate Hindus to behave in a particular way?
Is there a life after death?
To what extent should individuals be able to express their beliefs?
Is religion necessary to morality?
How is religion portrayed in the media?
GCSE Religious Studies (Specification A) Teachers' Guide 53
How is the religion of Hinduism portrayed in the media?
Is Britain becoming an increasingly secular society?
What is the place of Hinduism within an increasingly secular society?
COMMAND WORDS
The following words will act as command or ‘trigger’ words for all questions:
Describe
Set out the main characteristics of
Explain
Set out reasons for
GLOSSARY
Agni
God of fire who is offered sacred woods and ghee during the marriage
ceremony.
Ahimsa
the principle of non-violence to any living creature.
Arti
the most popular ceremony within Hinduism. It is an offering of
love and devotion to the deity, and also a greeting ceremony to the
Murti, and to gurus, holy people and other representations of the
divine.
Ashrama
A stage in life of which there are four – student stage, householder
stage, the retired person stage and the ascetic stage.
Atman
The eternal soul. Some Hindu traditions describe atman as being
the same as Brahman
Aum (also spelt Om) The sacred syllable– it is believed to contain the sound of all
Reality.
Avatar
The appearance of Vishnu on earth. Some traditions state that
there are ten avatars of Vishnu, the most important of which were
Rama and Krishna. Kalki is yet to come
Bhagavad Gita
Part of the Mahabharata, though it also stands alone. An important
scripture in which Krishna teaches Arjuna the importance of
dharma, Karma yoga and the path of bhakti
Bhakti
Devotion. In bhakti traditions it is believed that love of god is the
path to moksha (liberation)
Brahma
The creator aspect of Brahman in the Hindu Trimurti.
Brahman
The Supreme Spirit in Hinduism
Brahmin
A member of the first group (priests/religious officials) in the social
divisions called varna.
Caste
An occupational group within the larger varna divisions.
Deity
A name for a God or Goddess
GCSE Religious Studies (Specification A) Teachers' Guide 54
Dharma
Religious or moral duty of a Hindu based on his/her age,
education, occupation and social position.
Divali
Hindu festival of lights, marking the beginning of the financial year.
Lakshmi, the goddess of wealth and good-fortune is propitiated,
and Hindus contemplate the return of Rama and Sita to Ayodhya
(the Ramayana).
Durga
Hindu Goddess, one of the energy forms of Shiva.
Durga-puja
Festival, especially in Bengal, celebrating Durga
Dussehra
Celebration of Rama’s victory over Ravana.
Ganesh
Elephant-headed son of Shiva. God of scholars and the
overcoming of obstacles.
Guru
Spiritual teacher.
Hanuman
Monkey general who rescued Sita in the Ramayana.
Havan
A sacrifice where offerings are made to the sacred fire.
Holi
Spring festival in which effigies of a demoness are burned on
bonfires, and the sport of Krishna and the Gopis is emulated with
the throwing of water and coloured powder
Karma
The theory of cause and effect, action and reaction.
Krishna
One of the most popular Hindu gods, depicted in various ways: as
the teacher of Arjuna in the Bhagavad Gita, as the lover of the
Gopis and Radha in the Bhagavata Purana. He also widely
celebrated as the eighth avatar of Vishnu. Depicted as blue (the
colour of the infinite sky), often with a flute and often with cows, he
is the focus of much bhakti devotion.
Lakshman
brother of Rama in the Ramayana
Mandir
A Hindu temple
Moksha
Liberation from the cycle of reincarnation and union with Brahman.
Murti
The image and representation of a deity in a temple, shrine or in
the home.
Nam Samskar
The fifth samskar when a child receives its name on about the
eleventh day after birth. Also called the Namakarana.
Navaratri
The festival of worship and dance, also called Durga Puja.
Puja
Worship. In Hinduism much worship takes place in the home.
Pujari
Temple or shrine priest who performs puja.
Purification
To make oneself ritually clean for worship.
GCSE Religious Studies (Specification A) Teachers' Guide 55
Rama
The hero of the epic the Ramayana. Husband and rescuer of Sita,
famed for his adherence to dharma. Seen as the seventh avatar of
Vishnu.
Ramayana
Epic which tells the story of Rama and Sita, their banishment from
Ayodhya, Sita’s abduction by the ten-headed demon Ravana,
Rama’s rescue of her with the assistance of the monkey-god
Hanuman, the return to Ayodhya and the trials of Sita. The main
themes of the epic are adherence to dharma, and the triumph of
good over evil.
Ravana
Ten headed ruler of Lanka, defeated by Rama in the Ramayana.
Reincarnation
The transmigration of the soul from one body to another.
Rig Veda
The first of the four ancient holy books.
Samsara
‘Wandering’: the cycle of birth, death and rebirth as a
consequence of karma
Samskaras
Life-cycle rituals performed at important stages during a person’s
life, to purify the body and the spirit.
Shiva
The third god of the Trimurti, the destroyer (a positive force which
makes way for re-creation). Shiva is the god of paradox, both
ascetic and fertile.
Shruti
Sacred scriptures believed to have been ‘revealed’ by God to wise
men, and therefore ‘heard’ by them.
Sita
Goddess of the furrow, wife of Rama. In the Ramayana her role is
one of wifely virtue.
Smriti
literally ‘memory’ or ‘remembered’; sacred scriptures composed by
wise men from ‘remembered tradition’.
Trimurti
literally ‘three-form’, the Hindu trinity of three deities – Brahma,
Vishnu and Shiva.
Upanayana
Sacred Thread ceremony - the ceremony which celebrates a boy
coming of age and becoming twice born.
Varna
‘Colour’: the four categories of Hindu society, a system dating from
the Vedic period. Ritual purity is contingent upon varna.
Consequently each varna practices commensality and endogamy.
Varnashramadharma
Duty according to varna and stage in life. This term is sometimes
understood to be synonymous with Hinduism.
Vedas
the four Vedic scriptures of Rg, Sama, Yajur and Atharva.
Vishnu
One of the deities of the Trimurti, the sustainer of the universe.
Vishnu is commonly worshipped in the form of his avatars, of
which there are traditionally ten.
Vivaha
Marriage ceremony.
GCSE Religious Studies (Specification A) Teachers' Guide 56
Yama
Ruler of the realm of the dead the ‘Land of the Fathers’; he was
the first man to die and therefore the welcomer of others to his
realm.
Yoga
A system of philosophy combining physical exercises and
meditation.
RESOURCES
Teachers
Penney, S., Introducing Religions – Hinduism, (2006) Heinemann ISBN 978-0431066578
Jamison, I., Hinduism, (2006) Philip Allan Updates ISBN 978-1844894208
Owen, Cole W. and Kanitkar V. P Teach Yourself Hinduism, (2003) Hodder Murray ISBN
978-0340859674
Fowler, J., Hinduism – Beliefs and Practices, (1996) Sussex Academic Press
ISBN 978-1898723608
Jones, H. D., Hinduism for AS Students, (2007) UWIC Press ISBN 978-1905617197
Knott, K., Hinduism: a very short introduction, (2000) OUP ISBN978-0192853875
Pupils
Mercer, C., Hinduism for Today, (1998) Oxford University Press ISBN 978-0199172542
O’Donnell, K. and Aylett, E., The Hindu Experience, (2000) Hodder Murray ISBN 9780340747698
Veronica, V., Hinduism: A New Approach, (1998) Hodder Murray ISBN 978-0340683507
Craigen, G. and White, J., Believing and Living, (2009) Hodder Murray ISBN 9780340975572
Keene, M., Hindu Beliefs and Issues, (2007) Badger Religious Education ISBN 9781846910876
Davies, G. T., et al., Exploring Questions in RE Book 1, (2005) Nelson Thornes ISBN 9780748793624
Book 2, (2005) ISBN 978-0748793631
Book 3, (2006) ISBN 978-0748793648
Owen Cole, W., Moral Issues in Six Religions, (1991) Heinemann ISBN 978-0435302993
Lovelace, A., and White, J., Beliefs, Values and Traditions – Hinduism, (1997) Heinemann
ISBN 978-0435302528
Penney, S., Discovering Religions – Hinduism, (1996) Heinemann ISBN 978-0817243975
GCSE Religious Studies (Specification A) Teachers' Guide 57
Useful Websites
www.hindunet.org
www.hinduism.today.com
www.hindu.org
GCSE Religious Studies (Specification A) Teachers' Guide 58
4.7
Unit 7
ISLAM
BELIEFS, TEACHINGS AND SOURCES
It is important to study the life of the Prophet Muhammad in the context of Muhammad’s
religious experiences and the importance of the revelations. The subsequent establishment
and development of Islam, both in Medina and Makkah, are important historical aspects that
need to be considered. Pivotal to any study of Islam is how the Qur’an was revealed to the
Prophet Muhammad and the importance of the Qur’an for Muslims today. It is important to
look at actual textual examples of the Qur’an to consider its central role for all Muslims. An
investigation of the Qur’an will show important features in terms of composition and
structure. The Five Pillars of Faith are contained within the teaching of the Qur’an and are
essential aspects of Islam. It is important to know and understand the significance of these
pillars for Muslims. Important guidance for Muslims is also provided from the Hadith and
Sunnah, and examples of how Muslims follow this guidance should be considered in the
context of today. As the final Prophet for Muslims, the teachings and life example of the
Prophet Muhammad are a significant feature of Islamic daily life. Within the context of
religious beliefs, it is important to consider the teaching about angels and also their role. The
concept of Prophethood is also pivotal to the religious tradition; it is important to look at the
role of Adam as the first Prophet and how Muslims regard Jesus within this tradition.
PRACTICES AND WAYS OF LIFE
It is important that an overview is provided of the key events in the life of a Muslim by looking
at how the birth of a baby is celebrated; the initiation into the religious community; the nature
of marriage in Islam; and rituals and beliefs associated with death. In attempting to
understand Muslim Rites of Passage candidates should consider both the rituals within any
ceremony and the beliefs expressed. While it is important to be able to describe the religious
and social activities associated with these types of events, it is also important to be able to
understand the religious beliefs that underpin such activities. The significance of these Rites
of Passage specifically for Muslims should be considered. Within the context of developing
religious belief candidates need a clear understanding of the role of the local mosque
community both as a centre for collective worship and for the basis of a social community.
The particular role of the mosque school in providing an opportunity to study the Qur’an and
for young people to receive religious teaching is an important aspect of the religion. The
significance of the mosque and the mosque school in maintaining the religious traditions
must also be considered. Within this context it is important to consider how the mosque
becomes a focal point for any Muslim community. As part of religious practices, it is
important to consider how Muslims perform all aspects of religious duty and how Muslims
live out their faith as a way of life.
EXPRESSING MEANING
Muslims express their faith through worship. It is important that a number of aspects of
worship are considered. The mosque is a communal place of prayer and the features of the
mosque are designed to help Muslims in this aspect of their worship. The design of the
mosque, both inside and out, needs to be studied, as well as how communal prayer actually
takes place in the mosque. The role of the imam in leading worship needs to be considered,
as well as the work of an imam within a mosque community. The significance of the weekly
sermon presented by an imam needs to be evaluated. It is important that the place of prayer
within the lifestyle of a Muslim is studied in terms of communal and private prayer.
Candidates should understand the significance of the mental and physical preparation for
prayer. It is important to look at the content and style of formal prayer and the reasons for set
times of worship. In the wider context it is important to study how pilgrimage and religious
celebrations or festivals give meaning to life as a Muslim. It is important to study the main
events and ritual of hajj, but also to understand how such activities are an expression of
religious beliefs. In terms of the two major festivals studied, it is important to understand the
historical basis for both of these festivals and how these festivals are celebrated today.
GCSE Religious Studies (Specification A) Teachers' Guide 59
IDENTITY, DIVERSITY AND BELONGING
Muslims today must maintain their religious identity in a multi-cultural and pluralist society.
Within the context of Britain Muslims remain members of the worldwide community of Islam
and in this sense Islam is a worldwide religion. Candidates should consider this reality as
part of the study of this module and investigate how Muslims see themselves in Britain today
and how they create a sense of belonging and identity. It is important that some
understanding is developed of the significance of religious belief for creating a personal and
community identity. It is anticipated that candidates will have some understanding of the
differences between countries where Islam exists side-by-side other religious traditions and
countries that are strictly Muslim. It is also anticipated that some awareness of the
relationship of Islam to other religious traditions is considered, alongside the difficulties of
being a Muslim in an increasingly secular society. Candidates also need to consider how
Muslims maintain a sense of identity through dress and diet customs, through consideration
of the actual customs and the reasons for maintaining such customs in Britain today. The
role of the media in presenting information about the religion of Islam needs to be
considered in a balanced way to look for both positive and negative representations of Islam,
and whether the information and images used are stereotypical. The focus of study should
only consider newspapers and television coverage and how individual Muslims and Islam
are portrayed in the media.
MEANING, PURPOSE AND TRUTH
Belief in Allah is central to the religion of Islam and gives meaning to the religion. As a
monotheistic religion there must be a consideration of the most important Muslim beliefs
about Allah and an attempt to understand the nature of Allah as expressed in Islam. The
oneness of Allah is key concept, along with the statement of faith expressed through the
Shahadah. The Qur’an is a rich source of information about the nature of Allah. Candidates
should be able to explain the meaning of the Shahadah for Muslims. In relation to belief in
Allah, it is important to study how human life is regarded as a creation by Allah. Religious
beliefs about the sanctity of life are important when discussing the ethical issues of abortion
and euthanasia, and both of these topics should be studied by candidates. Appropriate
religious texts should be used to support Muslim viewpoints on both of these topics. In terms
of Muslim teaching and beliefs about life after death, it is assumed that candidates will
consider the customs and rituals of Muslim funerals under Practices and Ways of Life. It is
important that consideration is given to the Muslim views on judgment. Candidates should be
able to explain how Muslims view paradise and hell within the context of a belief in life after
death. In terms of human life, candidates need to consider the Muslim views on
predestination and free will and how these views are accommodated within the Muslim
teachings about life after death.
GCSE Religious Studies (Specification A) Teachers' Guide 60
VALUES AND COMMITMENTS
Family life is fundamental to the religion of Islam and candidates must understand the duties,
rights and roles of various family members. One way of doing this is to consider the different
responsibilities, for example, of a husband and father, wife and daughter, and children within
a family. The significance of individuals needs to be considered as well as the unit of the
family, and especially how religious faith is encouraged within the family structure. Marriage
is the joining not only of a couple but of extended families too, so candidates should
understand the Muslim views on both the nature and purpose of marriage as a basis for
family life. As divorce is the breaking up of a family, it is important that Muslim views on
divorce, separation and remarriage are examined within the context of society today. In a
pluralist society the issue of Muslims marrying non-Muslims should be considered in relation
to other religious traditions. It is also important that some thought is given to Muslims
marrying people with little or no religious faith. Candidates should consider this issue within
the context of contemporary British society. Within the human experience of sexual
relationships, the teaching of Islam on diverse topics such as birth control, pre-marital sex,
adultery and homosexuality need to be considered, both individually and as a whole. At the
core of any study on human sexual behaviour, there needs to be consideration of the
purpose of sex. Again this should be considered within the context of society in Britain today.
AO2
Candidates will be expected to use evidence and reasoned argument to express and
evaluate personal responses, informed insights and differing viewpoints on the fundamental
questions and issues about identity, belonging, meaning, purpose, truth, values and
commitments raised through the study of Islam above. As well as discussing the relative
importance, significance and value of the beliefs, practices, teachings and attitudes
specifies, some general issues that could be looked at include:
What is the value, purpose and dignity of human beings within the religion of Islam?
Is human life sacred to Muslims?
What commitments should people have to each other?
What commitments should Muslims have to each other?
What should be the nature of personal relationships?
What are the qualities of a good Muslim?
What sources should human beings use to provide answers to important questions?
What are the sources of information for Muslims?
What authorities should human beings use to provide answers to important questions?
How should people express and confirm their religious identity within Islam?
Why do people belong to religions?
Does religion make a difference to human lives?
Does Islam make a difference to human lives?
Is belief in God important for people today?
What should motivate individuals to behave in a particular way?
What should motivate Muslims to behave in a particular way?
Is there a life after death?
To what extent should individuals be able to express their beliefs?
Is religion necessary to morality?
How is religion portrayed in the media?
How is the religion of Islam portrayed in the media?
Is Britain becoming an increasingly secular society?
What is the place of Islam within an increasingly secular society?
GCSE Religious Studies (Specification A) Teachers' Guide 61
COMMAND WORDS
The following words will act as command or ‘trigger’ words for all questions:
Describe
Set out the main characteristics of
Explain
Set out reasons for
GLOSSARY
Adam
Adam. The first man and first Prophet of Allah.
Adhan
Call to prayer.
Akhirah
Everlasting life after death – the hereafter.
al-Fatihah
The Opener. Surah 1 of the Qur’an. Recited at least 17 times daily
during the five times of salah.
Allah
The Islamic name for God in the Arabic language. Used in preference
to the word God, this Arabic term is singular, has no plural, nor it is
associated with masculine, feminine characteristics
Allahu Akbar
Allah is most great.
Angels
Beings created by Allah from light. They have no free will and are
completely obedient to Allah.
Aqiqah
Cutting of hair of a new born baby
Arafat
A plain, a few kilometres from Makkah, where pilgrims gather to
worship, forgiveness.
Asr (Salat-ul-Asr)
Mid-afternoon salah which may be performed from late afternoon until
a short while before sunset.
As-Salamu-Alaykum Peace be upon you. An Islamic greeting.
Barakah
Blessings.
Bismillah
In the name of Allah.
Din
Way of life, religion together with its practices.
Du’a
Varying forms of personal prayer.
Fajr (Salat-ul-Fajr)
Dawn salah which may performed from dawn until just before sunrise.
Fard
a day.
Obligatory duty according to divine law, e.g., offering salah five times
Ghusl
Greater ablution. Formal washing of the whole body prior to worship.
GCSE Religious Studies (Specification A) Teachers' Guide 62
Hadith
Saying; report; account. The sayings of the Prophet Muhammad, as
recounted by his household, progeny and companions. These are a
major source of Islamic law.
Hafiz
Someone who knows the whole Qur’an by heart.
Hajj
Annual pilgrimage to Makkah, which each Muslim must undertake at
least once in a lifetime if he or she has the health and wealth. A
Muslim male who has completed Hajj is called ‘Hajji’ and a female,
‘Hajjah’.
Halal
Any action or thing which is permitted or lawful
Haram
Anything unlawful or not permitted.
Haram Sharif
The grand mosque in Makkah, which encompasses the Ka’bah, the
hills of Safa and Marwah and the well of Zamzam.
Hijab
Veil. Often used to describe the head scarf or modest dress worn by
women, who are required to cover everything except face and hands
in the sight of anyone other than immediate family.
Hijrah
Departure; exit; emigration. The emigration of the Prophet Muhammad
from Makkah to Madinah in 622 CE. The Islamic calendar commences
from this event.
Hira
The name of a place near Makkah, where the Prophet Muhammad
went for solitude and worship. It was there that he received the first
revelation of the Qur’an.
Ibadah
All acts of worship. Any permissible action performed with the
intention to obey Allah .
Iblis
The Jinn who defied Allah by refusing to bow to Adam and later
became the tempter of all human beings.
Id
Recurring happiness. A religious holiday; a feast for thanking Allah
and celebrating a happy occasion.
Id Mubarak
Id blessings! Greeting exchanged during Islamic celebrations.
Id-ul-Adha
Celebration of the sacrifice, commemorating the Prophet Ibrahim’s
willingness to sacrifice his son Isma’il for Allah.
Id-ul-Fitr
Celebration of breaking the fast on the day after Ramadan ends.
Ihram
The name of the two plain white unsewn cloths worn by male pilgrims
to indicate the brotherhood, equality and purity of the pilgrim. For
women, the dress of Ihram consists of their normal modest clothing.
Imam
Leader. A person who leads the communal prayer.
Isha (Salat-ul-lsha) Evening salah which may be performed from just over an hour after
sunset, until midnight.
Islam
Peace attained through willing obedience to Allah’s divine guidance.
GCSE Religious Studies (Specification A) Teachers' Guide 63
Jibril
Gabriel. The angel who delivered Allah’s messages to his Prophets.
Jihad
Personal individual struggle against evil in the way of Allah. It can also
be collective defence of the Muslim community.
Jinn
Being created by Allah from fire.
Jumu’ah
The weekly communal salah, and attendance at the khutbah
(Salat-ul-Jumu’ah)
performed shortly after midday on Fridays.
Ka’bah
A cube-shaped structure in the centre of the grand mosque in
Makkah. The first house built for the worship of the One True God.
Khadijah
First wife of the Prophet Muhammad.
Khalifah
Custodian
Khitan
Circumcision
Khutbah
Speech. Talk delivered on special occasions such as the Jum’uah and
Id prayers.
Laylat-ul-Qadr
The Night of Power, when the first revelation of the Qur’an was made
to the Prophet Muhammad.
Madrassah
Mosque school
Maghrib
Sunset salah which is performed after sunset until daylight ends.
(Salat-ul-Maghrib)
City where the Prophet Muhammad was born, and where the Ka’bah
is located.
Masjid
Place of prostration. Mosque.
Mihrab
Niche or alcove in a mosque wall, indicating the Qiblah - the direction
of Makkah, towards which all Muslims face to perform salah.
Minbar
Rostrum; platform; dais. The stand from which the Imam delivers the
khutbah or speech in the mosque or praying ground.
Muezzin
The person who recites the call to prayer
Muslim
One who claims to have accepted Islam by professing the Shahadah.
Niyyah
Intention. A legally required statement of intent, made prior to all acts
of devotion such as salah, Hajj or sawm.
Qadar
Predestination
Qiblah
Ka’bah.
Direction which Muslims face when performing salah - towards the
Qur’an
That which is read or recited. The Divine Book revealed to the Prophet
Muhammad. Allah’s final revelation to humankind.
GCSE Religious Studies (Specification A) Teachers' Guide 64
Rak’ah
A unit of salah, made up of recitation, standing, bowing and two
prostrations.
Ramadan
The ninth month of the Islamic calendar, during which fasting is
required from just before dawn until sunset, as ordered by Allah in the
Qur’an.
Risalah
Prophethood
Sadaqah
Salah
Voluntary payment or good action for charitable purposes.
Prescribed communication with, and worship of, Allah, performed
under specific conditions, in the manner taught by the Prophet
Muhammad, and recited in the Arabic language. The five daily times
of salah are fixed by Allah.
Sawm
Fasting from just before dawn until sunset. Abstinence is required
from all food and drink as well as smoking and conjugal relations.
Shahadah
Declaration of faith, which consists of the statement, ‘There is no god
except Allah, Muhammad is the Messenger of Allah’.
Shari’ah
Islamic law based upon the Qur’an and Sunnah.
Shaytan
Rebellious; proud. The devil.
Shirk
Association. Regarding anything as being equal or partner to Allah.
Shirk is forbidden in Islam.
Subhah
String of beads used to count recitations in worship.
Sunnah
Model practices, customs and traditions of the Prophet Muhammad.
Surah
Division of the Qur’an (114 in all).
Tawaf
Walking seven times around the Ka’bah in worship of Allah. Also part
of Hajj and Umrah.
Tawhid
Belief in the Oneness of Allah - absolute monotheism as practised in
Islam.
Ummah
Community. World-wide community of Muslims; the nation of Islam.
Umrah
Lesser pilgrimage which can be performed at any time of the year.
Wudu
Ablution before salah.
Zakah
Purification of wealth by payment of annual welfare due. An
obligatory act of worship.
Zuhr (Salat-ul-Zuhr) Salah which can be performed after midday until afternoon
Wudu
Zakah
Ablution before salah.
Purification of wealth by payment of annual welfare due. An
obligatory act of worship.
Zuhr (Salat-ul-Zuhr) Salah which can be performed after midday until afternoon
GCSE Religious Studies (Specification A) Teachers' Guide 65
RESOURCES
For Teachers
Ibrahim, I. A., A Brief Illustrated Guide To Understanding Islam, (1998) Darussalam Press
ISBN 978-9960340111
Sarwar, G., Islam Beliefs and Teachings, (2006) The Muslim Educational Trust ISBN 9780907261452
For Students
Thompson, J., A New Approach: Islam (3rd edition), (1998) Hodder Murray ISBN 9780340697788
Maqsood,R. W., Examining Religions: Islam (2nd edition), (1998) Heinemann ASIN:
B0014DT0X0
Taylor, I., (Series Editor), Religion and Beliefs: Islam, (2006) Nelson Thornes ISBN 9780748796724
Thompson, J., Seeking Religion: The Muslim Experience, (200) Hodder Murray ISBN 9780340775820
Web Sites
www.bbc.co.uk/schools/revision/
www.bbc.co.uk/religion/
www.channel4.com/culture/microsites/H/hajj/
www.mcb.org
www.islamicity.com
www.islamfortoday.com/schools
www.islam-guide.com
GCSE Religious Studies (Specification A) Teachers' Guide 66
4.8
Unit 8
JUDAISM
BELIEFS TEACHINGS AND SOURCES
Candidates should be familiar with the stories of Abraham and Moses as related in the
Hebrew Bible. God made a Covenant with Abraham and later with the Jewish nation. He
rescued them from slavery and gave Moses the laws by which the covenant people were to
live.
The following passages should be studied: Genesis 12:1-5, 17:1-14,
Exodus 12:1-13, 14:19-31, 20:1-17.
Candidates will be expected to know and understand key teachings of Judaism regarding
God, the covenant and the moral standards demanded by God. They should be familiar with
the following beliefs:
• belief in One God. (Shema –Deuteronomy 6:4.);
• belief in God the creator. (Genesis 1:1-27);
• belief in God as judge. (Deuteronomy 30:19);
• role of the Jews as God’s chosen people and the Covenant idea with its emphasis on
privilege and responsibility,
• the moral standards demanded by God (the Ten Commandments Exodus 20:1-17).
Candidates will be expected to show knowledge and understanding of the significance of the
Tenakh and Talmud and to have considered their value for individual, family and corporate
life and faith. The Torah – the source of strength and inspiration for Jews; public reading of
the Sefer Torah in the synagogue, reading the Torah in the home, classes held in the
synagogue for children to study the Torah; use of the Nevi’im and Ketuvim in worship. The
Talmud – its value in explaining and interpreting the Torah, covering aspects not mentioned
in the Torah, being more up to date.
PRACTICES AND WAYS OF LIFE
Candidates should show knowledge and understanding of the role of the synagogue as
illustrated by its various names – House of Prayer; House of Assembly; House of Study;
House of the People; House of Law; School. The role of the Rabbi and his varied tasks
should be considered – e.g. taking synagogue services especially Bar/Bat Mitzvah,
weddings and funerals; involvement in education; counselling; visiting the sick. The role of
the Bet Din should be considered: carrying out conversions; settling business disputes;
granting divorces; supervision of kashrut.
Candidates will be expected to study Jewish life-cycle rituals, understand their relation to the
mitzvot, and to consider their value and importance in Jewish life and faith.
• Birth – it is a mitzvah to have children “Be fruitful and multiply.”
• Circumcision - Brit Milah symbolising membership of the Covenant people, the oldest
Jewish ritual having remained unchanged to the present day. Candidates should
have knowledge of the roles of the father, mohel and sandek.
• Coming of age - bar mitzvah (Orthodox and Reform for boys aged thirteen), bat
mitzvah (Reform), bat chayil (Orthodox) for girls aged twelve. Candidates should
study the preparation for the event, roles of the candidate, rabbi, cantor and parents.
• Marriage – its importance is indicated by the decree “man should not be alone.”
Candidates should have studied the main features of the ceremony, including the
significance of the huppah and ketubah.
• Death/ mourning and associated rituals – care for the dying, role of the chevra
kaddisha; simple, prompt burial, the four stages of mourning, and commemoration
(yahrzeit)
GCSE Religious Studies (Specification A) Teachers' Guide 67
EXPRESSING MEANING
Candidates should know how Jews express their faith in the synagogue and home. This will
include knowledge of the internal features of the synagogue: the aron hakodesh (Ark), ner
tamid, bimah, ten commandments, menorah, the sefer torah, seating arrangements; and
features in the home: the mizrah and the mezuzah.
The nature of synagogue worship (Orthodox and Reform) should be understood, three daily
meetings for prayer, use of the siddur, prayers and blessings.
The content of the main weekly service on Shabbat should be known, especially its most
significant feature - the reading from the Sefer Torah.
Jews offer private spontaneous prayer in the home, often using the siddur. Candidates
should understand how Shabbat is celebrated in the home: preparation, housewife
welcoming Shabbat, reciting the prayer of sanctification (Kiddush) and eating a celebratory
meal. The departure of Shabbat is marked by the havdalah ceremony.
Candidates should understand the significance of the following annual festivals, how they
are celebrated and the customs associated with each:
• Rosh Hashanah: New Year, Birthday of the human race, Judgement. Customs blowing of shofar, no work, eating symbolic foods, cards, tashlich.
• Yom Kippur: Day of Atonement. Customs - men visiting the mikveh, five synagogue
services, use of white, fasting, reading the book of Jonah, reciting the Kol Nidrei etc.
• Pesach: Commemorating the escape from slavery. Customs - the Seder celebration.
• Yom Hashoah: Holocaust Memorial Day, commemorating the death of six million
Jews - historical background, reasons and ways of commemoration.
IDENTITY DIVERSITY AND BELONGING
Jews belong to many races and nations; they may or may not be religious. A Jew is:
• someone born of a Jewish mother
• someone who becomes a Jew through conversion.
• Today some Progressive Jews accept that someone born of either Jewish mother or
father is a Jew.
However, for most Jews, identity is linked with their religion.
Candidates should understand the significance of the items worn by Jewish men to aid them
in prayer; kippah, tallit and tefillin, and to know the distinctive appearance and styles of
clothing of the Hasidim.
Candidates should know the rules governing kashrut, (kosher, treifa and parve foods), the
rule regarding meat and dairy, and the correct procedure for shechita and role of the
shochet. The difficulties in observing kashrut in Britain should be appreciated.
Candidates should be able to identify the Magen David and explain its significance.
The benefits of being a follower of this religion should be appreciated –e.g. community
support in times of need, unity – common ground that binds Jews together, spiritual
fulfilment. The challenges of being a Jew in Britain today should be considered – e.g.
maintaining faith in a secular society, coming to terms with the Holocaust, observing kashrut,
encouraging the young to marry within the faith.
GCSE Religious Studies (Specification A) Teachers' Guide 68
Candidates should know the differences between Orthodox and Progressive Jews regarding
belief and practice. They should understand that Jews accept other religions and do not
seek to convert. Judaism has helped to shape two other religions - Christianity and Islam.
MEANING, PURPOSE AND TRUTH
Candidates should reflect on the nature of God the Creator:
• Jews believe that God created the world and continues to pour His creative energies
into it. The creation of man and woman marked the climax of God’s creative activity.
Genesis states that human beings were made in the image of God, i.e. they have a
spiritual dimension, a soul / spirit distinguishing them from animals.
• God shows concern for humanity – every life has a God-given purpose and is part of
God’s plan.
• Jews believe that life is holy and must be preserved. It is God alone who gives life
and He alone should decide when each life ends. Jews therefore are against abortion
and euthanasia. However abortion is accepted if the mother’s life is at risk or if she
will suffer mentally if she continues with the pregnancy.
Human beings have been given free will – but they will have to take responsibility for all the
decisions they make and they will have to answer to God on the Day of Judgement.
Jews are taught to accept death and not fear it (Ecclesiastes 3:2). After death, the soul
returns to God who gave it. In the afterlife the righteous will be rewarded and the wicked
punished. Orthodox Jews believe in the resurrection of the dead and immortality of the soul.
Progressive Jews believe in the immortality of the soul only. According to the Rabbis, the
dead would be resurrected after the appearance of the Messiah.
VALUES AND COMMITMENTS
Marriage is an essential part of Jewish life – being part of God’s plan. In an Orthodox family,
precise and differentiated roles, rights and duties are given to men women and children.
Marriage brings physical and spiritual fulfilment and is the right environment to have children.
Marriage is highly rated in the Talmud - ‘A man without a woman is incomplete’. Ideally Jews
should marry within the faith; marriage to non-Jews creates problems – e.g. observance of
festivals, kashrut, religion of children.
There is sadness when a marriage fails, ‘Even the altar sheds a tear’, but Jews accept that
in such circumstances, divorce is the best option. The divorce procedure is simple – the Beth
Din issues a ‘get’. The problem of the chained woman (agunah) should be appreciated and
the use of the ‘certificate of divorce’ by Progressive Jews. After a divorce Jews can remarry
– the husband immediately, the wife after at least 22 days.
According to Judaism, sex should be enjoyed, and sexual activity is only acceptable within
marriage. Thus pre-marital sex and adultery are considered wrong.
Very strict Orthodox Jews are against contraception. However if the mother’s life/health will
suffer from further pregnancies, contraception is acceptable. Orthodox Jews disapprove of
homosexual relationships – the Torah states ‘You will not lie with a man in the same way
that you would lie down with a woman ‘ Lev 18:22. Lesbianism is disapproved of in the
Talmud. Progressive Jews believe that sexual preferences should be left to individuals
concerned.
GCSE Religious Studies (Specification A) Teachers' Guide 69
AO2
Candidates will be expected to use evidence and reasoned argument to express and
evaluate personal responses, informed insights and differing viewpoints on the fundamental
questions and issues about beliefs teachings and sources, practices and ways of life,
expressing meaning, identity diversity and belonging, meaning purpose and truth, values
and commitments raised through the study of Judaism above. These could include:
Is belief in God necessary to a good life?
Is Moses the most important figure in Jewish history?
Is God’s covenant relationship with the Jews a responsibility not a privilege?
Is the synagogue more important as a social centre than a place of worship?
How does the Beth Din serve the Jewish community?
Do Jewish mourning traditions help Jews come to terms with the death of a close relative?
Is Orthodox Judaism the only true Judaism?
Is it essential to have a day of complete rest?
Is Pesach the most important Jewish festival?
Are the dietary laws of Judaism out of date?
How should Jews express and confirm their identity?
What is the Jewish attitude to other religions?
What is the purpose and value of human life?
Is there life after death?
Is religion necessary to morality?
Should Jews always marry within the faith?
To whom should Jews have commitments?
Is Sex outside marriage always wrong?’
COMMAND WORDS
The following words will act as command or ‘trigger’ words for all questions:
Describe
Set out the main characteristics of
Explain
Set out reasons for
GLOSSARY
Afikomen
Agunah
Amidah
Anti-Semitism
Aron Hakodesh
Atonement
Auschwitz
A piece of matzah which is set aside during the seder meal at
Passover and eaten at the end.
(A chained wife) A woman whose husband is missing but not
known to be dead; she cannot therefore remarry. Progressive
Jews have abolished the category of agunah.
The standing prayer recited at each of the three daily
synagogue services.
Discrimination against and persecution of Jews.
The holy Ark containing the Torah scrolls. It is on the wall facing
Jerusalem and is the focal point of the synagogue.
Reconciliation with God following repentance for sin, affected
by prayer, charity and fasting.
The largest Nazi concentration camp. Over a million Jews
perished here.
GCSE Religious Studies (Specification A) Teachers' Guide 70
Bar Mitzvah
Bat Mitzvah
Bat Chayil
Bedikat Chametz
Bet Din
Bet Ha’am
Bet ha Midrash
Bet ha Knesset
Bet ha Tefillah
Blech
Bimah
Book of Life
Brit Milah
Baruch
Shepatarani
Candles
Cantor / Chazan
Challah
Chametz
Charoset
Cheder
Chevra Kaddisha
Chukim
Chumash
Son of the commandment. A boy who reaches adulthood (age
13). It is usually marked by a synagogue ceremony and family
celebration.
Daughter of the commandment. A girl who reaches adulthood
(age 12) It is usually marked by a synagogue service and family
celebration – Reform only.
Daughter of excellence / worth. As above – Orthodox only.
The search for leaven on the evening before Passover.
The Jewish court consisting of three learned men. They have
authority in Jewish-law to decide civil and monetary disputes.
They grant divorces, ensure that gentiles converting to Judaism
fulfil the necessary requirements, and supervise kashrut.
House of the people – Synagogue.
House of Study – Synagogue.
House of Assembly – Synagogue.
House of Prayer – Synagogue.
A metal sheet placed over the rings of a cooker before Shabbat
so that heat is retained and food kept warm.
Raised platform primarily for reading the Torah in the
synagogue.
A book in which God inscribes the names of the righteous.
According to the Talmud, on Rosh Hashanah, the Book of Life
is open for the righteous, the Book of Death for the wicked and
an intermediate book for those in between, this is closed on
Yom Kippur
Circumcision – removal of the foreskin of the penis on the
eighth day after birth. It is regarded as a sign of God’s covenant
with his chosen people.
The father of the boy or girl reaching adulthood declares that
he/ she is now responsible for the performance of the mitzvot.
Candles are frequently used in Jewish worship. On Shabbat
and Festivals they are lit by the mother of the household. A
plaited candle (see Havdalah) is lit at the end of Shabbat.
Candles are lit and placed by the head of a dead person, are
used during the week of mourning (Shiva) and lit on the
anniversary of deaths (see Yahrzeit)
Leader of reading, singing and chanting in the services of some
synagogues. He often conducts synagogue services and
assists the rabbi in his pastoral work.
Loaves (often plaited) eaten on Shabbat and during festivals.
Leaven, yeast.
A mixture of apples, wine, nuts and spice eaten at the Passover
Seder. It symbolises the mortar used by the Jewish slaves in
Egypt.
Religion classes for Jewish children.
The group of volunteers, who care for the dead, arrange for
their burial and comfort the mourners.
Laws for which no reason is given. Keeping these is seen as a
test of faith.
The Torah in book form, used in the synagogue and home.
GCSE Religious Studies (Specification A) Teachers' Guide 71
Circumcision
Covenant
Divorce
Gemara
Gemilut Hasidim
Get
Ghetto
Haftarah
Haggadah
Hasidim
Havdalah
Hechsher
Hebrew
High Holy Days
Holocaust
Huppah
Israel
Kaddish
Kashrut
Ketubah
Ketuvim
Kiddush
Kippah
Kittel
Kol Nidrei
Kosher
Magen David
Religious rite of Brit Milah, performed by the mohel on all
Jewish boys on the eighth day after birth.
An agreement. The relationship between God and the Jews as
presented in the Scriptures is covenantal.
See ‘get’.
Commentary on the Mishnah included in the Talmud.
Concern for other human beings – showing compassion and
kindness in word and deed.
Divorce contract written by the husband and handed to the wife
in the presence of witnesses. This document is essential if the
woman wishes to remarry (Orthodox) Reform do not issue the
get and it is not required for remarriage.
A Jewish residential district. Compulsory Jewish ghettos were
used by Hitler and the Nazis to herd Jews together before
transporting them to the death camps.
Completion. Passages from the Nevi’im (Prophets) read in the
synagogue.
A book used during the Seder meal at Passover relating the
Jews’ slavery in Egypt and their subsequent release.
Ultra-Orthodox Jews. Hasidic men wear distinctive dress;
women follow the laws of modesty.
Ceremony marking the conclusion of Shabbat.
A stamp or label certifying that a food product is kosher.
Ancient Semitic language, language of the Tenakh (Hebrew
Scriptures) and used by Jews for prayer and study. Also
everyday language in Israel.
The festivals of Rosh Hashanah and Yom Kippur.
(Heb. Shoah) The destruction of the European Jewish
community 1933-1945. Six million Jews are estimated to have
died in the Holocaust.
Canopy used for a wedding ceremony, under which the bride
and groom stand.
The land of Israel; the modern state of Israel, the world-wide
Jewish community.
A prayer recited by mourners.
Laws relating to keeping a kosher home and lifestyle.
Document which defines rights and obligations within Jewish
marriage. The ketubah protects the woman financially in the
event of a divorce.
Writings. Third section of the Tenakh.
A prayer sanctifying Shabbat and festival days usually recited
over wine.
Skull cap worn by Jewish males during prayers, Torah study
etc. Some Jews wear it constantly.
A white smock-like garment worn by Jewish men on Yom
Kippur.
Annulment of vows, a prayer recited on the evening of Yom
Kippur.
Fit, proper. Foods permitted by Jewish dietary laws.
(Shield of David) popularly called the Star of David. A sixpointed star which has become the symbol of Judaism. Its
exact origin is unknown. The reason for the six points on the
star is the Jewish belief that God rules above, below and in the
four corners of the earth.
GCSE Religious Studies (Specification A) Teachers' Guide 72
Mahzor
Maror
Matzah
Mazel tov
Melachot
Menorah
Messiah
Mezuzah
Mikveh
Minyan
Mishnah
Mitzvah
Mizrah
Mohel
Neilah
Ner Tamid
Nevi’im
Orthodox
Parev
Parochet
Pesach
Pogrom
Progressive
Judaism
Pushke
The Festival Prayer Book. This is used for festivals in contrast
to the siddur which is used every day.
(Bitter herb) One of the symbolic foods displayed on the seder
table at Pesach.
Flat cracker-like unleavened bread eaten at Pesach.
Congratulations.
The 39 types of work forbidden on the Sabbath.
A seven-branched candelabrum which was lit daily in the
Temple.
God’s ‘anointed one’. He will be a descendant of David. He will
usher in a new age of universal peace. He will restore scattered
Israel to the Holy Land.
(lit. door post) A scroll enclosed in a case (often decorative)
placed on right hand doorposts of every room in a Jewish home
– except bathroom and toilet
Ritual bath used for the immersion of people and objects.
Quorum of ten men, over Bar Mitzvah age, required for a
service. Progressive synagogues may include women.
The first writing down of the Oral Tradition. An authoritative
document forming part of the Talmud, codified about 200 CE.
A duty, commandment or good deed. The Torah contains 613
mitzvot. All male Jews over Bar Mitzvah age are expected to
keep the mitzvot; women are excused the time-bound positive
commands.
The direction faced when praying - towards Jerusalem. In
Orthodox households a plaque is often placed on a wall – the
Mizrah (sometimes the word Mizrah is written on it.) indicating
the direction of Israel / Jerusalem.
Person trained to perform Brit Milah – Circumcision.
Closing service on the Day of Atonement. Today it is believed
to symbolise the closing of the gates of heaven.
Eternal light found above the Ark in the synagogue. It is a
symbol of the golden menorah which burned constantly in the
Temple symbolising God’s presence.
Prophets. The second section of the Tenakh.
Traditional. The term distinguishes traditional Jews from
progressive Jews.
Neutral foods which are neither milk nor meat e.g. vegetables,
eggs, fish.
The curtain hanging in front of the Ark in the synagogue.
Also called Passover or the Feast of Unleavened Bread.
Festival commemorating the Exodus from Egypt, celebrated in
the Spring.
Organised attack on Jews, especially frequent in 19th and early
20th century Eastern Europe.
Non-Orthodox movements within Judaism – Reform or Liberal.
Progressive Jews do not believe that all the old laws of Judaism
have to be followed exactly; they interpret traditional Judaism in
the light of modern life.
Collection box.
GCSE Religious Studies (Specification A) Teachers' Guide 73
Rabbi
Rebbe
Resurrection
Rosh Hashanah
Sandek
Scribe
Scroll
Seder
Sefer Torah
Shabbat
Shechitah
Sheitel
Sheloshim
Shema
Shiva
Shoah
Shochet
Shofar
Sidra
Siddur
Streimel
Literally ‘my master’. The Rabbi is the spiritual leader of the
Jewish community. His role includes leading services,
preaching sermons, educating children, counselling and
interpreting the Jewish law. Orthodox – Rabbi must be male.
Progressive allows women to be Rabbis.
Term used by Hasidim for their religious leader.
Belief that the dead will be raised. Orthodox Jews believe that
the body and soul will be raised. Progressive – the soul only.
Jewish New Year. Traditionally it is believed that all human
beings are Judged on Rosh Hashanah – the virtuous are
inscribed in the Book of Life, the wicked in the Book of Death,
and the in-between have a ten day period to repent before Yom
Kippur. Rosh Hashanah is also the anniversary of the creation
of the world.
The one who holds the baby for circumcision. The duty is
normally performed by one of the grandfathers.
(Sofer) A scholar and copier of documents: he handwrites
copies of the Torah scrolls, writes and checks contents of tefillin
and mezuzot, writes ketubot for marriages and writes divorce
documents (gets).
Length of parchment or vellum. Each end is attached to a
wooden stave and rolled towards the middle. Scrolls are written
by qualified scribes. The Torah is written on a scroll and is read
in the synagogue (Sefer Torah).
Order. The home-based ceremonial meal during Pesach, at
which the Exodus from Egypt is recounted using the Haggadah.
Torah scroll. The five books of Moses handwritten on
parchment and rolled to form a scroll. It is kept in the Ark in the
synagogue and is read week by week.
Day of spiritual renewal and rest commencing at sunset on
Friday, ending at nightfall on Saturday.
Jewish method of slaughtering animals for food. Animals must
be killed as quickly and painlessly as possible by a single
uninterrupted cut across the throat.
Wig worn by married Orthodox women to obey the injunction to
cover their hair.
The 23 day period of mourning following Shiva. (3rd stage of
mourning.)
Major Jewish prayer affirming belief in One God. The Shema is
found in the Torah.
Seven days of intense mourning following the burial of a close
relative. (2nd stage of mourning.) During this period, all ordinary
work is forbidden.
Desolation. Whirlwind. One of the preferred Jewish names for
the Holocaust.
A trained slaughterer of animals. It is necessary to pass an
examination before practising as a shochet.
Ram’s horn blown every day for a month before Rosh
Hashanah, 100 notes are blown during Rosh Hashanah. It is
also blown at the end of Yom Kippur.
Portion of the Sefer Torah which is read in the synagogue on
Shabbat mornings.
Daily prayer book.
Fur hat worn by the Hasidim.
GCSE Religious Studies (Specification A) Teachers' Guide 74
Synagogue
Tallit
Tallit Katan
Talmud
Talmud Torah
Tashlich
Tefillin
Tenakh
Teshuva
Torah
Treifa
Tzedaka.
Tzitzit
Yad
Yahrzeit
Yarmulka
Yeshiva
Yad Vashem
Yom Hashoah
Yom Kippur
Building for Jewish public prayer, study and assembly.
Prayer shawl. Four–cornered garment of wool or silk with tzitzit,
worn by adult males.
Small tallit worn by Orthodox Jews under their secular clothes
with the tzitzit visible.
Mishnah and Gemara collected together. Its study is an
important religious duty for Jewish men.
Religious study. Jewish religion schools attended beyond
elementary level (cheder) and before going on to advanced
studies (yeshivah.)
A ceremony connected with Rosh Hashanah, performed on the
banks of a river or pond into which crumbs are thrown symbolic
of casting away sins.
Small leather boxes containing passages from the Torah,
strapped on the forehead and arm for morning prayers on
weekdays. This is observed by Orthodox Jewish men of bar
mitzvah age and over.
The Jewish Bible comprising of three sections; Torah, Nevi’im
and Ketuvim.
Repentance, returning to God. It is the theme of the ten days of
penitence between Rosh Hashanah and Yom Kippur.
Law, teaching. The Five Books of Moses.
Forbidden food, non-kosher food.
Righteousness / justice. An act of charity. However the word
charity implies an optional act, whereas tzedakah is an
obligation upon the wealthy to give to the poor. Many Jews
have a Tzedaka box in the home and place coins in it everyday
and encourage their family to do so as well. One tenth of
income should be donated.
Tassels attached to the four corners of the tallit and tallit katan.
Hand-held pointer used when reading the Sefer Torah. It is
fashioned in the shape of a hand with an outstretched index
finger.
Anniversary of a death of a relative. Kaddish is said and a 24
hour memorial candle is lit. (4th stage of mourning.)
Skull cap. See ‘kippah’.
College for study of the Torah and Talmud.
The Holocaust Memorial Centre in Jerusalem.
Holocaust Remembrance Day – 27 Nisan.
Day of Atonement. The most solemn day in the Jewish year. A
day of fasting occurring on the tenth day after Rosh Hashanah.
GCSE Religious Studies (Specification A) Teachers' Guide 75
RESOURCES
For Teachers
Lynch, S., Religion in Focus – Judaism in Today’s World – Teacher’s Book, (2002) Hodder
Murray ISBN 978-0719574337
De Lange, N., Atlas of the Jewish World, (1985) Phaidon ASIN: B0014BUB30
Pilkington, C. M., Teach Yourself Judaism, (2003) Hodder Murray ISBN 978-0340867556
For Students
Cato, V., Religion in Focus – Judaism in Today’s World - Student’s Book, (2001) Hodder
Murray ISBN 978-0719571978
Forta, A., Examining Religions – Judaism, (1995) Heinemann ISBN 978-0435303211
Keene, M., Examining Four Religions, (1997) Harper Collins ISBN 978-0003221350
Keene, M., Religion and Life Issues for WJEC, (2006) Badger Publishing ISBN 9781844246533
Lovelace A. & White, J., Beliefs, Values and Traditions, (2002) Heinemann ISBN 9780435302610
Mayled, J., Judaism GCSE Religious Studies, (2004) Hodder Murray ISBN 978-0340789643
Pilkington, C. M., Judaism – an Approach for GCSE (ANA), (1991) Hodder Murray ISBN
9780340519516
GCSE Religious Studies (Specification A) Teachers' Guide 76
5.
ASSESSMENT GUIDANCE
What are examiners looking for?
• Questions (a) – (c)
Show awareness and insight into religious facts and teachings.
A thorough understanding of religious ideas and explanations.
• Question (d)
Show religious people’s understanding of a point of view.
It is not necessary to reach a conclusion nor to comment on the point
of view.
Candidates may give two points from the same point of view or one
from two different view points.
• Question (e)
A carefully planned, well written answer. This question carries the
QWC marks.
Clear expression of thoughts with reasons for them, with either good
examples or illustrations, or specific religious teaching to support a
point of view.
This is an essay question. Candidates should aim to fill all the 16
lines.
Supporting your candidates:
•
•
•
•
•
•
Encourage them to learn the key terms.
Encourage them to write neatly.
Encourage them to spell accurately – ‘threat’ and ‘treat’ are different
words with completely different meanings.
Encourage them to answer the question set.
Encourage them to read the question carefully
Encourage them to use quotations from sacred texts to support their
answer.
GCSE Religious Studies (Specification A) Teachers' Guide 77
Ensure candidates avoid:
•
•
•
•
•
describing a picture stimulus.
using a ‘cover all’, or ‘generic’, type of answer that covers any religion.
generalising. Use ‘some Christians’ or ‘most Christians’ and not just
‘Christians’.
in question (d) when giving an answer about a religion’s teachings or
practices, be sure to give specific examples. Too many candidates do not
describe the contents clearly, or write in sufficient detail.
When referring a festival and celebration try to recall only the key elements
and the important aspects and remember the underlying focus of the
question.
in question (e) not reaching a conclusion. Candidates are asked ‘Do you
agree?’ and they must state their point of view.
Candidates are advised not to begin their answer with ‘I agree’ or ‘I do not
agree’.
GCSE Religious Studies (Specification A) Teachers' Guide 78
Contributors to the Teachers’ Guide
Edited by:
David Sharpe
Written by:
David Baldwin
Heather Hanson
Huw Dylan Jones
Philip Maughan
Joan Morris
Christopher Owens
David Sharpe
GCSE Religious Studies Teachers Guide Spec A/LG
19 March 2009
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