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Specification - GCSE Religious Studies Specification (FULL Course) Click- Download 

RELIGIOUS STUDIES (ROUTE A) 

COMPONENT 1 RELIGIOUS, PHILOSOPHICAL AND ETHICAL STUDIES C120U10-1 

COMPONENT 2 STUDY OF CHRISTIANITY C120U20-1 

COMPONENT 3  OPTION 1 - BUDDHISM  C120U30-1

Yr 10 Term 1 Topic Progress Checker

Buddhist Practices

Learners should be aware that Buddhism is one of a diverse range of religious and nonreligious traditions and beliefs in Great Britain today that also includes Christianity, Hinduism, Islam, Judaism, Sikhism, Humanism and Atheism, but that the main religious tradition in Great Britain is Christian. This knowledge may be applied throughout the assessment of the specified content. Learners must know, understand and express common and divergent views and the basis for beliefs, teachings and practices. References to relevant sources of wisdom and authority are expected, including scripture and/or sacred texts. 

Buddhist places of worship in Britain and elsewhere 

• The importance of features and functions of temples and viharas; statues, shrines, stupa and meditation area. Mahayana and Theravada Buddhist temples in Britain compared to those in countries where Buddhism is widely practised. 

• Offerings: food, light, flowers, incense, offerings of food to monks (dana) 

Meditation 

• The significance of meditation; Dhammapada 282, Surangama Sutra 

• Mindfulness of breathing (samatha meditation) 

• Loving kindness (mettabhavana meditation) 

• Insight meditation (vipassana meditation) 

• The importance and role of Buddhas and Bodhisattvas; example of Gautama Buddha (enlightenment through meditation). Buddhas and bodhisattvas as the focus of devotion and meditation 

Devotional practices 

• The role and significance of chanting; chanting the Triratna (importance of Three Jewels): Dhammapada 190 

• Use of malas to count mantras or breaths in meditation (Japanese and Tibetan forms of Buddhism) 

• Role of mantra recitation to evoke enlightenment 

• Significance of puja – indevotional ritual in different Buddhist contexts; veneration rather than worship. Use of mudras to identify with buddhas and bodhisattvas 

Death and mourning 

• The significance of ceremonies and rituals associated with death and mourning as practised in Theravada communities: transferring to rebirth. Cremation practices and almsgiving 

• Mahayana practices: Japan: cremated ashes are buried. Importance of name. Tibet: chanting and sky burials, offerings to monks; The Tibetan Book of the Dead 

Festivals and retreats: practices in Britain and elsewhere 

• The origins and meaning of festivals and retreats such as Theravada Wesak; celebration of birth of Buddha. Theravada tradition: also celebration of enlightenment and death 

• Kathina; celebration of the end of Vassa 

• Parinirvana Day: Mahayana tradition – marks the Buddha's death and passing into final nirvana 

From the study of the areas above learners will gain an understanding of the following concepts: 

• anicca • anatta • dukkha • (s)kandhas • samatha • pratitya • mettabhavana • vipassana 

Learners should be able to explain and apply these concepts in relation to the theme. 

Yr 10 Term 2 Topic Progress Checker

Christian Practices

 Forms of worship 

The nature and significance of liturgical, informal and individual worship: Matthew 18:20 

The nature and importance of prayer: The Lord’s Prayer 

Set prayers and informal prayers: different forms of worship across the different Christian traditions with reference to Society of Friends and Evangelical worship 

Sacraments 

• Diverse beliefs regarding Sacraments 

• The role, meaning and celebration of Baptism and Eucharist: John 3:3-6 

• Diverse interpretations of Baptism and Eucharist with reference to the beliefs of the Catholic and Protestant Churches 

Pilgrimage and Celebrations 

The importance of pilgrimage: Walsingham, Taizé 

How Christians celebrate Christmas and Easter 

Christianity in Britain and the Church in the local community 

• Christianity in Britain; results of the 2011 census compared to the 2001 census, showing an increase in diverse religious and nonreligious beliefs and practices (including those of Christianity, Buddhism, Hinduism, Islam, Judaism, Sikhism, Humanism and Atheism), whilst also showing that over half of those who responded considered themselves Christian 

• U.K. laws, festivals and traditions are rooted in the Christian tradition whilst also celebrating the festivals, beliefs and cultures of other religious and non-religious traditions. 

• The role of the Church in the local community; a place of worship, social and community functions 

The worldwide Church 

• The importance of mission, evangelism and church growth. 

• The work of Tearfund: Christian beliefs in action 

• Persecution of Christians past and present 

• Working for reconciliation: World Council of Churches, The Ecumenical Movement 

From the study of the areas above learners will gain an understanding of the following concepts: 

• omnipotent • omnibenevolent • Trinity • incarnation • atonement • resurrection • sacraments • evangelism 

Learners should be able to explain and apply these concepts in relation to the theme 

Yr 11 Term 1 Topic Progress Checker

Buddhist Beliefs and Teachings Option 1

Learners should be aware that Buddhism is one of a diverse range of religious and nonreligious traditions and beliefs in Great Britain today that also includes Christianity, Hinduism, Islam, Judaism, Sikhism, Humanism and Atheism, but that the main religious tradition in Great Britain is Christian. This knowledge may be applied throughout the assessment of the specified content. Learners must know, understand and express common and divergent views and the basis for beliefs, teachings and practices. References to relevant sources of wisdom and authority are expected, including scripture and/or sacred texts. 

The Buddha 

• Stories of his early life: pre-birth, birth, prophecy, palace 

• The Four Sights: old age, sickness, death, the holy man 

• His Enlightenment following renunciation and meditation 

The Dhamma/Dharma 

• Dependent origination/conditionality (pratityasamutpada) 

• Three Marks of Existence (lakshanas);Suffering/unsatisfactoriness (dukkha), impermanence (anicca); no fixed self, essence or soul (anatta): The Story of Nagasena and the Chariot (The Milindapanha) 

The Four Noble Truths 

Suffering (dukkha); types and causes of suffering; Three Poisons (ignorance, greed, hatred): Dhammapada 1, 5 Interpretations of nirvana, samsara and enlightenment; Theravada and Mahayana 

The Eightfold Path (magga) to nirvana, the Three-fold Way: ethics, meditation and wisdom 

Human personality 

• Theravada – Five Aggregates (ever-changing (s)khandas): Dhammapada 113 

• Mahayana - sunyata 

• Tathagatagarbha (Buddha-nature - all have potential to achieve enlightenment) 

Human destiny and ethical teaching 

• Arhat ideals (Theravada) 

• Bodhisattva Ideals (Mahayana) e.g. Manjushri; Buddhahood: the potential of all to be enlightened and become a buddha 

• Pure Land (Bodhisattva Amida) 

• Karma and rebirth: achieving positive karma, and avoiding samsara and rebirth through compassion (karuna); loving kindness (metta); five precepts (panchasila): Dhammapada 183 

• Mahayana: the development of the Six Perfections (paramitas) or virtues which must be cultivated to realise one's Buddha nature 

From the study of the areas above learners will gain an understanding of the following concepts: 

• anicca • anatta • dukkha • (s)kandhas • samatha • pratitya • mettabhavana • vipassana 

Learners should be able to explain and apply these concepts in relation to the theme. 

Yr 11 Term 2 Topic Progress Checker

Good and Evil

This theme requires learners to consider philosophical questions concerning the origins and nature of good and evil. Through a study of teachings and beliefs, questions relating to the causes of crime and attitudes towards the aims of punishment and treatment of criminals will be considered. Learners are expected to make relevant references to scripture and other sources of authority. 

 Crime and Punishment 

• What makes an act 'wrong'? 

• Religious and ethical responses: relative and absolute morality, conscience, virtues, sin 

• Beliefs and attitudes about the causes of crime and the aims of punishment: justice, retribution, deterrence and reformation 

• The treatment of criminals and the work of prison reformers and prison chaplains 

• Varied Conservative and Liberal Christian responses to the Death Penalty, including interpretations of Christian teaching: Exodus 20:13, Matthew 5:38-39, 43-47 

Forgiveness 

• Christian teachings about forgiveness, including interpretations of teachings: Matthew 18:21-22, Matthew 6: 14-15 

• Examples of forgiveness arising from personal beliefs. 

Good, Evil and Suffering 

• Philosophical perspectives on the origin of evil: Original Sin (free will) and 'soul-making' (Irenaeus and John Hick)

• Philosophical challenges posed by belief in God, free will and the existence of evil and suffering

Concepts 

From the study of the areas above learners will gain an understanding of the following concepts:

 ● good/evil ● forgiveness ● free will ● justice ● morality ● punishment ● sin ● suffering 

Learners should be able to explain and apply these concepts in relation to the theme. 

Yr 11 Term 2 Topic Progress Checker

Human Rights

This theme considers contemporary issues of human rights and social justice and their relationship with religion and belief. Learners will be expected to consider specific issues of wealth and poverty, racial prejudice and discrimination.

Learners are expected to make relevant references to scripture and other sources of authority.

Content from a Christian Perspective 

Human Rights and Social Justice 

• Christian beliefs, teachings and attitudes toward the dignity of human life: Genesis 1:26-27 

• Christian practices to promote human rights including equality: agape in action 

• An example of conflict between personal conviction and the laws of a country 

• Censorship, freedom of religious expression and religious extremism 

Prejudice and discrimination 

• Christian beliefs, teachings and attitudes towards prejudice and discrimination: Galatians 3:27-29

• Christian beliefs, teachings and attitudes towards racial prejudice and discrimination, including Martin Luther King's teachings on equality

Issues of wealth and poverty 

• Ethical considerations about acquisition and use of wealth: Luke 16:19-31

• The actions and attitudes of Christian charities in twenty first century Britain whose aim is to alleviate poverty: Christian Aid

Concepts 

From the study of the areas above learners will gain an understanding of the following concepts: 

● censorship ● discrimination ● extremism ● human rights ● personal conviction ● prejudice ● relative and absolute poverty ● social justice 

Learners should be able to explain and apply these concepts in relation to the theme. 

Yr 9 Term 2 Topic Progress Checker  (Covered in Short Course lessons)

Christian Beliefs and Teachings

The Nature of God

• Christian views about the nature of God, including omnipotence, (Exodus 7-11, Exodus 14:21) Omni-benevolent: Psalm 86:15, John 3:16, Romans 8: 37-39)

• the problem of Evil and suffering in the quote on God and evil from Epicurus, and the ideas on suffering in the Book of Job 1: 8 -12, 42:1-6

• the Trinity about the oneness of God: Father, Son and Holy Spirit: John 10:30, John 14: 6-11 and its importance to Christian believers

Creation

• Christian views about the nature and role of humans, and literal and non-literal ways of interpretation of Genesis 1-3.

• compare the understanding of God in the creation story in Genesis with John’s explanation of God as Word and Spirit. (John 1:1-5)

Jesus Christ

• Christian beliefs and teachings about Jesus’ incarnation and the nature of Jesus as the Son of God in John 1:14, Luke1:28-33

• the story of the passion of Christ including the crucifixion, in Matthew 27:28-50; and its importance to believers for Salvation and Atonement in Matthew 26:26-29, Leviticus 16:20-22, Isaiah 53:3- 9.

• the story of the Resurrection of Christ in Luke 24:1-9, its importance as explained 1 Corinthians 15:3-8, 12-14

• the story of the Ascension of Christ: Luke 24:50-53 and its importance to believers

Salvation

• Christian views about the idea of authority or Law: the Bible as Word of God; its inspiration and revelation; and differing Christian ways of interpreting biblical writings; Bible in relation to other sources of authority including the Church, Experience and Reason.

• Christian views about Sin as preventing salvation.

• Christian teaching on Grace and the Spirit in Acts 2:1-6. The role of Holy Spirit in Evangelical worship.

The Afterlife 

• Christian Eschatological beliefs: John 11:25-26, John 14:2-7

• Christian views about Judgement: Matthew 25:31-46, Luke 16:19-31

• Christian views on Resurrection: 1 Corinthians 15:42-55

• Traditional and contemporary Christian beliefs about heaven and hell

Concepts: From the study of the above areas learners will gain an understanding of the following concepts: 

● adultery ● divorce ● cohabitation ● commitment ● contraception ● gender equality ● responsibilities ● roles 

Learners should be able to explain and apply these concepts in relation to the theme.

Yr 10 Term 1 Topic Progress Checker (Covered in Short Course Lessons)

Theme 1: Issues of Relationships 

This theme requires learners to consider characteristics of relationships, marriage and family life. Through a study of beliefs and teachings, questions relating to issues of relationships in the twenty-first century will be considered, including same sex relationships and gender roles. Learners are expected to make relevant references to scripture and other sources of authority. 

Relationships

• Christian beliefs, attitudes and teachings about the nature and purpose of relationships in the twenty first century: families,

• Christian beliefs, attitudes and teachings about roles of women and men, in the family

• Varying Christian attitudes towards  cohabitation  and adultery

• The nature and purpose of marriage as expressed through Christian marriage ceremonies in Britain and teachings  on marriage outside the religious tradition Mark 10:6-8 and the Church of England Synod

• Varying Christian attitudes towards divorce and annulment and separation and re-marriage. Interpretations of Matthew 19:8-9 and Mark 10:9

Sexual relationships

• Christian teachings about the nature and purpose of sex

• Christian teachings about the use of contraception 

• varied interpretations of the Natural Law/Absolutist approach of Thomas Aquinas' Five Primary Precepts with reference to the second Primary Precept

• Diverse attitudes within and across Christian traditions towards same sex relationships, including varied interpretations of: Leviticus 20:13 and 1 Timothy 1: 8-10

Issues of equality: gender prejudice & discrimination

• Diverse attitudes within Christianity toward the roles of women and men in worship and authority

•  Catholic, Orthodox and Anglican views on the roles of women. -

• Interpretations of teachings: 1 Timothy 2:11-12 and Galatians 3:27- 29

Concepts: From the study of the above areas learners will gain an understanding of the following concepts: 

● adultery, ● divorce, ● cohabitation, ● commitment, ● contraception, ● gender ● equality, ● responsibilities, ● roles

Learners should be able to explain and apply these concepts in relation to the theme. 

Yr 10 Term 2 Topic Progress Checker (Covered in Short Course Lessons)

Theme 2 - Issues of Life and Death

The world

• Diverse Christian beliefs, teachings and attitudes about the accounts of the origin of the universe: Genesis 1 and 2

• The relationship between Christian views and non-religious views of creation and the extent to which they conflict; Stephen Hawking's view of the Big Bang

• Christian and non-religious beliefs, teachings and attitudes about dominion, stewardship, environmental responsibility, sustainability, and global citizenship: Genesis 1:28, Psalm 8:6, 'Humanists for a Better World'

The origin and value of human life

• Diverse Christian beliefs, teachings and attitudes toward the origin and sanctity of human life: Genesis 1:31, Jeremiah 1:5

• Non-religious beliefs about evolution; Charles Darwin, Richard Dawkins

• Diverse Christian attitudes towards abortion and euthanasia

• Non-religious views on the importance of human and animal life; Peter Singer's views on 'speciesism'

• Humanist 'Dignity in Dying' Movement

Beliefs about death and the afterlife

• Christian beliefs and teachings about life after death, including soul, judgement, heaven and hell: John 11:24-27, 1 Corinthians 15: 42-44

• Diverse Christian beliefs about the after-life

• How Christian and Humanist funerals in Britain reflect beliefs about the afterlife

Concepts: From the study of the above areas learners will gain an understanding of the following concepts: 

● afterlife, ● environmental sustainability, ● euthanasia, ● evolution, ● abortion, ● quality of life, ● sanctity of life, ● soul

Learners should be able to explain and apply these concepts in relation to the theme.