The majority of our learners are entered for a Full Course GCSE, alongside the NCFE Equality and Diversity qualification (see below). A minority of low ability learners are entered for the NCFE Equality and Diversity qualification only.
GCSE Religious Studies
Introduction
Religious Studies is, and will always be, relevant. The majority of the world’s population is religious; Religious Studies helps learners to understand some of the beliefs and teachings that these people live their lives by. They will also learn about non-religious attitudes and perspectives as this is increasingly relevant in the modern world. Not a day goes by where there isn’t reference to religion or some ethical topic on the news, so Religious Studies allows learners to be better informed about these important matters.
Aims of the course
GCSE Religious Studies supports learners to:
- develop knowledge and understanding of religious and non-religious beliefs, values, teachings, practices, and philosophical convictions.
- engage with contrasting lived religious and non-religious experiences.
- develop curiosity about the purpose of life.
- explore ways in which religious and non-religious ethical and philosophical convictions have influenced human experience and society.
- explore evidence from a range of religious and non-religious sources that engage with philosophical, ethical, and moral issues.
- appreciate the complex, pluralistic and diverse nature of society by understanding the need for tolerance, resilience, and empathy
- reflect on their own values, beliefs, and perspectives and those of others
- align with aspects of the Religion, values and ethics statutory guidance to enable learners to develop an awareness of self in relation to others, make connections to the wider and natural world, develop creativity and curiosity and explore ultimate questions and contemplate meaning and purpose
- make sense of and interpret human experience, the natural world, and their own place within it, from a pluralistic perspective, understanding different religions and non-religious philosophical convictions in their own locality and in Wales, developing their sense of cynefin, as well as in the wider world.
What skills will learners develop?
Religious Studies allows learners to broaden their understanding of different people and the way they live their lives, developing tolerance and empathy. The academic nature of the subject helps learners to develop a range of skills, including:
- Interpretation
- Analysis
- Analysis
- Evaluation
- Critical thinking
- Debate and communication skills
- Reflection of personal views
Assessment
GCSE Religious Studies comprises four units, two of which are examined by non-examination assessment (NEA).
- Unit 1: Written examination - 1 hour 15 minutes. 30% of qualification.
- Unit 2: Non-exam assessment – 6 hours. 20% of qualification.
- Unit 3: Written examination – 1 hour 15 minutes. 30% of qualification.
- Unit 4: Non-exam assessment – 6 hours. 20% of qualification.
Course content
Unit 1: Religious and non-religious beliefs, teachings and practices.
In this first unit, learners will explore the nature of belief (what we mean by belief and why people choose to be religious or non-religious) and then go on to look at a variety of key religious beliefs, teachings and practices, including beliefs about life after death, identity, belonging, morality and putting belief into action. This content will be from Christian, Muslim and non-religious perspectives.
Unit 2: Religion and relationships.
Learners will study a range Christian and Muslim beliefs, teachings, practices and perspectives and non-religious perspectives relating to relationships, such as marriage and divorce, contraception, same-sex relationships and interfaith relationships. They will then conduct an investigation relating to this, exploring the range of perspectives.
Unit 3: Roles, rights and responsibilities.
Learners will explore key religious themes, including stewardship, animal rights, freedom of religious expression, use of personal wealth and the medical ethics topics of abortion and euthanasia. As with unit 1, they will learn these from a Christian and Muslim perspective as well as looking at non-religious views.
Unit 4: Religion and Human Rights
Learners will consider some beliefs, teachings, practices and perspectives relating to human rights issues such as freedom from slavery and forced labour, LGBTQ+ rights, racial equality, gender equality and capital punishment. They will then complete an NEA exploring the work of charities and organisations campaigning for human rights.
Introduction
We live in an increasingly diverse society, and everyone, in their daily life and at work, will meet people from a range of different backgrounds with a variety of values and beliefs. Therefore, it is important that we understand and accept people’s differences, otherwise we will find it very difficult to live and work with the people around us.
In educational settings, workplaces and other organisations it is expected that everyone will behave respectfully towards others regardless of their values, beliefs and backgrounds. Prejudice and discriminatory behaviour should not be tolerated, and this is backed up by legislation that makes it illegal to discriminate on a wide range of characteristics that make people different.
During the course, learners will explore how issues relating to equality and diversity affect us, our educational setting, the workplace and our local communities. They will examine the importance of taking individual responsibility and action to help and support others and to challenge discrimination and prejudice.
Aims of the course
On completion of the course, learners should:
Understand the concepts of equality and diversity in a variety of environments including society, the community and the workplace.
Appreciate how stereotyping and labelling can affect individuals.
Be able to outline the effects of prejudice and discrimination.
Understand people’s rights and responsibilities in terms of equality, inclusion and discrimination.
Be able to explain the importance of taking individual responsibility and action to help and support others.
Course content
The course content is split into three units:
Unit 1: Equality and Diversity in society.
Learners will consider the meaning of the terms ‘equality’ and ‘diversity’. They will find out about the damaging effects that stereotyping, labelling, prejudice and discrimination can have on individuals and increase their understanding of the differences between individuals that make people who they are.
Unit 2: Equality and diversity within the community
In this unit, learners will consider the level of diversity that exists within their local community (Newport) and the value of diversity within that community. They will also look at the inequalities that occur in their community and support services that can help to maintain equality and diversity.
Unit 3: Equality and diversity in the workplace
In this unit, learners will look at how equality and diversity applies to the workplace. They will learn how equality and diversity are maintained and monitored in the workplace, and how these things benefit organisations. They will also examine how individual rights are protected in the workplace.
Assessment
There is no written examination. The course is examined by non-examination continuous assessment on all three units.
Credits:
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