Specification Accredited Gcse Religious Studies j625

Qualification
Accredited
Oxford Cambridge and RSA
GCSE (9-1)
Specification
RELIGIOUS
STUDIES
J625
For first assessment in 2018
Version 1.4 (February 2021) ocr.org.uk/religiousstudies

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Contents
Support and Guidance ii

Assessment Preparation and Analysis Service iii
1 Why choose an OCR GCSE (9–1) in Religious Studies?1

1a. Why choose an OCR qualification? 1
1b. Why choose an OCR GCSE (9–1) in Religious Studies? 2
1c. What are the key features of this specification? 3
1d. How do I find out more information? 3
2 The specification overview 4

2a. OCR’s GCSE (9–1) in Religious Studies (J625) 4
2b. Content of GCSE (9–1) in Religious Studies (J625) 5
2c. Content of religious Beliefs and teachings & Practices (J625/01–05) 6
2c. Content of Religion, philosophy and ethics in the modern
world from a religious perspective (J625/06–10) 45
2d. Prior knowledge, learning and progression 82
3 Assessment of GCSE (9–1) in Religious Studies83

3a. Forms of assessment 83
3b. Assessment objectives (AO) 85
3c. Assessment availability 85
3d. Retaking the qualification 86
3e. Assessment of extended response 86
3f. Spelling, punctuation and grammar (SPaG) and the use of
specialist terminology 86
3g. Synoptic assessment 86
3h. Calculating qualification results 86
4 Admin: what you need to know87

4a. Pre-assessment 87
4b. Special consideration 92
4c. External assessment arrangements 92
4d. Results and certificates 93
4e. Post-results services 93
4f. Malpractice 93
5 Appendices94
5a Grade descriptors 94
5b. Overlap with other qualifications 95
5c. Accessibility 95
Summary of updates 96
© OCR 2021
GCSE (9–1) in Religious Studies i
Support and Guidance
Introducing a new specification brings challenges for will grow throughout the lifetime of the specification,
implementation and teaching, but it also opens up new they include:
opportunities. Our aim is to help you at every stage.
We are working hard with teachers and other experts • Delivery Guides
to bring you a package of practical support, resources • Transition Guides
and training. • Topic Exploration Packs
• Lesson Elements.
Subject Advisors
We also work with a number of leading publishers who
OCR Subject Advisors provide information and support publish textbooks and resources for our specifications.
to centres including specification and non- For more information on our publishing partners
exam assessment advice, updates on resource and their resources visit: https://ocr.org.uk/
developments and a range of training opportunities. qualifications/resource-finder/publishing-partners/
Our Subject Advisors work with subject communities Professional development

through a range of networks to ensure the sharing of
ideas and expertise supporting teachers and students Our improved Professional Development
alike. They work with developers to help produce our Programme fulfils a range of needs through
specifications and the resources needed to support course selection, preparation for teaching, delivery
these qualifications during their development. and assessment. Whether you want to look at our
new digital training or search for training materials,
You can contact our Religious Studies Subject Advisors
you can find what you’re looking for all in one place
for specialist advice, guidance and support:
at the CPD Hub: cpdhub.ocr.org.uk
01223 553998
Religious Studies@OCR.org.uk An introduction to new specifications
@OCR_exams We run training events throughout the academic year
that are designed to help prepare you for first teaching
Teaching and learning resources and support every stage of your delivery of the new
qualifications.
Our resources are designed to provide you with a
range of teaching activities and suggestions that enable To receive the latest information about the training
you to select the best activity, approach or context we offer on GCSE and A Level, please register for email
to support your teaching style and your particular updates at: ocr.org.uk/updates
students. The resources are a body of knowledge that
© OCR 2021
ii GCSE (9–1) in Religious Studies
Assessment Preparation and Analysis Service
Along with subject-specific resources and tools, you’ll focus on skills development, professional guidance for
also have access to a selection of generic resources that teachers and results data analysis.
ExamBuilder
Enabling you to build, mark and assess tests
from OCR exam questions and produce a
complete mock GCSE or A Level exam.
Find out more at ocr.org.uk/exambuilder
Subject Advisor Support Practice Papers

Our Subject Advisors provide Assess students’ progress under
you with access to specifications, formal examination conditions
high-quality teaching resources with question papers downloaded
and assessment materials. from a secure location, well-presented,
easy-to-interpret mark schemes
and commentary on marking and
sample answers.
Skills Guides Active Results

These guides cover topics that Our free online results analysis
could be relevant to a range service helps you review the
of qualifications, for example performance of individual students
communication, legislation or your whole cohort. For more
and research. details, please refer to
Download the guides at ocr.org.uk/activeresults
ocr.org.uk/skillsguides
© OCR 2021
GCSE (9–1) in Religious Studies iii
© OCR 2021
iv GCSE (9–1) in Religious Studies
1 Why choose an OCR GCSE (9–1) in
Religious Studies?
1a. Why choose an OCR qualification?

Choose OCR and you’ve got the reassurance that
you’re working with one of the UK’s leading exam
We aim to encourage students to become responsible
for their own learning, confident in discussing ideas,
1
boards. Our new OCR GCSE (9–1) in Religious innovative and engaged.
Studies course has been developed in consultation
with teachers, employers and Higher Education to We provide a range of support services designed to
provide learners with a qualification that’s relevant help you at every stage, from preparation through to
to them and meets their needs. the delivery of our speciﬁcations. This includes:
We’re part of the Cambridge Assessment • A wide range of high-quality creative

Group, Europe’s largest assessment agency and resources including:
a department of the University of Cambridge. • Delivery Guides
Cambridge Assessment plays a leading role in • Transition Guides
developing and delivering assessments throughout • Topic Exploration Packs
the world, operating in over 150 countries. • Lesson Elements
• …and much more.
We work with a range of education providers,
including schools, colleges, workplaces and other • Access to Subject Advisors to support you
institutions in both the public and private sectors. through the transition and throughout the
Over 13,000 centres choose our A Levels, GCSEs lifetime of the specification.
and vocational qualifications including Cambridge
Nationals and Cambridge Technicals. • CPD/Training for teachers to introduce
the qualifications and prepare you for first
Our Specifications teaching.
We believe in developing specifications that help • Active Results – our free results analysis
you bring the subject to life and inspire your service to help you review the performance
learners to achieve more. of individual learners or whole schools.
We’ve created teacher-friendly specifications All GCSE (9–1) qualifications offered by OCR
based on extensive research and engagement are accredited by Ofqual, the Regulator for
with the teaching community. They’re designed to qualifications offered in England. The accreditation
be straightforward and accessible so that you can number for OCR’s GCSE (9–1) in Religious Studies is
tailor the delivery of the course to suit your needs. QN:601/8594/6.
© OCR 2021
GCSE (9–1) in Religious Studies 1
1b. Why choose an OCR GCSE (9–1) in Religious Studies?
OCR’s GCSE (9–1) in Religious Studies course has This specification contains clear, detailed and
been designed using feedback from teachers and stimulating content to allow teachers to enthuse
1 other key stakeholders. The aim is to captivate their learners, whilst being confident that they are
learners with a coherent and engaging programme preparing them for assessment to the depth and
of study and to encourage them to progress to detail required.
further study at A level and Higher Education.
Learners will be encouraged to develop and
OCR’s GCSE (9–1) in Religious Studies specification understand personal values and beliefs, with
will encourage learners to develop knowledge, an emphasis on critical analysis and the ability to
understanding and skills to engage in debate and construct balanced and informed arguments
discussion about life in a modern pluralistic society. within the context of religious, philosophical and
This includes developing an understanding of ethical awareness.
non-religious beliefs.
Aims and learning outcomes
OCR’s GCSE (9–1) in Religious Studies specification adult life in a pluralistic society and global
will encourage learners to: community
• develop knowledge and understanding of • demonstrate knowledge and understanding

religions and non-religious beliefs, such as of two religions
atheism and humanism
• demonstrate knowledge and understanding
• develop knowledge and understanding of of key sources of wisdom and authority
religious beliefs, teachings and sources of including scripture and/or sacred texts, where
wisdom and authority, including through their appropriate, which support contemporary
reading of key religious texts, other texts, and religious faith
scriptures of the religions they are studying
• understand the influence of religion on
• develop the ability to construct well-argued, individuals, communities and societies
well-informed, balanced and structured
written arguments, demonstrating their depth • understand significant common and divergent
and breadth of understanding of the subject views within religions and beliefs
• engage with questions of belief, value, • apply knowledge and understanding in order to
meaning, purpose, truth, and their influence on analyse questions related to religious beliefs
human life and values
• reflect on and develop their own values, beliefs • construct well-informed and balanced
and attitudes in the light of what they have arguments on matters concerned with religious
learnt and contribute to their preparation for beliefs and values.
© OCR 2021
2 GCSE (9–1) in Religious Studies
1c. What are the key features of this specification?
The key features of OCR’s GCSE (9–1) in Religious • a flexible specification offering combinations
Studies for you and your learners are: of study
1
• an exciting, straight forward specification • assessments which aid the promotion of
with a clear and balanced structure critical analysis and evaluative skills essential
to learners in the modern world
• engaging and stimulating content which
will allow learners to demonstrate an • improved support and resources for teachers
understanding of two religions and apply
this in philosophical and ethical contexts • our Specification Creator tool which will enable
you to create a bespoke course and sign up for
bespoke resources.
1d. How do I find out more information?

If you are already using OCR specifications you can Want to find out more?
contact us at: www.ocr.org.uk
Ask our Subject Advisors:
If you are not already a registered OCR centre then Email: Religious.studies@ocr.org.uk
you can find out more information on the benefits of
Telephone: 01223 553998
becoming one at: www.ocr.org.uk
Visit our Online Support Centre at: support.ocr.org.uk
If you are not yet an approved centre and would like
to become one go to: www.ocr.org.uk
© OCR 2021
2 The specification overview
2a. OCR’s GCSE (9–1) in Religious Studies (J625)

Learners must take two components from Component Group 1 (Components 01–05) and one component from
Component Group 2 (Components 06–10) to be awarded the OCR GCSE (9–1) in Religious Studies.
Content Overview Assessment Overview
2 Component Group 1
The study of a first 25%
Beliefs and teachings & Practices (01–05)
religion
of total
63 marks*
Learners are required to study two religions from:
1 hour written paper
GCSE
• Christianity (J625/01)
• Islam (J625/02)
Component Group 1
• Judaism (J625/03)
• Buddhism (J625/04) The study of a second 25%
• Hinduism (J625/05) religion
of total
63 marks*
GCSE
Religion, philosophy and ethics in the

modern world from a religious perspective
(06–10)
Learners are required to study this component from the
perspective of one of the following religions***: Component Group 2
• Christianity (J625/06) Religion, philosophy 50%

and ethics in the
•
•
Islam (J625/07)
Judaism (J625/08) modern world of total
•
•
Buddhism (J625/09)
Hinduism (J625/10)
126 marks** GCSE
Four themes to be studied:
• Relationships and families
• The existence of God, gods and the ultimate reality
• Religion, peace and conflict
• Dialogue between religious and non-religious beliefs
and attitudes
* 3 marks will be available for SPaG. See Section 3f for more details.
** 6 marks will be available for SPaG. See Section 3f for more details.
*** The religion studied here must be one of the religions chosen in Component Group 1 (01–05).
© OCR 2021
2b. Content of GCSE (9–1) in Religious Studies (J625)
OCR’s GCSE (9–1) in Religious Studies consists purpose of families; roles of men and women;
of 10 components organised into two Component equality; gender prejudice and discrimination
Groups for the purpose of assessment.
• the existence of God, gods and ultimate
Learners must take two components from reality, and ways in which God, gods or
2
Component Group 1 and one component from ultimate reality might be understood; through
Component Group 2. revelation, visions, miracles or enlightenment
Component Group 1 – Beliefs and teachings & • religion, peace and conflict; violence, war,
Practices of two religions pacifism, terrorism, just war theory, holy
war; the role of religion and belief in 21st
Learners are required to study two major world century conflict and peace making; the
religions. The focus of study for each religion is on concepts of justice, forgiveness and
‘Beliefs and teachings’ and ‘Practices’. reconciliation
The two religions to study must be chosen from • dialogue within and between religions and
the following: non-religious beliefs; how those with religious
and non-religious beliefs respond to critiques
• Christianity of their beliefs including the study of a range
of attitudes towards those with different
• Islam religious views – inclusivist, exclusivist and
pluralist approaches.
• Judaism
Permitted combinations
• Buddhism
Learners can take any combination of religions in
• Hinduism. Component Group 1.
Component Group 2 – Religion, philosophy and Learners in Component Group 2 must study one of
ethics in the modern world from a religious the two religions studied in Component Group 1.
perspective The full list of entry options is in Section 4a of this
specification.
Learners will study different philosophical and
ethical arguments and their impact and influence To check that the combination of topics you have
in the modern world from the perspective of chosen is valid, and to help you determine the
one of the religions they studied in Component correct entry option code for your combination use
Group 1. OCR’s Specification Creator tool available from
www.ocr.org.uk. It is essential that you perform this
This is divided into four themes of study: check. Centres are reminded that if the combination
is not valid, as explained above, then learners will
• relationships and families, religious teachings not be awarded.
about the nature and purpose of families
in the 21st century, sex, marriage, cohabitation For any further advice on valid combinations please
and divorce. Issues related to the nature and contact OCR using religiousstudies@ocr.org.uk.
© OCR 2021
2c. Content of religious Beliefs and teachings & Practices (J625/01–05)
Introduction to Component Group 1
In this component, learners have the opportunity to Learners will also have the opportunity to develop
study key concepts within their two chosen religions their ability to explain, analyse and evaluate topics, in
in order to develop knowledge and understanding of order to offer reasoned and supported arguments in
2
the basis of the religions’ beliefs, teachings and discussions about key issues within your chosen
practices. religions.
As part of the study, learners will recognise and The spelling of words which have been transliterated
consider the existence and importance of common from non-Roman alphabets will be used consistently
and divergent views within their chosen religions’ through the assessment materials. Learners will not
traditions, in the way beliefs, teachings and practices be penalised for the use of other common spellings.
are understood and expressed.
For Buddhism and Hinduism, learners should be
They will acquire knowledge and understanding of aware that suggested sources of wisdom and
sources of authority and wisdom that underpin and authority are examples of references to core
connect teachings, beliefs and practices and be able Buddhist/Hindu concepts made within Buddhist/
to refer to them in responses. Learners will explore Hindu writings. Modern understandings of these
how their chosen religions influence individuals, concepts are constructed from multiple sources and
communities and societies. tradition, rather than being based on a single text.
Beliefs and teachings

Learners should be able to:
• demonstrate knowledge and understanding of the area of study and its importance for their chosen
religions’ belief, teaching and practice
• analyse, evaluate and discuss the issues raised by the area of study and their importance for
individuals, communities and societies in your chosen religions
• include any relevant sources of wisdom and authority, including scripture and/or sacred texts where
appropriate
• consider significant common and divergent views within your chosen religions.
Practices
• demonstrate knowledge and understanding of your chosen religions’ practices and their importance
for individuals, communities and societies
• analyse, evaluate and discuss the issues surrounding your chosen religions’ practices
• reference any relevant sources of wisdom and authority, including scripture and/or sacred texts where
appropriate
• consider significant common and divergent views about your chosen religions’ practices
© OCR 2021
Christianity
Beliefs and teachings & Practices (J625/01)
Learners will need to be familiar with the expectations laid out on page 6 of the specification.

Area of study Content Suggested sources of
wisdom and authority
2
Learners should have studied the following:
(Learners will be given credit
for referring to any
appropriate sources of
wisdom and authority unless
stated otherwise)
Nature of God • The meaning of the terms: • The Lord’s Prayer
• benevolent Matthew 6:9–15
• omniscient • The Ten
• omnipotent Commandments (with
• monotheistic reference to the first
• judge four commandments)
• eternal • Exodus 20
• transcendent • The Parable of the Lost
• immanent (Prodigal) Son Luke
• personal 15:11–32
• forgiving • John 3:16–18
• The significance for Christians of these • Matthew 25: 31–46
characteristics:
• benevolent
• omniscient
• omnipotent
• monotheistic
• judge
• eternal
• transcendent
• immanent
• personal
• forgiving
• The common and divergent emphases placed on
these characteristics (benevolent, omniscient,
omnipotent, monotheistic, judge, eternal,
transcendent, immanent, personal, forgiving) by
different Christian denominations
• Different interpretations and emphases given to
sources of wisdom and authority by different
Christian denominations
© OCR 2021
Concept of God • The concept of the Trinity as one God, three • Matthew 5:48
as a Trinity of persons (Father, Son, Holy Spirit) • John 14:16–17
persons • The relationship between Father, Son and Holy • Phillipians 2:5–8
Spirit • The Apostles’ Creed
• Issues related to the Nature of God • The Nicene Creed
• Different attitudes to God as a Trinity • Unitarian Churches
• Different interpretations and emphases given e.g. Christadelphians
2 to sources of wisdom and authority by different

Biblical • The concept of God as creator Learners must study:
accounts of • The role of God the Father as creator in the • Genesis 1–3
Creation Genesis narrative • John 1
• The role of the Spirit in Genesis 1–2, as the
Other suggested sources of
agent of God
wisdom and authority:
• The role of the Word in John 1
• The Apostles’ Creed
• The identification of Jesus in John’s Gospel chapter
• Romans 1:20
1 as the Word of God linking him to creation and
his pre-existence
• The role and purpose of human beings
• The Fall in the Genesis narrative
• Issues raised in Genesis for different Christian
groups, literal interpretations and metaphorical
understandings
The problem of • Concepts of evil Learners must study:
evil and • Different types of evil: natural evil and • Genesis 3:1–19
suffering and a moral evil
Other suggested sources of
loving and • Causes of evil
wisdom and authority:
righteous God • The Fall of mankind as the result of Free Will
• The Lord’s Prayer
• The concept of original sin
• The message
• The concept of Good
contained in the Book
• The problem of the existence of evil and suffering:
of Job
how an all-powerful (omnipotent) God can allow
evil and suffering if he is also loving (benevolent)
and righteous
© OCR 2021
Jesus Christ • The meaning of the terms: Messiah, Son of God, • The Ten
Lord and Saviour Commandments
• The significance for Christians of the titles • The Two Great
Messiah, Son of God, Lord and Saviour as Commandments
descriptions of Jesus Matthew 22:36–39
• The relevance of Messiah, Son of God, Lord • The Parable of the
and Saviour as descriptions of Jesus for Good Samaritan Luke
•
Christians today
The role and importance of Jesus’ teachings •
10:25–37
The Apostles’ Creed 2
and life as an example for Christians • The Nicene Creed
• Christian love (agape) • Jesus’ healing miracles
• The Christian ideal as expressed in Jesus’ teaching as examples of agape:
in the Sermon on the Mount Matthew 8:1–3, Mark
• Different interpretations and emphases given to 5:21–42
sources of wisdom and authority by different • Matthew 5–7
Incarnation, • The meaning of the terms: the incarnation, the • Luke 1:26–35
Crucifixion, crucifixion, the resurrection and the ascension • Mark 15:21–41
Resurrection • Beliefs and teachings about Jesus arising from the • Matthew 28:1–10
and Ascension incarnation, the crucifixion, the resurrection and • Acts 1:9–11
the ascension • The Apostles’ Creed
• The importance to Christians of the incarnation, • The Nicene Creed
the crucifixion, the resurrection and the ascension
for their life and worship
• The common and divergent emphases placed
on the significance of the incarnation, the
crucifixion, the resurrection and the asension for
the beliefs of different Christian denominations
The concept of • The meaning of the following terms: • Genesis 3:1–7
salvation • Salvation – restoring the relationship between • Nicene Creed
God and mankind • Romans 3:23
• Atonement – God in Christ reconciles the • Romans 6:23
world to himself • 1 Corinthians
• Law – its function to identify sin by laying • Ephesians 2:8–9
down commandments • Romans 3:24
• Sin – Pauline views, all have sinned and fallen • The Apostles’ Creed
short of the mark
• Grace – God’s redemptive love to save sinners
• Spirit – The Holy Spirit
• The role of Christ in salvation: the sacrifice of
Christ – paying the ransom to God for the sins of
the world
© OCR 2021
• Issues related to salvation: the belief in forgiveness
and repentence for all
• The nature of atonement for Christians
• Common and divergent Christian beliefs about the
need for salvation
• Common and divergent Christian beliefs about the
role of Jesus Christ in salvation
2 • Different interpretations and emphases given to

Eschatological • The meaning of the terms resurrection, life after • The Apostles’ Creed
beliefs and death, heaven and hell • The Nicene Creed
teachings • Apocalyptic ideas in the Early Church • Matthew 25:31–46
• Common and divergent beliefs about the Second • Matthew 5:29–30
Coming of Christ (Parousia) • 1 Corinthians
• Common and divergent beliefs about, and 15:12–58
interpretations of, death, judgement, purgatory, • John 14:1–3
heaven and hell
© OCR 2021
Practices
(Learners will be given
credit for referring to any
wisdom and authority)
Worship • The structure of church services, for example Anglican • Denominational 2
Communion service, Roman Catholic mass, Quaker service prayer
meeting, Greek Orthodox service and Methodist books
Sunday morning worship • John 4:24
• The concept of worship • Romans 8:14
• Purposes of worship • Remembrance
• The role and importance of liturgical worship for some Services: Matthew
Christians 18:20
• The role and importance of informal/charismatic
worship for some Christians
• The role and importance of individual prayer, private
prayer and devotion for Christians
• The role and importance of private and public worship
to Christian communities and individuals
• Different interpretations and emphases given to sources
of wisdom and authority by different Christian
denominations
Sacraments • The meaning of the word sacrament • Matthew
• The role and meaning of the sacraments 26:26–28
• The role of Baptism and Eucharist in the life of a Christian • Matthew 3:13–17
• Common and divergent attitudes towards the practice • 1 Corinthians
and meaning of Baptism by different Christian 11:23–26
denominations
• Common and divergent attitudes towards the practice
and meaning of the Eucharist by different Christian
denominations
• Common and divergent attitudes towards the
Sacraments, including which practices are considered by
different Christian denominations to be a sacrament
denominations
© OCR 2021
Prayer • The concept of prayer • Different
• The impact and importance of prayer to a Christian denominational
• The importance of prayer in worship service prayer
• The meaning and use of the Lord’s Prayer (in both books
individual and communal worship) • Luke 11:1–4
• The different types and uses of prayer in worship for • Matthew 6:5–15
individuals and communities including adoration, • 1 Corinthians
2 confession, thanksgiving, supplications, grace,

intercessions, ‘praying in the spirit’, chants and
14:26–40
meditational prayers
• Common and divergent emphases placed on prayer by
different Christian denominations, for example informal
extempore prayer as compared to set liturgical prayer
denominations
The role and • The concept of pilgrimage • Luke 2:1–20
importance of • The purpose of pilgrimage to Lourdes, Jerusalem, • Matthew 2:1–12
pilgrimage Walsingham and Rome • Matthew 26:17–29
and • The impact of pilgrimage on individuals and for • Matthew 27:45–55
celebrations communities • Matthew 28:1–10
to Christians • The origin of Christmas and Easter
• The impact and importance of Advent and Christmas
celebrations to Christians
• The impact and importance of Lent, Holy Week and
Easter celebrations to Christians
• Common and divergent attitudes towards the importance
of pilgrimages by different Christian denominations
• Common and divergent attitudes towards the role and
importance of celebrations by different Christian
denominations
denominations
The role • The meaning and importance of rites of passage • Matthew 3:13–17
of the church • The importance of Christian rituals that mark key rites of • Ephesians 5:31–33
in the local passage to individuals and communities • John 11:25
community • The ways in which church communities nurture and • 1 Corinthians
and living support families, for example Sunday schools, youth 15:51
practices clubs, mother and child groups, visiting the elderly and
the sick
• Common and divergent attitudes of different Christian
denominations towards and practices connected with
membership of the Christian community, including
infant baptism, dedication, believers baptism and
confirmation
© OCR 2021
the celebration of marriage
funerals
sources of wisdom and authority by different Christian
denominations 2
Mission • The meaning of the term mission • Matthew 28:16–20
• The importance of mission in the modern church • Mark 16:15
• Common and divergent attitudes towards the importance • John 14:6
of mission for Christians in 21st century Britain by • Romans 1:16
different Christian denominations • Timothy 41:2
• The meaning of the term evangelism • Acts 1:8
• Common and divergent attitudes towards the importance
of evangelism in the modern church by different Christian
denominations
• Evangelism in practice
• The growth of new forms of church
• Reasons for the growth of new forms of church
denominations
The role of • The meaning of the term Ecumenical • John 13:34–35
the church in • The meaning of the word Church (spiritual and temporal) • Mark 12:31
the wider and of churches as individual communities • Matthew 25:31–46
world • The main purpose of the World Council of Churches,
including reconciliation through ecumenism
• The work of ecumenical communities, for example:
Taize, Iona, Corrymeela and the ‘Churches Together’
movement
• The way in which the Church is being persecuted in the
21st century
• Supporting the persecuted church
• The purpose of one of the following Christian aid
agencies:
• Christian Aid
• Tearfund
• Cafod
denominations
© OCR 2021
Islam

2 Area of study Content Suggested sources of wisdom

and authority
for referring to any appropriate
sources of wisdom and
authority)
Core beliefs • Articles of faith • Six articles of faith in
• The six articles of faith in Sunni Islam: Sunni Islam
• Belief in Allah as the one and only God • Surah 4:136
• Belief in angels • Hadith from Sahih
• Belief in holy books Muslim Book 33 Hadith
• Belief in the Prophets 6400 (Qadr)
• Belief in the Day of Judgement
• Belief in Predestination
• The overall importance of the six articles of belief
for Sunni Muslims
• The meaning of ‘Usul ad-Din’ (The Principles
of Faith)
• The five roots of ‘Usul ad-Din’ in Shi’a Islam: • Five roots of Islam in
• Belief in Oneness and Unity of God Shi’a Islam
(Al-Tawhid) • Surah 6:103
• Belief in Divine Justice (Al-Adl) • Surah 23:62 (Adalah)
• Belief in Prophethood (Al-Nubuwwah) • Surah 41:46 (Adalah)
• Belief in Imams (Al-Imamah) • Surah 16:36 (Al
• Belief in the Day of Resurrection (Al-Ma’ad) -Nubuwwah)
• The overall importance of the five roots ‘Usul • Surah 62:2
ad-Din’ for Shi’ite Muslims (Al- Nubuwah)
• Issues related to core beliefs in Sunni Islam and • Surah 57:25
Shi’a Islam (Al- Nubuwah)
• Belief about justice and imamate (leadership) • Surah 2:213
which differentiates Shi’a Islam from Sunni Islam (Al-Nubuwah)
• Common and divergent attitudes of different • Surah 4:59 (Imamah)
groups of Muslims towards core beliefs • Surah 21:73 (Imamah)
• Different interpretations and emphases given to • Hadith al-Thaqalayn
sources of wisdom and authority by different • Surah 74:38–40
Muslim groups (al-Ma’ad)
• Surah 21:104
© OCR 2021
Nature of Allah • The importance for Muslims of the 99 names • Surah 1 (al-Fatihah)
of Allah with specific knowledge and • Surah 2:117 (al-Baqarah)
understanding of: • Surah 50:16 (Qaf)
• Tawhid (oneness) • Surah 53:19–25
• Merciful (an-Najm)
• Omnipotent • Surah 112 (al-Ikhlas)
• Benevolent
•
•
Fair and Just
Transcendent 2
• Immanent
• The meaning of Tawhid and its relationship to the
concept of shirk
• The implications of Tawhid and shirk for
polytheism and Christianity
• Issues related to the Nature of Allah and how
these attributes are shown:
• Allah’s role as creator and judge
demonstrate His omnipotence
• His concern with humankind and
intervention as evidence of immanence
• His guidance to humankind showing His
merciful nature
• The Shi’a concept of the Imamate and its
relationship to Shi’a belief in Tawhid
• Common and divergent attitudes of different
groups of Muslims towards the nature of Allah
Muslim groups
Prophethood • The role and importance of the prophets: • Surah 3:31
(Risalah) • Adam as Allah’s first creation. Created from • Surah 3:144 (al-Imran)
clay, made in Allah’s image, given the ability • Surah 21:105 (al-Anbiya)
to reason and make choices and as khalifa • Surah 5:78 (al-Ma’idah)
• Ibrahim as the father of the Arab people and • Surah 46:9 (al-Ahqaf)
of the prophets. He was a hanif. How Allah • Surah 73:15
tested his devotion
• Isma’il as the first son of Ibrahim and
connected with the building of the Kaaba
• Musa who was given the 10 commandments
• Dawud as receiving the Zabur and the story
of his victory over Goliath
• The prophet Isa as not divine but chosen to
deliver a message like the other prophets.
His significance in the Qur’an and his role on
the Day of Judgement
© OCR 2021
• uhammad (PBUH) as ‘seal of the prophets’
M
and the implications of this. His background
and the personal qualities that made him a
good prophet
groups of Muslims towards the role and
importance of the prophets
2 • Risalah as Allah’s way of communicating with

humans
• The belief in the twelve Imams and their infallible
nature (imamate) in Shi’a Islam
Muslim groups
Books (Kutub) • Islam as the original religion dating back to Adam • Surah 96 (al-Alaq)
• The Scrolls (Sahifah), Gospel (Injil), Torah (Tawrat) • Surah 5:46 (al-Ma’idah)
and Psalms (Zabur) as revealed to four previous • Surah 5:48 (Wahy)
messengers • Surah 4:163 (an-Nisa)
• The original belief system was the same for all
but became distorted
• The Qur’an as the final undistorted message
groups of Muslims towards books (Kutub) and
ancient texts
Muslim groups
Angels • The role and importance for Muslims of Jibril, • Surah 16:102 (Malaikah)
(Malaikah) Izra’il, Mika’il and Israfil: • Surah 35:1 (Fatir)
• Jibril as chief angel communicating message • Surah 74:31
between Allah and the rasuul (al-Muddaththir)
• Izra’il taking the final breath from people
• Mika’il the guardian of heaven and bringer
of thunder, who rewards the righteous
• Israfil blowing the trumpet on the Day of
Judgement
• Angels as Allah’s first creation: immortal, free of
sin and without free will
• The role of angels as a primary source of
communication between Allah and humankind
• The way in which belief in recording angels may
affect the behaviour of Muslims in daily life
groups of Muslims towards importance of angels
Muslim groups
© OCR 2021
Eschatological • Predestination (al-Qad’r) as a divine • Surah 12:42 (Yusuf)
beliefs and masterplan • Surah 33:38 (al-Ahzab)
teachings • The idea of sifat (Allah’s foreknowledge) and free
will for humans
• Human freedom and its relationship to the Day
of Judgement
• Knowledge of faith and action is recorded in each
individual’s book of life and read out on the Day
of Judgement 2
groups of Muslims towards eschatological beliefs
and teachings
• Common and divergent attitudes towards the
issue of human freedom in Sunni Islam and Shi’a
Islam: Mu’tazilite and Al-Ashari
Muslim groups
Life after death • The meaning of the term Akhirah • Surah 2:155 (al-Baqarah)
(Akhirah) • Life as preparation for the life to come, after the • Surah 17:49–51 (al-‘Isra)
Day of Judgement • Surah 101 (Yawm al
• The role of human responsibility and Qiyyamah)
accountability in deciding the nature of the life to
come, after the Day of Judgement
• The Islamic concept of stewardship
• Barzakh as the period between death and the
Day of Judgement
• Descriptions of heaven (al-Jannah) and hell
(Jahannam)
groups of Muslims towards Akhirah
• Literal and metaphorical interpretations of
heaven and hell
• The issue of martyrdom
Muslim groups
© OCR 2021
Practices
Area of study Content Suggested sources of wisdom
and authority
for referring to any appropriate
authority)
2 The importance • Islam as a way of life, lived in total submission • Shahadah:
of practices to Allah • www.bbc.co.uk/
• The importance of the Five Pillars of Islam to religion/religions/
Sunni Muslims islam/practices/
• The meaning of the Five Pillars: shahadah.shtml
• Shahadah: sincerely reciting the Muslim • http://www.
profession of faith oxforddictionaries.
• Salat: performing ritual prayers in the com/definition/
proper way five times each day english/shahada
• Zakat/Zakah: paying an alms (or charity) tax • Salat:
to benefit the poor and the needy • http://www.bbc.
• Sawm: fasting during the month of Ramadan co.uk/education/
• Hajj: pilgrimage to Mecca clips/z36cd2p
• The analogy of the house and pillars • Zakat (Zakah):
• The importance of the Ten Obligatory Acts to • http://www.bbc.
Shi’a Muslims co.uk/religion/
• The meaning of the Ten Obligatory Acts: religions/islam/
• Salat Prayer practices/zakat.
• Sawm: Fast shtml
• Zakat/Zakah: similar to Sunni Islam, it • http://www.bbc.
applies to money co.uk/education/
• Khums: an annual taxation of one-fifth of clips/zrsd2hv
gains in a year • Sawm:
• Hajj: Pilgrimage • http://www.bbc.
• Jihad: Struggle co.uk/education/
• Amr-bil-Maroof: commanding what is good clips/zw37tfr
• Nahi Anil: Munkar forbid what is evil • Hajj:
• Tawalla: expressing love towards good • http://www.bbc.
• Tabarra: expressing disassociation from evil co.uk/education/
• Different interpretations and emphases given to clips/zx8n34j
sources of wisdom and authority by different • Jihad:
Muslim groups • http://www.bbc.
co.uk/education/
clips/z3xr87h
© OCR 2021
Public acts of • How and why Muslims pray, ablution, times, • Surah 1 Al-Fatihah
worship directions, movements and recitations, in the • Surah 4:103 (an-Nisa)
home, mosque and elsewhere • Surah 62:10 (al-Jumuah)
• Worship as a reminder of the concepts of Shirk
and Tawhid
• The purpose of congregational prayers
• The purpose of the khutba
• The place of Shahadah in Muslim practice,
including the first words uttered to a newborn, 2
for converting to the faith and said by/to the
dying
• Shahadah as the only ‘non-action’ pillar
• The declaration
lā ʾilāha ʾillā-llāh, muḥammadur-rasūlu-llāh
There is no god but God. Muhammad is the
messenger of God
• Salah as direct communication with Allah
• Who has to attend Jummah prayers
• Wudu ritual in detail, and the importance to
Muslims of being spiritually and physically clean
• The meaning of niyyah, qibla and raka’t
Muslim groups
Private acts • The meaning of the term du’a (personal prayer or • Surah 2:186 (al-Baqara)
of worship supplication, calling upon Allah)
• The importance of private acts of worship to
Muslims
• The difference between du’a prayers and salah
• Different interpretations and emphases given
to sources of wisdom and authority by different
Muslim groups
Hajj • The importance of pilgrimage for Muslims • Surah 22:26–38 (al-Hajj)
• Hajj as the obligatory pilgrimage
• The origins of the pilgrimage
• How and why the pilgrimage is performed
• The exceptions to Hajj: if a Muslim is mentally/
physically unfit or has insufficient funds
• Ihram regulations
• The rituals of Hajj and their significant for
pilgrims whilst on pilgrimage and for their life
Muslim groups
© OCR 2021
Zakat/Zakah • The meaning of the terms Zakah and Khums • Surah 2:215 (al-Baqarah)
• The role and importance of giving alms: the • Surah 9:60 (at-Tawbah)
origins of the practice, how alms should be
given, why Alms should be given, the benefits of
giving Alms and Khums as an additional form
of giving (Shi’a)
• The Muslim attitude towards wealth as given by
2 Allah and that it should be shared with those

who need it
• Sadaqah as voluntary alms
• The idea of Nisab: 2.5% as the general amount
given by most Muslims in the West
• The distribution of alms
• How Khums and Zakat/Zakah are separate and
how they are apportioned
Muslim groups
Sawm • The role and importance for Muslims of fasting in • Surah 2:183–190
the month of Ramadan: (al-Baqarah)
• the origins of fasting
• fasting as devotion to Allah
• duties during fasting
• the benefits of fasting to individual Muslims
and the Ummah as a whole
• Exemptions from fasting
• The Night of Power
• Ramadan as the month the Qur’an was sent
down to mankind
• Different experiences for Muslims observing
Sawm in Muslim countries and for Muslims living
in non-Muslim countries
Muslim groups
Festivals/special • The origin and meaning of: • Surah 37:102–103
days • Eid-ul-Adha: the festival of sacrifice at the As-Saaffat
end of Hajj. Origins in Ibrahim’s sacrifice of • Surah 2:196 Al-Baqarah
an animal instead of his son, Isma’il
• Eid-ul-Fitr: celebrated at the end of
Ramadan. A public holiday in Muslim
countries where gifts and cards are
exchanged, and new clothes are brought for
children
© OCR 2021
• E id-ul-Ghadeer: a Shi’a festival that
celebrates the appointment of Ali as
successor to Muhammad and Muhammad’s
last sermon. Presents are given, there are
special prayers and celebratory meals
• Ashura: a Shi’a festival and it commemorates
the martyrdom of the Prophet’s grandson
Hussayn in 680CE. British Muslims gather in
London for a mourning procession 2
• The importance of Eid-ul-Adha, Eid-ul-Fitr,
Eid-ul-Ghadeer and Ashura for different groups of
Muslims
• Issues related to the celebration of festivals and
special days for Muslims living in Muslim
countries and for Muslims living in non-Muslim
countries
Muslim groups
Jihad • The meaning and importance for different groups • Surah 2:190 (al-Baqarah)
of Muslims of: • Surah 8:61 (Al-Anfal)
• Greater Jihad – the struggle of every Muslim
to live according to ‘the straight path’
• Lesser Jihad – the removal of evil from
society with the goal of making the world an
abode of peace
• The precedence of Greater Jihad over Lesser
Jihad
• Conditions for the declaration and conduct of
Lesser Jihad
• The concepts of Munkar and Ma’ruf
• Common and divergent views of different Muslim
groups about if and when the holy war aspect of
Lesser Jihad should be waged
Muslim groups
© OCR 2021
Judaism
2 Area of study Content Suggested sources of

Nature of G-d • The meaning of the terms G-d as One, Creator, • Genesis 1:1–2
Law-Giver, Judge and Eternal • Genesis 1:27
• The signifance of the following characteristics • Deuteronomy 6:4–9
for Jews: • The message
• All-powerful contained in the
• All-good Book of Job
• All-knowing • The message
• Everywhere contained in the
• Beyond time and space Book of Jonah
• Concerned with humanity
• Intervening in the world
• Transcendent and immanent
• Issues related to the nature of G-d, including the
problem of evil and suffering
• Common and divergent emphases placed on these
characteristics by different Jewish groups, including
beliefs about the Last Day of the world as Judgement
day and the judgements made by G-d on Rosh
Hashannah
sources of wisdom and authority by different Jewish
groups
The divine • The meaning and origins of the term Shekinah, as Shekinah is the term used
presence referring to the manifest presence of G-d for the presence of God,
• The significance of Shekinah in Judaism examples of which in the
• Association of Shekinah with the feminine aspects of Torah are:
G-d, including the association with the Sefirot • Exodus 13:20–22
(powers/emanations of G-d) and G-d’s creative nature • Exodus 40:35
• Issues related to the divine presence, including the • Exodus 24:16
relationship between God and the prophets • Numbers 9:16
© OCR 2021
• Common and divergent emphases placed on Shekinah
by different Jewish groups, including understanding
the term as synonymous with G-d or as a reference to
G-d descending to or dwelling on Earth
• Common and divergent emphases place on feminine
aspects of G-d by different Jewish groups, including
Shekinah as a feminine noun first used in the Talmud
sources of wisdom and authority by different Jewish 2
groups
The Covenant • The concept of Covenant • Exodus 20:2–14
at Sinai • The significance of the Covenant at Sinai (the Ten
Commandments)
• The role of Moses within Judaism
• Issues related to the Convenant at Sinai, including the
nature of the promises made by G-d to the Israelites
and their significance for modern Judaism
• Common and divergent emphases placed on the
Covenant at Sinai by different Jewish groups
Jewish groups
The Messiah • The meaning of the term Messiah • Micah 4:1–3
• The concept of the Messiah • Genesis 12:1–3
• The origins of the term Messiah and the role of Elijah • Isaiah 11:11–12
• The importance of the Messiah in Jewish history • Ezekiel 37:24–28
• The characteristics of the Messah
• The importance of the Messianic Age
• Issues related to the Messiah, including the different
views held amongst religious Jews regarding the
nature of the Messiah and the Messianic Age
• Common and divergent views, beliefs and attitudes in
Judaism about the nature and coming of the Messiah
concept of Messiah and the Messianic Age by different
Jewish groups, including the Messianic Age as an era
of global peace and harmony
sources of wisdom and authority by different Jewish
groups
© OCR 2021
Promised Land • The concept of the Promised Land: to whom was it • Micah 4:1–3
promised and in return for what? • Genesis 12:1–3
• The origins of a belief in the Promised Land in the • Isaiah 51:3
Covenant with Abraham
• The significance of the Covenant with
Abraham
• The role of Abraham and his importance in Judaism
2 • Issues related to the Promised Land, including

whether this concept is equally important for all
religious Jews
concept of the Promised Land by different Jewish
groups, including attitudes towards the State of Israel
Jewish groups
Key moral • The meaning of the term Mitzvot • Exodus 20:2–14
principles • The significance of the Mitzvot • Deuteronomy 30:19
• Different groupings of Mitzvot including: • Job 42:2
• Positive commandments (aseh) that say what • The message of the
must be done/followed Book of Jonah:
• Negative commandments (ta’ashe) that say what Divine Providence
must be avoided
• The meaning of Divine Providence for Jews
• The relationship between free will and the Mitzvot
• Issues related to key moral principals, including the
preservation of human life as a principle that takes
precedence over all other commandments (Pikuach
Nefesh)
concept of the Mitzvot by different Jewish groups,
including the importance of interpersonal
relationships as the principle underlying some Mitzvot
Jewish groups
Ethical and • The concepts of ethical and ritual Mitzvot and how • Exodus 20:2–14
ritual Mitzvot they create relationship between Man and G-d and/or • Deuteronomy
man and man 11:18–21
• The difference between ethical and ritual Mitzvot • Numbers 15:37–41
• The significance of ethical Mitzvot
• Issues related to the Mitzvot, including the existence
of different lists of Mitzvot compiled by scholars
concept of ethical and ritual Mitzvot by different
Jewish groups
© OCR 2021
Jewish groups
Sanctity of life • The meaning and concept of sanctity of life • Genesis 1:27
• The siginifcance that Judaism places on the sanctity of • Exodus 20:13
human life • Leviticus 19:16
• The concept and meaning of Pikuach Nefesh (the
•
obligation to save life)
The significance of Pikuach Nefesh in Jewish personal,
2
social and community life
• Issues related to the sanctity of life, including what
kinds of life are sacred
concept of the sanctity of life by different Jewish
groups, including the difference between human and
non-human lives
concept of Pikuach Nefesh by different Jewish groups,
including whether the principle extends to relieving
suffering/illness
Jewish groups
Eschatological • The concepts and meaning for Jews of: • Genesis 2:7
beliefs and • The distinction between soul and the body • Daniel 12:2–3
teachings • Resurrection
• Judgement
• Sheol
• Gan Eden
• Gehenna
• The relationship between the soul and the body
• The significance of ideas about the soul and the body
for Jewish attitudes towards life after death
• The importance of beliefs about life after death
• Issues related to eschatological beliefs and teachings,
including different ideas about the resurrection of
the body
• Common and divergent emphases placed on the concept
of Judgement by different Jewish groups, including
different ideas about the role of judgement in
determining the nature of life after death
Jewish groups
© OCR 2021
Practices
2 Worship • The structure of the synagogue service • Ezekiel 11:16
• The importance of the synagogue, in relation to the • Exodus 20:4
following religious features:
• Design
• Artefacts
• Synagogue services
• The role of the synagogue within the Jewish
community
• Worship in the home
• The place of worship in the home
• The significance of the Ark, the Bimah, the lack of
representation of G-d, the Ner Tamid and the Mikveh
• The nature and importance of the Torah readings,
other readings, prayers and sermons
• The connection between the synagogue and the Temple
• Issues related to worship and the synagogue, including
the length and structure of synagogue services and
different uses of Hebrew in the service
features of a synagogue by different Jewish groups,
including separating women and men in an Orthodox
synagogue
Jewish groups
Prayer • The role and importance of prayer in Jewish worship, • Deuteronomy 6:4
including the Amidah (the standing prayer)
• The role and importance of private prayer for Jews
• The importance of:
• The three daily periods of prayer
• The concept of spontaneous prayer
• Recitation of the Shema
• Recitation of Grace after meals
• Teaching children to pray
• The direction faced when praying
• Prayer and the observance of the Mitzvot in
the home
• The importance of prayer for praise, confession,
thanksgiving and supplication
© OCR 2021
• Issues related to prayer, including the purpose
of prayer
• Common and divergent emphases placed on prayer
by different Jewish groups, including appropriate attire
for prayer
Law •
Jewish groups
The form and content of the Tenakh (the • Deuteronomy
2
Written Law) 10:12–13
• The Chumash and the Sefer Torah
• The nature of the Talmud (the Oral Law)
• The relationship between the Talmud and the Torah,
including the ways in which the Talmud is used in
relation to the Torah
• The use of the Torah in the synagogue
• The use of the Tenakh in private worship
• The way that the Torah provides structure to the life of
a Jew, including the use of the Neviim and Ketuvim in
public and private worship
• The significance of the use in daily life of the Tenakh
and the Talmud
• Issues related to the law, including the different views
held amongst religious Jews regarding the nature of
the Torah and the Talmud
Tenakh and Talmud by different Jewish groups
Jewish groups
Shabbat • The meaning, origins and significance of Shabbat • Genesis 2:1–3
• The traditions and Mitzvot associated with Shabbat • Exodus 20:8–11
• The meaning and significance of elements of Shabbat,
including the preparation, the lighting of candles, the
Shabbat meal, Havdalah and the Kiddush
• The form of Shabbat services in the synagogue
• The form of Shabbat services in the home
• Issues related to the observance of Shabbat, including
different understandings of what is prohibited by the
Mitzvot in the modern world
• Common and divergent emphases placed on Shabbat
and Shabbat traditions by different Jewish groups,
including attitudes towards the literal observance of
Shabbat traditions
Jewish groups
© OCR 2021
Festivals • The origins and importance of Rosh Hashanah, • Numbers 29:1
including Teshuva, the Shofar, symbolic foods, the • Micah 7:19
synagogue service and Tashlich • Leviticus 16:29
• The origins and importance of Yom Kippur, including • Exodus 12:5–8
the connection to Rosh Hashanah, the Book of Life, • Exodus 12:14–15
Kapparah, the rules of Yom Kippur, the importance • Leviticus 23:15–17
and nature of fasting, the synagogue services • Leviticus 23:42–43
2 •
and Neilah
The origins and importance of the Pilgrim Festivals,
• Leviticus 23:40
including the story of the Exodus, the importance

of chametz and the Seder meal
• The origins and importance of Sukkot, inlcuding the
building of sukkah and the four species
• The origins and importance of Hanukkah
• The origins and importance of Pesach
• The origins and importance of Shavuot
• Issues related to Jewish festivals, including
issues with the reconciling of dates in different
calendars
• Common and divergent emphases placed on festivals
by different Jewish groups
Jewish groups
Dietary laws • The origin and nature of dietary laws • Leviticus 7:26–27
• The mitzvot and traditions regarding the slaughter and • Leviticus 11
consumption of animals • Deuteronomy 14:21
• The mitzvot and traditions regarding the consumption
of poultry, fish, fruit and vegetables
• The mitzvot and traditions regarding the consumption
of meat and milk together
• The importance and impact of dietary laws on Jewish
lifestyle
• The meaning of the terms Kosher and Terefah
• Issues related to the dietary laws, including
pikuach nefesh and breaking the laws of kashrut
dietary laws by different Jewish groups, including
the preparation of food by non-Jews
Jewish groups
© OCR 2021
Rituals • The meaning and importance of rites of passage • Genesis 17:9–12
• The form and meaning of Jewish birth ceremonies • Genesis 2:24
including:
• The welcoming of a baby girl
• The connection between Brit Milah and the
covenant with Abraham
• The circumcision
•
•
The roles of the father
Mohel and Sandek 2
• The importance of birth rituals for the
community
• The form and meaning of Bar/Bat Mitzvah including:
• The preparation
• The nature of the service
• Subsequent preparations
• The meaning and nature of Bat Chayil
• The meaning and importance of Kiddushin as the
betrothal ceremony before the marriage
• The nature and importance of:
• The Ketubah
• The Huppah
• The drinking of wine
• The ring
• The breaking of the glass
• The blessings
• The meaning and importance of burial rites including:
• The nature of burial
• The tearing of clothes
• The Kaddish
• Issues related to rites of passage, including the
different attitudes towards the presence and role of
women in rites of passage
• Common and divergent emphases placed on rites of
passage by different Jewish groups, including different
attitudes towards Bat Mitzvah
Jewish groups
© OCR 2021
Buddhism - Beliefs and teachings & Practices (J625/04)

and authority
2 (Learners will be given credit for
referring to any appropriate
sources of wisdom and authority)
Buddha and • The life of Buddha • Anguttara Nikaya (AN) 3.38
Enlightenment • The early life of Buddha • Samyutta Nikaya (SN)
• The Four Sights 35.199
• Defeat of Mara • Majjhima Nikaya (MN) 36
• Enlightenment • Samyutta Nikaya (SN) 56.11
• Nibbana
• Issues related to the life of Buddha, including
the importance of Buddha for Buddhists in the
modern world
• Common and divergent emphases placed on
the life of Buddha by different Buddhist groups
Buddhist groups
The Dhamma • The meaning of the term Dhamma (eternal law • Dhammacakkappavattana
and Buddha’s teachings) sutta (Setting the Wheel of
• The Dhamma as one of the Three Jewels the Dhamma in motion)
• The meaning of the term: dependent • Dhammapada 35–36 and
origination or conditionality 334–336
• The relationship between dependent • Nandakovada Sutta 7–10
origination and the cycle of samsara (rebirth) • The Tibetan Wheel of Life
• The Three Marks of Existence and their meaning:
• Dukkha
• Impermanence (anicca/anitya)
• No fixed self or soul (anatta/anataman)
• The significance of the three marks of existence
for Buddhists
• The 12 links (nidanas) and how one leads to the
next over three lifetimes
• Issues related to the Dhamma, including the
importance of Dhamma for Buddhists in the
modern world
the Dhamma by different Buddhist groups,
including different definitions of the Dhamma
Buddhist groups
© OCR 2021
The First Noble • The First Noble Truth about the nature of life as • Dhammacakkappavattana
Truth suffering (dukkha) sutta (Setting the Wheel of
• The three different types of suffering: the Dhamma in motion)
• Painful experiences (dukkha-dukkha)
• The changing nature of things
(viparinama-dukkha)
• All pervasive suffering (sankhara-dukkah)
• The nature and significance of the different
forms of suffering in Buddhist teaching 2
• Issues related to the First Noble Truth, including
the interconnections between different forms
of suffering
dukkha by different Buddhist groups, including
whether all sentient beings can be liberated
from suffering
Buddhist groups
The Second • The second Noble Truth about the cause of • Dhammacakkappavattana
Noble Truth suffering (dukkha) and its forms sutta (Setting the Wheel of
• The nature of unsatisfactoriness (samudaya) the Dhamma in motion)
and the way it creates dukkha • Dhammapada 334–336
• The nature of craving (tanha) and the way it
creates dukkha
• The form and significance in Buddhist teaching
of the three poisons/fires (Lobha – attachment,
Dosa – aversion/aggression, Moha – ignorance)
• The relationship between the three poisons/
fires and suffering
• Issues related to the Second Noble Truth,
including the positive or opposite qualities to
the three poisons/fires
the Second Noble Truth by different Buddhist
groups, including different ways of
understanding ignorance (as confusion or
delusion), attachment (as desire, greed or
passion) and aversion (as anger or hatred)
Buddhist groups
© OCR 2021
The Third • The Third Noble Truth about the end of • Dhammacakkappavattana
Noble Truth suffering (dukkah) sutta (Setting the Wheel of
• The meaning of the term nibbana (to the Dhamma in motion)
extinguish) • Dhammapada 1–2 and
• Common and divergent ways of understanding 336–337
nibbana, including as extinguishing the three • Udana 8–1 and 8–3
poisons/fires
2 • The different meanings given to the term

Enlightenment
• Common and divergent ways of understanding
the term Enlightenment
• The cessation of craving/desire (tanha/
trsna)
• Issues related to the Third Noble Truth,
including different ways of understanding the
relationship between nibbana and the cycle
of rebirth
Buddhist groups
The Fourth • The Fourth Noble Truth about the way to • Dhammacakkappavattana
Noble Truth eliminate suffering (dukkah) sutta (Setting the Wheel of
• The elements of the Eightfold Path (magga) the Dhamma in motion)
• The importance of the Eightfold Path for • Magga-vibhanga Sutta
Buddhists (Samyutta Nikaya 45–8)
• The grouping of the steps of the Eightfold Path • Dhamapada 111
for Buddhists
• The elements of the Threefold Way for
Buddhists, including ethics (sila), meditation
(samadhi) and wisdom (panna)
• The importance of the Threefold Way for
Buddhists
• Issues related to the Fourth Noble Truth,
including the relationship between the different
elements of the Eightfold Path and the
Threefold Way
the ways to eliminate suffering by different
Buddhist groups, including different ways of
putting the Eightfold path into practice in
everyday life
Buddhist groups
© OCR 2021
The Human • The concept of the five aggregates (khandas) in • The Heart Sutta
Personality Theravada Buddhism • The Diamond Sutta 3
• The relationship between the khandas and the
concepts of anicca, anatta and dependent
origination
• The Mahayana concept of sunyata (emptiness)
• The Mahayana concept of tathagatagarbha (the
•
potential to become a buddha)
The Mahayana concept of buddha-nature (the 2
inherent buddhahood of all sentient beings)
• The relationship between these concepts
and the Four Noble Truths
• The relationship between these concepts and
Buddhist practices
human personality by different Buddhist groups
Buddhist groups
Human destiny • The meaning of the terms Arahant/Arhat, • Santideva’s
Boddhisattvas and Buddhas Bodhicaryavatara 3:6–20
• The characteristics of Arhants/Arhats, and 8:90–99
Boddhisattvas and Buddhas • The story of Amida Buddha
• The paths, and the stages on the paths, by
which these states are achieved
• Buddhist attitudes towards human destiny,
including:
• Bodhisattva ideals
• Buddhahood
• Pure Land
• Issues related to the Human Destiny, including
the distinction between an arhat and a buddha,
and the role they play in relation to other
sentient beings
Buddhist groups
Ethical • The meanings of the following terms: • Karaniya Metta Sutta
teachings • Kamma/Karma and rebirth/rebecomming (Sutta Nipatta 1:8)
(punabbhava) • Diamond Sutta 4 and 23
• Compassion (karuna)
• Loving kindness (metta/maitri)
• Five Precepts (pancha sila)
• Six perfections/virtues (paramitas)
• The role and significance of ethical principles in
Buddhism, including the Five Precepts and the
Six Perfections
© OCR 2021
• The relationship between kamma and the
eightfold path, rebirth (samsara) and nibbana
• The relationship between the eightfold path
and ethical principles
• Issues related to ethical teachings, including the
importance of balancing compassion with wisdom
2 ethical teachings by different Buddhist groups,

including views about the existence of other
perfections/virtues
Buddhist groups
The application • The concept of internalisation of virtue • Dhammacakkappavattana
of Buddhist • The concepts of skilful and unskilful action sutta (Setting the Wheel of
principles in • The relationship between skilful and unskilful the Dhamma in motion)
modern life action, kamma and rebirth • Dhammapada 183
• The importance of the Middle Way for
Buddhists’ moral conduct and daily life
• Abstaining from immoral conduct
• Issues related to the application of ancient
Buddhist principles and the Precepts in relation
to modern philosophical and ethical issues
application of Buddhist principles in modern life
by different Buddhist groups
Buddhist groups
Practices
and authority
(Learners will be given credit for
Worship • The role and significance of different forms of • Dhammapada 273–276
worship including:
• Meditation
• Chanting
• Puja and devotional ritual
• Mantra
• Malas
• Offerings
• The significance of worship in the temple
• The significance of worship in the home
• The purpose of devotional ritual
© OCR 2021
• The relationship between devotional woship
and the aim of ending dukkha
worship by different Buddhist groups, including
the importance and meaning of artefacts
like malas
• The form, focus and aim of the following types
of meditation:
• Samatha 2
• Maitri or metta bhavana
• Vipassana
• Zazen
• Mindfulness
• Visualisation
• The relationship between meditation and the
eightfold path
different types of meditation by different
Buddist groups
Buddhist groups
Sacred and • The importance, features and functions of: • Local Buddhist
significant • Temples communities and centres
places and • Gompas and viharas
spaces for • Shrines
Buddhists • Sites of pilgrimage
• Artefacts and offerings
• Retreats
• The events that take place in different
significant places, including Bodh Gaya and the
Deer Park at Sarnath
• The meaning and significance of key artefacts
and offerings made at different significant
places, including the different images of the
Buddha and his hand positions (mudras)
• The purpose and form of retreats
• The importance of undertaking pilgrimages
significant places and spaces by different
Buddhist groups, including the role and
importance of retreats
Buddhist groups
© OCR 2021
The Sangha • The meaning of the term Sangha as one of the • Dhammapada 360–369
Three Jewels
• The role and importance of:
• Monastic sangha
• Lay sangha
• The Ten Precepts observed by monks
and nuns
2 • The ordination of women into the monastic

sangha
• The common and divergent emphases placed
on the sangha by different Buddhist groups,
including the rules observed within
monasteries
Buddhist groups
Festivals • The origins, associated stories and customs of • Information about the
the following festivals: origin and celebration of
• Wesak or Hanamatsuri (Therevada/ these events can be found
Mahayana) in a wide variety of sources,
• Vassa/Rain Retreat (Therevada) including:
• Uposatha Days (Therevada) • http://www.
• Parinirvana day (Mahayana) thebuddhistsociety.
• Lama Tsong Khapa Day (Tibetan) org/
• The importance of marking different parts • http://www.
of the Buddha’s life religionfacts.com/
• The purpose of Vassa and its observance buddhism/holidays
by lay Buddhists today • http://www.
• The purpose of Uposatha days buddhanet.net/
• The purpose of festivals not connected • http://www.bbc.
to the Buddha directly, the popularity co.uk/religion/
of these festivals and their place within religions/buddhism/
Buddhism, including the Lama Tsong
Khapa day
• The influence of local culture on practices
associated with Buddhist festivals
• Different interpretations and emphases
given to sources of wisdom and authority by
different Buddhist groups
© OCR 2021
Attitudes to • Ceremonies and rituals associated with death • The Tibetan Book of the
death and and mourning: Dead
mourning • In Theravada communities • Dhammacakkappavattana
• In Tibet: Tibetan Book of the Dead sutta (Setting the Wheel of
• In Japan: Obon the Dhamma in motion)
• The significance of death and death customs in • Dhammapada 37 and
Buddhism 170–171
•
•
Buddhist beliefs about death and rebirth
The influence of local culture on practices 2
associated with Buddhist death and
mourning rituals
• The importance of death rituals for the person
who has died and for their family
• The meaning and significance of death rituals
within the framework of Buddhist concepts
including Kamma, rebirth and the six realms of
existence
• The significance of the Tibetan Book of the
Dead, and the transition period between life
and death (Bardo)
• The events and significance of Obon
• Death and the Buddha’s teaching about
impermanence
Buddhist groups
© OCR 2021
Hinduism
2 Area of study Content Suggested sources of wisdom

and authority
Eternal self • Atman as the eternal self, the part that is liberated • Bhagavad Gita II 22
from Samsara • Brihadaranyaka
• Atman as identical with Brahman Upanishad III, 7, 15–23
• Atman as distinct from Brahman • Mahabharata XII 149
• Common and divergent understandings of the • Dialogue between
atman and liberation (moksha) by different Uddalaka and Svetaketu
Hindu groups (Chandogya Upanishad)
• Common and divergent understandings of the
relationship/connection between atman and
Brahman by different Hindu groups
• Common and divergent understandings to the
approaches of different yogas by different
Hindu groups
Hindu groups
The cycle of • The meaning of the terms: • Bhagavad Gita II 11–13
birth, life and • Samsara • Bhagavad Gita II 27
death • Maya • Mahabharata XII 240
• Detachment
• Moksha
• The significance and interconnection of Samsara,
Maya, Detachment and Moksha
• The relationship between rebirth in samsara
and karma
• Common and divergent understanding and
emphases given to these concepts by different
Hindu groups, including the possibility of being
jivan mukti (liberated while alive)
sources of wisdom and authority by different Hindu
groups
© OCR 2021
Karma • The meaning of the term karma and the role it • Bhagavad Gita III, 3–9
plays in Hindu life and rebirth • Bhagavad Gita III,
• Karma as causality and a form of cosmic justice 29–30
• Karma as the connection between action and
consequence
• The state of jivan mukti and its relationship to karma
• The relationship of karma with samsara
• The effect of positive and negative karma within
samsara (parabdha karma) 2
• The creation of karma through choices and actions
in the current lifetime (kriyamana karma) and its
connection with moral/ethical thinking
• Sakam karma (with results in mind) and nishkam
karma (desireless/fruitless) and the way these
relate to rebirth and liberation
• Common and divergent emphases given to karma
by different Hindu groups
Hindu groups
The nature of • The meanings of the terms: Maya, Loka, Devas and • The Nasadiya Sukta (Rig
reality Asuras Veda)
• The concept of Loka (world/realm/space) and the • Katha Upanishad III
ways the Lokas are divided 10–11
• The heavenly realms of the Tri-Murti: Brahma-Loka, • Chandogya Upanishad
Shiva-Loka and Vishnu-Loka/Vaikuntha III 14
• The inhabitants of the different realms, including • Bhagavad Gita XIII
the belief that people are born into different 19–20
realms as a result of karma
• The nature of the material world
• The meaning of prakriti, purusha and the trigunas
• The role and relationship of prakritim purusha
and the trigunas in the creation and constitution of
the material world
• The cycle of creation and destruction as it applies
to the universe, including the roles of the Trimurti
and the Mahayuga
• Common and divergent teachings and beliefs about
worlds and their diverse inhabitants, including
Maya, Loka, Devas and Asuras
• The nature of reality, including the way gunas
interact to determine the nature of things
• Common and divergent understandings of
cosmology and creation by different Hindu groups,
including:
• the cyclical universe, trimurti, aum and
mahayuga
© OCR 2021
• t he relationship between the material world
and the concept of Maya
Hindu groups
Manifestations • Different ways of understanding Brahman, with • Smriti and shruti
of the divine attributes (Saguna Brahman) and without scriptures
2 •
attributes (Nirguna Brahman)
The connection between concepts of Brahman and
• Stories of the gods
acting within the world
Hindu practices, including Hindu deities as • The avatars of Vishnu
manifestations of Saguna Brahman • The Ramayana
• The role and importance of the Trimurti and the • The Bhagavad Gita
Tridevi, including the concept of Shakti and the • Jesus and the Buddha
relationship between male and female deities as avatars
• The role and importance of Avatara as the
incarnation or manifestation of deities in a
particular physical form
• The role and importance of Murti as the focus of
worship and as an expression of an actual presence
• The significance of Avatara in different Hindu
traditions
manifestations of the divine by different Hindu
groups
Hindu groups
Three features • The concept of Brahman as the eternal, • Chandogya Upanishad
of the divine omnipresent and all-pervading divinity, unlimited, IV, x, 4–5
infinite and impersonal (nirguna) and as the • Chandogya Upanishad
personal deity manifested in forms (saguna) V, x, 3
• The nature of Brahman as both all-pervading and • Kena Upanishad I
within the heart of an individual (antaryami)
• Brahman as the supreme person (Bhagvan, or
Ishvara) living in a spiritual realm
• The significance of different ways of understanding
Brahman and how this relates to other concepts,
including liberation (moksha)
features of the divine by different Hindu groups,
including the importance of the relationship to a
personal deity
Hindu groups
© OCR 2021
The four aims • The meaning of the term Dharma, which is • Katha Upanishad II 1–2
of human life dependent on the context in which it is applied • Bhagavad Gita II 62–65
(Purusharthas) • The role and significance of dharma in
Hindu life
• The relationship between dharma and other
concepts such as varna, ashrama, artha, karma
and moksha
• Sanatana dharma (the eternal dharma) as a name
some Hindus give to their religion, including the 2
idea of ancient and universal truths contained
within the religion
• The relationship between an individual’s dharma
and the concept of karma
four aims of human life by different Hindu groups,
including different ways of understanding varna
and its function in society
Hindu groups
Human • Hindu understanding of the concepts of free will, • Mahabharata V 39
concerns suffering and virtue, including their relationship to • Bhagavad Gita XVI, 1–3
karma and samsara • Bhagavad Gita VIII 8–12
• The meaning and importance of Hindu virtues/
moral duties (yamas), including harmlessness/
non-violence (Ahimsa), compassion (daya), self-
control/restraint (dama) and giving (dana)
• The relationship between virtues and particular
elements of dharma
human concerns by different Hindu groups,
including which virtues are identified as of core
importance
Hindu groups
© OCR 2021
Practices
and authority
2 Ways of living • The meaning of the four margas: • Bhagavad Gita II 31
• Jnana yoga • Bhagavad Gita V 16
• Bhakti yoga • Bhagavad Gita II 47
• Karma yoga (karma yoga), IX 26–28
• Astanga or raja yoga (bhakti yoga), III 29,
• Different Hindu understandings of living a good life 38–41 (jnana yoga), VI
and seeking liberation 5–7 (raja yoga)
• The approach and practices associated with the • The Purusha Sukta
different margas (Rig Veda)
• The significance of Varnashra-madharma for
individals and society
• The relationship between these ways of living and
the concepts of karma and moksha
• The role and importance of Hindu approaches to
social concerns:
• Svadharma (personal duty)
• Sewa (service)
• Dana (giving)
• The common and divergent emphases put on these
ways of living by different Hindu groups, including
the possiblity of following more than one yoga
Hindu groups
Approaching • Different Hindu understandings of the role, forms • Bhagavad Gita XII 5
deity and importance of the following types of worship: • The Bhagavad Gita iX
• Havan or homa 13–14
• Puja • Gayatri Mantra
• Meditation
• Japa
• Bhajan or kirtan
• Darshan
• The nature and importance of sacred places and
spaces for Hindu worship:
• Temples
• Shrines
• Sites of pilgrimage
• Outdoors
• Hills and rivers
© OCR 2021
• The role and importance of holy people, including
gurus and sadhus/sadhvis
• The role and importance of sacred plants and
animals
• The purpose and practice of pilgrimage
• Sites of pilgrimage, including varansi and the
river Ganges, and the purpose of pilgrimage to
•
different sites
The significance of pilgrimage and practices for 2
Hindus, and their relationship to the different
yogas
• The importance of darshan and the different forms
it can take in relation to murti, holy people and
sites of holy places
• Common and divergent emphases given to the
Hindi groups
Hindu groups
Special • Hindu festivals, their origins, associated deities, Information about the origin
occasions stories and customs: and celebration of these
• Holi events can be found in a
• Navaratri wide variety of sources,
• Diwali including:
• Maha Shivatrari • http://hinduonline.co/
• Ganesh Chaturthi hinduCulture.html
• Raksha Bandhan • http://www.bbc.co.uk/
• Different Hindu attitudes to these festivals, schools/religion/
their meaning and importance. hinduism/index.shtml
• Why Ganesh Chaturthi is so widely celebrated • http://hinduism.about.
• Common and divergent emphases placed on com
festivals by different Hindu groups, including
their popularity and importance across
different branches of Hinduism
Hindu groups
© OCR 2021
Ethical • Hindu attitudes to, and beliefs and teachings about, • The Purusha Sukta
Concerns the environment and the natural world, including: (Rig Veda)
• The treatment of animals • The Bhagavad Gita
• The treatment of the environment • The work and example
• Hinduism and social issues: of Gandhi
• Social responsibility • Karma and the cycle of
• Social inclusion samsara
2 •
• Womens rights
The ways Hindu attitudes, beliefs and teachings are
• Yamas (virtues)
especially daya
put into practice through charitable projects, (compassion), dama
including: (restraint) and kshama
• Hinduism and the Assissi Declarations on (patience/tolerance)
nature (1986) • Mahabharata XVIII
• The protection of sacred cows through 113 8
goshallas, the Ahimsa Foundation for Cattle • Mahabharata III 29
Protection • Myths and stories
• Sewa International (Sewa UK) about the deities
• Different interpretations and emphases given to associated with ethical
sources of wisdom and authority by different concerns
Hindu groups
© OCR 2021
2c. Content of Religion, philosophy and ethics in the modern
world from a religious perspective (J625/06–10)
Introduction to Component Group 2
In these components learners will approach the study Learners are required to consider the themes from
of religion, philosophy and ethics in the modern different perspectives within the religion.
world through a study of four key themes.
The spelling of words which have been transliterated
2
Learners will follow a study of philosophical and from non-Roman alphabets will be used consistently
ethical arguments and their impact and influence through the assessment materials. Learners will not
in the modern world. be penalised for the use of other common spellings.
Learners will be able to demonstrate the depth of For Buddhism and Hinduism, learners should be
their understanding of religion through the aware that suggested sources of wisdom and
application of teachings from religions, beliefs and authority are examples of references to core
through references to any sources of wisdom and Buddhist/Hindu concepts made within Buddhist/
authority. These may include scripture and/or Hindu writings. Modern understandings of these
sacred texts. concepts are constructed from multiple sources and
tradition, rather than being based on a single text.
Learners are required to follow this thematic
approach through one of the religions they have
chosen to study from Component Group 1.
• demonstrate knowledge and understanding of different philosophical and ethical arguments relating
to the areas of study
• analyse, evaluate and discuss the issues raised by the areas of study for their chosen religion and
individuals, communities and societies
• demonstrate the depth of their understanding of their chosen religion by referring to teachings,
beliefs, views, attitudes and values, supported by reference to relevant sources of wisdom and
authority, including scripture and/or sacred texts where appropriate consider significant common and
divergent views within their chosen religion
• refer, where appropriate, to different philosophical, ethical or religious perspectives in support of
explanations or arguments
• consider the issues raised for their chosen religion in Great Britain. Know and understand that the
religious traditions of Great Britain are, in the main Christian but they are also diverse and include
other religious and non-religious beliefs.
© OCR 2021
Religion, philosophy and ethics in the modern world from a Christian perspective
(J625/06)
Relationships and families

2 Learners should have studied the following:
credit for referring to
any appropriate sources
of wisdom and
authority)
Relationships and Families • Christian attitudes towards the role and • Genesis 2:22–25
purpose of the Christian family • Matthew 19:4–6
Key philosophical and
• Christian attitudes towards the importance • Matthew 5:31–32
ethical concepts:
and purposes of marriage • Mark 10:11–12
• Fidelity • Significance of beliefs and teachings • Exodus 20:14
• Understandings of reflected in a Christian marriage ceremony • 1 Corinthians
sexuality • Reasons for differences in practice 7:10–11
• Ethical modes of • Same-sex marriage
relationship • Consideration of beliefs, teachings and
attitudes relating to:
• Civil partnership
• Pre-marital sex
• Cohabitation
• Celibacy
• Contraception
• The ethics of divorce, annulment and
remarriage
Learners should be aware of the justifications
Christians give for different views, attitudes and
understandings, from the perspectives of different
Christian denominations.
Men and women • Consideration of beliefs, teachings and • Colossians
attitudes relating to the roles of men and 3:18–19
women in: • Ephesians
ethical concepts:
• Christian family relationships 5:25 & 28
• Equality of men and • Christian communities • 1 Timothy
women • Religious upbringing of children 2:11–14
• Freedom of choice • Genesis 2
and restrictions on it • 1 Peter 2:1–7
• Duty to family and • 1 Corinthians
community 14:34–35
© OCR 2021
Christian understandings of • Christian teachings and beliefs about • Genesis 1:27
equality equality • Acts 10:34–35,
• The influence of culture on attitudes and 17:26
views about equality • John 13:34
ethical concepts:
• Christian views and attitudes on the • Matthew 7:12
• Relationship between importance of equality for individuals, • Galatians 3:28
religion and culture communities and society • Luke 10:30–37
2
• Justification of • Christian attitudes and beliefs about • James 2:8–9
equality prejudice and discrimination on the basis • Archbishop Tutu’s
• Equality and of gender Truth and
difference • Christian teachings about equality and reconciliation
• Gender inequalities discrimination in relation to gender Commission in
• Embedded South Africa
inequalities
The existence of God
of wisdom and
authority)
The Question of God • Christian understandings of the concept of • Gen 1:31
God, including: • Psalm 22:1
Key philosophical concepts:
• Different Christian teachings and • Jeremiah 5:19
• The nature of the beliefs about what God is like • Exodus 34:14
Christian God • Different Christian teachings and • Luke 15:11–32
• The problem of the beliefs about God’s relationship with • 1 John 4:8
existence of evil and the world
a world designed by a • Different Christian teachings and
God who is good beliefs about God’s relationship with
humanity
• Reasons for different views
• Christian beliefs and views on God as good
• Christian understandings of the meaning of
goodness in the context of God’s actions
• Christian beliefs, teachings and views on the
relationship between God and human
suffering
© OCR 2021
The nature of reality • Christian philosophical views on the nature • Psalm 14:1
of reality and the reasons for belief in God, • Genesis 1:1:
including: • The
• Arguments about the • The world as designed and the Cosmological
existence of God argument from the evidence of design argument
• Ideas about the and purpose • The First
purpose of the world • The world as requiring a cause and Cause
2
• Ethical living the argument from the concept of argument
first cause • The
• The world as formed for humanity, as teleological
expressed in Genesis by the Anthropic argument
principle • The moral
• The world and moral consequence, argument
soul-making and judgement • Evidence from
• The value and importance of arguments for experiences of
the existence of God awe and wonder
Experiencing God • Different ways in which Christians believe • Saul’s Conversion
God might be revealed, including: Acts 9:1–6
• Meeting inspirational people • Jesus’ teachings
• Revelation by the • Through scripture/the Word of God and actions
divine • Jesus Christ • The Bible as the
• Miracles • Figures from Christian history word of God
• Perception of the • God acting in the world • Pentecostalists
divine • Conscience and glossolalia
• Miracles • Sacramental
• Different forms of religious experience, services such as
including: Mass or Holy
• Conversion Communion
• Mystical • John 1:14
• Charismatic and ecstatic • Biblical miracles
• Visions and modern day
• Worship and the sacraments miracles
© OCR 2021
Religion, peace and conflict
of wisdom and
authority) 2
Violence and conflict • The way religious teachings about violence • Joel 3:9–11
are applied and understood by individuals • Joshua 8:1
and Christian communities • Matthew 5:43–44
ethical concepts:
• The role and understanding of religious • Psalm 18:37–39
• Forms of violence teachings about violence in society • Micah 4:3
• War • The role of Christian individuals, • Matthew 5:9
• Justification of communities and society in violent conflicts • Role model of
violence • Causes of terrorism Jesus Christ
• Just War theory • The relationship between religion, politics • Thomas Aquinas
and terrorism in the 21st century and the conditions
• Different Christian attitudes towards for war to be just
terrorism and the causes of terrorism
• Justifications for waging war – Just War
Theory
• The concept of Holy War
• Religious attitudes to behaviours during war
• Different Christian attitudes to conventional
warfare (armies in conflict), technological
warfare (Drones and surgical strikes) and
apocalyptic warfare (nuclear)
Peace and peace making • The concept of pacifism, including: • Quaker
• Absolute pacifism declaration 1660
• Conditional pacifism • The Sermon on
ethical concepts:
• Different Christian teachings, beliefs and the Mount
• Pacifism attitudes in relation to pacifism Matthew 5:38–42
• Non-violence as force • Different ways individuals, communities and • The Sermon on
• Value of peace society work for peace, including: the Mount
• The way religious teachings about Matthew 5:43–44
peace are applied and understood by • Gandhi
individuals and Christian communities
© OCR 2021
• ifferent Christian attitudes to the use
D • Martin Luther
of violence to achieve peace King
• Working for peace and justice in • Desmond Tutu
situations, communities and society • CCND
• Whether working for peace should
be the most important activity for
Christians
2 • Non-violent action
Forgiveness and • The concepts of forgiveness and • Matthew 9:9
reconciliation reconciliation • Matthew 6:12
• Different Christian teachings and • Matthew 6:14
beliefs about justice, forgiveness and • Matthew 18:35
ethical concepts:
reconciliation • Psalm 11:7
• Forgiveness • The impact of teachings about justice, • Amos 5:21
• Justice, fairness and forgiveness and reconciliation on • The example of
injustice individuals, communities and society the Truth and
• Reconciliation • Whether forgiveness is either possible or Reconciliation
desirable Commission of
• Different Christian attitudes towards justice, South Africa
forgiveness and reconciliation
• The concepts of justice and injustice,
including:
• The relationship between peace and a
just society
• Social justice and injustice
• Ways in which Christians work for
social justice
• Ways in which Christians view social
injustice
© OCR 2021
Dialogue between religious and non-religious beliefs and attitudes
2
of wisdom and
authority)
Challenges for religion • The importance of the Christian religious • The Church of
traditions in British society England ‘Facts
• Christianity as the established religion in a and Stats’
ethical concepts:
country of diverse religious traditions • The British
• Secularism as a mode • The Monarch as Supreme Governor of the Humanist
of thought and being Church of England Association
• Tolerance • The role of religion in public life, including: • The National
• Freedom of belief • Bishops in the House of Lords Secular Society
• Freedom of • Christian services to mark key events • The Sunday
expression • Public holidays based on Christian Assembly
• Freedom of practice celebrations • Education Act of
• Equality in society • Church schools 1988: RE and
• The value of • The concept of secularisation, including: Assemblies
human life • The place of religion in a secular society • Statements from
• Self-determination • The effects of secularisation on religion the Roman
• The rise of humanism Catholic and
• Potential clashes between religious and Anglican churches
secular values in education, including: on potential
• Secular ethics and values in school clashes between
• Faith schools religious teachings
• Potential clashes between religion, tradition and scientific
and secular law, including: development in
• Religious teachings and attitudes about medical ethics
marriage • Abortion
• Responses to forced, arranged and Education
child marriages • SPUC
• Religious attitudes to equality • Exodus 20:13
• Potential clashes with equality laws • Psalm 139:13
• Potential clashes between religious
teachings and scientific development in
medical ethics, including:
• Euthanasia and the right to die
• Abortion
• Issues of genetic manipulation
• The creation of life
© OCR 2021
Dialogue within and • Different teachings, beliefs and attitudes of • Matthew
between religious groups Christians towards each other and towards 22:37–40
other religious groups, including: • Matthew
• Exclusivism 28:18–20
ethical concepts:
• Inclusivism • John 3:16
• Consensus • Pluralism • John 14:6
• Diversity • Ecumenism • John 14:2
2
• Uniformity • Intra-faith communication
• Freedom of choice • Inter-faith dialogue
• Freedom of • The importance of inter-faith dialogue in
expression 21st century Britain
• The relationship between religion and wider
society, including:
• Religion and national identity
• Proselytisation
Dialogue between religious • Different Christian views and attitudes • Matthew
and non-religious groups towards non-religious worldviews 22:37–40
• Christian values and ideals shared with: • John 14:2
• Atheism • The British
ethical concepts:
• Agnosticism Humanist
• Beliefs • Humanism Association
• Religious values • Secularism • The National
• Secular values • The significance of shared values and ideals Secular Society
between religious and non-religious groups • The Tony Blair
for individuals, communities and society Foundation
• Whether secular values should take
precedence over Christian religious values
• Potential areas of disagreement and
difference between Christianity and the
following:
• Atheism
• Agnosticism
• Humanism
• Secularism
• The significance of these potential areas of
disagreement and difference for individuals,
communities and society.
© OCR 2021
Religion, philosophy and ethics in the modern world from a Muslim
perspective (J625/07)

wisdom and authority 2
Relationships and • Muslim attitudes towards the role and • The Prophet
families purpose of the Muslim family Muhammad had
• Muslim attitudes towards the importance and several wives and
purposes of marriage children. This
ethical concepts:
• Significance of beliefs and teachings and emphasises the
• Fidelity attitudes reflected in a Muslim marriage importance of
• Understandings • Reasons for differences in practice family and marriage
of sexuality • Same-sex marriage for Muslims.
• Ethical modes of • Consideration of beliefs, teachings and • Surah 17:23–24
relationship attitudes relating to: • Surah Ar-Rum
• Civil partnership 30:21
• Pre-marital sex • Surah Al-A’raf
• Cohabitation 7:189
• Celibacy • Surah An-Nisa 4:3
• Contraception • Surah Al-An’am
• The ethics of divorce, annulment and 6:151
remarriage • Surah Al-Baqarah
2:228–232
Muslims give for different views, attitudes and
Muslim groups.
Men and women • Consideration of beliefs, teachings and • Teaching of
attitudes relating to the roles of men and the Prophet
women in: Muhammad in
ethical concepts:
• Muslim family relationships the Surah An-Nahl
• Equality of men • Muslim communities 16:97
and women • Religious upbringing of children
• Freedom of
choice and
restrictions on it
• Duty to family
Muslim groups.
and community
© OCR 2021
Muslim understandings • Muslim teachings and beliefs about • Surah Al-Mumtahanah
of equality equality 60:8
• The influence of culture on attitudes and • The hajj and the
views about equality concept of ihram
ethical concepts:
• Muslim views and attitudes on the • Surah Al-Hujurat
• Relationship importance of equality for individuals, 49:13
between religion communities and society • Surah Ghafir 40:40
2
and culture • Muslim attitudes and beliefs about • Surah Al-‘Ahzab 33:35
• Justification of prejudice and discrimination on the basis • Surah 30:22
equality of gender • Surah 49:14
• Equality and • Muslim teachings about equality and
difference discrimination in relation to gender
• Gender
inequalities
• Embedded
understandings, from the perspectives of
inequalities
different Muslim groups.
The existence of Allah
The Question of Allah • Muslim understandings of the concept of • The nature of
Allah, including: Allah – the 99
Key philosophical and • Different Muslim teachings and beliefs names
ethical concepts:
about what Allah is like • Surah Al-A’raf
• The nature of Allah • Different Muslim teachings and 7:180
• The problem of the beliefs about Allah’s relationship • Surah Al-Baqarah
existence of evil with the world 2:29 and 117
and a world • Different Muslim teachings and beliefs • Surah Al-Hashr
designed by Allah about Allah’s relationship with 59:24
who is good humanity
• Reasons for different views
• Muslim beliefs and views on Allah as good
• Muslim understandings of the meaning of
goodness in the context of Allah’s actions
• Muslim beliefs, teachings and views on the
relationship between Allah and human
suffering
© OCR 2021
The nature of reality • Muslim philosophical views on the nature • The Cosmological
of reality and the reasons for belief in argument
Allah, including: • The First Cause
ethical concepts: • The world as designed and the argument
• Arguments about argument from the evidence of design • The teleological
the existence of and purpose argument
Allah • The world as requiring a cause and • The moral
• Ideas about the
purpose of the
the argument from the concept of
first cause •
argument
Evidence from 2
world • The world as formed for humanity experiences of
• Ethical living • Khalifa (custodian/steward) awe and wonder
• The world and moral consequence,
testing and judgement
• The value and importance of arguments
for the existence of Allah
Experiencing Allah • Different ways in which Muslims believe • Surah Al-‘Alaq
Allah might be revealed, including: • Surah An-Nisa
Key philosophical and • Meeting inspirational people 4:163
ethical concepts: • Through scripture • Surah Ar-Rum 30:8
• Revelation by the • Figures from Muslim history • Surah Al-Isra 17:88
divine • Allah acting in the world • Surah Ar-Ra’d
• Miracles • Conscience 13:28
• Perception of the • Miracles • The teaching of
divine • Different forms of religious experience, the Prophet
including: Muhammad about
• Fitrah and reversion the importance of
• Mystical prayer as one of
• Charismatic and ecstatic the pillars of Islam
• Visions
• Worship
© OCR 2021
2
Violence and • The way religious teachings about violence are • Surah Al-Baqarah
conflict applied and understood by individuals and 2:244
Muslim communities • Surah Al-Baqarah
Key philosophical
• The role and understanding of religious teachings 2:256
and ethical
about violence in society • Surah Al-‘An’an 6:151
concepts:
• The role of Muslim individuals, communities and • Surah Al-‘Anfal
• Forms of society in violent conflicts 8:17–18
violence • Causes of terrorism • Surah Ali Imran 3:166
• War • The relationship between religion, politics and
• Justification terrorism in the 21st century
of violence • Different Muslim attitudes towards terrorism and
• Just War the causes of terrorism
theory • Justifications for waging war – lesser Jihad
• The concept of Holy War
• Different Muslim attitudes to conventional
warfare (armies in conflict), technological
warfare (Drones and surgical strikes) and
apocalyptic warfare (nuclear)
Learners should be aware of the justifications Muslims
give for different views, attitudes and understandings,
from the perspectives of different Muslim groups.
Peace and peace • The concept of pacifism, including: • Surah Al-An’am 6:151
making • Absolute pacifism • Surah 8:61
• Conditional pacifism • Surah Al-Isra 17:33
Key philosophical
• Different Muslim teachings, beliefs and attitudes
and ethical
in relation to pacifism
concepts:
• Different ways individuals, communities and
• Pacifism society work for peace, including:
• Non- • The way religious teachings about peace are
violence as applied and understood by individuals and
force Muslim communities
• Value of • Different Muslim attitudes to the use of
peace violence to achieve peace
• Working for peace and justice in situations,
communities and society
• Whether working for peace should be the
most important activity for Muslims
• Non-violent action
© OCR 2021
Forgiveness and • The concepts of forgiveness and • According to the
reconciliation reconciliation hadith, Muhammad
• Different Muslim teachings and beliefs said that he forgave
2
about justice, forgiveness and people who
ethical concepts:
reconciliation wronged him
• Forgiveness • The impact of teachings about justice, • Surah Al-Bagarah
• Justice, fairness forgiveness and reconciliation on 2:109
and injustice individuals, communities and society • Surah Ash-Shuraa
• Reconciliation • Whether forgiveness is either possible or 42:40
desirable
• Different Muslim attitudes towards justice,
including:
• The relationship between peace and
a just society
• Ways in which Muslims work for
social justice
• Ways in which Muslims view social
injustice
Challenges for religion • The importance of the Christian religious • The Church of England
traditions in British society ‘Facts and Stats’
• Christianity as the established religion in a • The British Humanist
ethical concepts:
country of diverse religious traditions Association
• Secularism as a • The Monarch as Supreme Governor of the • The National Secular
mode of thought Church of England Society
and being • The role of religion in public life, including: • The Sunday Assembly
• Tolerance • Bishops in the House of Lords
• Freedom of belief • Christian services to mark key events
© OCR 2021
• Freedom of • ublic holidays based on Christian
P • Education Act of
expression celebrations 1988: RE and
• Freedom of • Church schools Assemblies
practice • The concept of secularisation, including: • Surah 3:145
• Equality in society • The place of religion in a secular • Surah 5:32
• The value of society • Surah 16:61
human life • The effects of secularisation on • Surah 17:32
2 • Self-determination
•
religion
The rise of humanism
•
•
Surah 17:33
Surah 4:29
• Potential clashes between religious and • Abortion Education
secular values in education, including: • SPUC
• Secular ethics and values in school
• Faith schools
• Potential clashes between religion,
tradition and secular law, including:
• Religious teachings and attitudes
about marriage
• Responses to forced, arranged and
child marriage
• Religious attitudes to equality
• Potential clashes with equality laws
• Abortion
Dialogue within and • Different teachings, beliefs and attitudes • The Five Pillars
between religious groups of Muslims towards each other and highlight the concept
towards other religious groups, including: of brotherhood within
• Exclusivism the ummah - Ihram as
ethical concepts:
• Inclusivism an aspect of hajj and
• Consensus • Pluralism the unifying aspects
• Diversity • Intra-faith communication of zakat and sawm
• Uniformity • Inter-faith dialogue • The Constitution of
• Freedom of choice • The importance of inter-faith dialogue in Madinah contains
• Freedom of 21st century Britain guidelines on the
expression • The relationship between religion and treatment of other
wider society, including: religions. The first
• Religion and national identity article states that Jews,
• Proselytisation Christians and pagans
are all one nation
© OCR 2021
Learners should be aware of the justifications • Surah Al-Ma’idah 5:69
Muslims give for different views, attitudes and • Surah Al-Baqarah
understandings, from the perspectives of 2:221
different Muslim groups. • Surah 30:22
• Surah 49:14
Dialogue between • Different Muslim views and attitudes • Surah Al-Baqarah
religious and non- towards non-religious worldviews 2:256 states that
religious groups • Muslim values and ideals shared with:
• Atheism
religion should not be
forced on people
2
• Agnosticism • The British Humanist
ethical concepts:
• Humanism Association
• Beliefs • Secularism • The National Secular
• Religious values • The significance of shared values and Society
• Secular values ideals between religious and non-religious
groups for individuals, communities and
society
precedence over Muslim religious values
difference between Islam and the
following:
• Atheism
• Agnosticism
• Humanism
• Secularism
disagreement and difference for
individuals, communities and society.
© OCR 2021
Religion, philosophy and ethics in the modern world from a Jewish perspective
(J625/08)

2 Learners should have studied the following:
Relationships and families • Jewish attitudes towards the role and • Genesis 2:24
purpose of the Jewish family • Exodus 20:14
• Jewish attitudes towards the • Deuteronomy 24:1
ethical concepts:
importance and purposes of marriage • Proverbs 6:20
• Fidelity • Significance of beliefs and teachings
• Understandings of reflected in a Jewish marriage ceremony
sexuality • Reasons for differences in practice
• Ethical modes of • Same-sex marriage
relationship • Consideration of beliefs, teachings and
attitudes relating to:
• Pre-marital sex
• Cohabitation
• Celibacy
• Contraception
• The ethics of divorce, annulment
and remarriage
Jews give for different views, attitudes and
different Jewish groups.
Men and women • Consideration of beliefs, teachings and • Genesis 15:5
attitudes relating to the roles of men • Genesis 2:18
and women in: • Genesis 2:24
ethical concepts:
• Jewish family relationships • Leviticus 15:19
• Equality • Jewish communities • Leviticus 18:19
• Freedom of choice • Religious upbringing of children • Proverbs 31:10–31
and restrictions on it
• Duty to family and
community
© OCR 2021
Jewish understandings of • Jewish teachings and beliefs about • Genesis 1:27
equality equality • Genesis 3:16
• The influence of culture on attitudes • Genesis 3:20
and views about equality • Leviticus 19:33–34
ethical concepts:
• Jewish views and attitudes on the • Micah 6:8
• Relationship between importance of equality for individuals,
religion and culture communities and society
2
• Justification of • Jewish attitudes and beliefs about
equality prejudice and discrimination on the
• Equality and basis of gender
difference • Jewish teachings about equality and
• Gender inequalities discrimination in relation to gender
• Embedded
inequalities
The existence of G-d
The Question of G-d • Jewish understandings of the concept • Genesis 1:1
of G-d, including: • Exodus 20:1–4
Key philosophical and ethical
• Different Jewish teachings and • Deuteronomy 5:6–7
concepts:
beliefs about what G-d is like • Deuteronomy 6:4–9
• The nature of G-d in • Different Jewish teachings and • Deuteronomy
Judaism beliefs about G-d’s relationship 11:13–21
• The problem of the with the world • Deuteronomy 20:19
existence of evil • Different Jewish teachings and • Numbers 15:37–41
• Human suffering beliefs about G-d’s relationship • Numbers 35:2
with humanity • Psalm 24:1
• Reasons for different views • Psalm 28:7
• Jewish beliefs and views on G-d as good • Psalm 112:7
• Jewish understandings of the meaning
of goodness in the context of G-d’s
actions
• Jewish beliefs, teachings and views on
the relationship between G-d and
human suffering
Learners should be aware of the
justifications Jews give for different views,
attitudes and understandings, from the
perspectives of different Jewish groups.
© OCR 2021
The nature of reality • Jewish philosophical views on the • Psalm 14:1
nature of reality and the reasons for • Genesis 1:1
belief in G-d, including: • The Cosmological
concepts:
• The world as designed and the argument
• Arguments about the argument from the evidence of • The First Cause
existence of G-d design and purpose argument
• Ideas about the • The world as requiring a cause • The teleological
2
purpose of the world and the argument from the argument
• Ethical living concept of first cause • The moral argument
• The world as formed for • Evidence from
humanity, as expressed in experiences of awe
Genesis and by the Anthropic and wonder
principle
• The world and moral
consequence, covenant
relationship and judgement
• The value and importance of
arguments for the existence of G-d
Experiencing • Different ways in which Jews believe • Exodus 25:31–40
G-d G-d might be revealed, including: • Exodus 27:21
• Meeting inspirational people • Leviticus 19:27
• Through scripture • Numbers 15:38
concepts:
• Figures from Jewish history • Deuteronomy 6:4–9
• Revelation by the • G-d acting in the world • Deuteronomy 11:18
divine • Conscience • Deuteronomy 22:12
• Miracles • Miracles • Biblical miracles and
• Perception of the • Different forms of religious modern day miracles
divine experience, including:
• Mystical
• Charismatic and ecstatic
• Visions
• Worship
• Jewish community

© OCR 2021
Violence and • The way religious teachings about violence are applied
• Exodus 15:3
2
conflict and understood by individuals and Jewish communities • Exodus 17:16
• The role and understanding of religious teachings • Deuteronomy
Key philosophical
about violence in society 20:10–13
and ethical
• The role of Jewish individuals, communities and • Deuteronomy
concepts:
society in violent conflicts 20:19–20
• Forms of • Causes of terrorism • Joshua 1:2–3
violence • The relationship between religion, politics and • Proverbs 25:21
• War terrorism in the 21st century
• Justification • Different Jewish attitudes towards terrorism and the
of violence causes of terrorism
• Justified • Justifications for waging war - Reshut
warfare • The concept of Holy War – Melchemet Mitzvah
• Different Jewish attitudes to conventional warfare
(armies in conflict), technological warfare (Drones and
surgical strikes) and apocalyptic warfare (nuclear)
Learners should be aware of the justifications Jews give for
different views, attitudes and understandings, from the
Peace and peace • The concept of pacifism, including: • Exodus 20:13
making • Absolute pacifism • 2 Kings 6:21–23
• Conditional pacifism • Psalm 34:15
Key philosophical
• Different Jewish teachings, beliefs and attitudes in • Isaiah 2:4
and ethical
relation to pacifism • Isaiah 9:5–6
concepts:
• Different ways individuals, communities and society • Micah 4:1–3
• Pacifism work for peace, including: • Joel 3:9
• Non- • The way religious teachings about peace are
violence as applied and understood by individuals and
force Jewish communities
• Value of • Different Jewish attitudes to the use of violence
peace to achieve peace
• Whether working for peace should be the most
important activity for Jews
Learners should be aware of the justifications Jews give for
different views, attitudes and understandings, from the
© OCR 2021
Forgiveness and • The concepts of forgiveness and • Genesis 9:6
reconciliation reconciliation • Exodus 21:23–24
• Different Jewish teachings and beliefs • Numbers
about justice, forgiveness and 14:19–21
ethical concepts:
reconciliation • Isaiah 1:18
• Forgiveness • The impact of teachings about justice,
• Justice, fairness and forgiveness and reconciliation on
2 •
injustice
Reconciliation •
individuals, communities and society
Whether forgiveness is either possible or
desirable
• Different Jewish attitudes towards justice,
including:
• The relationship between peace and a
just society
• Ways in which Jews work for social
justice
• Ways in which Jews view social
injustice
Challenges for religion • The importance of the Christian religious • The Church of
traditions in British society England ‘Facts
• Christianity as the established religion in a and Stats’
ethical concepts:
• Secularism as a • The Monarch as Supreme Governor of the Humanist
mode of thought Church of England Association
and being • The role of religion in public life, including: • The National
• Tolerance • Bishops in the House of Lords Secular Society
• Freedom of • Christian services to mark key events • The Sunday
expression • Public holidays based on Christian Assembly
• Freedom of practice celebrations
• Equality • Church schools
© OCR 2021
• The value of human • The concept of secularisation, including: • Education Act of
life • The place of religion in a secular
1988: RE and
• Self-determination society Assemblies
• The effects of secularisation on religion • Reconstructionist
• The rise of humanism Judaism
• Potential clashes between religious and • Torah im Derech
secular values in education, including: Eretz
•
•
Secular ethics and values in school
Faith schools
• Board of
Deputies of 2
• Potential clashes between religion, British Jews
tradition and secular law, including: • Genesis 1:26–28
• Religious teachings and attitudes • Exodus 21:22–25
about marriage • Exodus 20:13
• Responses to forced, arranged and • Psalm 139:13
child marriage • Abortion
• Religious attitudes to equality Education
• Potential clashes with equality laws • SPUC
• Abortion
Dialogue within and • Different teachings, beliefs and attitudes of • The Noachide Laws
between religious groups Jews towards each other and towards • Chabad Lubavitch
other religious groups, including: • Council of Christians
Key philosophical and • Exclusivism and Jews
ethical concepts: • Inclusivism • Children of Abraham
• Consensus • Pluralism • Three Faiths Forum
• Diversity • Intra-faith communication
• Uniformity • Inter-faith dialogue
• Freedom of choice • The importance of inter-faith dialogue in
• Freedom of 21st century Britain
expression • The relationship between religion and
wider society, including:
• Religion and national identity
• Proselytisation
© OCR 2021
Dialogue between • Different Jewish views and attitudes • The British Humanist
religious and non- towards non-religious worldviews Association
religious groups • Jewish values and ideals shared with: • The National Secular
• Atheism Society
Key philosophical and • Agnosticism • Torah im Derech
ethical concepts: • Humanism Eretz
• Beliefs • Secularism • Board of Deputies of
2 •
•
Religious values
Secular values
• The significance of shared values and
ideals between religious and non-religious •
British Jews
The Tony Blair
groups for individuals, communities and Foundation
society
precedence over Jewish religious values
difference between Judaism and the
following:
• Atheism
• Agnosticism
• Humanism
• Secularism
© OCR 2021
Religion, philosophy and ethics in the modern world from a Buddhist perspective
(J625/09)

Relationships and • Buddhist attitudes towards the role and purpose • the Sigalova sutta
families of the Buddhist family • Composite stories
• Buddhist attitudes towards the importance and taken from the Pali
purposes of marriage Canon about
ethical concepts:
• The influence of culture on Buddhist marriage Queen Malika
• Fidelity practices • Samyutta Nikaya
• Understandings • Reasons for differences in practice 3.16
of sexuality • Same-sex marriage • Mahayana views of
• Ethical modes • The concept of sexual misconduct (Third Precept) developing the six
of relationship and the ways it is related to questions of paramitas through
marriage and sexuality family relationships
• Consideration of beliefs, teachings and attitudes
relating to:
• Pre-marital sex
• Cohabitation
• Celibacy
• Contraception
• The ethics of divorce, annulment and remarriage
Learners should be aware of the justifications Buddhists
from the perspectives of different Buddhist groups.
Men and women • Consideration of beliefs, teachings and attitudes • Sigalova sutta -
relating to the roles of men and women in: Digha Nikaya 31
• Buddhist family relationships (The Householders
ethical concepts:
• Buddhist communities, including the Vinaya)
• Equality existence of different rules for monks and • Dhammapada
• Freedom of nuns living in religious communities 360–369
choice and • Religious upbringing of children
restrictions
Learners should be aware of the justifications Buddhists
on it
• Duty to family
from the perspectives of different Buddhist groups.
and community
© OCR 2021
Buddhist understandings • Buddhist teachings and beliefs about • The Buddha spoke out
of equality equality against in equality in the
• The influence of culture on attitudes caste system: “Not by
and views about equality birth is one a Bramana,
ethical concepts:
• Buddhist views and attitudes on the nor is one by birth no
• Relationship importance of equality for individuals, Bramana; by work
between religion communities and society (kammana) one is a
2
and culture • Buddhist attitudes and beliefs about Bramana, by work one is
• Justification of prejudice and discrimination on the no Brâmana.” (Sutta
equality basis of gender Nipata Book 3
• Equality and • Buddhist teachings about equality Chapter 9:7)
difference and discrimination in relation • Mahayana views of karuna
• Gender inequalities to gender in the six paramitas
• Embedded • The stories about Queen
inequalities Mallika show the Buddha
justifications Buddhists give for different
as opposed to gender
views, attitudes and understandings, from
discrimination
the perspectives of different Buddhist
• Samyutta Nikaya 5.2
groups.
(Soma Sutta 129)
The existence of Ultimate Reality
and authority
authority)
The Question of Ultimate • Buddhist understandings of the • Dhammapada v188 the
Reality (dhamma) concept of Ultimate Reality, including: Buddha states that people
• Different Buddhist teachings and created God because they
beliefs about the nature of live in a world of fear and
ethical concepts:
Ultimate Reality danger
• The nature of • Different Buddhist teachings and • The six realms of existence
Ultimate Reality in beliefs about the nature of the – the higher realms
Buddhism world and humanity contain gods
• The existence of • The relationship between • Mahayana cosmology:
evil in the world humanity, the world and • The different Buddha
• Human suffering Ultimate Reality worlds, such as
• Reasons for different views Amida Buddha’s Pure
• Buddhist beliefs and views on the role Land and the eternal
of skilful action in relation to Nature of Amida
questions of goodness Buddha
• Buddhist beliefs and views on the
relationship of nibbana and goodness
© OCR 2021
• Buddhist understandings of the • The story of Amida
meaning of goodness in the context Buddha is in the
of the actions of the buddhas, Sukhvata sutras
bodhisattvas and arhats
• Buddhist beliefs, teachings and views
on the relationship between Ultimate
Reality and human suffering
• Whether the experience of suffering
is related to the existence of evil 2
views, attitudes and understandings,
from the perspectives of different
Buddhist groups.
The nature of reality • Buddhist philosophical views on the • Dhammacakkappavattana
nature of reality and the reasons for sutta (Setting the Wheel of
belief, including: the Dhamma in motion)
ethical concepts:
• The world as designed or • The parable of the
• Arguments about requiring a cause, unanswered Poisoned Arrow (Cula-
cause questions and Buddha’s Noble Malunkyovada Sutta)
• Ideas about the Silence
purpose of the • The world as cyclical, Samsara
world and dependent origination
• Ethical living • The human realm, the balance
of pleasure and pain and the
rarity of human rebirths
• The world and moral
consequence, Samsara and
Kamma
• The value and importance of
arguments about cause
views, attitudes and understandings, from
the perspectives of different Buddhist
groups.
© OCR 2021
Experiencing Ultimate • Different ways in which Buddhists • Meditation leads to a
Reality believe Ultimate Reality might be greater understanding of
revealed, including: the Buddha’s teachings on
• Meeting inspirational people Nirvana
ethical concepts:
• Through scripture • The four form jhanas and
• Revelation • Figures from Buddhist history four formless jhanas.
• Miracles • Bodhisattvas and arhats These are experiences of
2
• Perception of • Cetana states approaching an
ultimate truth • Meditation enlightened mind or
• Whether meditation is the most seeing into ones true
important practice for Buddhists nature
• Different forms of religious • In Zen Buddhism the
experience, including: concepts of Kensho and
• Conversion and taking the Satori is similar in that it is
Refuges a flash of enlightenment,
• Mystical but this is a different sort
• Detachment and Enlightenment of experience than the
• Visions jhanas although it is also
• Worship and puja seeing into ones true
nature
• Majjhima Nikaya 26:34–
42, Ariyapariyesana Sutta
views, attitudes and understandings,
shows the jhanas, in
from the perspectives of different
particular the formless
Buddhist groups.
jhanas
© OCR 2021
and authority
Violence and
conflict
• The way religious teachings about violence
are applied and understood by individuals
•
•
The Five Precepts
Sangama Sutta: Samyutta
2
and Buddhist communities Nikaya 3:15:
Key philosophical
• The role and understanding of religious • “And so, through the
and ethical
teachings about violence in society cycle of action, he
concepts:
• The role of Buddhist individuals, who has plundered
• Forms of communities and society in violent gets plundered in
violence conflicts turn.”
• War • Causes of terrorism • The Upayakausalya Sutra
• Justification of • The relationship between religion, politics which tells the story of one
violence and terrorism in the 21st century of the Buddha’s past lives
• Justified • Different Buddhist attitudes towards as a sea captain, who killed
warfare terrorism and the causes of terrorism a would-be murderer and
• Justifications for waging war – application also stopped his passenger
of the Middle Way from becoming murderers
• The concept of Holy War themselves
• Religious attitudes to behaviours
during war
• Different Buddhist attitudes to
conventional warfare (armies in conflict),
technological warfare (Drones and surgical
strikes) and apocalyptic warfare (nuclear)
Buddhists give for different views, attitudes and
different Buddhist groups.
Peace and peace • The concept of pacifism, including: • The five precepts
making • Absolute pacifism • Right action from the
• Conditional pacifism Eightfold Path
Key philosophical
• Different Buddhist teachings, beliefs and • Buddhist teaching abut
and ethical
attitudes in relation to pacifism harmlessness
concepts:
• Different ways individuals, communities • Mahayana ideas of acting
• Pacifism and society work for peace, including: in the most skilful and wise
• Non-violence • The way religious teachings about way possible (Upaya)
as force peace are applied and understood by • Anguttara Nikaya 8:39
• Value of individuals and Buddhist communities - The Abhisanda Sutta
peace
© OCR 2021
• ifferent Buddhist attitudes to the use
D
of violence to achieve peace
• Working for peace and justice in
situations, communities and society
• Whether working for peace should be
the most important activity for
Buddhists
2 • Non-violent action (ahimsa)

Forgiveness and • The concepts of forgiveness and • Forgiveness can also be
reconciliation reconciliation seen as a wider part of
• Different Buddhist teachings and beliefs Mahayana Buddhist ideas
Key philosophical
about justice, forgiveness and concerning compassion
and ethical
reconciliation and wisdom. Loving
concepts:
• The impact of teachings about justice, kindness (metta-bhavana)
• Forgiveness forgiveness and reconciliation on • The Dhammapada 1:3–4:
• Justice, individuals, communities and society • “He abused me, he
fairness and • Whether forgiveness is either possible struck me, he
injustice or desirable overcame me, he
• Reconciliation • Different Buddhist attitudes towards robbed me’ – in those
justice, forgiveness and reconciliation who harbour such
• The concepts of justice and injustice, thoughts hatred will
including: never cease.”
• The relationship between peace and a • “He abused me, he
just society struck me, he
• Social justice and injustice overcame me, he
• Ways in which Buddhists work for robbed me’ – in those
social justice who do not harbour
• Ways in which Buddhists view social such thoughts hatred
injustice will cease.”
© OCR 2021
and authority
Challenges for
religion
• The importance of the Christian religious
traditions in British society
• The Church of England
‘Facts and Stats’
2
• Christianity as the established religion in a • The British Humanist
Key philosophical
country of diverse religious traditions Association
and ethical
• The Monarch as Supreme Governor of the • The National Secular
concepts:
Church of England Society
• Secularism as • The role of religion in public life, including: • The Sunday Assembly
a mode of • Bishops in the House of Lords • Education Act of 1988: RE
thought and • Christian services to mark key events and Assemblies
being • Public holidays based on Christian • Dhammacakkappavattana
• Tolerance celebrations sutta (Setting the Wheel of
• Freedom of • Church schools the Dhamma in motion)
expression • The concept of secularisation, including: • Kalama Sutta
• Freedom of • The place of religion in a secular • The First Precept
practice society • The Eightfold path
• Equality • The effects of secularisation on • Ahimsa
• The value of religion • Vakkali Sutta
human life • The rise of humanism • Channa Sutta
• Self- • Potential clashes between religious and
determination secular values in education, including:
• Secular ethics and values in school
• Faith schools
• Potential clashes between religion,
tradition and secular law, including:
• Religious teachings and attitudes
about marriage
• Responses to forced, arranged and
child marriage
• Abortion
© OCR 2021
Dialogue within and • Different teachings, beliefs and attitudes of • King Asoka
between religious Buddhists towards each other and towards • The teaching of the
groups other religious groups, including: Buddha
• Exclusivism • Dalai Lama
Key philosophical
• Inclusivism • Tony Blair Foundation
and ethical
• Pluralism
concepts:
• Intra-faith communication
2
• Consensus • Inter-faith dialogue
• Diversity • The importance of inter-faith dialogue in
• Uniformity 21st century Britain
• Freedom of • The relationship between religion and
choice wider society, including:
• Freedom of • Religion and national identity
expression • Proselytisation
Dialogue between • Different Buddhist views and attitudes • The Insight Meditation
religious and towards non-religious worldviews Society which aims to
non-religious • Buddhist values and ideals shared with: present Buddhism
groups • Atheism “without the complications
• Agnosticism of rituals, robes, chanting
Key philosophical
• Humanism and the whole religious
and ethical
• Secularism tradition”
concepts:
• The significance of shared values and • Secular Buddhism
• Beliefs ideals between religious and non-religious • The British Humanist
• Religious groups for individuals, communities Association
values and society • The National Secular
• Secular values • Whether secular values should take Society
precedence over Buddhist religious values
difference between Buddhism and
the following:
• Atheism
• Agnosticism
• Humanism
• Secularism
© OCR 2021
Religion, philosophy and ethics in the modern world from a Hindu perspective
(J625/10)

any appropriate
authority)
Relationships and • Hindu attitudes towards the role and purpose • Rig Veda X 37–38
families of the Hindu family • Artharva Veda
• Hindu attitudes towards the importance and XIV 42–44
purposes of marriage • Manusmriti IX
ethical concepts:
• Significance of beliefs and teachings relected in 1–11
• Fidelity a Hindu marriage ceremony
• Understandings of • Reasons for differences in practice
sexuality • Same-sex marriage
• Ethical models of • Consideration of beliefs, teachings and
relationship attitudes relating to:
• Pre-marital sex
• Cohabitation
• Celibacy
• Contraception
• The ethics of divorce, annulment and
remarriage
Learners should be aware of the justifications Hindus
from the perspectives of different Hindu groups.
Men and women • Consideration of beliefs, teachings and • Manusmriti III
attitudes relating to the roles of men and 55–57
women in: • Manusmriti IX
ethical concepts:
• Hindu family relationships 101–103
• Equality • Hindu communities • Rama and Sita in
• Freedom of choice • Religious upbringing of children the Ramayana
and restrictions on • Svadharma
it (personal duty)
• Duty to family and and Stridharma
community (women’s duty)
• The ashramas
© OCR 2021
Hindu understandings of • Hindu teachings and beliefs about equality • Vikruti Evam
equality • The influence of culture on attitudes and views Prakriti (diversity
about equality is what nature is
• Hindu views and attitudes on the importance of all about), Rig
ethical concepts:
equality for individuals, communities and Veda
• Relationship society • Mohini (female
between religion • Hindu attitudes and beliefs about prejudice and avatar of Vishnu)
2
and culture discrimination on the basis of gender • Hijra or the third
• Justification of • Hindu teachings about equality and gender; Shiva as
equality discrimination in relation to gender Ardhanari
• Equality and (half-woman)
difference Learners should be aware of the justifications Hindus • Varna and
• Gender inequalities give for different views, attitudes and understandings, ashrama
• Embedded from the perspectives of different Hindu groups. • The Purusha
inequalities Sukta
• The margas
(paths to
liberation)
The existence of Ultimate Reality and Deity
any appropriate
authority)
The question of deity • Hindu understandings of the concept of • Maya (delusion)
deity - God, gods and Ultimate Reality • Cycle of samsara
including: and rebirth
ethical concepts:
• Different Hindu teachings and beliefs within it
• The nature of deity about what Brahman is like • God as Ultimate
and Ultimate • Different Hindu teachings and beliefs Reality –
Reality in Hinduism about Brahman’s relationship with the Brahman and
• The existence of world Atman
evil in the world • Different Hindu teachings and beliefs • Nirguna and
• Human suffering about Brahman’s relationship with saguna Brahman
humanity • Shakti/Devi
• The role and significance of other deities • Individual deities
• Reasons for different views and the ways
• The relationship between concepts of deity and they are
Ultimate Reality understood e.g.
• Hindu beliefs and views on Brahman and The Tri Murti/Tri
goodness Devi
© OCR 2021
• Hindu understandings of the meaning of
goodness in the context of Brahman and the
actions of deities in the world
• Hindu beliefs, teachings and views on the
relationship between God, gods and ultimate
realities, and human suffering
2
The nature of reality • Hindu philosophical views on the nature of • Purusha sukta
reality and the reasons for belief, including: • Rig Veda
• The world as designed or caused, • Bhagavad
ethical concepts:
Brahmanda and Aum Gita 12:6
• Arguments about • The world as cyclical, the Trimurti • Different
cause and creation • The world formed for humanity, Samsara philosophical
• Ideas about the • The world and moral consequence, Karma arguments
purpose of the • The value and importance of arguments about (including
world cause and creation telelogical,
• Ethical living cosmological,
first cause and
moral, and how
these connect
with Hindu
worldviews)
• Evidence from
experiences of
awe and wonder
Experiencing God • Different ways in which Hindus believe Ultimate • Smriti and shruti
Reality might be revealed, including: scriptures
• Meeting inspirational people • Stories of the
ethical concepts:
• Through scripture gods acting
• Revelation by the • Figures from Hindu history within the world
divine • Epic and heroic stories • The avatars of
• Miracles • Svadharma Vishnu
• Perception of the • Avatars and their actions • The Ramayana
divine by humans • Different forms of religious experience, • The Bhagavad
including: Gita
• Conversion • Jesus and the
• Mystical Buddha as
• Detachment and liberation avatars
• Visions
• Worship and murti puja
© OCR 2021
2
Violence and conflict • The way religious teachings about violence are • Dharma
applied and understood by individuals and Hindu • Ahimsa (non-
communities violence) and daya
ethical concepts:
• The role and understanding of religious teachings (compassion)
• Forms of about violence in society • Karma
violence • The role of Hindu individuals, communities and • Satyagraha
• War society in violent conflicts • The Bhagavad Gita
• Justification of • Causes of terrorism • Rig Veda X 191:2
violence • The relationship between religion, politics and • Manusmriti VII 1- 2,
• Justified terrorism in the 21st century 10, 32-33 and 87
warfare • Different Hindu attitudes towards terrorism and • Dharma Yuddha
the causes of terrorism (righteous warfare
• Justifications for waging war – dharma yudh and the conditions
• The concept of Holy War required for it)
• Religious attitudes to behaviours during war • Dharma and the
• Different Hindu attitudes to conventional warfare roles of the varnas
(armies in conflict), technological warfare (particularly
(Drones and surgical strikes) and apocalyptic Kshatriyas)
warfare (nuclear) • Rig Veda VI 75 and I
39
• Bhagavad Gita II 22,
II 25, II 37-38 and II
47-48
Peace and • The concept of pacifism, including: • The work and
peace-making • Absolute pacifism example of Gandhi
• Conditional pacifism during both World
• Different Hindu teachings, beliefs and attitudes Wars
ethical concepts:
in relation to pacifism • Ahmisa
• Pacifism • Different ways individuals, communities and (harmlessness) and
• Non-violence society work for peace, including: daya (compassion)
as force • The way religious teachings about peace are • Dharma
• Value of peace applied and understood by individuals and • Artharva Veda X
Hindu communities 191 4
• Different Hindu attitudes to the use of
violence to achieve peace
© OCR 2021
• hether working for peace should be the
W
most important activity for Hindus
2
Forgiveness and • The concepts of forgiveness and reconciliation • The work and
reconciliation • Different Hindu teachings and beliefs about example of Gandhi
justice, forgiveness and reconciliation • Karma and the
• The impact of teachings about justice, cycle of samsara
ethical concepts:
forgiveness and reconciliation on individuals, • Yamas (virtues)
• Forgiveness communities and society - especially daya
• Justice, fairness • Whether forgiveness is either possible or (compassion),
and injustice desirable dama (restraint)
• Reconciliation • Different Hindu attitudes towards justice, and kshama
forgiveness and reconciliation (patience/
• The concepts of justice and injustice, including: tolerance)
• The relationship between peace and a just • Mahabharata XVIII
society 113 8
• Social justice and injustice • Mahabharata III 29
• Ways in which Hindus work for social justice
• Ways in which Hindus view social injustice
Challenges for • The importance of the Christian religious • The Church of
religion traditions in British society England ‘Facts and
• Christianity as the established religion in a Stats’
ethical concepts:
• The Monarch as Supreme Governor of the Humanist
• Secularism as a Church of England Association
mode of • The role of religion in public life, including: • The National
thought and • Bishops in the House of Lords Secular Society
being • Christian services to mark key events
© OCR 2021
• Tolerance • ublic holidays based on Christian
P • The Sunday
• Freedom of celebrations Assembly
expression • Church schools • Education Act of
• Freedom of • The concept of secularisation, including: 1988: RE and
practice • The place of religion in a secular society Assemblies
• Equality • The effects of secularisation on religion • Laws of Manu
• The value of • The rise of humanism • Garbha Upanishad
2 •
human life
Human right of
• Potential clashes between religious and secular
values in education, including:
• Dharma
• Karma
self- • Secular ethics and values in school • Ahimsa
determination • Faith schools • Abortion Education
• Potential clashes between religion, tradition and • SPUC
secular law, including:
• Religious teachings and attitudes about
marriage
• Responses to forced, arranged and child
marriage
• Potential clashes between religious teachings
and scientific development in medical ethics,
including:
• Euthanasia and the right to die – whether
enabling terminally ill people to die with
dignity, which might be considered a loving
act, is more appropriate than following the
commandment not to kill
• Abortion
Dialogue within and • Different teachings, beliefs and attitudes of • Hinduism as
between religious Hindus towards each other and towards other pluralist or
groups religious groups, including: inclusivist – diverse
• Exclusivism margas, multiplicity
• Inclusivism of gods, Rig Veda
ethical concepts:
• Pluralism 1.164.46 and
• Consensus • Intra-faith communication Bhagavad Gita 4.11
• Diversity • Inter-faith dialogue • Hinduism as
• Uniformity • The importance of inter-faith dialogue in 21st exclusivist – vidya/
• Freedom of century Britain avidya (knowledge/
choice • The relationship between religion and wider ignorance), caste,
• Freedom of society, including: karma and samsara
expression • Religion and national identity
• Proselytisation
© OCR 2021
Learners should be aware of the justifications Hindus • Accepting converts,
give for different views, attitudes and understandings, diksha, Hindu
from the perspectives of different Hindu groups. proselytising and
ISKCON
• The Inter-faith
Network and
affiliated Hindu
bodies (Hindu
Council UK and 2
Hindu Forum of
Britain)
• The Hindu Christian
Forum
• Tony Blair
Foundation
Dialogue between • Different Hindu views and attitudes towards • Hindu views about
religious and non- non-religious worldviews God and gods,
religious groups • Hindu values and ideals shared with: Brahman and
• Atheism ultimate truths;
• Agnosticism Ishvara and atheist
ethical concepts:
• Humanism or non-theist
• Beliefs • Secularism Hinduism
• Religious values • The significance of shared values and ideals • Hindu principles
• Secular values between religious and non-religious groups for and secular society
individuals, communities and society – varnas (castes)
• Whether secular values should take precedence and ashramas
over Hindu religious values (stages of life), the
• Potential areas of disagreement and difference yamas (virtues)
between Hinduism and the following: • Maya (delusion),
• Atheism vidya (knowledge)
• Agnosticism and avidya
• Humanism (ignorance)
• Secularism • The British
• The significance of these potential areas of Humanist
disagreement and difference for individuals, Association
communities and society • The National
Secular Society
© OCR 2021
2d. Prior knowledge, learning and progression
Learners in England who are beginning a GCSE (9–1) Social Sciences subjects, such as A Level History,
course a likely to have followed a course of study English, or Psychology for example. OCR’s GCSE (9–1)
based on their local area requirements. in Religious Studies provides a suitable foundation for
the study of Religious Studies at AS level and A level.
No prior knowledge or qualification in the subject is
2
required. The specification builds on, but does not Equally it is suitable for preparing learners for the
depend on, the knowledge, understanding and skills world around them. The specification is designed to
acquired at Key Stage 3. develop critical and reflective thinking with respect to
religious diversity and encourage an awareness of the
OCR’s GCSE (9–1) in Religious Studies provides a importance of religious beliefs, teachings and
suitable foundation for the study of Religious Studies practices. OCR’s Religious Studies GCSE (9–1) is an
or related courses in further education. Skills gained excellent qualification to preparing learners for
from the qualification would help to equip learners employment and giving learners personal growth and
for further studies in the range of Humanities, Arts or engagement in learning.
© OCR 2021
3 Assessment of GCSE (9–1) in Religious Studies
3a. Forms of assessment
Component Group 1 (Components Learners will answer two compulsory questions for
01–05) Religious Beliefs and teachings each component, each question being divided into
five parts. The first three part questions are short
& Practices
answer responses with low mark tariffs. The
fourth part question is a medium length response
Learners will undertake two externally assessed targeting AO1. The fifth part question is an extended
components. Question paper structure will be response question, targeting both AO1 and AO2,
identical across the components. Each question paper weighted towards AO2.
3
will be 1 hour in duration. Each assessment will
address both Assessment Objectives, with an overall Spelling, Punctuation and Grammar, will be assessed
weighting of AO1 60% AO2 40%. in the first extended response part question. The
overall mark total for each component is 63.
© OCR 2021
Component Group 2 (Components 06–10) Religion, philosophy and ethics in the
modern world from a religious perspective
Learners will undertake one externally assessed The first part question is a short answer question
component, from one of the two religions chosen in with a low mark tariff. The second part question is a
Component Group 1. Question paper structure will be medium length response targeting AO1. The third
identical across these components. The question part question is a medium length response targeting
paper will be 2 hours in duration. Each assessment AO2. The fourth part question is an extended
will address both Assessment Objectives, with an response question, targeting both AO1 and AO2,
overall weighting of AO1 40% AO2 60%. weighted towards AO2.
3 Learners will answer four compulsory questions;

each question addresses one of the four themes
Spelling, Punctuation and Grammar will be
assessed in the first two extended response
from the subject content. Each question is divided part questions. The overall mark total for each
into four parts. Component is 126.
Command words
Within all components the following command words will be used:
Category: Category 1 Category 2 Category 3 Category 4

(AO1 (AO1 Knowledge (AO2 Analysis and (AO1 Knowledge and
Knowledge and Evaluation) Understanding and AO2
Recall only) Understanding) Analysis and Evaluation)
Command Name Describe Explain “<Stimulus statement
Word: State Outline Compare inserted here.>” Discuss.
Give
Definition: Demonstrate Demonstrate Demonstrate the Demonstrate knowledge
knowledge of knowledge AND ability to analyse and and understanding and
religion and understanding of evaluate aspects of the ability to analyse and
belief by religious belief religion and belief. evaluate aspects of
recalling factual through the Deconstructing religion and belief.
information. development of a information and/or Deconstructing
response. issues to find information and/or issues
connections and to find connections and
provide logical chains provide logical chains of
of reasoning. Making reasoning. Making
judgements with judgements with respect
respect to information to information and/or
and/or issues. issues. Emphasis on
constructing coherent,
reasons responses which
are supported by
evidence.
Used in: [3] mark AO1 [3] + [6] mark [6] mark AO2 [15] mark AO1/AO2
questions AO1 questions questions questions
© OCR 2021
3b. Assessment objectives (AO)
There are two Assessment Objectives in OCR GCSE (9–1) in Religious Studies. These are detailed in the
table below.
Assessment Objectives
AO1 Demonstrate knowledge and understanding of religion and belief including
• beliefs, practices and sources of authority
• influence on individuals, communities and societies
• similarities and differences within and/or between religions and their beliefs.
AO2 Analyse and evaluate aspects of religion, including their significance and influence.
3
AO weightings in OCR GCSE (9–1) Religious Studies
The relationship between the Assessment Objectives

and the components are shown in the following table:
% of overall GCSE (9–1) in

Component Religious Studies (J625)
AO1 AO2
(First religion) Beliefs and teachings & Practices (J625/01–05) 30 20
(Second religion) Beliefs and teachings & Practices (J625/01–05)
Religion, philosophy and ethics in the modern world from a (religious) 20 30
perspective (J625/06–10)
Total 50% 50%
3c. Assessment availability

There will be one examination series available each This specification will be certificated from the June
year in May/June to all learners. 2018 examination series onwards.
All examined components must be taken in the same

examination series at the end of the course.
© OCR 2021
3d. Retaking the qualification
Learners can retake the qualification as many times as They retake all components of the
they wish. qualification.
3e. Assessment of extended response

The assessment materials for this qualification and coherent line of reasoning and marks for
provide learners with the opportunity to demonstrate extended responses are integrated into the
their ability to construct and develop a sustained marking criteria.
3
3f. Spelling, punctuation and grammar (SPaG) and the use of
specialist terminology
In the specification as a whole, 5 percent of the marks SPaG is assessed will be extended responses
will be used to credit the accuracy of the learners’ and will be clearly indicated on assessment
spelling, punctuation and grammar and their use of materials.
specialist terminology (SPaG).
The marking expectations for spelling, punctuation
There will be 3 marks available for SPaG within and grammar and the use of specialist terminology
components 01 to 06 and 6 marks available for (SPaG) can be found at the back of the mark schemes
SPaG in components 07 to 12. The tasks in which for the assessment materials.
3g. Synoptic assessment

• Synoptic assessment is the learners within a religion between beliefs, teaching and
understanding of the connections between practice and the issues addressed in the
different elements of the subject. It involves philosophical themes.
the explicit drawing together of knowledge,
skills and understanding within different parts • The emphasis of synoptic assessment is to
of the GCSE (9–1) course. encourage the understanding of Religious
Studies as a discipline and enables learners to
• The specification offers opportunities for explore the significance of religion for
learners to understand the organic connections individuals, communities and societies.
3h. Calculating qualification results

A learner’s overall qualification grade for OCR GCSE qualification level grade boundaries for the entry
(9–1) in Religious Studies will be calculated by adding option taken by the learner and for the relevant
together their marks from Component Group 1 and exam series to determine the learner’s overall
Component Group 2 to give their total weighted qualification grade.
mark. This mark will then be compared to the
© OCR 2021
4 Admin: what you need to know
The information in this section is designed to give an More information about the processes and deadlines
overview of the processes involved in administering involved at each stage of the assessment cycle can be
this qualification so that you can speak to your exams found in the Administration area of theOCR website.
officer. All of the following processes require you to
submit something to OCR by a specific deadline. OCR’s Admin overview is available on the OCR website
at www.ocr.org.uk/administration
4a. Pre-assessment
Estimated entries
Estimated entries are your best projection of the should be submitted to OCR by the specified
number of learners who will be entered for a deadline. They are free and do not commit your
qualification in a particular series. Estimated entries centre in any way.
4
Final entries
Final entries provide OCR with detailed data for each All learners taking a GCSE (9–1) in Religious Studies
learner, showing each assessment to be taken. It is must be entered for one of the following entry
essential that you use the correct entry code, options:
considering the relevant entry rules.
Final entries must be submitted to OCR by the

published deadlines or late entry fees will apply.
© OCR 2021
Entry option Components
Entry code Title Code Title Assessment type
J625 AA Religious Christianity

01 External Assessment
Studies Beliefs and teachings & Practices
Option AA
Islam
Beliefs and teachings & Practices
Religion, philosophy and ethics in
06 the modern world from a Christian External Assessment
perspective
J625 AB Religious Christianity
Option AB
4 03
Judaism
External Assessment

perspective
J625 AC Religious Christianity
Option AC
Buddhism
perspective
J625 AD Religious Christianity
Option AD
Hinduism
perspective
J625 AE Religious Christianity
Option AE
Islam
07 the modern world from a Muslim External Assessment
perspective
© OCR 2021
J625 AF Religious Christianity

Option AF
Judaism
08 the modern world from a Jewish External Assessment
perspective
J625 AG Religious Christianity
4
Option AG
Buddhism
09 the modern world from a Buddhist External Assessment
perspective
J625 AH Religious Christianity
Option AH
Hinduism
10 the modern world from a Hindu External Assessment
perspective
J625 BA Religious Islam
Option BA
Judaism
perspective
J625 BB Religious Islam
Option BB
Buddhism
perspective
© OCR 2021
J625 BC Religious Islam

Option BC
Hinduism
perspective
J625 BD Religious Islam
4
Option BD
Judaism
perspective
J625 BE Religious Islam
Option BE
Buddhism
perspective
J625 BF Religious Islam
Option BF
Hinduism
perspective
J625 CA Religious Judaism
Option CA
Buddhism
perspective
© OCR 2021
J625 CB Religious Judaism

Option CB
Hinduism
perspective
J625 CC Religious Judaism
4
Option CC
Buddhism
perspective
J625 CD Religious Judaism
Option CD
Hinduism
perspective
J625 DA Religious Buddhism
Option DA
Hinduism
perspective
J625 DB Religious Buddhism
Option DB
Hinduism
perspective
© OCR 2021
4b. Special consideration
Special consideration is a post-assessment Detailed information about eligibility for special
adjustment to marks or grades to reflect temporary consideration can be found in the JCQ publication
injury, illness or other indisposition at the time the A guide to the special consideration process.
assessment was taken.
4c. External assessment arrangements

Regulations governing examination arrangements are
contained in the JCQ Instructions for conducting
examinations.
4 Head of centre annual declaration
The Head of Centre is required to provide a Any failure by a centre to provide the Head of Centre
declaration to the JCQ as part of the annual NCN Annual Declaration will result in your centre status
update, conducted in the autumn term, to confirm being suspended and could lead to the withdrawal of
that all candidates at the centre have had the our approval for you to operate as a centre.
opportunity to undertake the prescribed course
activities.
Private candidates
Private candidates may enter for OCR assessments. Private candidates need to contact OCR approved
centres to establish whether they are prepared to
A private candidate is someone who pursues a course host them as a private candidate. The centre may
of study independently but takes an examination or charge for this facility and OCR recommends that the
assessment at an approved examination centre. A arrangement is made early in the course.
private candidate may be a part-time student,
someone taking a distance learning course, or Further guidance for private candidates may be found
someone being tutored privately. They must be based on the OCR website: http://www.ocr.org.uk
in the UK.
© OCR 2021
4d. Results and certificates
Grade Scale
GCSE (9–1) qualifications are graded on the scale: Only subjects in which grades 9 to 1 are attained
9–1, where 9 is the highest. Learners who fail to reach will be recorded on certificates.
the minimum standard of 1 will be Unclassified (U).
Results
Results are released to centres and learners for • raw mark grade boundaries for each
information and to allow any queries to be resolved component
before certificates are issued. • weighted mark grade boundaries for each entry
option.
Centres will have access to the following results’
information for each learner:
Until certificates are issued, results are deemed to be
4
• the grade for the qualification
provisional and may be subject to amendment.
• the raw mark for each component
• the total weighted mark for the qualification.
A learner’s final results will be recorded on an OCR
The following supporting information will be certificate. The qualification title will be shown on the
available: certificate as ‘OCR Level 1/Level 2 GCSE (9–1) in
Religious Studies’.
4e. Post-results services

A number of post-results services are available: • Missing and incomplete results – This service
should be used if an individual subject result
• Review of results – If you are not happy with for a learner is missing, or the learner has been
the outcome of a learner’s results, centres may omitted entirely from the results supplied.
request a review of their marking. • Access to scripts – Centres can request
access to marked scripts.
4f. Malpractice
Any breach of the regulations for the conduct of soon as it is detected. Detailed information on
examinations and non-exam assessment may malpractice can be found in the JCQ publication
constitute malpractice (which includes Suspected Malpractice in Examinations and
maladministration) and must be reported to OCR as Assessments: Policies and Procedures.
© OCR 2021
5 Appendices
5a Grade descriptors
1. Grade 8
1.1 To achieve Grade 8 candidates will be able to:
• demonstrate relevant and comprehensive knowledge and understanding of a wide range of beliefs and
practices with well-integrated reference to sources of wisdom and authority
• demonstrate detailed understanding of common and divergent views and practices within and between
religions or beliefs
• construct a sustained and convincing argument on matters of religion or belief based on critical analysis
and evaluation of different perspectives, and using accurate specialist terminology.
2. Grade 5
5 • demonstrate mostly accurate and appropriate knowledge and understanding of a range of beliefs and
practices with reference to sources of wisdom and authority
• demonstrate some understanding of common and divergent views and practices within and between
religions or beliefs
• construct a reasoned point of view on matters of religion or belief based on some analysis and evaluation
of different perspectives, and using mostly accurate specialist terminology.
3. Grade 2
• demonstrate some relevant knowledge and understanding of some beliefs and practices with limited
reference to sources of wisdom and authority
• demonstrate some understanding of different views and practices between religions or beliefs
• express an opinion on matters of religion or belief using everyday language, recognising others might have
different views.
© OCR 2021
5b. Overlap with other qualifications
There is no overlap between the content of this
specification and those for other GCSE (9–1) level
Qualifications.
5c. Accessibility
Reasonable adjustments and access arrangements The GCSE (9–1) qualification and subject criteria have
allow learners with special educational needs, been reviewed in order to identify any feature which
disabilities or temporary injuries to access the could disadvantage learners who share a protected
assessment and show what they know and can do, Characteristic as defined by the Equality Act 2010.
without changing the demands of the assessment. All reasonable steps have been taken to minimise any
Applications for these should be made before the such disadvantage.
examination series. Detailed information about
eligibility for access arrangements can be found
in the JCQ Access Arrangements and Reasonable
Adjustments.
5
© OCR 2021
Summary of updates
Date Version Section Title of section Change

April 1.1 i) Front Cover i) Disclaimer i) Addition of Disclaimer
2018 ii) 4d ii) Results and Certificates: Results ii) Amend to Certification Titling
iii) Multiple iii) Changes to typographical
errors throughout the
specification. No changes have
been made to any assessment
requirements.
July 2019 1.2 i) 3a i) Forms of assessment i) Amendments to the AO
weightings and to the
command words table
ii) 3b ii) Assessment objectives ii) Amendments to the AO
weightings
January 1.3 i) 1d i) How do I find out more i) Insertion of link to the new
2020 information? Online Support Centre.
ii) 4e ii) Post-results services ii) Enquiry about results changed
to Review of results.
February 1.4 Update to specification covers
2021 to meet digital accessibility
standards
© OCR 2021
YOUR
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Our aim is to provide you with all

the information and support you
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on GCSE (9-1) Religious Studies
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Download high-quality, exciting and
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resources from ocr.org.uk/religious
studies
Resources and support for our GCSE (9-1) Religious Studies
qualification, developed through collaboration between our
Religious Studies Subject Advisors, teachers and other subject
experts, are available from our website. You can also contact
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Contact the team at:

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Qualification

Version 1.4 (February 2021) ocr.org.uk/religiousstudies

We will inform centres about changes to specifications. We will also publish

Oxford Cambridge and RSA is a Company Limited by Guarantee. Registered in

Support and Guidance ii

1 Why choose an OCR GCSE (9–1) in Religious Studies?1

2 The specification overview 4

3 Assessment of GCSE (9–1) in Religious Studies83

4 Admin: what you need to know87

Our Subject Advisors work with subject communities Professional development

Subject Advisor Support Practice Papers

Skills Guides Active Results

1a. Why choose an OCR qualification?

We’re part of the Cambridge Assessment • A wide range of high-quality creative

Aims and learning outcomes

• develop knowledge and understanding of • demonstrate knowledge and understanding

1d. How do I find out more information?

2a. OCR’s GCSE (9–1) in Religious Studies (J625)

Content Overview Assessment Overview

Religion, philosophy and ethics in the

• Christianity (J625/06) Religion, philosophy 50%

Beliefs and teachings

Beliefs and teachings & Practices (J625/01)

Beliefs and teachings

2 to sources of wisdom and authority by different

2 • Different interpretations and emphases given to

2 confession, thanksgiving, supplications, grace,

Beliefs and teachings & Practices (J625/02)

Beliefs and teachings

2 Area of study Content Suggested sources of wisdom

2 • Risalah as Allah’s way of communicating with

2 Allah and that it should be shared with those

Beliefs and teachings & Practices (J625/03)

Beliefs and teachings

2 Area of study Content Suggested sources of

2 • Issues related to the Promised Land, including

including the story of the Exodus, the importance

Beliefs and teachings

2 • The different meanings given to the term

2 ethical teachings by different Buddhist groups,

2 • The ordination of women into the monastic

Beliefs and teachings & Practices (J625/05)

Beliefs and teachings

2 Area of study Content Suggested sources of wisdom

Learners should be able to:

Relationships and families

Relationships and families

Relationships and families

Learners should be aware of the

Relationships and families

2 • Non-violent action (ahimsa)

Relationships and families

3a. Forms of assessment

3 Learners will answer four compulsory questions;

Within all components the following command words will be used:

Category: Category 1 Category 2 Category 3 Category 4

The relationship between the Assessment Objectives

% of overall GCSE (9–1) in

3c. Assessment availability

All examined components must be taken in the same

3e. Assessment of extended response

3g. Synoptic assessment

3h. Calculating qualification results

Support and Guidance ii

1 Why choose an OCR GCSE (9–1) in Religious Studies?1

2 The specification overview 4

3 Assessment of GCSE (9–1) in Religious Studies83

4 Admin: what you need to know87

2 • Non-violent action (ahimsa)