Presentation on theme: "GCSE Delivering the new specification in September 2009 Unit 8"— Presentation transcript:
1GCSE 2009- Delivering the new specification in September 2009 Unit 8 GCSE Delivering the new specification in September 2009 Unit 8. Religion and SocietySally Hunter
2During the course of this INSET delegates will: understand the assessment implications of the new specificationbe taken through the impact of the changes to the new specificationhave the opportunity to think about delivery strategies applicable to the new specification.learn about the total package and how it will help you achieve better results
3How the changes effect you. Overview. Each Section consists of12 key words – Glossary Pages 119/120.11 bullet points that define the content.
4How the changes effect you. 8.1 Religion: Rights and responsibilities.This section is only based on Christianity.New contentImportance of human rights for ChristiansImportance of democratic and electoral processesGenetic engineering including cloningHuman rights in the U.K.Christian attitudes to genetic engineering and cloningFive of the 11 bullet points now involve moral decision making.
58.1 Religion: Rights and responsibilities. Deleted contentThe electoral system in the U.K.Responsibilities of local and national governmentChristianity and politicsThe welfare state
68. 2 Religion: Environmental and medical issues 8.2 Religion: Environmental and medical issues. Based on Christianity and one other religion.New contentThe nature and importance of treatments for infertility with Christian and another religions attitudesThe nature and importance of transplant surgery with Christian and another religions attitudes
78.2. Religion: Environmental and medical issues. Deleted contentNon-religious arguments about the environmentThe work of a religious environmental groupAnimal rights with Christian and another religions attitudes
8Religion: Peace and conflict. New contentThe United Nations and world peaceOne example of their work for peaceWhy wars occur linked to current conflictsThe nature and importance of the theory of just warAttitudes to bullying with Christian and another religions attitudesReligious conflicts in families
9Religion: Peace and conflict. Deleted contentCauses of conflict between families and friends – no longer requires non-religious conflicts or conflicts between friends
10Religion: Crime and punishment. New contentLaws on drugs and alcohol and the reasons for themSocial and health problems caused by drugs and alcoholDifferent attitudes to drugs and alcohol in Christianity and one other religion
11Religion: Crime and punishment. Deleted contentChristianity and punishmentAnother religion and punishmentPrisoners of conscienceAdditional Deleted contentThere is no coursework optionSection 6 Religion and Science has disappeared
13The assessment implications of the new specification. The specification which will be examined for the first time in 2010 has new assessment objectives. GCSE RS now has to assess 50% of AO1 and 50% of AO2. This means: AO1 = Describe, explain and analyse using knowledge and understanding AO2 = Use evidence and reasoned argument to express and evaluate personal responses, informed insights and differing viewpoints
14How are these assessed?AO1 – Will be assessed in the a) and c) questionsAO2 – Will be assessed in the b ) and d) questions
15a) Type questions.As before these will be a keyword glossary definition.Usually they will take one of two formsEither asking for a definition of the word.e.g. what is the Golden Rule?Or asking for two examples of the word.e.g. Give two types of weapons of mass destruction.
162 marks are available.2 marks are awarded for a fully correct answer. This is normally the glossary definition though it may be in the candidates own words.e.g. The teaching of Jesus that you should treat others as you would like them to treat you.Or two examples.e.g. Biological weapons and nuclear weapons.
171 mark is awarded for a partially correct answer. e.g. Being nice to everyone.ORe.g. Biological weapons and bombs.Something to think about. The keywords have changed make sure your teaching tools change to match! We may need to redesign the dominoes, the crosswords, the matching pairs etc!
18b) Questions – significantly changed from the old specification. These questions now assess AO2 not AO1 so they are asking for evaluation of issues, beliefs and teachingsCandidates must ensure that they indicate their personal viewTo gain maximum marks they mustdevelop two reasons for holding this view
19Answering b)-type questions. The b questions ask candidates to provide 2 reasons for their own point of view.e.g.Do you think it is important to take part in democratic processes?Give two reasons for your point of view.This view can be:two reasons agreeing with the statementtwo reasons disagreeing with the statementor if the candidate states they are unsure they can give two opposing reasons.
20Marking b) questions.1 mark awarded for : a personal response with a brief reason2 marks awarded for : EITHER a personal response with two brief reasons OR a personal response with one developed reason3 marks awarded for : a personal response with two reasons one of which is developed4 marks awarded for : a personal response with two developed reasons
21Developing your answers. I think it is important to take part in democratic processes because voting in elections gives you a chance to be heard. (1)For example if you are interested in “green” issues you can vote for a “green” candidate and they will represent you. (2)Also if I didn’t vote I could not complain if the Government did something I didn’t like. (3)So if my MP supported building a new runway at Leeds airport and I disagreed I should have used my vote to elect somebody who agreed with me. (4)
22Secular responses?As demonstrated by this example it is perfectly possible for candidates to score full marks for a b) type answer without any kind of religious perspective. However they will also be credited for religious perspectives as long as they are personalised.e.g. “A Christian would agree with this because” would not be creditworthy as it isn’t shown to be the candidates opinion.But “As a Christian I would agree with this because” would be creditworthy.As would “I agree with the Christian view on this because”
23Teaching idea! Stick-it starter. Do you think global warming is a big problem?Give each pupil a stick-it note and ask them to write a basic response to this stimulusPupils stick the responses on the white board and collect a different oneThey then improve the first answer to make it a developed responsePupils join with a partner with a different responseFinally select pairs of pupils to read out their responses to be marked by the class
24One for you to mark. Do you think global warming is a big problem? I think it is because the icebergs are melting and all the polar bears will die. As well as that the melting ice will increase the sea level and a lot of land will get flooded so there will be nowhere to grow food.How many marks would you give this?
25Do you have any questions about b type responses?
26c) type questions. Mostly unchanged from the old specification. The format of these questions as far as students are concerned is unchanged.However the way that marks are awarded has changed because the c questions will now assess quality of written communication.Marks will be awarded singlyi.e. 1,2,3,4,5,6,7 or 8 marksrather than in pairs 2,4,6 or 8 as they are now.
27QWC In this sub-question marks will be awarded for Quality of Written Communication (QWC)This means students must try to answer thec) questions in clear English:spelling words correctly,using sentences and paragraphsmaking use of specialist vocabulary
28C-type marksIn c sub-questions the level will be awarded according to the Religious Studies content, the mark within the level will then be decided by the QWCThe levels are essentiallyLevel 1 – Little understanding of the issueLevel 2 - Basic understanding of the issueLevel 3 – A more developed understanding of the issueLevel 4 – A clear understanding of the issue
29C-type marks - QWC The levels are essentially Level 1 – Basic English with lots of spelling errors.Level 2 – Limited English, with spelling errors.Level 3 – Clear English, occasional spelling errors. Some specialist vocabulary.Level 4 – A clear and correct style of English using specialist vocabulary and very few spelling errors.
30Levelling the RS content. C type answersIn general it is easier for candidates to gain full marks by using four brief reasons or two brief reasons for each of two attitudesIn c answers one developed reason is equivalent to two brief reasonsFull marks can be gained with two developed explanations where only one attitude is requiredFull marks can be gained with one developed reason for each of two attitudes where the question asks why some agree and some do not
314 simple reasons.C) Explain why some Christians agree with capital punishment and some do not.Christians have different opinions on capital punishment because they interpret the Bible differently. (1)Some use the Old Testament where the death penalty is given as a punishment for some offences and they are in favour of the death penalty. (2)Others look at the New Testament where Jesus refused to stone the woman caught in adultery. (3)They would say that Jesus showed it is important to give people a chance to reform and you cannot reform a dead person. (4)This response will reach level 4 for RS content. So earns a minimum of 7 marks. It uses English well, has some specialist vocabulary and spells well so it also gets a mark for QWC scoring the maximum 8 marks.
32C) Explain why some Christians agree with capital punishment and some do not. Christeans don’t go for capiatal punishing because they say you hav to tret people how you want to be tretted and it’s cruel. (1)This reaches level 1 for RS content but because it uses poor English it will not be awarded the QWC mark. It therefore scores 1 mark.A total of 4 QWC marks are available on the paper.
33Teaching idea! C) Happy Families Plenary Ask every pupil to write a brief response to a c questionAsk them to find full mark familiesSwap the brief reason with another pupil and improve it to a developed reasonSwap their full mark answers with another family and mark the responsesThis gives you the opportunity to assess their understanding of both content and assessment. It also develops the skills required to write a developed response.
34One for you to mark. Explain why some Christians are pacifists. Some Christians are pacifists because of the Golden rule that says we should treat people how we would like to be treated. No-one wants to die in a war. As well as this the commandments ban murder and people get killed in wars. Jesus also said that he who lives by the sword will die by the sword and people take that to mean that all Christians should be pacifists.Hoe many marks would you give this?
35Do you have any questions about c-type questions or QWC?
36D- type questions – some minor changes. These sub-questions start with a stimulus quote which intended to be controversial and elicit arguments in favour and against the point of view stated in the quote, it does not matter which view the candidate holds about the quote.The sub-questions are now out of 6 marks, rather then 4 as in the old specification.This reflects the increased weighting on AO2.
37d) -type answersThe d) sub-question is now divided into two parts to help candidates focus on the stimulus.AND to ensure that the candidates are guided so that they fully answer the question.After each stimulus candidates are askedi) Do you agree give reasons for your answerii) Give reasons why some people may disagree with you.These are answered separately and have their own spacein the answer booklet
38Marking d responses.In d questions each sub-question will be marked completely separately.Each part (i and ii) will have 3 marks and willbe marked1 mark = a simple reason2 marks = a developed reason OR two simple reasons3 marks = a fully developed reason OR two developed reasons OR three simple reasons.
39Developing your answers. D type answersd type answers must include a religious perspective in either (i) or (ii). All the reasons given do not need to have a religious perspective.In general it is easier to gain full marks by giving three simple reasons for each point of view.To get three marks for developed answers the candidate will need to give two developed reasons.
40Marking the d questions. e.g. “Religious people should never break the law.”(i) I disagree. Sometimes it is important to break the law. Christian would agree with me because they believe in Situation Ethics which means doing the most loving thing. So if there was a mad man with a nuclear weapon it would be fine to steal it! Rosa Parks broke the law when she fought for civil rights but the law was unjust.(ii) Other people would disagree. They would say the law is there to protect society so you should never break it. The Church tells people to obey the law.How many marks would you give this?
41Marking d) type answers. In the example given the i) half of the answer did included a religious view.If a religious perspective is not given on either side the answer is limited to a maximum of 3 out of 6 marks.In the d parts it is not possible for candidates to give a‘not sure’ response they must give alternative reasons
42One for you to mark.“Christians should always follow their conscience”.I disagree because sometimes people can get it wrong. The Yorkshire Ripper believed God was telling him to kill prostitutes and he thought he was following his conscience.Some Christians would agree because they believe it is the voice of god speaking inside of you and God can never be wrong. They would say that sometimes situation ethics means our conscience can sometimes allow us to do things like break the law if it’s for the greater good like stealing a nuclear bomb from a madman.How many marks would you give this?
44Challenges and changes. Using expertiseSignificant parts of Unit 8 replicate information students will also be learning in other subjects most notably Science.This applies to the work on pollution and resources which are taught in Science. If we work with colleagues across the curriculum it should be possible not to replicate the teaching and devote more time to the implications.Cloning is also covered in the early GCSE modules this would give time to consider the moral and social benefits and risks of genetic engineering and cloning.
45Thinking about your school. We need to give students more opportunity to reflect on fundamental questions. How can we encourage this in the classroom?We need to work together as Departments to engage our students and support non-specialist staff.We need to be aware of the issues we teach when they become “News” for example barely a day goes by without some news item involving genetic engineering.How can we bring the real world into our classrooms?
46Opening the classroom.The new specification gives us the opportunity to have people come into our classrooms to provide the stimuli for our students.For example the community policeman could have some input into the laws on drugs and alcohol and the reasons for them.Someone with cystic fibrosis or sickle cell would give excellent input into advantages of genetic engineering.
47The Debating SchoolWe intend to have interclass debates on things like “This house believes that no-one should clone a human”.I also hope to have some input into our “Thought for the week” as it would be relatively straightforward to put in a stimulus question when we cover issues like drugs. If our students start discussing topis in year 7 they should be brilliant by year 11