Religious Studies B

    AQA
    GCSE

    Specification: 8063

    The AQA GCSE Religious Studies B specification covers 29 topics with 310 learning objectives (8063). Use the topic browser below to explore subtopics, exam tips, common mistakes, and key terminology for each area of the course.

    Starting AQA GCSE Religious Studies B this term? The whole specification is below, unit by unit.

    This subject will help you develop key knowledge and skills required for exam success.

    29

    Topics

    310

    Objectives

    0

    Exam Tips

    0

    Pitfalls

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    Key Features

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    About AQA GCSE Religious Studies B

    AQA GCSE Religious Studies B is a thought-provoking course that explores the beliefs, teachings, and practices of major world religions while also tackling some of the biggest ethical and philosophical questions facing society today. You will study two religions in depth, chosen from Christianity, Islam, Judaism, Buddhism, Hinduism, and Sikhism, alongside thematic studies on issues such as relationships, life and death, good and evil, and human rights. The specification is structured into two components: 'Beliefs and Practices' and 'Thematic Studies', each designed to build your knowledge and evaluative skills.

    The course encourages you to develop your own opinions while understanding and respecting the views of others. You will learn how religious beliefs influence moral decision-making and how scholars and religious authorities interpret texts and traditions. With a focus on critical thinking and reasoned argument, this qualification prepares you well for further study and for life in a diverse, multi-faith society.

    Assessment Structure

    This qualification is assessed through two written exams, each worth 50% of the final grade. Paper 1: 'Beliefs and Practices' is 1 hour 45 minutes and covers the two religions you have studied, with 96 marks plus 6 marks for spelling, punctuation, and grammar. Paper 2: 'Thematic Studies' is also 1 hour 45 minutes and covers four thematic units, with 96 marks plus 6 marks for spelling, punctuation, and grammar. Both papers include a mix of short-answer, extended-writing, and evaluative questions. There is no coursework or controlled assessment.

    Why Choose AQA?

    • AQA offers a clear and well-structured specification with a straightforward exam format, making it easier for students to understand exactly what is expected of them in each paper.
    • The thematic approach allows you to connect religious beliefs to contemporary issues, which many students find more engaging and relevant than a purely text-based study.
    • AQA provides a wide range of high-quality support materials, including past papers, mark schemes, and exemplar answers, which are invaluable for revision and exam practice.

    Frequently Asked Questions

    Specification Topics

    29 topics

    Subject content

    Where quotations from the Bible are used in the exam paper they will be taken from the New Revised Standard Version: Catholic Edition., This specification covers the content laid down by the Department for Education (DfE) subject content for GCSE Religious Studies. Students are required to study different faiths and non- religious beliefs in contemporary British society. They should be aware that religious traditions of Great Britain are, in the main, Christian, and that the religious traditions in Great Britain are diverse. They include Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism, as well as other religious and non-religious beliefs such as atheism and humanism. This knowledge may be applied throughout the assessment of the subject content.

    2 objectives2 subtopics

    Component 1: Catholic Christianity

    Catholic Christianity should be studied in the context of Christianity as a whole, and common and divergent views within Catholic Christianity and, where relevant, Christianity as a whole, should be included throughout. Students should be aware of the influence of Catholic Christianity on individuals, communities and societies., beliefs and teachings; practices; sources of wisdom and authority, and forms of expression., This component covers the content laid down by DfE for study of religions: Catholic Christianity:

    3 objectives3 subtopics

    Creation

    Students explore the Catholic understanding of creation, particularly the notions of God as creator, humanity as the image of God and the role of humanity as stewards of creation. Students also explore the basis for these beliefs in scripture and their expression both in the visual arts and in the increasing agency of the Church in tackling global concerns about the environment, as well as different Christian understandings of the account of creation in Genesis 1 and 2 and the Catholic understanding of the harmony between science and religion. Although the material is set out in separate sections, all parts are linked and students may draw ideas together in any way they wish in response to the set questions.

    1 objectives

    Forms of expression – art

    The meaning and significance of Michelangelo’s Creation of Adam., How it reflects Catholic beliefs about God as creator and the creation of humanity in the image of God., How its meaning and significance contrasts with one other Christian artistic expression of creation.

    3 objectives3 subtopics

    Beliefs and teachings

    The nature of God expressed in Genesis 1 and 2: God as creator, God as transcendent and omnipotent; the significance of these beliefs for Catholics., The influence of this on Catholic views about: free will, stewardship, the dignity of human beings and the sanctity of life., The meaning and significance of the belief that human beings are made in the image of God. +19 more

    22 objectives22 subtopics

    Sources of authority

    The origin of the Bible, its structure and key literary forms, including law, history and prophecy., Magisterium The influence of the Second Vatican Council on Catholic views of the harmony between science and religion, eg Gaudium et Spes 36., Issues concerning the literary type of the Genesis creation accounts and different Christian understandings of their significance. +21 more

    24 objectives24 subtopics

    Practices

    The meaning and significance of CAFOD’s work on sustainability as an expression of Catholic beliefs about the goodness of creation., The meaning of stewardship and of different ways in which Catholics might carry out their duty to be stewards at a local, national and global level., Care for the environment as an expression of the requirement to ‘love our neighbour’ in concrete terms. +6 more

    9 objectives9 subtopics

    Incarnation

    Students explore the Catholic understanding of incarnation as the revelation of God in the image of humanity. The significance of the example and teaching of Jesus as the authoritative source for moral teaching is considered, alongside the importance of the sacramental nature of reality and expressions of beliefs about Jesus in symbol and statuary. This leads to an examination of different Christian views about images of Jesus. Although the material is set out in separate sections, all parts of the content are linked and students may draw ideas together in any way they wish in response to the set questions.

    1 objectives

    Forms of expression – symbol and incarnation

    The religious significance and relevance of the following Christian symbols: Ichthus (fish), Alpha and Omega, Chi-Rho., The meaning and significance for Catholics of one sculpture or statue of Jesus and different Christian views about sculptures, statues or images of Jesus., How belief in the incarnation has influenced Catholic views about religious art and imagery.

    3 objectives3 subtopics

    The Triune God, mission and prayer

    Expressions of this belief in music, scripture and tradition are explored along with the authority and influence of the magisterium and the practice of prayer. Although the material is set out in separate sections, all parts of the content are linked and students may draw ideas together in any way they wish in response to the set questions., Students consider Catholic understanding of the glory of God and the mystery of the Trinity.

    2 objectives2 subtopics

    Forms of expression – music and the glory of God

    The use of different styles of music in worship including psalms, plainchant, traditional hymns, contemporary worship songs and their influence., Eucharistic acclamations: the Gloria, Alleluia, Sanctus and Mystery of Faith., Mass settings used in liturgy, their significance and influence.

    3 objectives3 subtopics

    Redemption – ransomed, healed, restored, forgiven

    Students explore the Paschal mystery of salvation as it is understood in Catholic theology and as it is celebrated and realised in Catholic worship, as well as the Church as the ‘Body of Christ’ and a redeemed ‘People of God’. They will consider the different metaphors used to express the mystery of salvation and the shape, contents and meaning of Church buildings and decoration ‒ specifically those parts of a Church which speak directly about the mystery of salvation as celebrated and made present in the sacrament of the Eucharist. The wonder of redemption is a common theme within Catholic Christianity, but thinkers such as Irenaeus and Anselm emphasise different aspects of the tradition. Although the material is set out in separate sections, all parts of the content are linked and students may draw ideas together in any way they wish in response to the set questions.

    1 objectives

    Forms of expression – architecture and design

    How contrasting architecture and artefacts within a church emphasise different aspects of Catholic belief both for individuals and as a community of believers including table or altar, a plain cross, crucifix or ‘risen Christ’., How the lectern, altar, crucifix and tabernacle express different aspects of the mystery of redemption and facilitate worship., How the architecture, design and decoration of Catholic churches reflect Catholic beliefs and facilitate worship.

    3 objectives3 subtopics

    Practices – Eucharist and redemption

    Understanding how the Words of Institution, the Agnus Dei, the ‘Real Presence’ and ‘the sacrifice of the Mass’ are linked. How belief in the ‘real presence’ influences Eucharistic adoration., The Mass as the ‘source and summit’ of Christian life including the meaning and significance of the Eucharist for Catholics and other Christian denominations.

    2 objectives2 subtopics

    Church and the Kingdom of God

    Students explore the nature of the Church and its mission to bring about the Kingdom of God as expressed in the Lord’s Prayer. Catholic understanding of the Church as the pilgrim people of God is explored through the study of dramatised prayer and pilgrimage and the meaning of mission through vocation and service., Although the content is set out in separate sections, all parts are linked and students may draw ideas together in any way they wish in response to the set questions.

    2 objectives2 subtopics

    Forms of expression – drama and the faith journey

    How ‘dramatised prayer’, including the Stations of the Cross, reflects Catholic beliefs about the Church as a people of God on a sacred journey of service., Pilgrimage as dramatised journey: the meaning and significance of pilgrimage to holy sites including Jerusalem, Rome, Walsingham and Lourdes., How Catholic understandings of mission and evangelism are expressed in drama and the influence of such drama.

    3 objectives3 subtopics

    Practices – Church as Body of Christ

    How Kingdom values have influenced the ways in which vocation is understood in Catholicism whether through priesthood, family, religious life or community., How belief in justice, peace and reconciliation is expressed in the life of one important Catholic figure., How the command to love our neighbour in concrete ways is expressed in the works of Catholic agencies, locally, nationally and globally: the work of two agencies should be studied, one working locally, the other working nationally and globally.

    3 objectives3 subtopics

    Eschatology: Christian life, death and eternity

    This includes an exploration of the Paschal candle as an expression of the risen Christ and Michelangelo’s Last Judgement, as well as beliefs about life after death, the funeral rites and the implications of beliefs about life and death for Catholic views about euthanasia. Although the material is set out in separate sections, all parts of the content are linked and students may draw ideas together in any way they wish in response to the set questions., Students consider what Catholics believe about life after death and the implications of these beliefs for how Catholics live their lives today.

    2 objectives2 subtopics

    Forms of expression – artefact and eschatology

    The features and Christian significance of the Paschal candle as an artefact of Resurrection., Michelangelo’s The Last Judgement; the meaning and significance of its religious themes., How different Christian beliefs about life after death are expressed in different forms of memorial expression, eg tombstones, monuments and remembrance gardens.

    3 objectives3 subtopics

    Practices – liturgies of life and death

    Understanding and evaluation of the ways in which the prayers and actions of the funeral rite are influenced by Catholic beliefs about life after death., Identification and understanding of ‘the last rites’ as sacramental expression of reconciliation, healing and hope., Evaluate the influence of 'the sanctity of life' on Catholic views about the care of the dying and euthanasia.

    3 objectives3 subtopics

    Component 2: Perspectives on faith

    In Section B students should study either two religious, philosophical and ethical studies themes (chosen from Themes A–C) or both textual studies themes (Themes D–E)., In Section A of this component, students should study either Islam or Judaism, with a focus on the beliefs, teachings and practices of the religion studied.

    2 objectives2 subtopics

    Islam

    Students should know and understand that Islam is one of the religious traditions in Great Britain today, that religions and beliefs in Great Britain are diverse and include Christianity, Buddhism,, Students should identify and explain two teachings common to Christianity and Islam:, Students should identify different understandings of Jesus as Prophet and Son of God as a topic on which the teachings of Islam and Christianity differ and explain the different perspectives on that topic. +30 more

    33 objectives33 subtopics

    Judaism

    The design and religious features of synagogues including reading platform (bimah), ark (aron hakodesh), ever burning light (ner tamid) and associated practices; differences between Orthodox and Reform synagogues., The relationship between free will and the 613 mitzvot., Beliefs about life after death, including judgement and resurrection. +42 more

    45 objectives45 subtopics

    Section B: Themes

    Students will be expected to show their understanding of religion through the application of teachings from religion and beliefs. They will also be expected to make specific references to sources of wisdom and authority including scripture or other religious texts. Some texts are prescribed for study in the content that follows, and questions may be set on these. Students may refer to any relevant text in their answers. As part of the supporting information for this specification, AQA will publish a list of suggested texts. These will not be required for study, alternatives may be used and questions will not be set on them., Students must study two of the religious, philosophical and ethical themes (Themes A–C) or the two textual studies themes (Themes D–E). Students who choose Themes A–C should study Christian and non-religious beliefs such as atheism and humanism in contemporary British society., They must also study Christian and philosophical and ethical arguments and their impact and influence on the modern world.

    3 objectives3 subtopics

    Theme A: Religion, relationships and families

    Catholic views on the nature and purpose of the family in the 21st century, including procreation; security and education of children; the roles and responsibilities within the family of men and women (Ephesians 5:21‒6.4)., The nature of marriage and the marriage vows., Catholic approaches to family planning. +19 more

    22 objectives22 subtopics

    Theme B: Religion, peace and conflict

    Students should study the following dialogues., Biblical and contemporary Catholic perspectives on terrorism as a mode of conflict., The concepts of forgiveness and reconciliation; teachings of Jesus in the New Testament about forgiveness and reconciliation, including John 14:27. +21 more

    24 objectives24 subtopics

    Theme C: Religion, human rights and social justice

    Christian action against poverty, and the causes of poverty, as an expression of Christian values: the work of CAFOD or Christian Aid., Catholic teaching about wealth creation, including exploitation of those living in poverty and human trafficking., Christian teaching against racial prejudice and discrimination and about how the worth of the individual should be judged. +20 more

    23 objectives23 subtopics

    Theme D: St Mark's Gospel – the life of Jesus

    St Mark’s portrayal of Jesus as a teacher and miracle worker, including contrasting views in contemporary British society on the historicity of the miracle stories. These should include both Christian views as well as non-religious views., The titles Son of Man, Son of God, Christ (Messiah) and Son of David, including their meaning for 1st century Jews and Jesus., The transfiguration of Jesus: 9:2–9. +28 more

    31 objectives31 subtopics

    Theme E: St Mark's Gospel as a source of spiritual truth

    The call of the first disciples: 1:16–20., The widow at the treasury: 12:41–44., Significance and importance +29 more

    32 objectives32 subtopics

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