Component 3 (Route A): Study of a World Faith — Option 3: Islam — Eduqas GCSE Religious Studies

Component 3 (Route A): Study of a World Faith — Option 3: Islam invites you to explore the beliefs, teachings, and practices of Islam as a living world religion. This unit focuses on the core tenets of Islam, including the Six Articles of Faith (Sunni) and the Five Roots of Usul ad-Din (Shi’a), as well as the Five Pillars of Islam. You will examine how Muslims express their faith through worship, daily life, and key festivals such as Eid ul-Fitr and Eid ul-Adha. The course also covers the importance of the Qur’an and the Sunnah as sources of authority, and explores contemporary issues such as the role of women in Islam, jihad, and the relationship between religion and science.

Studying Islam in this component helps you understand not only the beliefs and practices of Muslims but also the diversity within the faith, including differences between Sunni and Shi’a traditions. This knowledge is vital for developing religious literacy in a multicultural society and for engaging with global issues where Islam is a factor. The unit also encourages critical thinking about how religious beliefs shape ethical decisions and community life, preparing you for exams and for informed citizenship.

This topic fits into the wider WJEC GCSE Religious Studies course by providing a detailed study of one major world faith, complementing the study of Christianity in Component 1 and the philosophical and ethical themes in Component 2. By the end of this unit, you should be able to explain key Islamic concepts, analyse sources of authority, and evaluate different interpretations within Islam, using specialist vocabulary accurately.

• →Tawhid: The absolute oneness of Allah, the most fundamental belief in Islam, which shapes all other beliefs and practices.
• →Five Pillars of Islam: The five core practices (Shahada, Salah, Zakah, Sawm, Hajj) that define a Muslim's faith and devotion.
• →Six Articles of Faith (Sunni): Belief in Allah, angels, holy books, prophets, Day of Judgement, and predestination (Qadr).
• →Five Roots of Usul ad-Din (Shi’a): Tawhid, Adl (justice of Allah), Nubuwwah (prophethood), Imamah (leadership of Imams), and Mi’ad (resurrection).
• →Jihad: A struggle or effort; includes the greater jihad (personal spiritual struggle) and the lesser jihad (defensive warfare, with strict conditions).

• Award credit for demonstrating accurate understanding of Tawhid as absolute monotheism, with reference to Surah 112.
• Credit reference to the historical context of the Prophet Muhammad’s life and the significance of the Night Journey.
• Recognition of the distinction between Qur'an as direct revelation and Hadith as recorded traditions.
• Clear linkage between each Pillar and specific beliefs or practices, e.g. Salah and discipline, Zakah and social justice.
• Evidence of evaluation in discussing the impact of belief in Akhirah on everyday ethical decisions.
• Award credit for exploring diverse interpretations of Shari'ah and its application in different cultural contexts.

• 💡For evaluation questions, always link teachings to specific sources of authority (e.g. Qur'anic verses) to substantiate your points.
• 💡Use the command words carefully: 'explain' requires development, 'evaluate' demands a balanced argument with a justified conclusion.
• 💡In questions on practices, demonstrate understanding of both individual and communal dimensions of worship.
• 💡When discussing contemporary issues, reference relevant Muslim perspectives and the diversity of interpretation within Islam.
• 💡Avoid generic statements; ground your answers in the specific content of the specification and provided stimulus material.
• 💡Use specialist vocabulary accurately – terms like Tawhid, Risalah, and Akhirah show depth of knowledge. Define them briefly when you first use them.
• 💡For evaluation questions (e.g., 'Discuss'), always present at least two different viewpoints (e.g., Sunni vs Shi’a, or traditional vs progressive) and give a justified conclusion.
• 💡Refer to specific Qur’anic verses or Hadith to support your points – this demonstrates knowledge of sacred texts and boosts your marks.

• Confusing Tawhid with polytheism or treating it as merely 'belief in one God' without understanding its comprehensive implications.
• Misrepresenting the Prophet Muhammad’s role, e.g. regarding him as divine instead of a human messenger.
• Failing to differentiate between the Qur’an and Hadith, leading to conflation of their authority.
• Reducing the Five Pillars to a checklist rather than exploring their spiritual and communal significance.
• Ignoring diversity within Islam when discussing eschatological beliefs or Shari'ah, leading to overgeneralisation.
• Misconception: All Muslims are Arabs. Correction: Only about 20% of Muslims are Arabs; the largest Muslim populations are in Indonesia, Pakistan, India, and Bangladesh.
• Misconception: Jihad means 'holy war' and always involves violence. Correction: Jihad primarily means 'struggle' – the greater jihad is the personal struggle to live a good Muslim life; the lesser jihad is a defensive war with strict ethical rules.
• Misconception: The Qur’an is the only source of authority in Islam. Correction: The Sunnah (sayings and actions of the Prophet Muhammad) is also a major source, and for Shi’a Muslims, the teachings of the Imams are authoritative.