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The document details the rationale behind adapting level descriptors after analysing student performance, with aims to improve accessibility, simplify language, and clarify expectations. It specifies when changes apply (first assessment Summer 2024) and summarizes revisions to level criteria, question instructions, and the command word “evaluate”. It also notes classroom impact and provides contact options for clarification.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/gcse-9-1-religious-studies-explanation-of-changes-made-to-gcse-religious-studies-mark-scheme-question-paper-and-published-taxonomy/624128/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/gcse-9-1-religious-studies-explanation-of-changes-made-to-gcse-religious-studies-mark-scheme-question-paper-and-published-taxonomy/624128.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why were changes made to the GCSE Religious Studies mark scheme and question materials?","Question",{"text":112,"@type":113},"Changes followed feedback from centres and analysis of student performance. Level descriptors were adapted to support an even distribution of marks and to improve student and teacher experience through clearer language and expectations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"When do the changes take effect for UK GCSE Religious Studies?",{"text":117,"@type":113},"The amended materials apply from the first assessment in Summer 2024. All UK GCSE Religious Studies assessments use the updated mark schemes.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the key instruction change in the GCSE question papers?",{"text":121,"@type":113},"(d) questions use “in your answer you must” instead of “in your answer you should” so candidates address all listed bullet points. 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The amendments aim to provide a better experience for all students by improving accessibility, simplifying language, and clarifying expectations for students and teachers.  \nWhen will these changes take effect?  \nChanges will take effect for first assessment from Summer 2024. All UK GCSE Religious Studies assessments will use the amended mark schemes.  \nChanges to the Mark Scheme:  \nWe have simplified language to clarify expectations at each level whilst maintaining a focus on the established skills of analysis, logical chains of reasoning, judgements, and appraisal.  \n• The ‘appraisal of evidence’ has been removed from our Level 2 and Level 3 criteria and is now only required to achieve Level 4.  \n• There is a clearer definition of what ‘analysis’ and‘judgement’ look like at each level. The table below shows the finalised level descriptors:  \n\n| Level | Mark | Descriptor |\n| --- | --- | --- |\n|  | 0 | No rewardable response. |\n| Level 1 | 1–3 | A superficial analysis of the statement that uses undeveloped arguments, underpinned by isolated elements of understanding of religion and belief.\u003Cbr>Judgements are asserted without clear links to the analysis. |\n| Level 2 | 4–6 | A basic analysis of the statement that uses some developed arguments to discuss different points of view, underpinned by limited understanding of religion and belief.\u003Cbr>This leads to simple judgements which have some links to the analysis, leading to a conclusion with limited justification. |\n| Level 3 | 7–9 | A good analysis of the statement that uses logical chains of reasoning to discuss different points of view, underpinned by a sound understanding of religion and belief. This leads to reasoned judgements which are clearly linked to the analysis, leading to a partially justified conclusion. |\n\n\n| Level 4 | 10–12 | A sustained and coherent analysis of the statement that uses logical chains of reasoning to discuss different points of view, underpinned by thorough understanding of religion and belief.\u003Cbr>This leads to reasoned judgements supported by the appraisal of arguments, leading to a justified conclusion that is consistent with the analysis. |\n| --- | --- | --- |\n| ‘Point(s) of view’ always means arguments for and against the statement. Where specified in the bullet points under the question, it may also include one of the following:\u003Cbr>• different views within the religion\u003Cbr>• non-religious views\u003Cbr>• philosophical arguments\u003Cbr>• ethical arguments. |  |  |\n\nChanges to Question Papers:  \nAll (d) questions will now use the instruction “in your answer you must” as opposed to “in your answer you should” to ensure candidates know that they need to address all bullet points listed under the question.  \nThis is illustrated in the example shown below:  \n\n| Question style (2016-2023) | Question style (From June 2024) |\n| --- | --- |\n| In your response you should:\u003Cbr>• refer to (Catholic/Christian/Muslim/ Buddhist/Hindu/ Jewish/Sikh) teachings\u003Cbr>• reach a justified conclusion. | In your response you must:\u003Cbr>• refer to (Catholic/Christian/Muslim/ Buddhist/Hindu/Jewish/Sikh) teachings\u003Cbr>• reach a justified conclusion. |\n\nChanges to our published taxonomy (command words):  \nWe are also working on updates to the specification to improve clarity. The definitions of the command word ‘evaluate’ will also be updated to improve clarity and align better with these changes to the mark scheme, as shown below:  \n\n| Definition (2016-2023) | Definition (From June 2024) |\n| --- | --- |\n| Interpret a given stimulus in order to consider | Analyse t","cbCaifnybCsu8Guf","https://ap.wps.com/l/cbCaifnybCsu8Guf","pdf",135286,"English","# Why have these changes been made?\n# When will these changes take effect?\n# Changes to the Mark Scheme\n# Changes to Question Papers\n# Changes to our published taxonomy (command words)\n# How will this affect teaching?\n# What do I do if I’m still unsure?","[{\"question\":\"Why were changes made to the GCSE Religious Studies mark scheme and question materials?\",\"answer\":\"Changes followed feedback from centres and analysis of student performance. Level descriptors were adapted to support an even distribution of marks and to improve student and teacher experience through clearer language and expectations.\"},{\"question\":\"When do the changes take effect for UK GCSE Religious Studies?\",\"answer\":\"The amended materials apply from the first assessment in Summer 2024. All UK GCSE Religious Studies assessments use the updated mark schemes.\"},{\"question\":\"What is the key instruction change in the GCSE question papers?\",\"answer\":\"(d) questions use “in your answer you must” instead of “in your answer you should” so candidates address all listed bullet points. The document provides an illustration comparing styles from 2016–2023 versus from June 2024.\"}]","GCSE (9-1) Religious Studies - Explanation of changes made to GCSE Religious Studies Mark Scheme, Question Paper and Published Taxonomy | PDF"]