[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-619792-105":59,"doc-detail-619792-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","gcse-religious-studies-the-interview-teaching-appraisal","GCSE Religious Studies - The interview - Teaching Appraisal","","A classroom teaching resource for Pearson Edexcel GCSE Religious Studies that builds students’ ability to construct and refine a convincing argument. Students work in pairs: one drafts an initial argument for or against a question, while the other interviews them using a question bank with probing prompts. The interviewee records responses to strengthen the original points, then roles swap and students write up or present the improved argument using evidence, appraisal, and Christian teachings.",{"@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-religious-studies-the-interview-teaching-appraisal/619792/",{"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-religious-studies-the-interview-teaching-appraisal/619792.png","ImageObject",300,407,{"name":92,"@type":93},"Hazel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this teaching appraisal activity in GCSE Religious Studies?","Question",{"text":112,"@type":113},"It helps students improve their ability to construct a convincing argument by strengthening and refining their responses through challenging interview questions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do students use the resource during the activity?",{"text":117,"@type":113},"Students pair up, create a first draft argument, then one student interviews using probing questions while the interviewee records answers to improve the argument. 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One student creates an argument for or against a question, and another student asks challenging questions to help strengthen and refine the argument.  \nHow to use this resource:  \n1. Pair up students and provide them with a question.  \n2. Ask each student to produce a 1st draft of their argument.  \n3. Decide who will act as the interviewer and interviewee first.  \n4. Instruct the interviewee to read out their initial argument. When complete, the interviewer will select and ask probing questions from the question bank provided.  \n5. As the interview takes place, the interviewee should record the answers they provide, which will later be used as improvements to the initial argument.  \n6. When complete, students can swap roles and repeat the process.  \n7. When both students have had a turn, ask them to writeup and/or present the argument, including the new points raised in the ‘interview’.  \nExample Question – Specification B, Paper 1B, 2023:  \n'Both men and women should be leaders in the Church'  \nEvaluate this statement considering arguments for and against.  \nIn your response you must:  \n• refer to Christian teachings  \n• refer to different Christian points of view  \n• reach a justified conclusion  \nExample 1st draft of argument:  \n*Some Christians may agree with the statement because Christianity promotes equality for all, including gender. This is supported by the belief that Christians were made in the image of God and therefore how people are treated in the church and what roles of leadership there are in the church don’t depend on your gender.  \n*Turn the page to see how the activity might play out, using this initial argument as the starting point for ‘the interview’.  \nEdexcel  \nGCSE Religious Studies: The interview  \nPearson Edexcel GCSE Religious Studies  \nTeaching Appraisal  \nThe interview  \nExample interview:  \nBelow is a transcript outlining how this activity might work in practise. Notice how the emboldened lines of questioning used by the interviewer encourage the interviewee to craft a more developed answer. The discussion builds upon and enhances the original argument and parts of this can be added to the initial argument to improve it, once the ‘interview’ is complete.  \nSome Christians may agree with the statement because Christianity promotes equality for all, including gender. This is supported by the belief that Christians were made in the image of God and therefore how people are treated in the church and what roles of leadership there are in the church don’t depend on your gender.  \nWhat do you mean by ‘Christians were made in the image of God'?  \nIt refers to the Christian belief that women and men are created in the likeness to God.  \nThat’s interesting, but how do you know that?  \nI know this because in the Bible it says,“let us make man in our image, in our likeness” and so humans are to grow to be like God.  \nOk and can you give me an example of how this supports the statement please?  \nYes, many churches adapt teachings from the Bible to modern society and as a result have given women more leadership in the church and given the opportunity to become potential bishops  \nHmm, so do you have any evidence for this?  \nLibby Lane became the first female Church of England bishop to be consecrated. However, this wasn't until 2015 and therefore suggests that not every Christian today is in favour of both men and women being leaders in the church.  \nWhy would some Christians believe that?  \nThis is due to a teaching from St Paul who stated “women should remain silent in the Churches. They are not allowed to speak”. However, some Christians may argue that this line of argument is unconvincing and view some of the teachings in the Bible, such as this one outdated due to being written in a different time","cbCaihsjlfZDBDIO","https://ap.wps.com/l/cbCaihsjlfZDBDIO","pdf",209221,"English","# About this resource\n# How to use this resource\n# Example question and first draft\n# Example interview transcript\n# Example of improved argument\n# Final thoughts","[{\"question\":\"What is the purpose of this teaching appraisal activity in GCSE Religious Studies?\",\"answer\":\"It helps students improve their ability to construct a convincing argument by strengthening and refining their responses through challenging interview questions.\"},{\"question\":\"How do students use the resource during the activity?\",\"answer\":\"Students pair up, create a first draft argument, then one student interviews using probing questions while the interviewee records answers to improve the argument. They swap roles and repeat.\"},{\"question\":\"What does an example interview show students to do?\",\"answer\":\"It demonstrates how targeted questions prompt the interviewee to develop a more detailed answer, add evidence, and expand the original argument before writing up the improved version.\"}]","GCSE Religious Studies - The interview - Teaching Appraisal | PDF",1792463307]