LNF Cymru Literacy and numeracy for Wales

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GCSE Religious Studies

Religious Studies is almost entirely a literacy GCSE: learners interpret sacred texts, use specialist religious and philosophical terms, compare religious and non-religious perspectives, and write extended evaluative answers, with AO3 judgement worth 36% of the qualification. The only numeracy is interpreting statistics on religious belief and human rights in the two NEAs. The biggest thing Key Stage 3 can build is well-structured written argument that weighs different views and reaches a justified judgement.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2025
Amount of literacy work
High
Amount of numeracy work
Low
Specification
Open the specification
How this qualification is assessed
  • Unit 1: Religious and non-religious beliefs, teachings and practices: Written examination 1 hour 15 minutes, 30%
  • Unit 2: Religion and relationships: Non-examination assessment 6 hours, 20%
  • Unit 3: Roles, rights and responsibilities: Written examination 1 hour 15 minutes, 30%
  • Unit 4: Religion and human rights: Non-examination assessment 6 hours, 20%

The literacy and numeracy skills in this qualification

  1. Writing extended evaluative answers

    Assessed: In the exam and in coursework (NEA)

    Both examinations include extended answers, and both NEAs require learners to analyse and evaluate perspectives, reach a judgement and justify their own values. AO3 is the largest objective at 36% overall.

    Literacy: Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    In Religion, Values and Ethics lessons, pupils write a paragraph answering "Is it important to help others?" giving their own view and one reason.
    Year 8
    Pupils write a two-sided answer on whether zoos are right, giving a religious view and a non-religious view before their own conclusion.
    Year 9
    Pupils write a timed evaluative essay on "Euthanasia should be legal in Wales", weighing Christian, one other religious and humanist views before a justified judgement.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 3.1, page 84; Unit 2, Section 2.2.3, page 45

    “Analyse, evaluate, or make judgements on a variety of ethical and moral issues,”
    Progression step 3

    • I can write about my thoughts, feelings and opinions, showing empathy and respect.

    • I can write an effective introduction that establishes context and purpose, a suitable balance between facts and viewpoints, and a precise conclusion.

    Progression step 4

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

    Progression step 5

    • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

    • I can write with maturity about my thoughts, feelings and opinions in increasingly challenging and contentious contexts.

  2. Reading and interpreting sacred texts

    Assessed: In the exam

    Learners must understand named passages from sacred texts and know that believers read them in literal, conservative and liberal ways.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read the Parable of the Good Samaritan and explain in their own words what it teaches about who our neighbour is.
    Year 8
    Pupils read Genesis 1:26-28 and discuss what dominion might mean, recording one literal and one other reading.
    Year 9
    Pupils compare a literal and a liberal interpretation of a creation passage and explain how each might shape a believer's view on caring for the planet.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.2.1a, page 12

    “using the Bible as a source of wisdom and guidance”
    Progression step 3

    • I can infer ideas which are not explicitly stated, e.g. writer’s viewpoints or attitudes.

    • I can show understanding of and use the main ideas and significant details in different texts on the same topic.

    Progression step 4

    • I can identify different interpretations of text and information and evaluate their relative merits.

    • I can gain a full understanding of texts using inference, deduction and analysis.

    Progression step 5

    • I can explore in detail different interpretations of issues and ideas, using the text/a range of sources to support opinions.

    • I can gain full understanding of texts using inference, deduction and analysis, understanding the context of the texts that influence the reader.

  3. Using specialist religious and philosophical terms

    Assessed: In the exam

    Learners must understand and use terms such as theist, monotheist, polytheist, agnostic, atheist and humanist, together with key terms from each religion studied.

    Literacy: Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils match key words such as monotheist, pilgrimage and worship to definitions and use two of them in sentences about a local chapel.
    Year 8
    Pupils keep a specialist word list for each religion studied, spelling terms such as omnipotent, karma and ahimsa correctly in a weekly check.
    Year 9
    Pupils explain the difference between atheist, agnostic and humanist in a short paragraph using each term accurately.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1.1, page 11

    “What theists, monotheists, polytheists, religious”
    Progression step 3

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

    • I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

    Progression step 4

    • I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

    • I can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

    Progression step 5

    • I can use a range of discipline-specific and general academic vocabulary accurately and precisely.

    • I can use strategies to spell discipline-specific and general academic words in appropriate contexts.

  4. Selecting, researching and evaluating sources

    Assessed: In coursework (non-examination assessment, NEA)

    In Unit 2 learners select or produce sources and explain why, for example to prove reliability or reduce bias. In Unit 4 they research the work of charities or organisations and how it aligns with human rights articles.

    Literacy: Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a faith charity's leaflet and pick out what the charity does and one reason it gives from its beliefs.
    Year 8
    Pupils compare a faith leader's statement and a news article on the same issue and say which is more reliable and whether either is biased.
    Year 9
    Pupils research a charity such as Christian Aid, choose two sources about its work and explain why each source is useful.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.2.1, page 45; Unit 4, Section 4.2.1, page 82

    “to prove the reliability of another source used”
    Progression step 3

    • I can use my understanding of different kinds of texts to consider whether a text is effective in conveying information, ideas and views.

    • I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.

    Progression step 4

    • I can evaluate the usefulness and reliability of texts.

    • I can distinguish between facts/evidence and bias/arguments.

    Progression step 5

    • I can use printed and digital texts to search selectively, assessing the reliability, significance and accuracy of what I find.

    • I can confidently evaluate the purpose, impact and reliability of texts.

  5. Comparing religious and non-religious perspectives

    Assessed: In the exam and in coursework (NEA)

    Every Unit 3 topic ends with the similarities and differences between religious and non-religious perspectives, and Unit 2 asks for the same across religions.

    Literacy: Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils sort statements about how Christians and Muslims pray into a Venn diagram of similarities and differences.
    Year 8
    Pupils read short Christian and humanist views on animal rights and write one similarity and one difference.
    Year 9
    Pupils compare Christian, Sikh and humanist views on the use of wealth in a table, then write a paragraph explaining the most important difference.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.7, page 78; Unit 2, Section 2.1.2, page 45

    “The similarities and differences between religious and non-”
    Progression step 3

    • I can read to identify different people’s viewpoints on various subjects and develop empathy.

    • I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources including digital and audio-visual texts.

    Progression step 4

    • I can compare the viewpoint of different writers on the same topic, e.g. rats are fascinating or a menace.

    • I can compare and contrast themes and issues across a range of texts including digital and audio-visual texts.

    Progression step 5

    • I can confidently compare and contrast themes and ideas in a range of texts, including digital and audio-visual texts, exploring how they vary in purpose and effect.

    • I can read empathetically to respect and critically evaluate different people’s perspectives, using them to arrive at my own considered conclusions.

  6. Discussing contentious issues and articulating beliefs

    Assessed: Taught, but not assessed

    Learners are encouraged to articulate their own beliefs with increasing sophistication, engage with different viewpoints and work collaboratively, which prepares them for justifying their own values in the NEAs.

    Literacy: Purpose, Questioning, Collaborative talk

    Getting pupils ready

    Year 7
    Pupils share in a talking circle what gives their life meaning, listening and building on one another's ideas.
    Year 8
    Pupils take part in a structured class debate on whether religious festivals should be school holidays, each responding to a previous speaker.
    Year 9
    Pupils hold a respectful discussion on capital punishment, taking and sustaining an assigned religious or non-religious viewpoint before giving their own.
    Show the specification wording and the LNF statements

    Where it is in the specification: Opportunities for integration of learning experiences, page 83

    “develop independent thinking and confidence in articulating their own beliefs, values, and convictions with increasing sophistication”
    Progression step 3

    • I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.

    • I can ask and answer questions, building on and developing the ideas of others in group discussions.

    Progression step 4

    • I can sustain a convincing point of view, anticipating and responding to other perspectives.

    • I can use talk in a range of authentic contexts to explore challenging or contentious issues.

    Progression step 5

    • I can share, talk and write about my thoughts, feelings and opinions in increasingly challenging and contentious contexts.

    • I can confidently and consistently explore challenging or contentious issues through sustaining roles in formal situations, contexts and purposes.

  7. Planning and drafting timed NEA writing

    Assessed: In coursework (non-examination assessment, NEA)

    Units 2 and 4 are each 6-hour NEAs based on set themes, which learners may handwrite and scan or complete digitally, so they must plan, draft and improve work within fixed time.

    Literacy: Planning and organising for different purposes, audiences and context, Proofreading, editing and improving

    Getting pupils ready

    Year 7
    Pupils plan a short piece on a religious festival with a spider diagram before writing, then check it against a simple success checklist.
    Year 8
    Pupils draft an answer on a relationships theme, swap with a partner for comments and redraft one paragraph.
    Year 9
    Pupils complete a mini NEA on a human rights issue over two lessons, planning sections, drafting and proofreading within the time allowed.
    Show the specification wording and the LNF statements

    Where it is in the specification: Summary of assessment, page 5; Section 3.2, pages 85 to 86

    “Non-examination assessment: 6 hours”
    Progression step 3

    • I can explore different ways to plan, draft and present my work appropriately.

    • I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.

    Progression step 4

    • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

    • I can improve writing through independent review and redrafting.

    Progression step 5

    • I can select and use appropriate strategies to plan and develop my writing for a challenging range of different purposes and audiences.

    • I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.

  8. Interpreting statistics on religion and human rights

    Assessed: In coursework (non-examination assessment, NEA)

    Unit 2 asks for a basic understanding of the changing landscape of religious belief, and the specification ticks statistics for Units 2 and 4 only, so learners should read census and survey data on belief and human rights sensibly.

    Numeracy: Interpreting data

    Getting pupils ready

    Year 7
    Pupils read a pie chart of religious belief in their class survey and say which group is largest.
    Year 8
    Pupils compare 2011 and 2021 census figures on religion in Rhondda Cynon Taf and describe the change in one sentence.
    Year 9
    Pupils interpret a graph of changing marriage and civil partnership numbers in Wales and discuss what it can and cannot tell us about religious belief.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.2, page 45; Appendix A, page 93

    “the changing landscape of religious belief in the context”
    Progression step 3

    • I can extract and interpret information from an increasing range of diagrams, timetables and graphs (including pie charts).

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

    Progression step 4

    • I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

    • I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

    Progression step 5

    • I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

    • I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

Good to know

Links with other qualifications

Evaluative writing that weighs viewpoints and reaches a justified judgement is shared with History and English Language and Literature, so a common paragraph structure in Years 7 to 9 would help all three.

Source: WJEC GCSE Religious Studies specification, Version 5, September 2026, teaching from 2025, for award from 2027.