GCSE Religious Studies
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
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.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2025
- Faint o waith llythrennedd
- Uchel
- Faint o waith rhifedd
- Isel
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- 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%
Sgiliau sy'n defnyddio Deall, ymateb a dadansoddi
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Reading and interpreting sacred texts
Learners must understand named passages from sacred texts and know that believers read them in literal, conservative and liberal ways.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils read the Parable of the Good Samaritan and explain in their own words what it teaches about who our neighbour is.
- Blwyddyn 8
- Pupils read Genesis 1:26-28 and discuss what dominion might mean, recording one literal and one other reading.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 1, Section 1.2.1a, page 12
“using the Bible as a source of wisdom and guidance”
Cam cynnydd 3
Rwy'n gallu dehongli syniadau nad ydyn nhw wedi'u mynegi'n benodol, e.e. safbwyntiau neu agweddau awdur.
Rwy'n gallu dangos fy mod yn deall y prif syniadau a manylion pwysig mewn gwahanol destunau ar yr un pwnc a'u defnyddio.
Cam cynnydd 4
Rwy'n gallu adnabod gwahanol ddehongliadau o destun a gwybodaeth a gwerthuso eu rhinweddau cymharol.
Rwy'n gallu dangos dealltwriaeth lawn o destunau drwy ddefnyddio sgiliau dehongli, dod i gasgliad a dadansoddi.
Cam cynnydd 5
Rwy'n gallu ystyried yn fanwl wahanol ddehongliadau o faterion a syniadau, gan ddefnyddio'r testun/amrywiaeth o ffynonellau i gefnogi barn.
Rwy'n gallu deall testunau'n llawn drwy ddefnyddio sgiliau dehongli, dod i gasgliad a dadansoddi, gan ddeall cyd-destun y testunau sy'n dylanwadu ar y darllenydd.
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Selecting, researching and evaluating sources
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.
Llythrennedd: Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a faith charity's leaflet and pick out what the charity does and one reason it gives from its beliefs.
- Blwyddyn 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.
- Blwyddyn 9
- Pupils research a charity such as Christian Aid, choose two sources about its work and explain why each source is useful.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2, Section 2.2.1, page 45; Unit 4, Section 4.2.1, page 82
“to prove the reliability of another source used”
Cam cynnydd 3
Rwy'n gallu defnyddio'r hyn rwy'n ei wybod am wahanol fathau o destunau i ystyried a yw testun yn effeithiol o ran cyfleu gwybodaeth, syniadau a safbwyntiau.
Rwy'n gallu defnyddio ffynonellau cyfeirio/digidol i ddewis, crynhoi a chyfuno gwybodaeth, gan gyfeirio atyn nhw fel y bo'n briodol.
Cam cynnydd 4
Rwy'n gallu gwerthuso defnyddioldeb a dibynadwyedd testunau.
Rwy'n gallu gwahaniaethu rhwng ffeithiau/tystiolaeth a rhagfarn/dadleuon.
Cam cynnydd 5
Rwy'n gallu defnyddio testunau a argraffwyd a thestunau digidol i chwilio'n ddethol, gan asesu dibynadwyedd, arwyddocâd a chywirdeb yr hyn rwy'n ei weld.
Rwy'n gallu gwerthuso diben, effaith a dibynadwyedd testunau yn hyderus.
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Comparing religious and non-religious perspectives
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.
Llythrennedd: Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort statements about how Christians and Muslims pray into a Venn diagram of similarities and differences.
- Blwyddyn 8
- Pupils read short Christian and humanist views on animal rights and write one similarity and one difference.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 3, Section 3.7, page 78; Unit 2, Section 2.1.2, page 45
“The similarities and differences between religious and non-”
Cam cynnydd 3
Rwy’n gallu darllen er mwyn adnabod safbwyntiau gwahanol bobl ar bynciau amrywiol a datblygu empathi.
Rwy'n gallu coladu a gwneud cysylltiadau, e.e blaenoriaethu, categoreiddio, rhwng gwybodaeth a syniadau o wahanol ffynonellau gan gynnwys testunau digidol a chlyweledol.
Cam cynnydd 4
Rwy'n gallu cymharu safbwynt gwahanol awduron ar yr un pwnc, e.e. mae llygod mawr yn hynod ddiddorol neu'n bla.
Rwy'n gallu cymharu a gwrthgyferbynnu themâu a materion mewn amrywiaeth o destunau gan gynnwys testunau digidol a chlyweledol.
Cam cynnydd 5
Rwy'n gallu cymharu a gwrthgyferbynnu themâu a syniadau mewn amrywiaeth o destunau yn hyderus, gan gynnwys testunau digidol a chlyweledol, gan ystyried sut maen nhw'n amrywio o ran diben ac effaith.
Rwy’n gallu darllen gydag empathi er mwyn parchu a gwerthuso'n feirniadol safbwyntiau gwahanol bobl, a'u hystyried fel sail wrth lunio fy nghasgliadau ystyriol fy hun.
Da gwybod
- The specification awards no separate marks for spelling, punctuation and grammar; assessment detail is left to the Assessment Pack: "The Assessment Pack will include all detailed information relating to assessment." (page 84).
- Both examinations are 1 hour 15 minutes for 60 marks with extended answers: "Questions requiring objective responses, questions that require short and extended answers." (page 5).
- NEA work may be handwritten or typed: "Assessments must be submitted digitally (they may be handwritten and scanned or completed digitally)." (pages 85 and 86).
- Evaluation carries most weight: AO3 is 36% of the qualification, against 20% for AO1 knowledge (page 84).
- No calculator or numerical work is required; Appendix A ticks numeracy only for statistics in Units 2 and 4 (page 93).
Cysylltiadau â chymwysterau eraill
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.
Ffynhonnell: WJEC GCSE Religious Studies specification, Version 5, September 2026, teaching from 2025, for award from 2027.