Teaching about humanism for GCSE

All of the Religious Studies GCSE examination specifications contain the potential for students to encounter questions or topics of discussion that require them to demonstrate their understanding of a humanist or non-religious perspective. Sometimes a humanist or non-religious view is specifically requested. Other times, inclusion of a humanist or non-religious worldview is optional but can count towards a student’s total marks.

We know from exam boards that students’ answers about non-religious worldviews are often weak and cost them marks:

‘Candidates should avoid mis-representing the non-religious beliefs of Atheists and Humanists; some seemed to think that not believing in God meant they had no principles or ethical views on anything’

Eduqas 2019 Summer Examination Summary Report

 

Resources

Our guidance is designed to enable teachers to support their students with including humanist perspectives in their GCSE answers. It includes an approach to answering questions that ask for, or offer inclusion of, a humanist (or non-religious) perspective, as well as information about where further helpful resources on the humanist approach to life can be found. Understanding Humanism consulted with the different exam boards in the development of this guide.

Our humanist perspectives provide humanist responses to contemporary ethical debates covered in the RS GCSE specifications. You’ll find handouts for the classroom, video interviews, and links to further information.

We also have a selection of real humanists providing a perspective on some of the topics of debate included in the Religious Studies GCSE. Students should note that no individual humanist can represent all humanists. However, by comparing these personal perspectives to the key beliefs and values that inform humanist ethical decision making (referenced in the guidance), students will be supported to provide a humanist view within their answers to exam questions.