1 · Definitions and frameworks of religion
framework · devotional approach
U1-Q1 · 2 marks
Why can a creator-belief definition be limited?
Answer and reasoning
It can exclude traditions whose religious lives do not centre on a creator.
U1-Q2 · 4 marks
Explain the mechanism or reasoning in this original case: A definition that requires belief in a creator may exclude traditions centred on other understandings. A definition can reveal its own assumptions as well as describe religion.
Answer and reasoning
Test a belief-centred definition against examples of practice, community and experience in three selected traditions. Explain which features it illuminates and which it misses before proposing a more careful working definition.
- Accurate relevant concept (1)
- Specific evidence from the case (1)
- Connected reasoning (2)
This is the future 2029 course, not current World Religions renamed. / Avoid treating the familiar world-religions categories as neutral or universally accepted.
2 · Change, identity, interpretation and power
religious identity · authority
U2-Q1 · 2 marks
Which question most directly examines power within a community?
Answer and reasoning
Who has authority to approve the change and how that authority is justified.
U2-Q2 · 4 marks
Explain the mechanism or reasoning in this original case: A community changes a practice while debating whether the change preserves its identity. Change and continuity can coexist rather than simply oppose each other.
Answer and reasoning
Compare how selected communities explain an adaptation, who interprets its meaning and who can approve it. Link accounts to context and distinguish individual experience from official positions.
- Accurate relevant concept (1)
- Specific evidence from the case (1)
- Connected reasoning (2)
A single example cannot provide the required coverage of three traditions through every theme. / School supplies verified cases and diverse sources; do not invent adherents' voices to complete a table.
3 · Conceptual inquiry and reflexivity
inquiry focus · expression
U3-Q1 · 2 marks
What does reflexivity add to this inquiry?
Answer and reasoning
An account of how the researcher's position and source access affect conclusions.
U3-Q2 · 4 marks
Explain the mechanism or reasoning in this original case: You ask how one group's public explanations of a practice express identity. The question names a concept and a bounded source set.
Answer and reasoning
Compare public community sources, academic analysis and approved voluntary accounts. Distinguish what each can establish. Revisit the question when evidence suggests important variation rather than concealing it.
- Accurate relevant concept (1)
- Specific evidence from the case (1)
- Connected reasoning (2)
No invented fieldwork or compulsory devotional activity belongs in the task. / The 2029 full guide and final school requirements remain needed before certifying submission compliance.