GCSE (9-1) Biblical Hebrew - Edexcel

Compulsory content – translation from Biblical Hebrew to English Students also need to develop their linguistic competence through the translation of unseen Biblical Hebrew passages. Students should be able to: demonstrate knowledge of the vocabulary in Appendix 1 accurately translate unseen material into idiomatic English. Students need to be familiar with the vocabulary listed in Appendix 1. Any vocabulary not contained in this appendix will be given to students for assessment purposes, except vocabulary that bears an obvious cognate relationship to a word in the appendix. For assessment purposes, names of people and places will also be given to students. Students need to be able to transfer meaning accurately from Biblical Hebrew to English. They must be able to translate Biblical Hebrew words, phrases and sentences into idiomatic English, which accurately transfers the meaning of the Biblical Hebrew, while showing an awareness of its morphology and syntax. Optional content Students need to further develop their linguistic ability by: either developing knowledge and understanding of the morphology and syntax of Biblical Hebrew (i.e. grammatical structures) or by developing their ability to translate short sentences from English into pointed (vocalised) Biblical Hebrew. Students will be required to: either show an understanding of the grammar listed in Appendix 2 and terms listed in Appendix 3 or demonstrate an ability to transfer meaning accurately and use the standard word order from English to pointed Biblical Hebrew use the vocabulary and grammar knowledge as listed in Appendix 4 and Appendix 5, as no other vocabulary and grammar will be used for this purpose. Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Biblical Hebrew – Specification – Issue 1 – May 2018 Pearson Education Limited 2018 7

Assessment information First assessment: May/June 2020. The assessment is 2 hours. The assessment consists of two sections. The assessment is out of 100 marks. AO1 is assessed. Please see the Assessment Objectives section for a description of this Assessment Objective. Students will be provided with a Source Booklet containing unseen passages from the Hebrew Bible (these will not be taken from the set texts from Component 2). There will be two unseen passages for Section A and three unseen passages for Section B. In Section A, for each unseen passage: o students are required to answer a number of short-response compulsory comprehension questions (15 marks) o students then have the choice to either: – answer grammar questions on the unseen passage (10 marks) or – translate three sentences in English into pointed Biblical Hebrew (these will be translated sentences taken from the Hebrew Bible) (10 marks). In Section B, students are required to translate from Biblical Hebrew into English based on three unseen passages. o The first question requires the translation of words or short phrases from one unseen passage into English (15 marks). o The second question requires the translation of one short unseen passage into English (15 marks). o The third question requires the translation of a longer unseen passage into English (20 marks). o Please see Appendix 6 for a list of command words that may be used in the question paper. Additional information All answers must be written in English, with the following exceptions, which may be written in Biblical Hebrew where relevant: roots individual Hebrew letters words or short phrases from the passages, if the Hebrew is necessary for a complete illustration of the answer. Answers in Biblical Hebrew must be written using the ‘block’ system. Transliteration of Biblical Hebrew words is acceptable only for proper nouns. Sample assessment materials A sample paper and mark scheme for this component can be found in the Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Biblical Hebrew Sample Assessment Materials (SAMs) document. 8 Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Biblical Hebrew – Specification – Issue 1 – May 2018 Pearson Education Limited 2018

Component 2: Literature Overview The purpose of studying this component is for students to be able to develop a thorough appreciation of Biblical Hebrew literature. This component is designed to develop students’ exploration of text and their ability to analyse and evaluate, and also comppare and contrast, ancient Biblical Hebrew literature through the study of two set texts. Content Skills Students should be able to: show understanding of the content and the context of the set texts show knowledge and understanding of the key grammatical and literary features of the set texts analyse, evaluate and respond to the content of the set texts translate extracts from the set texts into English. compare and contrast ideas, values and social practices in both set texts. Set texts Students must study both set texts. The set texts for the examinations in 2020–2022 are: Set text 1: Joshua – The wars of Joshua Chapter 6 Chapter 8 Chapter 9 Chapter 10: verses 1–28 Set text 2: I Kings – The reign of Ahab Chapter 18 Chapter 20 Chapter 21: verses 1–25 The set text for the examinations in 2023–2025 are: Set text 1: Judges – Gideon and Abimelech Chapter 7 Chapter 8 Chapter 9 Set text 2: I Kings – The reign of Solomon Chapter 2 Chapter 3 Chapter 5 Any changes to these set texts or new set texts for the examination will be communicated to centres in advance, with sufficient time to prepare for such changes. Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Biblical Hebrew – Specification – Issue 1 – May 2018 Pearson Education Limited 2018 9

Study of the set texts Students should study the following in relation to both set texts. Translation Students must be able to translate the set texts into idiomatic English, which accurately transfers the meaning of the Biblical Hebrew, while showing an awareness of its morphology and syntax. Content and context Background information about events, characters, places and people, where relevant for a complete understanding of the themes and storyline. Approximate locations of important places on maps of the region. Grammatical features As well as all the grammatical forms defined in Appendix 2, students should study: more complex grammatical forms where they appear in the set texts derivations of nouns which are derived from verbal forms, and of proper nouns (names of people and places). Literary features Aspects of literary style, including the choice of words and word order, imagery, parallelism, language used in oaths. Students should also acquire up to two explanations of the meaning of any complex, ambiguous or uncommon word or phrase and be able to support this by contextual and/or grammatical justification. Students should develop the skills to analyse and evaluate the set texts in terms of themes, significant events, relationships and characters. Comparing and contrasting the two set texts Students should develop the skills to draw and express conclusions about both set texts in relation to the representation of ideas, values and social practices in the texts. Students should acquire detailed knowledge and understanding of each set text and be able to select relevant points in order to compare and contrast features of content and/or literary style. Students should be able to evaluate the representation and significance of the ideas, values and social practices in the context of each set text and in relation to the set texts together. 10 Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Biblical Hebrew – Specification – Issue 1 – May 2018 Pearson Education Limited 2018

Assessment information First assessment: May/June 2020. The assessment is 2 hours. The assessment consists of two sections each covering both set texts. The assessment is out of 100 marks. The assessment consists of three sections: Section A covers set text 1, Section B covers set text 2 and Section C covers both set texts. Students answer all questions in all sections. Students will be provided with a Source Booklet containing five passages from each of the two set texts. Section A: Set text 1 (44 marks) and Section B: Set text 2 (44 marks) - in each section students are required to: o answer questions on the first three passages (30 marks). These questions assesses AO2 and AO3 o translate the fourth passage from Biblical Hebrew into English (5 marks). This question assesses AO2 o answer one extended-open response question based on the fifth passage (9 marks). This question assesses AO3. Section C (12 marks) o Students answer one extended-open response question requiring them to compare and contrast ideas, values and social practices from across both set texts. o This question assesses AO2 and AO3. Please see the Assessment Objectives section for a description of the Assessment Objectives. Please see Appendix 6 for a list of command words that may be used in the examination paper. Additional information All answers must be written in English, with the following exceptions, which may be written in Biblical Hebrew where relevant: roots individual Hebrew letters words or short phrases from the passages, if the Hebrew is necessary for a complete illustration of the answer. Answers in Biblical Hebrew must be written using the ‘block’ system. Transliteration of Biblical Hebrew words is acceptable only for proper nouns. Synoptic assessment Students show their accumulated knowledge and understanding of a topic or subject area. Synoptic assessment enables students to show their ability to combine their skills, knowledge and understanding with breadth and depth of the subject. This component assesses synopticity via the extended-open response question in Section C. Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Biblical Hebrew – Specification – Issue 1 – May 2018 Pearson Education Limited 2018 11

Sample assessment materials A sample paper and mark scheme for this component can be found in the Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Biblical Hebrew Sample Assessment Materials (SAMs) document. 12 Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Biblical Hebrew – Specification – Issue 1 – May 2018 Pearson Education Limited 2018

Assessment Objectives Students must: % in GCSE AO1 demonstrate knowledge and understanding of the language 50 AO2 demonstrate knowledge and understanding of literature and/or other ancient sources* 25 AO3 analyse, evaluate and respond to literature and/or other ancient sources.* 25 Total 100% *NB: other ancient sources will not be covered in this qualification. Breakdown of Assessment Objectives Assessment Objectives AO1 % AO2 % AO3 % Total for all Assessment Objectives Component 1: Language 50 0 0 50% Component 2: Literature 0 25 25 50% 50% 25% 25% 100% Component Total for GCSE Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Biblical Hebrew – Specification – Issue 1 – May 2018 Pearson Education Limited 2018 13

3 Administration and general information Entries Details of how to enter students for the examinations for this qualification can be found in our UK Information Manual. A copy is made available to all examinations officers and is available on our website: qualifications.pearson.com. Discount code and performance tables Centres should be aware that students who enter for more than one GCSE, or other Level 2 qualifications with the same discount code, will have only the grade for their 'first entry' counted for the purpose of the School and College Performance Tables (please see Appendix 9: Codes). For further information about what constitutes 'first entry' and full details of how this policy is applied, please refer to the DfE website: -education. Students should be advised that if they take two GCSEs with the same discount code, schools and colleges to which they wish to progress are likely to take the view that this achievement is equivalent to only one GCSE. The same view may be taken if students take two GCSEs or other Level 2 qualifications that have different discount codes but have significant overlap of content. Students or their advisers who have any doubts about their subject combinations should check with the institution they wish to progress to before embarking on their programmes. Access arrangements, reasonable adjustments, special consideration and malpractice Equality and fairness are central to our work. Our equality policy requires all students to have equal opportunity to access our qualifications and assessments, and our qualifications to be awarded in a way that is fair to every student. We are committed to making sure that: students with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to students who do not share that characteristic all students achieve the recognition they deserve for undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers. Language of assessment Assessment of this qualification will be available in English. All student work must be in English with the exception of specific questions that require answers in Biblical Hebrew. 14 Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Biblical Hebrew – Specification – Issue 1 – May 2018 Pearson Education Limited 2018

Access arrangements Access arrangements are agreed before an assessment. They allow students with special educational needs, disabilities or temporary injuries to: access the assessment show what they know and can do without changing the demands of the assessment. The intention behind an access arrangement is to meet the particular needs of an individual student with a disability, without affecting the integrity of the assessment. Access arrangements are the principal way in which awarding bodies comply with the duty under the Equality Act 2010 to make ‘reasonable adjustments’. Access arrangements should always be processed at the start of the course. Students will then know what is available and have the access arrangement(s) in place for assessment. Reasonable adjustments The Equality Act 2010 requires an awarding organisation to make reasonable adjustments where a person with a disability would be at a substantial disadvantage in undertaking an assessment. The awarding organisation is required to take reasonable steps to overcome that disadvantage. A reasonable adjustment for a particular person may be unique to that individual and therefore might not be in the list of available access arrangements. Whether an adjustment will be considered reasonable will depend on a number of factors, including: the needs of the student with the disability the effectiveness of the adjustment the cost of the adjustment; and the likely impact of the adjustment on the student with the disability and other students. An adjustment will not be approved if it involves unreasonable costs to the awarding organisation, or affects timeframes or the security or integrity of the assessment. This is because the adjustment is not ‘reasonable’. Special consideration Special consideration is a post-examination adjustment to a student's mark or grade to reflect temporary injury, illness or other indisposition at the time of the examination/ assessment, which has had, or is reasonably likely to have had, a material effect on a candidate’s ability to take an assessment or demonstrate their level of attainment in an assessment. Further information Please see our website for further information about how to apply for access arrangements and special consideration. For further information about access arrangements, reasonable adjustments and special consideration, please refer to the JCQ website: www.jcq.org.uk. Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Biblical Hebrew – Specification – Issue 1 – May 2018 Pearson Education Limited 2018 15

Malpractice Candidate malpractice Candidate malpractice refers to any act by a candidate that compromises or seeks to compromise the process of assessment or which undermines the integrity of the qualifications or the validity of results/certificates. Candidate malpractice in examinations must be reported to Pearson using a JCQ Form M1 (available at www.jcq.org.uk/exams-office/malpractice). The form can be emailed to pqsmalpractice@pearson.com or posted to Investigations Team, Pearson, 190 High Holborn, London, WC1V 7BH. Please provide as much information and supporting documentation as possible. Note that the final decision regarding appropriate sanctions lies with Pearson. Failure to report malpractice constitutes staff or centre malpractice. Staff/centre malpractice Staff and centre malpractice includes both deliberate malpractice and maladministration of our qualifications. As with candidate malpractice, staff and centre malpractice is any act that compromises or seeks to compromise the process of assessment or which undermines the integrity of the qualifications or the validity of results/certificates. All cases of suspected staff malpractice and maladministration must be reported immediately, before any investigation is undertaken by the centre, to Pearson on a JCQ Form M2(a) (available at www.jcq.org.uk/exams-office/malpractice). The form, supporting documentation and as much information as possible can be emailed to pqsmalpractice@pearson.com or posted to Investigations Team, Pearson, 190 High Holborn, London, WC1V 7BH. Note that the final decision regarding appropriate sanctions lies with Pearson. Failure to report malpractice itself constitutes malpractice. More detailed guidance on malpractice can be found in the latest version of the document General and Vocational Qualifications Suspected Malpractice in Examinations and Assessments Policies and Procedures, available at www.jcq.org.uk/exams-office/malpractice. Awarding and reporting This qualification will be graded, awarded and certificated to comply with the requirements of Ofqual's General Conditions of Recognition. This GCSE qualification will be graded and certificated on a nine-grade scale from 9 to 1, using the total subject mark where 9 is the highest grade. Individual components are not graded. Students whose level of achievement is below the minimum judged by Pearson to be of sufficient standard to be recorded on a certificate will receive an unclassified U result. The first certification opportunity for this qualification will be 2020. 16 Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Biblical Hebrew – Specificati

vocabulary that bears an obvious cognate relationship to a word in the appendix. For assessment purposes, names of people and places will also be given to students. Students need to be able to transfer meaning accurately from Biblical Hebrew to English. They must be able to translate Biblical Hebrew words, phrases and sentences into idiomatic