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Course structure
AS
Unit 1-Religion and Ethic RSS01
-Utilitarianism
-Abortion and Euthanasia
Unit2- Philosophy of Religion RSS03
-The Cosmological Argument
 Two 1hr 15mins exams each worth 90 marks and 50% on AS or
25% of A2.
 You must answer two questions each made up of two parts.
 Part A is 30 marks knowledge and understanding i.e.
Explain how both Bentham’s Utilitarianism and Mill’s
Utilitarianism may be applied to one ethical issue of your
choice. (Do not choose abortion or euthanasia.)
[30 marks]
 Part B will be an evaluation question
 ‘Abortion should be illegal.’ How far can religion support this
view? [15 marks]
 You should spend approx.30 mins on each question
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Assessment objectives
AO1 Select and demonstrate clearly relevant knowledge and
understanding through the use of evidence, examples and
correct language and terminology appropriate to the course of
study. In addition, for synoptic assessment, A Level candidates
should demonstrate knowledge and understanding of the
connections between different elements of their course of study.
AO2 Critically evaluate and justify a point of view through the use
of evidence and reasoned argument. In addition, for synoptic
assessment, A Level candidates should relate elements of their
course of study to their broader context and to aspects of human
experience.
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Examiners Reports’
RSS01 Religion and Ethics 1
General Comments
There were full-mark responses to every part of every question on
this paper and some outstanding scripts. However, each AO1
question was fairly precise in its demands and every one of them
attracted some general answers which failed to deal with the
precise question set. The importance of reading and analysing
each question carefully before starting the answer cannot be
emphasised enough. The great majority of students finished the
paper in the time allowed, however some students did not appear
to be allocating their time wisely. The students wrote more for their
AO2 answer than they did in response to the AO1 question,
despite the fact that the latter was worth twice the number of
marks. Some students also wrote over-long and time-wasting
introductions which added nothing to their answer. Better answers
tended to open with a direct response to the question asked.
When tackling AO2, some students reported the opinions of others
rather than offering evidence and argument in support of a point
of view and critical analysis of the reasoning. The great majority of
scripts were legible but there were some which were only partly
so. Students must realise the importance of legibility, and
understand that examiners cannot spend most of their time trying
to decipher their scripts.
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Question 1 Utilitarianism
This was tackled by a large majority of the students and there
were many excellent answers.
01
Many showed a greater familiarity with Bentham than with Mill,
and not all the ethical issues chosen gave them much opportunity
to show how Mill’s utilitarianism could be applied. Weaker answers
tended to outline the ideas of Bentham and Mill, and then make a
few comments about ‘what they would say about’ the chosen
issue. Almost all answers gave some account of the hedonic
calculus, and many better answers considered both positive and
negative consequences of the proposed action and showed that
the
morally
circumstances.
right
decision
depended
In
contrast,
some
on
weaker
the
particular
responses
only
considered the positive consequences or only looked at the
consequences for a few people. When dealing with Mill, many
students simply referred to rule utilitarianism which was credited,
although many scholars do not identify Mill as a rule utilitarian.
Some of the best answers focused on Mill’s distinction between
the quality of happiness and the quantity of pleasure.
02
Many of the best answers to this question focused on situations
where there was a clear choice between ending pain or
increasing pleasure. Scenarios included: giving to charity or
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increasing your own pleasure / happiness by going to the theatre,
and feeding the poor or spending money on unnecessary luxuries.
Those who related the debate to negative utilitarianism generally
made the answer more complicated than necessary, and such
answers often showed limited understanding.
Those who assumed that ‘ending the pain of those who are
suffering’ was a reference to euthanasia often missed the point of
the question as a whole. Some of the best answers focused on
one or more of the following: the long term benefits of each
decision; the quality vs quantity of the happiness that could be
generated; the numbers of people involved; and the limited
impact the actions of any individual might have on ending the
suffering of many. The answer did not have to be answered from a
utilitarian perspective and some made very good use of religious
arguments.
Question 4 Abortion and euthanasia
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In most cases, the best section of the answer to this question was
that dealing with conception. Almost all students understood the
term and could explain why conception may be regarded as the
point at which life starts, after which abortion may be seen as the
taking of an innocent life. There were good explanations of the
sanctity of life and good uses of scripture in many answers. In
contrast the term ‘primitive streak’ was only vaguely understood
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by some students and many missed the idea that if life begins
after conception then abortion, up to that point, is unproblematic.
It would justify for example the use of the morning-after pill which
some regard as a form of early abortion.
Viability
was
well
understood
and
many
considered
the
implications for the abortion debate of the blurred distinction
between viable, but unborn babies who are totally dependent on
the mother’s womb, and new-born babies who are totally
dependent on others for their care. Many were aware that the
point of viability was being pushed back by scientific advance
and understood the implications of this for the present time limit for
legal abortions.
08 Some students completely ignored the reference to religion in
the question and included a range of secular arguments which
could not be credited. Many of those who did focus on different
religious views were able to explore the issue very effectively, with
many arguing that there were exceptions to the ‘no abortion’ rule
that were so important that they justified allowing abortion to be
legal in some circumstances.
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RSS03 Philosophy of Religion
General Comments
As is traditional the most popular questions this year were again
the cosmological argument with religious experience as the
second most popular. Over three quarters of students attempted
the cosmological question. There seemed to be a lot of whole
centres where all the students submitted the same questions.
This suggests that students had not been fully prepared in the
whole specification content for this unit. This meant that students’
choice was limited to only the two topics they had studied, which
is risky as students could be presented with a question that they
do not feel confident in answering. Centres are reminded of the
importance of preparing candidates for all the topics on the
specification. There was also evidence of the use of prepared
responses, which are not tailored to the specific demands of the
question. This year it was noted by many examiners that there was
a distinct lack of personal evaluation in the AO2 questions and
students not attempting to position themselves within the debate.
Legibility remains an issue. Students must realise the importance of
legibility, and understand that examiners cannot spend most of
their time trying to decipher their scripts.
Question 1 The cosmological argument
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This question was answered well in general. Some students
delivered outstanding answers that demonstrated detailed
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knowledge of the two aspects – first mover and necessary being –
using examples to illustrate explanation and with clear expression.
Some students gave a basic definition of the two aspects but
failed to fully explain them or lacked knowledge of the material
required, for example using terms like ‘potentiality’ and ‘actuality’.
Some students, as mentioned in previous reports, gave a simple
rehearsal of Aquinas’ first three ways, which gained some implicit
credit in reference to the question but limited the levels they had
access to. Some students focused on causation rather than
motion which also failed to meet the demands of the question.
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There was underperformance in this question by students and one
reason for this was a misunderstanding by some who gave
answers addressing the strengths and weaknesses of the
cosmological argument rather than to address whether being
able to prove a first mover and necessary being would prove that
God exists. The best students answered this issue directly and
assessed the matter from their own point of view, giving reasoning
for their views.
Question 4 Atheism and postmodernism
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The best students offered a detailed examination of the various
ways in which a postmodernist view of religion responds to
atheism. Some of the highest achievement was made in this
question. A lot of underperformance was noted however, with
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students who obviously did not understand the question but had
no other choice of question, so simply had to struggle on. Weaker
answers did not seem to understand that there was an
postmodernist view of religion that was sympathetic to religion,
and simply rehearsed atheism or used Lyotard to attack religious
claims on the grounds that they were simply meta-narratives.
Underperformance here also seems to be due to students’
lack of ability and understanding to tailor their knowledge and
apply it to the question.
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Some underperformance can be explained here with reference
to the issues above. Highest achieving answers could consider
postmodernism as both an affirmation of religion according to
some and a denial according to others and then position
themselves in the debate with evidence / examples to support
their view.
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Revision Tips
Read the
examiners
report , what
are the
common
mistakes
Ask me for help
when stuck.
How to
revise.
Use different
methiods, cue
cards, notes,
mind maps
Modernise. use
You tune and
podcast when
the textbook
get boring.
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Past Papers
Ethics 1: 2014
Question 1 Utilitarianism
0 1 Explain how both Bentham’s Utilitarianism and Mill’s Utilitarianism may be
applied to one ethical issue of your choice. (Do not choose abortion or
euthanasia.) [30 marks]
and
0 2 ‘Ending the pain of people who are suffering is more important than
increasing the pleasure of people who are not in pain.’ Assess this view.
[15 marks]
Question 4 Abortion and euthanasia
0 7 Examine the following definitions for the start of human life and explain
their relevance to the abortion debate:
 conception
 primitive streak
 viability.
[30 marks]
and
0 8 ‘Abortion should be illegal.’ How far can religion support this view?
[15 marks]
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Philosophy 2014
Question 1 The cosmological argument
0 1 Explain the following aspects of the cosmological argument:
 God as the first mover
 God as the necessary being.
[30 marks]
and
0 2 ‘Proving that a first mover and a necessary being exists, would prove that
God exists.’ Assess this claim. [15 marks]
Question 4 Atheism and postmodernism
0 7 Examine the ways in which a postmodernist view of religion has responded
to atheism. [30 marks]
and
0 8 ‘Postmodernism has successfully defended religion against the challenges
of atheism.’ How far do you agree? [15 marks]
Ethics 1: 2013
Question 1 Utilitarianism
0 1 Explain the meaning and importance of each of the following in the theory
of Utilitarianism:
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 the greatest happiness principle
 the consequences of actions. (30 marks)
and
0 2 ‘Happiness cannot be measured.’ How far do you agree? (15 marks)
Question 4 Abortion and euthanasia
0 7 Explain religious and ethical arguments against euthanasia. (30 marks)
and
0 8 ‘Religious arguments against euthanasia are not important today.’
How far do you agree? (15 marks)
Philosophy 2013
Question 1 The cosmological argument
0 1 Explain the following aspects of Aquinas’ cosmological argument:
 its basis in observation
 the rejection of infinite regress. (30 marks)
and
0 2 ‘The cosmological argument provides no proof for the existence of God.’
To what extent do you agree? (15 marks)
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Question 4 Atheism and postmodernism
0 7 Explain the role of the following in the rise of atheism:
 science
 evil. (30 marks)
and
0 8 ‘Religion has no effective answers to the challenges of atheism.’
How far do you agree? (15 marks)
You can find more past papers by googling “AQA Religius Studies Past
Papers”
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