SPECIMEN MARK SCHEME – SPEC A, PAPERS 1A AND 1B
GCSE
RELIGIOUS STUDIES A
8062/1A AND 8062/1B
THE STUDY OF RELIGIONS - PAPERS 1A AND 1B
Mark scheme
2018 Specimen
Version 1.0
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Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant
questions, by a panel of subject teachers. This mark scheme includes any amendments made at the
standardisation events which all associates participate in and is the scheme which was used by them in
this examination. The standardisation process ensures that the mark scheme covers the students’
responses to questions and that every associate understands and applies it in the same correct way.
As preparation for standardisation each associate analyses a number of students’ scripts. Alternative
answers not already covered by the mark scheme are discussed and legislated for. If, after the
standardisation process, associates encounter unusual answers which have not been raised they are
required to refer these to the Lead Assessment Writer.
It must be stressed that a mark scheme is a working document, in many cases further developed and
expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark
schemes on the basis of one year’s document should be avoided; whilst the guiding principles of
assessment remain constant, details will change, depending on the content of a particular examination
paper.
Further copies of this mark scheme are available from aqa.org.uk
Levels of Response Marking
In GCSE Religious Studies, differentiation is largely achieved by outcome on the basis of students’
responses. To facilitate this, levels of response marking has been devised for many questions.
Levels of response marking requires a quite different approach from the examiner than the traditional
‘point for point’ marking. It is essential that the whole response is read and then allocated to the level
it best fits.
If a student demonstrates knowledge, understanding and / or evaluation at a certain level, he / she must
be credited at that level. Length of response or literary ability should not be confused with genuine
religious studies skills. For example, a short answer which shows a high level of conceptual ability
must be credited at that level. (If there is a band of marks allocated to a level, discrimination should be
made with reference to the development of the answer.)
Levels are tied to specific skills. Examiners should refer to the stated assessment target objective of
a question (see mark scheme) when there is any doubt as to the relevance of a student’s response.
Levels of response mark schemes include either examples of possible students’ responses or material
which they might use. These are intended as a guide only. It is anticipated that students will produce a
wide range of responses to each question.
It is a feature of levels of response mark schemes that examiners are prepared to reward fully,
responses which are obviously valid and of high ability but do not conform exactly to the requirements of
a particular level. This should only be necessary occasionally and where this occurs examiners must
indicate, by a brief written explanation, why their assessment does not conform to the levels of response
laid down in the mark scheme. Such scripts should be referred to the Principal Examiner.
In questions where credit can be given to the development of a point, those developments can
take the form of:
• Example or evidence
• Reference to different views
• Detailed information.
MARK SCHEME - 8062/1
2
Spelling, Punctuation and Grammar (SPaG)
Spelling, punctuation and grammar will be assessed in 12 mark questions.
Spelling, Punctuation and Grammar (SPaG) will be assessed against the following criteria:
Level
Performance descriptor
High
• Learners spell and punctuate with consistent accuracy
performance
• Learners use rules of grammar with effective control of meaning overall
Marks
awarded
4-5
• Learners use a wide range of specialist terms as appropriate
Intermediate • Learners spell and punctuate with considerable accuracy
performance
• Learners use rules of grammar with general control of meaning overall
2–3
• Learners use a good range of specialist terms as appropriate
Threshold
• Learners spell and punctuate with reasonable accuracy
performance
• Learners use rules of grammar with some control of meaning and any errors
do not significantly hinder meaning overall
1
• Learners use a limited range of specialist terms as appropriate
No marks
awarded
• The learner writes nothing
• The learner’s response does not relate to the question
• The learner’s achievement in SPaG does not reach the threshold
performance level, for example errors in spelling, punctuation and
grammar severely hinder meaning
MARK SCHEME 8062/1
0
3
Christianity
Beliefs
0 1. 1
Which one of the following is the idea that God is three-in-one?
1
A) Atonement
B) Incarnation
C) Salvation
D) Trinity
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
Answer: D) Trinity
0 1. 2
Give two reasons why the disciples believed Jesus was alive after his
resurrection.
2
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
One mark for each of two correct points.
Students may include some of the following points but all other relevant points must
be credited:
They saw him / he spoke to them / the tomb was empty / he ate with them / it was
the fulfilment of prophecy etc.
0 1. 3
Explain two ways in which the belief that God is just influences Christians
today.
4
First way:
simple explanation of a relevant and accurate influence - 1 mark
detailed explanation of a relevant and accurate influence - 2 marks
Second way:
simple explanation of a relevant and accurate influence - 1 mark
detailed explanation of a relevant and accurate influence - 2 marks
Students may include some of the following points, but all other relevant points
must be credited:
• It influences them to try and be fair towards others / this is because they
believe God loves them and is fair to them too / they have experienced the
justice of God so they want others to experience it, etc.
• It influences them to try to bring about justice in the world / this is because
God cares about justice / they will try to end injustice, etc.
• They believe that God is pleased with people who are just and fair like him /
so they will try to develop this quality / God sets them an example to follow,
etc.
MARK SCHEME - 8062/1
4
0 1. 4
Explain two Christian teachings about the means of salvation.
5
Refer to scripture or sacred writings in your answer.
Target: Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
First teaching:
simple explanation of a relevant and accurate teaching - 1 mark
detailed explanation of a relevant and accurate teaching - 2 marks
Second teaching:
simple explanation of a relevant and accurate teaching - 1 mark
detailed explanation of a relevant and accurate teaching - 2 marks
Relevant and accurate reference to scripture /or sacred writing – 1 mark
Students may include some of the following points, but all other relevant points
must be credited:
•
•
•
0 1. 5
The law of God shows Christians how to live / the Ten Commandments
teach God's way, how to avoid sin and how to live a good life / if people
could keep God’s law they would get the most out of life. Exodus 20 etc.
The grace of God makes it possible for Christians to be forgiven and make
a new start / God sent Jesus as a Saviour, to die for the sins of everyone /
to offer them the chance to turn away from their sins and follow him.
Romans 10: 9-11, Ephesians 2:5, I Timothy 1: 15-16, etc.
The Spirit of God gives Christians the power to keep his law / the Holy
Spirit lives in Christians and makes them gradually more like Jesus / in this
way Christians become the sons and daughters of God / they are part of
his family. Galatians 4: 6-7, Romans 8: 3-4, etc.
‘The Bible tells Christians all they need to know about God’s creation.’
12
Evaluate this statement. In your answer you should:
• refer to Christian teaching
• give developed arguments to support this statement
• give developed arguments to support a different point of view
• reach a justified conclusion.
Target: AO2: Analyse and evaluate aspects of religion and belief, including
significance and influence
MARK SCHEME 8062/1
5
Levels
Criteria
Marks
4
A well-argued response, reasoned consideration of different points of view.
Logical chains of reasoning leading to judgement(s) supported by knowledge and
understanding of relevant evidence and information.
References to religion applied to the issue.
Reasoned consideration of different points of view.
Logical chains of reasoning that draw on knowledge and understanding of
relevant evidence and information.
Clear reference to religion.
Reasoned consideration of a point of view.
A logical chain of reasoning drawing on knowledge and understanding of relevant
evidence and information.
OR
Recognition of different points of view, each supported by relevant reasons /
evidence.
Maximum of Level 2 if there is no reference to religion or the argument is
one-sided.
Point of view with reason(s) stated in support.
Nothing worthy of credit.
10-12
3
2
1
0
7-9
4-6
1-3
0
Students may include some of the following evidence and arguments, but all
relevant evidence and arguments must be credited:
Arguments in support
• Genesis 1 shows how God is the Creator and that he created light simply
by his word / this is all they need to know / God creates just by speaking /
there was no effort involved.
• The Bible tells people why the world was created / science does not
answer ultimate questions / this helps people understand their purpose.
• Other views about how the world was created have not been proved / only
the Bible has authority because it is God's word / so this is all Christians
need to know, etc.
Arguments in support of other views
• The stories of creation in the Bible are more like poetry and myth / they do
not give a scientific account of how everything began / for this Christians
need to consider scientific research.
• The Big Bang Theory and the theory of evolution have lots of support from
scientists and some of them are Christians / these views help Christians to
understand how God created everything / the Bible does not tell Christians
this so they need more than the Bible.
• The Bible was written a long time ago / it does not contain up-to-date
knowledge about the universe and biology / if Christians depend
completely on the Bible they will not understand God's creation very well,
etc.
SPaG 5 marks
MARK SCHEME - 8062/1
6
Practices
0 1. 6
Which one of the following is not a way that Christians celebrate the festival
of Easter?
1
A) A nativity play
B) A sunrise service
C) Lighting the Paschal candle
D) Painting eggs
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
Answer: A) A nativity play
0 1. 7
Give two ways in which Christian churches respond to persecution.
2
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
One mark for each of two correct points.
Students may include some of the following points, but all other relevant points must
be credited:
Pray for themselves and others being persecuted/ try to help the persecuted
Christians get out of the country / send practical help eg food, money etc, to help
them carry on living / put pressure on international bodies to help bring an end to
the persecution / try to continue with their faith in quiet, unobtrusive ways, without
drawing attention to themselves or other Christians, etc.
0 1. 8
Explain two contrasting examples of Christian pilgrimage.
4
Target: AO1:3 Demonstrate knowledge and understanding of religion and
belief, including similarities and differences within and/or between religions
and beliefs
First contrasting example
simple explanation of a relevant and accurate contrast - 1 mark
detailed explanation of a relevant and accurate contrast - 2 marks
Second contrasting example
simple explanation of a relevant and accurate contrast - 1 mark
detailed explanation of a relevant and accurate contrast - 2 marks
Students may include some of the following points, but all other relevant points
must be credited; students may refer to any contrasting ways, eg from Catholic,
Orthodox and Protestant traditions
•
Pilgrimage to Lourdes: pilgrims go because of the miracles that
happened there / some pray for a miracle in their own life, e.g. to be
healed / those who are too ill to walk have to be taken by special
MARK SCHEME 8062/1
7
ambulances and have helpers to accompany them / there are usually large
crowds / the basilica is huge and a large number attend the services there
/ many people also visit the grotto where Mary appeared to St. Bernadette,
etc.
Pilgrimage to Iona: it is a small island which is quiet and peaceful /
pilgrims go there for many different reasons, some of them personal / they
spend time praying and studying the Bible together in the quietness / it is
easy for them to be alone if they want to, even if they go there with a group
/ it does not get crowded except in some of the old buildings which people
like to visit / they like to remember the saints of the past who lived and
prayed there, e.g. St Columba, etc.
Pilgrimage to Lindisfarne: they can walk across from the mainland when
the tide is out / or go by car or bus across the causeway / they van visit the
ruins of the monastery built on the site associated with St Cuthbert / they
can stay in a special retreat centre, ‘What you have heard from me before
many witnesses, entrust to faithful men who will be able to teach others
also’
etc.
Pilgrimage to the Holy Land: here they can visit the holy places
associated with Jesus / they can take part in the special celebrations at
Christmas, Good Friday and Easter, etc.
Pilgrimage to Santiago de Compostela: it involves many days of walking
/ the climax is visiting what is believed to be the burial place of St James,
etc.
•
•
•
•
•
0 1. 9
Explain two ways in which a worldwide Christian relief organisation carries
out its mission overseas. Refer to Christian teaching in your answer.
5
Target: Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
First way:
simple explanation of a relevant and accurate way - 1 mark
detailed explanation of a relevant and accurate way - 2 marks
Second way:
simple explanation of a relevant and accurate way - 1 mark
detailed explanation of a relevant and accurate way - 2 marks
Relevant and accurate reference to scripture or sacred writing - 1 mark
Students may include some of the following points, but all other relevant points
must be credited:
•
•
The organisation may care for victims of a natural disaster / they may
help them re-build their communities / provide food, water, medicines,
temporary shelters/ comfort them in their time of need. Matthew 25: 3536 etc.
The organisation may work with a community to make them stronger to
face future problems / they may teach them new skills, how to look after
themselves / they may provide money to start-up small businesses / they
may build a school for the children or teach the adults better healthcare.
MARK SCHEME - 8062/1
8
•
1. 1 0
Mark 12:31 etc.
The organisation may fight against injustice or provide a fairer way of
doing things / they free people from slavery, poor working conditions,
exploitation / they encourage people to work together and share profits /
they put pressure on governments to implement change. Luke 4: 18-19,
Gaudium et Spes: 26, etc.
‘Private worship has more meaning for a Christian than public worship.’
12
Evaluate this statement. In your answer you should:
• refer to Christian teaching
• give developed arguments to support this statement
• give developed arguments to support a different point of view
• reach a justified conclusion.
Target: AO2:1a and 1b Analyse and evaluate aspects of religion and belief,
including significance and influence
Levels Criteria
Marks
4
10-12
3
2
1
0
A well-argued response, reasoned consideration of different points of view.
Logical chains of reasoning leading to judgement(s) supported by knowledge and
understanding of relevant evidence and information.
References to religion applied to the issue.
Reasoned consideration of different points of view.
Logical chains of reasoning that draw on knowledge and understanding of relevant
evidence and information.
Clear reference to religion.
Reasoned consideration of a point of view.
A logical chain of reasoning drawing on knowledge and understanding of relevant
evidence and information.
OR
Recognition of different points of view, each supported by relevant reasons /
evidence.
Maximum of Level 2 if there is no reference to religion or the argument is
one-sided.
Point of view with reason(s) stated in support.
Nothing worthy of credit.
7-9
4-6
1-3
0
Students may include some of the following evidence and arguments, but all other
relevant points must be credited:
Arguments in support
• An individual Christian can choose how he or she wants to worship in
private / whereas in public worship they have to follow what everyone else
is saying and doing / this has more meaning because they can put their
heart and soul into it.
• It has more meaning because a Christian cannot pretend / or just copy
everyone else when they worship in private / it is likely to be real worship.
• Jesus told his disciples to pray in private because God would see them /
and they wouldn't be tempted to show off / it will have more meaning
because they are following Jesus' teaching, etc.
MARK SCHEME 8062/1
9
Arguments in support of other views
• Christians will feel supported by others when they worship in public / this
has just as much (or more) meaning because they are part of a community /
they may struggle to worship on their own.
• In private worship Christians may not know what to do or say / but in public
worship there will be someone to lead them / this makes sure the worship
has meaning.
• Christians need both private and public worship because each has a
different meaning / e.g. feeling close to God but also part of God's people /
one does not have more meaning than the other, etc.
SPaG 5 marks
MARK SCHEME - 8062/1
10
Catholic Christianity
Beliefs
0 2. 1
Which one of the following is not a belief about life after death?
1
A) Judgement
B) Purgatory
C) Reconciliation
D) Resurrection
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
Answer: C) Reconciliation
0 2. 2
Give two ways in which the sacrament of matrimony can influence the lives of
the couple who are getting married.
2
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
One mark for each of two correct points.
Students may include some of the following points, but all other relevant points must
be credited:
•
•
•
0 2. 3
They remember in their married life that they have their promises in the
presence of God / and that they have made them in the presence of the
priest / in the presence of witnesses / and this makes them take their
promises seriously in their relationship, etc.
They are given a blessing to support them / this will make them conscious
that God approves of their marriage / they will feel his guidance as they
develop their relationship etc..
They exchange rings as a sign of mutual love and self-giving / they both
state they are willing and free to make the commitment / they promise to
be together until death parts them / they share the commitment to have
children lovingly from God, etc.
Explain two ways in which the Eucharist influences the lives of Christians.
4
Target: AO1:2 Demonstrate knowledge and understanding of religion and
belief, including influence on individuals, communities and societies
First way:
simple explanation of a relevant and accurate influence - 1 mark
detailed explanation of a relevant and accurate influence - 2 marks
Second way:
simple explanation of a relevant and accurate influence - 1 mark
detailed explanation of a relevant and accurate influence - 2 marks
MARK SCHEME 8062/1
11
Students may include some of the following points, but all other relevant points
must be credited:
•
•
•
•
0 2. 4
Christians believe they receive Christ in the Eucharist and this gives them
strength to live as a Christian / so it influences them to be better Christians
/ they are comforted or encouraged by it / they receive God's grace and
have a positive outlook, etc.
Christians receive God's forgiveness at the Eucharist / and they make a
new start / so it influences them to stop sinning /they are determined to
love God and other people more, to obey God's commandments, etc.
Christians are united with others when they join in the Eucharist / so they
are influenced to be less selfish / to recognise the needs of others, etc.
At the end of the Eucharist, they are sent out into the world / they believe
that they have been fed with the Body and Blood of Christ / this gives them
strength to cope with what lies ahead of them, etc.
Explain two Catholic teachings about redemption.
5
Refer to scripture or sacred texts in your answer.
Target: Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
First teaching:
simple explanation of a relevant and accurate teaching - 1 mark
detailed explanation of a relevant and accurate teaching - 2 marks
Second teaching:
simple explanation of a relevant and accurate teaching - 1 mark
detailed explanation of a relevant and accurate teaching - 2 marks
Relevant and accurate reference to scripture /or sacred writing - 1 mark
Students may include some of the following points, but all other relevant points
must be credited:
•
•
•
The life of Jesus on earth shows Catholics how to live / Jesus gives them
an example of how they should serve God / and love other people. John
13: 34-35, etc.
The death of Jesus takes away sin / So Catholics can live a righteous life /
because Jesus died, God can forgive anyone who repents of their sin / he
allows them a new start so they can become better people. 2 Corinthians
5:21, etc.
The resurrection of Jesus gives Catholics the power to live as God's
people / the same power that brought Jesus back to life will help them to
overcome sin / it will transform them into new people. Ephesians 1: 18-20,
etc.
MARK SCHEME - 8062/1
12
0 2. 5
‘The Bible verse “I am putting you in charge” (Genesis 1:28) provides all the
guidance Christians need about their relationship with creation.’
12
Evaluate this statement. In your answer you should:
• refer to Catholic teaching
• give developed arguments to support this statement
• give developed arguments to support a different point of view
• reach a justified conclusion.
1
Target: AO2: Analyse and evaluate aspects of religion and belief, including
significance and influence
Criteria
A well-argued response, reasoned consideration of different points of view.
Logical chains of reasoning leading to judgement(s) supported by knowledge and
understanding of relevant evidence and information.
References to religion applied to the issue.
Reasoned consideration of different points of view.
Logical chains of reasoning that draw on knowledge and understanding of
relevant evidence and information.
Clear reference to religion.
Reasoned consideration of a point of view.
A logical chain of reasoning drawing on knowledge and understanding of relevant
evidence and information.
OR
Recognition of different points of view, each supported by relevant reasons /
evidence.
Maximum of Level 2 if there is no reference to religion or the argument is
one-sided.
Point of view with reason(s) stated in support.
0
Nothing worthy of credit.
Levels
4
3
2
Marks
10-12
7-9
4-6
1-3
0
Students may include some of the following evidence and arguments, but all
relevant evidence and arguments must be credited:
Arguments in support
In this verse God tells humans they are the pinnacle of his creation / they must
bring it under control /but this does not mean domination / this is all the guidance
Christians need because they know they must look after everything for God
(stewardship).
• Humans were given the responsibility to both govern and to care for the
whole of creation /the whole of creation is God’s / humans cannot misuse
or destroy what God has made but they have to be stewards of creation.
• The whole of the relationship between humanity and the rest of creation
follows on and flows from these points / exploitation by humans for their
own needs is sinful / it is selfish, etc.
Arguments in support of other views
•
Christians need more guidance because the verse does not tell them how
to rule over the creation / whether they should use creation to serve
human purposes (dominion) or serve creation to protect it from damage
MARK SCHEME 8062/1
13
•
•
There are contradictions in how this verse is interpreted / some say
humans are to master, govern and dominate the world, including
multiplying so much that they take it all over / but others say humans
should look after it with great care and respect / logically, they can’t do
both things.
Humans have free will to do what they choose, otherwise they are not
human / the verse gives them an idea of what God wanted but what they
do is their choice / scientific research will give them a better idea of how to
proceed, etc.
SPaG 5 marks
MARK SCHEME - 8062/1
14
Practices
0 2. 6
Which one of the following is a reason that some Catholics pray the Stations
of the Cross?
1
A) Praying the Stations helps them think about Jesus’ teaching.
B) Praying the Stations helps them to follow Jesus’ journey to his death.
C) Praying the Stations helps them to think of Jesus’ forty days in the desert.
D) Praying the Stations helps to remind them of when Jesus was born.
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
Answer: B) Praying the Stations helps them to follow Jesus’ journey to his death.
0 2. 7
Give two religious actions that take place during a Catholic funeral service.
2
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
One mark for each of two correct points.
Students may include some of the following points, but all other relevant points
must be credited:
The body is brought into church / placed before the altar / the coffin is blessed with
holy water / the coffin is censed / the lit Paschal candles is placed beside the coffin
/ dirt is thrown onto the coffin / ‘ashes to ashes, dust to dust’, etc.
0 2.8
Explain two contrasting Christian views about the importance of informal
prayer.
4
Target: AO1:3 Demonstrate knowledge and understanding of religion and
belief, including similarities and differences within and/or between religions
and beliefs
First contrasting view
simple explanation of a relevant and accurate contrast - 1 mark
detailed explanation of a relevant and accurate contrast - 2 marks
Second contrasting view
simple explanation of a relevant and accurate contrast - 1 mark
detailed explanation of a relevant and accurate contrast - 2 marks
Students may include some of the following points, but all other relevant points
must be credited:
•
Informal prayer is the soul communicating directly with God using the
person's own words / this has great importance because it shows their own
faith / it is a free response to God's love, it can be at any time in any place,
MARK SCHEME 8062/1
15
•
•
02. 9
even someone who has never been taught to pray can do so, etc.
Informal prayer is less important than formal prayer because the latter
relies on the faith of the Church / this is stronger than that of any individual
/ it connects the individual with the Church throughout the ages, etc.
The words have authority / they are traditional/ they have helped countless
people in the past / they have been written by saints / they are from
scripture (e.g. the Lord's Prayer), etc.
Explain two reasons why a Catholic agency such as Cafod, Trocaire or
Missio carries out its work.
5
Refer to Catholic teaching in your answer.
Target: Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
First way:
simple explanation of a relevant and accurate way - 1 mark
detailed explanation of a relevant and accurate way - 2 marks
Second way:
simple explanation of a relevant and accurate way - 1 mark
detailed explanation of a relevant and accurate way - 2 marks
Relevant and accurate reference to scripture or sacred writing - 1 mark
Students may include some of the following points, but all other relevant points
must be credited:
• The agency may care for victims of a natural disaster / they may help them
re-build their communities / provide food, water, medicines, temporary
shelters / comfort them in their time of need. Matthew 25: 35-36 etc.
• The agency may work with a community to make them stronger to face
future problems / they may teach them new skills, how to look after
themselves / they may provide money to start-up small businesses / they
may build a school for the children or teach the adults better healthcare.
Mark 12:31 etc.
• The agency may fight against injustice or provide a fairer way of doing
things / they free people from slavery, poor working conditions, exploitation
/ they encourage people to work together and share profits. Luke 4: 18-19,
Gaudium et Spes 26, etc.
• All humans are created in the image of God / this means that they are of
value to God / it is therefore a Christian duty to respond to those in need.
Genesis 1:26, etc.
• All people will be judged according to how they have treated others /
Christians believe that in helping or failing to help those in need, they are
helping or failing to help Jesus / in carrying out their work, agencies make
it possible for ordinary people to help those in need, wherever they are.
• Christians are called to love God and their neighbour / according to Jesus,
there are the most importance commandments / those who ignore the
needy cannot possibly claim to love God.
MARK SCHEME - 8062/1
16
2. 1 0
‘Evangelism is the most important duty for Catholics in Britain today.’
12
Evaluate this statement. In your answer you should:
• refer to Catholic teaching
• give developed arguments to support this statement
• give developed arguments to support a different point of view
• reach a justified conclusion.
Target: AO2:1a and 1b Analyse and evaluate aspects of religion and belief,
including significance and influence
Levels Criteria
4
A well-argued response, reasoned consideration of different points of view.
Logical chains of reasoning leading to judgement(s) supported by knowledge and
understanding of relevant evidence and information.
References to religion applied to the issue.
3
Reasoned consideration of different points of view.
Logical chains of reasoning that draw on knowledge and understanding of relevant
evidence and information.
Clear reference to religion.
2
Reasoned consideration of a point of view.
A logical chain of reasoning drawing on knowledge and understanding of relevant
evidence and information.
OR
Recognition of different points of view, each supported by relevant reasons /
evidence.
Maximum of Level 2 if there is no reference to religion or the argument is
one-sided.
1
Point of view with reason(s) stated in support.
0
Nothing worthy of credit.
Students may include some of the following evidence and arguments, but all
relevant evidence and arguments must be credited:
Marks
10-12
7-9
4-6
1-3
0
Arguments in support
• Evangelism is spreading the faith of the Church to people who do not share
it currently / and it is a duty of all Catholics.
• In Britain today fewer people go to church so it is important that those who
do, get involved in active evangelism / otherwise the Church will have fewer
and fewer members.
• It is the most important work because it is the most urgent / if people die
without faith in God, they are cut off from him / Catholics must spread the
faith otherwise people will not be taught how they can go to heaven, etc.
Arguments in support of other views
• Evangelism is important work but it is not the most important / other duties
are equally important / e.g. developing one’s own spiritual life / participating
in the sacraments.
• Catholics have a responsibility for social justice in Britain today / many
people are not getting a fair deal / there is unemployment and poverty /
helping others is just as important as evangelism.
• Evangelism and working for social justice both spring from loving one's
neighbour / this love is the most important duty for Catholics wherever they
are in the world, etc.
SPaG 5 marks
MARK SCHEME 8062/1
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Question 3: Buddhism
Beliefs
0 3. 1
Which one of the following is one of the Three Marks of Existence?
1
A) Anatta
B) Dhamma (dharma)
C) Nibbana (nirvana)
D) Sunyata
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority.
Answer: A) Anatta
0 3. 2
Give two of the four signs that the Buddha saw.
2
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
One mark for each of two correct points
Students may include some of the following points, but all other relevant points
must be credited:
An old man / a sick man / a dead man / a holy man.
0 3. 3
Explain two ways in which the Buddha’s ascetic life influenced his later
teaching.
4
Target: AO1:2 Demonstrate knowledge and understanding of religion and
belief, including influence on individuals, communities and societies
First way:
simple explanation of a relevant and accurate influence - 1 mark
detailed explanation of a relevant and accurate influence - 2 marks
Second way:
simple explanation of a relevant and accurate influence - 1 mark
detailed explanation of a relevant and accurate influence - 2 marks
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Students may include some of the following points, but all other relevant points
must be credited:
The Buddha taught the Eightfold Path / this was the middle way between a
life of asceticism and self-indulgence / it avoided extremes etc.
The Buddha realised that extreme fasting was pointless / the way to
enlightenment lay in meditation / in searching deep within his own mind, etc.
The Buddha told his disciples that he had taking his fasting further than any
other ascetics / It did not lead to higher wisdom / but to physical and mental
weakness, etc.
•
•
•
0 3. 4
Explain two Buddhist teachings about the causes of suffering.
Refer to scripture or sacred writings in your answer.
5
Target: Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
First teaching:
simple explanation of a relevant and accurate teaching - 1 mark
detailed explanation of a relevant and accurate teaching - 2 marks
Second teaching:
simple explanation of a relevant and accurate teaching - 1 mark
detailed explanation of a relevant and accurate teaching - 2 marks
Relevant and accurate reference to scripture /or sacred writing - 1 mark
Students may include some of the following points, but all other relevant points
must be credited:
•
•
•
Suffering is caused by craving / the second of the Four Noble Truths / as a
result we become attached to things / this causes more suffering, etc.
We want everything to stay the same / We do not realise that everything is
subject to change / the three marks of existence / everything is
impermanent, etc.
The Buddha taught that the Three Poisons cause suffering / these are
greed, hatred and delusion / for example centring life round making money,
etc.
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0 3. 5
‘It is better to be a Bodhisattva than an Arhat (a perfected person).’
12
Evaluate this statement. In your answer you should:
• refer to Buddhist teaching
• give developed arguments to support this statement
• give developed arguments to support a different point of view
• reach a justified conclusion.
Target: AO2: Analyse and evaluate aspects of religion and belief, including
significance and influence
Levels
Criteria
Marks
4
A well-argued response, reasoned consideration of different points of view.
Logical chains of reasoning leading to judgement(s) supported by knowledge and
understanding of relevant evidence and information.
References to religion applied to the issue.
10-12
3
Reasoned consideration of different points of view.
Logical chains of reasoning that draw on knowledge and understanding of
relevant evidence and information.
Clear reference to religion.
7-9
2
Reasoned consideration of a point of view.
A logical chain of reasoning drawing on knowledge and understanding of relevant
evidence and information.
OR
Recognition of different points of view, each supported by relevant reasons /
evidence.
Maximum of Level 2 if there is no reference to religion or the argument is
one-sided.
4-6
1
Point of view with reason(s) stated in support.
1-3
0
Nothing worthy of credit.
0
Students may include some of the following evidence and arguments, but all
relevant evidence and arguments must be credited:
Arguments in support:
• A Bodhisattva is the highest goal of the Mahayana Buddhist faith / great
Bodhisattvas are supernatural figures that Buddhists can pray to for help
and guidance / they symbolise skilful spiritual qualities / they become the
focus for worship.
• They can save others and help them achieve enlightenment / they
embody both wisdom (panna) and compassion (karuna) / images possess
the spiritual power of beings they represent / they hold a position of
honour in worship / they are ‘enlightenment beings’ so it is much greater to
MARK SCHEME - 8062/1
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•
help others achieve enlightenment rather than just achieve it on one’s own
/ they always put others interests first / they are like the captain of a
sinking ship, getting all the passengers off before themselves / they have
to perfect the six perfections and there is no higher ideal in Buddhist
morality.
Some Buddhists, especially Mahayana regard the Bodhisattva ideal as
superior to the Arhat one as it is totally selfless and based on compassion
for all beings rather than personal liberation and nibbana / the Arhat ideal
is considered to be selfish by some Buddhists, etc.
Arguments in support of other views:
• The Arhat is the goal of the Theravada tradition / it is an older, therefore
better tradition than the Bodhisattva / it is a person who has completed the
Noble Eightfold Path / it is someone who has overcome the Three
Poisons; greed, hatred and delusion or ignorance.
• The title arhat means’ one worthy of respect’ / it is a difficult and singular
path to become an Arhat / a lay person in Theravada cannot become one
until possibly reborn / an Arhat leads a blameless life and can generate
lots of good kamma / he can perform meritorious deeds which bring good
fortune to others.
• The Arhat was what the Buddha intended his followers to become / the
Arhat ideal is considered to be equal to the Bodhisattva idea in Theravada
Buddhist traditions as compassion for all beings is an essential part of the
Arhat path, etc.
SPaG 5 marks
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Practices
0 3. 6
Which one of the following is a Buddhist festival?
1
A) Samatha
B) Theravada
C) Vipassana
D) Wesak
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
Answer: D) Wesak
0 3. 7
Give two types of Buddhist meditation.
2
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
One mark for each of two correct points:
Samatha / vipassana / metta / bhavana / zazen.
0 3. 8
Explain two contrasting aims of Buddhist meditation.
4
Target: AO1:3 Demonstrate knowledge and understanding of religion and
belief, including similarities and differences within and/or between religions
and beliefs
First contrasting aim
simple explanation of a relevant and accurate contrast - 1 mark
detailed explanation of a relevant and accurate contrast - 2 marks
Second contrasting aim
simple explanation of a relevant and accurate contrast - 1 mark
detailed explanation of a relevant and accurate contrast - 2 marks
Students may include some of the following points, but all other relevant points
must be credited:
• The encouragement of stillness and focus / samatha meditation / done
through mindfulness of breathing, etc/
• Developing understanding of the Three Marks of Existence / vipassana
(insight) meditation / attainment of the state of nibbana (nirvana), etc.
• The desire to become a Buddha / this is to free all beings from dukkha
(suffering) / achieved through visualisation of the Buddhas, etc.
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0 3. 9
Explain two ways in which death ceremonies are important to Buddhists in
Tibet. Refer to Buddhist teaching in your answer.
5
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
First way:
simple explanation of a relevant and accurate way - 1 mark
detailed explanation of a relevant and accurate way - 2 marks
Second way:
simple explanation of a relevant and accurate way - 1 mark
detailed explanation of a relevant and accurate way - 2 marks
Relevant and accurate reference to scripture or sacred writing – 1 mark
Students may include some of the following points, but all other relevant points
must be credited:
•
•
•
•
3. 1 0
It is traditional to read the Bardo Thodol to the dying / this is to prepare the
dying for the passage into their next lifetime / it helps them come to terms
with their imminent death / and approach it calmly, etc.
It is read for 49 days after death / this contains important teachings / that
will assist those who have died in their next life, etc.
The body leaves the world as it arrived / this is done by washing it / and
laying it out into a foetal position, etc.
Bodies are traditionally offered to vultures in a sky burial ceremony /
vultures are encouraged to eat all the body / this is so that the deceased is
taken to the Bardo, which according to Buddhist teaching has three stages,
etc.
‘The five precepts are impossible to live by.’
12
Evaluate this statement. In your answer you should:
• refer to Buddhist teaching
• give developed arguments to support this statement
• give developed arguments to support a different point of view
• reach a justified conclusion.
Target: AO2:1a and 1b Analyse and evaluate aspects of religion and belief,
including significance and influence
Levels Criteria
Marks
4
10-12
A well-argued response, reasoned consideration of different points of view.
Logical chains of reasoning leading to judgement(s) supported by knowledge and
understanding of relevant evidence and information.
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References to religion applied to the issue.
3
Reasoned consideration of different points of view.
Logical chains of reasoning that draw on knowledge and understanding of relevant
evidence and information.
Clear reference to religion.
7-9
2
Reasoned consideration of a point of view.
A logical chain of reasoning drawing on knowledge and understanding of relevant
evidence and information.
OR
Recognition of different points of view, each supported by relevant reasons /
evidence.
Maximum of Level 2 if there is no reference to religion or the argument is
one-sided.
4-6
1
Point of view with reason(s) stated in support.
1-3
0
Nothing worthy of credit.
0
Students may include some of the following evidence and arguments, all relevant
evidence and arguments must be credited:
Arguments in support:
• The five precepts are ultimately based on eliminating the power of greed
and hatred and this is too idealistic for society today / modern society can
be seen as dominated by consumerism and secular values, which
contradict a life style based on the five precepts.
• Human nature is naturally driven by selfish motives / so the ideals of
egolessness and unselfishness which are themes that run through the
precepts are beyond most people’s capacity.
• Killing seems commonplace in some societies, which breaks the first
precept / theft, burglary and stealing are commonplace as people are
greedy / sexual misconduct is all around us so the third precept is clearly
too idealistic / false speech happens with gossip, slander, back biting, white
lies and seems part of everyday life and accepted / the attitude towards
avoidance of intoxicating substances is not easy to apply in modern society,
etc.
Arguments in support of other views:
• The ethics outlined in the five moral precepts are very realistic and not
difficult to put into practice / and they are common sense / they are based
on good intention and are undertakings to ‘refrain from’ rather than strict
rules so clearly a realistic goal for Buddhists.
• The five precepts are ideally suited to modern society as they are
supported by meditation and wisdom / society today can easily apply most
of the moral precepts and gradually develop these qualities too.
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•
The Dalai Lama has consistently taught the importance of the five precepts
for the modern world and thinks they are attainable / the five precepts have
much to offer modern society as they are all rooted in humanitarian values,
etc.
SPaG 5 marks
MARK SCHEME 8062/1
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Hinduism
Beliefs
0 4. 1
Which one of the following is one of the Tri-murti?
1
A) Atman
B) Ganesha
C) Krishna
D) Shiva
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
Answer: D) Shiva
0 4. 2
Name two of the four Hindu aims of life.
2
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
One mark for each of two correct points.
Dharma (following one’s duties) / artha (honest living) / kama (enjoyment of the
senses) / moksha (liberation from material existence).
0 4. 3
Explain two ways in which a belief in karma influences the way Hindus live
their lives.
4
Target: AO1:2 Demonstrate knowledge and understanding of religion and
belief, including influence on individuals, communities and societies
First way:
simple explanation of a relevant and accurate influence - 1 mark
detailed explanation of a relevant and accurate influence - 2 marks
Second way:
simple explanation of a relevant and accurate influence - 1 mark
detailed explanation of a relevant and accurate influence - 2 marks
Students may include some of the following points, but all other relevant points
must be credited:
•
They will try to give a life filled with good deeds / this is to avoid the bad
karmic consequences / it will motivate them to develop a spiritual dimension
to life to ensure a good rebirth, etc.
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It will give them an explanation of the suffering on the world / it will make
them more compassionate / eg giving to the poor, etc.
They will keep up with their commitment to religious traditions and way of
life / they will adhere to the duties and responsibilities of their caste and
stage in life / eg a man in the householder stage will care for his family, etc.
•
•
0 4. 4
Explain two Hindu teachings about the origin of the world.
Refer to scripture or sacred writings in your answer.
5
Target: Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
First teaching:
simple explanation of a relevant and accurate teaching - 1 mark
detailed explanation of a relevant and accurate teaching - 2 marks
Second teaching:
simple explanation of a relevant and accurate teaching - 1 mark
detailed explanation of a relevant and accurate teaching - 2 marks
Relevant and accurate reference to scripture /or sacred writing - 1 mark
Students may include some of the following points, but all other relevant points
must be credited:
•
•
•
The teaching about Brahman as the ultimate reality / from which Brahman
brings into being and animates all the material and physical universe / all
life emanates from Brahman, etc.
The belief in the Tri-murti includes the role of Brahma as the creative
aspect of Brahman / he is considered to be a creator god / the myth
relating to this, etc.
The Rig Vedic hymn 10/129 describes the origin of the universe / it
portrays a vision of nothingness, void and darkness / into this emptiness
the ONE (Brahman) breathed / and through its thought and will power
brought being into existence / thus mind preceded matter / final part of this
hymn questions whether the whole process of creation can ever be
understood by humans. ‘Who knows for certain …the gods were born
after this world’s creation’ / ‘None knoweth whence creation has arisen’,
etc.
MARK SCHEME 8062/1
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0 4. 5
‘Sanatana dharma rules the lives of all Hindus.’
12
Evaluate this statement. In your answer you should:
• refer to Hindu teaching
• give developed arguments to support this statement
• give developed arguments to support a different point of view
• reach a justified conclusion.
Target: AO2:1a and 1b Analyse and evaluate aspects of religion and belief,
including significance and influence
Levels
Criteria
Marks
4
A well-argued response, reasoned consideration of different points of view.
Logical chains of reasoning leading to judgement(s) supported by knowledge and
understanding of relevant evidence and information.
References to religion applied to the issue.
10-12
3
Reasoned consideration of different points of view.
Logical chains of reasoning that draw on knowledge and understanding of
relevant evidence and information.
Clear reference to religion.
7-9
2
Reasoned consideration of a point of view.
A logical chain of reasoning drawing on knowledge and understanding of relevant
evidence and information.
OR
Recognition of different points of view, each supported by relevant reasons /
evidence.
Maximum of Level 2 if there is no reference to religion or the argument is
one-sided.
4-6
1
Point of view with reason(s) stated in support.
1-3
0
Nothing worthy of credit.
0
Students may include some of the following evidence and arguments, but all
relevant evidence and arguments must be credited:
Arguments in support
• Sanatana dharma are the fundamental moral principles of ahimsa,
truthfulness and purity / which guide all moral intentions and actions
• Sanatana dharma contains absolute eternal moral laws / applicable to all
situations / and life circumstances of caste and stage in life.
• Adherence to these laws ensures the building up of good karma / which
brings progress towards moksha and fortunate rebirth, etc.
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Arguments in support of other views
• Varnashrama dharma dominates the life of Hindus more than sanatana
dharma / as the laws and customs of varnashrama dharma relate to caste
and stage in life which are more relevant and applicable to everyday life /
the abstract principles of Sanatana dharma affect Hindus but do not
dominate their lives.
• The absolute principles of Sanatana dharma sometimes conflict with the
relativist laws of varnashrama dharma / eg in relation to warfare and the
responsibilities of the kshatriya caste / as expressed in the Bhagavad Gita.
• The life of Hindus is more dominated by the social customs and mentality
related to caste / rather than the more philosophical concepts, etc.
SPaG 5 marks
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Practices
0 4. 6
Which one of the following is a Hindu festival?
1
A) Darshan
B) Diwali
C) Puja
D) Varanasi
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
Answer: B) Diwali
0 4. 7
Give two places of Hindu worship.
2
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
One mark for each of two correct points.
The home shrine / the temple / by rivers / sacred places in nature such as
mountains and the source of rivers / in the heart.
0 4. 8
Explain two contrasting paths towards yoga (union with the divine).
4
Target: AO1:3 Demonstrate knowledge and understanding of religion and
belief, including similarities and differences within and/or between religions
and beliefs
First contrasting path
simple explanation of a relevant and accurate contrast - 1 mark
detailed explanation of a relevant and accurate contrast - 2 marks
Second contrasting path
simple explanation of a relevant and accurate contrast - 1 mark
detailed explanation of a relevant and accurate contrast - 2 marks
Students may include some of the following points, but all other relevant points
must be credited:
•
•
Bhakti yoga involves constant devotion to a personal deity / this is through
prayers mantras and a wide range of devotional acts / it develops a
personal relationship of love and surrender based on profound faith, etc.
Karma yoga is based on selfless actions / it entails following the duties of
caste and stage of life / it is based on moral integrity and acting
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•
0 4. 9
responsibly in all worldly actions / it is totally selfless seeking no reward for
oneself but a selfless service to God, etc.
Jnana yoga is directed towards the impersonal Brahman rather than
personal deity / it develops deep spiritual insights and wisdom / through
meditation and study of the scriptures / it requires separation from worldly
activities and even a homeless life of the sannyasin / astanga yoga can be
combined with jnana yoga / it focuses on change of consciousness
through meditation rather than worship or social action, etc.
Explain two reasons why the festival of Holi is important for Hindus.
Refer to Hindu teaching in your answer.
5
Target: Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
First reason:
simple explanation of a relevant and accurate reason - 1 mark
detailed explanation of a relevant and accurate reason - 2 marks
Second reason:
simple explanation of a relevant and accurate reason - 1 mark
detailed explanation of a relevant and accurate reason - 2 marks
Relevant and accurate reference to scripture or sacred writing – 1 mark
Students may include some of the following points, but all other relevant points
must be credited:
•
•
•
The meaning of this festival is the celebration of the coming of Spring / it
celebrates the fertility of the earth / and new life, etc.
It expresses the theme of good overcoming evil / this is through the story
of Holika and Pralad which is found in popular scriptures/ Pralad kept his
promise to God and was not deterred by the tyranny of an evil king / it
reveals the rewards of loyalty and devotion to God, etc.
It also celebrates the legend of the ogress Dhundhi / she was killed
because she made the lives of small children intolerable / it celebrates the
victory of good over evil, etc.
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4. 1 0
‘Going on pilgrimage is the most important act that Hindus will perform in
their lifetime.’
12
Evaluate this statement. In your answer you should:
• refer to Hindu teaching
• give developed arguments to support this statement
• give developed arguments to support a different point of view
• reach a justified conclusion.
Target: AO2:1a and 1b Analyse and evaluate aspects of religion and belief,
including significance and influence
Levels Criteria
Marks
4
A well-argued response, reasoned consideration of different points of view
Logical chains of reasoning leading to judgement(s) supported by knowledge and
understanding of evidence and information appropriate to the issue.
References to religion applied to the issue.
10-12
3
Some reasoned consideration of different points of view
Logical chains of reasoning that draw on knowledge and understanding of
evidence and information appropriate to the issue.
Clear reference to religion.
7-9
2
Reasoned consideration of a point of view
A process of reasoning drawing on knowledge and understanding of evidence and
information appropriate to the issue
OR
Recognition of different points of view, each supported by relevant reasons /
evidence.
Maximum of Level 2 if there is no reference to religion or the argument is
one-sided.
4-6
1
Point of view with reason(s) stated in support.
1-3
0
Nothing worthy of credit
0
Students may include some of the following evidence and arguments, but all
relevant evidence and arguments must be credited:
Arguments in support:
• Going on pilgrimage is a life-changing experience and a once in a lifetime
for Hindus / as it demonstrates the total commitment to their faith / some
pilgrimages like Kumbh Mela are so powerful that they can be a
transforming religious experience.
• The austerities involved, sacrifices made and actions performed will enable
a Hindu to have a good rebirth / make progress towards moksha / fulfil
promises and petitions made to personal deities.
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•
Pilgrimage to the River Ganges and the rituals performed will ensure final
liberation / this is the ultimate goal for all Hindus, etc.
Arguments in support of other views:
• Not all Hindus are able to go on pilgrimage / they may not be able to afford
it / distance may be an issue/ they may not have the physical and mental
stamina.
• Other actions are more important and meaningful such as daily worship in
the home / this deepens the individual’s spiritual life / and has a lasting
effect / whereas the effect of pilgrimage might wear off.
• Living in accordance with dharma is more important for Hindus / this is
performed everyday throughout their lives / pilgrimage is optional, etc.
SPaG 5 marks
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Islam
Beliefs
0 5. 1
Which one of the following is the meaning of Adalat?
1
A) Justice
B) Mercy
C) Omnipotence
D) Predestination
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority.
Answer: A) Justice.
0 5. 2
Name two angels that are mentioned in the Qur’an.
2
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
One mark for each of two correct points.
Students may include two of the following:
Jibril / Mika’il / Israfil / Izrail.
0 5. 3
Explain two ways in which beliefs about heaven and hell influence Muslims
today.
4
Target: AO1:2 Demonstrate knowledge and understanding of religion and
belief, including influence on individuals, communities and societies
First way:
simple explanation of a relevant and accurate influence - 1 mark
detailed explanation of a relevant and accurate influence - 2 marks
Second way:
simple explanation of a relevant and accurate influence - 1 mark
detailed explanation of a relevant and accurate influence - 2 marks
Students may include some of the following points, but all other relevant points
must be credited:
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The punishment of hell deters Muslims from committing evil deeds / for
example they will not take drugs or drink alcohol / equally those that have
been wronged in the world believe that they will be held to account by Allah.
The rewards of paradise encourage Muslims to do good deeds / for example
completing the five pillars / being dutiful to their parents / obeying the
Shari’ah law.
Muslims will repent of any bad deed / they will ask Allah for forgiveness / as
they believe that they will be judged by Allah on the last day / this may be
after the daily prayers or during special occasions e.g. Ramadan.
•
•
•
0 5. 4
Explain two Muslim teachings about Tawhid (the Oneness of God).
Refer to scripture or sacred writings in your answer.
5
Target: Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
First teaching:
simple explanation of a relevant and accurate teaching - 1 mark
detailed explanation of a relevant and accurate teaching - 2 marks
Second teaching:
simple explanation of a relevant and accurate teaching - 1 mark
detailed explanation of a relevant and accurate teaching - 2 marks
Relevant and accurate reference to scripture /or sacred writing – 1 mark
Students may include some of the following points, but all other relevant points
must be credited:
•
Tawhid is a fundamental belief within Islam / the Qur’an describes this as a
duty for all humans / Surah 112’ ‘Say he is Allah , the one the only’ / 1st
Principle of Shi’a Islam: ‘Allah is the only God in the world’, etc
•
Tawhid is practised throughout a Muslims life and must never be forsaken
/ ‘Verily, Allah forgives not the sin of setting up partners in worship with
Him, but He forgives whom He wills sins other than that’ (4:116) / Al Ahad:
the One and only (one of the Beautiful Ninety-Nine Names), etc.
•
The Prophet Muhammad taught Tawhid for 13 years in Makkah / this
shows that Muslims should also take this duty seriously / and never
commit the mistake of shirk / when giving instructions about teaching nonMuslims, Muhammad said, ‘Let the first thing to which you will invite them
be the tawhid’, etc.
•
‘There is no God but Allah’ / this is the first part of the Shahadah / the
Muslim declaration of faith / so Tawhid is at the heart of every Muslim’s
faith, etc.
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0 5. 5
‘Greater Jihad is more important than lesser Jihad.’
12
Evaluate this statement. In your answer you should:
• refer to Muslim teaching
• give developed arguments to support this statement
• give developed arguments to support a different point of view
• reach a justified conclusion.
Target: AO2: Analyse and evaluate aspects of religion and belief, including
significance and influence
Levels
Criteria
Marks
4
A well-argued response, reasoned consideration of different points of view.
Logical chains of reasoning leading to judgement(s) supported by knowledge and
understanding of relevant evidence and information.
References to religion applied to the issue.
10-12
3
Reasoned consideration of different points of view.
Logical chains of reasoning that draw on knowledge and understanding of
relevant evidence and information.
Clear reference to religion.
7-9
2
Reasoned consideration of a point of view.
A logical chain of reasoning drawing on knowledge and understanding of relevant
evidence and information.
OR
Recognition of different points of view, each supported by relevant reasons /
evidence.
Maximum of Level 2 if there is no reference to religion or the argument is
one-sided.
4-6
1
Point of view with reason(s) stated in support.
1-3
0
Nothing worthy of credit.
0
Students may include some of the following evidence and arguments, but all
relevant evidence and arguments must be credited:
Arguments in support:
• It allows people to develop their own spirituality and commitment first /
they cannot help others before they help themselves etc.
• Muslims will be questioned about themselves and this should always
come first / ‘No soul will take the burden of another soul’ etc.
• The Prophet Muhammad always strived to better himself / there are
countless examples of this in the hadith and this is turn shows its
significance, etc.
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Other views:
• Many hadith talk about the importance of improving the community that
one lives in / e.g. about the Muslim Ummah being like a body / if one part
feels pain, it all feels pain.
• If people don’t improve the community that they live in, they are more
likely to go astray / so lesser Jihad helps to support greater Jihad.
• Muslims have a duty to defend the faith / the Qur’an is explicit and permits
this under clear guidance (Qur’an 2:190) etc.
SPaG 5 marks
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Practices
0 5. 6
Which one of the following is the month in which Muslims must fast?
1
A) Ashura
B) Khums
C) Ramadan
D) Zakah
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority.
Answer: C) Ramadan
0 5. 7
Give two rituals that Muslims perform during Salah.
2
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority.
One mark for each of two correct points.
Students may include some of the following points:
Bowing down / prostration / recite the Qur’an / crying out ‘God is great’ etc
0 5. 8
Explain two contrasting understandings of Salah.
4
Target: AO1:3 Demonstrate knowledge and understanding of religion and
belief, including similarities and differences within and/or between religions
and beliefs
First contrasting understanding
simple explanation of a relevant and accurate contrast - 1 mark
detailed explanation of a relevant and accurate contrast - 2 marks
Second contrasting understanding
simple explanation of a relevant and accurate contrast - 1 mark
detailed explanation of a relevant and accurate contrast - 2 marks
Students may include some of the following points, but all other relevant points
must be credited:
Sunni Muslims:
• They must pray the 5 daily prayers at 5 different times / they only combine
prayers during hajj or whilst travelling, etc.
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•
They prostrate by putting their heads directly on to a prayer mat / or they
may use any clean place, etc.
Shi’a Muslims:
• They can pray at three different times during the day / they combine the
afternoon and evening prayers, etc.
• They must pray on natural material that cannot be worn or eaten /many
use a special clay tablet to prostrate on, etc.
0 5. 9
Explain two ways in which Muslims celebrate the festival of Id-ul-Adha.
Refer to Muslim teaching in your answer.
5
Target: Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority.
First way:
simple explanation of a relevant and accurate way - 1 mark
detailed explanation of a relevant and accurate way - 2 marks
Second way:
simple explanation of a relevant and accurate way - 1 mark
detailed explanation of a relevant and accurate way - 2 marks
Relevant and accurate reference to scripture or sacred writing – 1 mark
Students may include some of the following points, but all other relevant points
must be credited:
•
•
•
They will attend the Mosque / the day starts with special prayers /
Muslims are reminded of Allah’s blessings / ‘Who can be better in religion
than one who submits his whole self to God, does good and follows the
way of Abraham, the true in Faith? For God did take Abraham for a friend’
Quran 4:125, etc.
A sacrifice is made / this is done to remember Abraham’s sacrifice / the
meat is distributed to family, friends and the poor / ‘O my son, I have seen
in a dream that I should sacrifice you’ (Qur’an 37:100)
They will meet with friends and family / gifts are exchanged / and special
food prepared to celebrate / this will include the distributing of meat to
friends and family / Muslims see it as a day of sharing and caring, etc.
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5. 1 0
‘Completing the hajj is the most important duty for a Muslim.’
12
Evaluate this statement. In your answer you should:
• refer to Islamic teaching
• give developed arguments to support this statement
• give developed arguments to support a different point of view
• reach a justified conclusion.
Target: AO2:1a and 1b Analyse and evaluate aspects of religion and belief,
including significance and influence
Levels Criteria
Marks
4
A well-argued response, reasoned consideration of different points of view.
Logical chains of reasoning leading to judgement(s) supported by knowledge and
understanding of relevant evidence and information.
References to religion applied to the issue.
10-12
3
Reasoned consideration of different points of view.
Logical chains of reasoning that draw on knowledge and understanding of relevant
evidence and information.
Clear reference to religion.
7-9
2
Reasoned consideration of a point of view.
A logical chain of reasoning drawing on knowledge and understanding of relevant
evidence and information.
OR
Recognition of different points of view, each supported by relevant reasons /
evidence.
Maximum of Level 2 if there is no reference to religion or the argument is
one-sided.
4-6
1
Point of view with reason(s) stated in support.
1-3
0
Nothing worthy of credit.
0
Students may include some of the following evidence and arguments, but all
relevant evidence and arguments must be credited:
Arguments in support
• It purifies a person of all sins / this is important as Muslims will be judged by
Allah on their deeds / the hadith say that a person returns like a new born
child / this is also shown through the shaving of the hair after the hajj.
• It is one of the pillars / clearly this is an important duty as it is commanded
in the Qur’an /’ Proclaim that the people shall observe Hajj pilgrimage.’
22:27
• It builds the bond of brotherhood / people from different backgrounds and
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ethnicities gather and this helps to build the concept of Ummah which is an
important duty for all Muslims. etc.
Arguments in support of other views
• There are other pillars that are clearly more important / the Shahadah is the
cornerstone of Islam / without this all other worship is rendered invalid.
• Hajj is only compulsory for those that can afford to perform it / are physically
able.
• Other duties like looking after the poor/ being dutiful to parents / praying
salah are clearly more important / as there are several hadith that mention
these specifically etc.
SPaG 5 marks
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Judaism
Beliefs
0 6. 1
Which one of the following is used by Jews to describe God’s nature?
A)
B)
C)
D)
1
Merciful
Messiah
Mitzvot
Shabbat
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority.
Answer: A) Merciful
0 6. 2
Give two reasons why the promised land is important to Jews.
2
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority.
One mark for each of two correct points.
God gave Abraham the promised land as part of the Covenant / God repeatedly
promised to give the land to the descendants of Abraham throughout Jewish
history / it is considered a mitzvah to live in Israel / prayers are said on a daily
basis for a return of the Jewish people to the land, etc.
0 6. 3
Explain two ways in which the Ten Commandments influence Jews today.
4
Target: AO1:2 Demonstrate knowledge and understanding of religion and
belief, including influence on individuals, communities and societies
First way:
simple explanation of a relevant and accurate influence - 1 mark
detailed explanation of a relevant and accurate influence - 2 marks
Second way:
simple explanation of a relevant and accurate influence - 1 mark
detailed explanation of a relevant and accurate influence - 2 marks
Students may include some of the following points, but all other relevant points
must be credited:
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•
•
•
0 6. 4
The Ten Commandments must be obeyed by Jews / this shows that Jews
are following God’s rules for his people / Jews are expected to learn and
do God’s will to show that they are observing the faith / Exodus 19:8
states, ‘All that the Eternal has spoken, we will do’ etc.
The Ten Commandments gives Jews their identity / the Commandments
describe the Jews’ relationship with God / the observance of Shabbat
makes Judaism different from other faiths / based on the call to reflect
God’s holiness, etc.
The Ten Commandments shows Jews how to live an ethical life / the
Commandments demand standards of behaviour from Jews / about how
they treat other people / conduct themselves in their community / as well
as wider society, etc.
Explain two Jewish teachings about the sanctity of human life.
Refer to scripture or sacred writings in your answer.
5
Target: Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority.
First teaching:
simple explanation of a relevant and accurate teaching - 1 mark
detailed explanation of a relevant and accurate teaching - 2 marks
Second teaching:
simple explanation of a relevant and accurate teaching - 1 mark
detailed explanation of a relevant and accurate teaching - 2 marks
Relevant and accurate reference to scripture /or sacred writing – 1 mark
Students may include some of the following points, but all other relevant points
must be credited:
•
•
•
The sanctity of human life means that humans have especial value / in
Genesis 2:7 God ‘breathed into his nostrils the breath of life’ / / human life
has a higher status to animal life / Sanhedrin 37a states ‘Anyone who
destroys a human life is considered as if he had destroyed the entire
world’, etc.
The sanctity of human life means that humans are made in the image of
God / Genesis 1:26-27 describes how God formed humanity in his likeness
/ this means that all humans have equal dignity / therefore Jews are
required to respect this nature in others, etc.
God is aware of the individual before he or she is born / Psalm 139:13-16
shows how humans are loved and known to Him / and are amazing in their
form / Psalm 8 expresses wonder at the status God has given humans,
etc.
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0 6. 5
‘Free will means that Jews can behave however they like.’
12
Evaluate this statement. In your answer you should:
• refer to Jewish teaching
• give developed arguments to support this statement
• give developed arguments to support a different point of view
• reach a justified conclusion.
Target: AO2: Analyse and evaluate aspects of religion and belief, including
significance and influence
Levels
Criteria
Marks
4
A well-argued response, reasoned consideration of different points of view.
Logical chains of reasoning leading to judgement(s) supported by knowledge and
understanding of relevant evidence and information.
References to religion applied to the issue.
10-12
3
Reasoned consideration of different points of view.
Logical chains of reasoning that draw on knowledge and understanding of
relevant evidence and information.
Clear reference to religion.
7-9
2
Reasoned consideration of a point of view.
A logical chain of reasoning drawing on knowledge and understanding of relevant
evidence and information.
OR
Recognition of different points of view, each supported by relevant reasons /
evidence.
Maximum of Level 2 if there is no reference to religion or the argument is
one-sided.
4-6
1
Point of view with reason(s) stated in support.
1-3
0
Nothing worthy of credit.
0
Students may include some of the following evidence and arguments, all relevant
evidence and arguments must be credited:
Arguments in support:
• Free will is a gift from God to humanity / for humans to be truly free to love
God and obey his Commandments there must be a free choice / if this
means that some people make the wrong choices, then God is aware of
that possibility / if people are given a gift, it is for them to decide what to do
with it.
• Free will allows morality / without a free choice and context where correct
and incorrect choices are possible humans cannot make significant
decisions / the Torah states that God gives man free will to encourage him
to listen to God’s word / Deuteronomy 30:19-20.
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•
Humans must have free will to allow reward and retribution /Judaism
believes that this world is a corridor for the afterlife / God would not be able
to judge if mankind did not have true free will / humans must be tested in
order to find out if they are righteous, etc.
Arguments in support of other views:
• There are 613 mitzvot for Jews to follow / this suggests that God has strict
Commandments and expectations of the Jewish nation / when people
convert to Judaism they are required to keep all of the mitzvot / Jews are
expected to be an example to other nations etc.
• Jews understand very clearly that people are responsible for their actions.
Key moral principles such as justice, healing the world, charity and
kindness to others are expected from Jews / Rabbi Hillel said, ‘What is
hateful to yourself do not do to your fellow man. This is the entire Torah,
the rest is commentary. Go and study.’ (Talmud, Shabbat 31a) etc.
• The expectation to live a moral life extends beyond the Jewish nation / the
Noachide laws apply to all of humanity / in Jewish thinking if someone
violates the principles given in the Noachide laws they are not living a
civilised life etc.
SPaG 5 marks
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Practices
0 6. 6
Which one of the following is used to describe the ever burning light in the
synagogue?
1
A) Bimah
B) Aron Hakodesh
C) Ner Tamid
D) Menorah
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority.
Answer: C) Ner Tamid
0 6. 7
Give two reasons why Jews might prefer to worship in a synagogue rather
than at home.
2
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority.
One mark for each of two correct points.
Students may include some of the following points, but all other relevant points must
be credited:
The word synagogue means ‘coming together’ or ‘house of assembly’ in Hebrew /
synagogues replaced the place of worship for Jews after the destruction of the
Temple in Jerusalem after 70 C.E. / certain prayers can only be said by a communal
group of ten or more men (minyan) in Judaism / reading the Torah in Hebrew is an
honour and public recognition of skill in Judaism / all of these important features of
worship can be observed in the synagogue / worship in a synagogue is more formal
and ritualistic / worshiping as a community preserves the Jewish identity / it also
affirms a sense of belonging etc.
0 6.8
Explain two contrasting ways in which worship is carried out in Orthodox and
non-Orthodox synagogues.
4
Target: AO1:3 Demonstrate knowledge and understanding of religion and
belief, including similarities and differences within and/or between religions
and beliefs
First contrasting way
simple explanation of a relevant and accurate contrast - 1 mark
detailed explanation of a relevant and accurate contrast - 2 marks
Second contrasting way
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simple explanation of a relevant and accurate contrast - 1 mark
detailed explanation of a relevant and accurate contrast - 2 marks
Students may include some of the following points, but all other relevant points
must be credited:
In the Orthodox tradition men worship up to three times a day / men are required to
pray together as a community in the minyan / the prayer is led by the Chazzan
(cantor) / the Chazzan (cantor) leads prayers from the front of the synagogue / he
will pray facing in the same direction as the rest of the congregation / there is often
a set structure to the prayers offered in the synagogue / prayers are read in Hebrew
to the congregation / prayer should be undertaken with concentration and intent /
many Orthodox synagogues use liturgical melodies to aid this concentration / many
Orthodox Jews sway backwards and forwards during prayer to aid their
concentration / there are parts of prayer where Jews bend at the knee and bow as a
sign of respect to God etc.
In the non-Orthodox traditions women participate in prayer / sometimes women
lead worship in these traditions / the prayers are sometimes read in English as well
as Hebrew / the person leading the prayer faces the congregation most of the time /
there is use of music / sometimes choirs / there is often time for individual prayer
and reflection / as well as conversation / the matriarchs (Sarah, Rebecca, Leah and
Rachel) are referred to in prayer as well as the patriarchs (Abraham, Issac and
Jacob) etc.
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0 6. 9
Explain two ways in which dietary laws are important to Jews.
Refer to Jewish teaching in your answer.
5
Target: Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority.
First way:
simple explanation of a relevant and accurate way - 1 mark
detailed explanation of a relevant and accurate way - 2 marks
Second way:
simple explanation of a relevant and accurate way - 1 mark
detailed explanation of a relevant and accurate way - 2 marks
Relevant and accurate reference to scripture or sacred writing – 1 mark
Students may include some of the following points, but all other relevant points
must be credited:
•
•
•
6. 1 0
The Torah prescribes what foods Jews are allowed to eat / for instance
Leviticus 11:3 states that Jews may only eat meat from animals which
chew the cud and have split hooves / only certain birds are considered
Kosher (Leviticus 11:13-19, Deuteronomy 14:12-18) / seafood must have
fins and scales (Leviticus 11:9, Deuteronomy 14:19 / insects are treyfah /
the animals must have no flaws or disease etc.
The Torah prescribes how food is to be prepared / animals that are
permitted must be killed in accordance with Jewish law / there should be
no blood in the meat (Leviticus 17:10-4) / certain parts of permitted animals
are forbidden / Exodus 23:1 commands Jews not to boil a kid in its
mother’s milk / for this reason meat and milk are not consumed together
etc.
Keeping Kosher demonstrates obedience to God / Jews are following
Jewish laws by keeping Kosher / keeping Kosher demonstrates self-control
/ eating is considered a religious ritual in Judaism etc.
‘Observing Jewish rituals in the home is the best way for a Jewish child to
learn about Judaism.’
12
Evaluate this statement. In your answer you should:
• refer to Jewish teaching
• give developed arguments to support this statement
• give developed arguments to support a different point of view
• reach a justified conclusion.
Target: AO2: Analyse and evaluate aspects of religion and belief, including
significance and influence
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Levels
Criteria
Marks
4
A well-argued response, reasoned consideration of different points of view
Logical chains of reasoning leading to judgement(s) supported by knowledge and
understanding of evidence and information appropriate to the issue.
References to religion applied to the issue.
10-12
3
Some reasoned consideration of different points of view
Logical chains of reasoning that draw on knowledge and understanding of
evidence and information appropriate to the issue.
Clear reference to religion.
7-9
2
Reasoned consideration of a point of view
A process of reasoning drawing on knowledge and understanding of evidence
and information appropriate to the issue
OR
Recognition of different points of view, each supported by relevant reasons /
evidence.
Maximum of Level 2 if there is no reference to religion or the argument is
one-sided.
4-6
1
Point of view with reason(s) stated in support.
1-3
0
Nothing worthy of credit
0
Students may include some of the following evidence and arguments, but all
relevant evidence and arguments must be credited:
Arguments in support
• Many Jews would say that the home is where Judaism is taught to
children by parents. Parents are expected to raise children with high moral
standards and to contribute to society / much of this learning takes place
through day to day life and decisions faced in a family context / parents
are expected to be good Jewish role models for their children / the man
and the woman will assume different but complementary roles etc.
• A great number of Jewish rituals are kept at home. For instance Shabbat
rituals are mainly focused around the home and a Shabbat meal together
as a family / likewise many Jewish festivals such as Passover have a very
strong link to family practices / Kosher food rules can be observed through
the preparation of food in the Jewish household etc.
• A Jewish child will be surrounded by ritual items of significance in the
home setting / for instance the Shabbat candlesticks / Kiddush cups /
challah plates / the kitchen will be set out to accommodate Kosher food
rules / all of these items will make a Jewish home distinct from other faith
groups and homes therefore teaching children what it is to be Jewish etc.
Arguments in support of other views
• There are many other ways for Jewish children to learn about their faith.
From an early age Jewish children attend Shul to study more about the
faith / many Jews see Shul as learning from experts within Judaism / some
see this as superior to the knowledge of Judaism passed on from parents /
studying Hebrew at Shul with the support of rabbis versed in Jewish laws
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•
•
enables a child to learn Judaism to a higher level etc.
Many Jewish rituals demand the use of the synagogue. For instance, Bat
and Bar Mitvahs require the child to read the Torah in the presence of the
wider community / Shabbat observance within Orthodox communities
require men and boys to attend the synagogue and pray together /
festivals such as Yom Kippur require Jews to attend the synagogue etc.
Jewish children can learn most about the faith from living a Jewish lifestyle
both inside and outside the Jewish home / there are certain standards of
their ethical life demanded / for instance Jews are required to live in a
righteous manner / this is done through practices such as tzedaka which is
concerned with those outside the immediate family etc.
SPaG 5 marks
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Sikhism
Beliefs
0 7. 1
Which one of the following started the Sikh faith?
1
A) Guru Gobind Singh
B) Guru Nanak
C) Guru Granth Sahib
D) Gurmukh
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority.
Answer: B) Guru Nanak
0 7. 2
Give two ways in which God as creator is understood by Sikhs.
2
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority.
One mark for each of two correct points.
Students may include some of the following points, but all other relevant points
must be credited:
God shown in and through the universe / God as immanent in the natural world /
god in the soul of each person / God as separate from the universe / God as
transcendent.
0 7. 3
Explain two contrasting ways in which a belief in the aim of mukti influences
the behaviour of Sikhs today.
4
Target: AO1:2 Demonstrate knowledge and understanding of religion and
belief, including influence on individuals, communities and societies
First way:
simple explanation of a relevant and accurate influence - 1 mark
detailed explanation of a relevant and accurate influence - 2 marks
Second way:
simple explanation of a relevant and accurate influence - 1 mark
detailed explanation of a relevant and accurate influence - 2 marks
Students may include some of the following points, but all other relevant points
must be credited:
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•
•
•
•
•
0 7. 4
It motivates Sikhs to develop the Sikh virtues such as wisdom, truthful
living, justice, temperance, self-control, patience, courage, humility and
contentment.
It reminds them of the importance of God centred life and overcoming
manmukh (self-centredness)
It encourages them to overcome the barriers to mukti, illusion, selfcentredness, lust, anger, greed and pride.
It gives an incentive to perform sewa
They will follow the Sikh life fully adhering to its moral values and social
action.
Explain two ways in which the oneness of humanity is expressed in the
stories of the lives of the Gurus.
5
Target: Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority.
First teaching:
simple explanation of a relevant and accurate teaching - 1 mark
detailed explanation of a relevant and accurate teaching - 2 marks
Second teaching:
simple explanation of a relevant and accurate teaching - 1 mark
detailed explanation of a relevant and accurate teaching - 2 marks
Relevant and accurate reference to scripture /or sacred writing – 1 mark
Students may include some of the following points, but all other relevant points
must be credited:
•
•
•
•
•
•
Guru Nanak’s revelation ‘There is no Hindu, there is no Muslim so we
should follow God’s path,’ etc.
Guru Nanak included and befriended significant Muslim and Hindu saints.
The story of Malik Bhago, etc.
Guru Gobind Singh included hymns from Hindus and Muslims, etc.
Guru Tegh Bahadur embraced martyrdom to protect the rights of the Hindu
princes to follow their faith, etc.
Guru Tegh Bahadur‘s friend Bhai Ganaya who worked tirelessly to help all
sorts of people especially wounded soldiers and who ‘saw the Guru’s face
in everyone,’ etc.
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0 7. 5
‘In Sikhism, the main aim of human life is to unite with God.’
12
Evaluate this statement. In your answer you should:
• refer to Sikh teaching
• give developed arguments to support this statement
• give developed arguments to support a different point of view
• reach a justified conclusion.
Target: AO2: Analyse and evaluate aspects of religion and belief, including
significance and influence
Levels
Criteria
Marks
4
A well-argued response, reasoned consideration of different points of view.
Logical chains of reasoning leading to judgement(s) supported by knowledge and
understanding of relevant evidence and information.
References to religion applied to the issue.
10-12
3
Reasoned consideration of different points of view.
Logical chains of reasoning that draw on knowledge and understanding of
relevant evidence and information.
Clear reference to religion.
7-9
2
Reasoned consideration of a point of view.
A logical chain of reasoning drawing on knowledge and understanding of relevant
evidence and information.
OR
Recognition of different points of view, each supported by relevant reasons /
evidence.
Maximum of Level 2 if there is no reference to religion or the argument is
one-sided.
4-6
1
Point of view with reason(s) stated in support.
1-3
0
Nothing worthy of credit.
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53
Students may include some of the following evidence and arguments, but all
relevant evidence and arguments must be credited:
Arguments in support:
• The ultimate goal of Sikhism is to become God-centred and reach mukti.
• The purpose of human existence is to be reabsorbed or fully united with
God.
• All the aspects of Sikh life including sewa, although social in nature are
aimed at developing the spiritual qualities and moral virtues selflessness
which will enable them to progress towards unity with God.
• The social and moral action is a means of union with God, etc.
Arguments supporting other views:
• The main aim of human life in Sikhism will vary according to the
commitment and cultural context.
• For some Sikhs the main aim of human existence is to create a
harmonious and equal society in which the strong community spirit
ensures the well being of all members.
• For other Sikhs the main aim of human existence life is service to society
with full engagement in honest living and caring for the needy, etc.
SPaG 5 marks
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Practices
0 7. 6
Which one of the following refers to the continuous reading of the Guru
Granth Sahib?
1
A) Akhand Path
B) Kaur
C) Langar
D) Sewa
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority.
Answer: A) Akhand Path
0 7. 7
Give two features of the gurdwara.
2
Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority
Students may include some of the following points, but all other relevant points must
be credited:
Entrance hall for shoes / diwan hall or prayer hall / palki raised platform for the Guru
Granth sahib/ takht raised bed for the Guru Granth Sahib/ langar hall/ rooms for
educational activities / Nishan sahib (flag) / distinctive features of Punjabi gurdwaras
such as pools and domes.
0 7. 8
Explain two contrasting ways in which gurpurbs are celebrated in India and
Great Britain.
4
Target: AO1:3 Demonstrate knowledge and understanding of religion and
belief, including similarities and differences within and/or between religions
and beliefs
First contrasting way
simple explanation of a relevant and accurate contrast - 1 mark
detailed explanation of a relevant and accurate contrast - 2 marks
Second contrasting way
simple explanation of a relevant and accurate contrast - 1 mark
detailed explanation of a relevant and accurate contrast - 2 marks
Students may include some of the following points, all other relevant points must
be credited:
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In India the celebrations take place on the actual anniversary of the original
event / schools are closed, etc.
In India the celebrations are lively and colourful / there are firework
displays / fairs are held, etc.
In the UK the gurpurbs are celebrated on the Sunday nearest the actual
anniversary / so there is no school holiday / the actual celebrations tend to
be lower key / they are centred around the gurdwara, etc.
•
•
•
0 7. 9
Explain two reasons why it is important to visit Sikh historical gurdwaras,
especially the Golden Temple at Amritsar.
5
Target: Target: AO1:1 Demonstrate knowledge and understanding of religion and
belief, including beliefs, practices and sources of authority.
First way:
simple explanation of a relevant and accurate way - 1 mark
detailed explanation of a relevant and accurate way - 2 marks
Second way:
simple explanation of a relevant and accurate way - 1 mark
detailed explanation of a relevant and accurate way - 2 marks
Relevant and accurate reference to scripture or sacred writing – 1 mark
Students may include some of the following points, all other relevant points
must be credited:
•
•
•
•
•
Visiting the historical gurdwaras especially the Golden Temple at Amritsar
is important as it provides the opportunity to connect with the historical
foundations of Sikhism, etc.
It enables Sikhs to express their faith by engaging in devotional acts which
renew and strengthen their faith, etc.
It enables Sikhs from all parts of the world to feel united in their identity
and culture, etc.
It gives direct contact with the teachings and practices of the historical
Gurus, etc.
The original scriptures are placed in the Golden temple as a living Guru so
Sikhs who visit this place are able to fully appreciate and understand the
meaning of these scriptures in a personal and significant way, etc.
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7. 1 0
‘For Sikhs in Great Britain, festivals are the most important aspects of the
Sikh faith.’
12
Evaluate this statement. In your answer you should:
• refer to Sikh teaching
• give developed arguments to support this statement
• give developed arguments to support a different point of view
• reach a justified conclusion.
Target: AO2:1a and 1b Analyse and evaluate aspects of religion and belief,
including significance and influence
Levels Criteria
Marks
4
A well-argued response, reasoned consideration of different points of view.
Logical chains of reasoning leading to judgement(s) supported by knowledge and
understanding of relevant evidence and information.
References to religion applied to the issue.
10-12
3
Reasoned consideration of different points of view.
Logical chains of reasoning that draw on knowledge and understanding of relevant
evidence and information.
Clear reference to religion.
7-9
2
Reasoned consideration of a point of view.
A logical chain of reasoning drawing on knowledge and understanding of relevant
evidence and information.
OR
Recognition of different points of view, each supported by relevant reasons /
evidence.
Maximum of Level 2 if there is no reference to religion or the argument is
one-sided.
4-6
1
Point of view with reason(s) stated in support.
1-3
0
Nothing worthy of credit.
0
Students may include some of the following evidence and arguments, but all
relevant evidence and arguments must be credited:
Arguments in support
• The celebration of festivals are important to Sikhs in Great Britain as they
make possible the coming together and consolidation of the Sikh
community in a particular location.
• Festivals remind Sikhs of the most significant historical events which
contributed to the founding and development of Sikhism in the Punjab.
• In Great Britain these festivals are a means of educating Sikhs in a different
culture of their distinctive beliefs and practices.
• Without the celebration of festivals younger Sikhs born outside the Punjab
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•
might have a limited knowledge of their religious traditions
Festivals provide both social and religious experiences which unite and
strengthen the Sikh community, etc.
Arguments in support of other views
• The celebration of festivals is the least important aspect of the Sikh faith
and has become commercialised events which encourage social parties
rather than religious and spiritual insights.
• Other aspects of the Sikh faith are more important in Great Britain, such as
wearing the 5 ‘Ks’, living according to Sikh moral values, maintaining
regular attendance at the gurdwara and developing personal devotion
through daily prayers and meditation.
• Sewa in its various forms both within the Sikh community and for the wider
community are more important and relevant for Sikhs living in Great Britain,
etc.
SPaG 5 marks
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