GCSE RELIGIOUS STUDIES A 8062/1A AND 8062/1B MARK SCHEME - 8062/1 . Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by

SPECIMEN MARK SCHEME – SPEC A, PAPERS 1A AND 1B

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GCSE

RELIGIOUS STUDIES A

8062/1A AND 8062/1B

THE STUDY OF RELIGIONS - PAPERS 1A AND 1B

Mark scheme

2018 Specimen Version 1.0

2 MARK SCHEME - 8062/1

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.

3 MARK SCHEME 8062/1

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

Marks awarded

High performance

• Learners spell and punctuate with consistent accuracy

• Learners use rules of grammar with effective control of meaning overall

• Learners use a wide range of specialist terms as appropriate

4-5

Intermediate performance

• Learners spell and punctuate with considerable accuracy

• Learners use rules of grammar with general control of meaning overall

• Learners use a good range of specialist terms as appropriate

2–3

Threshold performance

• Learners spell and punctuate with reasonable accuracy

• Learners use rules of grammar with some control of meaning and any errors do not significantly hinder meaning overall

• Learners use a limited range of specialist terms as appropriate

1

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

0


Christianity Beliefs 0 1. 1 Which one of the following is the idea that God is three-in-one?

A) Atonement B) Incarnation C) Salvation D) Trinity

1

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


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.


0 1. 4 Explain two Christian teachings about the means of salvation.

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


• 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.

0 1. 5 ‘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


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

• 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


Practices 0 1. 6 Which one of the following is not a way that Christians celebrate the festival

of Easter? A) A nativity play B) A sunrise service C) Lighting the Paschal candle D) Painting eggs

1


Answer: A) A nativity play 0 1. 7 Give two ways in which Christian churches respond to persecution. 2



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


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


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


• 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: 35-36 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 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.

1. 1 0 ‘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


10-12


7-9


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 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.


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


Catholic Christianity Beliefs 0 2. 1 Which one of the following is not a belief about life after death?

A) Judgement B) Purgatory C) Reconciliation D) Resurrection

1


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




• 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.

0 2. 3 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




Students may include some of the following points, but all other relevant points

must be credited:

• 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.

0 2. 4 Explain two Catholic teachings about redemption.

Refer to scripture or sacred texts in your answer.

5




Relevant and accurate reference to scripture /or sacred writing - 1 mark


• 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.


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.


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


7-9


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 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.


• 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


• 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


Practices 0 2. 6 Which one of the following is a reason that some Catholics pray the Stations

of the Cross? 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.

1


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


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


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


• 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,


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.

02. 9 Explain two reasons why a Catholic agency such as Cafod, Trocaire or

Missio carries out its work. Refer to Catholic teaching in your answer.

5




Relevant and accurate reference to scripture or sacred writing - 1 mark


• 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.


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.


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


7-9


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

• 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


Question 3: Buddhism Beliefs

0 3. 1 Which one of the following is one of the Three Marks of Existence? A) Anatta B) Dhamma (dharma) C) Nibbana (nirvana) D) Sunyata

1

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


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






• 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






• 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.


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.


Levels Criteria Marks


10-12


7-9


4-6



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


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


Practices

0 3. 6 Which one of the following is a Buddhist festival? A) Samatha B) Theravada C) Vipassana D) Wesak

1


Answer: D) Wesak

0 3. 7 Give two types of Buddhist meditation. 2


One mark for each of two correct points:

Samatha / vipassana / metta / bhavana / zazen.

0 3. 8 Explain two contrasting aims of Buddhist meditation. 4


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


• 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.


0 3. 9 Explain two ways in which death ceremonies are important to Buddhists in Tibet. Refer to Buddhist teaching in your answer.

5




Relevant and accurate reference to scripture or sacred writing – 1 mark


• 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.

3. 1 0 ‘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.



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.

10-12


References to religion applied to the issue.


7-9


4-6



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.


• 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.


• 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


Hinduism Beliefs

0 4. 1 Which one of the following is one of the Tri-murti? A) Atman B) Ganesha C) Krishna D) Shiva

1


Answer: D) Shiva

0 4. 2 Name two of the four Hindu aims of life. 2


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





• 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.


• 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






• 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.


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.




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• 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.


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


Practices

0 4. 6 Which one of the following is a Hindu festival? A) Darshan B) Diwali C) Puja D) Varanasi

1


Answer: B) Diwali

0 4. 7 Give two places of Hindu worship. 2


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


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


• 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


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.

0 4. 9 Explain two reasons why the festival of Holi is important for Hindus. Refer to Hindu teaching in your answer.

5


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



• 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.


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.



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


0 Nothing worthy of credit 0


• 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.


• Pilgrimage to the River Ganges and the rituals performed will ensure final liberation / this is the ultimate goal for all Hindus, etc.


• 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


Islam Beliefs

0 5. 1 Which one of the following is the meaning of Adalat? A) Justice B) Mercy C) Omnipotence D) Predestination

1


Answer: A) Justice.

0 5. 2 Name two angels that are mentioned in the Qur’an. 2



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






• 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






• 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 non-Muslims, 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.

http://islam.about.com/od/prayer/qt/DuaForgiveness.htm


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.




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• 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.


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


Practices

0 5. 6 Which one of the following is the month in which Muslims must fast? A) Ashura B) Khums C) Ramadan D) Zakah

1


Answer: C) Ramadan

0 5. 7 Give two rituals that Muslims perform during Salah. 2



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


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.


• 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.





• 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.


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.




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• 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


ethnicities gather and this helps to build the concept of Ummah which is an important duty for all Muslims. etc.


• 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


Judaism Beliefs

0 6. 1 Which one of the following is used by Jews to describe God’s nature? A) Merciful B) Messiah C) Mitzvot D) Shabbat

1


Answer: A) Merciful

0 6. 2 Give two reasons why the promised land is important to Jews. 2



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






• 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.

0 6. 4 Explain two Jewish teachings about the sanctity of human life. Refer to scripture or sacred writings in your answer.

5






• 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.


0 6. 5 ‘Free will means that Jews can behave however they like.’

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.

12




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7-9


4-6



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.


• 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.


• 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


Practices

0 6. 6 Which one of the following is used to describe the ever burning light in the synagogue? A) Bimah B) Aron Hakodesh C) Ner Tamid D) Menorah

1


Answer: C) Ner Tamid

0 6. 7 Give two reasons why Jews might prefer to worship in a synagogue rather than at home.

2



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


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, 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.


0 6. 9 Explain two ways in which dietary laws are important to Jews. Refer to Jewish teaching in your answer.

5






• 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.

6. 1 0 ‘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.




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


0 Nothing worthy of credit 0


• 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.


• 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


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


Sikhism Beliefs

0 7. 1 Which one of the following started the Sikh faith? A) Guru Gobind Singh B) Guru Nanak C) Guru Granth Sahib D) Gurmukh

1


Answer: B) Guru Nanak

0 7. 2 Give two ways in which God as creator is understood by Sikhs. 2



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






• 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, self-centredness, 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.

0 7. 4 Explain two ways in which the oneness of humanity is expressed in the stories of the lives of the Gurus.

5






• 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.


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.




10-12


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4-6





• 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


Practices

0 7. 6 Which one of the following refers to the continuous reading of the Guru Granth Sahib? A) Akhand Path B) Kaur C) Langar D) Sewa

1


Answer: A) Akhand Path

0 7. 7 Give two features of the gurdwara. 2


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


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:


• 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





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.


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.




10-12


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• 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


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

Documents

GCSE RELIGIOUS STUDIES A 8062/1A AND 8062/1B MARK SCHEME - 8062/1 . Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by