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INTRODUCTION
The marking schemes which follow were those used by WJEC for the Summer 2013
examination in GCSE RELIGIOUS STUDIES - SPECIFICATION B. They were finalised
after detailed discussion at examiners' conferences by all the examiners involved in the
assessment. The conferences were held shortly after the papers were taken so that
reference could be made to the full range of candidates' responses, with photocopied scripts
forming the basis of discussion. The aim of the conferences was to ensure that the marking
schemes were interpreted and applied in the same way by all examiners.
It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conferences, teachers
may have different views on certain matters of detail or interpretation.
WJEC regrets that it cannot enter into any discussion or correspondence about these
marking schemes.
Page
Unit 1
Unit 2
17
AO1
Question (a)
Level
Level Descriptor
1
2
Mark
Total
0
1
2
Question (b)
Level
0
1
Level Descriptor
Makes no link between beliefs and practices.
A simple link between beliefs and practices.
An explicit link between beliefs and practices.
Mark
Total
0
1
2
4
Uses religious language and terms extensively and interprets
them accurately.
Question (d)
Level
0
1
Level Descriptor
A statement of information or explanation, which has no relevant
content.
A relevant statement of information or explanation, which is
limited in scope.
An accurate account of information or an appropriate explanation
of a central teaching, theme or concept.
Limited use of religious language.
An account or explanation indicating knowledge and
understanding of key religious ideas, practices, explanations or
concepts. Uses and interprets religious language in appropriate
context.
A coherent account or explanation showing awareness and
insight into religious facts, ideas, practices and explanations.
Uses religious language and terms extensively and interprets
them accurately.
Mark
Total
0
1
3-4
5-6
AO2
Question (c)
Level
0
1
Level Descriptor
Makes no relevant point of view.
A simple, appropriate justification of a point of view.
Either: An expanded justification of one point of view, with
appropriate example and /or illustration, which includes religious
teaching.
Or: Two simple, appropriate justifications of a point of view.
An expanded justification of one point of view, with appropriate
example and/or illustration, which includes religious teaching with a
second simple appropriate justification of a point of view (which may
be an alternative to the first).
An expanded justification of two viewpoints, incorporating the
religious teaching and moral aspects at issue and their implications
for the individual and the rest of society.
Mark
Total
0
1
Question (e)
Level
0
Level Descriptor
Makes no relevant point of view.
Communicates clearly and appropriately
Either: A simple, justification of a point of view, possibly linked to
evidence or example and making a simple connection between
religion and people's lives.
Mark
Total
0
1-2
3-4
5-6
7-8
Q.1
(a)
[2 AO1]
Explain how having a religious faith might influence a couple who want
to divorce.
[4 AO1]
Reference must be made to the AO1 Question (b) Level Descriptor.
Answers should show the impact of faith.
The answer is not required to be related to any one religious tradition.
Answers may therefore come from any of the religious traditions specified in
the Specification.
Reference may be made to:
Some religious traditions do not accept divorce.
Speak to religious leaders.
Teachings of holy book/scriptures.
Vows exchanged during the marriage ceremony may not be broken.
A couple may separate but not divorce.
In some religious traditions remarriage is allowed after divorce.
Some religious traditions do not allow remarriage after divorce.
(c)
(d)
For Christianity only centres the different traditions are likely to be:
Orthodox Christians - reference may be made to the betrothal - the
entrance when the couples make their promises and the rings are blessed;
and/or the crowning - which takes place after the betrothal when the couple
process to the centre of the church, where (after prayers) the couple are
crowned (with leaves and flowers, or silver and gold). This coronation
signifies the marriage, and the joys and sacrifices involved. Also the couple
will drink wine three times from the same cup - symbolising their common life
together.
Judaism
The chuppah (huppah) - symbolizing harmony, or the marital home.
Blessings: of wine and marriage - of wine to symbolize joy - both drink
from it.
Exchanging of rings - a symbol of the commitment of marriage.
Signing the ketubah - demonstrates the contractual obligations marriage
involves.
Final seven blessings over wine - to pray for Gods blessing on the couple
and their lives together.
Breaking of the wine glass - to symbolize the fragility of marriage and the
destruction of the Temple.
Readings from the Torah - as part of the worship and a symbol of the
support and involvement of the whole religious community.
The rabbi may give address - advising the couple about their new life
together, and their responsibilities and duties as a couple as future
parents, and as members of the community.
Sikhism
Paying respect to the Guru Granth Sahib - each showing their willing entry
into the marriage state, and to the promises made before God.
Garlands around neck of couple, and bridgrooms saffron scarf over
shoulder into brides hands - showing their unity as one together and with
God, as they listen to the Lavan being read.
Circling the Guru Granth Sahib in a clockwise direction - symbolizing their
new life together - the 1st circling to represent marriage being Gods will
for everyone; - 2nd the leaving of the old life for the bride, for her new life
with her husband; 3rd - symbolizing the brides detachment from the world
and her new attachment to her husband; 4th - symbolizing the perfect love
between the couple.
Sometimes there is throwing of flower petals over the couple as they walk
- symbolizing the fragrance of their new life together.
Gifts often given: coconut from brides mother, and coins and notes
[perhaps pinned to grooms shirt] - a symbol of the happiness and wishes
of prosperity and good fortune for the couple.
(Since there are cultural variations/additions, if in doubt check with team
leader.)
(e)
Q.2
(a)
[2 AO1]
(c)
(d)
Explain from two different religious traditions the teachings about equality.
(You must state the religious traditions you are referring to.)
[6 AO1]
Reference must be made to the AO1 Question (d) Level Descriptor.
Credit answers that include practices.
Any appropriate answers should be given credit, as any of the religious
traditions specified can be chosen and pupils may be answering from their
own tradition.
Where the names of religious tradition are incorrect, but the information is
accurate - credit up to a maximum of Level 4:5 marks.
In an answer requiring two religious traditions or teachings, where one part is
comprehensive ( and would be worthy of Level 4 on its own) but the other is
weak ( and worth a Level 1 or 2 on its own) award a Level 3 for the whole,
and 3 or 4 marks accordingly.
Answers may well refer to the following sorts of points:
Christianity
All people are equal.
God created all human beings as equals, whatever race, ability or gender.
The Ten Commandments give guidance on living with others and creating
a just and equal society for all people.
Jesus own example (e.g. dealing with lepers, outcasts, etc.) and teaching
(e.g. Good Samaritan, etc.) demonstrates that equality is important in
Christianity.
For Christianity the different traditions are likely to be:
Orthodox Christians
No tradition of female priests.
Catholics
No tradition of female priests.
Buddhism
Discrimination and prejudice result from delusions, caused by ignorance,
greed, anger, pride and doubt and that they are wrong.
There is a need for the practice of equanimity - setting self as equal with
others. This can be begun by taking the trouble to notice commonality
with others people.
Further developed by showing loving kindness to all living beings
(possible reference to the 8-fold Path).
Belief that all humans have a Buddha nature - the potential to develop
the same qualities as Buddha, and achieve enlightenment.
Hinduism
Each group or individual has their own part to play in life.
The caste system describes such roles and the need not be
discriminatory.
All human life, whatever caste or station, depends on others.
Ahimsa (harmlessness) is a vital aim in life and discourages
discrimination.
Karma (actions) and dharma (duty) expect believers to do good and to
show tolerance.
Islam
All people are equal, though not the same.
All people are important in their own right, as created by Allah.
We can learn from Muhammads example.
The Ummah (brotherhood) crosses all national, cultural, political, racial
and language boundaries.
In Islam the act of prayer stresses the importance of equality as
individuals stand shoulder to shoulder as equal before Allah.
Judaism
All humanity is made in the image of God.
All have the same responsibility towards God.
Being a chosen nation is not being above others, but is having additional
responsibilities and duties.
Israel accepts Jews from all nations and races.
Sikhism
God is the source of all life.
Male and female, racial origin and language are mere functional
distinctions.
All people have the same rights and should be offered the same
hospitality and charity in the Sikh community/langar.
To avoid prejudice and discrimination and create an equal society are part
of ones duty.
The use of Kaur (princess) and Singh (lion) shows gender equality.
(e)
Q.3
(a)
[2 AO1]
[4 AO1]
(d)
[6 AO1]
10
(e)
11
Q.4
(a)
[2 AO2]
[4 AO1]
12
(d)
13
Judaism
In Genesis mankind is given stewardship over animals.
Mankind has dominion.
Vegetarianism is not required.
Kosher.
Sikhism
Reincarnation may take animal form.
Mankind has stewardship over animals.
Animals are living things.
Vegetarianism is encouraged.
(e)
14
Q.1
(a)
[2 AO1]
(c)
15
(d)
16
(e)
Marks for spelling, punctuation and the accurate use of grammar are
allocated to this question.
[5]
Reference must be made to the AO2 Question (e) Level Descriptor.
Candidates should be expected to follow the rubric clearly.
Candidates achieving the higher levels should be including appropriate
religious and moral reasoning in their answers.
Points that could be discussed include:
References to individuals who have exercised forgiveness which can lead
to love e.g. Tariq Khamisa Foundation, Gee Walker, Gordon Wilson
The actions of many religious and spiritual leaders show the importance of
forgiveness e.g. when there was the attempted assassination of Pope
John Paul II
A strength is shown in not retaliating e.g. Gandhi
A belief that justice can only be given by God
Quran states that those who are forgiving will be rewarded by God Surah
42:40
Examples from the life of Jesus
The role of the Beatitudes as a sacred text
Teachings from the Tenakh about the treatment of enemies
Adi Granth 1378 If someone hits you, do not hit him back. Go home after
kissing his feet
Recognition of ideals
Recognition of human emotions and natural feeling for revenge
You cant force love
It can be seen as a sign of weakness
Witholding love or reconciliation can be a form of punishment
Role of conscience and acting upon conscience.
Maximum level 3: 6 if there is evidence but no judgement.
17
Q.2
(a)
[2 AO1]
(c)
18
(d)
19
Hinduism
All life has atman
The principle of ahimsa and non-violence would be the guide
Some would allow abortion to save the mother
Islam
Life is sacred
Allah creates all life
Up to 4 months after conception Ensoulment has not taken place and the
mothers rights are more important than the childs
There is a purpose to suffering
At judgement Allah will take into account a persons intention (niyyah)
Belief of aborted foetus on judgement day.
Judaism
God is the creator and can alone take life
Abortion is permitted in some circumstances as the mothers life is also
important
Opposed by Orthodox
Sikhism
Abortion is morally wrong as life begins at conception
Sanctity of life should never be violated
(e)
20
Q.3
(a)
[2 AO1]
(b)
[4 AO1]
21
(d)
22
Islam
One of the pillars of Islam
A duty expected of Muslims
Importance of witnessing the Kaba
Partaking or rituals at Zam Zam
Spiritual impact resulting in many decorating their houses and adopting the
name of Hajji
Judaism
No religious duty or expectation
Different attitudes to Israel depending upon individual believer
Traditional role of the Western Wall
Sikhism
Many Sikhs consider it important to visit Amritsar
Show support and solidarity for Amritsar after the massacre there
Importance of bathing in the Pool of Nectar
Community established through partaking of the langar
(e)
23
Q.4
(a)
[2 AO1]
(c)
24
(d)
25
Hinduism
Against the principles of ahimsa
Dharma included self-control and keeping to the law. Therefore
punishment would be in line with varnashramadharma
Specific texts referring to danda in holy scripture especially Laws of Manu
Can depend on caste
Used to depend on caste
Individuals are likely to suffer through accumulation of karma
Islam
Allah punishes on Day of Judgement
Some agree with revenge because of interpretation of The reward for an
injury is an equal injury in return, Surah 42
Forgiveness however is most important whoever forgives and makes
reconciliation, his reward is due from Allah.
Shariah law is law of land in Islamic countries
References to Quran and Hadith
Two crimes are seen as serious enough for capital punishment: murder
and openly attacking Islam
Surah 7:33 forbids the taking of life
Free will results in taking responsibility for actions
Judaism
Free will results in taking responsibility for actions
Torah and Talmud give details regarding certain punishments
In the Torah some crimes are punishable by death
Importance of Yom Kippur
Deuteronomy 17: A person shall be put to death only on the testimony of
two or more witnesses
Leviticus 24 17-18: Anyone who commits murder shall be put to death
In Israel the death sentence is only used for genocide or treason
Sikhism
26
(e)
27
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