RELIGIOUS STUDIES. Buddhism Beliefs and teachings and Practices. GCSE (9 1) Candidate Style Answers.

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1 Qualification Accredited GCSE (9 1) RELIGIOUS STUDIES J625; J125 For first teaching in 2016 Buddhism Beliefs and teachings and Practices Version 1

2 Contents Introduction 3 Candidate 1 Question 2(a) answer 4 4 Question 2(b) answer 5 5 Question 2(c) answer 6 6 Question 2(d) answer 7 7 Question 2(e) answer 8 9 Candidate 2 Question 2(a) answer Question 2(b) answer Question 2(c) answer Question 2(d) answer Question 2(e) answer

3 Introduction We asked students to answer questions from the Sample Question Paper for J625: uk/images/ unit-j buddhism-beliefs-andteachings-practices-sample-assessment-material.pdf The sample answers in this resource have been extracted from original candidate work to maintain their authenticity. They are supported by examiner commentary. Please note that this resource is provided for advice and guidance only and does not in any way constitute an indication of grade boundaries or endorsed answers. Whilst a senior examiner has provided a possible level for each Assessment Objective when marking these answers, in a live series the mark a response would get depends on the whole process of standardisation, which considers the big picture of the year s scripts. Therefore the level awarded here should be considered to be only an estimation of what would be awarded. How levels and marks correspond to grade boundaries depends on the Awarding process that happens after all/ most of the scripts are marked and depends on a number of factors, including candidate performance across the board. Details of this process can be found here: 3

4 Candidate 1 Question 2 (a) Describe how a Buddhist might celebrate Wesak. [3] AO1 3 marks This question is point marked. As it is a describe question, marks are awarded for a combination of statements, developments and exemplification. This candidate has made three statements: making paper lanterns processions of Buddha rupas All of these are accurate and valid points and all of them are further developed. It does not matter that not all are listed in the mark scheme which is intended only as indicative content and not as exclusive. This response has exceeded the minimum requirements to achieve full marks. The response receives full marks. bathing Buddha rupas. 4

5 (b) Name the three poisons? [3] AO1 3 marks This question is point marked. The question requires learners to name three things with a mark available for each. Responses may be credited in either English or Pali (but a single Poison can only be credited once, and not in both languages.) It does not matter which order the responses are given in. This candidate has given three correct responses. In this case there is no need to develop the responses and no further benefit to be gained from doing so. The candidate has written more than is required. This may have an impact on the time available to answer the longer responses (d and e). The response receives full marks. 5

6 (c) Why might a Buddhist perform puja? [3] AO1 3 marks This question is point marked. As it is a describe question, marks are awarded for a combination of statements, developments and exemplification. This candidate has made three statements: To reflect on the Dhamma To gain understanding of Buddhist teachings All of these are accurate and valid points. It does not matter that not all are listed in the mark scheme which is intended only as indicative content and not as exclusive. It also does not matter that the response is quite repetitive or that it mentions meditation, which is not the same as puja. Three statements are made that accurately reflect purposes of puja. The response receives full marks. To reach Enlightenment 6

7 (d) Explain the importance of following the Eightfold Path for Buddhists. [6] AO1 Level 2 AO2 Level 1 This question is marked according to the level descriptors for AO1 (up to 4 marks) and AO2 (up to 2 marks) given in the mark scheme. The level descriptors specifically require reference to be made to different viewpoints within Buddhism and influence on individuals, communities and societies as well as the significance to different Buddhist groups and this must be done whenever/ wherever possible. AO1: This response is rather short and could contain much more detail and development. However, it does show a reasonable level of knowledge concerning what the Eightfold Path is, how it is structured, and its context within the broader Dhamma. These are, however, very briefly stated with little development. There is some awareness, briefly stated, of the influence of the Eightfold Path on communities and societies as the response explains the issue of employment and how to act with other people; however, the fact that the response does not address the issue of different viewpoints within Buddhism, and the lack of detail and development, limits the response to Level 2. AO2: There is very little evaluation or analysis here. There is an awareness of the significance of the Eightfold Path in reducing suffering (although it is not explained why this should be the case). There is also a link made to karma, although again this is not explained. 7

8 (e)* Craving is not the cause of suffering. Discuss this statement. In your answer, you should: * Analyse and evaluate the importance of points of view, referring to common and divergent views within Buddhism * Refer to sources of wisdom and authority. [15] 8

9 AO1 Level 2 AO2 Level 2 This question is marked according to the level descriptors for AO1 (up to 3 marks) and AO2 (up to 12 marks) given in the mark scheme. There are 15 marks available in total and consequently a response must be reasonably lengthy in order to access the higher levels. The emphasis is on AO2, analysis and evaluation, and so a clear line of reasoning is required at the highest levels. The level descriptors specifically require reference to be made to different viewpoints within Buddhism and influence on individuals, communities and societies as well as the significance to different Buddhist groups. It also requires reference to be made to sources of wisdom and authority, although those need not be scriptural. AO1: This response makes a promising start and does display some genuine knowledge and understanding of Buddhist teaching. However, the concluding statement comes abruptly just as the discussion is beginning and consequently the response is too short to make significant progress up the levels. The learner has made an attempt to deal with different groups within Buddhism, mentioning Mahayana and Theravada, but there is no genuine understanding of any difference between these groups concerning the causes of suffering. There is an awareness that the Four Noble Truths give craving as the cause of suffering, but no real understanding of how this argument works. AO2: There is an attempt to respond to the stimulus and to offer a clear line of argument. Various viewpoints are stated. One of these (that it is ignorance that causes suffering) is developed in some detail (although it Is not linked with the Three Poisons.) One other (that physical pain is not caused by craving) is stated but not discussed further, which is a shame, and the third, that craving is the cause of suffering, is justified purely on a scriptural basis rather than through any reasoned argument. There is a structure to the response although it does not deal in any authentic way with the relevance of the issue to different Buddhist groups. Quality of extended response (QER) is assessed on this response, but since this is done in accordance with the level descriptors for AO2, no additional mark is given. 9

10 Candidate 2 Question 2 (a) Describe how a Buddhist might celebrate Wesak. [3] AO1 3 marks This question is point marked. As it is a describe question, marks are awarded for a combination of statements, developments and exemplification. This candidate has made three statements: All of these are accurate and valid points. It does matter that not all are listed in the mark scheme which is intended only as indicative content and not as exclusive. The response receives full marks. Decorating Bodhi trees with lamps Sending and receiving cards Circumambulation of a temple. 10

11 (b) Name the three poisons. [3] AO1 3 marks This question is point marked. The question requires learners to name three things with a mark available for each. Responses may be credited in either English or Pali (but a single Poison can only be credited once, and not in both languages.) It does not matter which order the responses are given in. This candidate has given three correct responses. It is not necessary to give anything beyond the three-word response here and adding more detail may impact the amount of time that the candidate has available for the level marked responses. The response receives full marks. 11

12 (c) Why might a Buddhist perform puja? [3] AO1 3 marks This question is point marked. As it is a describe question, marks are awarded for a combination of statements, developments and exemplification. This candidate has made four statements: To reflect on the characteristics of the Buddha A quiet moment of reflection To connect with others and spread blessings To gain merit. All of these are accurate and valid points. It does not matter that not all are listed in the mark scheme which is intended only as indicative content and not as exclusive. The first point is also further developed. The response receives full marks. 12

13 (d) Explain the importance of following the Eightfold Path for Buddhists. [15] AO1 Level 2 AO2 Level 1 This question is marked according to the level descriptors for AO1 (up to 4 marks) and AO2 (up to 2 marks) given in the mark scheme. The level descriptors specifically require reference to be made to different viewpoints within Buddhism and influence on individuals, communities and societies as well as the significance to different Buddhist groups and this must be done whenever/ wherever possible. AO1: AO2: There is very little evaluation or analysis here. There is a statement to the effect that thought karma is more powerful, presumably a reference to the importance of intention in the generation of kamma, but this is not further explained or developed. There is a slight awareness of the significance of the Eightfold Path in generating karma and benefitting others but this is not further developed. This response is very short and is lacking in both detail and development. The candidate is aware of the Eightfold Path as a way of doing good and thus generating kamma; and can give three examples of components of the Eightfold Path, which are stated, but not developed or exemplified. There is no attempt to place the Eightfold Path within a broader context of Buddhist teaching, nor is there evidence of an awareness of its connection with Enlightenment There are some good ideas here, but they need more explanation and development to move them on to the next level. 13

14 (e)* Craving is not the cause of suffering. Discuss this statement. In your answer, you should: * Analyse and evaluate the importance of points of view, referring to common and divergent views within Buddhism * Refer to sources of wisdom and authority. [15] AO1 Level 2 AO2 Level 3 14

15 AO1 Level 2 AO2 Level 3 This question is marked according to the level descriptors for AO1 (up to 3 marks) and AO2 (up to 12 marks) given in the mark scheme. There are 15 marks available in total and consequently a response must be reasonably lengthy in order to access the higher levels. The emphasis is on AO2, analysis and evaluation, and so a clear line of reasoning is required at the highest levels. The level descriptors specifically require reference to be made to different viewpoints within Buddhism and influence on individuals, communities and societies as well as the significance to different Buddhist groups. It also requires reference to be made to sources of wisdom and authority, although those need not be scriptural. AO1: This forms the basis of a good response. There is an awareness of Buddhist teaching and of the relationship between craving and the Three Poisons. However the conclusion appears to cut across the discussion and again more detail and depth of debate, requiring a longer response, is needed to access the higher levels. There is an attempt to deal with different Buddhist groups that is partially successful. It is true that the monastic tradition is strong in Theravada Buddhism (although it is not absent elsewhere) and a clear link is drawn between Monasticism and the attempt to overcome craving. Likewise, the unique contribution of Tibetan Buddhism, through the Six Realms is explored. It is a shame that more knowledge (and indeed evaluation) is implied in this response than is overtly stated. AO2: There is clear evidence of evaluation and analysis here, and also of some attempt at synthesis. Various viewpoints are examined and their similarities and differences explored, albeit at a superficial level. There is some misunderstanding in the discussion of ignorance, although there is some simple appreciation of the intersubjectivity of greed, hatred, ignorance and craving. Had this been more developed this could have been a very good response. The response would also have been improved through more explicit reference to Buddhist teachings and sources of authority, both here and in AO1. Quality of extended response (QER) is assessed on this response, but since this is done in accordance with the level descriptors for AO2, no additional mark is given. 15

16 The small print We d like to know your view on the resources we produce. By clicking on the Like or Dislike button you can help us to ensure that our resources work for you. When the template pops up please add additional comments if you wish and then just click Send. Thank you. Whether you already offer OCR qualifications, are new to OCR, or are considering switching from your current provider/awarding organisation, you can request more information by completing the Expression of Interest form which can be found here: OCR Resources: the small print OCR s resources are provided to support the delivery of OCR qualifications, but in no way constitute an endorsed teaching method that is required by OCR. Whilst every effort is made to ensure the accuracy of the content, OCR cannot be held responsible for any errors or omissions within these resources. We update our resources on a regular basis, so please check the OCR website to ensure you have the most up to date version. This resource may be freely copied and distributed, as long as the OCR logo and this small print remain intact and OCR is acknowledged as the originator of this work. OCR acknowledges the use of the following content: Square down and Square up: alexwhite/shutterstock.com Please get in touch if you want to discuss the accessibility of resources we offer to support delivery of our qualifications: Looking for a resource? There is now a quick and easy search tool to help find free resources for your qualification: OCR Customer Contact Centre General qualifications Telephone Facsimile OCR is part of Cambridge Assessment, a department of the University of Cambridge. For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored. Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number OCR is an exempt charity.

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