GCSE RELIGIOUS STUDIES A

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1 GCSE RELIGIOUS STUDIES A A3 / Roman Catholicism Report on the Examination 4050 June 2015 Version: 1.0

2 Further copies of this Report are available from aqa.org.uk Copyright 2015 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre.

3 General comment Schools and colleges must be commended on how their students were prepared for the examination this year. Responses showed that teachers are approaching the specification content appropriately and that students are responding with interest, understanding and generally coping very well with all sections of the paper. In Part B it was interesting to note that almost all students answered B5 as opposed to B6. Examiners reported that whilst there were some outstanding responses especially in Part B, many responses are still not sufficiently developed to achieve Levels 5 or 6. Students need reminding that to achieve a Level 5 or 6 in the AO1 6 mark questions, two points of view must be considered and the students must present relevant information coherently, employing structure and style to render the meaning clear. The text produced should be legible and spelling, punctuation and grammar should be sufficiently accurate to render the meaning clear. The key words here are well-argued and apply...effectively. The difference between a Level 6 and Level 5 is the quality of the argument and the coherence of the response. Students did achieve up to Level 4 for well-developed one-sided responses. In 3 mark AO2 questions, responses which showed sound knowledge and understanding of one viewpoint achieved full marks a second point of view is not necessary to achieve full marks. It is also important to note that examination questions are set from the Specification not from text books. Any aspect noted in the Specification may appear on the examination paper. Every effort is made to make the wording of questions as accessible as possible but technical terms from the Specification will be used in the examination. Students should be familiar with Specification language (terms such as procession, observe, rites of passage, relate to, symbolism, purpose, impact, interior, exterior, outline, denominations, statements of belief in the Apostles Creed, distribution, etc.) It is important to remind schools and colleges that all six areas of the specification will be examined on the question paper. Section A comprises of four compulsory short-answer stimulusresponse questions worth a total of 48 marks. Section B comprises of two optional extended response questions from which students choose and answer one question worth a total of 24 marks. There are 4 additional marks in this Section for Spelling, Punctuation and Grammar. These additional SPaG marks are important and students should be aware of the following criteria: High Performance: To achieve 4 marks students spell, punctuate and use the rules of grammar with consistent accuracy and effective control of meaning in the context of the demands of the question. Where required, they use a wide range of specialist terms adeptly and with precision. Intermediate performance To achieve 2-3 marks students spell, punctuate and use the rules of grammar with considerable accuracy and general control of meaning in the context of the demands of the question. Where required, they use a good range of specialist terms with facility Threshold performance To achieve 1 mark students spell, punctuate and use the rules of grammar with reasonable accuracy in the context of the demands of the question. Any errors do not hinder meaning in the response. Where required, they use a limited range of specialist terms appropriately. Below Threshold 0 marks Response does not meet the threshold performance. For example, errors in spelling, punctuation and grammar severely hinder meaning or nothing is written. 3 of 9

4 It is useful to point out to new teachers that the assessment objective AO1 is worth 50% of the total marks and to achieve this objective students are expected to show an ability to be able to describe, explain and analyse using knowledge and understanding. The remaining 50% of marks are for assessment objective AO2 and students are expected to show an ability to use evidence and reasoned argument to express and evaluate personal responses, informed insights, and differing viewpoints. It is important to remind students to write in the spaces provided and not to write in the margins extra space is available for 6 mark questions on the answer booklet and if necessary additional sheets are also available. Please remind students to use additional sheets if extra space is needed in Section A rather than writing on the back of the booklet. If additional sheets are used please indicate this on the question paper eg see additional sheet. Poor handwriting and the use of pale or faint pens can make marking difficult at times. A1 Sacraments of Initiation A1(a) This question was well answered with most students showing good knowledge and understanding of the term rite of passage. In good responses students wrote that it is a ceremony to mark a person moving on to the next stage in life eg baptism or it is a sacrament eg baptism and thereby achieved 2 marks. Weaker responses just gave an example of a sacrament (eg baptism) and achieved 1 mark. A few did not know the meaning of the term and achieved no marks. A1(b) Most students answered this question correctly, thus showing knowledge of the role of the godparents in infant baptism in the Catholic Church. Better responses students gave examples such as makes promises on behalf of the child and promises to teach the child the faith by word or example thus achieving 2 marks. Weaker responses were that godparents promise to be good role models or godparents support the parents in the task of rearing the child and achieved 1 mark. Few students achieved no marks. A1(c) Most students showed very good evaluation skills on the purpose of infant baptism for Roman Catholics and gave well-argued Level 6 responses with evidence of reasoned consideration of two different points of view. Better answers referred to water symbolising death to sin and cleansing and that it rids the child of original sin so, if it should die, it will go to heaven. Many also referred to parents wanting their child to be free from sin at an early age and during the baptism ceremony, they make a commitment to help the child to develop spiritually by rejecting Satan and the power of sin. Many explained that the child is clothed in a white garment to symbolise purity and that the priest exorcises and anoints the child with the oil of catechumens as a sign of strength so that in the future the child will be able to reject evil. In arguing against the statement many referred to other aspects of the sacrament and explained that although water washes away sin, it does not keep sin away permanently. Many referred to the child being welcomed into God s family and baptism being a sacrament of initiation. Many also referred to the child being anointed with the oil of chrism as a sign of being set aside for a special task in life and that the child is under God s protection from an early age. Level 3/4 responses did focus on the question but failed to develop their answers sufficiently and Level 1/2 responses gave one or two simple reasons with no development. Some students misinterpreted the question and wrote about infant v adult baptism and thus failed to achieve any marks. 4 of 9

5 A2 Festivals A2(a) There was a surprisingly mixed response to this question. Incorrect answers ranged from a description of Pentecost to the Annunciation by the Angel Gabriel or some simply listed the gifts the wise men brought with no further comment on their symbolism. Some responses only gained 1 mark for the wise men whilst 2 marks were gained by those students who referred to the wise men and then made a comment about Jesus being revealed as the Son of God for all people, not just the Jews. A2(b) Some students only achieved 2 marks for describing the actions of the priest; thumb in the ash sign of the cross or forehead. Better answers also correctly identify the words said by the priest and achieved Level 3. A2(c) This question was generally well answered by most students who showed good knowledge and understanding of how some Christians observe Lent. Most students referred to fasting and abstinence or the idea of giving something up that they like with an example (eg sweets) and achieved Level 2. Better answers also linked fasting with the time Jesus spent in the wilderness, thus achieving Level 3. A2(d) This was a generally well answered question on whether worship on Good Friday should be joyful. Well-argued Level 6 responses referred to Jesus sacrifice conquering death and opening the way to salvation and heaven and thus Roman Catholics should rejoice that death is not the end and that they will see their loved ones again. Many also referred to the idea that it is a celebration of Jesus resolve to stand firm to the end and true to his beliefs and that Roman Catholics are looking forward to the Resurrection of Jesus so the day is good and should be celebrated with joy. Many argued that Good Friday is a day for commemorating Jesus suffering and death and therefore should be sombre and described how the church is stripped bare to reflect this. Many referred to the fact that death is a sad time and not a time to be joyful and as Roman Catholics are remembering the death of Jesus, their worship should reflect this. Level 3/4 responses gave an opinion supported by two developed reasons whilst Level 1/2 responses gave one/two simple reasons with no development eg Jesus died to open the gates of heaven/we should be happy that he resurrected three days later. Weaker responses got the day mixed up with either Maundy Thursday or Easter Sunday and thus achieved no marks. A3 Worship A3(a) This question concerning whether statues of saints help Roman Catholics to worship was generally well answered with most students gaining at least 2 marks. Most referred to statues as a focus for prayer and that they remind worshippers of important people or events. Better answers also referred to the saints acting as intercessors, thus achieving Level 3. On the other side of the debate many students identified statues as a distraction for the worshipper and that items like statues could turn worshippers to idolatry. More able responses cited the 10 Commandments and gave an example; thou shall not have strange Gods before me, thus achieving a Level 3. Weaker responses gave an opinion supported by one simple reason and just referred to statues being a focus for prayer thus achieving Level 1. A3(b) The majority of students answered this question correctly demonstrating their knowledge and understanding of how Roman Catholics might follow the example of Mary in their lives. Better answers provided good well developed responses that merited a Level 4 by identifying a characteristic of Mary then linking it to how Roman Catholics might follow this example today. 5 of 9

6 Most common answers related to Mary s sinless life, her chastity and her role as a mother and how she accepted God s will. Many referred to Roman Catholics abstaining from sex until marriage, being a good parent, trying to lead a life without sin and being kind and helpful to others as Mary was when she visited her cousin Elizabeth. Many also referred to Mary s support for Jesus, giving a specific example such as the marriage feast of Cana. Weaker responses merely described Mary s life but gave no examples of how Roman Catholics might follow her example in their lives, thus achieving a maximum of Level 3. A3(c) This question was generally very well answered with most students achieving Level 3. Most cited feeling part of a community and unity with other Christians as key benefits of public worship. Many also referred to the Mass and therefore being able to receive Holy Communion and how the support from other Christians means that Christians are not on their own in their relationship with God. Weaker answers made general comments about prayer that only gained 1 mark. A3(d) This question was generally well answered with good Level 3 responses. Most students identified the Our Father as the prayer that unites all Christians, the prayer given by Jesus to the disciples and as it is the perfect prayer, its meaning or importance is never lost. Many also described the different types of prayer found within the Our Father. Weaker Level 1/2 responses referred to the Our Father being the perfect prayer / given by Jesus. A4 The Eucharist A4(a) This question was well answered by almost all students who showed good knowledge of different names for the Eucharist. Most common answers were Holy Communion, the Lord s Supper and the Mass. A4(b) This question requiring two differences between celebration of the Eucharist in Orthodox and Roman Catholic traditions was generally well answered with almost all students achieving Level 2 and above. Weaker Level 1/2 responses described only the Orthodox Eucharist without comparing it to the Roman Catholic Eucharist. For Level 3/4 the most common comparisons were the way the Eucharist is received, (Orthodox-mixed with the wine / served on a spoon, Roman Catholics bread and wine is received separately / into the hands) and the age a person is when they receive Communion. Some referred to the Orthodox consecration of homemade bread being behind the iconostasis whilst in the Roman Catholic tradition, the priest consecrates the unleavened bread on the altar facing the congregation. Level 1/2 responses made one/two simple points eg Roman Catholics use unleavened bread / Orthodox uses homemade bread. A4(c) Most students coped very well with this evaluation question achieving Level 4 and above. Good answers commented on transubstantiation and Jesus statement that anyone who eats my body / drinks my blood will have eternal life. Most students quoted Jesus saying do this in memory of me at the Last Supper and stated that the Eucharist is a sacrament Christians meet Jesus in the sacraments. Others referred to the Eucharist as being a shared meal which brings the community together and giving Christians the strength to go out to love and serve the Lord. On the other side most students were able to give alternatives that make someone a true Christian, with the most common responses being the examples of the Salvation Army giving to charity and the Quakers focus on the direct, personal revelation from God. Level 3/4 responses gave two developed reasons eg the Salvation Army do not receive the Eucharist as they believe doing acts of mercy are more important eg they help those in need. This does not mean that they are not true 6 of 9

7 Christians. By receiving the Eucharist we receive Jesus and this helps Christians to go out and serve the Lord. We are also doing as Jesus asked at the Last Supper when he said do this in memory of me. Weaker Level 1/2 responses gave one or two simple reasons with no development eg it is a sacrament / Jesus said do this in memory of me. A few students misunderstood the debate and wrote about whether you have to be a true Christian to receive the Eucharist, instead of the Eucharist making someone a true Christian and achieved no marks. B5 Places of Worship An overwhelming majority of students chose to do question B5 as opposed to question B6. B5(a) There were some excellent responses explaining why Christians go on pilgrimage, with the majority of students achieving Level 4 and above. Most students referred to Lourdes or the Holy Land as their examples and gave good developed reasons as to why Christians would go there on pilgrimage. Many commented on the fact that pilgrimage is a spiritual journey to a holy place and that the journey is made for religious reasons, to take a break from the routine of everyday living, to meet other Christians, for a miracle or in order to take part in acts of worship. Level 3/4 responses gave two developed reasons eg people go on pilgrimage for religious reasons and to visit a holy place. For example, pilgrims take time away from the workplace to renew their relationship with God. eg to Lourdes in France where Mary appeared, where they can take part in many acts of worship eg bathe in the holy water pools in the hope of being cured of an illness. Many also travel to the Holy Land to see where Jesus was born, suffered and died. They can walk the Via Dolorosa. Weaker Level 1/2 responses simply described what could be done or seen at these places without linking this back to why a Christian would see or do that or just gave a list of reasons why Christians go on pilgrimage with no development. B5(b) Many students managed to produce a balanced evaluation of whether pilgrimages change a Christian s life. Good answers managed to achieve a Level 5/6 by providing responses such as if a Christians goes with the intention of getting cured and this does not happen, they might come back feeling disillusioned thinking that it has been a waste of time, effort and their money and some might even become atheist. Reversely, good answers also gave succinct reasons why some people might disagree, arguing that there have been cases of Christians who were seriously ill, and going on pilgrimage they have witnessed a miracle and were cured and as a result this has strengthened their faith and consequently their belief in God. Many commented on places of pilgrimage being too commercialised, no longer spiritual, or just tourist attractions with too many distractions for any real impact on a Christian s life. Others commented on the positive change it can bring could accept illness or gain inner peace or be encouraged to become a volunteer helper for the sick in places like Lourdes. Level 3/4 responses did give two developed reasons but failed to give reasoned consideration of two different points of view to achieve the top levels. Weaker Level 1/2 responses gave one or two simple reasons with no development by referring to a person being ill and being cured, people seeing it as a holiday, loss of hope if a miracle does not happen or the feeling of hopefulness seeing so many sick people together in the one place. B5(c) This question produced generally very good well developed responses with most students achieving Level 5/6. The most common items described were the altar, tabernacle, statues and Stations of the Cross with the better answers explaining how these features relate to belief and practice. Some responses described one / two objects and linked them to Roman Catholic beliefs but lacked sufficient development for Level 4. Weaker Level 1/2 responses named features but did not relate them to Roman Catholic belief and practice. 7 of 9

8 B5(d) This question concerning whether special buildings are needed for Christian worship was another generally well answered question with most students gaining Level 5/6. Good responses drew on their answer to B5c and stated that special buildings are needed as they contain particular objects that are required for worship by some Christian traditions. They also argued that it is not practical for large groups to meet in individual houses and a church building can act as a meeting place for young and old. Many explained that it is important to have a special house for God as it shows the value that Christians place on their faith. On the other side of the debate most students pointed out that objects could be a distraction to worship with able students referring to the Quakers or Salvation Army. Many students stated that worship can happen anywhere and quoted Jesus in Matthew 6:6 saying to go to your room and shut your door when you pray. Many argued that the money spent to decorate churches could be used to help the poor, thus following Jesus commandment love they neighbour. Some weaker responses did give two developed reasons but only achieved Level 3/4 as there was not reasoned consideration of two viewpoints. Level 1/2 responses just gave one or two simple reasons with no development eg nothing is too good for God or special buildings create a sense of heaven on earth. B6 Beliefs and Sources of Authority B6(a) This question was not as popular as question B5 but it was generally exceptionally well answered with most students achieving Level 5/6. Most students referred to the Magisterium, explaining in detail its role as the teaching authority of the Church. Many referred to the Pope being the head of the Roman Catholic Church, he is the successor to Peter-the first Pope, when he speaks ex cathedra he is infallible in matters of faith, he issues encyclicals, he appoints bishops to all the dioceses of the world to show his role as universal pastor. Many referred to bishops as the successors to the apostles; they guide the Pope, ordain priests, celebrate the Sacrament of Confirmation, they are responsible for teaching the faith within their own diocese. There were many full, coherent and exceptionally well developed Level 6 responses with good use of specialist terms whilst Level 3/4 responses lacked the development needed to gain top marks. Weaker Level 1/2 responses showed elementary knowledge and understanding giving only one or two simple points with no development eg the Pope is the head of the Roman Catholic Church or bishops organise their own diocese. B6(b) This question debating whether the Bible has an effect on young Christians today was generally well answered. There were many full, coherent and well developed Level 5/6 responses. Most referred to the Bible being written over 2000 years ago and therefore its teachings are archaic and out of date with no relevance to the problems and challenges that young people face today, with examples including drugs, technology and science given. Many stated that it is not attractive to young people, it is difficult to read and understand, language used is difficult to make sense of and materialism is more important than religion. On the other side, many explained why the Bible is still relevant to the young Christians today, with examples given. Most referred to moral guidance that is still applicable, with the 10 Commandments being the most common examples given. Good answers referred to the parables and examples of Jesus in the Gospels as being central to Christian beliefs, and therefore will always be, such as the Good Samaritan or the Sheep and the Goats. Weaker responses lacked the development needed to achieve higher than Level 3/4. Level 1/2 responses just gave one or two simple points with no development eg the Bible is outdated, has no relevance to young Christians today or is God s word. B6(c) Overall students coped well with this question with many giving full, coherent and developed Level 5/6 responses. Many referred to people being judged when they die on how they lived life on earth. Students made references to the rewards and punishments, heaven, purgatory, and hell with explanations, belief in bodies being resurrected, that the new body will not be the same as their 8 of 9

9 present earthly bodies, not fearing death, the hope of eternal life, judgement by Jesus on the Last Day, the second coming and the Parousia. There were many sound Level 3/4 responses but unfortunately they lacked the detailed development for the higher levels. Weaker Level 1/2 responses gave one or two accurate and relevant points but without any development eg we will be judged when we die or a reference to eternal life in heaven. A few students found this question difficult to answer and gave nothing relevant or worthy of credit, thus receiving no marks. B6(d) To agree with this most students cited the Salvation Army and Quaker s attitude to faith, as well as Jesus commandment to love thy neighbour (a phrase that had clearly been well taught as it appeared repeatedly), that belief is meaningless unless it is acted upon, actions speak louder than words and providing examples of Jesus actions (helping the sick (the leper), feeding the hungry (5,000 fed). On the other side of the debate, most students pointed out that without belief in God then one is just being a good person, not necessarily a Christian or that belief governs actions. Good responses referred to the Apostle s Creed statements of beliefs giving examples or indicated that both belief and actions were equally important. There were many Level 4 responses which showed good clear knowledge and understanding with some development. Weaker Level 1/2 responses showed elementary knowledge and understanding but offered no development. One or two simple points were given eg actions speak louder than words or belief shapes a person s life. Spelling, Punctuation and Grammar (SPaG) In Part B errors in Spelling, Punctuation and Grammar resulted in the majority of students falling into the level of intermediate performance. Mark Ranges and Award of Grades Grade boundaries and cumulative percentage grades are available on the Results Statistics page of the AQA Website. Converting Marks into UMS marks Convert raw marks into Uniform Mark Scale (UMS) marks by using the link below. UMS conversion calculator 9 of 9

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