GCE EXAMINERS' REPORTS

Transcription

1 GCE EXAMINERS' REPORTS RELIGIOUS STUDIES AS/Advanced SUMMER 2016

2 Grade boundary information for this subject is available on the WJEC public website at: Online Results Analysis WJEC provides information to examination centres via the WJEC secure website. This is restricted to centre staff only. Access is granted to centre staff by the Examinations Officer at the centre. Annual Statistical Report The annual Statistical Report (issued in the second half of the Autumn Term) gives overall outcomes of all examinations administered by WJEC. Unit Page 1341 Introduction to Religion in Contemporary Society Introduction to Religion and Ethics Introduction to Philosophy of Religion Introduction to Biblical Studies Introduction to Christianity Introduction to Eastern Religions Introduction to Western Religions /01 Studies in Religion in Contemporary Society /02 Studies in Religion and Ethics /03 Studies in Philosophy of Religion /04 Studies in Biblical Studies /05 Studies in Christianity /06 Studies in Eastern Religions /07 Studies in Western Religions Religion and Human Experience 40

3 RELIGIOUS STUDIES General Certificate of Education Summer 2016 Advanced Subsidiary/Advanced 1341 INTRODUCTION TO RELIGION IN CONTEMPORARY SOCIETY General comments The great majority of candidates answered Question 1 with the other question, attracting a broad audience. There were some excellent answers at the top end and some poor responses at the bottom. Overall, the standard was good and similar to the previous year. 1. (a) This was, by far, the most popular question. Most candidates knew the basics and the very best answers attracted serious scholarship from, for example, Aquinas, Kant and Singer, whist Aristotle had a few mentions, often wrongly described as being a member of the early Christian church and, in one case, as a disciple of Jesus! There were, on the whole, few good answers concerning religious views and the problem many candidates encountered was the lack of scholarly material at their disposal. The weakest candidates seemed stuck in GCSE-mode and some gave animal rights rants with little or no academic support. There were some very good answers here, but many candidates wrote more for AO2 than they did for AO1. Good candidates were able to evaluate and support the arguments they had made in part (a) and offered impressive scholarly support. In the mid-range there were many basic answers, often with muddled references and few were prepared to offer a valid and supported argument. In the lower-range there was a considerable number of general answers, many repeating what had already been said previously. 2. (a) This was the least popular question and the most feebly done, with only the best offering any serious scholarly debate. The few candidates at the top end correctly identified what religious specific broadcasting is and used appropriate material in support, including sacred texts and religious festivals and practices. However, perhaps the majority of answers relied on re-telling events from a couple of programmes, most notably Songs of Praise and The Big Question. A number confused cultural and religious issues and few made really successful links between religion and the programme. At the lower end, candidates wrongly resorted to narrative re-telling of events in EastEnders or The Simpsons which are, of course, not religious-specific broadcasting. There were more good answers to this question. The best candidates were able to offer a reasoned analysis, using a range of broadcasting material, but there were too many stereotyped responses about comedy ( Vicar of Dibley ) or humorous asides from The Simpsons. Some, more successfully, used storylines from soaps to enhance understanding of religious and cultural issues. There was a lot of basic description, although most candidates were able to offer some kind of conclusion. Some went little further than offering anecdotal evidence and views such as religious programmes are boring. 1

4 NRMs 3. (a) A generally popular question, although many candidates did not seem comfortable with what constitutes an NRM. The highest candidates were able to offer some depth and insight to explain and identify issues and Jim Jones and the People s Temple were prominent. Most candidates wrote about the characteristics of NRMs, but few offered any depth about causes and some real-life examples would help. Many in the mid-low range tended to answer in a rote-learned way, rather than offering obvious understanding of their own. The higher candidates seemed well-prepared for this question and many good examples were used to illustrate insightful points. However, many midlower range answers lacked supportive scholarly support and candidates simply wrote about the decline of traditional religion with little more than anecdotal evidence. FUNDAMENTALISM 3. (a) There were very few good answers. Most mid-upper range candidates knew the difference between belief and practice and wrote about the rise of fundamentalism, but few were able to develop this further in a scholarly way. There were a number of anecdotes and homilies, but little meaningful analysis. In the lower range, differing viewpoints were mentioned but more links could have been made to a range of issues, especially those that dominate much of our current news channels. The highest candidates saw good links between, for example, IS and the future of religion and fundamentalism. However, mid-range answers seemed to lack depth, on the whole, and few issues were mentioned and most were poorly supported. At the lower end, there was a number of unsupported rants about IS and terrorism. 4. (a) Although not very popular, this was probably the best-answered question of all with most upper-range candidates referring, quite impressively, to Freud s views. There were also useful references to neurosis and religionengendered guilt. What separated the really good candidates from the rest was the ability to focus on the question and relate their answer to neurosis, rather than a generic run through Freud. Mid-range candidates were more narrative and, although mentioning issues such as neurosis and guiltrepression, did not really answer the question. At the lowest end, candidates just wrote all they knew about Freud. There were many brief answers to this question. The best candidates offered examples and scholarly analysis and most argued that Freud s points were not valid, although few offered supporting evidence. At the lowest end, arguments were unsubstantiated or simplistic, mainly offering general discussion on the strengths and weaknesses of Freud s views. 2

5 RELIGIOUS STUDIES General Certificate of Education Summer 2016 Advanced Subsidiary/Advanced 1342 INTRODUCTION TO RELIGION AND ETHICS General comments The questions this year all appeared to be accessible to candidates, with some outstanding answers seen in every section. It was pleasing to note that fewer candidates appeared to be relying on pre-prepared generic answers this year and, instead, were attempting to address the specific question set. While there were still some candidates writing everything they knew about a particular theory with no clear focus, such responses were not as evident as in previous years in the AO1 questions. The AO2 questions tended to elicit more generic accounts of strengths and weaknesses without a clear focus on the demands of the question, but, again, many candidates dealt well with all aspects of the questions set. When attempting AO2 questions, candidates should be advised to avoid lengthy introductions explaining features of the theory under discussion, as these gain little credit and waste precious time that could be given to engaging with the issues. 1. (a) Good answers showed a clear understanding of the term deontological and were able to show how the features of Natural Law selected made the theory deontological. Good understanding of the role of the virtues in natural law was a feature of many answers and most were able to explain how the precepts, goods, acts and laws make the theory deontological, although the explanation of how natural law itself fits into the hierarchy of laws tended to be weak. Candidates made good use of examples to illustrate the different features, with particularly strong answers seen from candidates using themes from the applied ethics topics to support their explanations. Many candidates showed a partial or inaccurate grasp of the term deontological, often seeing it as synonymous with the terms absolutist and legalist. Some misunderstood completely and stated that deontological theories were those based on judging the consequences of actions. In these answers, candidates were unable to explain how the features of Natural Law made it deontological, but gained marks by writing a generic Natural Law essay which gained some credit by default. Some candidates still have difficulty in explaining the different between the goods and the acts within Natural Law, and the principle of double effect was often poorly explained. Some candidates who could explain the key features accurately could not be awarded the highest levels as they made very little use of examples to illustrate their explanations. 3

6 Good answers showed a clear grasp of the issues for religious believers from particular religions when using Natural Law to make moral decisions. Biblical principles were often used as reference, with candidates making links between the precepts of Natural Law and the 10 Commandments, for example. Good responses made full use of contemporary examples to illustrate their points and many candidates contrasted Natural Law with Situation Ethics, making clear reference to the teachings of Jesus to support their arguments, and showing good understanding of diversity within Christianity. Sometimes, however, relevant points were identified but arguments were not developed sufficiently to gain the higher levels. Weaker responses tended to miss the religious believers aspect of the question and simply offered a generic account of the strengths and weaknesses of Natural Law as an ethical theory. Some candidates missed the point completely and discussed reasons why the theory does not work for non-believers. Also, candidates were not clear about the type of believer they were discussing. Weaker responses also tended to list the views of different scholars about Natural Law without engaging with the arguments in any real depth. 2. (a) Many candidates were able to examine a wide range of New Testament teachings which could be used in support of Situation Ethics. These included Jesus healing on the Sabbath, the story of the woman taken in adultery, the parable of the good Samaritan, and the teachings of St Paul in 1 Corinthians 13 amongst others. Good responses explained clearly the specific principles of Situation Ethics that could be supported by each particular teaching, showing a thorough understanding of both the biblical evidence and the ethical theory. Answers tended to focus more on the teachings of Jesus than on those of St Paul, but a balanced presentation of each was not expected. Weaker responses tended to rely on more generic ideas, mostly linked to agape and love for neighbours. In these answers, the aspects of Situation Ethics identified were not always the best fit for teachings given. Some candidates failed to make any links between the teachings they identified and Situation Ethics. Others were not able to identify any biblical teachings at all and simply explained the principles of Situation Ethics. Some candidates did manage to identify relevant teachings and match these with aspects of Situation Ethics, but their answer failed to develop beyond a list of each. Good answers here made use of a wide range of modern examples to illustrate arguments on both sides of the issue. Most candidates clearly grasped the meaning of the term relativism and were able to discuss the merits of relativistic ethics in contemporary society. Some good answers contrasted the merits of Situation Ethics as a relativist theory against the limitations of Natural Law as an absolutist theory. Weaker responses failed to address the today s society aspect of the question and simply produced arguments for and against the use of Situation Ethics. The lack of any examples or evidence at all was notable in some scripts, with points for and against simply listed with little or no analysis whatsoever. 4

7 3. (a) Mill s version of Utilitarianism was understood well by the majority of candidates, with many choosing to show how Mill developed and refined Bentham s ideas. Many could explain the move away from quantity towards quality, and were able to illustrate the idea of higher and lower pleasures. Good responses successfully explained that Mill is identified as a weak Rule Utilitarian and were able to offer examples to illustrate the differences between the strong and weak version of this theory. Better responses explained how rules could be derived from the principle of utility and past experience and were able to give examples of such rules. Reference was often made to the harm principle, with some clear explanations of how this could be linked to Utilitarianism. Quotations from Mill s writing were often used to good effect to explain his ideas. The main factor limiting candidate s marks in this question was a failure to show how Mill s version could be applied to make moral decisions. Very few candidates applied the theory to examples, choosing instead to give detailed, and therefore largely irrelevant, explanations of Bentham s thought. Weaker responses could often differentiate between higher and lower pleasures but did not identify higher pleasures with moral actions. Candidates could quote (or misquote) from Mill s writings but explanations of the quotations were either lacking, or demonstrated weak understanding of his ideas. A common error was to state that Mill supported the use of both strong and weak forms of Rule Utilitarianism at once. Candidates could not explain how the rules were derived, nor did they understand that the weak version of Rule Utilitarianism allows rules to be broken if it promotes greatest happiness to do so. Where reference to the harm principle was made, it was often misunderstood and explained simply as it is wrong to harm other people. As with question 2, candidates made excellent reference to a wide range of modern examples to argue both for and against the view in the question. Candidates referred to the use of Utilitarianism as a decision making tool within the NHS and as the foundation for modern democracy. Better responses differentiated between the types of utilitarianism in their analysis, often claiming that one form would work better than another in the modern world. Some good reference was seen to both Singer and Popper. Weaker responses, as with 2, missed the modern world aspect and simply wrote about the generic strengths and weaknesses of Utilitarianism. While some used modern examples and gained credit for this, the analysis demonstrated only a partial grasp of the required issues. Some confusion was evident in some answers as candidates brought in elements of Situation Ethics and talked about greatest love rather than greatest happiness. 4. (a) Most responses to this question were from the perspective of Christianity, although some responses from other religious perspectives were seen. Good responses showed clear understanding of both the nature and purpose of marriage, although these were not necessarily addressed explicitly in every case, with the balance of most essays tending more towards purpose than nature. Good responses from a Christian perspective were able to show diversity within the religion regarding the nature and purpose of marriage. Biblical teachings regarding marriage were explained in some detail, with reference being made to the issues of same-sex marriages and civil marriages. Candidates made effective use of ethical theories such as Natural Law and Situation Ethics to develop their explanations of nature and purpose. 5

8 While some good responses to this question were seen, the vast majority struggled to move much beyond a basic level with many GCSE-style answers relating to features of the marriage ceremony. Some identified marriage as a sacrament, but most were unable to explain what this meant. Candidates could sometimes identify scriptural evidence to support beliefs but were unable to apply the identified teachings to their responses in any great detail. Weaker responses tended to talk about Christians in broad terms with no reference to any diversity within the religion. Weaker responses also tended to discuss issues of premarital sex, adultery, divorce and civil partnerships without relating these in any way to the question. Candidates who attempted this question mainly referred to the strengths and weaknesses of traditional views of marriage without addressing why it might be bad for society to move away from this model. Good responses did address this issue and provided strong religious reasons through either scholarly views or biblical evidence. Candidates were able to put these reasons clearly in the context of modern social issues and evaluate the impact of a move away from this approach. Some candidates, while presenting valid arguments, focused more on the personal impacts of the move away from traditional approaches rather than the impact on society as a whole. Many candidates used the issues of same-sex marriage and divorce as the basis for their discussion. A wide range of statistical evidence was quoted in support of various points. Weaker responses tended to assert opinions rather than offer reasoned argument. The focus tended to be on whether society has moved away from traditional approaches to marriage rather than on whether this move was bad for society, and very little reference was seen to religion. Very weak responses simply offered a GCSE style response about whether divorce should be allowed. 6

9 RELIGIOUS STUDIES General Certificate of Education Summer 2016 Advanced Subsidiary/Advanced 1343 INTRODUCTION TO PHILOSOPHY OF RELIGION General comments In some cases, candidates wasted time on long introductions that were frequently not focused on the essay. Centres are to be reminded that candidates are disadvantaged spending time in the examination writing about material that is not directly relevant to the question. With respect to evaluation questions, it is still common for candidates to merely list criticisms without considering their success. A lot of students answering 1b and 2b seemed to have other questions in mind as they failed to engage with the actual question in front of them. This was a particularly noticeable issue for many centres this year. Whilst most essays had a conclusion this was not always directly related to the question at hand. 1. (a) Those candidates who answered this question very well, tended to give a chronological account of the development of the Cosmological Argument from Ancient Greece through to Lane Craig et al / Miller et al. Many students were very clear in how Aquinas 3/5 ways fitted in with Plato & Aristotle and certainly the best candidates were confident in using good, well explained examples (such as the block of marble / dominoes in reference to efficient cause, etc.) as well explaining the relevance & meaning of actuality and potentiality. The understanding and explanation of Leibniz sufficient reason was particularly impressive amongst the best performing candidates. Use and clear understanding of technical terms was very high in those students who performed well. A significant number of students failed to mention a range of scholarly contributions but rather relied purely on Aquinas and missed Craig & Leibniz. Many weaker candidates relied too heavily on general background information about Plato, Aristotle and Aquinas (e.g. Aquinas personal life). Many students were very confident in discussing a variety of scholarly views which critiqued the Cosmological Argument. The best answers offered analogies or examples to demonstrate their reasoning. Candidates who scored lower marks tended to reiterate their points from part a) without actually evaluating these points and / or gave general arguments for / against God without making these points relevant to the strengths and weaknesses of the Cosmological Argument. 7

10 2. (a) The best candidates were able to explain the progression of ideas from Plato & Aristotle, Aquinas fifth way through chronological Paley s watch and Tennant / Carter including reference to the examples given by Scholars as well as some very good original and interesting illustrations. The best candidates were able to identify qua order, qua purpose & qua beauty in the scholarly contributions. Weaker Candidates tended to drift towards a) a more general explanation of examples of design in the universe or b) restricted themselves to only explaining Paley s watch without any real reference to order, purpose and design. Many weaker candidates simply were not clear enough in explaining the significance of the Aesthetic argument and struggled to explain how this could in some way be used as an argument for God s existence Quite a few candidates this year listed the seven criticisms from Hume but did not proceed to explain them no real understanding shown. Many answers leaned towards evolution being proven by science and thus dismissing the design argument; quite a few answers were either unbalanced or did not give the other viewpoint at all. A few referred to the finches beaks, but neglected to show an understanding of the apparent limits of Natural Selection in relation to modern science. Candidates made sweeping statements such as stating that Paley s analogies were weak, but not saying why they were weak. Once again pupils referred to Ockham s razor as the simplest explanation but failed to back this up or develop it. Ockham s razor can be used from both sides, but they need to state why they feel that the particular view given is the simplest explanation. Answers were often strongly critical instead of being objective and evaluative. 3. (a) Many more centres than in previous years referenced both the logical and the evidential aspects of the Problem of Evil. Overall, most candidates were able to explain the Problem of Evil and were able to exemplify Natural/Moral Evil, animal, immense and innocent suffering. While many more candidates than in previous years were able to refer to the Inconsistent Triad, weaker responses lacked awareness and coherence about how removing any of the criteria of the Triad creates further problems for theists. Some weaker responses concentrated on outlining the Augustinian and Irenaean theodicies at the expense of answering the question directly, although some material was salvageable to part 'b'. It was interesting to note that candidates from some centres referred not to God s impotence if the criteria of omnipotence was removed, but to God s jealousy. The best candidates used a range of sources to argue for / against the question. They clearly demonstrated that they knew the theodicy chosen. There was a mixture of scientific, logical and moral arguments for and against the specific theodicy chosen. Many candidates failed to refer to any theodicy but rather repeated a lot of general points about the challenges of evil that they may well have already covered in part a). A significant number of candidates simply misread the question and started to discuss both theodicies and this limited their time in being able to write something of real quality about one of them (as commanded in the question). A significant number of candidates clearly could not distinguish between the theodicies of Augustine or Irenaeus and mixed them both up. 8

11 4. (a) Generally responses were very good, but occasionally candidates focused only on objectivity or authenticity, and not both. Candidates must read the whole question, and answer the whole question, otherwise this leads to a partial treatment of the topic. Typically the best answers were scholar led and used examples to demonstrate the problem. For example, the best problems posed came from Ayer, Flew, Franks Davis, and Freud. Weaker candidates lacked substance and examples e.g. Wisdom s parable of the gardener. Other issues with weaker responses related to the single focus on authenticity, with little to no reference objectivity. The best part answers demonstrated critical analysis supported with reasoning and evidence to evaluate whether mysticism can or cannot overcome the challenges of the empirical world. For example, using Swinburne's Principles of Credulity and Testimony. Weaker responses made no mention of religious traditions being founded on mystical experiences. 9

12 RELIGIOUS STUDIES General Certificate of Education Summer 2016 Advanced Subsidiary/Advanced 1344 INTRODUCTION TO BIBLICAL STUDIES General comments A wide-ranging standard was demonstrated across the candidature and it was pleasing to see many very good answers. Centres are encouraged to move candidates away from a narrative account of biblical stories especially where this forms the bulk of the answer. Candidates must also be vigilant where legibility is concerned. Scripts which are difficult to read do candidates no favours. Old Testament 1. (a) & No significant entry for this question. 2. (a) Candidates dealt with this adequately. Higher marks were accessed by candidates who use the detail of the text precisely. A reasonable response to the question with most candidates understanding that the impact of the Exodus in modern Jewish belief and practice continues to the modern age. The examination of the historical elements of the story could have been dealt with more thoroughly. 3. (a) Candidates scored well here. Answers showed an impressive awareness of the process of covenant-making in the Ancient Near East and were able to link this effectively with the Israelite experience. Awareness was also shown of the difference between the Decalogue and the Book of the Covenant. Candidates understood the context of the question and proved themselves able to deal with the detailed knowledge required. For the AO2 element, however, it is also important to be able to assess the intensifier in the question is nothing like because herein lies the point of the question. 4. (a) A popular question. Many candidates chose to go back to the story of Gideon which was not strictly required by the question. Credit was given here provided that adequate treatment of the 1 Samuel sources was also delivered. Candidates understood the debate here and provided a good spread of arguments in favour of and against the claim. 10

13 New Testament 1. (a) A popular question with many informed answers. Weaker answers confused the various elements of the two accounts. Answers which did not consider the themes of the birth narratives and chose instead to outline the sequence of events did not access the higher levels. Candidates do not need to give a blow by blow account in such questions, but should be more selective with their material. Candidates struggled to understand what it might mean to harmonize the two accounts. Many referred to potential difficulties which were not, in fact, difficulties. Best answers were able to show an awareness of the difference between a lack of harmony between the accounts and outright contradiction. 2. (a) This question requires candidates to demonstrate knowledge and understanding rather than to have a view on the merits of the form critical approach. Many candidates were of the view that form criticism is used as a way of undermining the value of the text. Such a view was not directly within the purview of the question, but it is also a view which ignores the strengths of this approach. Some candidates simply outlined two parables and did not refer to form criticism. Others were well-informed about form criticism but did not use it to explain the two parables. A wide range of responses was seen in answer to this question with the best answers going on to consider the different themes of the parables including, for example, the presentation of life in the Kingdom and the idea that parables were used to obscure rather than reveal. Some candidates did not understand that the question was asking them to consider the extent to which the parables gave Jesus followers an ethical framework for living. 3. (a) The best answers here were able to distinguish between the two accounts clearly and from those distinctions draw out the intentions of the gospel writers. Candidates who combined the two stories into one account were less effective at linking the story with the purposes of the gospel writer. This was well answered. Many candidates had taken the Bultmann project on board to counter the claim. They also referred to the concept of the Messianic secret, the role of other aspects of the gospel such as the Passion narratives as well as the teaching of Jesus. 4. (a) A popular question. Best answers stuck rigidly to the Lucan account and, in particular, to the crucifixion story. Candidates who referred to the whole of Luke 23 or who brought in elements from the other gospels fared less well. This was well done with many candidates referring to 1 Corinthians 15. There was a pleasing use of technical terms such as atonement and penal substitution as well as a well-judged appreciation of the vital role played by the resurrection in the Christian doctrine of salvation. 11

14 RELIGIOUS STUDIES General Certificate of Education Summer 2016 Advanced Subsidiary/Advanced 1345 INTRODUCTION TO CHRISTIANITY General comments The candidature for the paper was small. The better answers, especially to the part questions, focused on the precise requirements of the question and to the intensifier used in the wording e.g. irrelevant in 1 and great in (a) Candidates demonstrated awareness of the Fall story in Genesis, but were too concerned to give the full narrative account of the event. The focus of the question is salvation and references to Christian thinking beyond Genesis 3 received more credit. Some candidates confused the two biblical stories of creation so that Adam and Eve were created in the seven day account. The success of the answers here depended on the success of answers in (a). Candidates referred to the impact of Jesus saving action and of modern atheistic views to support the claim. To oppose, there were some references to the authority of Scripture in the lives of believers and to the eternal truth that human beings often fall short of their best. 2. (a) The key word in the question is explain. A narrative approach to the history of the Anabaptists was unlikely to access the higher levels in the mark scheme. Well-informed answers referred to sola scriptura, justification of faith and priesthood of believers. Candidates struggled to access the debate here which centred on the use of the word great. Credit was given to answers which judged the success from any period in history including the modern era. 3. (a) There were very few answers to this question. Narrative answers which did not undertake explanation of key moments or specialist terms were unlikely to score highly. Best answers made extensive use of technical terms such as 'Divine Liturgy' and 'epiklesis' and of concepts such as the mystery of the Holy Spirit and of the idea of the contrast between laity and priesthood. Candidates made reasonable reference to the biblical root of the service together with a consideration of how its complexity had compromised the messages of the Last Supper. 12

15 4. (a) This was by the far the most popular question and was answered reasonably well. The higher marks linked practice with belief and candidates who managed to link the biblical narrative with modern observance were able to score best of all. The intensifier here - only - proved to be the undoing of most answers. Candidates scoring well linked the points they had made to the claim in the question and considered the wider social and communal benefits of the festival. 13

16 RELIGIOUS STUDIES General Certificate of Education Summer 2016 Advanced Subsidiary/Advanced 1346 INTRODUCTION TO EASTERN RELIGIONS General comments Generally the overall standard was good and although a number of papers were poor, there were some excellent papers at the top end of the scale which showed great depth of knowledge and understanding. It was pleasing to see well-structured answers by a significant number of candidates. It is important that centres realise that if there is a problem with a candidates handwriting in terms of legibility then this needs to be addressed otherwise the candidate could be seriously disadvantaged. There were a number who were very difficult to read making awarding a fair mark problematic. The same weaknesses are seen year on year. Some candidates need to focus more on the requirements of the question. A number of candidates identify one word or term in the question e.g.' the Buddha' and then proceed to write all they know about the Buddha making no effort to link their answer to the question. The answer although creditworthy cannot attain the higher levels. If quotations are used then they must be relevant to the question. Many candidates use the first person plural in answering the questions. They should be encouraged to use the third person i.e. they and not us. Evaluation at AS level should be more than simple arguments in favour and against a statement. It should show awareness of different perspectives that are on the same side of the argument. It was pleasing to see good use of specialist terminology in the answers. Some candidates add to their answers at the end of the paper, but do not specify or make it clear to the examiner that they have done so. Buddhism 1. (a) This was a popular question and the majority of candidates were able to answer in a satisfactory manner. Good answers included a relevant treatment of the events in the Buddha s life directly linked to his teachings, e.g. Four Sights led to the teaching of the Three Marks of Existence, renouncing led to the formation of the middle way. A minority of answers reflected the background to which the Buddha was born into; credit was awarded where this was connected to the influence on his life and teachings. However weaker answers just gave the narrative and did not relate the events to any teaching. A small number of answers just considered the teachings that the Buddha accepted, changed and rejected without a consideration of the events that influenced this. 14

17 There were many well balanced answers to this question. Many referred to the different ways that the Buddha and his enlightenment is viewed within different Buddhist traditions. Many answers also recognised the Buddha s teaching be a lamp unto yourself as a valid argument. A number also argued that other events were more important. This was credited as long as it was related to the question. However some weaker answers focused completely on the enlightenment as being the most important event in the Buddha s life which was not the focus of the question. 2. (a) Another popular question. However the answers were very inconsistent in terms of quality. The majority of candidates could explain the features of the wheel of life, but only the better answers linked the features to the concept of pratitya samutpada. Very few candidates explained the concept at the beginning of their answers and then selected features from the wheel to support their explanation. The answers generally were balanced. There was clear understanding of the many aspects the wheel of life covers. Many answers argued that the sangha, enlightenment and puja are important and are not suitably considered on the wheel. However some of the weaker answers were more descriptive than evaluative. 3. (a) A number of candidates failed to attain the higher levels because of two significant weaknesses. They either wrote all they knew about the Four Noble Truths and the Eighfold path with no reference to the question or they did not refer to one or the other at all. The stronger answers related the Four Truths with the doctor s diagnosis of the human condition and the Eighfold Path as the medicine. They also explained in detail how following the Eightfold Path could eradicate Tanha and therefore dukkha. This was generally well answered. The majority of candidates were able to give more than one perspective on the question, noting that the path is a guide and that other aspects can also lead to enlightenment. The most impressive responses considered zen, pureland practices/lifestyles and meditation. 4. (a) This was a well answered question with the majority of candidates who attempted this question showing clear understanding of the meaning of puja and the various practices within Buddhist puja. The stronger answers included a detailed consideration into the purposes of each practice e.g. the invoking of the 5 senses highlights the use of sounds and smells during puja sessions showing good understanding of the symbolism within puja. However there were some weak answers which only addressed one part of question thereby explaining the purpose or merely listing the practices. Some candidates also ignored the various aspect expressed in the question. A generally well answered question. There were many outstanding answers which included strong arguments linked to specific schools of thought exploring the role of the historical Buddha in order to draw reasoned conclusions. Many answers highlighted the lack of an omniscient God meaning that puja cannot be worship; many others linked the Three Jewels into the answers suggesting that puja is a safe haven rather than a means to worship in the western sense. Weaker answers used irrelevant arguments within their work such as meditation. 15

18 Hinduism 1. (a) Those who attempted this question had good knowledge and understanding of the concepts of Brahman and atman and dealt with each one separately. However the relationship between them was not explained or exemplified in enough detail. Generally this was not well answered. Candidates failed to focus on the meaning of the terms used to describe Hinduism and to evaluate to what extent Hinduism fits those descriptions. Some answers were more descriptive than evaluative. 2. (a) This was a very popular question which on the whole was a well answered question. Candidates showed good knowledge and understanding of varna and ashrama and the duties associated with them. Strong responses explained the clear link between the two and their influence on the lives of Hindus. However weaker responses either only considered one aspect of the question, varna or ashrama, or made no link between them. There were some interesting responses to this question. Many candidates focused on the way duties seem to restrict Hindus in all aspects of life while others argued that duties gave Hindu society a clear structure. However others discussed the decline of the caste system and Hindus rejecting the specific duties associated with each varna. 3. (a) Although a popular question a number of candidates fell into the familiar pitfall of just giving a simple narrative. They just gave the stories about the gods rather than exploring the value of these stories. Some candidates focused on one story although the question clearly referred to 'stories' and other candidates explained in general terms without reference to the specific god/goddess This was generally well answered and the majority of candidates were able to give relevant arguments from different perspectives. Arguments on the whole were well exemplified. Many answers used relevant examples e.g. Rama and Sita as good role models for husbands and wives. Many referred to Kali s dark mother image as well as Shiva s head chopping and Rama s distrust of Sita as aspects of poor role models. Many also referred to gods/goddesses not being appropriate role models for humans. 4. (a) This was a popular question. There were many good answers which included references to different types of worship in Hinduism especially puja in the home and temple and festivals. However more reference to Bhakti worship, yoga and yajna was expected. Again weaker answers were very descriptive in nature. A well answered question with the majority of candidates being able to give relevant and alternative arguments. Some answers explored how everything is linked to Brahman therefore are equal. Many highlighted the difference between daily puja and annual festival worship. Sikhism There was an insufficient number of scripts to make any useful comment. 16

19 RELIGIOUS STUDIES General Certificate of Education Summer 2016 Advanced Subsidiary/Advanced 1347 INTRODUCTION TO WESTERN RELIGIONS General comments Examiner's reported a mixed level of responses to this examination. There was clear evidence that some candidates had been well prepared and that there was enough scope for them to demonstrate their various levels of knowledge, understanding and evaluative skills. Although the quality of work varied, there was evidence of more scripts of a higher standard and fewer where the indication was that candidates had gained very little from following the course. There is still reluctance on the part it of some candidates to pay attention to the specific wording of questions and as a result it is difficult for them to achieve the higher levels. This is particularly so in questions that ask for understanding rather than knowledge. Key words such as 'significance', 'role' and 'nature' demand more than a basic knowledge response. Generally speaking, questions that referred to matters of practice and worship were answered much better than those which required knowledge and understanding of beliefs and teaching. It was pleasing to see more answers reflecting good use of relevant quotations and accurate use of terminology. Section A: Introduction to Islam 1. (a) Although the majority of candidates understood the basic meaning of tawhid and were able to explain in some detail the concept and attributes of oneness, very few answers reflected the significance of this for Muslims viz To be a Muslim means to have a role in this world. Allah knows every thought and action. Responsibilities for the way Muslims live. Life as a test - how Muslims respond determines their future. In general, many candidates demonstrated understanding of the pivotal role that the Qur'an has in guiding Muslims to knowledge of the will of Allah. Responses achieving the higher levels were able to emphasise the importance of the sunnah and hadith to complement the Qur'an and also the teachings and support from the Imam, the mosque and the Ummah. 17

20 2. (a) There was a disappointing response to what appeared to be a straightforward question. Too many candidates simply gave an account of the life of Muhammad without relating how his actions ensured his status as the 'perfect Muslim'. To achieve the highest grades candidates needed to stress the importance of the following:- Called by Allah. Visionary leader. Difficult childhood. Strength of character. Establishing Islam. Sunnah and hadith. In general, candidates failed to come to terms with the demands of this question. The thrust of the question was 'sources of information' (and their authenticity) about Muhammad's life. Examiners were advised to credit the following aspects: In favour Stories dictated during Muhammad 's life. Transmission through chains of reliable people. Oral traditions. Sunnah and hadith On the other hand Weak traditions - suspect hadith. Problems with oral transmission. Manipulation of hadith and their historical value. Sources more religious than historical. 3. (a) This was the most popular question and generally well answered. Candidates who failed to gain the highest levels merely described the main features of mosques rather than relate this information to the question i.e. explain how the features help Muslims to live the Muslim way of life. Some excellent answers to this question. Candidates were able to evaluate the importance and centrality of the mosque to Islam while also acknowledging that for some Muslims following the faith is possible without attending a mosque. 4. (a) There were lots of generic answers to this question lacking in any depth of accurate knowledge. There were also answers reflecting stereotypical/western views of Muslim family life. A significant number of candidates identified and explored the different roles of individuals within the family. Too many candidates chose to ignore the main point of the question i.e. Muslim beliefs. This question provoked lively debate about the role of women in Islam. Although many answers stressed the important role of women in Islam as wife, mother, homemaker etc., too many were governed by western perceptions of negativity, culture and tradition. 18

21 B: Introduction to Judaism 1. (a) The majority of answers to this question failed to address the key words 'role' and 'significance'. Too many candidates simply wrote at length about the life of Moses with little reference to his impact as a law giver. Responses attaining the highest levels were able to show good understanding of the continuing relevance of study of the Torah and Talmud in Jewish education today. There were some good answers to this question demonstrating sound evaluative skills based on accurate knowledge and understanding. Most candidates discussed the varied importance given to laws within different branches of Judaism. There was good debate about Reform Judaism adapting certain areas and differences within worship and lifestyle. Reference was made to Orthodox Judaism and its strict adherence to the Torah and the laws of Moses. 2. (a) Most candidates made good attempts to bring together the various strands and nature of Jewish worship. Answers were inevitably centred around synagogue services and religious practices in the home. Examiners were advised to credit the following key areas: Daily services and the centrality of the Torah. 'Uniformity' of synagogue worship - yarmulke, tallit, etc. 'Furniture' of worship - ark, bimah etc. Festival services. Home as a miniature sanctuary. Teaching and learning the ideals and beliefs of Judaism. Importance of rites of passage ceremonies. Festival celebrations etc. Evaluative comment was generally of a high standard. Candidates were able to comment on the impact of life in a secular society, the rise of Liberal Judaism, access to synagogues etc. Answers achieving the highest levels then went on to refer to the importance and regularity of Shabbat, Yom Kippur Jews and the linking of historical events and traditions. 3. (a) The question asked candidates to demonstrate knowledge and understanding of Jewish beliefs about Shabbat. Too many candidates merely reflected knowledge of Shabbat practices. Responses credited at higher levels were focussed on the following main areas of beliefs: Shabbat as a day of rest - reminder of the creation. Shabbat observance as one of the Ten Commandments. Shabbat to be kept holy - no work etc. - not a burden but a delight. Time to connect with God. Synagogue worship. Commitment to God and each other. Taking Shabbat into the working week. Looking at the past and moving forward. 19

22 There were many good quality answers using sound evaluative skills based on accurate knowledge and understanding of Shabbat observance today. Candidates were able to debate some of the difficulties in keeping Shabbat i.e. the impact of living in non-jewish communities and a secular society, working restrictions, maintaining traditional practices. However, many answers referred to keeping Shabbat as the long term strength of Judaism defining the uniqueness and unity of the religion. 4. (a) This question was well answered by the majority of candidates. Most wrote confidently about the rituals of circumcision, bar/bat mitzvah or marriage. Knowledge of the beliefs and practices associated with these life cycle events was very good and contained accurate and precise detail as well as the use of correct Jewish terms. Candidates who did not achieve a high level did so due to merely describing the event without any reference to the beliefs behind it. Examiners were advised not to credit divorce practices. The overall standard of response was not so good in this part. There was too much repetition from (a) and vague generic view points and waffle. Life cycle rituals in Judaism are essential for maintaining identity, fulfilling mitzvoth, and strengthening family bonds throughout generations. On the other hand good answers reflected the ideas that some rituals are not necessary, have no religious base and are just excuses for social gatherings. 20

23 RELIGIOUS STUDIES General Certificate of Education Summer 2016 Advanced Subsidiary/Advanced 1348/01 STUDIES IN RELIGION IN CONTEMPORARY SOCIETY General comments There were some excellent answers at the top end and overall the standard was good, though not exceptional, and similar to the previous year. 1. (a) Most students knew the history of the Israel-Palestine conflict and this formed the basis for most answers. Relatively few wrote about other modern Middle East conflicts. Many listed examples of issues and incidents and, in particular, interesting anecdotal material. The best students linked this well with scholarly argument and debate. A few candidates allowed them to be sidetracked into writing too much on terrorism in general. Most focussed on the pros and cons of religion as the root of conflict, though only the best candidates were able to link this effectively with scholarly argument. For the most part, there were rather muddled references to religion and war/ ethics and as a way of life and few were prepared to offer a valid and supported argument. In the mid-range there were large numbers of general answers, many repeating what had already been said in (a). There was some useful, if unsubstantiated anecdotal evidence. 2. (a) Only the best candidates offer any serious scholarly debate to this question. The great majority of answers relied on re-telling events in a couple of films, most notably Bend it like Beckham, Chronicles of Narnia and East is East. A number confused cultural and religious issues and few made really successful links between faith communities and the films. Most contented themselves with rather vague comments about things like marriage, morality or dress codes. There were very few good answers to this question. The best candidates were able to offer a reasoned analysis, using a range of film material, but overall there were too many very simplistic stereotypes responses and few consideration of alternative viewpoint. A few resorted to anecdotes and there was a lot of repetition from (a) though most candidates were able to offer some kind of conclusion. 21

24 3. (a) The highest candidates who answered this question made useful reference to a range of scholarly definitions. Elsewhere, most students in the mid-range talked about the nature of religion in general, with some rather undeveloped emphasis on religious diversity. Some got tangled up with issues of religion and secular ethics. Most made reference to problems of religious definitions and some made up their own. Few were able to make any really positive analysis and comment on the various definitions on offer. This is a slightly awkward question and there were very few good answers. Basically, candidates either knew the answer or not. Those that did were able to offer scholarly debate on the differences and made good use of religious language. In the mid-range, differing viewpoints were mentioned but more links could have been made. At the lower end, candidates simply speculated or made up an answer. 4. (a) Those that knew of Berger and the canopy wrote good answers and often referred to range of scholars including Fowler, Maslow, Durkheim and their views were often explained in considerable detail. In the mid-range, more might have been made of links to contemporary figures and examples. Interestingly, a significant number of candidates, well-prepared for, but not expecting Berger, simply did not do (a) and concentrated solely on. There were many good answers to this question. The best candidates offered examples and scholarly analysis, though in the mid-range many spoke of prayer as helping to solve problems, but all-too-often, arguments were unsubstantiated or simplistic, with the focus on happy rather than healthy. There was little detailed reference to religious belief as a whole and its possible link to psychological health. 22

25 RELIGIOUS STUDIES General Certificate of Education Summer 2016 Advanced Subsidiary/Advanced 1348/02 STUDIES IN RELIGION AND ETHICS General comments The paper was accessible to the majority of candidates with only a few very weak scripts. There was an increase in outstanding scripts from candidates who illustrated: thorough knowledge and understanding in the part A questions, particularly when illustrating theories with scholarly contributions. mature analysis and evaluation of part B questions. Good candidates were able to provide evidence of independent learning, accurate use of specialist vocabulary and high levels of SPaG. Weaker candidates in the part A often either: failed to address the questions set. Often as a result writing out a rote learnt answer that did not fit the question set. addressed the questions with only a basic and/or patchy knowledge. lacking the detail expected at this level. Weaker part B answers either: listed strengths and weaknesses that were not particularly relevant to the question. listed relevant but very brief points that do not allow for analysis and/or evaluation. There were a number of scripts that were almost illegible. It would be a great help if centres could make better use of the available provision in order to prevent this from occurring. 1. (a) This question was generally answered well. Most candidates realised that the thrust of the question was the need to cover the modern updates rather than the original theory. The most common later thinkers to be included were Anscombe and MacIntyre (as suggested by the specification) however, some candidates also included Aquinas, Foot, Geach, etc. MacIntyre s examples of the three stereotypical people in modern society were commonly employed after explaining the descent of modern day moral decline. Candidates explained why Anscombe dismissed other forms of ethics well. On the whole, candidates generally offered much more competent accounts of MacIntyre s contribution to Virtue Ethics. Some of the best candidates gave an explanation of virtue theory, from Aristotle, as they explained how it had been developed by later thinkers. Thus illustrating a thorough knowledge of the original as well as the more contemporary versions. 23

26 A few weak candidates wrote solely about Aristotle, elaborating his views on the soul, virtues, goals etc. with very little, or no, focus on the newer versions. A larger number of candidates devoted far too much to Aristotle s Virtue Ethics and, consequently, far too little to the reflections of later thinkers. Some candidates could have gained more marks by giving examples of why the modern day thinkers felt Virtue Ethics needs to be revived. More reference could have been made to phrases used from After Virtue such as moral vacuum or morally bankrupt society to show they are familiar with these thinkers and their works. Mainly well answered. Most candidates recognised that scholars such as Anscombe and MacIntyre could be used in a discussion on the statement in the question. Moreover, many candidates successfully employed previous knowledge learnt on their ethics course by using the views of, for example, Fletcher and Bentham. Some candidates correctly explained that virtues are often a means to an end for religious believers. Candidates used passages from the Qur an and the Bible (Beatitudes) to show the influence of virtues within religion. This was then countered by the prevalence of deontological ethics within these traditions. Weaker candidates tended to drift into the strengths and weaknesses of virtue ethics. Some were able to link these strengths and weaknesses to the statement in the question but many did not. 2. (a) Most candidates addressed both parts of the question and it was generally well answered. Good candidates concentrated on the centrality of reason and how it operates in the rest of Kant s moral theory. They were able to explain the concept of the Categorical Imperative but weaker candidates made the mistake of thinking there are multiple categorical imperatives. Most candidates also gave relevant examples for the three parts of the categorical imperative. Kant s own two shop keepers example was often employed to good effect to show that one of them is using reason correctly as he is acting in good will and the other isn t. However, of the three formulations of the categorical imperative the Kingdom of Ends was often insufficiently explained as a vague version of the previous two. Some good candidates were able to discuss the Categorical Imperative in the context of the Hypothetical Imperative. A few weaker candidates gave a general account of Kant s moral theory without any real reference to the question asked. Though these candidates received some credit for explaining the sections required for the question, lengthy explanations of other the aspects of Kant s moral theory, like duty, had limited relevance. Many candidates understood the statement in the question and presented a relevant line of argument. Aquinas and Aristotle were commonly employed to show that reason can have authority. Divine Command Theory and Sola Scriptura were often explained well and related to the question, sometimes with reference to Bruner and Wesley. Many candidates recognised that, in a modern secular society, reason can have more authority and be used by all equally. Some recognised that reason can be erroneous so people can put more faith in religious belief. Strong candidates pointed out that more religious input would undermine Kant s aim to separate religion from ethics and his aims as an enlightenment thinker. Weaker candidates spoke rather generally about religious people and were, therefore, unable to root their comments in concrete cases. A few weaker candidates tended to drift into the strengths and weaknesses of Kant s moral theory. 24

27 3. (a) This question had a mixed response. Good candidates recognised the word development and wrote about the just war concept over time rather than just a particular version. Strong candidates wrote chronologically starting with how the concept arose when the Christian Roman Empire was first threatened, to Aquinas, through to Suarez and de Vitoria etc. Good candidates were able to give examples, either from historical or contemporary warfare, to illustrate their knowledge. A few candidates wrote at length solely about just war criteria and thus missing the point of the question. Even if they did mention the likes of Aquinas and Augustine they failed to say how they had updated the just war concept. Weaker candidates confused concepts such as proportionality and discrimination or Jus in bello and Jus ad bellum. A few candidates misunderstood the question and incorrectly wrote about Holy War instead of just war. The vast majority of candidates focussed on Christianity, with a few examples of Islamic teaching, where good use was made of appropriate quotes from the Qur an. There were some excellent responses, where candidates discussed the Six Day War as an example of a pre-emptive strike by Israel, clearly establishing whether it was just or not by carefully evaluating it against Just War criteria. The nuclear bomb attack on Hiroshima was also used by many. Some candidates wrote about Pacifism to argue that using violence to solve disputes is never just. Some candidates discussed recent air and drone strikes in Iraq and Syria could be seen as just due to right intention, but may not be discriminative. Good examples were given to discuss the subjectivity of just war criteria such as Osama bin Laden as a legitimate authority to some. The UN Charter was rarely mentioned per se, but a number of candidates did include the criteria of Article 51, without crediting it as such. Weaker candidates tended to write solely about Pacifism or gave no examples of pre-emptive strikes or could not make reference to just war criteria in an accurate way. 25

28 4. (a) The vast majority of candidates launched straight into answering the question set rather than reducing the relevance of their answer by going over the recent history of abortion legislation in the UK or offering lengthy definitions of abortion. Most candidates tended to answer the question from a Christian perspective. Generally if other religions were mentioned it was as support for the Christian points made. Good candidates made reference to different denominations in a religion to illustrate the diversity within a tradition, e.g. Quakers, Anglicans, Catholics etc. in Christianity. These candidates tended to recognise that some Christians may permit abortion in some circumstances, e.g. if mother s life is at risk (doctrine of double effect), as the most loving outcome (Situations Ethics). Good candidates were able to give relevant and accurate scriptural quotations to support the arguments with Bible references. Weaker candidates tended to give a basic outline that lacked evidence and full explanation; they lacked the development expected at A-level from GCSE. Weaker candidates also tended to present blanket Christian arguments purely against abortion as if there is only one Christian perspective. Moreover, a few candidates only gave a vague summary with no reference to any religious scholars / sources of authority. This question was generally well understood and answered. Good candidates presented and analysed arguments about the rights of a women. For example, the mother is already a person and has more rights than the foetus. Judith Jarvis Thomson was commonly employed, but often quite poorly, with candidates failing to link her argument to the question set. The law was also employed to show that legally in the UK a foetus does not have any rights until twenty-four weeks of age. Good candidates were able to link the arguments made about a woman s rights etc. to the material covered in the [a] part of the question and draw out conclusions e.g. in a secular society non-religious arguments often carry more weight than religious ones. Weaker responses tended to miss the point of the question and just evaluated a woman s right to have an abortion and thus did not take into account any religious arguments. 26

29 RELIGIOUS STUDIES General Certificate of Education Summer 2016 Advanced Subsidiary/Advanced 1348/03 STUDIES IN PHILOSOPHY OF RELIGION General comments There was a range of scripts with some excellent answers showing a clear understanding, mature thought and a good degree of revision. Many students used AS Religious Studies in their answers showing a comprehensive approach. This illustrates that candidates are able to see the philosophers or theologians works as a whole which is the essence of a first class candidate. Pertinent examples and scholarly views were prevalent. There was still a trend of candidates in part (a) giving a summary at the end of that part of information written previously. Whilst it is understood that a rounding-off is intended to show a grasp of the subject there simply is not the time under examination constraints. In fact, it becomes repetitive and does nothing to improve the candidate s mark. Candidates need to completely acquainted with how to write differently in parts (a) and Often part questions became a regurgitation of part (a) information which is a great disappointment at this level. Clear assessment with scholarly and/or personal opinion is an obvious criterion for good part questions. Also, part answers were at time considerably longer than part (a) answers which is concerning considering the amount of marks that each part carries. Looking at OER scripts with candidates is suggested. We would also request as an examining team that candidates write the question numbers on the front of the script. Not doing so leads to unnecessary administrative work by the examiners. 1. (a) In part (a) a range of theories regarding faith were read. These included James, Tennant, Pascal and Kierkegaard. Most candidates had a broad, yet not detailed understanding of the main aspects of the work of these scholars. More research into specific details, including an awareness of the wider work of these men would have led to improved answers. Many, for example, were unable to notice possible references that they could have made to Tennant and James, from AS. Merely learning study and revision guides only is not good practice and will not allow for the top levels to be awarded. Candidates were able to refer to Kierkegaard s cost, commitment and certainty. However, they were not always able to say how these contradicted reason. This also was an issue in part. Another misunderstanding was those candidates who thought that Pascal s God was the God of philosophers. Candidates could refer to theories as voluntarist theories. 27

30 In part some candidates realised that the driver of the question could make considerable use of Kierkegaard. They could and did legitimately categorise Augustine, Anselm and Aquinas as faith seeking understanding? Therefore, many included them in the section of both revelation and reason within faith, but noting that revelation is primary. However, for a more comprehensive approach it is expected that the three men are not lumped together in a one size fits all answer. Separating them out to refer to Augustine s divine illumination or Aquinas theory of double truth would make for an improved answer. Also, separating the views of these men from, for example, Plantinga s claim that no proof is needed would give another angle to the question. Including the idea that James and Tennant considered both reason and revelation as being useful, along with Kant s idealism would be a welcome addition to scripts. 2. (a) In part (a) there was an excellent range of inherent problems. Examples of these problems included such things as religious language is logically odd, it anthropomorphises God, it uses metaphysical words and it uses inadequate everyday language. Better answers were able to exemplify these extensively, showing how they may present daily problems for believers. Many also realised that a further problem was that which was presented by the Logical Positivists and discussed the concepts of verification and falsification too. However, it was the fact that at times, so much detail was given to the latter that the candidate was only able to give superficial recognition to the other problems. This question must be distinguished from a question on the challenges to meaningfulness. In part there were different approaches to the tackling of this question. One was to use the concepts of analogy, symbol and language games and discuss whether they gave religious language meaning. Another was to look at scholars such as Hick and Hare and how they responded to the challenges to meaningfulness. A third way combined the first two. All of these approaches were acceptable. However, candidates need to have a focus on the question being discussed or else it did become rather let s write all we know about. Also, repetition of points in (a) and was very apparent and of course, not creditworthy. 3. (a) In part (a) in the religious views, most candidates referred to the Genesis Creation stories. Some referred to one other. However, many were brief overviews of the story without really probing as one would expect in an A Level essay. Additional aspects to include should be such things as: literal and non-literal interpretations, questions raised by Genesis, the fact that humans were part of the process at the beginning, God as immanent in the world. In the scientific views, some struggled to go any further than the Big Bang. In order to enhance answers, candidates could examine the wider issues involved, such as scientific views answering the how, that no God is involved, based on an accident and so on. It is important that candidates looked at the origins of the universe and not human life. In part there were some excellent explanations of scholarly contributions, such as Polkinghorne and Peacocke. Candidates could use scholars who refer to evolutionary theories if they could show the link back to the origins of the universe. Reference could be made more to Stannard who said that God and Creation need to be redefined so that Religion and Science could learn from each other. Intelligent Design is being used a little more widely and credit was gained by those who commented that supporters of ID generally accept the Big Bang. 28

31 4. (a) In part (a) many candidates gave some excellent and indeed very thorough, exemplifications of the concept of predestination via Augustine or Calvin. However, answers confined solely to these men were inadequate as the primary focus is why religious believers would accept the concept rather than the focus being the authorities. Unfortunately there was far too much rote learning which just ran through what the authorities said and many brought in irrelevant material from other authorities. Some candidates did consider texts that could refer to predestination from a few religions. Other aspects that could be included are that human nature is corrupt to free-will is an illusion, that predestination forms a part of a believer s religious tradition or that God s sovereignty is revealed through predestination. Part produced some very psychological answers which it often does. That is the nature of the issues to be considered. Such answers included reference to genetics, behaviourism and environmental factors. Many were able to continue the religious theme of predestination and discussed the viability of the religious concept of free-will. However, some studies or cases were referred to which were strained attempts at making them relevant to this question. 29

32 RELIGIOUS STUDIES General Certificate of Education Summer 2016 Advanced Subsidiary/Advanced 1348/04 STUDIES IN BIBLICAL STUDIES General comments A pleasing range of answers was seen this year. Candidates have shown impressive knowledge of biblical text and displayed good understanding of much of the material they have studied. AO2 skills were less well developed. Candidates are required to critically analyse the claims made in the AO2 questions. Too often, answers followed a set format presenting arguments on one side of the claim followed by arguments on the other side of the claim and no assessment of either side. Old Testament There were no entries for these questions. New Testament 1. (a) This was by far the most popular question. The focus of the question was on worship and not more generally on the influence of Judaism on early Christianity. Neither was the question on Christian worship generally. Best answers linked ethical and theological issues directly to worship practice. So, for example, candidates wrote about the breaking of bread, the connection with Sabbath practice and the demands to show the relevance of this with moral action in the community to feed those who were hungry. Candidates also successfully teased out the parallels between baptism and ritual cleansing in the mikveh. Some candidates chose to discuss the influence as both a positive and negative thing this was creditworthy. There was a surprising amount of misunderstanding of Jerusalem Church and universalist. Jerusalem Church does not mean a church in Judaism. Universalist does not mean unified. Good answers did not simply look at arguments on both sides of the claim, but attempted to provide appropriate critical analysis of these arguments. 2. (a) Another very popular question. Answers which simply provided a narrative account of the teaching in 1 Corinthians 15 missed the important aspect of the question which was to consider the significance of the teaching. Higher level marks were thus awarded to candidates who considered, amongst other things, Paul s theology in the light of Greek philosophy, the particular questions which had arisen in the church in Corinth and the extent to which Paul s formulation of resurrection thinking was both original and seminal for the development of the Christian message. 30

33 There was some misunderstanding of the term Easter faith. The contrast being considered in the question is between those who feel that a belief in the historical event of the resurrection is central to Christian identity and those who do not. Lots of answers consisted of AO1. Better answers went on to consider critically the claim made in the question. 3. (a) The focus of the question was the early church so references to the church today could not be credited. There was a surprising lack of knowledge here with answers seeming to concentrate far too much on the ability to speak in tongues. Many candidates seemed to want to use any attribute of a person and call it a spiritual gift. The best answers showed not only Paul s positive contribution to the question of gifts but also the negative effect of his views. There were some good answers here with clear knowledge shown of the variety of church leadership. The intensifier in the question dominated allows candidates to provide a critical assessment of the claim. Few took advantage of this. 4. (a) Very few answers to this question. Paul s ethical teaching in Romans is complex. The better answers showed awareness of both this and the range of scholarly views on the text. The question was well understood by candidates and effective use was made of a variety of New Testament texts in support of different points of view. 31

34 RELIGIOUS STUDIES General Certificate of Education Summer 2016 Advanced Subsidiary/Advanced 1348/05 STUDIES IN CHRISTIANITY General comments All questions were answered. 1. (a) The least popular question. There was some confusion about the meaning of the phrase church in action with some candidates taking it to mean the role of priesthood. The specification has three elements for this topic area of which one concerns the work of the church in mission and outreach. Better answers attempted evaluation rather than giving more AO1 material. There were good scores for answers which effectively contrasted the spiritual work of the church with its social justice work. Centres are encouraged to look closely at the intensifier in the question in this case, the word primary because this allows the greatest scope for discussion. 2. (a) A good range of material in evidence for this question, although there was some confusion about where the Moses tradition was located in the New Testament. Candidates made a real attempt to weigh up arguments on both sides here with some strong references to Bultmann and Schweitzer. 3. (a) The most popular question. The question requires candidates to focus on two main themes. This means that the question discriminates between candidates who can select relevant material from those who do not. Weaker candidates, therefore, considered a number of themes, spreading their material thinly across the answer. Best answers demonstrated a real understanding of the views of scholarship this was pleasing to see. Candidates were aware of the debate but tended simply to put the debate in binary form: either Feminist Theology has had an impact on the Church or it has not. The debate is more nuanced than this and the question invites consideration of the extent of the impact so answers needed to consider the relative strengths and weaknesses of feminism in this context. 4. (a) Very few answers. The better answers considered both origin and growth and supported both elements with appropriate and well-researched answers. Answers here tended to equate the word relevant with the word fun. Too often, analysis was, therefore, rather simple. The debate here is over the extent to which the Charismatic Movement takes its doctrinal obligations seriously enough for it to be able to call itself Christian at all. 32

35 RELIGIOUS STUDIES General Certificate of Education Summer 2016 Advanced Subsidiary/Advanced 1348/06 STUDIES IN EASTERN RELIGIONS General comments The general standard for Buddhism this year didn't seem as high as in previous years. This may be influenced by candidates selecting units to revise and then being thrown by the question. Or, as I suspect, due to the same questions being selected by whole centres. Some units are, perhaps, not being taught, thus limiting student choice and potential success. The quality of responses from some smaller centres, rather than being higher due to small class sizes, we're not up to the standards expected at A2 level, especially in terms of literacy and essay writing skills. Teachers may be under pressure to recruit students to courses but should ensure they have the potential to succeed at this level from the outset. The key weaknesses identified were:- It is important that candidates learn key terminology. Some students are muddling terms for key concepts and limiting otherwise good answers. The spelling of key words are still not always correct. Some candidates are getting basic spellings of key terms incorrect, such as Buddhism and Buddhist. Candidates need to focus on the trigger words and key words in the question. Answers requiring explanation or evaluation are sometimes overly descriptive. The language used in weaker answers was simplistic, lacking the knowledge and mature understanding to gain a good grade. Some introductions are far too long resulting in timing issues. Very few candidates are referring to the work of scholars appropriately to give credence to their arguments. Where they appear candidates seem to be throwing them in to tick a box. Quotations should be 'used'. Rather worryingly some candidates are writing in a way that sounds judgemental rather than making judgements. Candidates aren t always keeping their answers relevant, they need to link back to the questions more and include discussion and analysis. Some candidates didn t use paragraphing, but a series of extended sentences listed in almost like a bullet pointed way. This wasn t conducive to full discussion. However, conclusions to A02 questions seemed much better this year. 33

36 Section A Buddhism 1. (a) This was a popular question, but candidates often failed to write enough, or perhaps did not know enough about the text. Most candidates could write about upaya and bodhisattva. Some were able to add Buddha-nature to this. Few mentioned ekayana. Some wrote about trikaya, and some about sunyata, although in both these cases they often found it difficult to illustrate these from the text. In the case of those who wrote well about trikaya, there was some good analysis of the figure of the Eternal Shakyamuni in the Lotus Sutra, but it was clear from some answers that candidates did not have a grasp of the vast range of Mayahana literature, and imagined that all Mahayana concepts would be exemplified in the Lotus. The Parable of the Burning House was a popular passage for analysis, but it was pleasing to see the best candidates go beyond this to demonstrate their awareness of other passages in the sutra, as well as the dramatic setting of the sutra. More direct references to the text are needed. Weaker answers were limited to a focus the main differences between Theravada and Mahayana. Good answers did pick up on the key themes of the Lotus Sutra as outlined in 1(a) and were able to relate those to their discussion on the differences between key Theravadin concepts e.g. Bodhisattva and Arhat, Historical and Eternal Shakyamuni etc. Only a few realised the importance of discussing other Mahayana ideas and concepts apart from those outlined in the Lotus Sutra. A few did refer to concepts of Zen, Pure Land and Tibetan Buddhism. Some wrote well on the Pali Suttas. 2. (a) Answers to this question were quite weak. There was little focus on teachings about enlightenment. There were lots of descriptive accounts of the lives of these teachers which wasn't really necessary to answer the question. Where candidates missed the point of the question the highest level they could achieve is Level 2. There was lots of inaccurate information in both AO1 and AO2 questions about the Dalai Lama and Thich Nhat Hanh. Better answers explored the beliefs/teachings of living teaches in comparison to the teachings of the Buddha and the Pali Canon. They also highlighted the difference in the way the Pali Canon is viewed within the different schools of Buddhism, thus showing understanding of the diversity within Buddhism. Weaker answers were much more generic. 3. (a) Candidates need to use more specific examples of mudras, mandalas and mantras and explain them. Some give examples but do not go on to explain their meaning and significance. More scholarly sources needed, better answers used and explained their views throughout. Many answers lacked the sophistication needed at A2 level. Lots of candidates simply comparing the practices between different schools and, therefore, using the same argument throughout the answer. It is important to use different arguments in order to explore the issue fully. Exploration of whether it is appropriate to seek "powerful" practices was a good way to explore one viewpoint. 34

37 4. (a) Weaker answers read like a list with very little discussion or explanation and were quite vague, thus showing little real understanding of the development of Buddhism in the UK. Some answers included examples that were not important reasons in the development of Buddhism and, if they thought they were they did not try to convince the reader that was the case by saying why or how this may have influenced the development. Some answers used a very derogatory tone toward Christianity in their reasoning (including overly personalised views) as to why Buddhism was becoming more popular. This isn't good academic argument.. Lots of candidates focused on the word language in this question and some weaker candidates, therefore, limited their answers. There was a focus simply on things like translation of texts. Some candidates stating that the texts had not been translated into English and that there was a language barrier. Stronger candidates were able to discuss how the message of the Buddha could have been lost in translation and alternatively that the message was getting through as Buddhism is growing in the West. A erroneous claim that a number of weaker candidates made was that it was easier for Mahayana Buddhism to become established in the West because they didn t have a sangha (some specifically saying monastic sangha) like they do in Theravada Buddhism. Section B Hinduism 1. (a) Stronger candidates included more discussion, evidence and examples from historical discoveries and the works of scholars. They were able explore speculation from the archaeological record of the Indus Valley Civilisation such as the great bath, the possible beliefs in life after death, the proto- Shiva, the figurines and the supposed links with Shaktism. They were also able to competently explore the belief and practice of the Vedic period, including the formalisation of the scriptures, the caste system and yajna. Unfortunately, some candidates discussed in too much detail the controversy surrounding the decline of the Indus Valley Civilisation, and failed to address continuity or discontinuity with modern Hinduism in enough detail. Most candidates were able to recognise the Vedas as authentic grounding for Hinduism and combine them with the knowledge of the Upanishads to give a comprehensive essence of Hinduism. Some distinguished well between the Vedas and the Upanishads, which was a valid approach to the question. Others compared the Bhagavad Gita and/or other epics and Puranas with the Vedas, proposing them as a truer essence on the basis of allegorical readings, representing the struggle of humanity for goodness against a cosmic backdrop, thus being more universal as texts. Some very convincingly argued that the search for an essence in such a diverse and complex religion was prone to failure. Almost no candidates were able to consider the question from all these points of view. 35

38 2. (a) Weaker candidates went into story-telling mode and failed to focus on karma yoga. Some candidates did not go further than explaining that Arjuna was enjoined to observe his varnashramadharma. In more successful answers, candidates could comment on the importance of and inevitability of action the Gita s critique of non-action, the surrendering of the fruits of action to god. They also explained the route of karma yoga for liberation. References to the text were sometimes lacking, or if present, not always appropriate for the question. Responses were quite brief. Some answers discussed the role of Arjuna as a role model, gaining wisdom that would give guidance for life to all, Others mentioned the use of and value given to the Gita by Gandhi. Some likened the text to poetry, explaining that its true meaning was allegorical, representing the struggle to live a dharmic life. Few determined it to be just a poem and could justify why it is considered to be so much more than that. Some answered not the question set, but a question about whether the Gita was too difficult to understand. 3. (a) The main weakness here was slowness in getting to the point of the question. Although the question was about the lifestyle of devotees, candidates still explored the life of Swaminarayan at great length. Better answers explored the five vows for householders, the five vows for Sadhus and the eleven niyams (rules), the guidance of the Shikshapatri for the movement, and explained the daily routines in the lives of believers. Temple worship, vegetarianism, charity work, the building of schools, hospitals and hospices, and the positive accumulation of wealth, together with the role of women were discussed in detail. Some referenced scholarship; it was pleasing to see Raymond B Williams referenced by some students. This was well answered, though in many cases could have been improved by the consideration of further items of evidence. Most candidates mentioned innovative (and traditional) practices in relation to women, and the use of Swaminarayan s own text, the Shikshapatri. However, only a minority of candidates went beyond this to explore the relationship between the Swaminarayan sampradaya and Gujarati culture, the significance of the movement for social reform and ways in which this is innovative (yet not uniquely so). Candidates tended to focus their answers on the Swaminarayan movement, rather than on Hinduism in the wider sense. As such they did not get the perspective on the question which was really necessary for the top levels. 4. (a) This was the most popular question. Most candidates could discuss historical variations in these practices, the scriptural support, the Laws of Manu, inauspiciousness and ritual impurity, dharma and stridharna, and the stigma attached to widowhood. Many candidates linked economic and social burden to all three concepts. Almost all were aware of the current illegality. Poorer responses tended to describe the practices, but fail to set them in religious context. Candidates tended to repeat material already offered in (a). Some were able to use the material effectively to answer the question, but others failed to do this convincingly. Candidates on the whole seemed unaware of the irony of a religion which celebrates the female divine yet considers women as subhuman. Some good candidates explored the categories of the goddesses of the tooth and breast, and some were able to explore ways in which celebrations of certain aspects of femininity serve to perpetuate oppression. Some candidates explored examples of women in recent history (Indira Gandhi, Phoolan Devi, Mala Sen). 36

39 RELIGIOUS STUDIES General Certificate of Education Summer 2016 Advanced Subsidiary/Advanced 1348/07 STUDIES IN WESTERN RELIGIONS Full report As in previous years, the paper proved accessible with all questions being attempted for Judaism and the full range of marks being awarded. There was a very low entry overall again this year, and a slight decrease on last year; as with previous years, the Islam option had only a very few candidates who were entered for the examination. Not all questions were attempted for Islam and as such it is very difficult to ascertain the success of the questions overall on such minimal evidence. The questions that were answered, however, were done very well indeed. For Judaism, all questions were answered by the spread of candidates, and again this year the popularity of questions were evenly spread which was pleasing. Although question 1 was not quite as popular as the other questions it was answered on the whole with competence. There were once again some excellent responses that selected from, and presented, a range of knowledge giving detailed evidence and examples to support explanation. In addition, some evaluations displayed a mature and comprehensive understanding of the issues. With the (a) questions however, there were candidates that, despite presenting the relevant materials, offered a limited focus in relation to the specific demands of the question set and this was most apparent with question 2 (a) where the focus was on reasons for the development of Reform Judaism and 4 (a) where the focus was specific to a need for explaining the Holocaust. This was sometimes the same with the answers, although as always the strongest candidates focused on the precise demands of the statement to be evaluated. Some candidates tended to have a slightly different focus (possibly prepared) or discussed generally rather than specifically around the issues, but this tends to be the case every year and reflects good general preparation but also an indication that for the very highest marks candidates need to be able to be more precise. Despite this, there were very few answers that had little understanding or no real focus for evaluation. Section A: Islam Very few candidates answered Section A Islam, those who did only attempted questions 2 and 3 (historical reasons for the division between Sunni and Shi a Islam, and Islam in the West looking in particular at education about faith and faith schools). There were some very good answers to these questions. 2. (a) There was much opportunity to engage with the historical material behind Shi a Islam. The range of material as well as the detail presented was impressive, clearly showing a high level of understanding of historical events and their interpretations. In this question there was a good evaluation of the differences between Sunni and Shi a beliefs and practices in order to reach considered judgments as to whether the differences were significant in the light of Islamic beliefs and practices as a whole. 37

40 3. (a) This question provided an opportunity for candidates to select from a wide variety of examples of how Muslims can be educated about their faith Islam in Britain. The main areas selected for discussion centred on mosque and faith schools, although it would have been good to see more examples drawn from both state school R.E. lessons and evidence from the Muslim home and family life. Answers were of a good standard and displayed a mature balance in reflection upon the advantages and disadvantages of faith schools, often discussed in contrast to state schools and also the general context of the impact of westernisation on Islamic faith for Muslims living in the west today. Section B: Judaism 1. (a) This invited some very impressive answers. What was good to see was the range of examples given in identifying the main features of Jewish mysticism, both historical and conceptual aspects. When weaker answers did arise they tended to identify key teachings but did not explain them fully. The best answers explained all the key features including Sefirot, the nature of mystical encounters with God, devekut, tikkun and the significance and role of the Zohar. What was slightly disappointing was that there was no real exploration of any examples of esoteric practices such as accounts of meditation and visualisation Sefirot or use and significance of the Hebrew alphabet. Most responses used reactions to Jewish mysticism from traditional Judaism and this was an acceptable and obvious approach for the evaluation. Most responses centred on the authenticity of the Zohar and the views about mystical experiences, which gave enough evidence for a full an balanced evaluation. 2. (a) There was a definite focus for Question 2 (a) in that it was looking for answers that identified specific reasons for the development of Reform Judaism and this was not always clearly understood. There were many answers that took a more general approach to the question by outlining the historical development. This was credited, although the answers that did this without really discussing the reasons for the developments were very few. Quite naturally, reasons were inherent in the historical accounts and this was acknowledged. The best answers were those that used the reasons as a focus for explaining developments rather than the historical account taking priority. Here there were generally good balanced responses to a key question that has long been debated within Judaism. Most candidates focused on the idea of following mitzvot in order to maintain traditional Judaism balanced against the need for adaptation and assimilation made by Reform in an attempt to make Judaism relevant and practical for modern life. The interpretation and application of the Torah was supported by a good range of examples to facilitate discussion. 38

41 3. (a) This was generally a well answered question and most focused on the role of the Jewish mother in the home, using various examples of ritual, food preparation and education. Matriarchal lineage was often mentioned, but not really explored to the full. The best answers produced a wide variety of examples of ways in which the role of the mother, wife and Jewish woman was significant in practising Judaism and then related this back to the question of preserving identity through tradition. On assimilation is a familiar debate both within and beyond Judaism itself. Most responses explained the different ways in which both Orthodox and Reform Judaism may approach the issue in order to assess the views about the meaning of assimilation and the extent of different levels of assimilation. The most popular line of argument was to balance the need for assimilation into the modern world with the essence of Judaism as presented by Reform traditions. More traditional forms of Judaism were used as the counter argument that Judaism loses some of its identity when too much compromise is given to the modern secular context. 4. (a) This was a popular question that was approached by all through contrasting the approaches of three key Holocaust theologians. This was acceptable and enabled candidates to express the different conclusions drawn. The best answers used the idea of a need for explanation throughout their answers in explaining the different responses rather than just incorporating this focus in a cursory introduction or conclusion. There were no really poor answers to this question and differentiation was achieved in the level of detail and focus on the need for there to be some form of explanation for the Holocaust in the light of Jewish belief, theology and history. There were mixed responses to this question, mainly to do with the depth of understanding of what a Biblical understanding of suffering was. The best answers clearly used Biblical ideas such as suffering for righteousness, persecution, punishment, free will, reconciliation and redemption with examples and then related these to key aspects of Holocaust theologies to good effect, being able to balance the extent to which the relationship was adequate or not. As always there were some very mature and reflective responses to such a sensitive and inspiring topic. 39

42 RELIGIOUS STUDIES General Certificate of Education Summer 2016 Advanced Subsidiary/Advanced 1349/01 HUMAN EXPERIENCE General comments Papers contained a range of responses, ranging from rather superficial accounts and explanations to very detailed ones. There is a tendency to list information in part (a) without really making any comments on its validity or diversity or its connection to other parts of the answer, this being a hallmark of weaker responses. Candidates from the same centres tended to organise their answers in a similar way and cover very similar ground; there was frequent repetition of main points and examples. This is a genuine concern and is actively working against the spirit of the paper which is designed to promote independent learning. As a consequence of this decision by some centres to produce learned responses, some candidates seemed to lack a general understanding of key points and tended to regurgitate learnt materials, including quotes. This actively disadvantages candidates. The insufficient independent learning also has the effect of disadvantaging the most able candidates. Centres would benefit from instructing candidates that well-written answers that demonstrate clear understanding and fully address the question set, are what is required to attain higher level awards than the answers which tend to be overly lengthy and, as a result, often losing their train or thought, reasoning or argument. It is not the length of the answer that determines the level. Some entire centres had approached the material at a very low level, barely above GCSE. Centres are strongly advised to look at the exemplars on the OER section of the WJEC website to get a clearer idea of the expected standard. It was, again, of note that a fair number of candidates had difficulty with their presentation/handwriting to the extent that writing was often very difficult to read and this may have disadvantaged some candidates. Where this is a genuine difficulty, as has been stated in previous reports, centres should apply for the necessary in-examination support e.g. requesting that candidates can make use of a laptop to produce their responses. A key issue relating to part responses was that candidates often seemed to lack much evaluative comment in their answers, preferring instead to simply state points or evidence that could be used on either side of an argument. These responses must be developed appropriately into evaluative comments if the candidates are to maximise their potential in their answers to this part of the exam. 40

43 1. (a) The best answers wrote in detail on four different types of religious authority and how they were used in religion. With less successful candidates they wrote about four different types of religious authority but did not link their use to religion. Conscience and reason were sometimes argued as being different by one Centre and yet the other Centres more than adequately showed that this was a false dichotomy. At the higher level, candidates showed good knowledge and understanding of the different ways in which sacred writings and leadership display authority and there was clear use of scholarship and good examples, particularly concerning the Bible and the Qur an. Most talked well about teachings, ethics and liturgy. In the mid-range, candidates tended to concentrate on fewer texts, mostly the Bible, and answers were more generalised and lacking the scholarship and depth of the better answers. At the lower end, candidates tended to respond more anecdotally about how the religious leaders and teachings affected their lives. The higher range candidates offered good evaluation of a range of views, including interesting criticism of the nature of religious authority. Most in the mid-lower range offered varying levels of evaluation, but most on a fairly simplistic level, often anecdotally. Often part of the question was answered in a very general way with a lack of detail and explanation. There was a tendency to focus solely on religious leaders and how they are or are not important types of religious authority. The most successful candidates did consider other forms of religious authority and considered whether they were more important forms of religious authority than religious leaders, but these were few and far between. 2. (a) On the whole, candidates coped well with this question majority successfully spoke about different types of religious experiences ranging from different classifications for religious experience to types of religious experiences. The best candidates drew on a range of varying scholarly views and thoughts. In addition they used a wide range of differing examples to support and explain the differing experiences. These higher level answers also exemplified the component parts of classifications with pertinent and relevant explanations. Also, links between the classifications of scholars were made, which showed awareness. Commenting on how some experiences had a number of the classifications in them was also helpful. Most candidates were able to refer to a range of scholars typologies. The most common being William James and Richard Swinburne, but reference was also regularly made to Caroline Franks Davies, Stace, Happold, Momen and Donovan. When referring to William James, better responses related his characteristics to mysticism and were able to explain these clearly. Transcience, as ever, was the most commonly misunderstood. Often answers were organised as a list whereby each scholar was mentioned together with their own classifications and some examples - sometimes this had the overall effect of reducing candidates capacity to access the higher levels as this did not always permit for the requisite depth to be given for the higher level response. 41

44 The role of religious experience in the foundation of religions was a very common area of discussion, with most candidates able to offer clear examples. Most responses looked at the private and subjective nature of religious experience, with many using Swinburne s principles of credulity and testimony to argue for the value of these experiences for others. Good use was made of the arguments of psychology and sociology, with better responses clearly laying out the challenge these fields could make to the value of religious experience for both the recipient and those who have not shared in the experience. Many candidates focused on the view that religious experience provides basis for religious texts, social ethics, etc. On the other hand, the point was usually made about the subjective nature of the experience, and naturalistic explanations. Weaker responses tended to be able to state the points on both sides without a clear understanding of how the points supported or challenged the view in the question. 3. Many candidates used the concepts of materialism, monism and dualism some to better effect than others. Materialism and monism were widely mixed up, and candidates often seemed unclear of the links between these concepts and life after death. Links to between these ideas and the views of scholars were also somewhat confused, with Hick being referred to as a materialist, monist and dualist (sometimes all in the same essay). That being said, his Replica Theory was explained very well by some candidates, while others still see it as his actual belief system rather than as a thought experiment. Some candidates also seemed to miss the demand for religious ideas of life after death and wrote at length about Plato, Aristotle, Dawkins and Freud, without making any links to religious views or life after death in many cases. Better responses were able to identify the platonic roots of Christian beliefs about life after death, making clear links. Explanations of Christian views varied in quality, with many candidates believing that dualism is the only mainstream contemporary Christian approach. Some candidates were able to discuss differences in belief regarding resurrection, salvation and judgement with sophistication, others simple stated that all Christians believed the same thing usually that nice people get to heaven based on being good. In order to access the higher levels it is essential that centres engage with relevant and accurate teaching about Christian beliefs, their diversity, scriptural and tradition basis and not rely on the simplistic idea of goodness as the sole key to heaven which is not taught by any Christian tradition! Islam and Hinduism also showed a similar variance in quality, with better responses being able to make detailed responses to religious teachings. Some candidates appeared to be making tortuous efforts to bring in other areas of scholarship unnecessarily. Detailed discussions of debates around abortion and euthanasia were seen that often were linked only tenuously to life after death. Good links to AS philosophy were seen however in some responses, particularly relating to the Augustinian and Irenaean views of salvation. A few candidates still described funeral ceremonies at great length. Centres that both taught accurately, clearly encouraged their students to individual study and which produced L6 and L7 answers which were occasionally breath-taking in their understanding and comprehensiveness. 42

45 The most common forms of evidence presented were Near Death Experiences, memories of past lives and forms of paranormal experience, although most also referred to scripture as a source of evidence. Most candidates used counter-arguments against the forms of evidence given above as the alternative side of the argument, although some good responses discussed the role of faith and made links to Hick s eschatological verification or Kierkegaard s arguments regarding faith. A wide range of scholarship and research was presented on both sides of the near-death experience argument. Unfortunately, many candidates limited themselves to simply presenting the evidence with no critical analysis of the conclusions that could be drawn from it. Likewise, where the views of Dawkins, Hawking, Freud and Marx were presented, these were very rarely challenged or evaluated. Juxtaposition of opposing points replaced evaluation in a large number of scripts. Weaker responses tended to tell the story of past life experiences or near death experiences with little or no evaluation at all. GCE Religious Studies Report Summer 2016/GH 43

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