IGCSE. Edexcel IGCSE Religious Studies (4425) November Mark Scheme

Transcription

1 IGCSE Edexcel IGCSE Religious Studies (4425) November 2006 Mark Scheme

2 Edexcel is one of the leading examining and awarding bodies in the UK and throughout the world. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. Through a network of UK and overseas offices, Edexcel s centres receive the support they need to help them deliver their education and training programmes to learners. For further information please call our Customer Services on , or visit our website at November 2006 Publications Code UG All the material in this publication is copyright Edexcel Ltd 2006

3 Contents Paper Page Paper 1: Beliefs and Values 1 Appendix to Paper 1 Mark Scheme: Answers 18 based on other religions Paper 2: The Religious Community 28

4 IGCSE Religious Studies: Paper 1 (4425/01) - Beliefs and Values Section A: Human beings and their destiny 1. (a) What is a linear view of time? (The belief that) time has a beginning and an end, or similar phrase. For a partially correct answer For a correct answer 1 mark 2 marks Outline beliefs about the immortality of the soul. Level 3 answers are likely to refer to at least two such beliefs as: the soul is the seat of human personality and identity, and, unlike the body, it is indestructible and immortal; after death, the soul lives on, and will be reunited with its body at the general resurrection; at death, the soul is reborn into another body; as human beings are psychophysical beings, they do not have immortal souls. Answers may refer to specific beliefs about the immortality of the soul from the religion(s) studied. L1 For an isolated example of relevant knowledge. L2 For basic relevant knowledge, presented within a limited L3 For an organised outline/description, deploying relevant knowledge with limited use of specialist vocabulary. 1-2 marks 3-4 marks 5 marks (c) Explain why people believe that human beings have a responsibility to look after the planet. Level 4 answers are likely to use such reasons as: both religious and non-religious people believe that human beings should exercise responsible stewardship of the planet, and not cause environmental damage to it; both religious and non-religious people believe that human beings should ensure that future generations inherit a planet in good environmental order; many religious and non-religious people believe in the unity of all living things, and that human beings, as the dominant species, should look after an environment they share with other living things; many religious people believe that the planet is part of God s creation, and should be treated with respect; many religious people believe that God made the planet as an environment in which human beings can live, and human beings should show their gratitude by caring for it. Answers may refer to specific teachings from the religion(s) studied. At least two reasons must be developed to reach Level 4. Answers which describe, rather than explain, will not go beyond Level 1. L1 For a simple, appropriate and relevant idea. 1-2 marks L2 For a basic explanation showing understanding of a relevant idea. 3-4 marks L3 For a developed explanation showing understanding of the main 5-6 marks idea(s), using some specialist vocabulary. L4 For a comprehensive explanation showing a coherent 7-8 marks language appropriately. Total 15 marks IGCSE Religious Studies Mark Scheme November

5 2. (a) What is determinism? (The belief that) human actions or events are decided or programmed beforehand, or similar phrase. For a partially correct answer For a correct answer 1 mark 2 marks Choose one religion. Outline its teachings about animal rights. Level 3 answers, based on Buddhism, are likely to refer to at least two such teachings as: Buddhism teaches the unity of all living things, so all living things should be treated with respect; Buddhism teaches that human beings do not have a special place in the universe, and so they are not entitled to make use of other living things for their benefit; the first of the Five Precepts forbids killing, including animals. See the appendix for answers based on other religions. L2 For basic relevant knowledge, presented within a limited 3-4 marks L3 For an organised outline/description, deploying relevant knowledge with limited use of specialist vocabulary. 5 marks (c) Explain why some people believe that ignorance is the root cause of human wrongdoing. Level 4 answers are likely to use such reasons as: some religious people believe that the insights and support which come from religious belief/membership of a religious community are necessary in order to appreciate fully and/or to carry out our responsibilities to others; some religious people believe that those who do not belong to a religion will lack knowledge/understanding of religious teachings about how to treat others (and they may refer to specific teachings from the religion(s) studied); some people come from family backgrounds in which they have not been taught about right and wrong; some people may not have received adequate moral education at school; economic and/or social deprivation may have prevented some people from developing awareness of their responsibilities to others; some people may have personality problems, which prevent them distinguishing right from wrong, even if they have been told. At least two reasons must be developed to reach Level 4. Answers which describe, rather than explain, will not go beyond Level 1. L2 For a basic explanation showing understanding of a relevant 3-4 marks idea. L3 For a developed explanation showing understanding of the main 5-6 marks idea(s), using some specialist vocabulary. L4 For a comprehensive explanation showing a coherent language appropriately. 7-8 marks Total 15 marks IGCSE Religious Studies Mark Scheme November

6 Section B: The meaning and purpose of life 3. (a) What does authority mean? The power or the means of making people obey, or similar phrase. For a partially correct answer For a correct answer 1 mark 2 marks Choose one religion. Outline its teachings about the purpose of life. Level 3 answers, based on Sikhism, are likely to refer to at least two such teachings as: Sikhs believe in an all-powerful creator God with whom the souls of human beings can achieve unity; life is a cycle of reincarnation, but human beings are capable of becoming aware of their relationship with God, and what they need to do to achieve unity with him; to do so, they must lead good lives, involving meditation and community service. See the appendix for answers based on other religions. L2 For basic relevant knowledge, presented within a limited 3-4 marks L3 For an organised outline/description, deploying relevant knowledge with limited use of specialist vocabulary. 5 marks (c) Explain why some people are agnostic. Level 4 answers are likely to use such reasons as: there is no completely convincing, scientifically testable evidence either for or against God s existence; some people cannot make up their minds between God and non-theistic explanations of the origin of the universe; some people are attracted to belief in God, but are confused by the fact that there are so many religions, which have different and conflicting teachings about God/ultimate reality and his/its nature (and they may refer to specific teachings from the religion(s) studied); some people are attracted to belief in God, but find it hard to reconcile his existence with the presence of evil and suffering in the world; some people find the arguments for God s existence, such as the cosmological and design arguments, persuasive, but not wholly convincing; some people would like to believe in God, but find the behaviour of some religious people an obstacle to belief. At least two reasons must be developed to reach Level 4. Answers which describe, rather than explain, will not go beyond Level 1. L2 For a basic explanation showing understanding of a relevant 3-4 marks idea. L3 For a developed explanation showing understanding of the 5-6 marks main idea(s), using some specialist vocabulary. L4 For a comprehensive explanation showing a coherent 7-8 marks Total 15 marks IGCSE Religious Studies Mark Scheme November

7 4. (a) What is sanctity of life? (The belief that) life is holy and belongs to God, or similar phrase. For a partially correct answer For a correct answer 1 mark 2 marks Outline non-religious ideas about the causes of suffering in the world. Level 3 answers are likely to refer to at least two such ideas as: the fact that the world operates according to predictable laws of nature, although essential to maintaining a stable environment, often causes suffering (as when someone is struck by a car, which cannot cease to be a solid object at the point of impact); suffering is caused by the presence in the world of diseases and the occurrence of such natural disasters as storms, floods, hurricanes, drought and famine, which are outside human control; human beings contribute to suffering through their wickedness, violence and greed, as in war, torture and robbery. L2 For basic relevant knowledge, presented within a limited 3-4 marks L3 For an organised outline/description, deploying relevant knowledge with limited use of specialist vocabulary. 5 marks (c) Explain, with examples, how religious nurture may influence religious belief. Level 4 answers are likely to state that religious nurture is being brought up to follow the teachings and practices of a religion, and they will explain, using at least three examples, how such features of a religious upbringing as initiation ceremonies, religious instruction by parents, participation in worship, attending religious schools or classes, involvement in a religious community, may lead to, and support, religious belief. They may make the point that religious nurture sometimes has the opposite effect to the one intended, and deters people from following a particular religion, and this point should be credited as an alternative to a third example. At least three examples of how religious nurture leads to, and supports, religious belief must be developed to reach Level 4. Answers which describe, rather than explain, will not go beyond Level 1. L2 For a basic explanation showing understanding of a relevant 3-4 marks idea. L3 For a developed explanation showing understanding of the main idea(s), using some specialist vocabulary. 5-6 marks L4 For a comprehensive explanation showing a coherent 7-8 marks language appropriately. Total 15 marks IGCSE Religious Studies Mark Scheme November

8 Section C: Marriage, family life and human relationships 5. (a) Give two examples of the rights of children. Any two examples, such as protection under the law and protection from abuse. For a partially correct answer For a correct answer 1 mark 2 marks Choose one religion and outline its attitudes to contraception. Level 3 answers, based on Christianity, are likely to refer to at least two such attitudes as: some Christians are opposed to any form of artificial contraception, because they believe that sex is for reproduction, and that it is for God to decide whether or not conception should occur; some Christians believe that it is acceptable to use contraception, provided it is within marriage, in order to control family size; some Christians emphasise family planning, and believe that contraception has an important role in preventing overpopulation and the spread of sexually-transmitted diseases. See the appendix for answers based on other religions. L2 For basic relevant knowledge, presented within a limited 3-4 marks L3 For an organised outline/description, deploying relevant knowledge with limited use of specialist vocabulary. 5 marks (c) Explain why attitudes to relationships between the sexes are changing. Level 4 answers are likely to use such reasons as: in many societies, there is acceptance of the right of individuals to choose their lifestyle, which may involve rejection of traditional relationships; cohabitation is widely accepted, because effective methods of contraception mean that sexual relationships need not result in children; many societies now recognise the rights of homosexuals; the role of women in society has changed, and many women need to balance family and career responsibilities; there are religious individuals and groups who accept (many of) these changes, provided that relationships are loving and there is no exploitation. At least two reasons must be developed to reach Level 4. Answers which describe, rather than explain, will not go beyond Level 1. L2 For a basic explanation showing understanding of a relevant 3-4 marks idea. L3 For a developed explanation showing understanding of the main idea(s), using some specialist vocabulary. 5-6 marks L4 For a comprehensive explanation showing a coherent 7-8 marks language appropriately. Total 15 marks IGCSE Religious Studies Mark Scheme November

9 6. (a) What is meant by a role (for example, within marriage)? The part a person plays in life, or similar phrase. Candidates may answer the question by giving clear examples. For a partially correct answer For a correct answer 1 mark 2 marks Describe changing religious attitudes to the breakdown of marriage. Level 3 answers are likely to refer to the fact that many religious people are concerned about the individual distress caused by, and the social consequences of, marriage breakdown, which, for religious people, involves breaking vows made before God. Candidates may refer to specific teachings from the religion(s) studied. They will then go on to say that some religious people recognise that not all marriages can work, and teach (and practice) forgiveness; that many religious people believe that, although they should support those whose marriages are failing (particularly if they have children), through counselling and in other ways, they are not entitled to criticise them. L2 For basic relevant knowledge, presented within a limited 3-4 marks L3 For an organised outline/description, deploying relevant knowledge with limited use of specialist vocabulary. 5 marks (c) Explain how family life is changing. Level 4 answers are likely to explain how changes in society, in the role of women in the society and the family, and in relations between men and women have led/are leading to changes in the nature of family life. They may refer to such changes as: the increase in the number of non-traditional families, including oneparent families (with an unmarried or divorced parent) and families where both parents are of the same sex; the increase in the number of remarriages and reconstituted families; the increase in the number of families where both parents work, and the need for childcare arrangements (whether from family members or professional sources), which may mean greater involvement in children s upbringing by grandparents; in some societies, the increasing number of children who continue to live at home after graduating/getting a job, because of rising housing costs. At least three examples of how the nature of family life is changing must be developed to reach Level 4. Answers which describe, rather than explain, will not go beyond Level 1. L2 For a basic explanation showing understanding of a relevant 3-4 marks idea. L3 For a developed explanation showing understanding of the main idea(s), using some specialist vocabulary. 5-6 marks L4 For a comprehensive explanation showing a coherent 7-8 marks language appropriately. IGCSE Religious Studies Mark Scheme November

10 Section D: Relationships with other people Total 15 marks 7. (a) Give an example of equal rights for women. Women being legally entitled to equal pay for equivalent work, or similar example. For a partially correct answer For a correct answer 1 mark 2 marks Outline both the benefits and the problems of a multi-ethnic society. Answers are likely to refer to such benefits as: the opportunities to meet, and make friends with, people from different races and cultures; the opportunities to learn about other races and cultures and their history, religions and values; the opportunities to experience, and enjoy variety in, for example, music, literature and food; the opportunity to celebrate diversity and to learn how to co-exist; and such problems as: cultural and/or religious differences causing conflict; if there is a dominant culture, associated with one ethnic group, the minority ethnic group(s) feeling that their culture is insufficiently valued; differences/disputes about housing and the way education and other services cater for the different ethnic groups; exploitation of ethnic and cultural differences for political purposes. The question is about both benefits and problems, so Level 3 answers must refer to at least two benefits and one problem, or two problems and one benefit. L2 For basic relevant knowledge, presented within a limited 3-4 marks L3 For an organised outline/description, deploying relevant knowledge with limited use of specialist vocabulary. 5 marks (c) Explain why there are different religious attitudes to the roles of men and women in society. Level 4 answers are likely to use such reasons as: some religions/religious groups believe that men and women have different and unequal roles in society, and emphasise men s role as head of the family and provider, and women s role as wife and mother (and they may refer to specific beliefs/teachings from the religion(s) studied); some religions/religious groups believe that men and women have equal roles in society, although they may not believe that their roles in society are/can be identical, or that they should have equal roles in religion (and they may refer to specific beliefs/teachings from the religion(s) studied); some religions/religious groups believe that women have equal roles in society and in religion, and have women as religious leaders (and they may refer to specific beliefs/teachings from the religion(s) studied). At least two reasons must be developed to reach Level 4. Answers which describe, rather than explain, will not go beyond Level 1. IGCSE Religious Studies Mark Scheme November

11 L2 For a basic explanation showing understanding of a relevant 3-4 marks idea. L3 For a developed explanation showing understanding of the main 5-6 marks idea(s), using some specialist vocabulary. L4 For a comprehensive explanation showing a coherent language appropriately. 7-8 marks Total 15 marks IGCSE Religious Studies Mark Scheme November

12 8. (a) What is inclusivism? (The belief that) there is truth in all religions and welcoming and working with other people, whatever their religion, or similar phrase. For a partially correct answer For a correct answer 1 mark 2 marks Choose one religion. Outline the teachings from that religion which encourage the wealthy to support the poor. Level 3 answers, based on Islam, are likely to refer to at least two such teachings as: the Third Pillar of Islam concerns the giving of alms to the poor, set at an annual minimum of two and a half per cent of assets after certain deductions; the Qur an specifies the recipients of zakat as including the poor and debtors; everything belongs to God, and human beings hold their wealth in trust, so, by giving wealth to the poor, they are thanking God; wealth and its possession are purified (zakat: purification) by giving part of it to the poor. See the appendix for answers based on other religions. L2 For basic relevant knowledge, presented within a limited 3-4 marks L3 For an organised outline/description, deploying relevant knowledge with limited use of specialist vocabulary. 5 marks (c) Explain why there may need to be limitations on freedom of speech. Level 4 answers are likely to use such reasons as: although free speech is a key democratic freedom, governments may need to weigh other considerations against it, such as preserving public order; there may be occasions, such as during a war or a serious crisis, when free speech needs to be restricted in the interests of national security; governments may impose restrictions on the written on spoken word, in order to prevent incitement to religious or racial hatred; many countries have laws (for example slander and libel laws) which enable people to seek redress against unjustified attacks on their reputation; people may voluntarily impose restrictions on what they say or write, in order to avoid offending others in matters of religion or politics. At least two reasons must be developed to reach Level 4. Answers which describe, rather than explain, will not go beyond Level 1. L2 For a basic explanation showing understanding of a relevant 3-4 marks idea. L3 For a developed explanation showing understanding of the main 5-6 marks idea(s), using some specialist vocabulary. L4 For a comprehensive explanation showing a coherent language appropriately. 7-8 marks Total 15 marks IGCSE Religious Studies Mark Scheme November

13 Section E 9. God is responsible for all the evil in the world. Do you agree? Give reasons for your opinion, showing that you have considered another point of view. Your answer should refer to at least one named religion. The issue is whether God is responsible for all the evil in the world. Level 4 answers are likely to contrast the view that, if God is the omnipotent and omniscient creator (from nothing) of the world, he is responsible for all its natural evil, and is also ultimately responsible for its moral evil, as he must have known how human beings would behave, with the view that it is human beings who produce moral evil, and, if they possess free will, they can be held accountable for this source of suffering. Candidates will then come to a personal conclusion. To go beyond Level 2 answers must give an opinion, refer to another point of view, and refer to at least one named religion. To go beyond Level 3 answers must give a balanced account of alternative points of view and reach a personal conclusion. L1 For an opinion supported by one relevant reason. 1-2 marks L2 For a basic for and against, or a reason supported by religious/moral evidence. L3 For a reasoned evaluation, using religious/moral argument, evidence or examples, referring to another point of view. L4 For a coherent and reasoned evaluation, based on religious/moral argument, evidence or examples, giving a balanced account of an alternative point(s) of view to reach a personal conclusion. Total 10 marks IGCSE Religious Studies Mark Scheme November

14 10. Religious people should stop believing in an afterlife. Do you agree? Give reasons for your opinion, showing that you have considered another point of view. Your answer should refer to at least one named religion. The issue is whether religious people should stop believing in an afterlife. Level 4 answers are likely to contrast the view that there is no incontestable scientific proof of an afterlife, while teachings about the afterlife differ both among and within religions, with the view that many religious people believe in the existence of an afterlife on the basis of religious teachings (and they may refer to specific teachings from the religion(s) studied), which, for some, may be reinforced by evidence from psychical research and (reports of) paranormal experiences. Candidates will then come to a personal conclusion. To go beyond Level 2 answers must give an opinion, refer to another point of view, and refer to at least one named religion. To go beyond Level 3 answers must give a balanced account of alternative points of view and reach a personal conclusion. L1 For an opinion supported by one relevant reason. 1-2 marks L2 For a basic for and against, or a reason supported by religious/moral evidence. L3 For a reasoned evaluation, using religious/moral argument, evidence or examples, referring to another point of view. L4 For a coherent and reasoned evaluation, based on religious/moral argument, evidence or examples, giving a balanced account of an alternative point(s) of view to reach a personal conclusion. Total 10 marks IGCSE Religious Studies Mark Scheme November

15 11. God is the only possible cause of the universe. Do you agree? Give reasons for your opinon, showing that you have considered another point of view. Your answer should refer to at least one named religion. The issue is whether God is the only possible cause of the universe. Level 4 answers are likely to contrast the view that, as everything that exists within the universe has a cause, the universe itself must have a (first) cause, and this cause must be an omnipotent being, capable of producing such an effect, and we call this being God, with such views as: the fact that the law of cause and effect operates within universe does not mean that the universe as a whole requires a (external) cause; the concept of an infinite regress of causes is not self-contradictory, so it is not necessary for there to be a first cause, to start the series of causes; we do not need to look for the origin of the universe outside the universe itself; if the universe requires a cause, then so, too, does God. Candidates will then come to a personal conclusion. To go beyond Level 2 answers must give an opinion, refer to another point of view, and refer to at least one named religion. To go beyond Level 3 answers must give a balanced account of alternative points of view and reach a personal conclusion. L1 For an opinion supported by one relevant reason. 1-2 marks L2 For a basic for and against, or a reason supported by religious/moral evidence. L3 For a reasoned evaluation, using religious/moral argument, evidence or examples, referring to another point of view. L4 For a coherent and reasoned evaluation, based on religious/moral argument, evidence or examples, giving a balanced account of an alternative point(s) of view to reach a personal conclusion. Total 10 marks IGCSE Religious Studies Mark Scheme November

16 12. A society which really cared about the terminally ill would permit euthaniasia. Do you agree? Give reasons for your opinion, showing that you have considered another point of view. Your answer should refer to at least one named religion. The issue is whether a society which really cared about the terminally ill would permit euthanasia. Level 4 answers are likely to contrast the view that, to reduce suffering and/or in the interests of individual responsibility and freedom, euthanasia should be available (at least) to those who are terminally ill and/or whose quality of life is extremely poor, with such views as: euthanasia goes against religious teachings that God gives life, so it is for God to decide when it should end; terminally ill people may feel pressurised by their family, their carers, their awareness that they are consuming precious medical resources, or the misery and hopelessness of their condition, to end their lives, against their true inclinations; medical advances are taking place all the time, and so an apparently terminally ill person may miss out on the chance of treatment. Candidates will then come to a personal conclusion. To go beyond Level 2 answers must give an opinion, refer to another point of view, and refer to at least one named religion. To go beyond Level 3 answers must give a balanced account of alternative points of view and reach a personal conclusion. L1 For an opinion supported by one relevant reason. 1-2 marks L2 For a basic for and against, or a reason supported by religious/moral evidence. L3 For a reasoned evaluation, using religious/moral argument, evidence or examples, referring to another point of view. L4 For a coherent and reasoned evaluation, based on religious/moral argument, evidence or examples, giving a balanced account of an alternative point(s) of view to reach a personal conclusion. Total 10 marks IGCSE Religious Studies Mark Scheme November

17 13. Parents do not need to be married in order to bring up children successfully. Do you agree? Give reasons for your opinion, showing that you have considered another point of view. Your answer should refer to at least one named religion. The issue is whether parents need to be married in order to bring up children successfully. Level 4 answers are likely to contrast the view(s) that there is no reason, in principle, why unmarried parents (whether a heterosexual or a homosexual couple, or a single parent) should not be able to provide the stability and support necessary for successful rearing of children, and there are examples of unmarried parents who have done so (which may well include examples from candidates own experience), with the view(s) that many religious people believe that marriage is a sacrament or a divine institution, and that it is in children s interests (including their spiritual interests) to be brought up within it, and/or that many non-religious people believe that marriage (and two parents) provides a more stable and satisfactory environment for the rearing of children than the alternatives. Again, candidates may use examples from their own experience. Candidates will then come to a personal conclusion. To go beyond Level 2 answers must give an opinion, refer to another point of view, and refer to at least one named religion. To go beyond Level 3 answers must give a balanced account of alternative points of view and reach a personal conclusion. L1 For an opinion supported by one relevant reason. 1-2 marks L2 For a basic for and against, or a reason supported by religious/moral evidence. L3 For a reasoned evaluation, using religious/moral argument, evidence or examples, referring to another point of view. L4 For a coherent and reasoned evaluation, based on religious/moral argument, evidence or examples, giving a balanced account of an alternative point(s) of view to reach a personal conclusion. Total 10 marks IGCSE Religious Studies Mark Scheme November

18 14. It is up to God to decide whether or not people will have children. Do you agree? Give reasons for your opinion, showing that you have considered another point of view. Your answer should refer to at least one named religion. The issue is whether it is up to God to decide whether or not people will have children. Level 4 answers are likely to contrast the view that it is for God to decide whether or not sexual relationships will result in children and/or the view that there are both religious and (secular) moral objections to some of the fertility treatments used to try to enable childless couples to have children, with such views as: being childless causes some couples great distress, and this outweighs any religious or moral objections to the methods used (particularly from those who already have children); not all religious groups and organisations condemn all the methods that are being used; that it is an area subject to government regulation, and unacceptable methods will be banned. Candidates will then come to a personal conclusion. To go beyond Level 2 answers must give an opinion, refer to another point of view, and refer to at least one named religion. To go beyond Level 3 answers must give a balanced account of alternative points of view and reach a personal conclusion. L1 For an opinion supported by one relevant reason. 1-2 marks L2 For a basic for and against, or a reason supported by religious/moral evidence. L3 For a reasoned evaluation, using religious/moral argument, evidence or examples, referring to another point of view. L4 For a coherent and reasoned evaluation, based on religious/moral argument, evidence or examples, giving a balanced account of an alternative point(s) of view to reach a personal conclusion. Total 10 marks IGCSE Religious Studies Mark Scheme November

19 15. Only religious people are truly compassionate. Do you agree? Give reasons for your opinion, showing that you have considered another point of view. Your answer should refer to at least one named religion. The issue is whether only religious people are truly compassionate. Level 4 answers are likely to contrast the view that compassion (being willing to share in the suffering of others) comes from the insights into the nature of the human condition and the awareness of our responsibilities towards other people, which derive from religious teachings and ethical systems based on such teachings (and they may refer to specific teachings and/or examples of religious leaders/people/organisations who/which have shown compassion), with the view that compassion is a natural and general response to the human condition, which is not confined to religious people (and they may give examples). Candidates will then come to a personal conclusion. To go beyond Level 2 answers must give an opinion, refer to another point of view, and refer to at least one named religion. To go beyond Level 3 answers must give a balanced account of alternative points of view and reach a personal conclusion. L1 For an opinion supported by one relevant reason. 1-2 marks L2 For a basic for and against, or a reason supported by religious/moral evidence. L3 For a reasoned evaluation, using religious/moral argument, evidence or examples, referring to another point of view. L4 For a coherent and reasoned evaluation, based on religious/moral argument, evidence or examples, giving a balanced account of an alternative point(s) of view to reach a personal conclusion. Total 10 marks IGCSE Religious Studies Mark Scheme November

20 16. There will always be conflict in a society where there is more than one religion. Do you agree? Give reasons for your opinion, showing that you have considered another point of view. Your answer should refer to at least one named religion. The issue is whether there will always be conflict in a society where there is more than one religion. Level 4 answers are likely to contrast the view(s) that there are multi-faith societies where there is, or has been, conflict, as a result of religious differences (whether or not in combination with cultural and/or ethnic differences), and/or that conflict is likely if there are significant differences in belief and practice (and they may give examples), with the view(s) that: there are successful multi-faith societies (and they may give examples); there are multi-faith societies where conflicts have been resolved (and they may give examples); if the religious communities that comprise the multi-faith society followed their own religious teachings, they would be able to resolve any conflicts. Candidates will then come to a personal conclusion. To go beyond Level 2 answers must give an opinion, refer to another point of view, and refer to at least one named religion. To go beyond Level 3 answers must give a balanced account of alternative points of view and reach a personal conclusion. L1 For an opinion supported by one relevant reason. 1-2 marks L2 For a basic for and against, or a reason supported by religious/moral evidence. L3 For a reasoned evaluation, using religious/moral argument, evidence or examples, referring to another point of view. L4 For a coherent and reasoned evaluation, based on religious/moral argument, evidence or examples, giving a balanced account of an alternative point(s) of view to reach a personal conclusion. Total 10 marks Total for Section E: 20 marks Total for Paper 1: 80 marks IGCSE Religious Studies Mark Scheme November

21 Appendix to Paper 1 Mark Scheme: Answers based on other religions 2. Choose one religion. Outline its teachings about animal rights. Answers based on Christianity, Hinduism, Islam, Judaism and Sikhism Level 3 answers, based on Christianity, are likely to refer to at least two such teachings as: traditional Christian teaching emphasises the differences between human beings and animals, and holds that God created animals for human beings to use as they wish; recent teaching stresses the common origin of human beings and animals as part of God s (interdependent) creation; treating animals with respect is part of the Christian teaching that human beings should see themselves as stewards and conservers of the natural world, not its ruler and exploiters. Level 3 answers, based on Hinduism, are likely to refer to at least two such teachings as: although human beings are superior to animals, the principle of ahimsa forbids violence or cruelty to living things; Hindus are not allowed to eat beef, and most are vegetarian; the cow is a sacred animal, which Hindus are not allowed to kill. Level 3 answers, based on Islam, are likely to refer to at least two such teachings as: God made all living things, but the Qur an teaches that human beings may use animals for their benefit; there are traditions that Muhammad was kind to animals, and Muslims should avoid cruel treatment of animals; Sharia law lays down specific rules for the slaughter of animals. Level 3 answers, based on Judaism, are likely to refer to at least two such teachings as: God created everything, including animals, so animals must not be treated cruelly; however, human beings have dominion over the rest of creation, and so are permitted to use them for their benefit, provided they also take care of them; Jewish law lays down specific rules (shechita) for the slaughter of animals. Level 3 answers, based on Sikhism, are likely to refer to at least two such teachings as: eating meat from animals killed by cruel methods, or for sacrifice, is forbidden; any meat must be killed with one stroke; many Sikhs choose to be vegetarians, although Guru Nanak rejected the view that vegetarianism is spiritual preferable to meat-eating; many Sikhs choose not to eat beef, although Guru Nanak rejected the view that the caw is more sacred than other animals. L2 For basic relevant knowledge, presented within a limited 3-4 marks L3 For an organised outline/description, deploying relevant IGCSE Religious Studies Mark Scheme November

22 knowledge with limited use of specialist vocabulary. 5 marks 3. Choose one religion. Outline its teachings about the purpose of life. Answers based on Buddhism, Christianity, Hinduism, Islam and Judaism. Level 3 answers, based on Buddhism, are likely to refer to at least two such teachings as: people s lives are subject to the law of karma, and they are reborn into the world, with all the suffering that involves; the goal of life is to end suffering by escaping from the cycle of rebirth; and the way to do this is by following the Noble Eightfold Path. Level 3 answers, based on Christianity, are likely to refer to at least two such teachings as: God created all human beings in his image; God has a purpose for all human beings, which is a future life with him; and, during their lives in this world, Christians should fit themselves for their future life by following the example of Jesus. Level 3 answers, based on Hinduism, are likely to refer to at least two such teachings as: people s lives are subject to the law of karma, which means being reborn into the world; the aim of life is to escape the cycle of rebirth and achieve moksha (liberation); this is done by choosing an appropriate lifestyle, involving meditation and ascetic practices. Level 3 answers, based on Islam, are likely to refer to at least two such teachings as: God created the world, and entrusted human beings with control of it; they must be obedient to God, and, as his khalifah, rule the world responsibly on his behalf; God will judge them according to their conduct, and decide whether they will go to heaven or hell. Level 3 answers, based on Judaism, are likely to refer to at least two such teachings as: God has chosen the Jews to be his people, and they must lead their lives according his Law (the Torah); there are still Jews who expect that God s Messiah will come, and establish the messianic kingdom; other Jews hope, and work, for a messianic age, which will bring peace and justice to all. L2 For basic relevant knowledge, presented within a limited 3-4 marks L3 For an organised outline/description, deploying relevant knowledge with limited use of specialist vocabulary. 5 marks IGCSE Religious Studies Mark Scheme November

23 5. Choose one religion and outline its attitudes to contraception. Answers based on Buddhism, Hinduism, Islam, Judaism and Sikhism. Level 3 answers, based on Buddhism, are likely to refer to at least two such attitudes as: Buddhists believe that they should take responsibility for their lives, so use of contraception is a matter of personal decision; methods of birth control must be consistent with Buddhist teachings, and Buddhists must always consider the consequences of their actions; Buddhists do not have difficulties with contraception, which prevents fertilisation, as they believe that conception takes place at the point when the egg is fertilised. Level 3 answers, based on Hinduism, are likely to refer to at least two such attitudes as: many Hindu families believe they have a duty to produce a son, who can carry out important religious ceremonies, so will not use contraception until after a son has been born; many Hindus believe that there is scriptural support for controlling family size; all methods of contraception are allowed. Level 3 answers, based on Islam, are likely to refer to at least two such attitudes as: Muslims believe that sex should take place only within marriage, and that one of its main purposes is to create a family, but many Muslims believe that there are reasons for allowing contraception; these reasons include: spacing out child birth to promote a family s general health, concerns about the mother s health, reasons of conscience; while non-permanent contraceptive methods are permitted, vasectomy is not. Level 3 answers, based on Judaism, are likely to refer to at least two such attitudes as: there is a scriptural ban on men using contraceptives, but many Jews regard the absence of an explicit scriptural reference to women as allowing them to do so; some Jews believe that oral contraceptives may be used by women, because they do not interfere with intercourse; contraception is generally permitted when there is risk to a woman s health. Level 3 answers, based on Sikhism, are likely to refer to at least two such attitudes as: while there is no scriptural ban on contraception, attitudes to contraception vary; some Sikhs still fear that use of birth control may compromise their religion s emphasis on monogamy and high standards of sexual morality; however, there is increasing acceptance of contraception, particularly among Sikhs who live in the West IGCSE Religious Studies Mark Scheme November

24 L2 For basic relevant knowledge, presented within a limited 3-4 marks L3 For an organised outline/description, deploying relevant knowledge with limited use of specialist vocabulary. 5 marks IGCSE Religious Studies Mark Scheme November

25 8. Choose one religion. Outline the teachings from that religion which encourage the wealthy to support the poor. Answers based on Buddhism, Christianity, Hinduism, Judaism and Sikhism. Level 3 answers, based on Buddhism, are likely to refer to at least two such teachings as: Buddhism is concerned with ending suffering and showing compassion to all living things; the Buddha taught that those who are wealthy should not become slaves of their wealth, but, recognising that it, like everything else, is impermanent, use it for the benefit of themselves and others; Buddhists are encouraged to support the Sangha; giving, without expecting any return, is a means of earning merit. Level 3 answers, based on Christianity, are likely to refer to at least two such teachings as: Christianity teaches that God loves all his human creatures equally, so it is the religious duty of wealthy Christians to show their love for those who are poor by helping them; Jesus taught that wealthy people should not become obsessed with money, but should use it to help the poor (and they may refer to specific teachings); Christian Churches have campaigned against world poverty, and urged their members in wealthy countries to help those who live in poverty (and they may refer to specific examples). Level 3 answers, based on Hinduism, are likely to refer to at least two such teachings as: it is right to help others, and to relieve their suffering, because all people are equal as they originated in Brahman; practising charity towards the poor shows love and respect for Brahman, who is present in everyone; it is important to give away any surplus wealth to the poor, and to try to equip them with the means of providing for themselves. Level 3 answers, based on Judaism, are likely to refer to at least two such teachings as: there are teachings in Judaism which condemn love of wealth and pursuit of money for its own sake (and they may refer to specific teachings); Judaism teaches that preoccupation with wealth may lead people to forget God, and so to neglect their religious duties, which include giving charity to the poor; Jews are required to donate a tenth of their wealth to the poor. Level 3 answers, based on Sikhism, are likely to refer to at least two such teachings as: Sikhism teaches that the wealthy have a duty to help the poor (and they may refer to specific teachings); in Sikhism, charitable giving is a central part of what it means to lead a spiritual life; the principle of sewa emphasises the importance of making sacrifices for the good of others. IGCSE Religious Studies Mark Scheme November

26 L2 For basic relevant knowledge, presented within a limited 3-4 marks L3 For an organised outline/description, deploying relevant knowledge with limited use of specialist vocabulary. 5 marks IGCSE Religious Studies Mark Scheme November

27 IGCSE Religious Studies: Paper 2 (4425/02) The Religious Community Buddhism 1. (a) Describe how one Buddhist symbol is used in prayer or worship Level 4 answers will refer to one symbol and describe at least two ways in which it is used. For example, the mandala is used as an aid to worship by helping Buddhists concentrate; the circles representing levels of the cosmos and the gates between these levels which lead to the centre are external expressions of the Buddhist attempt to find the universe within and as such help Buddhists to meditate; sand mandalas are created using symbolic dances and prayers; to finish the ritual the sand is cut through to the centre, put into containers and put into flowing water. L2 For basic relevant knowledge, presented within a limited L3 For an organised outline/description, deploying relevant knowledge with limited use of specialist vocabulary. Explain why images of the Buddha are important in Buddhism. Level 4 answers are likely to use such reasons as: Images of the Buddha have been objects of devotion and identity for over two millennia. They are an inspirational focus; a means for devotees to express their reverence and gratitude for the Buddha s Dharma; the images remind us of qualities of perfect wisdom and compassion; they inspire us to develop the qualities of the Buddha. At least two reasons must be developed to reach level 4. Answers which describe rather than explain cannot go beyond level 1. L2 For a basic explanation, showing understanding of a relevant idea. L3 For a developed explanation, showing understanding of the main idea(s), using some specialist vocabulary. IGCSE Religious Studies Mark Scheme November

28 2. (a) Outline two of the main teachings of the Tripitaka. Level 4 answers will outline two teachings from the Tripitaka, such as (e.g. from the Abhidharma Pitaka) the stages on the path to enlightenment; analysis of the meanings of words; the analytical method of the Buddha. At least two aspects of the teachings must be outlined in order to reach level 4. Answers which describe rather than explain cannot go beyond level 1. L2 For basic relevant knowledge, presented within a limited L3 For an organised outline/description, deploying relevant knowledge with limited use of specialist vocabulary. Explain why the Dhammapada is important for Buddhists. Level 4 answers are likely to use such reasons as: It is part of the second basket of the Tripitaka and therefore carries all the authority of the Buddha; it is accepted by all Buddhists as a guide for the ideal life; it is a classic among the worlds ethical literature. At least two reasons must be developed to reach level 4. Answers which describe rather than explain cannot go beyond level 1. L2 For a basic explanation, showing understanding of a relevant idea. L3 For a developed explanation, showing understanding of the main idea(s), using some specialist vocabulary. IGCSE Religious Studies Mark Scheme November

29 3. (a) Outline ways in which a monk may follow the Five Additional Precepts. Level 4 answers will name the Five Additional Precepts and give examples of how a Buddhist may fulfil these requirements such as: restricting his possessions to his robe, razor and bowl so that he is not tempted towards greed or materialism. L2 For basic relevant knowledge, presented within a limited L3 For an organised outline/description, deploying relevant knowledge with limited use of specialist vocabulary. Explain why the rules of the Vinaya are important in the Sangha. Level 4 answers are likely to use such reasons as: the rules provide the basis for the teaching and example for the monks; they demonstrate that the roots of happiness come from an inner calm and peace; they have the authority of the Buddha s teaching; they provide a harmonious pattern of life for the Sangha. At least 2 reasons must be developed to reach level 4. Answers which describe rather than explain cannot go beyond level 1. L2 For a basic explanation, showing understanding of a relevant idea. L3 For a developed explanation, showing understanding of the main idea(s), using some specialist vocabulary. IGCSE Religious Studies Mark Scheme November