GCSE RELIGIOUS STUDIES A

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1 GCSE RELIGIOUS STUDIES A A8 / Islam Report on the Examination 4050 June 2014 Version: 1.1

2 Further copies of this Report are available from aqa.org.uk Copyright 2014 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre.

3 General comments Students had prepared well for the examination, and showed good knowledge and understanding. Answers were maturely and thoughtfully written, especially in the sensitive topic areas examined this year. Question B5 was more popular than Question B6, though where B6 was chosen, it was addressed very well. B5(d) and B6(a) (ii) proved to be the most difficult and therefore provided some good differentiation. Having a balance of 4 mark and 6 mark questions in B5 / 6 meant that more students could accumulate marks and feel that they had given the essays a good go whilst at the top end, there were some superbly argued answers. It appeared that there were questions to entice students to both essays but in each case there were challenging questions for them to handle. There are three areas that we would ask teachers to support students to improve: 1. Students would benefit from a better understanding of the command words used in GCSE Religious Studies, so that they know the difference between, for example, describe, explain and outline. This will support students to develop more focused answers. 2. Students must show respect to others in their responses. For example, it is more respectful to refer to non-believers when discussing those who do not follow a religion. 3. Schools and colleges should be aware that it is just as likely for a 24 mark question to be set on one of the smallest topics in the Specification, namely Justice and Equality and Personal Lifestyle, as it is on The Five Pillars. In addition, ethical questions can be asked on these two sections, so Qur anic teachings should be studied. AO1 questions to the value of 2, 3 and 4 marks showed students have good knowledge of the specification content. This shows that mark schemes are being used to good effect in schools and colleges to prepare students. Schools and colleges could provide additional support students by focusing on the language of exam questions, for example, understanding the difference between Describe how... and Explain why.... This would result in more focussed answers. The 4 mark AO1 questions supported differentiation. Questions A1(b), A2(a), A3(c) and (d), and A4(a) elicited answers that often lacked clarity. It would be pleasing if students produced more developed answers to 3-mark questions rather than offering a range of simple ideas. The use of listed and bulleted answers is not appropriate in response to Describe or Explain questions. AO2 3-mark questions need some finessing. There is growing evidence that higher ability students are being well prepared in terms of the technique and are being taught to include at least 3 well explained reasons agreeing, disagreeing or, more commonly this year, a combination of both in response to the statement provided. However, many students did not focus on the actual wording of the question and therefore failed to access the highest levels of the mark scheme. This was the case in discussing whether prayer positions, ie the actions, are more important than the words in Question A3(a), and also whether there was a need for wudu five times a day in Question A3(c). AO3 6-mark evaluations elicited some excellent quality answers both in terms of content and technique. Questions A2(c) and A4(c) elicited some culturally diverse responses using a good range of Islamic teachings to provide answers both in support and in disagreement with the given statements. Responses to Question A1(c) often lacked focus, with magnificence often not being referred to by middle and low ability students. 3 of 7

4 Part A Question A1 Worship, Festivals and the Mosque In response to Question A1(a), most students gained the 3 marks available. However, many answers lacked specifics and read like simple lists. For Level 3, there needs to be some development rather than mere reference to parties, clothing, food and presents. Better answers mentioned special morning Eid prayers in the mosque to thank Allah for the success of Ramadan. A significant number of students misread Question A1(b), explaining how Eid ul Adha was celebrated rather than why. This led to long answers where no marks were awarded. Simplistic answers did mention Ibrahim but the story was not known well enough and so Level 1 was awarded. Too many answers suggested Ibrahim did actually sacrifice his son, which of course he did not. Level 3 answers included the information that the festival was the end of Hajj, Ibrahim being asked to sacrifice his son as a test of faith, the devil s temptation of both father and son to reject the test, Ibrahim s act of faith to go through with the action but then Allah, seeing the test was passed providing an animal to sacrifice instead. In 2013, students were asked about the uses of the mosque as a building that should only be used for prayer. Unfortunately, the answer to this question was repeated by many students in response to Question A1(c). Good answers discussed the many ways a mosque can show the magnificence of Allah in design, using examples from around the world. In presenting alternative points of view, answers either focussed on other qualities of Allah that a mosque should reflect, or the issue of mosques not needing to be magnificent but rather simple and money being used for the poor especially in poorer Muslim countries. Either way, there were some superb answers. Question A2 Family Life Question A2(a) achieved a fair spread of marks. The common mistake was to discuss the divorce process rather than looking at what Islam teaches. Good answers made reference to divorce being halal but the most disliked of all halal practices, paradise shaking at the thought of divorce but Islam, at the same time, recognising that it still has to be available because of the family situations that can occur. Students clearly did not know the term remarriage in Question A2(b). Remarriage only occurs after divorce either to another partner or to the same person. Marriage after a partner has died is a second marriage and the marrying of more than one wife is polygamy. This meant that references to Muhammad remarrying were incorrect as he never divorced. He took on widows in the polygamy system. Too many answers focused on marriage rather than remarriage. The best answers referred to finding security for existing children, having more children in a marriage, finding happiness after a difficult marriage. Question A2(c) was superbly answered on the whole, with students referring to Islamic views on pre-marital sex according to Shari ah Law and tradition. However, it was really pleasing to see students giving many sensible, well thought out, mature responses to suggest that pre-marital sex could be seen to be acceptable, without saying it is either right or wrong. Cultural ideas were discussed and also how people can be affected living in places with many traditions at work. Question A3 The Five Pillars Question A3(a) was poorly answered in general. The focus of the question was a debate on whether actions are more important than words in the process of salah. The images did not act as a clue for many, despite focussing on niyyah (intention to pray) and sujud (prostration). Answers tended to be superficial rather than a comparison of the two. Better answers looked at there being nothing greater than bowing down in total submission while arguing that words come from the heart. 4 of 7

5 Most answers to Question A3(b) merited 2 marks, focusing on why the call to prayer is important. Answers included helping Muslims not to miss prayer, uniting all Muslims in going to prayer, the importance of the words contained in the adhan, and the special occasions when the adhan can be said. Unfortunately, some students merely stated what the call to prayer was rather than discuss the importance of it. Some disappointing responses were seen with Question A3(c). The majority of students considered whether wudu is necessary rather than whether wudu is necessary 5 times a day. These two are very different questions, and highlights the need to address the focus of the question set. Hence, many responses were limited, as were the marks that could be awarded. Disappointingly, Question A(d) elicited many weak responses which focused on the importance of prayer rather than of Jumuah prayer. However, excellent answers saw reference to Friday having special time available to pray, prayer having the Khutbah to enhance knowledge, time for du as, greater blessings gained for attendance, and the uniting of the Muslim community. Overseas students made an interesting point about the Khutbah being used to make Muslims aware of Muslim issues around the world, which people otherwise would not be aware of due to little access to media or outside information. Question A4 Justice and Equality Most students gained full marks on Question A4(a). Answers tended to focus on racial discrimination with quotations such as everyone is as equal as the teeth on a comb, Allah created everyone equally, difference is Allah s design, and the story of Muhammad and Bilal. It is pleasing to see that students are more able to answer these sections of the specification than appears to have been the case in previous years. Greater knowledge of Islamic teachings in all areas can only enhance the quality of answers. It was pleasing to see that there was a diverse range of answers to Question A4(b). Better answers focused, not just on the traditional contribution of women in the home, but also of women in the wider community, them being role models and an inspiration to others, studying at university, and their jobs in medicine, pharmacy, teaching, social work and media and business. Islam and the Arab world have been, over history, at the centre of many developments and women are continuing this tradition to help, not just the Muslim community, but the global community. Generally, answers to Question A4(c) focused on the idea of the Muslim community being equal, supported by Qur anic teachings and everyday examples such as following various parts of the Five Pillars. Arguments in disagreement were plentiful and mainly related to women with a lack of equality in prayer, divorce rights, inheritance rights, punishments and dress codes. Part B Question B5 Personal Lifestyle Answers to Question B5(a)(i) were generally of Level 3 or Level 4 standard. Most students knew how meat is prepared, though there was a lack of detail beyond the throat being cut and words being said. Schools and colleges would support students by teaching this topic in greater depth. The why bit of the question was answered weakly, with responses limited to not to be cruel and / or to make the meat healthy. Higher quality answers included the words spoken, the animal facing Mecca, one cut of the jugular vein, sharp knife, little pain, animal hung to drain of blood, the animal is a sacrifice, compassion and kindness. 5 of 7

6 Students clearly found Question B5(a)(ii) challenging. Good answers separated the two ideas, firstly dealing with Muslim beliefs and how important they are, largely focusing on the Five Pillars. Secondly, good answers included an explanation of why food laws in general are an important part of Muslim belief. Conclusions focused on the two ideas being equal but different in terms of importance, and that Muslims cannot simply pick and choose which actions or beliefs they want to follow. Both are important to be a complete Muslim. Question B5(b) was well answered with responses clearly indicating good knowledge of attitudes to alcohol. References were made to alcohol being haram, the work of the devil, that alcohol separates Muslims from Allah as one cannot pray, it is worse than murder and adultery, one cannot enter paradise and the social implications of drinking. Some answers lacked the development needed to access Level 4. Answers were presented as lists rather than expanded ideas, for example, why alcohol is worse than murder or adultery. Plenty of knowledge was shown but a lack of understanding meant responses couldn t access the highest levels of the mark scheme Level 4. Question B5(c) was very well answered with most students referring to modesty in terms of both clothing and actions. It was good to see that many answers did not just focus on women being modest but on the view that it is every Muslim s responsibility in their daily lives. Question B5(d) was answered reasonably well with answers focusing on how having respect covers all aspect of life. Better answers included reference to justice and equality, and it was good to see the cross topic application. Alternative points of view compared other aspects of Muslim life that also make good Muslims. Ideas such as following the Five Pillars, reading the Qur an, providing a good family environment, completing personal jihad and adherence to dress codes were all included. Question B6 Beliefs and Sources of Authority Some good answers to B6(a)(i) with references made to it being a channel of communication, part of shahadah, and Muhammad being the key prophet to deliver it. However there was a noticeable lack of comment as to the wider ways of communication through angels and holy books. Also the real purpose of risalah in Allah revealing his plan for us and why this is important were only occasionally seen. Answers seemed to be very superficial in knowledge so not many reached Level 4 Question B6(a)(ii) produced good balanced answers with good arguments put forward for each case and the general conclusion that the example of Muhammad and the words of the Qur an have to be followed together for a Muslim to truly understand Islam. Many Level 5 and Level 6 answers were evident, which demonstrates that students are well prepared for these types of comparison questions. Students either knew the answer to B6(b) or they did not. Too many answers confused the Hijrah with Hajj or made the mistake of describing the events of the early years in Madinah without describing the actual journey. Answers also gave the impression that Muhammad just one day, decided to up and leave Makkah and go and live in Madinah. Good answers referenced the buildup in tensions between the people of Makkah and Muhammad, the plot to kill him, Ali sleeping in his bed as a decoy, Muhammad hiding in the cave on Mt Thawr, and the miracle of the spiders web and birds nest to protect Muhammad. A similar confusion occurred in response to a similar question on the 2013 question paper so it would be helpful to make students aware of the issue. 6 of 7

7 Answers to B6(c) were impacted by the misunderstanding of the Hijrah and caused many students to repeat the same answer. They described the events in Madinah. However there was also an issue with answers not being focussed on the work of Muhammad in Madinah but just generally on events that happened around the time even including the battles to regain Makkah. Better quality answers did discuss the setting up of the first Muslim community, the building of the first mosque, introduction of prayer times, helping the poor, looking after the rights of women, the unification of the tribes etc. Question B6(d) produced some excellent answers. The question was hard in terms of application as it required knowledge of the Sunni / Shi ah split and the differences between the two, to assess whether it would be possible to unite today. There was a diverse range of responses with students thoughtfully constructing answers to agree and disagree. Many looked at the difficulties in the world today like in Syria and Iraq and discussed how unification was the only way to fight extremism which in many young minds is ruining the whole reputation of Islam. In the current climate, it was encouraging to see this development of the question with the conclusion that historical differences can be overcome for the good of the future. Mark Ranges and Award of Grades Grade boundaries and cumulative percentage grades are available on the Results Statistics page of the AQA Website. Converting Marks into UMS marks Convert raw marks into Uniform Mark Scale (UMS) marks by using the link below. UMS conversion calculator 7 of 7

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