SPECIMEN. Date Morning/Afternoon Time allowed: 2 hours

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1 Oxford Cambridge and RSA GCSE (9 1) in Religious Studies (Short Course) J125/01 Religion, philosophy and ethics in the modern world Sample Question Paper Date Morning/Afternoon Time allowed: 2 hours You must have: OCR 12-page Answer Booklet * * INSTRUCTIONS Answer four questions. You must answer two questions from Section A, one from Section B and one from Section C. You must answer all parts of the question that you choose. Use black ink. Do not write in the bar codes. INFORMATION The total mark for this paper is 126. The marks for each question are shown in brackets [ ]. Spelling, punctuation and grammar and the use of specialist terminology (SPaG) will be assessed in questions marked with a pencil (). Quality of extended response will be assessed in questions marked with an asterisk (*). This document consists of 8 pages. OCR 2016 J 125/01 Turn over [601/8712/8] DC ( ) D10102/0.15

2 2 Section A Beliefs and teachings Select two religions from this section. Answer all parts (a e) of both of your chosen religions. 1 Christianity (a) State three characteristics of God. [] (b) Describe one Christian belief about the Trinity. [] (c) State three things Christians believe about heaven. [] (d) Explain why it is important for Christians to believe in the resurrection of Jesus Christ. [6] (e) If God is good there should be no evil in the world. Discuss this statement. In your answer, you should: Analyse and evaluate the importance of points of view, referring to common and divergent views within Christianity Refer to sources of wisdom and authority. 2 Islam [15] Spelling, punctuation and grammar [] (a) Name three angels in Islam. [] (b) Explain one reason why Musa is an important prophet for Muslims. [] (c) Describe one Muslim belief about life after death. [] (d) Explain why the message Muhammad brought challenged the beliefs of his time. [6] (e) It is impossible to describe the nature of Allah. Discuss this statement. In your answer, you should: Analyse and evaluate the importance of points of view, referring to common and divergent views within Islam Refer to sources of wisdom and authority. [15] Spelling, punctuation and grammar [] OCR 2016 J 125/01

3 Judaism (a) State three Jewish beliefs about the coming of the Messiah. [] (b) Describe one Jewish attitude to the Promised Land. [] (c) Describe one Jewish belief about life after death. [] (d) Explain the significance of the covenant with Moses, for Jews. [6] (e) All mitzvot are equally important. Discuss this statement. In your answer, you should: Analyse and evaluate the importance of points of view, referring to common and divergent views within Judaism Refer to sources of wisdom and authority. THIS IS THE END OF SECTION A PLEASE TURN OVER FOR SECTION B [15] Spelling, punctuation and grammar [] OCR 2016 J 125/01 Turn over

4 4 Section B Relationships and families Select one of the religions that you answered in Section A. Answer all parts (a d) of the question on your chosen religion. 4 Christianity (a) State three reasons a Christian couple might give for getting married. [] (b) Explain different Christian beliefs about contraception. [6] (c) Explain why Christians differ in their attitudes towards gender discrimination. [6] (d)* Parents should not influence their children s choice of religion. Discuss this statement. In your answer, you should: Draw on your learning from across your course of study, including reference to beliefs and teachings within Christianity Explain and evaluate the importance of points of view from the perspective of Christianity. [15] 5 Islam (a) State three reasons a Muslim couple might give for getting married. [] (b) Explain different Muslim beliefs about contraception. [6] (c) Explain why Muslims differ in their attitudes towards gender discrimination. [6] (d)* Parents should not influence their children s choice of religion. Discuss this statement. In your answer, you should: Draw on your learning from across your course of study, including reference to beliefs and teachings within Islam Explain and evaluate the importance of points of view from the perspective of Islam. [15] OCR 2016 J 125/01

5 5 6 Judaism (a) State three reasons a Jewish couple might give for getting married. [] (b) Explain different Jewish beliefs about contraception. [6] (c) Explain why Jews differ in their attitudes towards gender discrimination. [6] (d)* Parents should not influence their children s choice of religion. Discuss this statement. In your answer, you should: Draw on your learning from across your course of study, including reference to beliefs and teachings within Judaism Explain and evaluate the importance of points of view from the perspective of Judaism. THIS IS THE END OF SECTION B PLEASE TURN OVER FOR SECTION C [15] OCR 2016 J 125/01 Turn over

6 6 Section C Dialogue between religious and non-religious beliefs and attitudes Select the same religion that you selected in Section B. Answer all parts (a d) of the question on that religion. 7 Christianity (a) Describe one reason that a Christian might give in support of faith schools. [] (b) Describe Christian attitudes towards proselytisation. In your response you must consider the fact that religious traditions in Great Britain are diverse, but mainly Christian. [6] (c) Explain why secular attitudes towards equality are a challenge for some Christians. You should refer to sources of wisdom and authority in your answer. [6] (d)* The world would become a better place if everyone followed Christianity. Discuss this statement. In your answer, you should: 8 Islam Draw on your learning from across your course of study, including reference to beliefs and teachings within Christianity Explain and evaluate the importance of points of view from the perspective of Christianity. (a) Describe one reason that a Muslim might give in support of faith schools. [] (b) Describe Muslim attitudes towards proselytisation. In your response you must consider the fact that religious traditions in Great Britain are diverse, but mainly Christian. [15] [6] (c) Explain why secular attitudes towards equality are a challenge for some Muslims. You should refer to sources of wisdom and authority in your answer. [6] (d)* The world would become a better place if everyone followed Islam. Discuss this statement. In your answer, you should: Draw on your learning from across your course of study, including reference to beliefs and teachings within Islam Explain and evaluate the importance of points of view from the perspective of Islam. [15] OCR 2016 J 125/01

7 7 9 Judaism (a) Describe one reason that a Jew might give in support of faith schools. [] (b) Describe Jewish attitudes towards proselytisation. In your response you must consider the fact that religious traditions in Great Britain are diverse, but mainly Christian. [6] (c) Explain why secular attitudes towards equality are a challenge for some Jews. You should refer to sources of wisdom and authority in your answer. [6] (d)* The world would become a better place if everyone followed Judaism. Discuss this statement. In your answer, you should: Draw on your learning from across your course of study, including reference to beliefs and teachings within Judaism Explain and evaluate the importance of points of view from the perspective of Judaism. END OF QUESTION PAPER [15] OCR 2016 J 125/01

8 8 Copyright Information: OCR is committed to seeking permission to reproduce all third-party content that it uses in the assessment materials. OCR has attempted to identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements booklet. This is produced for each series of examinations and is freely available to download from our public website ( after the live examination series. If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to correct its mistake at the earliest possible opportunity. For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE. OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. OCR 2016 J 125/01

9 day June 20XX Morning/Afternoon GCSE (9 1) Religious Studies (Short Course) J125/01 Religion, philosophy and ethics in the modern world SAMPLE MARK SCHEME MAXIMUM MARK 126 This document consists of 84 pages. Duration: 2 hours D10102/0.15

10 1. Mark strictly to the mark scheme. MARKING INSTRUCTIONS FOR MARKING ON-SCREEN AND FOR PAPER BASED MARKING 2. Marks awarded must relate directly to the marking criteria.. The schedule of dates is very important. It is essential that you meet the scoris 50% and 100% deadlines. If you experience problems, you must contact your Team Leader (Supervisor) without delay. 4. If you are in any doubt about applying the mark scheme, consult your Team Leader by telephone or the scoris messaging system, or by Crossed Out, Rubric Error (Optional Questions) and Multiple Responses. Crossed Out Responses Where a candidate has crossed out a response and provided a clear alternative then the crossed out response is not marked. Where no alternative response has been provided, examiners may give candidates the benefit of the doubt and mark the crossed out response where legible. Rubric Error Responses Optional Questions Where candidates have a choice of question across a whole paper or a whole section and have provided more answers than required, then all responses are marked and the highest mark allowable within the rubric is given. (The underlying assumption is that the candidate has penalised themselves by attempting more questions than necessary in the time allowed). Contradictory Responses When a candidate provides contradictory responses, then no mark should be awarded, even if one of the answers is correct. Short Answer Questions (requiring only a list by way of a response, usually worth only one mark per response) Where candidates are required to provide a set number of short answer responses then only the set number of responses should be marked. The response space should be marked from left to right on each line and then line by line until the required number of responses have been considered. The remaining responses should not then be marked. Examiners will have to apply judgement as to whether a second response on a line is a development of the first response, rather than a separate, discrete response. (The underlying assumption is that the candidate is attempting to hedge their bets and therefore getting undue benefit rather than engaging with the question and giving the most relevant/correct responses). Short Answer Questions (requiring a more developed response, worth two or more marks) If the candidates are required to provide a description of, say, three items or factors and four items or factors are provided, then mark on a similar basis that is downwards (as it is unlikely in this situation that a candidate will provide more than one response in each section of the response space). 2

11 Longer Answer Questions (requiring a developed response) Where candidates have provided two (or more) responses to a medium or high tariff question which only required a single (developed) response and not crossed out the first response, then only the first response should be marked. Examiners will need to apply professional judgement as to whether the second (or a subsequent) response is a new start or simply a poorly expressed continuation of the first response. 6. Always check the additional pages (and additional objects if present) at the end of the response in case any answers have been continued there. If the candidate has continued an answer there then add a tick to confirm that the work has been seen. The link page check box should be used on scoris to link candidate responses in additional objects to the corresponding question number. a. Where additional objects are present, all pages must contain an annotation, or scoris will not allow you to submit the script. Where no response is given by a candidate on a whole page the BP annotation must be applied. b. Where generic answer booklets are used, all pages must contain an annotation, or scoris will not allow you to submit the script. Where no response is given by a candidate on a whole page the BP annotation must be applied. c. Where structured answer booklets are used, the BP annotation must be applied to all pages where no response is given by a candidate. 7. There is a NR (No Response) option. Award NR (No Response): - if there is nothing written at all in the answer space - OR if there is a comment which does not in any way relate to the question (e.g. can t do, don t know ) - OR if there is a mark (e.g. a dash, a question mark) which isn t an attempt at the question. Note: Award 0 marks - for an attempt that earns no credit (including copying out the question) 8. The scoris comments box is used by your team leader to explain the marking of the practice responses. Please refer to these comments when checking your practice responses. Do not use the comments box for any other reason. If you have any questions or comments for your team leader, use the phone, the scoris messaging system, or .

12 9. For answers marked by levels of response: - To determine the level start at the highest level and work down until you reach the level that matches the answer - To determine the mark within the level consider the following: Descriptor On the borderline of this level and the one below Just enough achievement on balance for this level Meets the criteria but with some slight inconsistency Consistently meets the criteria for this level 10. Annotations Award mark At bottom of level Above bottom and either below middle or at middle of level (depending on number of marks available) Above middle and either below top of level or at middle of level (depending on number of marks available) At top of level Blank Page this annotation must be used on all blank pages within an answer booklet (structured or unstructured) and on each page of an additional object where there is no candidate response. 4

13 11. Awarding Spelling, Punctuation and Grammar to scripts with a coversheet a. If a script has a scribe cover sheet it is vital to check which boxes are ticked and award as per the instructions and grid below: i. Assess the work for SPaG in accordance with the normal marking criteria. The initial assessment must be made as if the candidate had not used a scribe (or word processor) and was eligible for all the SPaG marks. ii. Check the cover sheet to see what has been dictated (or what facilities were disabled on the word processor) and therefore what proportion of marks is available to the candidate. iii. Convert the SPaG mark to reflect the correct proportion using the conversion table given below: SPaG mark awarded Mark if candidate eligible for one third (eg grammar only) Mark if candidate eligible for two thirds (eg grammar and punctuation only) b. If a script has a word processor cover sheet attached to it the candidate can still access SPaG marks (see point 1 above) unless the cover sheet states that the checking functionality is enabled, in which case no SPaG marks are available. c. If a script has a word processor cover sheet AND a scribe cover sheet attached to it, see point 1 above. d. If the script has a transcript, Oral Language Modifier, Sign Language Interpreter or a Practical Assistant cover sheet, award SPaG as normal. 5

14 Subject-specific Marking Instructions General points It is important to remember that we are rewarding candidates' attempts at grappling with challenging concepts and skills. Reward candidates for what they know, understand and can do. Be positive. Concentrate on what candidates can do, not on what they cannot do. [] mark questions are assessed via points based marking. For all other questions, your first task is to match the response to the appropriate level of response according to the generic levels of response given after the indicative. Only when you have done this should you start to think about the mark to be awarded. Please note the bandings for Assessment Objectives are not dependent; there is no requirement for a response to be awarded in the same band for AO2 as what has been awarded in. There are different ways of reaching a high level. Some candidates will go straight to the higher levels. Other candidates will gradually climb their way there by working their way through lower levels first. The mark scheme for each paper will list responses which a candidate might offer. The list will not be exhaustive; it does not provide correct answers, and where a candidate offers a response which is not listed, examiners will be expected to use their knowledge and discretion as to whether the response is valid. Examiners who are in any doubt should contact their Team Leader immediately. Specific points Do not transfer marks from one part of a question to another. All questions, and sub-questions, are marked separately. Mark what the candidate has written do not assume that the candidate knows something unless they have written it. The levels of response start with one from the following list of flag words: Weak, Limited, Adequate but underdeveloped, Some, Good During the standardisation process, examples of work at each level will be used to define the meaning of these flag words for the examination. In particular the word good must not be interpreted as the best possible response. It will be what is judged to be good although better responses could be offered. 6

15 Remember that we are trying to achieve two things in the marking of the scripts: (i) (ii) to place all the candidates in the correct rank order to use the full range of marks available right up to the top of the range; Good means a good response from a GCSE candidate and can therefore be awarded the highest marks. This means that it is imperative you mark to the agreed standard. Written communication, spelling, punctuation and grammar and the use of specialist terminology (SPaG) Written communication covers: clarity of expression, structure of arguments, presentation of ideas, grammar, vocabulary, punctuation and spelling. In the marking of these questions the quality of the candidate's written communication will be one factor (other factors include the relevance and amount of supporting detail) that influences whether an answer is placed at the bottom, the middle, or the top, of a level. The following points should be remembered: - answers are placed in the appropriate level according to the RS assessment objectives, i.e. no reference is made at this stage to the quality of the written communication; - the quality of spelling, punctuation and grammar and the use of specialist terminology must never be used to move an answer from the mark band of one level to another; - accept any reasonable alternative spelling of transliterated words from non-roman alphabets in learners responses. SPaG is now assessed in all Section A part e) questions. Please refer to the grid overleaf when awarding the SPaG marks. The Regulator now requires GCSE Religious Studies to assess the quality of extended responses by candidates. Marks are not specifically given for this assessment however. This assessment takes place in the second two d) part questions. The levels descriptors for these are embedded in the Levels of Response, specifically AO2, and are italicised. 7

16 Spelling, punctuation and grammar (SPaG) Assessment Grid High performance marks Learners spell and punctuate with consistent accuracy Learners use rules of grammar with effective control of meaning overall Learners use a wide range of specialist terms as appropriate Intermediate performance 2 marks Learners spell and punctuate with considerable accuracy Learners use rules of grammar with general control of meaning overall Learners use a good range of specialist terms as appropriate Threshold performance 1 mark 0 marks Learners spell and punctuate with reasonable accuracy Learners use rules of grammar with some control of meaning and any errors do not significantly hinder overall Learners use a limited range of specialist terms as appropriate The learner writes nothing The learner s response does not relate to the question The learner s achievement in SPaG does not reach the threshold performance level, for example errors in spelling, punctuation and grammar severely hinder meaning 8

17 INFORMATION AND INSTRUCTIONS - Practice scripts provide you with examples of the standard of each band. The marks awarded for these scripts will have been agreed by the Principal Examiners, Senior Team Leaders and Team Leaders and provide you with benchmark examples of the approach to marking. - The specific task-related indicative content of each question will help you to understand how the band descriptors may be applied. This applies to parts d) and e) in Section A, and parts b), c) and d) in Sections B and C. However; this indicative content is not an exhaustive list of correct responses: it is material that candidates might use, grouped according to each assessment objective tested by the question. This needs to be used in close conjunction with the relevant Levels of Response marking grid, which is positioned below the indicative content. The guidance column on the right of the mark scheme will provide further exemplification and support as to the interpretation of answers, where required. Assessment objectives (AO) AO2 Assessment Objectives Demonstrate knowledge and understanding of religion and belief including beliefs, practices and sources of authority influence on individuals, communities and societies similarities and differences within and/or between religions and their beliefs. Analyse and evaluate aspects of religion, including their significance and influence. Note that the Assessment Objectives for the GCSE Short Course in Religious Studies are identical to those of the GCSE Full Course. However, OCR s GCSE Short Course does not require candidates to demonstrate their knowledge and understanding of religious practices. When marking strand 1, examiners will be assessing knowledge and understanding of religion and belief in the context of beliefs and teachings (sources of authority). 9

18 Question Indicative content Marks Guidance Section A: Beliefs and teachings 1 Christianity (a) State three characteristics of God. Responses might include: Benevolence Omniscience Omnipotence Judge Eternal Transcendent Immanent Personal Loving Holy. (b) Describe one Christian belief about the Trinity. Responses might include: Although Christians believe there is only one God, they believe God can be understood in three different ways or persons Father, Son and Holy Spirit. Some Christians say that the idea of Trinity helps Christians to understand God more easily. However, the doctrine of the Trinity is complex and can be difficult to comprehend. It was developed during the 4 th Century and is expressed in the Christian creeds, in particular the Nicene Creed. The Trinity is sometimes symbolised with emblems such as the clover leaf. Learners may suggest an analogy for the Trinity, such as water taking three different forms yet still remaining H20. God as the Father: the almighty creator who gives life to all the created order and continues to care for creation; there is no limit to his power and love. God as the Son: existed with God from the 1 mark for each correct response to a maximum of marks. Marks should be awarded for a statement plus any combination of development and/or exemplification. 10

19 Question Indicative content Marks Guidance beginning but by the incarnation was made visible in the human form of Jesus as the Son of God; in human flesh he suffered death for the sins of humanity. God as the Holy Spirit: the power of God at work in the world in both the past and present. Christians believe that Jesus sent the Holy Spirit to empower and guide the disciples after his ascension and that the Holy Spirit lives in believers. (c) State three things Christians believe about heaven. 1 mark for each correct response to a of marks. Responses might include: A place the soul goes after death. Where good people are rewarded by God after death. Need to have repented and turned to God to be allowed to enter heaven. God will judge Christians to decide if we can be accepted into heaven. Some Christians believe that those who are not Christians but who have done the will of God without really knowing it, will also be in heaven. Jesus told the thief, Today you will be with me in paradise. Being in the eternal presence of God. A place of light and beauty. Described in Book of Revelation. Place where there is no pain, suffering, death, etc. Place of unending worship of God. Eternal. A spiritual existence. A place where people will be reunited with loved ones. Literal belief that it is somewhere up above the earth. Some believe Christians should be working to create a heaven on earth. maximum 11

20 Question Indicative content Marks Guidance (d) Explain why it is important for Christians to believe in the resurrection of 6 Jesus Christ. Learners might consider some of the following: Christians believe that the resurrection was the key stage in Christ s saving work. Easter celebrates the resurrection of Jesus Christ and the salvation that this brings. Through his death, burial, and resurrection, Jesus paid the penalty for sin, thus purchasing for all who believe in him, eternal life. Christians believe they are saved and have hope and eternal life because of Christ s resurrection. The very nature of Christianity rests on the resurrection of Jesus Christ. In 1 Cor. 15:14 St Paul wrote, If Christ has not been raised, our preaching is useless and so is your faith. The importance of this belief is shown when Paul says that if the resurrection did not happen then Christians are to be pitied. Christians see Jesus resurrection as a sign that they themselves will be raised, so they do not need to fear death. All who die in Christ will also be raised, so Christians can have hope that their loved ones who have died will also be resurrected. This would provide important reassurance. The whole of the New Testament was written in light of Christ s resurrection; if this is not believed then this whole set of Scriptures is undermined, which could be disastrous for Christianity. The resurrection also confirms Jesus as being the Son of God. It is not enough to believe in Jesus as a good teacher and role model; Christ living amongst people gave us an example to follow in this life, but his death and resurrection prove his divinity and bring assurance of eternal life. The resurrection also witnesses the immense power of God himself, encouraging Christians to believe that God is real, powerful and can intervene in their own lives. It also gives hope to those undergoing persecution for their faith; if Jesus can conquer death then they can endure suffering and danger because ultimately they will gain eternal life. 4 2 AO2 Examiners should mark according to and AO2 descriptors. Please refer to the Level of response grid below when marking this question. 12

21 Level (Mark) 4 (4) () 2 (2) 1 (1) A good demonstration of knowledge and understanding in response to the question: Good understanding of the question shown by appropriate selection of religious knowledge Good selection of appropriate material with detail and/or developed explanation Good knowledge and understanding of different viewpoints within Christianity Good knowledge and understanding of the influence on individuals, communities and societies Good knowledge and understanding of the breadth and/or depth of the issues An adequate but under-developed demonstration of knowledge and understanding in response to the question: Adequate understanding of the question shown by some use of religious knowledge Selection of appropriate material with superficial explanation and/or description Adequate knowledge and understanding of different viewpoints within Christianity Adequate knowledge and understanding of influence on individuals, communities and societies Adequate but underdeveloped knowledge and understanding of the breadth and/or depth of issues A limited demonstration of knowledge and understanding in response to the question: Some understanding of the question shown through limited use of religious knowledge Some material selected is appropriate but description is limited Limited knowledge and understanding of different viewpoints within Christianity Limited knowledge and understanding of influence on individuals, communities and societies Limited knowledge and understanding of the breadth and/or depth of issues A weak demonstration of knowledge and understanding in response to the question: Weak understanding of the question shown by factual errors or generalised responses with little connection to the question Weak and/or a small amount of relevant information selected Weak knowledge and understanding of different viewpoints within Christianity Weak knowledge and understanding of the influence on individuals, communities and societies Points may be listed and/or lacking in relevant detail related to the issues Level (Mark) 2 (2) 1 (1) AO2 A good demonstration of analysis and evaluation in response to the question: Successful analysis and evaluation of the issue Good analysis and evaluation of the significance and/or influence of the issue on different Christian groups Some demonstration of analysis and/or evaluation in response to the question: Some analysis and/or evaluation of the issue, which may be implicit or unsuccessful Some analysis and/or evaluation of the significance and/or influence of the issue on different Christian groups 0 (0) No response or no response worthy of credit. 0 (0) No response or no response worthy of credit. 1

22 Question Indicative content Marks Guidance (e) If God is good there should be no evil in the world. 15 Discuss this statement. In your answer, you should: Analyse and evaluate the importance of points of view, referring to common and divergent views within Christianity Refer to sources of wisdom and authority. Learners might consider some of the following: The fact that there is evil and suffering in the world presents a thorny problem for Christians who claim that God is a loving and just being. This problem is cited as one of the major reasons for people either not believing in God s existence or losing their faith. Many people ask why bad things happen and why God has apparently done nothing to stop events such as natural disasters and serial murders. An attempt to defend God s goodness in the face of the existence of evil is called a theodicy. Some learners might begin by differentiating between different types of evil with different causes, giving appropriate examples. Some might question whether what we call evil is simply the result of selfish human behaviour, what Russell calls a brute fact of life. If God is responsible for everything that exists then that must include evil, which raises doubt over his goodness. Some Christians would point out that when evil or suffering happens, God is a loving presence alongside the victims and God knows what it is to suffer, since his Son was crucified for human sin. He does not leave humans alone. The Deist approach sees God as the absent creator, an impersonal entity who has set the world going and then left it, with no involvement in either causing or solving our difficulties. God is therefore good, but not responsible for evil. Some Christians regard the Devil as the source of evil, both as an agent and a tempter, causing humans to commit evil. The question remains, of course, as 12 AO2 () SPaG Examiners should mark according to and AO2 descriptors. Please refer to the Level of response grid below when marking this question. Please refer to the SPaG response grid on page 8. The indicative content is not exhaustive and where a learner offers a response which is not listed, examiners will be expected to use their knowledge and discretion as to whether the response is valid. 14

23 Question Indicative content Marks Guidance to where the Devil originated, since if God created everything then he is also responsible for the Devil and therefore for evil itself. Some learners may conclude that human beings, not God, cause evil and suffering. Rather than spend time debating a question for which there is no satisfactory answer, Christians should get on with the business of alleviating some of the suffering that patently does exist. 15

24 Level Level AO2 (Mark) (Mark) () A good demonstration of knowledge and understanding in response to the question: 4 (10 12) A good attempt to respond to the stimulus, demonstrating some or all of the following: Good understanding of the question shown by appropriate selection of religious knowledge A variety of viewpoints explored with good use of reasoned argument and discussion Selection of appropriate sources of wisdom and authority with detail and/or developed explanation Good analysis and evaluation of the significance and/or influence of the issue on different Christian groups Good knowledge and understanding of different viewpoints within Christianity Evidence of critical evaluation including comment on, and comparison of, arguments from different Christian groups Good knowledge and understanding of the influence on individuals, communities and societies Evidence of judgement on the issue in the stimulus and a balanced conclusion to the discussion 2 (2) An adequate but under-developed demonstration of knowledge and/or understanding in response to the question: (7 9) An adequate but under-developed attempt to respond to the stimulus, demonstrating some or all of the following: Adequate understanding of the question shown by some use of religious knowledge Different viewpoints offered with some evidence of reasoned argument and/or discussion Selection of appropriate sources of wisdom and authority with superficial explanation and/or description Adequate but underdeveloped analysis and evaluation of the significance and/or influence of the issue on some Christian groups Adequate knowledge and understanding of different viewpoints Evidence of comment on, and comparison of, arguments within Christianity Evidence of judgement on the issue in the stimulus and some conclusion to Adequate knowledge and understanding of the influence on individuals, communities and societies the discussion 1 (1) Limited/weak demonstration of knowledge and/or understanding in response to the question: 2 (4 6) A limited attempt to respond to the stimulus, demonstrating some or all of the following: Different views may be stated but with little or no development Limited understanding of the question shown by factual errors or generalised responses with little connection to the question Limited analysis and/or evaluation of the significance and/or influence of the issue on some Christian groups Points may be listed and/or lacking in relevant detail related to the issues Response may contain some inaccuracies or misunderstanding of the issue in the stimulus Weak knowledge understanding of different viewpoints within Little evidence of judgement on the issue in the stimulus Christianity 1 A weak attempt to respond to the stimulus, demonstrating some or all of the Weak knowledge and understanding of the influence on individuals, (1 ) following: communities and societies A single viewpoint may be stated with little or no support or justification or views may be stated as a list Response may be simplistic, purely descriptive and/or very brief No attempt to offer judgement on the issue in the stimulus 0 No response or no response worthy of credit 0 No response or no response worthy of credit 16

25 (0) (0) 17

26 Question Indicative content Marks Guidance 2 Islam (a) Name three angels in Islam. Responses might include: 1 mark for each correct response to a maximum of marks. (b) (c) Jibril Izra Mika il Israfil. Explain one reason why Musa is an important prophet for Muslims. Responses might include: Musa is considered to be a prophetic predecessor to Muhammad. There are parallels between the life of Muhammad and the life of Musa. Islamic literature also describes a parallel between their believers and the incidents which occurred in their lifetimes. The exodus of the Israelites from Egypt is considered similar to the hijira made by the followers of Muhammad. Musa is also very important in Islam for having been given the revelation of the Torah much of which Muslims hold is confirmed and repeated in the Qur an. Describe one Muslim belief about life after death. Responses might include: Muslims believe in a life after death and what it is like depends on a final judgement, leading to either hell or paradise/heaven. Muslims will therefore want to avoid punishment in the afterlife as they believe they will be judged according to how they lived and the intentions behind their actions. To a Muslim, this life is a test. Therefore, Muslims believe there is definitely a life beyond this which is dependent upon how they live and behave now. Marks should be awarded for a statement plus any combination of development and/or exemplification Marks should be awarded for a statement plus any combination of development and/or exemplification 18

27 Question Indicative content Marks Guidance (d) Explain why the message Muhammad brought challenged the beliefs of 6 Examiners should mark according to his time. and AO2 descriptors. Learners might consider some of the following: : Learners might refer to the context in which Muhammad was preaching and how those were the days of ignorance when Makkah was the centre of polytheistic tribal traditions that were different from and antagonistic towards the special message of Muhammad. AO2: Learners might explain the content of the monotheistic message that Muhammad was preaching about the one compassionate creator God and how it contrasted with the beliefs and attitudes of the time. Learners might explain that the message of Muhammad was special because it was a revelation. Learners might explain that the revelation of the Qur an is believed to be the very words of Allah in Arabic. Explanations might include the concept of the Qur an being the final uncorrupted revelation, the original of which is in heaven. 4 2 AO2 Please refer to the Level of response grid below when marking this question. 19

28 Level (Mark) 4 (4) () 2 (2) 1 (1) A good demonstration of knowledge and understanding in response to the question: Good understanding of the question shown by appropriate selection of religious knowledge Good selection of appropriate material with detail and/or developed explanation Good knowledge and understanding of different viewpoints within Islam Good knowledge and understanding of the influence on individuals, communities and societies Good knowledge and understanding of the breadth and/or depth of the issues An adequate but under-developed demonstration of knowledge and understanding in response to the question: Adequate understanding of the question shown by some use of religious knowledge Selection of appropriate material with superficial explanation and/or description Adequate knowledge and understanding of different viewpoints within Islam Adequate knowledge and understanding of influence on individuals, communities and societies Adequate but underdeveloped knowledge and understanding of the breadth and/or depth of issues A limited demonstration of knowledge and understanding in response to the question: Some understanding of the question shown through limited use of religious knowledge Some material selected is appropriate but description is limited Limited knowledge and understanding of different viewpoints within Islam Limited knowledge and understanding of influence on individuals, communities and societies Limited knowledge and understanding of the breadth and/or depth of issues A weak demonstration of knowledge and understanding in response to the question: Weak understanding of the question shown by factual errors or generalised responses with little connection to the question Weak and/or a small amount of relevant information selected Weak knowledge and understanding of different viewpoints within Islam Weak knowledge and understanding of the influence on individuals, communities and societies Points may be listed and/or lacking in relevant detail related to the issues Level (Mark) 2 (2) 1 (1) AO2 A good demonstration of analysis and evaluation in response to the question: Successful analysis and evaluation of the issue Good analysis and evaluation of the significance and/or influence of the issue on different Muslim groups Some demonstration of analysis and/or evaluation in response to the question: Some analysis and/or evaluation of the issue, which may be implicit or unsuccessful Some analysis and/or evaluation of the significance and/or influence of the issue on different Muslim groups 0 (0) No response or no response worthy of credit. 0 (0) No response or no response worthy of credit. 20

29 Question Indicative content Marks Guidance (e) It is impossible to describe the nature of Allah. 15 Discuss this statement. In your answer, you should: Analyse and evaluate the importance of points of view, referring to common and divergent views within Islam Refer to sources of wisdom and authority. Learners might consider some of the following: : Learners might demonstrate knowledge and understanding of the ways in which Muslims attempt to describe Allah, such as by using the 99 names or by making reference to explanations of the nature of Allah given in sacred writings. Learners are most likely to expand upon the revelation to Muhammad of the Qur an, the Words of Allah and its importance to Muslims. The Qur an gives clear teaching into the oneness of Allah and his nature. AO2: This statement focuses upon the nature of Allah, how his nature is described and raises the question of whether it is possible to describe the nature of Allah at all. Provided one accepts the authority of texts such as the Qur an, The Hadith, and listens to comments by key figures, coupled with spiritual experiences/revelations and other key teachings that have developed over time, it seems that Allah can be described. In fact Allah can be described to such an extent that it might be true to say that the knowledge of him is considerable. This means that from the knowledge gained in this way it is possible understand why things happen to humans and to explain that the different aspects of the nature of Allah mean that merely human aspirations are 12 AO2 () SPaG Examiners should mark according to and AO2 descriptors. Please refer to the Level of response grid below when marking this question. Please refer to the SPaG response grid on page 8. The indicative content is not exhaustive and where a learner offers a response which is not listed, examiners will be expected to use their knowledge and discretion as to whether the response is valid. 21

30 Question Indicative content Marks Guidance frustrated and that the will of Allah is more important than any ambitions of humans. From a Muslim point of view, it is possible to describe Allah. However there are risks to this. The possibility of misunderstanding or of thinking that describing Allah means that a person knows all about Allah is a dangerous path philosophically. If Allah can be known fully and described, then it is questionable whether he is still the Allah of belief who is both immanent and transcended at the same time. In Islam, a further danger of shirk lurks in the desire to describe Allah. Comparison and the arrogance of believing one has knowledge of Allah are to be avoided at all costs. The 99 names show just how partial and provisional human understanding is. On the other hand, if the sources of authority mentioned above are questioned, then so is the knowledge of the nature of god contained within them. Some would doubt the very existence of a god whilst others would prefer to think of their knowledge of the nature of god as a dynamic personal relationship which, like most relationships can t be put into words successfully. The meaning and value of the knowledge of the nature of god can be lost in trying to express it verbally. 22

31 Level (Mark) () 2 (2) 1 (1) 0 (0) J125/01 Mark Scheme June 20XX A good demonstration of knowledge and understanding in response to the question: Good understanding of the question shown by appropriate selection of religious knowledge Selection of appropriate sources of wisdom and authority with detail and/or developed explanation Good knowledge and understanding of different viewpoints within Islam Good knowledge and understanding of the influence on individuals, communities and societies An adequate but under-developed demonstration of knowledge and/or understanding in response to the question: Adequate understanding of the question shown by some use of religious knowledge Selection of appropriate sources of wisdom and authority with superficial explanation and/or description Adequate knowledge and understanding of different viewpoints within Islam Adequate knowledge and understanding of the influence on individuals, communities and societies Limited/weak demonstration of knowledge and/or understanding in response to the question: Limited understanding of the question shown by factual errors or generalised responses with little connection to the question Points may be listed and/or lacking in relevant detail related to the issues Weak knowledge understanding of different viewpoints within Islam Weak knowledge and understanding of the influence on individuals, communities and societies Level (Mark) 4 (10 12) (7 9) 2 (4 6) 1 (1 ) No response or no response worthy of credit 0 (0) AO2 A good attempt to respond to the stimulus, demonstrating some or all of the following: A variety of viewpoints explored with good use of reasoned argument and discussion Good analysis and evaluation of the significance and/or influence of the issue on different Muslim groups Evidence of critical evaluation including comment on, and comparison of, arguments from different Muslim groups Evidence of judgement on the issue in the stimulus and a balanced conclusion to the discussion An adequate but under-developed attempt to respond to the stimulus, demonstrating some or all of the following: Different viewpoints offered with some evidence of reasoned argument and/or discussion Adequate but underdeveloped analysis and evaluation of the significance and/or influence of the issue on some Muslim groups Evidence of comment on, and comparison of, arguments Evidence of judgement on the issue in the stimulus and some conclusion to the discussion A limited attempt to respond to the stimulus, demonstrating some or all of the following: Different views may be stated but with little or no development Limited analysis and/or evaluation of the significance and/or influence of the issue on some Muslim groups Response may contain some inaccuracies or misunderstanding of the issue in the stimulus Little evidence of judgement on the issue in the stimulus A weak attempt to respond to the stimulus, demonstrating some or all of the following: A single viewpoint may be stated with little or no support or justification or views may be stated as a list Response may be simplistic, purely descriptive and/or very brief No attempt to offer judgement on the issue in the stimulus No response or no response worthy of credit 2

32 Question Indicative content Marks Guidance Judaism (a) State three Jewish beliefs about the coming of the Messiah. Responses might include: 1 mark for each correct response to a maximum of marks. The Messiah has yet to come He will bring peace Exiles will be gathered in The Temple will be rebuilt He will be a descendent of King David He will be a human being, not divine His coming depends on mitzvot observance. (b) Describe one Jewish attitude to the Promised Land. (c) Responses might include: The land that God promised to give to the descendants of Abraham, Isaac, and Jacob which was known as Canaan or Palestine. The Promised Land was described in terms of the territory from the River of Egypt to the Euphrates river (Exodus 2:1) and was given to their descendants after Moses led the Exodus out of Egypt. (Deuteronomy 1:8). It also has the meaning to some Jews of any longed-for place where one expects to find greater happiness or fulfillment. The concept of the Promised Land as the central tenet of Zionism which asserts that modern Jews inherit the right to re-establish their "national homeland". Describe one Jewish belief about life after death. Responses might include: Judaism is a religion of life and is essentially vague about the nature of the hereafter. Jews believe in eternal life. When they die, a person is with G-d. Some Jews believe in the resurrection of the body in the Messianic Age. The role of G-d s judgement is vital. There are different attitudes regarding a place of punishment and the importance of good deeds in a person s life. Jews have believed in Sheol, Gan Eden and Gehenna. It is left to G-d to decide what will happen after death. 24 Marks should be awarded for a statement plus any combination of development and/or exemplification. Marks should be awarded for a statement plus any combination of development and/or exemplification

33 Question Indicative content Marks Guidance (d) Explain the significance of the covenant with Moses, for Jews. 6 Learners might consider some of the following: : Learners might outline the nature of covenant relationship for Jews and refer to the fact that the covenant with Moses is not the only covenant. They might describe the nature of covenant as a bargain or agreement between G-d and the Jews. They might refer to the occasion of its giving. AO2: Learners may draw out the significance of the covenant with Moses for Jews by setting it within the context of the events at Sinai and its significance as an event in the history of the Jewish people. It connects the Jewish people to their ancestors and is significant because of its place in the sacred scriptures of the Torah. It is significant to Jews because it sets out their obligations towards both G-d and fellow Jews. It is significant because Jews must abide by the mitzvot and it gives a structure to the lives of Jewish people. It is a source of ritual and ethical principles. It has implications about being chosen by G-d and this is reflected in everyday life by what is eaten or worn. Obedience to the mitzvot shows recognition of the importance of the covenant today. All religious acts that a Jew performs are linked to the covenant. 4 2 AO2 Examiners should mark according to and AO2 descriptors. Please refer to the Level of response grid below when marking this question. 25