Pearson Edexcel International GCSE in Religious Studies (9-1) Paper 1: Islam Questions 1-3 Exemplar student answers with examiner comments
Contents About this booklet 2 How to use this booklet 2 Paper 1 exemplars - Islam 3 Exemplar Question 1 3 Exemplar Question 2 17 Exemplar Question 3 30
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About this booklet This booklet has been produced to support Religious Studies teachers delivering the new International GCSE in Religious Studies. This booklet looks at questions from the Sample Assessment Materials. It shows real student responses to these questions and how the examining team follow the mark scheme to demonstrate how the students would be awarded marks on these questions. How to use this booklet Our examining team have selected student responses to selected questions for Paper 1 Islam. Following each question, you will find the mark scheme for that question and then responses with accompanying examiner comments on how the mark scheme has been applied and the marks awarded. 2 Pearson Education Ltd 2015.
Paper 1: Islam Question 1 Exemplar Question 1a Mark Scheme Student Response A 1/3 The first two examples natural disasters and illness are natural evil rather than moral evil and could not be credited. Pearson Education Ltd 2015. 3
Student Response B 2/3 The first two examples selfishness and greed are rewarded. The third - ignorance is not credited. Student Response C 3/3 Three clear examples are given. 4 Pearson Education Ltd 2015.
Exemplar Question 1b Mark scheme: Student Response A 2/4 Two simple characteristics are given with no development. 1. God is the creator 2. God is the all knowing Pearson Education Ltd 2015. 5
Student Response B 4/4 Two developed reasons. 1. Omnipotent developed by 'everything is under his control'. 2. Omnibenevolent is developed by 'he is kind and caring'. 6 Pearson Education Ltd 2015.
Exemplar Question 1c Mark scheme: Pearson Education Ltd 2015. 7
Student Response A 2/6 The first reason - Everything fits together perfectly is developed by everything needs something else to live. The second reason explains how design can be used to demonstrate that God exists but it did not give a way that the world appears to be designed. 8 Pearson Education Ltd 2015.
Student Response B 4/6 Example 2 - The human body as an example developed by the heart pumps blood for your whole life. Example 3 - The world is too complex not to have been made by someone developed by there must be a system (designer). Example 1 - The initial reason explains the origins of the design argument but does not link this to the design of the world but only refers to the watch. Pearson Education Ltd 2015. 9
Student Response C 5/6 Example 1 explains how the world is perfectly designed, sunrise and sunset have never gone wrong. Example 2 explains that the world is beautifully designed and that God is allknowing and all-powerful. Example 3 explains that the word works according to God's wishes. Since rivers and lakes do dry up the example was not credited, the carbon cycle would be a more useful example. 10 Pearson Education Ltd 2015.
Student Response D 6/6 Example 1 explains how nothing can appear by chance, there has to be a designer for the wonderful creations. Example 2 explains that human bodies function perfectly. A human cannot be designed by itself. Example 3 explains that the processes in the world happen in an orderly way, for example night and day. Pearson Education Ltd 2015. 11
Exemplar Question 1d Mark scheme: 12 Pearson Education Ltd 2015.
Student Response A Level 1 3/12 A simple analogy explained from both sides demonstrating limited understanding of the significance of the belief. The conclusion is based entirely on the argument already proposed. Pearson Education Ltd 2015. 13
Student Response B Level 2 5/12 The first paragraph defines free will but does not address the comment. One argument is offered to support the statement - that humans go against God and therefore decide he doesn't exist. The argument against the comment is stronger offering a chain of reasoning. God is both omnipotent and benevolent and has given us free will with the responsibility to choose carefully. Evil and suffering is therefore a test to be endured without complaint. 14 Pearson Education Ltd 2015.
Student Response C Level 3 7/12 The disagree section is strong and makes links between a range of elements in the question. However the agree section is undeveloped, giving only one example of an issue we have no control over though it could be argued that often our choices contribute to our death. Based on the ideas suggested, the conclusion is partly justified but the evaluation is weak. Pearson Education Ltd 2015. 15
Student Response D Level 3 9/12 Two logical chains of reasoning presenting two alternative views of the significance of the omnipotence of God in the light of free will. The evaluation is not as strong since the same argument could rightly be applied to both sides of the question. 16 Pearson Education Ltd 2015.
Exemplar Question 2a Mark scheme: Student Response A 2/3 Two marks for 1. God creates humans and 2. God creates land and sea Pearson Education Ltd 2015. 17
Student Response B 3/3 3 correct examples given 18 Pearson Education Ltd 2015.
Exemplar Question 2b Mark scheme: Student Response A Two simple teachings. The first point defines greed but does not answer the question. Two marks are awarded for: it is an illness of the heart and it causes wrong doing. 2/4 Pearson Education Ltd 2015. 19
Student Response B 3/4 Two marks are awarded for example 1 - Zakat is one of the Five Pillars and it is given to those in need to it. Whilst the giving of Zakah does purify wealth this was not shown to be against greed. 20 Pearson Education Ltd 2015.
Student Response C 4/4 Two marks for example 1 - Islam discourages greed developed by and encourages helping the needy. Two marks for example 2 - Life is a test developed by wealthy people are being tested so have a responsibility to help and encourage brotherhood. Pearson Education Ltd 2015. 21
Exemplar Question 2c Mark scheme: 22 Pearson Education Ltd 2015.
Student response A: 2/6 The first example -human beings have been given the right to choose to act freely is developed by it is our responsibility to act wisely to be rewarded. The remainder of the response repeats this idea Pearson Education Ltd 2015. 23
Student response B: 4/6 The first two points are good accounts of beliefs about free will however the final belief is confused and could not be credited. 24 Pearson Education Ltd 2015.
Student response C: 6/6 6 marks were awarded for this response although there is some repetition of ideas. Pearson Education Ltd 2015. 25
Exemplar Question 2d Mark scheme: 26 Pearson Education Ltd 2015.
Student response A: Level 1-3/12 There is essentially one argument in favour of the idea namely that it exists in order to test humanity. A simple argument is made against the quote suggesting that atheists believe in evolution - though there is repetition of the idea that it somehow 'made itself' which would require further extrapolation. Pearson Education Ltd 2015. 27
Student response B: Level 2-6/12 This response has two logical chains of reasoning. The marks are limited by the absence of an opinion with justification. What is there is shows little attempt to evaluate the quality of the arguments. 28 Pearson Education Ltd 2015.
Student response C: Level 3-7/12 The argument in favour presents a sound logical chain of reasoning. The argument against is a simple alternative view which is largely superficial. This leads to a weaker evaluation not necessarily supported by the arguments. Pearson Education Ltd 2015. 29
Exemplar question 3a: Mark scheme: Student response A: Level 3/3 Three types of family are correctly identified. 30 Pearson Education Ltd 2015.
Exemplar question 3b: Mark scheme: Student response A: Two developed reasons. 1. Men provide for the family, developed by women take care of the children and home. 2. Men and women are beginning to share roles, developed by both men and women are working. 4/4 Pearson Education Ltd 2015. 31
Exemplar question 3c: Mark Scheme: 32 Pearson Education Ltd 2015.
Student response A: Level 2-6/6 Full mark response. Pearson Education Ltd 2015. 33
Exemplar question 3d: Mark Scheme: 34 Pearson Education Ltd 2015.
Student response A: Level 3-9/12 Sound chain of reasoning on both sides of the argument with a valid conclusion. The candidate only considers involuntary euthanasia and some consideration of the right of an individual to decide for themselves would have improved this response. Pearson Education Ltd 2015. 35