GCE Religious Studies RSS10 World Religions 2: Christianity OR Judaism OR Islam 1 The Way of Submission Report on the Examination 2060 June 2013 Version: 1.0
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General Comments As in previous years the majority of students entered for this unit were entered for the Islam section. Once again there were some very high quality responses. Clearly many students (particularly on the Islam and Judaism sections) had been well prepared for this exam and displayed some excellent knowledge and understanding throughout. There seemed to be some better scripts (and more uptake too) of the Christianity section, which is pleasing to see. The paper seemed accessible to all, and it is now more noticeable that students are being much better prepared for their AO2 responses. Section A Christianity There were more students for this section of the paper this year and Questions 1 and 4 were the most popular. Question 1 Some beliefs about God: Trinity and salvation 01 Answers to this question were very varied. Some very good ones dealt with the fallen nature of humanity and rescue, freedom and release. A new relationship between God and the people based on people s faith in Jesus was explored by some students and these tended to provide comprehensive answers. Other responses tended to be a little vague and generalised. Very few students reached level 7 as depth and detail are vital inclusions for the higher level marks. 02 Students generally suggested that the reward for a lifetime of doing good works could be seen in a number of ways and salvation was pointless without the concepts of heaven and hell being real. An interesting debate by some students centred on ideas that doing good works in this life brings with it a natural personal reward anyway. Most students scored well with their responses to this AO2 question. Question 2 Christian scriptures: nature and purpose 03 This was not a popular question, though there were a few high scoring responses. Mention of the example of Jesus, self-sacrifice and service were the main thrusts of responses from students. The Golden Rule alongside giving to the poor and loving your enemies were also highlighted. Very few touched on St Paul and love or judgement. 04 The key to a good response with this question was relevance and though some students considered this aspect of the evaluative statement, not many did, and very few explored the contrast between the two testaments. Question 3 Aspects of Christian worship 05 This question was another not so popular question on the Christianity section of the paper. The few that did tackle the question responded fairly well looking at both the clergy and the laity and their respective roles. Students could only score a maximum of level 5 marks if they did not 3 of 7
cover both aspects of the question and some did not score as highly if they didn t focus on worship, which was also asked in the question. 06 Some students seemed to ignore the vital phrase in the statement could not survive whilst other responses considered the roles that only clergy can play or are allowed to play. Preparation for baptism and marriage featured in the better responses from students as an area of importance for the clergy and very few touched on any shortage of clergy in particular churches where the laity have to pick up certain roles. Question 4 A Christian way of life; initiation, marriage and death 07 This was the second most popular question on the Christianity section of the paper and many students addressed aspects of Christian practices associated with death but not always the significance, which was a key part of this AO1 question. They also tended sometimes to dwell on matters of what happens after death rather than the actual practices. Some responded by a full consideration of the significance of the Roman Catholic Sacrament of Extreme Unction and the verses that are said in church. Very few considered any of the special readings that are said. This was an accessible question but the key words in the question need to be focused on by the students who attempt it. 08 Some students argued well regarding beliefs about the afterlife, bringing into context the language of purgatory. Some discussed ideas associated with death as a beginning and not an end as well as the resurrection of the body and a rejection of cremation by some. It would have been good to see an acknowledgement by students that even if beliefs are not held literally, they may still hold a symbolic value for some. Section B Judaism Question 5 was again the most popular in this section of the paper with few attempting Question 6. Question 5 God and his people 09 The majority of students who answered this question responded very well and were extremely competent in their responses about Jewish beliefs on the covenant relationship as it is seen today. They were even some full mark answers. Many sound and comprehensive responses looked into Brit Milah as well as looking into the contrasts between Orthodox Judaism and Reform. Observations about the relevance of the Torah today were handled maturely and thoughtfully by the majority of students. 10 The evaluative responses to this question were mostly sound with almost all incorporating aspects of the Holocaust in their responses. Some students discussed the protection for Jews from God; some reflected on a rise in atheism. Almost all certainly scored well because they evaluated strongly. A few responses were a little formulaic. 4 of 7
Question 6 Scripture 11 Only a small number of students attempted this question and the focus was kept to the nature of the Talmud as well as how it was used, so they scored fairly well. It was good to see the variety of ways the Talmud is used in Judaism today. It seemed that students had been well briefed on this aspect of the question. 12 Better evaluation responses clearly looked at a compare and contrast angle and almost all who responded to this question scored well. Some students argued that though beliefs may well be based on the Torah, practices over time have developed and perhaps even owe more to the Talmud, which was an interesting and thoughtful approach to take. Question 7 Aspects of worship and beliefs: Shabbat, Yom Kippur and Pesach 13 This was the second most popular question on the Judaism section of the paper. Very few did not to write at length about the teachings expressed in the Seder meal. Not all were quite as proficient on the meanings expressed within the Seder meal, though. This was a question that allowed students to describe mostly matters of fact and they responded well. The majority of responses were in the main descriptive, incorporating matzah, red wine, salt water, carpas and charoset, but perhaps could have offered more on teachings about promises made by God and the significance of Elijah. 14 Most students scored well and were able to evaluate the most important aspect of the statement. On the whole students did consider the historical angle about families surviving and contrasted this nicely with the importance of visiting the synagogue and a personal relationship with God. Some very competent responses were read here. Question 8 Styles of Judaism: Orthodox and Reform beliefs and practices 15 This area of the Judaism section was not as popular with students as in some previous papers though the students who responded clearly knew their material well and were able to respond with accuracy and authority in the main. Not all students explored aspects of both the Orthodox and the Reform beliefs about the temple, but providing both were mentioned the higher level marks could be achieved. 16 This evaluation question asked how vitally important beliefs about the Temple are to 21st century Judaism and the responses were impressive, showing that students in the main understood the need for tradition and history in the Jewish faith and how the Temple provides a physical focus for Jewish prayer whilst equally reflecting on how some Jews are much more concerned with strict application of the law and general Jewish ethics than beliefs about the Temple. Very impressive overall. Section C Islam This was by far the most popular section of the paper, with Questions 9 and 10 being the most popular two questions for students. 5 of 7
Question 9 The Qu ran 17 This question was very popular and produced some good responses. There appeared to be no issues with the wording of the question and both the revelation and compilation of the Qur an was discussed in some depth. Some students produced very descriptive responses on the revelation of the Qur an and in some cases simply retold events. However, some of the better responses discussed the implications of iqra (recite) amongst other factors. With some students responses, the compilation of the Qur an was almost an afterthought, though responses did not have to be evenly matched in terms of students treatment of revelation and compilation. Many of the responses given by students had plenty of creditworthy material included. 18 This question produced a variety of responses but overall there was some good discussion. Arguments showed promise and often appropriate examples were given. Most students agreed with the statement, which meant that arguments against the statement by some tended to be weaker and more generalised. Perhaps students could have focused on the idea of the uniqueness of the Qur an in both its nature and authority, meaning interpretations are not required of the holy book. Question 10 The Five Pillars 19 The area on the Five Pillars tends to be well received but this year with the focus on the concept of worship, perhaps less so. It was as though some students did not know quite what to put into their responses. This slant on worship certainly stretched students, though some did little more than go through each of the Five Pillars which at AS level is not enough to reach the higher levels. Stronger responses tended to focus on worship and then use examples from the Five Pillars, producing some good answers. 20 This question produced some good, well-reasoned responses. It provided as a question some good discussion both for and against and if students were challenged by the AO1 question, they seemed less so by this AO2 question. Many mentioned the concept of niyyah (intention) and the importance attributed to this in Islam and this provided the basis for some mature responses and evaluative discussion. Question 11 The doctrine of God 21 Many students achieved good overall scores because they showed a good understanding of the concept of shirk. Good examples were given to highlight the meaning within shirk, ranging from association of anything with God, to the sharing of God s power, to no longer trusting in God. It was straightforward and accessible for most students. 22 There were a variety of responses to this question and the nature of the question statement allowed for this. It was clear that some students did not feel confident in the handling of the statement correct understanding of God. Surprisingly very few mentioned God in other faiths also having a correct understanding but many considered what it meant to be a Muslim, which is perhaps more than an understanding of God for many, with the stronger responses trying to do a comparative study between religions. 6 of 7
Question 12 Key beliefs 23 This question often produces very factual and detailed responses which again, as in previous sessions, occasionally end up as anything in Islam that touches on judgement. The belief angle was well considered by the stronger students on this question. There were some good solid performances by some students. Much of the same material and in greater depth too, was covered by students from a range of schools and colleges, so clearly there is some good detail and depth being explored at AS level on this topic by different schools and colleges. 24 This question appeared to be the most problematic of all the evaluation questions on the Islam section of the paper. Some students did not understand the word vital and were not really able to discuss the issues raised in sufficient depth to reach the higher levels. Some did bring in the idea of fiction and other worldly and the support for the statement tended to be much stronger than the arguments against. Students may have been attracted by the AO1 question and struggled a little with how to respond to the AO2 question. 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 www.aqa.org.uk/umsconversion 7 of 7