GCSE RELIGIOUS STUDIES A A13 / 405013 Hinduism Report on the Examination 4050 June 2014 Version: 1.0
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Part A Question A1 Personal Duties and Family Relationships There were some vague and general answers to Question A1(a), but those students who referred to very specific actions, such as touching the baby s lips with mixture of ghee and honey, and casting a horoscope to determine the first letter of the baby s name, gained the full 3 marks. In Question A1(b), better answers focussed on the importance of family life rather than describing family life with extended family, etc. Those who referred to the fulfilling of the dharma of the householder, and the nurturing of Hindu moral and religious values within the family, accessed the highest levels of the mark scheme. In Question A1(c), some very good arguments were presented in agreement with the statement that celebrating rites of passage is the most important duty for Hindu families. Reference was made to the importance of death rites for future rebirths and also the ways in which rites of passage are essential to the continuity and stability of the family. However, better answers offered a well-supported counter argument by explaining the importance of moral values and duties, as well as religious and devotional acts. Question A2 Pilgrimage and Festivals A disappointingly large number of students did not know the meaning of Kumbh Mela in Question A2(a). However, many were able to explain that Hindus celebrated Kumbh Mela because it is where two sacred rivers meet and the myths associated with these places in which the deities dropped nectar to mark them out. The more well informed students gained full marks in response to Question A2(b) because they could cite the particular actions of pilgrims at Kumbh Mela, including witnessing huge gatherings of sadhus, rather than referencing vague and general notions, such as praying by the river, which gained one or no marks. Most students were able to explain why Hindus celebrate Divali in response to Question A2(c). There were some well-argued answers to Question A2(d), which agreed with the notion that Divali was more of a social occasion than a religious one. The best answers indicated that the religious celebration was inevitably a social occasion and this gave it even more value as it brought the community together in a common purpose to celebrate the triumph of good over evil. In Question A2(e), most students stated that pilgrimages could be the most important events in the life of a Hindu as they were often a once in a lifetime experience. However, not all Hindus are able to do this and there are many other important events, such as rites of passage and festivals. Question A3 Worship In order to achieve two marks in Question A3(a), students needed to refer to the ways in which food is offered and shared with those present. Not all students were able to explain why murtis are used in worship and answered Question A2(b) in general terms, such as reminding them of the gods. Some offered excellent answers referring to the special aspect of darshan in which a blessing is received with the glance of the deity. The weakest answers to Question A3(c) reiterated points made in Question A2(b) about the need to have an image of the deity in order to worship it. Others showed an understanding of some of the theological concepts underlying the use of visual images of many deities. They were considered to be expressions and manifestations of the impersonal supreme deity Brahman. 3 of 6
Although worship can take place anywhere, as is practised by the sannyasin, objects provide the focus for devotion and correct performance of ritual. Question A4 Justice and Equality Question A4(a) was not always well answered except by those students who related Hindu views on prejudice to the notion of ahimsa (non-harm), and the practices of Gandhi who campaigned against prejudice to the untouchables, and the implications of the caste system. Question A4(b) was not answered at all by some students but others did mention Hindu Aid and the work of other Hindu charities. There were some excellent responses to the statement For Hindus, wealth is a reward for being good in Question A4(c). Students argued the case that a belief in karma could support the view that wealth was a result of previous good deeds but also argued against the statement in asserting that wealth was also the result of hard work and, unless wealth was used for the good of others, it was not a reward at all. Some also mentioned that wealth could sometimes be acquired by immoral means. Part B Question B5 Beliefs and Sources of Authority The Hindu understanding of Brahman and atman was understood quite well by most students in Question B5(a). Higher levels were awarded to some well-structured and detailed answers, which explained the various dimensions and aspects of both Brahman and atman, and the relationship between them. Most students answered the evaluation question (Question B5(b)) well by asserting that Hindus worshipped one god as they believed that all forms of god were manifestations of the ultimate reality of Brahman. However some excellent arguments were presented to support the view that Hindus worshipped many gods as was evidenced by their choice of a personal deity as an intermediary or channel to receive the grace and spiritual power of the one ultimate god. In Question B5(c), most students showed a basic understanding of shruti as truths that were directly received or heard by the ancient rishis, and smriti as remembered truths passed on by oral traditions or written scriptures. The higher levels were awarded to those who developed a full and coherent analysis with reference to scriptures which exemplified these different sources of teaching. In Question B5(d), higher levels were awarded to those students who presented evidence in support of the statement. Points made included that sacred texts are not important to Hindus because their way of life is based on a variety of cultural traditions which are taught in the family, for example by holy men, and so not dependent of reading of scriptures. In refutation of the statement, students demonstrated the essential role of scriptures in providing stories and guidance for their dharma as well as its use in rites of passage and other religious rituals. 4 of 6
Question B6 Respect for life In Question B6(a), most students referred to the law of karma as a way in which Hindus could understand why there is suffering in the world due to human misdeeds, and the role of human responsibility in causing suffering. Some, however, developed this point by suggesting that some forms of suffering were due to more random causes, such as natural disasters, and it was the Hindu s duty to have compassion to those who suffer. Question B6(b) provoked a variety of responses to the statement, It is impossible to remove all the suffering in the world. The more simplistic responses agreed with the statement without giving reasons, whereas other more thoughtful answers suggested that the suffering caused by human greed and hatred could be reduced, especially if the Hindu beliefs in ahimsa were followed. Most, however, agreed that suffering caused by natural events would be so great that the actions taken by humans beings could only have limited effect. Some good answers were presented to Question B6(c) on Hindu attitudes to the environment. Students referenced Hindu beliefs in the indwelling spirit in all forms of nature, such as rivers and trees, and that this led to a respect and reverence for natural life. The links between Hindu dharma and attitudes towards the environment was very well stated in some answers. In Question B6(d), the statement, In today s world, harming animals cannot be avoided, gave rise to a good debate about the necessity of animal experimentation to help develop cures for humans and the morality or otherwise of such actions. The higher levels were awarded to those who referred to Hindu teachings about the sacredness of animals, especially the cow, and the effect of harming animals on a Hindu s karma and the notion of reincarnation, which would deter them from harming animals. 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 5 of 6
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