AQA GCSE Religious Studies (Short Course) Mark Scheme June 2023 PDF

GCSE RELIGIOUS STUDIES (SHORT COURSE) 8061/2 Section 2: Christianity Mark scheme June 2023 Version: 1.0 Final *236G8061/2/MS*  MARK SCHEME – GCSE RELIGIOUS STUDIES (SHORT COURSE) – 8061/2 – JUNE 2023 Mark schemes are prepared by the Lead Assessment Writer and considered, t...

GCSE RELIGIOUS STUDIES (SHORT COURSE) 8061/2 Section 2: Christianity Mark scheme June 2023 Version: 1.0 Final *236G8061/2/MS*  MARK SCHEME – GCSE RELIGIOUS STUDIES (SHORT COURSE) – 8061/2 – JUNE 2023 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject examiners. This mark scheme includes any amendments made at the standardisation events which all examiners participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every examiner understands and applies it in the same correct way. As preparation for standardisation each examiner analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, examiners encounter unusual answers which have not been raised they are required to refer these to the Lead Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this mark scheme are available from aqa.org.uk Copyright information 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. Copyright © 2023 AQA and its licensors. All rights reserved. 2  MARK SCHEME – GCSE RELIGIOUS STUDIES (SHORT COURSE) – 8061/2 – JUNE 2023 Mark Schemes for GCSE Religious Studies This paper requires expert markers who have wide knowledge and understanding of the particular subject content of the Specification. With the exception of the multiple-choice question, many of the questions asked have many different creditable answers and students are able to bring to their answers their own knowledge, understanding and background. They will offer details, arguments and evidence which the examiner, with the help of the mark scheme, will need to judge as creditable or not. It is therefore important that the examiner has a good understanding of the principles and spirit of the mark scheme in order to be fair and consistent when marking students’ answers. The Content included is designed to be as helpful as possible but in many cases is not exhaustive. So Content sections are introduced by the sentence: Students may include some of the following points, but all other relevant points must be credited: this is to remind examiners that there may well be additional correct answers which, with their expertise, they will be able to allow. With all questions if an examiner has any doubt about answers being credit worthy they should consult their team leader. Structure The mark scheme for each question shows: The question; Each question is printed in full before its target and mark scheme. It is always important that examiners remind themselves of the exact question being asked. In particular, they will need to do this in instances where the answer appears to be ‘straying’ from the question set or perhaps offers a valid alternative not included in the mark scheme Target; The target provides the specific assessment objective which the question is testing. It reminds examiners of the skills the question is designed to test, eg knowledge and understanding, evaluation The total marks available for the question and if Spelling, Punctuation and Grammar is assessed The typical answer(s) or content which are expected Generic instructions related to the question target of how to award marks (i.e. levels of response grid). Themes papers guidance (Specification A & Short Course) In questions where students may choose religions from which to illustrate their answer, there may be some general Content, ie credible comments which students will make which could be applied to any religion or perhaps to a secular viewpoint as well. Where these are appropriate they are usually given first. The Mark Scheme will also include, under separate headings, Content sections for each of the six religions allowed within the Specifications. General Guidance.../.. means that these are acceptable alternative answers in the mark scheme, eg Guru Har Krishan / Guru Tegh Bahadur / Guru Gobind Singh. Answers may include specialist terms, in Hebrew or Arabic for example. If this is the case, the mark scheme will usually indicate this by providing in brackets the English as well, eg ‘Yom Kippur (the Day of Atonement)’. In such questions, answers will be credited whether provided in the original language or in English. Some mark schemes use bullet points to separate content. Each bullet point refers to a different possible ‘belief’ or ‘teaching’ or ‘way’, depending on the question. Obliques (.../..) used within the bullet point indicate different ways in which the point may be expressed and points which may be made to give the further detail or development needed for the second mark. 3  MARK SCHEME – GCSE RELIGIOUS STUDIES (SHORT COURSE) – 8061/2 – JUNE 2023 Where a student has crossed out a complete answer, it should be marked if it remains legible, unless an alternative is provided in which case only the alternative should be marked. When part of an answer is crossed out, then only what remains should be considered. In questions where credit can be given to the development of a point, those developments can take the form of: Example or evidence Reference to different views Detailed information. 1 mark multiple choice questions Such questions have four alternatives and the one correct answer will be given together with the correct letter, eg ‘Answer: D Trinity’. 2 mark short answer questions The principle here is provided in the mark scheme: ‘One mark for each of two correct points.’ Students may give more than the two answers required by the question. In such instances, Award for the first two answers only, wherever they appear. If a student gives more than one answer on the first line and another answer / other answers on the second line, the ‘first two answers’ will be the first two on the first line and only these two should be considered for marks. Other answers must be ignored. If on the first line the first two answers given are correct, award two marks, regardless of what is written elsewhere in the answer. If the first two answers can only be awarded one mark yet there is a third answer that is correct, this correct third answer must be ignored and no mark given for it. However, if the student gives some elaboration after the first answer, which is clearly developing their first answer, (which they are not required to do), do not consider this elaboration to be their second answer (unless the elaboration happens to contain a second correct answer to the question asked), regardless of whether there are other answers provided. In this case, the second answer also, if correct, may be credited for the second mark 4 and 5 mark answer questions Examiners should take care to note the target of the question. Clear information is provided for these types of question on how to award marking points. Examiners should carefully read the additional instructions provided for each type of question (eg for influence questions the final sentence in the general guidance box reminds the examiner that the second mark (detailed explanation) awarded in each case must show clear ‘influence’). 12 mark answer questions The 12 mark questions test Evaluation skills (AO2). The mark scheme for these answers is based on Levels of Response marking in which the examiner is required to make a judgement on the completed answer taken as a whole. 4  MARK SCHEME – GCSE RELIGIOUS STUDIES (SHORT COURSE) – 8061/2 – JUNE 2023 Level of response marking instructions In GCSE Religious Studies, differentiation is largely achieved by outcome on the basis of students’ responses. To facilitate this, level of response marking has been devised for many questions. Level of response marking requires a quite different approach from the examiner than the traditional ‘point for point’ marking. It is essential that the whole response is read and then allocated to the level it best fits. If a student demonstrates knowledge, understanding and/or evaluation at a certain level, he/she must be credited at that level. Length of response or literary ability should not be confused with genuine religious studies skills. For example, a short answer which shows a high level of conceptual ability must be credited at that level. (If there is a band of marks allocated to a level, discrimination should be made with reference to the development of the answer.) Examiners should refer to the stated assessment target objective of a question (see mark scheme) when there is any doubt as to the relevance of a student’s response. Level of response mark schemes include either examples of possible students’ responses or material which they might use. These are intended as a guide only. It is anticipated that students will produce a wide range of responses to each question. It is a feature of levels of response mark schemes that examiners are prepared to reward fully responses which are obviously valid and of high ability but do not conform exactly to the requirements of a particular level. If examiners have any doubt about what level to award a response, they should consult their team leader. Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows the average performance for the level. There are marks in each level. Before examiners apply the mark scheme to a student’s answer they should read through the answer and annotate it (as instructed) to show the qualities that are being looked for. They should then apply the mark scheme. It may be necessary to read the answer more than once to be sure of assigning the correct Level. Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be placed in level 3 but be awarded a mark near the top of the level because of the level 4 content. 5  MARK SCHEME – GCSE RELIGIOUS STUDIES (SHORT COURSE) – 8061/2 – JUNE 2023 Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the Indicative content to reach the highest level of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks. Spelling, Punctuation and Grammar (SPaG) Spelling, punctuation and grammar will be assessed in 12-mark questions. Spelling, punctuation and grammar (SPaG) will be assessed against the following criteria: Level Performance descriptor Marks awarded High Learners spell and punctuate with consistent accuracy performance Learners use rules of grammar with effective control of meaning overall 3 Learners use a wide range of specialist terms as appropriate Intermediate Learners spell and punctuate with considerable accuracy performance Learners use rules of grammar with general control of meaning overall 2 Learners use a good range of specialist terms as appropriate Threshold Learners spell and punctuate with reasonable accuracy performance Learners use rules of grammar with some control of meaning and any errors do not significantly hinder meaning overall 1 Learners use a limited range of specialist terms as appropriate No marks The learner writes nothing awarded The learner’s response does not relate to the question The learner’s achievement in SPaG does not reach the threshold 0 performance level, for example errors in spelling, punctuation and grammar severely hinder meaning 6  MARK SCHEME – GCSE RELIGIOUS STUDIES (SHORT COURSE) – 8061/2 – JUNE 2023 0 1. 1 Which one of the following is the term used to describe Jesus’ return to heaven to his Father? [1 mark] A Ascension B Crucifixion C Incarnation D Resurrection Target: AO1:1 Demonstrate knowledge and understanding of religion and belief, including beliefs, practices and sources of authority Answer: A: Ascension 0 1. 2 Give two Christian beliefs about atonement for sin. [2 marks] Target: AO1:1 Demonstrate knowledge and understanding of religion and belief, including beliefs, practices and sources of authority One mark for each of two correct points. If students provide more than two responses only the first two should be considered for marking. Students may include some of the following points, but all other relevant points must be credited. Atonement removes the effects of sin / allows people to restore their relationship with God / ask for forgiveness / God forgives / atonement removed the barrier between God and humans / it is why God sent Jesus / atonement became possible when Jesus died and rose again to atone for the sins of mankind / Jesus paying the debt of sin makes it possible for Christians to receive eternal life with God / and avoid hell / some believe the only way to atone is through total obedience to God / ‘He is the atoning sacrifice for our sins and not only ours but also for the sins of the whole world’ (1John 2:1–2) / make amends for wrong doing / state of being reconciled / make reparations etc. 7  MARK SCHEME – GCSE RELIGIOUS STUDIES (SHORT COURSE) – 8061/2 – JUNE 2023 0 1. 3 Explain two ways in which believing in salvation influences Christians today. [4 marks] Target: AO1:2 Demonstrate knowledge and understanding of religion and belief, including influence on individuals, communities and societies First way Simple explanation of a relevant and accurate influence – 1 mark Detailed explanation of a relevant and accurate influence – 2 marks Second way Simple explanation of a relevant and accurate influence – 1 mark Detailed explanation of a relevant and accurate influence – 2 marks To be a ‘detailed explanation’ the ‘influence’ of the way must be included. Students may include some of the following points, but all other relevant points must be credited. Salvation was brought about for Christians by the death and resurrection of Jesus / which makes up for the original sin of Adam and Eve / link to baptism / and can bring people back to God / because he will forgive those who ask in faith. Being forgiven by God will give confidence of an eternal life with God in heaven (salvation) / they may pray for forgiveness / or worship / or attend church (e.g.confession). Salvation by law (works) influences Christians to follow their faith as God intends / live their lives in the way God wants them to / follow teachings of the church, Jesus and the Bible Links the need for faith and good works (following the Law) in order to be gifted salvation / influences Christians to follow God’s Law as recorded in the Bible by being loving towards God and other people and to follow his teachings / to make amends for wrong doing / make reparations / encourages the state of being reconciled by confessing sins, forgiving others and obeying God / release from guilt. Salvation by grace is gifted to those who God chooses / for those who are faithful during their lives / so people seeking salvation will be faithful to God, etc. 8  MARK SCHEME – GCSE RELIGIOUS STUDIES (SHORT COURSE) – 8061/2 – JUNE 2023 0 1. 4 Explain two Christian beliefs about the Trinity. Refer to sacred writings or another source of Christian belief and teaching in your answer. [5 marks] Target: AO1:1 Demonstrate knowledge and understanding of religion and belief, including beliefs, practices and sources of authority First belief Simple explanation of a relevant and accurate belief – 1 mark Detailed explanation of a relevant and accurate belief – 2 marks Second belief Simple explanation of a relevant and accurate belief – 1 mark Detailed explanation of a relevant and accurate belief – 2 marks Relevant and accurate reference to sacred writing or another source of Christian belief and teaching – 1 mark Students may include some of the following points, but all other relevant points must be credited. God in three ‘persons’ but still one God / Father, Son, Holy Spirit, each with their own characteristics. Although Father, Son, Holy Spirit are different forms and experienced in different ways, they are still God. God the Father – first person of the Trinity / creator / omnipotent / omnipresent / omnibenevolent / omniscient. God the Son – Jesus, incarnate in the world / fully human and fully God at all times. God the Holy Spirit – a source of strength for humans / influence and guide / unseen power of God at work in the world / seen by some as the feminine aspect of God. Sources of Christian belief and teaching can be related to any ‘person’ of the Trinity or the Trinity as a concept eg references to God the Father in Genesis creation story, Psalms etc, to Jesus’ divinity in gospels and epistles etc / and Holy Spirit in Jesus’ baptism, Pentecost etc. References to Nicene or Apostles Creed etc are creditable / ‘In the name of the Father, the Son and the Holy Spirit’ / ‘according to the foreknowledge of God the Father, through the sanctifying work of the Spirit, for obedience to Jesus Christ…’ (1 Peter 1:2) etc. 9  MARK SCHEME – GCSE RELIGIOUS STUDIES (SHORT COURSE) – 8061/2 – JUNE 2023 0 1. 5 ‘A loving God would not allow people to suffer.’ Evaluate this statement. In your answer you should: refer to Christian teaching give reasoned arguments to support this statement give reasoned arguments to support a different point of view reach a justified conclusion. [12 marks] [SPaG 3 marks] Target: AO2: Analyse and evaluate aspects of religion and belief, including significance and influence Level Criteria Marks 4 A well-argued response, reasoned consideration of different points of view. 10–12 Logical chains of reasoning leading to judgement(s) supported by knowledge and understanding of relevant evidence and information. References to religion applied to the issue. 3 Reasoned consideration of different points of view. 7–9 Logical chains of reasoning that draw on knowledge and understanding of relevant evidence and information. Clear reference to religion. 2 Reasoned consideration of a point of view. 4–6 A logical chain of reasoning drawing on knowledge and understanding of relevant evidence and information. OR Recognition of different points of view, each supported by relevant reasons / evidence. Maximum of Level 2 if there is no reference to religion. 1 Point of view with reason(s) stated in support. 1–3 0 Nothing worthy of credit. 0 Students may include some of the following evidence and arguments, but all relevant evidence and arguments must be credited. Arguments in support Suffering can cause extreme pain and sadness which, if he is loving, God should not want his people to experience. Suffering is caused by Satan, the power of evil so he should be blamed for suffering. God doesn’t care or cannot / or will not / do anything about suffering. An all loving God should use his all-powerful nature to prevent his creation from experiencing pain God has given many teachings to prevent moral evil and suffering from happening but some choose to ignore them – it is not God’s fault that people reject God’s solution. Natural suffering is a result of an imperfect earth that God created so he should prevent suffering because it is his fault. He allowed Jesus, other great Biblical figures and persecuted Christians to suffer. 10  MARK SCHEME – GCSE RELIGIOUS STUDIES (SHORT COURSE) – 8061/2 – JUNE 2023 Belief that those who live in the way God wants them to, will not suffer in the afterlife / their suffering will be over. Arguments in support of other views To appreciate good, humans must experience bad, so suffering helps humans to appreciate good things that help rather than harm so its existence is necessary. Suffering can be the result of human choices and actions (moral evil) / from war / which result from the gift of freewill / which it would be wrong for a loving God to interfere with. Suffering can be seen as a test of faith that people should endure to gain a great reward / reference to experiences and suffering of Job / helps humans to grow spiritually and maybe encourages them to help others who suffer. Suffering can be beneficial to humans because it can highlight and identify an underlying problem so God allowing it to happen is an act of love. Christian teaching instructs people to show love by caring for others, if God did not allow people to suffer, this would not be possible. To appreciate good humans must experience bad so suffering helps humans to appreciate good things that help rather than harm so its existence is necessary. Belief that God condemns people to suffer in the afterlife if they deserve to / it is their own fault. 11