GCSE RELIGIOUS STUDIES - UNIT 1 - PHILOSOPHICAL THEMES

WJEC 2019 Online Exam Review

GCSE RELIGIOUS STUDIES - UNIT 1 - PHILOSOPHICAL THEMES(Data taken from candidates who sat Christianity with Judaism)All Candidates' performance across questions

Question Title N Mean S D Max Mark F F Attempt %3a 5705 1.6 0.6 2 80 94.83b 4205 1.5 1.4 5 29.6 69.93c 5574 3.6 1.9 8 45.4 92.63d 5123 6 3.4 15 39.9 85.14a 4396 1.2 0.9 2 59.6 734b 5350 2.2 1.5 5 43.8 88.94c 5108 3.1 1.8 8 39.2 84.94d 4187 4.4 3.4 15 29.5 69.6

8029.6

45.439.9

59.643.8

39.229.5

0 10 20 30 40 50 60 70 80 90 100

3a3b3c3d4a4b4c4d

Facility Factor %

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GCSE RELIGIOUS STUDIES - UNIT 1 -PHILOSOPHICAL THEMES

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Usually the question number

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The number of candidates attempting that question

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The mean score is calculated by adding up the individual candidate scores and dividing by the total number of candidates. If all candidates perform well on a particular item, the mean score will be close to the maximum mark. Conversely, if candidates as a whole perform poorly on the item there will be a large difference between the mean score and the maximum mark. A simple comparison of the mean marks will identify those items that contribute significantly to the overall performance of the candidates. However, because the maximum mark may not be the same for each item, a comparison of the means provides only a partial indication of candidate performance. Equal means does not necessarily imply equal performance. For questions with different maximum marks, the facility factor should be used to compare performance.

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The standard deviation measures the spread of the data about the mean score. The larger the standard deviation is, the more dispersed (or less consistent) the candidate performances are for that item. An increase in the standard deviation points to increased diversity amongst candidates, or to a more discriminating paper, as the marks are more dispersed about the centre. By contrast a decrease in the standard deviation would suggest more homogeneity amongst the candidates, or a less discriminating paper, as candidate marks are more clustered about the centre.

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This is the maximum mark for a particular question

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The facility factor for an item expresses the mean mark as a percentage of the maximum mark (Max. Mark) and is a measure of the accessibility of the item. If the mean mark obtained by candidates is close to the maximum mark, the facility factor will be close to 100 per cent and the item would be considered to be very accessible. If on the other hand the mean mark is low when compared with the maximum score, the facility factor will be small and the item considered less accessible to candidates.

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For each item the table shows the number (N) and percentage of candidates who attempted the question. When comparing items on this measure it is important to consider the order in which the items appear on the paper. If the total time available for a paper is limited, there is the possibility of some candidates running out of time. This may result in those items towards the end of the paper having a deflated figure on this measure. If the time allocated to the paper is not considered to be a significant factor, a low percentage may indicate issues of accessibility. Where candidates have a choice of question the statistics evidence candidate preferences, but will also be influenced by the teaching policy within centres.

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LEVEL DESCRIPTORS/MARKING BANDS

Question (b) AO1

Band Band Descriptor Mark Total

3 An excellent, coherent description showing awareness and insight into the religious idea, belief, practice, teaching or concept.

Uses a range of appropriate religious/specialist language and terms and, where relevant, sources of wisdom and authority, extensively, accurately and appropriately.

4 – 5

2 A good, generally accurate description showing awareness and understanding of the religious idea, belief, practice, teaching or concept.

Uses religious/specialist language and terms and, where relevant, sources of wisdom and authority generally accurately.

2 – 3

1 A limited statement of information about the religious idea, belief, practice, teaching or concept.

Uses religious/specialist language and terms and, where relevant, sources of wisdom and authority in a limited way.

1

0 No relevant information provided. 0

Refer to the marking bands for question (b).

(b) Describe how religions might support global citizenship. [AO1 5]

The answer may relate to a specific religious charity as in the specification orgenerically.

• Pray individually or communally.• Hold meetings to publicise the cause.• Raise money for long and short-term projects.• Write letters and pressurise governments for social justice causes.• Take part in campaigns for social action e.g. recycling projects.• Fund volunteers to work in areas of need e.g. after natural disasters.• Take part in short or long-term charity projects.

3b: 0

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Candidate has not considered the demands of the question.Two points made.The first is confused and too general for credit. The second point is irrelevant.

2

3b: 2

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The question asks HOW religious believers might support global citizenship. The response begins with a correct but general statement. The subsequent part of the response has no relevancy. The answer has just crept into band 2 because of the extra details regarding age, gender etc.

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(b) Describe how religious believers might support global citizenship. [5]

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Question (c) AO1


4 An excellent, highly detailed explanation showing awareness and insight into the religious idea, belief, practice, teaching or concept.

Uses a range of religious/specialist language, terms and sources of wisdom and authority extensively, accurately and appropriately.

7 – 8

3 A very good explanation showing awareness of the religious idea, belief, practice, teaching or concept.

Uses a range of religious/specialist language, terms and sources of wisdom and authority accurately and appropriately.

5 – 6

2 A satisfactory explanation showing some awareness of the religious idea, belief, practice, teaching or concept.

Uses religious/specialist language, terms and/or sources of wisdom and authority with some accuracy.

3 – 4

1 A limited explanation showing little awareness of the religious idea, belief, practice, teaching or concept.

Uses religious/specialist language, terms and/or sources of wisdom and authority in a limited way and with little accuracy.

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THEME 1 - LIFE AND DEATH MARK SCHEME

Please note: the mark scheme is not a checklist. Other valid points must be credited.

Refer to the marking bands for question (c).

(c) Explain from Christianity and Buddhism attitudes about abortion. [AO1 8]

Christianity• Can depend upon individual circumstances e.g. health of the woman.• Reference to specific sacred texts.• Different views exist due to interpretations of sacred texts and sources of authority.• Catholic and Orthodox Christianity forbids abortion.• Considered wrong as it takes a life and goes against the Ten Commandments.• The Didache forbids the killing of an embryo.• Anglican Church allows some conditions for an abortion.• All life is precious as it is made by God.• Only God can end life.• The principle of 'Double Effect.'

Buddhism • Can depend upon individual circumstances e.g. health of the woman.• Reference to specific sacred texts.• Different views exist due to interpretations of sacred texts and sources of

authority.• No humans should be killed, and this includes the foetus.• Consideration of the amount of suffering caused and which is the lesser of two

evils.• Considered by some as breaking the First Precept.• Some consider that the act of abortion can produce bad karma.

Q10

3c: 5

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The question demands an explanation from two religious traditions. The Christian response is more successful and makes some relevant, although often underdeveloped, points. The Christian response doesn't indicate that there are a range of views depending upon denomination. It does, however, refer to different views depending upon the situation. The reference to the Ten Commandments is relevant. The standard of the Buddhist explanation does not match that of the Christian response. Again there is underdevelopment for a c. question which requires an explanation. There is a range of religious language and terms used e.g. Ten Commandments, Middle Way, Eightfold Path, Sacred and God. The source of wisdom is used with accuracy. C questions are marked as an overall response so on balance the response is best fit Band 4 -5 marks.

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Questions 3 (d) AO2 LIFE AND DEATH THEME ONLY


4 An excellent, highly detailed analysis and evaluation of the issue based on comprehensive and accurate knowledge of religion, religious teaching and moral reasoning. An excellent, highly detailed consideration of non-religious beliefs, such as those held by humanists and atheists. Clear and well supported judgements are formulated and a comprehensive range of different and/or alternative viewpoints are considered. Uses and interprets religious/specialist language, terms and sources of wisdom and authority extensively, accurately, appropriately and in detail.

12-15

3 A very good, detailed analysis and evaluation of the issue based on through and accurate knowledge of religion, religious teaching and moral reasoning. A very good, detailed consideration of non-religious beliefs, such as those held by humanists and atheists. Judgements are formulated with support and a balanced range of different and/or alternative viewpoints are considered. Uses and interprets religious/specialist language, terms and sources of wisdom and authority accurately, appropriately and in detail.

8-11

2 A satisfactory analysis and evaluation of the issue based on some accurate knowledge of religion, religious teaching and moral reasoning. A satisfactory, reasonably detailed consideration of non-religious beliefs, such as those held by humanists and atheists. Some judgements are formulated, and some different and/or alternative viewpoints are considered. Uses and interprets some religious/specialist language, terms and/or sources of wisdom and authority with some accuracy.

4-7

1 A weak analysis and evaluation of the issue, based on limited and/or inaccurate knowledge of religion, religious teaching and/or moral reasoning. A very basic consideration or no consideration of non-religious beliefs, such as those held by humanists and atheists. A limited and/or poor attempt or no attempt to formulate judgements or offer different and/or alternative viewpoints. Poor use or no use, of religious/specialist language, terms and/or sources of wisdom and authority.

1 – 3

0 No relevant point of view stated. 0


Refer to the marking bands for question (d). (d) ‘Euthanasia is always wrong.’ [AO2 15]

Discuss this statement showing that you have considered more than one point of view. (You must refer to religious and non-religious beliefs, such as those held by Humanists and Atheists, in your answer.) • Reference to relative and absolute morality. • Reference to religious implications between voluntary and involuntary euthanasia

e.g. some believe that voluntary euthanasia is a form of suicide. • Can be considered as the taking of a life which goes against religious teachings

e.g. you shall not kill/murder; pikuach nefesh. • The role of hospices and mindfulness meditation in easing suffering. • Some consider it the kindest action and relates to free will. • Balance between quality of life and sanctity of life. • Dignity in Dying Movement. • Many religions teach that God/divine power is a Creator and is the only one who

can take a life. • Acts of violence can accrue negative karma. • The principle of 'Double Effect.' • Karuna and working with dukkha may make euthanasia acceptable.

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The opening paragraph is superfluous and adds nothing to the response.

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A valid point that could be effectively reinforced with a relevant textual source.

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Some unpacking needed regarding what is meant by 'traditional' or specific denominations selected.

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Some effective use of specialist language.

3d: 9

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Some misunderstanding regarding non-religious /humanist has resulted in a very general statement.

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Specific references would reinforce the argument

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The response shows promise but is under-developed and lacks evidence.The lack of depth is reflected in the limited analysis and evaluation. Best fit criteria match is Band 3.

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The structure of the response does not encourage a detailed analysis. Each paragraph contains an explanation of a different religious or non-religious view.There is some confusion regarding language e.g.the use of mitzvot in Christianity. There are some relevant points made but because of the structure of the response they emerge as general explanations rather than deep analysis. and fail to form judgements. There is some very generic religious teachings and practice. For example, the explanation of the Jewish response is not a commonly held view and there is no indication regarding which branch of Judaism would uphold this view and how it would marry with the teachings in the Torah. The response best fit is band 3 5 marks. It is also important to note that the question asks if 'euthanasia is always wrong'. There is no attempt in the response to focus on 'always'.

3d: 5

Does not fully respond to the statement

Little understanding of influence of beliefs

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(d) ‘Euthanasia is always wrong.’

Discuss this statement showing that you have considered more than one point of view. (You must refer to religious and non-religious beliefs, such as those held by Humanists

and Atheists, in your answer.) [15]

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(b) Describe from either Christianity or Islam, an example of forgiveness. [5]

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LEVEL DESCRIPTORS/MARKING BANDS

Question (b) AO1


3 An excellent, coherent description showing awareness and insight into the religious idea, belief, practice, teaching or concept.

Uses a range of appropriate religious/specialist language and terms and, where relevant, sources of wisdom and authority, extensively, accurately and appropriately.

4 – 5

2 A good, generally accurate description showing awareness and understanding of the religious idea, belief, practice, teaching or concept.

Uses religious/specialist language and terms and, where relevant, sources of wisdom and authority generally accurately.

2 – 3

1 A limited statement of information about the religious idea, belief, practice, teaching or concept.

Uses religious/specialist language and terms and, where relevant, sources of wisdom and authority in a limited way.

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THEME 2 – GOOD AND EVIL

Please note: the mark scheme is not a checklist. Other valid points must be credited.

Refer to the marking bands for question (b).

(b) Describe from either Christianity or Buddhism an example of forgiveness.[AO1 5]

Candidates may refer to a wide range of examples including those of religious believers.

Martin Luther King Jnr • Forgave people who fire-bombed his house.• As a Christian, practised teachings from the Bible.• Followed example of Jesus.

Gee Walker • Forgave people who murdered her son in a racist attack.• As a Christian, practised teachings from the Bible.• Believes only God can judge.

The Buddha • How the Buddha exercised his belief in loving kindness though his words and

deeds.• References to the story of Angulimala and how the Buddha forgave him.• Recognition that people change through forgiveness and role of Angulimala

Chaplaincy.

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The response does not meet the demands of the question. The response shows a confused structure of Christianity and Islam. No part of the response is relevant to the question and, therefore, creditworthy.

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(b) Describe, from either Christianity or Buddhism, an example of forgiveness. [5]

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Question (d) AO2


4 An excellent, highly detailed analysis and evaluation of the issue based on comprehensive and accurate knowledge of religion, religious teaching and moral reasoning.

Clear and well supported judgements are formulated and a comprehensive range of different and/or alternative viewpoints are considered.

Uses and interprets religious/specialist language, terms and sources of wisdom and authority extensively, accurately, appropriately and in detail.

12-15

3 A very good, detailed analysis and evaluation of the issue based on thorough and accurate knowledge of religion, religious teaching and moral reasoning.

Judgements are formulated with support and a balanced range of different and/or alternative viewpoints are considered.

Uses and interprets religious/specialist language, terms and sources of wisdom and authority accurately, appropriately and in detail.

8-11

2 A satisfactory analysis and evaluation of the issue based on some accurate knowledge of religion, religious teaching and moral reasoning.

Some judgements are formulated, and some different and/or alternative viewpoints are considered.

Uses and interprets some religious/specialist language, terms and/or sources of wisdom and authority with some accuracy.

4-7

1 A weak analysis and evaluation of the issue based on limited and/or inaccurate knowledge of religion, religious teaching and/or moral reasoning.

A limited and/or poor attempt or no attempt to formulate judgements or offer different and/or alternative viewpoints.

Poor use or no use of religious/specialist language, terms and/or sources of wisdom and authority.

1-3

0 No relevant point of view stated. 0

(d) ‘Reform is the main aim of punishment.’

[AO2 15]

Discuss this statement showing that you have considered more than one point of view. (You must refer to religion and belief in your answer.)

• There are different aims of punishment such as revenge and deterrence.• Through punishment people are able to get their own back which some see as

justice.• Interpretation of teachings from Sacred Texts e.g. 'An eye for an eye.'• Revenge does not meet the compassion that many traditions teach e.g. karuna,

metta.• The work of prison reformers to educate prisoners to aid reform.• Jesus and other founders of religions taught the importance of forgiveness.• Many religious believers consider it is up to a divine being to punish.• Reform programmes can be cost effective and prevent recidivists.

It is more explanation than evaluative discussion

Little understanding of influence of beliefs

Limited consideration of different views

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D questions require analysis and evaluation with well supported judgements from a range of different views.The response begins with a judgement that Christians should forgive but there is no justification or evidence to support the view. An example is then given of a prison reformer. Neither of the points made respond directly to the question. The response then refers to Humanist. If this had been correct then it would be credited . Although Humanist (or any non-religious views) are not required in 3d answers, they are credited if relevant. There is nothing credit-worthy in the second paragraph apart from a generic statement that some people think that punishment will help reflection on crimes. The response best fits the criteria for Band 1 . There was some relevant information in the first paragraph but it was not used to meet the demand of the question.

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(d) ‘Reform is the main aim of punishment.’

Discuss this statement showing that you have considered more than one point of view. (You must refer to religion and belief in your answer.) [15]

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Documents

GCSE RELIGIOUS STUDIES - UNIT 1 - PHILOSOPHICAL THEMES