Detailed Notes on GCSE Religious Studies J625/06: Religion, Philosophy and Ethics in the Modern World (Christian Perspective) - November 2020 Mark Scheme
OCR (Oxford Cambridge and RSA)
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OCR is a not-for-profit organization; surplus is reinvested to develop qualifications and support.
The mark scheme is published as an aid to teachers and students and shows the basis on which marks were awarded by examiners.
Alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated.
Mark schemes should be read with the published question papers and the report on the examination.
Annotations
Blank Page annotation must be used on all blank pages within an answer booklet and on each page of an additional object where there is no candidate response.
Awarding Spelling, Punctuation and Grammar (SPaG)
Scripts with a Scribe Cover Sheet:
Assess the work for SPaG as if the candidate had not used a scribe and was eligible for all SPaG marks.
Check the cover sheet to see what has been dictated and what proportion of marks is available.
Convert the SPaG mark to reflect the correct proportion using the conversion table.
SPaG mark awarded:
Mark if candidate eligible for one third (e.g., grammar only).
Mark if candidate eligible for two thirds (e.g., grammar and punctuation only).
Conversion Table:
0 = 0, 1 = 0, 2 = 1, 3 = 1, 4 = 1, 5 = 2, 6 = 2, 7 = 2, 8 = 3, 9 = 3
0 0 0
1 0 1
2 1 1
3 1 2
4 1 3
5 2 3
6 2 4
7 2 5
8 3 5
9 3 6
Scripts with a Word Processor Cover Sheet:
Candidates can still access SPaG marks unless the checking functionality is enabled.
Scripts with both Word Processor and Scribe Cover Sheets:
Follow the instructions for scripts with a scribe cover sheet.
Scripts with a Transcript, Oral Language Modifier, Sign Language Interpreter, or Practical Assistant Cover Sheet:
Award SPaG as normal.
Subject-Specific Marking Instructions
Reward candidates' attempts at grappling with challenging concepts and skills.
Reward candidates for what they know, understand, and can do; be positive.
Concentrate on what candidates can do, not on what they cannot do.
Marking Questions:
[3] mark questions are assessed via points-based marking. For all other questions, match the response to the appropriate level of response according to the generic levels of response before considering the mark.
The bandings for Assessment Objectives are not dependent.
There are different ways of reaching a high level; some candidates will go straight to the higher levels, while others will gradually climb their way there.
The mark scheme lists responses a candidate might offer but is not exhaustive; examiners will use their knowledge and discretion to determine if a response is valid.
Do not transfer marks from one part of a question to another; all questions and sub-questions are marked separately.
Mark what the candidate has written; do not assume they know something unless they have written it.
The levels of response start with flag words: Weak, Limited, Some, Satisfactory, Good.
During standardization, examples of work at each level will define the meaning of these flag words.
'Good' must not be interpreted as the best possible response but as 'good' according to the generic levels of response.
Achieving Correct Rank Order During Marking
Place all candidates in the correct rank order.
Use the full range of marks available up to the top of the range.
'Good' means a good response from a GCSE candidate and can be awarded the highest marks.
Mark to the agreed standard.
Written Communication, Spelling, Punctuation and Grammar
Written communication includes clarity of expression, structure of arguments, presentation of ideas, grammar, vocabulary, punctuation, and spelling.
The quality of written communication is one factor influencing the placement of an answer within a level.
Spelling, Punctuation, and Grammar must never be used to move an answer from the mark band of one level to another.
Accept any reasonable alternative spelling of transliterated words from non-Roman alphabets.
SPaG is assessed in part (d) of the first and second questions; refer to the grid when awarding SPaG marks.
GCSE Religious Studies assesses the quality of extended responses in part (d) of the third and fourth questions.
The levels descriptors for these are embedded in the Levels of Response, specifically AO2, and are italicized for clarity.
Spelling, Punctuation and Grammar (SPaG) Assessment Grid
High Performance (3 marks):
Consistent accuracy in spelling and punctuation.
Effective control of meaning overall through grammar.
Wide range of specialist terms used appropriately.
Intermediate Performance (2 marks):
Considerable accuracy in spelling and punctuation.
General control of meaning overall through grammar.
Good range of specialist terms used appropriately.
Threshold Performance (1 mark):
Reasonable accuracy in spelling and punctuation.
Some control of meaning through grammar; errors do not significantly hinder overall understanding.
Limited range of specialist terms used appropriately.
0 marks:
The learner writes nothing.
The learner’s response does not relate to the question.
Achievement in SPaG does not reach threshold performance; errors severely hinder meaning.
Information and Instructions
Practice scripts provide examples of the standard of each band.
Task-related indicative content for part (d) of each question helps understand how the band descriptors may be applied.
Indicative content is not exhaustive; it is material candidates might use, grouped according to each assessment objective tested by the question.
Use in conjunction with the relevant Levels of Response marking grid.
Levels of Response marked responses should be read holistically before applying the relevant Levels of Response.
Assessment Objectives (AO)
AO1: Demonstrate knowledge and understanding of religion and belief including
Beliefs, practices, and sources of authority.
Influence on individuals, communities, and societies.
Similarities and differences within and/or between religions and their beliefs.
AO2: Analyse and evaluate aspects of religion, including their significance and influence.
Question 1
(a) Give three examples of Christian communities. (3 Marks, AO1)
Families
Monasteries
Nunneries
Specific named orders such as Carmelite nuns, Benedictine monks, etc.
Communities such as the Amish Community, Taizé or Corrymeela
The Church
The Roman Catholic Church
The Church of England
Faith schools
Charities with a specific Christian association e.g. TEAR fund/CAFOD
(b) Outline Christian attitudes towards pre-marital sex. (6 Marks, AO1)
Sexual intercourse should only happen within marriage, so pre-marital sex is wrong.
Biblical sources: Genesis/Mark 10:6-9/Matthew 19:4-6 (sex within marriage), Catholic Catechism 2353 (fornication is gravely contrary to the dignity of persons), 1 Corinthians 7 (Paul’s advice to marry if one cannot refrain from sex).
Some Christians accept pre-marital sex as part of a committed relationship in contemporary society.
Some Churches, e.g., the Roman Catholic Church, see sex as primarily for reproduction, thus sex outside marriage is wrong.
Most Christians are against casual, one-off sexual relations.
Sex is an important gift from God, so it should not be wasted in sexual activity outside of marriage.
Fornication is a sin and referred to in the Bible as being wrong.
Belief that God will punish them for their sins.
(c) Explain how Christian teachings influence beliefs about gender discrimination. (6 Marks, AO2)
Christians and Church leaders base their beliefs on their interpretation of Biblical teachings.
Relevant Biblical teachings: Genesis 1:27, Acts 10:34-35, John 13:34, Ephesians 5:22, 1 Corinthians 11:3, 8, 1 Corinthians 14:34-35, Galatians 3:28, Ecclesiasticus 25:24.
Early Church fathers (e.g., St. Augustine) viewed Eve as weak and a temptress, leading to discrimination against women.
Differences regarding women in the ministry in the Church.
Throughout history, examples of gender discrimination based upon prejudice shown by Christian men and church leaders.
Christians active in promoting equality and addressing gender discrimination in more recent times.
The Bible has considerable influence upon beliefs about gender discrimination.
Teachings can be interpreted in many ways; some believe women are subservient, while others focus on verses that emphasize equality.
Differences between Old Testament and New Testament views on men and women.
Candidates may reference wedding vows (wife traditionally vowing to obey her husband) and different Christian beliefs (complementarianism, egalitarianism).
Focus on discrimination of women in the Church, backed up with biblical quotations.
Roman Catholic Church believes leadership is male; Anglican tradition allows female bishops and priests.
(d) “The best way to bring up children is in a Christian family.” Discuss this statement. (15 Marks: 3 AO1, 12 AO2)
AO1:
Biblical teachings about family life, roles, and behavior (Colossians 3:20-21, Ephesians 6:4, Exodus 20:12).
Links to the marriage service and importance of raising a family in a Christian context.
Christian expectations to pass their faith to others.
AO2:
Address whether a Christian upbringing is the best way to raise a family.
Positive and negative effects discussed.
Interpretations of teachings have changed, impacting societal views.
Importance of being equipped with Christian values.
Exploration of different expressions of family and how Christian values might be applied.
Impact of moving away from religion in western society.
Tensions between parents and children being brought up in the Christian faith.
Comparison and contrast of different Christian families.
Discussion of whether children should be allowed to choose their religion.
Britain as a multi-cultural and multi-faith nation resulting in more mixed race and interfaith marriages.
Question 2
(a) Describe one example of a charismatic religious experience. (3 Marks, AO1)
An experience when Christians feel God through the power of the Holy Spirit and are given gifts of the Spirit to minister to others.
An experience often, but not exclusively, connected to forms of worship in the Pentecostal Church.
An experience in which people feel inspired and changed.
An experience when the power of the Holy Spirit overwhelms a person and they ‘speak in tongues’ and / or are known as ‘slain in the Spirit’.
An experience when there is an altered state of mind or consciousness, usually for a brief period of time.
When one experiences an intense emotional and spiritual feeling about God.
When one enters a trance like state and may see visions
An experience that deepens a Christian’s connection to God by the power of the Holy Spirit, strengthening their faith and role in their church tradition
A description of a specific experience recorded as having taken place, e.g. Toronto Blessing, visions of St Bernadette, etc.
(b) Describe ways in which some Christians believe God is revealed through scripture. (6 Marks, AO1)
The words of the Bible are believed to be directly from God and therefore believed to be God’s way of revealing himself and his teachings to people.
Scripture is infallible and must be trusted at all times. Support with 2 Timothy 3 (all scripture is God-breathed).
Reading the Bible inspires Christians through the Holy Spirit, allowing them to know God through the experiences of others (e.g., St. Paul’s conversion in Acts 9).
The Bible is regarded as sacred and used throughout the world.
Some Christians meditate on the words to gain better understanding (lectio divina).
Teachings and messages are timeless, even though scriptures were written in a certain time and place.
The Bible covers a wide range of areas and is the Word of God, but not all agree on how God reveals Himself through the Bible
Range of approaches: literalist, fundamentalist, conservative, liberal.
(c) Explain how the design of the world influences people to believe in God. (6 Marks, AO2)
References to the Teleological Argument.
Description of William Paley’s and J.S. Mill’s work for and against the argument of design.
Theory of Intelligent Design.
Dawkins’ views on Darwin’s theory of evolution.
References to creation stories in Genesis or Psalms.
The Anthropic Principle as evidence for the existence of a designer God.
Some philosophers offer arguments to assist people in believing there is a God.
Design argument.
Beauty, intricacy, and apparent design of nature convince people there is a God behind the making of our world.
Design of the world and knowledge of evolution are not incompatible but complementary.
Contradictions between the creation story in Genesis and modern science may be analysed.
Design argument and Anthropic Principle may suggest a designer/God, but not necessarily the Christian God.
Hume: any world or universe that exists is bound to look as if it had been designed or it could not exist, Consequently, the appearance of design does not necessarily point to the existence of a designer/ God.
(d) “No-one really knows what God is like.” Discuss this statement. (15 Marks: 3 AO1, 12 AO2)
AO1:
Draws on all areas of ‘The Existence of God.’
Include knowledge and understanding of non-religious views about God.
Details from the Bible (Genesis 1-3, Psalm 22, The Ten Commandments, the Gospels, the life and teachings of Jesus, the work of the Holy Spirit/Trinity).
Ways in which God is revealed and experienced.
Mention of specific individuals who claim to have experienced God (e.g., St. Bernadette).
Philosophical arguments for the existence of God.
AO2:
Christians believe that Jesus was God in human form and so disagree with the statement; refer to John 1:14.
Belief in the Trinity.
Differences between Christian groups regarding the nature of God.
Consider the claim that we can know what God is like because he is revealed through the Bible.
Discuss the view that full knowledge of God is impossible.
Consider the validity of different types of religious experience.
Views held by atheists or well-known humanists.
Areas of agreement/disagreement between different religions.
Question 3
(a) Name three types of warfare. (3 Marks, AO1)
Holy War
Just War
Conventional warfare
Technological warfare
Apocalyptic warfare
Nuclear warfare
War on terror
Cyber attacks
Guerilla warfare
Terrorism
Civil war
World wars
(b) Describe Christian views about the relationship between religion, politics and terrorism in the 21st century. (6 Marks, AO1)
Some believe there is a connection between religion, politics and terrorism.
Religion and politics shape people’s beliefs, and terrorism disrupts these beliefs.
People resort to terrorism to promote or protect their religion or political stance.
Some Christians believe it is wrong to get involved with politics.
Religion is separate from politics; the Church’s mission is to preach good news, not get involved in politics.
Terrorism also should be avoided.
Some believe there is a close relationship between religion, politics and terrorism.
It is their moral and religious obligation to engage in all aspects of life, including politics.
The Bible teaches people to fight oppression and injustice.
In the UK, there is a constitutional connection between the House of Parliament and House of Bishops.
(c) Explain how much Christian teachings influence attitudes towards justice for individuals. (6 Marks, AO2)
The concept of justice is very important; biblical teachings affect Christian attitudes towards acts of injustice and the promotion of justice for all.
Christians believe that God is just and that he expects them to work to ensure justice for each person within society.
References to biblical passages (Amos 5:24, Psalm 97:2, Psalm 11:7, Romans 12:17-21, The Lord’s Prayer).
Idea of just punishment of an individual who has committed a sin or crime.
Teachings about not seeking revenge and forgiving and loving one another are linked to beliefs about justice (Matthew 6:14, Matthew 5:38-42).
Many Christians feel that justice for individuals is vital if one is to restore relationships between people and between God and humanity.
Christian justice can only be given when someone has recognized their sins and repents.
Teaching about the value of individuals as children of God and Christian responsibility to stand up for the weak and vulnerable.
Christians are expected to uphold justice, hate what is evil, and not be hypocritical.
Some Christians see an injustice, another may view as justice.
(d) “It is impossible to be an absolute pacifist in the 21st century.” Discuss this statement. (15 Marks: 3 AO1, 12 AO2)
AO1:
Definition and understanding of Absolute Pacifism.
Details of Christian groups who believe it is possible to be an absolute pacifist (e.g., Quakers, The Amish Community and the Brethren).
Quotations from the Bible (Micah 4:3, Matthew 5:9 & 44, Luke 22:49-51).
Details about beliefs and teachings that support Just War, Conditional Pacifism, or Holy War.
Other sources of authority: Roman Catholic Church and Anglican Churches accept that war is sometimes necessary to achieve peace.
AO2:
Christians have different views, beliefs, and practices regarding response to warfare or how to achieve peace.
Whether it is practically possible to remove oneself from all conflict, and whether it is morally acceptable to do so.
The statement: Christians divided on if absolute pacifist accepts allowing of killing of others and not fighting against this.
Media make aware of conflicts, so it is hard to completely ignore.
Can refer to situations where it was vital to fight oppression and injustice.
Weapons of mass destruction.
Learners could argue the principle of loving one’s enemy and being a peacemaker.
Question 4
(a) Outline one Christian view about proselytisation. (3 Marks, AO1)
It is about converting others to the faith.
Christians are expected to go out into the world and tell people about Jesus and draw others to Him.
From the earliest days of the Church Christians have been directed to go out and make new disciples - see Matthew 28:19, the Great Commission.
Christians should not impose their faith on others but tell others the ‘Good News of Christ’ and pray that others will be drawn to the message.
The message of the Christian faith is joyous and a good news story that Christians want to share with everyone.
There are different ways to proselytise, and some Christians feel more reserved about ‘forcing’ their faith onto others and others feel very strongly that they must actively promote their faith to others e.g. Jehovah’s Witnesses
Spreading the Christian message through loving actions is more important than using words
Some universalist Christians will see it as relatively unimportant, since God will save everyone anyway.
(b) Describe the role of religion in the public life of Great Britain. (6 Marks, AO1)
Though Great Britain is religiously diverse, Christianity is still the main religious tradition and has a significant role in public life.
Christianity has a significant role in government and state occasions.
Five Archbishops and 21 bishops of the Church of England have seats in the House of Lords.
The monarch (Queen) is both the head of the state and head of the Church of England.
On state occasions, religion plays an important part either through religious services.
Presence of religious leaders and the services give a spiritual dimension to commemorations or celebrations.
All faiths play a significant role in bringing people together at a time of crisis.
Several public holidays are based on Christian festivals (Christmas and Easter being the most obvious).
Public institutions reflect the increasingly diverse nature of British society.
Promotion of faith schools from a range of religious traditions.
Informally, there are public events held by many religious communities.
(c) Explain the impact of Ecumenism upon attitudes of Christians towards each other. (6 Marks, AO2)
Ecumenism has had a significant impact upon the attitudes of Christians towards each other, both positively and negatively.
Details about the development and aims of Ecumenism/the Ecumenical Movement are likely to be discussed.
Details about the common beliefs held by all Christians could be cited (belief in one God, Jesus as the Son of God and Saviour).
References to the Bible (Ephesians 4:3-6) or to the aim of the World Council of Churches (WCC).
There are thousands of different Christian groups, each with its own particular beliefs and teachings.
Following the end of the two world wars, the WCC was formed with a mission to promote peace, reconciliation, and intra-faith dialogue.
Many Christians welcome this.
Whilst many Christians embraced Ecumenism and the aims of the WCC, other Christians felt challenged by this movement.
The Roman Catholic Church did not join the Council.
Non all Christians are in favour of Ecumenism.
(d) “Christians and Humanists will always disagree with one another.” Discuss this statement. (15 Marks: 3 AO1, 12 AO2)
AO1:
Rise of Humanism could be given.
Christian beliefs about God, the saving work of Jesus, and the need to proselytise.
Existence of faith schools in Great Britain and the influence of the House of Bishops in government.
The law about Religious Education and collective worship.
Humanist representatives on SACREs.
AO2:
Address the issue that there can never be any agreement between Humanists and Christians.
Supporting the statement, the many differences between the two groups make it impossible for them to ever agree.
May discuss some areas where their views are diametrically opposed, for example, their respective beliefs about God.
Rise of secularism in the 20th century.
Humanist/secular values should have precedence over Christian religious values.
In opposition to the statement, candidates could explore the many shared values and aims that exist between both groups.
Both groups believe that human beings have a moral sense and the capacity to behave morally or immorally.