Pearson Edexcel International GCSE in Religious Studies (9-1) Paper 1: Christianity Questions 1-8. Exemplar student answers with examiner comments

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1 Pearson Edexcel International GCSE in Religious Studies (9-1) Paper 1: Christianity Questions 1-8 Exemplar student answers with examiner comments

2 Contents About this booklet 2 How to use this booklet 2 Paper 1 exemplars - Christianity 3 Exemplar Question 1 3 Exemplar Question 2 12 Exemplar Question 3 21 Exemplar Question 4 32 Exemplar Question 5 40 Exemplar Question 6 48 Exemplar Question 7 55 Exemplar Question 8 62

3 Pearson Education Ltd

4 About this booklet This booklet has been produced to support Religious Studies teachers delivering the new International GCSE in Religious Studies. This booklet looks at questions from the Sample Assessment Materials. It shows real student responses to these questions and how the examining team follow the mark scheme to demonstrate how the students would be awarded marks on these questions. How to use this booklet Our examining team have selected student responses to selected questions for Paper 1 Christianity. Following each question, you will find the mark scheme for that question and then responses with accompanying examiner comments on how the mark scheme has been applied and the marks awarded. 2 Pearson Education Ltd 2015.

5 Paper 1: Christianity Exemplar Question 1a Mark Scheme Student Response A 3/3 3 relevant examples are given. Pearson Education Ltd

Exemplar Question 1b Mark scheme: Student Response A 3/4 One developed and one simple reason. 1. God is all-loving developed by he loves everybody no matter what.

6 Exemplar Question 1b Mark scheme: Student Response A 3/4 One developed and one simple reason. 1. God is all-loving developed by he loves everybody no matter what. 2. God is omnipotent. 4 Pearson Education Ltd 2015.

7 Student Response B 4/4 Two developed reasons. Pearson Education Ltd

8 Exemplar Question 1c Mark scheme: 6 Pearson Education Ltd 2015.

9 Student Response A 4/6 Two developed reasons are given. Pearson Education Ltd

10 Exemplar Question 1d Mark scheme: 8 Pearson Education Ltd 2015.

11 Student Response A Level 3 7/12 Two brief chains of reasoning although the second is rather poorly expressed. Pearson Education Ltd

12 Student Response B Level 3 8/12 Strong section which disagrees with the quote with a well-constructed chain of reasoning. The agree section is weaker by contrast which then means that the conclusion whilst justification is offered it is not supported by the quality of the arguments. 10 Pearson Education Ltd 2015.

13 Student Response C Level 3 9/12 This offers two chains of reasoning but lacks the depth of understanding of religious perspectives to warrant a mark in Level 4. Pearson Education Ltd

14 Exemplar Question 2a Mark scheme: Student Response A 3/3 3 correct beliefs are given. 12 Pearson Education Ltd 2015.

15 Exemplar Question 2b Mark scheme: Student Response A 4/4 Two developed reasons using appropriate quotes Pearson Education Ltd

16 Exemplar Question 2c Mark scheme: 14 Pearson Education Ltd 2015.

17 Student response A: 4/6 The first two beliefs essentially cover the right to choose to follow God or not. (The Deuteronomy quote is inaccurate 30:16 may be more useful but reinforces Joshua). Pearson Education Ltd

18 Student response B: 6/6 3 developed beliefs. 16 Pearson Education Ltd 2015.

19 Exemplar Question 2d Mark scheme: Pearson Education Ltd

20 Student response A: Level 4-10/12 18 Pearson Education Ltd 2015.

21 Both sides of the argument are robustly argued however some of the ideas are poorly expressed. Pearson Education Ltd

22 Student response B: 20 Pearson Education Ltd 2015.

23 Level 4-12/12 Two strong chains of reasoning with a considered and supported conclusion. Pearson Education Ltd

24 Exemplar question 3a: Mark scheme: Student response A: Level 3/3 Three types of family are correctly identified. 22 Pearson Education Ltd 2015.

25 Exemplar question 3b: Mark scheme: Student response A: One developed role since the question requires consideration of both men and women 2/4 Pearson Education Ltd

26 Student response B: 3/4 One developed and one simple reason. 1. Men as breadwinners, women as carers. 2. Women should be subservient. Student response C: 4/4 Two developed roles. 24 Pearson Education Ltd 2015.

27 Exemplar question 3c: Mark Scheme: Pearson Education Ltd

28 Student response A: Level 2-6/6 The question did not specify 3 attitudes so this could achieve full marks with two fully developed attitudes. 26 Pearson Education Ltd 2015.

29 Student response B: Level 2-6/6 Full marks. Pearson Education Ltd

30 Exemplar question 3d: Mark Scheme: 28 Pearson Education Ltd 2015.

31 Student response A: Level 3-9/12 Strong chain of reasoning to disagree with the quote. The alternative view is weaker and therefore the evaluative conclusion is not fully justified. Pearson Education Ltd

32 Student response B: 30 Pearson Education Ltd 2015.

33 Level 4-10/12 Two logically expressed chains of reasoning. The candidate would benefit from some attempt to evaluate the relative strength of the arguments. Pearson Education Ltd

34 Student response C: 32 Pearson Education Ltd 2015.

35 Level 4-11/12 The candidate did not achieve full marks since the contrary argument was less robust than required. Exemplar question 4a: Mark scheme: Student response A: Level 3/3 Three marks. This would have gained full marks if the candidate had simply stated AIH, AID and IVF without further explanation. Pearson Education Ltd

2. All life exists for God's purposes developed by so must

36 Exemplar question 4b: Mark scheme: Student response A: 3/4 One simple and one developed reason. 1. All life is sacred. 2. All life exists for God's purposes developed by so must be preserved and nurtured. 34 Pearson Education Ltd 2015.

37 Student response B: 4/4 Two developed teachings. Pearson Education Ltd

38 Exemplar question 4c: Mark Scheme: 36 Pearson Education Ltd 2015.

39 Student response A: Level 2-6/6 Full marks Pearson Education Ltd

40 Exemplar question 4d: Mark Scheme: 38 Pearson Education Ltd 2015.

41 Student response A: Level 4-10/12 The opposing argument needs to be stronger therefore the conclusion is not fully justified. Pearson Education Ltd

42 Student response B: Level 4-11/12 The response needs a closing statement explaining why, given the body of evidence presented, the candidate disagrees with the statement in the question. 40 Pearson Education Ltd 2015.

43 Exemplar question 5a: Mark scheme: Student response A: Level 3/3 Three types of punishment are given. Pearson Education Ltd

44 Exemplar question 5b: Mark scheme: Student response A: 4/4 Two developed reasons. 42 Pearson Education Ltd 2015.

45 Exemplar question 5c: Mark Scheme: Pearson Education Ltd

46 Student response A: Level 2-4/6 Whilst three reasons are offered they are not all well developed and explained leaving this at the lower end of level 2 44 Pearson Education Ltd 2015.

47 Student response B: Level 2-5/6 This would be improved by relevant examples from the areas of conflict studied. Pearson Education Ltd

48 Exemplar question 5d: Mark Scheme: 46 Pearson Education Ltd 2015.

49 Student response A: Level 2-6/12 The candidate s marks were limited to level 2 because they fail to include any religious perspective. Pearson Education Ltd

50 Student response B: Level 4-10/12 The response suffers by offering a stronger argument against the personal opinion than those offered in support of it. 48 Pearson Education Ltd 2015.

51 Exemplar question 6a: Mark Scheme: Student response A: 3/3 Three areas of conflict are identified correctly. Pearson Education Ltd

52 Exemplar question 6b: Mark scheme: Student response A: 4/4 Full marks. 50 Pearson Education Ltd 2015.

53 Exemplar question 6c: Mark scheme: Pearson Education Ltd

54 Student response A: Level 2-6/6 Full marks. 52 Pearson Education Ltd 2015.

55 Exemplar question 6d: Mark scheme: Pearson Education Ltd

56 Student response A: Level 3-8/12 Two chains of reasoning are evident although some of this response is rather poorly expressed. This therefore requires the marker to attempt to interpret what the candidate is referring to. 54 Pearson Education Ltd 2015.

57 Student response B: Level 4-10/12 Again, this response has a stronger argument against the personal opinion than those offered to support it. Pearson Education Ltd

58 Exemplar question 7a: Mark Scheme: Student response A: 3/3 Three basic human rights are identified correctly. 56 Pearson Education Ltd 2015.

59 Exemplar question 7b: Mark Scheme: Student response A: 4/4 Two appropriately developed reasons. Pearson Education Ltd

60 Exemplar question 7c: Mark Scheme: 58 Pearson Education Ltd 2015.

61 Student response A: Level 2-5/6 The idea that racial harmony should be promoted because of equality is repeated. Pearson Education Ltd

62 Student response B: Level 2-6/6 Full marks. 60 Pearson Education Ltd 2015.

63 Exemplar question 7d: Mark Scheme: Pearson Education Ltd

64 Student response A: Level 3-9/12 Two valid chains of reasoning covering some but not all of the major factors influencing this debate. 62 Pearson Education Ltd 2015.

65 Exemplar question 8a: Mark Scheme: Student response A: 3/3 Three forms of discrimination are identified correctly. Pearson Education Ltd

66 Exemplar question 8b: Mark Scheme: Student response A: One developed and one simple reason. 1. The Bible preaches equality, developed by the Parable of the sheep and the goats. 2. God loves everyone. 3/4 64 Pearson Education Ltd 2015.

67 Exemplar question 8c: Mark Scheme: Pearson Education Ltd

68 Student response A: Level 3 6/6 Full marks 66 Pearson Education Ltd 2015.

69 Exemplar question 8d: Mark Scheme: Pearson Education Ltd

70 Student response A: Level 3 6/12 Relatively weak arguments on both sides particularly since cultural considerations that contradict basic human rights are banned in many areas of the world. Unless you consider the religious traditions of groups like the Catholic church, it is difficult to disagree with the statement. 68 Pearson Education Ltd 2015.

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