Section I
Question 11
Candidates showed strength in these areas:
- referring to the quote when responding to the question
- recognising that there are a range of reasons for the current landscape, including the effect of immigration
- supporting the response with relevant examples.
Candidates need to improve in these areas:
- ensuring that statistics are up to date; for example, referring to 2011 census data rather than 2006
- focusing on the current religious landscape, rather than early colonisation
- addressing the key term ‘account for’ rather than giving a descriptive response.
Question 22
Candidates showed strength in these areas:
- differentiating between religious and non-religious world views and giving specific examples of each
- using appropriate terminology.
Candidates need to improve in these areas:
- addressing the requirements of the question in a concise and succinct manner in the space provided
- using specific and relevant examples
- integrating the stimulus source in the response rather than giving a description.
Section II
Question 1 – Buddhism
Candidates showed strength in these areas:
- understanding Buddhism and the contribution of the significant person or school of thought chosen (part ai)
- clearly articulating an understanding of the impact of the significant person or school of thought identified in part ai over time (part aii)
- making clear links between the significant person/school of thought and their impact on the development and expression of Buddhism (part aii)
- linking the significant practice, the stimulus and Buddhist beliefs (part b)
- making a judgement about the significance of the statement (part b)
- supporting responses with clear examples (part b)
- using correct and relevant terminology
- responding succinctly and coherently.
Candidates need to improve in these areas:
- avoiding overly descriptive (part b) and biographical (parts ai and aii) responses
- choosing a significant person or school of thought whose contribution has been significant enough to meet the requirements of the question (part aii)
- integrating the quote into a response rather than ‘topping and tailing’ the quote into the introduction and conclusion and making little or no reference to it in the body of the response (part b)
Question 2 – Christianity
Candidates showed strength in these areas:
- demonstrating an understanding of Christianity
- understanding the contribution (eg the work or writings) of the significant person or school of thought chosen (part ai)
- articulating an understanding of the impact of the significant person or school of thought over time (part aii)
- linking the significant person or school of thought to the development and expression of Christianity (part aii)
- linking the stimulus to the significant practice and Christian beliefs (part b)
- making a judgement about the beliefs of Christianity in relation to the community and practice (part b)
- supporting responses with clear examples (part b)
- using correct and relevant terminology
- responding succinctly and coherently.
Candidates need to improve in these areas:
- avoiding overly descriptive (part b) and biographical (parts ai and aii) responses
- choosing a significant person or school of thought whose contribution has been significant enough to meet the requirements of the question (part aii).
Question 3 – Hinduism
Candidates showed strength in these areas:
- demonstrating an understanding of Hinduism and the contribution of the significant person or school of thought chosen (part ai)
- clearly articulating an understanding of the impact of the significant person or school of thought over time (part aii)
- linking the significant person or school of thought to the development and expression of Hinduism (part aii)
- clearly showing the link between the stimulus, the significant practice and Hindu beliefs (part b)
- making a judgement about the importance of the statement (part b)
- linking the response to the quote by making explicit reference to the beliefs of Hinduism and the significance of the practice for the Hindu community (part b).
- responding succinctly and coherently.
Candidates need to improve in these areas:
- avoiding overly descriptive (part b) and biographical (parts ai and aii) responses
- choosing a significant person or school of thought whose contribution has been significant enough to meet the requirements of the question (part aii)
- structuring responses.
Question 4 – Islam
Candidates showed strength in these areas:
- providing the key characteristics and features of ONE significant practice within Islam (part ai)
- describing the practice of Hajj (part ai)
- demonstrating an understanding of the significance for the Muslim community of the practice outlined in part ai (part aii)
- using clear examples to support their response (part aii)
- making reference to the statement reflecting the contribution of the significant person or school of thought to the development and expression of Islam (part b)
- integrating the statement throughout the response (part b)
- using correct terminology.
Candidates need to improve in these areas:
- answering the question more directly and succintly (part ai)
- describing the ritual rather than giving an overview of the practice (part ai)
- linking the significant practice to the community rather than to the individual (part aii)
- avoiding overly descriptive (part b) and biographical (parts ai and aii) responses
- choosing a significant person or school of thought whose contribution has been significant enough to meet the requirements of the question (part b).
Question 5 – Judaism
Candidates showed strength in these areas:
- providing the key characteristics and features of ONE significant practice within Judaism (part ai)
- describing the practice of marriage and the practice death and mourning (part ai)
- demonstrating clear understanding of the relationship between the chosen practice and the beliefs of Judaism (part aii)
- supporting their response with examples (part aii)
- making specific reference to the verse and integrating the verse throughout the response (part b)
- applying knowledge of the significant person or school of thought to the development and expression of Judaism (part b)
- using correct and accurate terminology.
Candidates need to improve in these areas:
- describing the ritual rather than providing an overview of the practice
- developing greater understanding of the significant person or school of thought (part b)
- choosing a significant person or school of thought whose contribution has been significant enough to meet the requirements of the question (part b).
Section III
Question 1 – Buddhism
Candidates showed strength in these areas:
- demonstrating knowledge of the ethical teachings of Buddhism and their foundations with specific reference to sacred texts and writings and/or teacher or authority within the tradition
- integrating the stimulus to explain how Buddhists live ethically by practising the ‘three acts of goodness’
- developing a cohesive argument that met the requirements of the question.
Candidates need to improve in these areas:
- avoiding generalised statements that outline features or characteristics of Buddhism without engaging with the question
- using the stimulus in context throughout the response
- using Buddhist concepts and terminology correctly throughout the response.
Question 2 – Christianity
Candidates showed strength in these areas:
- demonstrating knowledge of the ethical teachings of Christianity and points of difference within Christian variants where appropriate
- providing evidence from sacred texts, Church and other authoritative teachings and/or organisations
- providing clear and accurate links to the quote provided from 3 John 1:11 and Christian ethical teachings
- explaining how ethical teachings guide adherents to do ‘what is good’.
Candidates need to improve in these areas:
- responding to the specific nature of the question rather than describing aspects of ethical teachings and issues
- integrating the quote
- linking environmental ethics to the ethical teachings of Christianity.
Question 3 – Hinduism
Candidates showed strength in these areas:
- demonstrating knowledge of the ethical teachings of Hinduism and their foundations with specific reference to sacred texts and writings and/or teacher or authority within the tradition
- demonstrating an understanding of the implications of Hindu ethical teachings on the lives of adherents
- integrating the stimulus
- developing a cohesive argument that met the requirements of the question.
Candidates need to improve in these areas:
- avoiding generalised statements that outline features or characteristics of Hinduism without engaging with the question
- using the stimulus in context throughout the response
- using Hindu concepts and terminology correctly throughout the response.
Question 4 – Islam
Candidates showed strength in these areas:
- demonstrating knowledge of the ethical teachings of Islam and their foundations with specific references from sacred texts and writings (Qur’an and Hadith)
- integrating the stimulus to explain how ethical teachings guide adherents to ‘do good deeds’ in their daily lives
- illustrating these ‘good deeds’ through the use of varied, relevant, contemporary examples that were derived from a variety of sources
- developing a cohesive argument that met the requirements of the question.
Candidates need to improve in these areas:
- avoiding generalised statements that outline features or characteristics of Islam without engaging with the question
- using the stimulus in context throughout the response rather than just using the words ‘good deeds’
- using Islamic concepts and terminology correctly throughout the response.
Question 5 – Judaism
Candidates showed strength in these areas:
- demonstrating understanding of the ethical teachings of Judaism
- explaining how ethical teachings guide adherents to ‘be wise in deeds’.
Candidates need to improve in these areas:
- responding to the specific nature of the question rather than describing aspects of ethical teachings and issues
- ensuring that examples and comments are relevant to Judaism rather than making simple reflections and providing personal opinions on ethical issues
- ensuring that cohesive links are made with the quote provided.
Section IV – Religion and Peace (Studies of Religion II only)
Candidates showed strength in these areas:
- discussing how the ‘founders’ of religious traditions can be models for emulating peace
- using sacred texts and writings to illustrate a religious understanding of peace
- applying terminology specifically related to Religion and Peace.
Candidates need to improve in these areas:
- using current examples
- refraining from including ‘secular’ applications to world peace
- recognising the distinction within a religious tradition between ‘principal beliefs’ and the teachings about peace
- making appropriate and integrated use of a stimulus when it is provided.
