New Examiner training

GCSE Religious Studies A 8062/2A

Pre-event material
Please read all the documents in this booklet before attending the online training event
and have them to hand to refer to during the event.

Contents

Page

Summer 2023 Mark Scheme excerpt 2

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GCSE
RELIGIOUS STUDIES A
8062/2A
Paper 2A Thematic Studies
Mark scheme
June 2023
Version: 1.0 Final

*236G8062/2A/MS*

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 MARK SCHEME – RELIGIOUS STUDIES A – 8062/2A – 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.

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 MARK SCHEME – RELIGIOUS STUDIES A – 8062/2A – 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’).
Mark the 5 mark questions the same as the four mark questions plus the extra mark if a source of
authority is given.
• Just a quote on its own without its source isn’t acceptable for the 5th mark. Just saying ‘God
says’ is too vague unless there they were referring to a specific incident where according to
sacred writings God did speak.
• Just saying in Hindu teaching isn’t sufficient; they need to refer to something like the Vedas. The
same principle applies to all religions.
• Key religious teachers are acceptable e.g. Jesus said for Christianity and Muhammad said for
Islam is acceptable. Recognizable religious leaders like the Dalai Lama, the Pope, Martin Luther
King are also acceptable but not just my priest or vicar at my local church.
• Specific major teachings within a religion are acceptable as a source such as the Ten
Commandments, the Sermon on the Mount, the Creeds or a Parable like the Parable of the

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 MARK SCHEME – RELIGIOUS STUDIES A – 8062/2A – JUNE 2023

Sheep and Goats. In other faiths examples include the Five Moral Precepts, the Six Perfections
or the Eight Fold Path or The Five Pillars. Obviously a quote or teaching needs to be included,
not just the name e.g. The Ten Commandments says, “Honour your father and your mother”.
• Note also that if the source is given like the Bible and then an incident from the Bible is
described/explained but not a quote that is also acceptable for the fifth mark. For example, the
Bible tells how Daniel broke the law by praying and worshipping God at a time when this had
been made illegal.
• Note also that paraphrases of quotes are acceptable but they must be recognisable teachings.
We have seen many examples of students making up quotes.

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.

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 MARK SCHEME – RELIGIOUS STUDIES A – 8062/2A – 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.

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 MARK SCHEME – RELIGIOUS STUDIES A – 8062/2A – 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

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