2024_AQA AS Religious Studies Paper 1 Philosophy of Religion and Ethics (Merged Question Paper and Marking Scheme)

2024_AQA AS Religious Studies Paper 1 Philosophy of Religion and Ethics (Merged Question Paper and Marking Scheme) Friday 17 May 2024 AS RELIGIOUS STUDIES Paper 1 Philosophy of Religion and Ethics Friday 17 May 2024 Materials For this paper you must have:  an AQA 12-page answer book. Instructions  Use black ink or black ball-point pen. Morning Time allowed: 2 hours  Write the information required on the front of your answer book. The Paper Reference is 7061/1.  Answer all questions.  Do all rough work in your answer book. Cross through any work you do not want to be marked. Information  The marks for questions are shown in brackets.  The maximum mark for this paper is 120.  In each question the first part tests your knowledge and understanding, while the second part tests your skills of analysis and evaluation.  You will be marked on your ability to: – use good English – organise information clearly – use specialist vocabulary where appropriate. AS Religious Studies: Paper 1 Philosophy of Religion and Ethics – Exam Preview Sections This paper covers two key areas in the study of Religious Studies: Philosophy of Religion and Ethics. It requires a detailed understanding of major philosophical arguments and ethical theories, as well as the ability to apply these ideas to real-life situations and religious contexts. Key Areas Covered: Philosophy of Religion: 1. The Cosmological Argument: o Thomas Aquinas: The argument from contingency and the First Cause. o Leibniz: The principle of sufficient reason. o Criticisms: David Hume’s challenges, the problem of an infinite regress, and the critique by Immanuel Kant. 2. The Teleological Argument (Design Argument): o William Paley: The watchmaker analogy. o The Anthropic Principle: The fine-tuning of the universe. o Criticisms: David Hume's critique of the design argument and Charles Darwin's theory of evolution. 3. The Problem of Evil: o Logical Problem of Evil: The compatibility of the existence of an omnipotent, omnibenevolent God with the existence of evil. o Theodicies: Augustine’s and Irenaeus’ theodicies, including free will defense and soul making. o The Evidential Problem of Evil: William Rowe’s argument about the amount of unnecessary suffering in the world. 4. Religious Experience: o Types of Religious Experience: Mystical experiences, numinous experiences, and conversion experiences. o William James: The psychology of religious experience. o Criticisms: The challenge of subjectivity and the argument from non-religious interpretations. 5. Arguments for the Existence of God: o Ontological Argument: Anselm’s and Descartes’ formulations. o Criticisms: Immanuel Kant’s critique of the ontological argument. o Existential and Pragmatic Arguments: William James’ view on belief in God as a ‘will to believe.’ Ethics: 1. Ethical Theories: o Natural Law (Aquinas): The theory of objective moral law based on human nature and reason. o Utilitarianism (Bentham and Mill): The principle of the greatest happiness and its applications. o Kantian Ethics: The categorical imperative, duty, and moral law. o Virtue Ethics (Aristotle): Focus on character and the development of virtues to live a moral life. IB/M/Jun24/G4002/V2 7061/1 2 Section A: Philosophy of Religion Answer both questions in this section. Each question has two parts. Question 1 0 1 . 1 Explain the relationship between reason and faith in arguments for the existence of God. [15 marks] and 0 1 . 2 ‘Religious experiences have little influence on religious faith.’ Assess this view. Question 2 0 2 . 1 Explain how the evidential problem of evil influences belief in God. and 0 2 . 2 ‘Arguments for the existence of God do not prove that God exists.’ Assess this view. [15 marks] [15 marks] [15 marks] IB/M/Jun24/7061/1 3 Section B: Ethics Answer both questions in this section. Each question has two parts. Question 3 0 3 . 1 Explain different approaches to moral decision making. and 0 3 . 2 ‘Character based ethics have more strengths than weaknesses.’ Assess this view. Question 4 0 4 . 1 Explain ethical arguments for and against capital punishment. and 0 4 . 2 ‘Voluntary euthanasia and assisted suicide are morally justifiable.’ Assess this view. END OF QUESTIONS [15 marks] [15 marks] [15 marks] [15 marks] IB/M/Jun24/7061/1 4 IB/M/Jun24/7061/1 There are no questions printed on this page Copyright information For confidentiality purposes, all acknowledgements of third-party copyright material are published in a separate booklet. This booklet is published after each live examination series and is available for free download from . Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders may have been unsuccessful and AQA will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the Copyright Team. Copyright © 2024 AQA and its licensors. All rights reserved. AS RELIGIOUS STUDIES 7061/1 Paper 1 Philosophy of Religion and Ethics Mark scheme June 2024 Version: 1.0 Final MARK SCHEME – AS RELIGIOUS STUDIES – 7061/1 – JUNE 2024 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. No student should be disadvantaged on the basis of their gender identity and/or how they refer to the gender identity of others in their exam responses. A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in exam responses in line with existing mark scheme criteria. Further copies of this mark scheme are available from Copyright information AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre. Copyright © 2024 AQA and its licensors. All rights reserved. 2 MARK SCHEME – AS RELIGIOUS STUDIES – 7061/1 – JUNE 2024 Methods of Marking It is essential that, in fairness to students, all examiners use the same methods of marking. The advice given here may seem very obvious, but it is important that all examiners follow it as exactly as possible. 1. 2. 3. 4. 5. 6. 7. 8. 9. If you have any doubts about the mark to award, consult your Team Leader. Refer constantly to the mark scheme throughout marking. It is extremely important that it is strictly adhered to. Remember, you must always credit accurate, relevant and appropriate answers which are not given in the mark scheme. Do not credit material that is irrelevant to the question or to the stated target, however impressive that material might be. If a one-word answer is required and a list is given, take the first answer (unless this has been crossed out). If you are wavering as to whether or not to award a mark, the criterion should be, ‘Is the student nearer those who have given a correct answer or those who have little idea?’ Read the information below about using Levels of Response mark schemes. Be prepared to award the full range of marks. Do not hesitate to give full marks when the answer merits full marks or to give no marks where there is nothing creditable in an answer. No half marks or bonus marks are to be used under any circumstances. 10. Remember, the key to good and fair marking is consistency. Do not change the standard of your marking once you have started. Levels of Response Marking In AS Religious Studies, differentiation is largely achieved by outcome on the basis of students’ responses. To facilitate this, levels of response marking has been devised for many questions. Levels 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.) Levels are tied to specific skills. 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. Levels 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. This should only be necessary occasionally and where this occurs examiners must indicate, by a brief written explanation, why their assessment does not conform to the levels of response laid down in the mark scheme. Such scripts should be referred to the Lead Examiner. 3 MARK SCHEME – AS RELIGIOUS STUDIES – 7061/1 – JUNE 2024 Assessment of Quality of Written Communication Quality of written communication will be assessed in all components and in relation to all assessment objectives. Where students are required to produce extended written material in English, they will be assessed on the quality of written communication. The quality of written communication skills of the student will be one of the factors influencing the actual mark awarded within the level of response. In reading an extended response, the examiner will therefore consider if it is cogently and coherently written, ie decide whether the answer:  presents relevant information in a form that suits its purposes  is legible and that spelling, punctuation and grammar are accurate, so that meaning is clear  is suitably structured and that the style of writing is appropriate. 4 MARK SCHEME – AS RELIGIOUS STUDIES – 7061/1 – JUNE 2024 LEVEL DESCRIPTORS Levels of Response: 15 marks AS-level – AO1 Level 5 13–15 Level 4 10–12 Level 3 7–9 Level 2 4–6 Level 1 1–3 0  Knowledge and understanding is accurate and relevant and is consistently applied to the question.  Very good use of detailed and relevant evidence which may include textual/scriptural references where appropriate.  The answer is clear and coherent and there is effective use of specialist language and terminology.  Knowledge and understanding is mostly accurate and relevant and is mostly applied to the question.  Good use of relevant evidence which may include textual/scriptural references where appropriate.  The answer is mostly clear and coherent and specialist language and terminology is used appropriately.  Knowledge and understanding is generally accurate and relevant and is generally applied to the question.  Some use of appropriate evidence and/or examples which may include textual/scriptural references where appropriate.  The answer is generally clear and coherent with use of specialist language and terminology.  Knowledge and understanding is limited and there is limited application to the question.  Limited use of appropriate evidence and/or examples which may include textual/scriptural references where appropriate.  Limited clarity and coherence and limited use of specialist language and terminology.  Knowledge and understanding is basic.  Isolated elements of accurate and relevant information.  Basic use of appropriate subject vocabulary.  No accurate or relevant material to credit. 5 MARK SCHEME – AS RELIGIOUS STUDIES – 7061/1 – JUNE 2024 Levels of Response: 15 marks AS-level – AO2 Level 5 13–15 Level 4 10–12 Level 3 7–9 Level 2 4–6 Level 1 1–3 0  A very well-focused response to the issue(s) raised.  Reasoned and evidenced chains of reasoning supporting different points of view with critical analysis.  Evaluation is based on the reasoning presented.  The answer is clear and coherent and there is effective use of specialist language and terminology.  A well-focused response to the issue(s) raised.  Reasoned and evidenced chains of reasoning, with some critical analysis, supporting different points of view.  Evaluation based on some of the reasoning.  The answer is largely clear and coherent with specialist language and terminology used appropriately.  A general response to the issue(s) raised.  Different points of view supported by evidence and chains of reasoning.  The answer is generally clear and coherent with use of specialist language and terminology.  A limited response to the issue(s) raised.  A point of view relevant to the issue(s) with limited supporting evidence and chains of reasoning.  Limited clarity and coherence and limited use of specialist language and terminology.  A basic response to the issue(s) raised.  A point of view is stated with some evidence or reasons in support.  Some clarity and coherence and basic use of appropriate subject vocabulary.  No accurate or relevant material to credit. 6 MARK SCHEME – AS RELIGIOUS STUDIES – 7061/1 – JUNE 2024 Question 1 0 1 . 1 Explain the relationship between reason and faith in arguments for the existence of God. [15 marks] Target: AO1.1: Knowledge and understanding of religion and belief, including religious, philosophical and/or ethical thought and teaching. Note: This content is indicative rather than prescriptive and students are not obliged to refer to all the material contained in this mark scheme. Any legitimate answer will be assessed on its merits according to the generic levels of response. The belief that ‘God exists’ is a reasonable hypothesis based on evidence, such as the observation of order and purpose in Paley’s analogical argument. Paley’s argument demonstrates how faith may be inspired by reasoning and observation of the universe and everything in it. Therefore, in some of the arguments for the existence of God reason is the basis of faith. The relationship between reason and faith can be understood as entirely separate in the arguments. For example, Price distinguishes between ‘belief that’ and ‘belief in’. He claims ‘belief that’ God exists may be discovered through reason. ‘Belief in’ God’s existence refers to faith, which Price notes is not discoverable through reason. Anselm’s demonstration that God exists as a result of logical analysis of the concept of God can show the idea of God is possible, but that argument itself Price claims is not faith nor leads to faith, it is simply acceptance of a logical assertion. Aquinas believed that faith was supported by reasoning, but did not result from reason and that faith was instead from God’s grace. In his Way 3 Aquinas argues that the logical solution to an infinite regression of necessary beings was an uncaused necessary being. This reasoning supports belief in the existence of an eternal creator God. In this argument for the existence of God, faith is complimented and supported by reas