MARK SCHEME – RELIGIOUS STUDIES A – 8062-2A – JUNE 2020.

GCSE RELIGIOUS STUDIES A 8062/2A Paper 2A: Thematic Studies Mark scheme June 2020 Version: 1.0 Final B Procreation C Monogamy D Polygamy Target: AO1:1 Demonstrate knowledge and understanding of religion and belief, including beliefs, practices and sources of authority Answer: D Polygamy 0 1 2 .Give two religious teachings about divorce. [2 marks] Target: AO1:1 Demonstrate knowledge and understanding of religion and belief, including beliefs, practices and sources of authority 1 mark for each of two correct points. Students may include some of the following points, but all other relevant points must be credited. Divorce breaks promises made before God / ‘Until death do us part.’ / Divorce always wrong / ‘God hates divorce’ (Malachi) / ‘Of all legal things the one Allah hates most is divorce.’ (Qur’an) / ‘The throne of Allah shakes due to divorce.’ (Hadith) / ‘Whenever anyone divorces his first wife even the altar (God) in the Temple sheds tears’ (Talmud) / Divorce permitted as a last resort / In Buddhism divorce is discouraged but may be seen as the right thing to do if it prevents suffering / Two people staying together may cause themselves and others great suffering, breaking the Precepts, creating bad karma and going against the principles of compassion and ahimsa / In Hinduism forbidden to the Brahmin caste but allowed, though frowned upon, in the rest of society / Sikhs do not approve of divorce but it is permitted / Guru Amar Das said a couple should be ‘one spirit in two bodies’ showing divorce should be only in exceptional situations / do everything possible to avoid divorce / seen by some as a sin, etc. MARK SCHEME – RELIGIOUS STUDIES A – 8062/2A – JUNE 2020 0 1 . 3 Explain two contrasting religious beliefs in contemporary British society about sexual relationships before marriage. In your answer you should refer to the main religious tradition of Great Britain and one or more other religious traditions. [4 marks] Target: Target: AO1:3 Demonstrate knowledge and understanding of religion and belief, including similarities and differences within and/or between religions and beliefs First contrasting belief Simple explanation of a relevant and accurate contrast – 1 mark Detailed explanation of a relevant and accurate contrast – 2 marks Second contrasting belief Simple explanation of a relevant and accurate contrast – 1 mark Detailed explanation of a relevant and accurate contrast – 2 marks Students must refer explicitly to a belief from Christianity, so showing that they know and understand that the main religious tradition of Great Britain is Christian. The belief they choose to explain may vary according to the denomination or tradition they refer to. The contrast may refer to either the religious belief (s) used or the issue. If similar beliefs are given only one of them may be credited up to 2 marks max. If students do not refer to the main religious tradition of Great Britain (Christianity) a maximum of 2 marks may be awarded. Students may include some of the following points, but all other relevant points must be credited. Traditional religious teachings strictly forbid pre-marital sex / seen as a sin / Risk of pregnancy / may lead to STIs / Children should be brought up within marriage / In the modern world some religious believers take a more liberal approach eg tolerating pre-marital sex amongst loving couples in a long term relationship / Casual relationships/one night stands are not supported by religious teachings / Loving, committed homosexual relationships may be supported by some believers / In many places in the world a civil partnership or marriage is not a possibility so living in an officially unrecognised committed partnership is the only option for many homosexual couples, etc. Buddhism Buddha taught that a man should only have sex with his wife / Sex as part of a loving caring relationship seen as a good thing / If sex is based on lust which leads to craving then that leads to bad karma / Sex before marriage can be a cause of suffering if based on the desire for pleasure rather than based on love / The sex drive needs to be controlled as ‘craving’ can only lead to 9 dukkha, suffering / Right Action/one of the Five Precepts is about avoiding sexual misconduct which many would see as including sex before marriage, etc. Christianity Sex is the expression of what should be a deep, life-long commitment and loving union / It is a gift of God / therefore sex before marriage is seen as wrong / people can be used / to risk pregnancy / causing STIs is irresponsible / ‘Flee from sexual immorality…Whoever sins sexually, sins against their own body’ (1 Cor 6:18) / Body is seen as a temple of the Holy Spirit and therefore worthy of special respect / Roman Catholic teaching says ‘Every sexual act must be within the framework of marriage’ (Casti Connubii) / Church of England says that casual sex is wrong but it does recognise that some couples in long term committed relationships do have sex before they marry, etc. Hinduism Teaches that sex outside marriage is wrong / as it can damage spiritual development / there are many religious stories that warn about unrestricted sexual activities / students are expected to remain chaste / and seek to advance themselves educationally and spiritually / at the householder stage Hindus can seek kama (physical pleasure) through marriage / sex is a gift from the Ultimate Reality (God) for enjoyment / to have children / and must be treated with respect, etc. Islam Sex before marriage is expressly forbidden in the Qur’an / is punishable by flogging / sex is a gift from Allah / needs to be controlled hence modest dress and avoidance of actions that lead others into sexual temptation / Muslims should be aware of anything that could open the door to improper sexual behaviour / ‘A man should not stay with a woman in seclusion unless he is a Dhu-Mahram (relative)’ Hadith / ‘The only way to protect all within society is to maintain a society where only a man and his wife share the act of sex.’ Abdul Wahid Hamid, etc. Judaism Sex before marriage is expressly forbidden / it is thought to cheapen sex / and lower a person’s selfrespect / sex is a wonderful gift but should be carried out only at the proper time and with the proper intention / sex should only be within a stable committed marriage / ‘Hence a man leaves his father and mother and clings to his wife, so that they become one flesh’ Genesis 2:24, etc. Sikhism Sex before marriage is expressly forbidden / The Rehat Maryada (Sikh Code of Conduct) says that anyone who has sexual relations outside marriage is not a true Sikh / Sikhs try to avoid things that might tempt them to have sex / such as dancing with the opposite sex / mixing with them without a chaperone / Guru Granth Sahib teaches Sikhs to avoid things that produce evil thoughts in the mind / ‘For a moment of sexual pleasure, you shall suffer in pain for millions of days’ GGS 403, etc. MARK SCHEME – RELIGIOUS STUDIES A – 8062/2A – JUNE 2020 4 Explain two religious views about same-sex parents. Refer to sacred writings or another source of religious belief and teaching in your answer. [5 marks] Target: AO1:1 Demonstrate knowledge and understanding of religion and belief, including beliefs, practices and sources of authority First view Simple explanation of a relevant and accurate view – 1 mark Detailed explanation of a relevant and accurate view – 2 marks Second view Simple explanation of a relevant and accurate view – 1 mark Detailed explanation of a relevant and accurate view – 2 marks Relevant and accurate reference to sacred writings or another source of religious belief and teaching – 1 mark Students may include some of the following points, but all other relevant points must be credited. Generally, opinions within religions will vary on this topic between liberal and more traditional believers. Those who accept homosexual relationships are likely to accept same-sex parents whilst those who oppose homosexuality will also usually oppose same-sex parents. Traditionally heterosexual relationships are seen as providing the role models children need to grow and develop within a family / heterosexual relationships are part of God’s plan for procreation / raising a family / whilst homosexual relationships are not seen as part of God’s intention for humanity / they are not part of natural law / they are therefore wrong, etc. Other religious believers would argue that a person’s sexual orientation has nothing to do with whether or not they would be good parents / homosexuality is not wrong / a faithful committed relationship is more important in bringing up children, etc. Children need a secure, stable and loving family and that is more important than the sexual orientation of the parents. Buddhism Most Buddhists allow same-sex relationships provided it is a loving, caring, committed relationship / committed relationships are important for bringing up children / Buddhist teachings suggest that the values, morals and love shown in the family are more important than the gender of the parents / the Dalai Lama said that for a Buddhist a relationship between two men is wrong suggesting he would not support same-sex parents, etc. 11 Christianity Based on teaching in Genesis 2 of a man leaving his parents and becoming one with his wife, Christianity has taught that a heterosexual relationship is God’s plan and as part of that children will be born and raised / therefore some believe same-sex parents is unnatural and unhealthy / not God’s plan / fundamentalists oppose same-sex parenting / others do not oppose same-sex parenting for those who live in a faithful and committed relationship, etc. Hinduism Within Hinduism there is a strong family tradition and male and female each have their role in parenting / one of the three key functions of marriage is procreation in order to continue the family / however Hinduism is very diverse and Hindu scriptures do not generally condemn homosexual relationships / many accept same-sex relationships / same-sex parenting, etc. Islam Islam believes that homosexual relationships are morally wrong and therefore do not approve of same-sex parents / Same-sex parents would not set a good example to their children as there would not be both male and female role models / Same-sex relationships in some countries are punishable by imprisonment and in some countries, death / The Qur’an describes how Allah destroyed a city for ignoring Lut’s condemning of their behaviour / Some argue that it is homosexual lust that is condemned in the Qur’an and not faithful homosexual love, etc. Judaism Men and women have specific roles for parenting so same-sex parenting is particularly opposed by Orthodox Jews / The Torah forbids a sexual relationship between two people of the same sex (Leviticus 18:22) / Some Reform and Liberal Jews accept homosexuality in a loving relationship / so may support same-sex parenting / the most important thing being that the children are raised in a secure, loving environment, etc. Sikhism The Guru Granth Sahib supports heterosexual relationships / marriage / parenthood / same-sex parenting not part of Sikh’s lifestyle / More liberal Sikhs who do not oppose homosexual relationships think it is more important for children to be raised in a secure loving family regardless of the gender of their parents / Sikhs more interested in attaining enlightenment and becoming one with God / less concerned with a person’s sexuality, etc. 5 ‘Gender discrimination is always wrong.’ Evaluate this statement. In your answer you: • should give reasoned arguments in support of this statement • should give reasoned arguments to support a different point of view MARK SCHEME – RELIGIOUS STUDIES A – 8062/2A – JUNE 2020 • should refer to religious arguments • may refer to non-religious arguments • should reach a justified conclusion. [12 marks] [Plus SPaG 3 marks] Target: AO2:1a and 1b Analyse and evaluate aspects of religion and belief, including significance and influence Level Criteria Marks 4 A well-argued response, reasoned consideration of different points of view. Logical chains of reasoning leading to judgement(s) supported by knowledge and understanding of relevant evidence and information. Reference to religion applied to the issue. 10–12 3 Reasoned consideration of different points of view. Logical chains of reasoning that draw on knowledge and understanding of relevant evidence and information. Clear reference to religion. 7–9 2 Reasoned consideration of a point of view. A logical chain of reasoning drawing on knowledge and understanding of relevant evidence and information. OR Recognition of different points of view, each supported by relevant reasons / evidence. Maximum of Level 2 if there is no reference to religion. 4–6 1 Point of view with reason(s) stated in support. 1–3 0 Nothing worthy of credit. 0 Students may include some of the following evidence and arguments, but all relevant evidence and arguments must be credited. Arguments in support • Humans created by God. • All are equal before God. • Prejudiced attitudes cause people to act in unloving way and potentially discriminatory ways. • Discrimination causes hurt and upset and so not a loving thing to do. • Discrimination causes injustice. • Discrimination prevents a person fulfilling their potential and stops them becoming the person God wants them to be, etc. Arguments in support of other views • Some religious believers see gender differences as the result of different roles rather than discrimination. 13 • Much religious teaching supports differences in roles and it cannot be explained away just because it is old and inconvenient. • Men and women’s roles are complementary. • What appears to be discrimination in a religion may be cultural expectation rather than religious belief. • Some people may see discrimination when it is not there eg some Muslim women do not regard the burqa as a problem. • Some may support positive discrimination in promoting equality for example within the workplace, allowing women priests etc. Buddhism Today most Buddhists believe that men and women should have and can have equal status / Women and men have equal potential for enlightenment / ‘If a man denies the possibility of enlightenment of women then his own enlightenment is impossible (Lotus Sutra) / Women have been able to become nuns in the Mahayana tradition for many centuries / In 2015 the Dalai Lama said he saw no reason why a future Dalai Lama could not be a woman / many western Buddhist organisations accept women as senior teachers / practising discrimination would be an unskilful action / Right Action / Right Intention / promoting metta / karuna / everyone is equal as everyone is welcome in the sangha, etc. Christianity Christianity very clear that discrimination is wrong / all are made in God’s image / all equal before God / ‘There is no Jew nor Gentile, slave nor freeman, male nor female, all are one in Christ Jesus’ (Galatians 3:28) / ’Love your neighbour as you love yourself’ / ‘Do unto others what you would have done to you’ (Matthew 7:12) / In the early church there is evidence of women having leading roles eg Dorcas in Joppa / teaching that appears to be prejudiced to women may not be so on closer inspection / Paul’s instruction on the role of women in some of his letters appear to have been for that time in allowing the church to be a distinct witness against the practices that were going on at the time / so should not be used to limit the role of women today / many more liberal denominations allow women a full role in all aspects of church life / Roman Catholic and Orthodox churches however do not allow women to be ordained, etc. Hinduism ‘Where women are honoured there the gods are pleased’ (Manusmriti) / ‘Good treatment of women is seen as a blessing’ (Laws of Manu / Hindus believe in ahimsa / love / respect for all things / Hindus will greet each other with ‘namaste’ meaning ‘I honour the God within you’ recognising that we all have the divine within us and therefore are equal / compassion is a key belief with a desire to improve things for people rather than hurt them / traditional roles are laid down for man and women through life / all Brahmin priests are male, etc. MARK SCHEME – RELIGIOUS STUDIES A – 8062/2A – JUNE 2020 Islam Allah created all people equal from a single soul and with the same human nature (Qur’an 49:13) / Men and women have the same religious and moral responsibilities and God will reward them for their good deeds (Qur’an 16:97) / The Five Pillars apply to all equally / Hajj, everyone is equal in dress and action / ‘I shall not lose sight of any who labours in My way, be it man or woman; each of you is equal to the other’ (Qur’an 3:195) / all religious leaders are men / Women do not pray at the front of the mosque, etc. Judaism God made men and women in his image / men and women have equal value and status / traditionally women’s role has been different to that of men / men seen as responsible for providing an income and dealing with matters outside of the house / women looking after the home and children / however there is nothing to stop these roles being reversed / Orthodox Judaism only has male rabbis and the minyan only counts male Jews / women and men are separate / Reformed and Liberal synagogues men and women will mix / women will take a full role in the worship of the synagogue / women rabbis / after their Bat Mitzvah, girls are counted in the minyan, etc. Sikhism Women may take part in all religious activities, including reading the Guru Granth Sahib / women therefore have equal status to men / Rehat Maryada places no restrictions on women other than that, as with men, modest clothing should be worn / initiation ceremony into the Khalsa is available to men and women / women are given the name Kaur so do not have to take their husband’s name / ‘Waheguru is neither male nor female’ (GGS) / ‘The Beloved Himself enjoys every heart; He is contained within every woman and man’ (GGS 605), etc.