GCSE
RELIGIOUS STUDIES B
8063/2B
Paper 2B Perspectives on faith (textual studies)
Mark scheme
June 2025
Version: 1.0 Final
AQA GCSE RELIGIOUS STUDIES B 8063/2B Paper 2B Perspectives on faith (textual studies) Mark scheme
June 2025
, MARK SCHEME – GCSE RELIGIOUS STUDIES B – 8063/2B – JUNE 2025
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 aqa.org.uk
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 © 2025 AQA and its licensors. All rights reserved.
2
, MARK SCHEME – GCSE RELIGIOUS STUDIES B – 8063/2B – JUNE 2025
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
creditworthy 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 (ie levels of response grid).
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.
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.
3
RELIGIOUS STUDIES B
8063/2B
Paper 2B Perspectives on faith (textual studies)
Mark scheme
June 2025
Version: 1.0 Final
AQA GCSE RELIGIOUS STUDIES B 8063/2B Paper 2B Perspectives on faith (textual studies) Mark scheme
June 2025
, MARK SCHEME – GCSE RELIGIOUS STUDIES B – 8063/2B – JUNE 2025
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 aqa.org.uk
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 © 2025 AQA and its licensors. All rights reserved.
2
, MARK SCHEME – GCSE RELIGIOUS STUDIES B – 8063/2B – JUNE 2025
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
creditworthy 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 (ie levels of response grid).
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.
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.
3
