2024_AQA AS Religious Studies Paper 2A Buddhism (Merged Question Paper and Marking Scheme) Thursday 23 May 2024

2024_AQA AS Religious Studies Paper 2A Buddhism (Merged Question Paper and Marking Scheme) Thursday 23 May 2024 AS RELIGIOUS STUDIES Paper 2A Buddhism Thursday 23 May 2024 Materials For this paper you must have:  an AQA 8-page answer book. Instructions  Use black ink or black ball-point pen. Morning Time allowed: 1 hour  Write the information required on the front of your answer book. The Paper Reference is 7061/2A.  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 60.  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 2A Buddhism – Exam Preview sections This paper focuses on the key beliefs, teachings, and practices within Buddhism. It explores the foundations of the religion, its core doctrines, and how these are applied in the lives of Buddhists. You’ll need to understand both historical and contemporary aspects of Buddhism, as well as how it compares to other religious traditions. Key Areas Covered: 1. The Life of the Buddha:  The Early Life of Siddhartha Gautama: Understand the key events in the Buddha’s life, from his birth as a prince to his renunciation of his royal life and his quest for enlightenment.  The Enlightenment: The significance of the Buddha’s awakening under the Bodhi tree and the Four Noble Truths he discovered.  The Buddha’s Teachings: How the Buddha shared his insights and teachings with others after his enlightenment. 2. Core Teachings of Buddhism:  The Four Noble Truths: 1. Dukkha: The truth of suffering – the reality that suffering is an inherent part of life. 2. Samudaya: The truth of the origin of suffering – desire (tanha) and attachment. 3. Nirodha: The truth of the cessation of suffering – the possibility of ending suffering. 4. Magga: The truth of the path leading to the cessation of suffering – the Eightfold Path.  The Eightfold Path: The practical guide to ethical and mental development leading to enlightenment. It includes Right View, Right Intention, Right Speech, Right Action, Right Livelihood, Right Effort, Right Mindfulness, and Right Concentration. 3. Key Concepts in Buddhism:  Anatta (Non-Self): The doctrine that there is no permanent, unchanging self or soul.  Anicca (Impermanence): The belief that all things are in a constant state of change and nothing is permanent.  Dukkha (Suffering): The reality that suffering is an unavoidable part of existence, but it can be overcome through the Buddha’s teachings.  Karma: The belief that actions have consequences, either in this life or in future lives, and that they shape one’s future experiences.  Nirvana: The ultimate goal of Buddhist practice, representing liberation from the cycle of birth, death, and rebirth (samsara). 4. The Three Jewels (Triratna):  Buddha: The enlightened one, the teacher.  Dharma: The teachings of the Buddha.  Sangha: The community of Buddhists (monastic and lay) who follow the Buddha’s teachings. 5. Buddhist Practices:  Meditation: Key forms of meditation like Vipassana (insight meditation) and Samatha (calmness meditation), which help Buddhists cultivate mindfulness, concentration, and wisdom.  Rituals and Worship: The role of rituals such as offerings, chanting, and ceremonies in Buddhist communities.  Ethical Precepts: The Five Precepts followed by lay Buddhists, which are guidelines for ethical behavior (e.g., not killing, not stealing, not lying, etc.). 6. Different Schools of Buddhism:  Theravada Buddhism: The “Teaching of the Elders,” focusing on the original teachings of the Buddha and the goal of individual enlightenment (nirvana).  Mahayana Buddhism: A more expansive tradition, emphasizing the Bodhisattva ideal, where practitioners seek to achieve Buddhahood for the benefit of all beings.  Vajrayana Buddhism: The “Diamond Vehicle,” a form of Tibetan Buddhism that incorporates esoteric teachings, rituals, and practices. 7. Buddhism in the Modern World:  Buddhism in the West: The spread of Buddhism beyond Asia, particularly in Western countries, and the adaptations it has undergone.  Contemporary Issues: How Buddhism addresses modern issues like environmentalism, social justice, and ethical living. Exam Structure:  Section A: Questions based on the life and teachings of the Buddha, including his journey to enlightenment, the Four Noble Truths, and the Eightfold Path.  Section B: Questions on key Buddhist concepts, practices, and the diversity within Buddhism (such as Theravada and Mahayana).  Essay-style Questions: These may require you to analyze key teachings, compare different Buddhist schools, or apply Buddhist principles to modern ethical issues. Exam Tips: 1. Know the Life of the Buddha: Be able to explain the major events of Siddhartha Gautama's life and how they relate to his teachings. 2. Understand Key Doctrines: Be clear on the Four Noble Truths, the Eightfold Path, the concepts of karma, anatta, and nirvana, and their implications for Buddhist practice. 3. Familiarize Yourself with Practices: Understand the importance of meditation, the ethical precepts, and the role of the Sangha in Buddhist life. 4. Compare the Schools of Buddhism: Be prepared to discuss and compare Theravada, Mahayana, and Vajrayana Buddhism, highlighting their differences in practice and belief. 5. Apply Concepts: Be able to apply Buddhist teachings to real-world ethical dilemmas, contemporary issues, or personal reflections. Key Areas to Revise:  The Life of Siddhartha Gautama (The Buddha): His journey from prince to enlightened being and the significance of his teachings.  The Four Noble Truths and the Eightfold Path: The foundation of Buddhist philosophy and practice.  Core Concepts: Anatta, anicca, dukkha, karma, nirvana.  Buddhist Schools: Differences between Theravada, Mahayana, and Vajrayana Buddhism.  Buddhist Practices: Meditation, rituals, ethical precepts. IB/M/Jun24/G4002/V2 7061/2A 2 Buddhism Answer both questions. Each question has two parts. Question 1 0 1 . 1 Explain different Buddhist perspectives about the significance of Gautama Buddha. [15 marks] and 0 1 . 2 ‘The principle of ahimsa means that Buddhists cannot support abortion or embryo research.’ Assess this view. [15 marks] Question 2 0 2 . 1 Explain why Buddhists have different attitudes about the purpose of acts of devotion. [15 marks] and 0 2 . 2 ‘The realms of becoming can only be interpreted literally.’ Assess this view. [15 marks] END OF QUESTIONS 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. IB/M/Jun24/7061/2A AS RELIGIOUS STUDIES 7061/2A Paper 2A Buddhism Mark scheme June 2024 Version: 1.0 Final MARK SCHEME – AS RELIGIOUS STUDIES – 7061/2A – 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 – 7061/2A – 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 – 7061/2A – 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 – 7061/2A – 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 – 7061/2A – 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 – 7061/2A – JUNE 2024 Question 1 0 1 . 1 Explain different Buddhist perspectives about the significance of Gautama Buddha. [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. Many Theravadan Buddhists believe that Gautama Buddha is significant because he is the enlightened one. For these Buddhists, this means that The Buddha understands the nature of reality and his teachings give others an insight into this truth. Many Buddhists believe that Gautama Buddha is significant as a role model. His teachings give guidance and a path to help Buddhists to become free from suffering. Gautama Buddha’s enlightenment means that others can also be free from samsara, if they follow his example. For Mahayana Buddhists, Gautama Buddha is one of many significant enlightened beings. The Buddha’s teaching is skilful means and should be considered temporary. These teachings give humans some understanding of the world in which we live, and offer a way towards the end of suffering. This means that The Buddha's teachings are significant, but temporary. [15 marks] AO1.1 7 MARK SCHEME – AS RELIGIOUS STUDIES – 7061/2A – JUNE 2024 0 1 . 2 ‘The principle of ahimsa means that Buddhists cannot support abortion or embryo research.’ Assess this view. [15 marks] Target: AO2: Analyse and evaluate aspects of, and approaches to, religion and belief, including their significance, influence and study. 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. Note that answers may, but need not, be limited to the consideration of the following specification content: Ahimsa: the concept of ahimsa and its application to issues concerning the embryo and the unborn child, different Buddhist views. Answers may present, analyse and evaluate some of the following arguments: Many Buddhists argue that the principle of ahimsa means that abortion and embryo research cannot be supported. For Buddhists, human life exists as an unending cycle and therefore, life is present from the moment of conception. Since abortion and embryo research end life they cannot be supported. However, some Buddhists would say that life does not begin until the embryo possesses all five of the aggregates, meaning that embryo research and abortion until this point can be justified. Another reason Buddhists argue that the principle of ahimsa cannot support abortion or embryo research is because taking life goes against the first precept and causes suffering. Both the embryo and mother experience suffering from these acts. However, some Buddhists view the