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

2024_AQA A-Level Religious Studies Paper 1 Philosophy of Religion and Ethics (Merged Question Paper and Marking Scheme) Monday 10 June 2024 A-level RELIGIOUS STUDIES Paper 1 Philosophy of Religion and Ethics Monday 10 June 2024 Materials For this paper you must have:  an AQA 16-page answer book. Instructions  Use black ink or black ball-point pen. Morning Time allowed: 3 hours  Write the information required on the front of your answer book. The Paper Reference is 7062/1.  Answer: – both two-part questions from Section A – both two-part questions from Section B.  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 100.  In each two-part question in Sections A and B, 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. A-level Religious Studies: Paper 1 Philosophy of Religion and Ethics – Exam Review sections This paper covers two major areas: Philosophy of Religion and Ethics. You will explore fundamental questions about existence, the nature of God, and moral philosophy, alongside ethical theories and their application in contemporary issues. Key Areas Covered: 1. Philosophy of Religion:  Arguments for the Existence of God: o The Cosmological Argument: The idea that the existence of the universe requires a cause, and this cause is God. o The Teleological Argument: The argument from design, suggesting that the order and purpose observed in the universe point to a designer (God). o The Ontological Argument: An a priori argument that God’s existence can be proven by the very definition of God as the greatest conceivable being. o The Moral Argument: The belief that the existence of objective moral values points to the existence of God as their source.  Challenges to the Existence of God: o The Problem of Evil: How can an all-powerful, all-knowing, and benevolent God exist in a world with suffering and evil? o Logical and Evidential Problems of Evil: Different approaches to understanding and reconciling the existence of evil with belief in God. o Atheism and Agnosticism: Philosophical stances that challenge or deny the existence of God.  Religious Experience: o Arguments for and against the authenticity of religious experiences, such as mystical experiences, near-death experiences, and visions.  The Nature and Attributes of God: o Classical theism: The view of God as omnipotent, omniscient, and omnibenevolent. o The issue of divine hiddenness: Why does God seem hidden or distant to many people?  The Problem of God and Language: o How can we talk meaningfully about God if God is beyond human comprehension? This includes discussions on analogical, symbolic, and apophatic (negative) language. 2. Ethics:  Normative Ethical Theories: o Deontological Ethics: Focuses on duty and rules, notably Immanuel Kant’s categorical imperative, which asserts that actions must be universally applicable. o Utilitarianism: A consequentialist theory where actions are judged by their outcomes, notably the theories of Jeremy Bentham and John Stuart Mill, who argued that the right action is the one that maximizes happiness or pleasure. o Virtue Ethics: Developed by Aristotle, this theory focuses on the character and virtues of the moral agent rather than rules or consequences. It emphasizes the development of moral character and the pursuit of eudaimonia (flourishing). Key Areas to Revise:  Philosophical Arguments: Cosmological, teleological, ontological, moral arguments, and the problem of evil.  Religious Experience: The validity and interpretation of religious experiences.  Ethical Theories: Deontological ethics, utilitarianism, virtue ethics, natural law, situation ethics, and divine command theory.  Applied Ethics: Issues like abortion, euthanasia, environmental ethics, and the ethics of war.  Meta-Ethics: Moral realism, cognitivism, non-cognitivism. 7062/1 IB/M/Jun24/G4005/E2 2 Section A: Philosophy of religion Answer both questions in this section. Each question has two parts. Question 1 0 1 . 1 Examine Anselm’s ontological argument for the existence of God. [10 marks] and 0 1 . 2 ‘Anselm’s argument for the existence of God has been disproved.’ Evaluate this claim. [15 marks] Question 2 0 2 . 1 Examine different understandings of the relationship between the body and the soul. [10 marks] and 0 2 . 2 ‘Hare’s theory of Bliks shows that religious language is meaningful.’ Evaluate this claim. [15 marks] IB/M/Jun24/7062/1 3 Section B: Ethics and religion Answer both questions in this section. Each question has two parts. Question 3 0 3 . 1 Examine the approach to the meaning of right and wrong taken by Utilitarianism. [10 marks] and 0 3 . 2 ‘Virtue ethics cannot solve the moral problems of voluntary euthanasia and assisted suicide.’ Evaluate this claim. [15 marks] Question 4 0 4 . 1 Examine the causes and significance of different beliefs about conscience. [10 marks] and 0 4 . 2 ‘People should not be rewarded or punished for their moral decisions.’ Evaluate this claim. [15 marks] END OF QUESTIONS IB/M/Jun24/7062/1 4 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. IB/M/Jun24/7062/1 A-level RELIGIOUS STUDIES 7062/1 Paper 1 Philosophy of Religion and Ethics Mark scheme June 2024 Version: 1.0 Final MARK SCHEME – A-LEVEL RELIGIOUS STUDIES – 7062/1 – 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 – A-LEVEL RELIGIOUS STUDIES – 7062/1 – 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. If you have any doubts about the mark to award, consult your Team Leader. 2. Refer constantly to the mark scheme throughout marking. It is extremely important that it is strictly adhered to. 3. Remember, you must always credit accurate, relevant and appropriate answers which are not given in the mark scheme. 4. Do not credit material that is irrelevant to the question or to the stated target, however impressive that material might be. 5. If a one-word answer is required and a list is given, take the first answer (unless this has been crossed out). 6. 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?’ 7. Read the information below about using Levels of Response mark schemes. 8. 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. 9. 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 A-level 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 – A-LEVEL RELIGIOUS STUDIES – 7062/1 – 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 – A-LEVEL RELIGIOUS STUDIES – 7062/1 – JUNE 2024 LEVEL DESCRIPTORS Levels of Response: 10 marks A-level – AO1 Level 5 9–10 Level 4 7–8 Level 3 5–6 Level 2 3–4 Level 1 1–2 0  Knowledge and critical understanding is accurate, relevant and fully developed in breadth and depth with very good use of detailed and relevant evidence which may include textual/scriptural references where appropriate.  Where appropriate, good knowledge and understanding of the diversity of views and/or scholarly opinion is demonstrated.  Clear and coherent presentation of ideas with precise use of the appropriate subject vocabulary.  Knowledge and critical understanding is accurate and mostly relevant with good development in breadth and depth shown through good use of relevant evidence which may include textual/scriptural references where appropriate.  Where appropriate, alternative views and/or scholarly opinion are explained.  Mostly clear and coherent presentation of ideas with good use of the appropriate subject vocabulary.  Knowledge and critical understanding is generally accurate and relevant with development in breadth and/or depth shown through some use of evidence and/or examples which may include textual/scriptural references where appropriate.  Where appropriate, there is some familiarity with the diversity of views and/or scholarly opinion.  Some organisation of ideas and coherence with reasonable use of the appropriate subject vocabulary.  Knowledge and critical understanding is limited, with limited development in breadth and/or depth shown through limited use of evidence and/or examples which may include textual/scriptural references where appropriate.  Where appropriate, limited reference may be made to alternative views and/or scholarly opinion.  Limited organisation of ideas and coherence and use of subject vocabulary.  Knowledge and critical understanding is basic with little or no development.  There may be a basic awareness of alternative views and/or scholarly opinion.  Isolated elements of accurate and relevant information and basic use of appropriate subject vocabulary.  No accurate or relevant material to credit. 5 MARK SCHEME – A-LEVEL RELIGIOUS STUDIES – 7062/1 – JUNE 2024 Levels of Response: 15 marks A-leve