2024_AQA A-Level Religious Studies Paper 2C Study of Religion and Dialogues: Hinduism (Merged Question Paper and Marking Scheme)

2024_AQA A-Level Religious Studies Paper 2C Study of Religion and Dialogues: Hinduism (Merged Question Paper and Marking Scheme) Monday 17 June 2024 A-level RELIGIOUS STUDIES Paper 2C Study of Religion and Dialogues: Hinduism Monday 17 June 2024 Materials For this paper you must have:  an AQA 16-page answer book. Instructions Afternoon Time allowed: 3 hours  Use black ink or black ball-point pen.  Write the information required on the front of your answer book. The Paper Reference is 7062/2C.  Answer: – both two-part questions from Section A, and – one question from Section B, and – one question from Section C.  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 Section A, the first part tests your knowledge and understanding, while the second part tests your skills of reasoning and evaluation.  The one-part questions in Sections B and C test your knowledge and understanding and your skills of reasoning 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 2C Study of Religion and Dialogues: Hinduism: Exam preview sections This paper focuses on Hinduism as a religious tradition and its interaction with other religions and contemporary issues. It will explore the core beliefs, practices, and history of Hinduism, as well as its responses to modern ethical questions and its dialogue with other world religions. Key Areas Covered: 1. Hindu Beliefs:  The Nature of God: Understanding the concept of Brahman, the ultimate, formless, and infinite reality, and its manifestations through various deities such as Vishnu, Shiva, Devi, and others in the pantheon of Hindu gods and goddesses. Also, the role of the Trimurti (Brahma, Vishnu, Shiva) in cosmic creation, preservation, and destruction.  Atman: The individual soul, which is seen as eternal and divine, and its relationship with Brahman. The goal is for the atman to realize its unity with Brahman (moksha).  Karma and Rebirth: The law of moral cause and effect, which influences future lives, and the cycle of birth, death, and rebirth (samsara). Moksha (liberation) is the release from this cycle.  Dharma: The moral law or duty, specific to one’s role in life, which governs individual conduct and societal order. The concept of dharma is central to Hindu ethics.  The Four Purusharthas: The four goals of human life in Hinduism: Dharma (righteous living), Artha (prosperity), Kama (pleasure), and Moksha (liberation). 2. Hindu Practices:  Puja: The act of worshipping deities, which can take place at home or in temples. Includes offerings of food, flowers, and prayers, and rituals to invite divine presence.  Yoga: A spiritual and physical practice aimed at attaining unity with the divine. Different types of yoga include Bhakti Yoga (devotion), Jnana Yoga (knowledge), and Karma Yoga (selfless action).  Festivals and Pilgrimages: Hindu religious festivals such as Diwali (Festival of Lights), Holi, and Navaratri, and the significance of pilgrimage to sacred places like Varanasi, Kashi, and the Kumbh Mela.  Rituals of Life: Hindu life-cycle rituals (samskaras), such as Namakarana (naming ceremony), Upanayana (initiation), Vivaha (marriage), and Antyesti (funeral rites). 3. Hindu Ethics:  The Concept of Ahimsa: Non-violence, a key principle in Hindu ethics, particularly influential in movements like Satyagraha led by Mahatma Gandhi.  The Four Stages of Life (Ashramas): The life stages prescribed for a Hindu male— Brahmacharya (student), Grihastha (householder), Vanaprastha (forest dweller), and Sannyasa (renunciant)—which guide individuals through their moral and spiritual development Key Areas to Revise:  Key Hindu Beliefs: Brahman, Atman, Karma, Dharma, Moksha.  Key Practices: Puja, Yoga, Festivals, Pilgrimages, and Life-cycle rituals.  Ethical Teachings: Ahimsa, the four Ashramas (life stages), and the concept of duty and righteousness.  Key Texts: Vedas, Upanishads, Bhagavad Gita, Ramayana, and Mahabharata.  Hinduism and Modern Issues: Secularism, gender roles, caste system, environmentalism, and Hinduism's dialogue with other religions. 7062/2C IB/M/Jun24/G4005/E2 2 Section A: Study of Hinduism Answer both questions in this section. Each question has two parts. Question 1 0 1 . 1 Examine Hindu understandings of atman. [10 marks] and 0 1 . 2 ‘The Trimurti makes it easy to understand the nature of ultimate reality.’ Evaluate this claim. [15 marks] Question 2 0 2 . 1 Examine how Hindu liberationist approaches influence society today. [10 marks] and 0 2 . 2 ‘There is little agreement in Hinduism about the role and status of women.’ Evaluate this claim. [15 marks] IB/M/Jun24/7062/2C 3 Section B: The dialogue between philosophy and Hinduism Answer one question from this section. Either Question 3 0 3 . 1 ‘Religious sources of authority do not require miracles.’ Critically examine and evaluate this view with reference to the dialogue between Hinduism and philosophy. [25 marks] or Question 4 0 4 . 1 ‘Science shows that it is not reasonable to believe in ultimate reality.’ Critically examine and evaluate this view with reference to the dialogue between Hinduism and philosophy. [25 marks] Turn over for Section C Turn over ► IB/M/Jun24/7062/2C 4 Section C: The dialogue between ethics and Hinduism Answer one question from this section. Either Question 5 0 5 . 1 ‘Hindu ethics do not deal effectively with issues concerned with marriage.’ Critically examine and evaluate this view with reference to the dialogue between Hinduism and ethical studies. [25 marks] or Question 6 0 6 . 1 ‘Kant’s ethics are compatible with Hindu ethical teaching.’ Critically examine and evaluate this view with reference to the dialogue between Hinduism and Kant. [25 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/Jun24/7062/2C A-level RELIGIOUS STUDIES 7062/2C Paper 2C Study of Religion and Dialogues: Hinduism Mark scheme June 2024 Version: 1.0 Final MARK SCHEME – A-LEVEL RELIGIOUS STUDIES – 7062/2C – 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 – 7062/2C – 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 – 7062/2C – 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 – 7062/2C – 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 c