2024 AQA AS RELIGIOUS STUDIES 7061/2A Paper 2A Buddhism Verified Question paper and Marking Scheme Attached

2024 AQA AS RELIGIOUS STUDIES 7061/2A Paper 2A Buddhism Verified Question paper and Marking Scheme Attached 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. 2 Buddhism Answer both questions. Each question has two parts. Question 1 1 . 01 Explain different Buddhist perspectives about the significance of Gautama Buddha. and [15 marks] 1 . 02 ‘The principle of ahimsa means that Buddhists cannot support abortion or embryo research.’ Assess this view. Question 2 2 . 01 Explain why Buddhists have different attitudes about the purpose of acts of devotion. and 2 . 02 ‘The realms of becoming can only be interpreted literally.’ Assess this view. [15. marks] [15. marks] [15. marks] END OF QUESTIONS MARKING SCHEME 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 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 cha