GCSE R.S.- Tips for Eduqas Jezz Pomfret LTLRE East
Description: GCSE R.S.- Tips for Eduqas Jezz Pomfret LTLRE East Cornwall Hub Leader Dohajydh da! Good afternoon! Intention: To give an insight into the difference between poor, good and great answers in Eduqas RS exams. Pupils must give an accurate
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slide1. GCSE R.S.-
Tips for Eduqas Jezz Pomfret
LTLRE East Cornwall Hub Leader<br>
slide2. Dohajydh da! Good afternoon! Intention:
To give an insight into the difference between poor, good and great answers in Eduqas RS exams.<br>
slide3. Pupils must give an accurate definition of the meaning of the key concept without just repeating the word.
Glossary definitions and examples aren’t necessary
Answers only need to be long enough to answer the question…
If the definition is wrong but a correct example is used, 1 mark can be awarded Part (a) answers<br>
slide4. Part (a) examples What do Hindus mean by ‘murti’?
Murti are statues used in worship. What do Hindus mean by ‘murti’?
Murti are statues used in worship that bring a god or goddess to the worshipper. What do Hindus mean by ‘murti’?
Murti are statues used in puja that are used with arti lamps to help Hindus connect with deities. 1 2 2<br>
slide5. Part (b) banded mark scheme Pupils don’t have to touch on every part of the band descriptor.<br>
slide6. Sources of wisdom and authority Component 1
A religious leader
A secular leader, e.g the Prime Minister
A sacred text
A law, e.g. the Equality Act
A named religious teaching, e.g. tikkun olam, Five Precepts
A philosophical moral teaching, e.g. utilitarianism
A religious denomination, branch or group
A relevant quote
Conscience
Family Components 2 and 3
A religious leader
A sacred text
A named religious teaching
A religious denomination, branch or group
A relevant quote
A secular leader, e.g. the Prime Minister
A law, e.g. the Equality Act
A philosophical moral teaching, e.g. utilitarianism
Conscience
Family<br>
slide7. Part (b) examples Describe what religions believe makes an act ‘wrong’.
Describe the importance of marriage ceremonies for religious believers.
Describe the work of prison chaplains.
Describe Christian beliefs about heaven.
Describe Buddhist beliefs about tathagatagarbha (buddha-nature).<br>
slide8. Part (b) answers “What’s the level of response?” Answers can give less than five separate points but describe well. Describe how Buddhists might celebrate Wesak.
Bathing Buddha statues
Gatherings
Dana in the form of donations to monks
Lighting candles
Cleaning Lists are creditable, but they don’t show much understanding, won’t hit the top band. They don’t constitute a good quality description. Prose leads to better descriptions. Band 2 Describe how Buddhists might celebrate Wesak.
In Theravada Buddhism, Wesak celebrates the birth, enlightenment and death of the Buddha. Many Buddhists visit their local temple and take part in “Bathing the Buddha” ceremonies, where water is poured over the shoulders of a Buddha statue. At the temple, Buddhists also perform dana by giving food and supplies to monks. People also perform dana by giving food and drink to others in the streets. Also, many lay Buddhists take on extra precepts to help them focus on the dharma. Band 3<br>
slide9. Part (c) questions The (c) questions will always ask pupils to explain an idea, event, action, ceremony, building, belief, teaching, view, attitude, etc.
What does ‘explain’ mean?
To make clear by giving more detail
To clarify
To go beyond description and offer more depth
To reveal the reasons behind something
DESCRIBE + ‘WHY’ and/or ‘BECAUSE’ = EXPLAIN
Explanations are not descriptions; more of the ‘why’ and ‘because’ are expected in part (c) answers. Pupils must give detailed explanations and use accurate religious language and sources of wisdom and authority, where appropriate.<br>
slide10. Part (c) banded mark scheme<br>
slide11. Part (c) questions Two or three well-explained reasons should be given, with links to key beliefs and/or teachings
We do read between the lines, trying to see what pupils are trying to say- misattributed sources of wisdom and authority, key teachings, etc. don’t always hinder, but if the point isn’t clear enough, we can’t give credit
We aim to mark positively, but we’re looking for the level of response, so fewer errors, more precise application of knowledge and skills, results in higher marks
Stating what the main subject of the question is, is creditable, e.g. “Explain why Buddhists might follow the Eightfold Path”
In Component 1, it’s acceptable to separate what’s written about the two religions with a gap or subheadings
In Component 1, the two religions or groups don’t need to be given equal weight.<br>
slide12. Explain different Jewish beliefs about life after death.
Within Judaism there are different beliefs about life after death because there are the differing views of Orthodox and Reform. Many Orthodox Jews believe in the resurrection of the dead because it was stated by Maimonides, a famous Jewish thinker. They believe that resurrection is for people who have been good in this life as Maimonides said that they are “considered alive’ even when they die. Orthodox Jews believe that the body and soul will be brought back to life in olam ha-ba so they do not permit cremations. Many Orthodox and ultra-Orthodox Jews believe that the resurrection of the dead will happen when the Messiah arrives. Reform Jews have updated many traditional views so no longer accept a belief in a resurrection of the dead, but they do believe that the soul lives on after death. Early Jewish beliefs did include reference to Sheol, a place where the dead went but as there are no specific teachings in the Torah, Jews tend to focus on this life rather than what might happen after death. Some Jews would believe that the person lives in the memories of their loved ones and in the good they did when they were alive. Band 4<br>
slide13. Part (d) questions Pupils must offer an informed discussion of the statement and not just explain different responses to it. They must argue the validity of the statement and use religious language and appropriate sources of wisdom and authority.
‘analyse’:
To examine
To scrutinise
To probe or investigate
To take part or break down
‘evaluate’:
To assess, argue or judge the worth of something
To measure or weigh up
To appraise or assess the value of something
To pass judgement on how valid something is<br>
slide14. Part (d) banded mark scheme I use the first few words in the bands by asking myself, “Is it excellent, very good, good, limited or poor?”<br>
slide15. Part (d) questions Have they performed the task?:
discussed, i.e. explored more than one point of view?
paid attention to any significant words in the statement?
referred to religious beliefs?
referred to non-religious beliefs in the Life and Death question?
More precisely:
Have they shown that they understand and can apply teachings or are they just throwing in lots of key terms?
Is the answer evaluative in some way or just a long part (c) answer?
Are they evaluating the stances taken on the issue or are they just giving their opinion on the statement?
Have they picked up on what the statement means or just explained different views on the main issue?
A real engagement with the statement, outlining more than one point of view, is generally needed to get to band 3.<br>
slide16. Part (d) questions Have they used connectives? Using connectives links arguments and moves the discussion forward. Good evaluative responses often use connectives to good effect. See below some common connecting words that you might see in responses and can use to gauge to what extent a response is evaluative.<br>
slide17. Part (d) examples ‘Marriage should be for life.’
‘Christian beliefs about Heaven and Hell are out of date.’
‘The Eucharist is more important for Christians than Baptism.’
‘Reciting mantras is the most important Buddhist practice.’<br>
slide18. Evaluation In reality, “evaluation” often looks like detailed analysis with evaluative language, which is acceptable, but that doesn’t get full marks
Pupils must read statements carefully; “Capital punishment is wrong,” is a different type of statement from “All Buddhists have the same understanding of Enlightenment”…
…So, some structures or scaffolds don’t always work, e.g. “This is a strong/weak argument…” isn’t appropriate when an argument’s not been put forward by the pupil
“Discuss” doesn’t have to mean “argue”
Don’t overload pupils; they don’t need new structures, they can use what they use in English (PEEL, PEARL, PETAL, etc.)
Personal views can be relevant if they are related to the worldviews presented in the main part of the answer.
As we’re looking at the level of response, mis-spellings, inaccuracies, etc., don’t necessarily mean high marks are inaccessible.
Conclusions are optional, but should give something new is they are used<br>
slide19. “All Buddhists have the same understanding of Enlightenment.”
To an extent I agree with this statement because every Buddhist will try to follow the teachings that are in the Buddhist scriptures. This means that they all have read the story of the Buddha, how he became enlightened and what enlightenment is. However, different people will have different views on what enlightenment actually is. Theravada (traditional) Buddhists will believe what is written in Buddhist teachings. Mahayana Buddhists, however, will make their own interpretations of what enlightenment is as they are less strict in terms of religious teachings. Part (d) examples Band 2<br>
slide20. “All Buddhists have the same understanding of Enlightenment.”
Many Buddhists could agree with this statement as they may see enlightenment as letting go of the three poisons and breaking free from the cycle of samsara. Furthermore, the Dhammapada tells of the Buddha attaining enlightenment after searching for the end of suffering so this quest for enlightenment should be theirs too. Hence, it could be argued that all Buddhists understand enlightenment as the goal they work towards.
Mahayana Buddhists, however, might not agree with the statement as they believe that everyone already has a buddha-nature, the ability to become a buddha or enlightened being. Moreover, they also believe that an individual can become a bodhisattva by delaying their own enlightenment in order to help others. They may assert that enlightenment is about helping others, thus embodying the Buddha’s teachings on metta (loving-kindness) and karuna (compassion). Nevertheless, this is different to a Theravadin understanding where a wise monk who achieves enlightenment becomes an arhat, a worthy being who has become enlightened through his own efforts following the eightfold path and the dharma. Part (d) examples<br>
slide21. Additionally, Pure Land Buddhists do not accept the traditional idea of enlightenment because they believe it is impossible to gain enlightenment in this life and that they can only work towards it if they are reborn in the Pure Land. So, instead of following the teachings of the Buddha, they chant to Amida Buddha in order to gain entry into the Pure Land in their next life. Therefore, Pure Land Buddhists would also disagree with the statement.
Having said that, most Buddhists would accept Buddha’s description of enlightenment as “unborn, unoriginated, uncreated and unformed” and would agree that enlightenment is something to be experienced rather than understood through words. Finally, although the concept of enlightenment might be common to all schools of Buddhism it would be wrong to say that all Buddhists understand it or achieve it in the same way. Part (d) examples Band 5<br>
Tips for Eduqas Jezz Pomfret
LTLRE East Cornwall Hub Leader<br>
slide2. Dohajydh da! Good afternoon! Intention:
To give an insight into the difference between poor, good and great answers in Eduqas RS exams.<br>
slide3. Pupils must give an accurate definition of the meaning of the key concept without just repeating the word.
Glossary definitions and examples aren’t necessary
Answers only need to be long enough to answer the question…
If the definition is wrong but a correct example is used, 1 mark can be awarded Part (a) answers<br>
slide4. Part (a) examples What do Hindus mean by ‘murti’?
Murti are statues used in worship. What do Hindus mean by ‘murti’?
Murti are statues used in worship that bring a god or goddess to the worshipper. What do Hindus mean by ‘murti’?
Murti are statues used in puja that are used with arti lamps to help Hindus connect with deities. 1 2 2<br>
slide5. Part (b) banded mark scheme Pupils don’t have to touch on every part of the band descriptor.<br>
slide6. Sources of wisdom and authority Component 1
A religious leader
A secular leader, e.g the Prime Minister
A sacred text
A law, e.g. the Equality Act
A named religious teaching, e.g. tikkun olam, Five Precepts
A philosophical moral teaching, e.g. utilitarianism
A religious denomination, branch or group
A relevant quote
Conscience
Family Components 2 and 3
A religious leader
A sacred text
A named religious teaching
A religious denomination, branch or group
A relevant quote
A secular leader, e.g. the Prime Minister
A law, e.g. the Equality Act
A philosophical moral teaching, e.g. utilitarianism
Conscience
Family<br>
slide7. Part (b) examples Describe what religions believe makes an act ‘wrong’.
Describe the importance of marriage ceremonies for religious believers.
Describe the work of prison chaplains.
Describe Christian beliefs about heaven.
Describe Buddhist beliefs about tathagatagarbha (buddha-nature).<br>
slide8. Part (b) answers “What’s the level of response?” Answers can give less than five separate points but describe well. Describe how Buddhists might celebrate Wesak.
Bathing Buddha statues
Gatherings
Dana in the form of donations to monks
Lighting candles
Cleaning Lists are creditable, but they don’t show much understanding, won’t hit the top band. They don’t constitute a good quality description. Prose leads to better descriptions. Band 2 Describe how Buddhists might celebrate Wesak.
In Theravada Buddhism, Wesak celebrates the birth, enlightenment and death of the Buddha. Many Buddhists visit their local temple and take part in “Bathing the Buddha” ceremonies, where water is poured over the shoulders of a Buddha statue. At the temple, Buddhists also perform dana by giving food and supplies to monks. People also perform dana by giving food and drink to others in the streets. Also, many lay Buddhists take on extra precepts to help them focus on the dharma. Band 3<br>
slide9. Part (c) questions The (c) questions will always ask pupils to explain an idea, event, action, ceremony, building, belief, teaching, view, attitude, etc.
What does ‘explain’ mean?
To make clear by giving more detail
To clarify
To go beyond description and offer more depth
To reveal the reasons behind something
DESCRIBE + ‘WHY’ and/or ‘BECAUSE’ = EXPLAIN
Explanations are not descriptions; more of the ‘why’ and ‘because’ are expected in part (c) answers. Pupils must give detailed explanations and use accurate religious language and sources of wisdom and authority, where appropriate.<br>
slide10. Part (c) banded mark scheme<br>
slide11. Part (c) questions Two or three well-explained reasons should be given, with links to key beliefs and/or teachings
We do read between the lines, trying to see what pupils are trying to say- misattributed sources of wisdom and authority, key teachings, etc. don’t always hinder, but if the point isn’t clear enough, we can’t give credit
We aim to mark positively, but we’re looking for the level of response, so fewer errors, more precise application of knowledge and skills, results in higher marks
Stating what the main subject of the question is, is creditable, e.g. “Explain why Buddhists might follow the Eightfold Path”
In Component 1, it’s acceptable to separate what’s written about the two religions with a gap or subheadings
In Component 1, the two religions or groups don’t need to be given equal weight.<br>
slide12. Explain different Jewish beliefs about life after death.
Within Judaism there are different beliefs about life after death because there are the differing views of Orthodox and Reform. Many Orthodox Jews believe in the resurrection of the dead because it was stated by Maimonides, a famous Jewish thinker. They believe that resurrection is for people who have been good in this life as Maimonides said that they are “considered alive’ even when they die. Orthodox Jews believe that the body and soul will be brought back to life in olam ha-ba so they do not permit cremations. Many Orthodox and ultra-Orthodox Jews believe that the resurrection of the dead will happen when the Messiah arrives. Reform Jews have updated many traditional views so no longer accept a belief in a resurrection of the dead, but they do believe that the soul lives on after death. Early Jewish beliefs did include reference to Sheol, a place where the dead went but as there are no specific teachings in the Torah, Jews tend to focus on this life rather than what might happen after death. Some Jews would believe that the person lives in the memories of their loved ones and in the good they did when they were alive. Band 4<br>
slide13. Part (d) questions Pupils must offer an informed discussion of the statement and not just explain different responses to it. They must argue the validity of the statement and use religious language and appropriate sources of wisdom and authority.
‘analyse’:
To examine
To scrutinise
To probe or investigate
To take part or break down
‘evaluate’:
To assess, argue or judge the worth of something
To measure or weigh up
To appraise or assess the value of something
To pass judgement on how valid something is<br>
slide14. Part (d) banded mark scheme I use the first few words in the bands by asking myself, “Is it excellent, very good, good, limited or poor?”<br>
slide15. Part (d) questions Have they performed the task?:
discussed, i.e. explored more than one point of view?
paid attention to any significant words in the statement?
referred to religious beliefs?
referred to non-religious beliefs in the Life and Death question?
More precisely:
Have they shown that they understand and can apply teachings or are they just throwing in lots of key terms?
Is the answer evaluative in some way or just a long part (c) answer?
Are they evaluating the stances taken on the issue or are they just giving their opinion on the statement?
Have they picked up on what the statement means or just explained different views on the main issue?
A real engagement with the statement, outlining more than one point of view, is generally needed to get to band 3.<br>
slide16. Part (d) questions Have they used connectives? Using connectives links arguments and moves the discussion forward. Good evaluative responses often use connectives to good effect. See below some common connecting words that you might see in responses and can use to gauge to what extent a response is evaluative.<br>
slide17. Part (d) examples ‘Marriage should be for life.’
‘Christian beliefs about Heaven and Hell are out of date.’
‘The Eucharist is more important for Christians than Baptism.’
‘Reciting mantras is the most important Buddhist practice.’<br>
slide18. Evaluation In reality, “evaluation” often looks like detailed analysis with evaluative language, which is acceptable, but that doesn’t get full marks
Pupils must read statements carefully; “Capital punishment is wrong,” is a different type of statement from “All Buddhists have the same understanding of Enlightenment”…
…So, some structures or scaffolds don’t always work, e.g. “This is a strong/weak argument…” isn’t appropriate when an argument’s not been put forward by the pupil
“Discuss” doesn’t have to mean “argue”
Don’t overload pupils; they don’t need new structures, they can use what they use in English (PEEL, PEARL, PETAL, etc.)
Personal views can be relevant if they are related to the worldviews presented in the main part of the answer.
As we’re looking at the level of response, mis-spellings, inaccuracies, etc., don’t necessarily mean high marks are inaccessible.
Conclusions are optional, but should give something new is they are used<br>
slide19. “All Buddhists have the same understanding of Enlightenment.”
To an extent I agree with this statement because every Buddhist will try to follow the teachings that are in the Buddhist scriptures. This means that they all have read the story of the Buddha, how he became enlightened and what enlightenment is. However, different people will have different views on what enlightenment actually is. Theravada (traditional) Buddhists will believe what is written in Buddhist teachings. Mahayana Buddhists, however, will make their own interpretations of what enlightenment is as they are less strict in terms of religious teachings. Part (d) examples Band 2<br>
slide20. “All Buddhists have the same understanding of Enlightenment.”
Many Buddhists could agree with this statement as they may see enlightenment as letting go of the three poisons and breaking free from the cycle of samsara. Furthermore, the Dhammapada tells of the Buddha attaining enlightenment after searching for the end of suffering so this quest for enlightenment should be theirs too. Hence, it could be argued that all Buddhists understand enlightenment as the goal they work towards.
Mahayana Buddhists, however, might not agree with the statement as they believe that everyone already has a buddha-nature, the ability to become a buddha or enlightened being. Moreover, they also believe that an individual can become a bodhisattva by delaying their own enlightenment in order to help others. They may assert that enlightenment is about helping others, thus embodying the Buddha’s teachings on metta (loving-kindness) and karuna (compassion). Nevertheless, this is different to a Theravadin understanding where a wise monk who achieves enlightenment becomes an arhat, a worthy being who has become enlightened through his own efforts following the eightfold path and the dharma. Part (d) examples<br>
slide21. Additionally, Pure Land Buddhists do not accept the traditional idea of enlightenment because they believe it is impossible to gain enlightenment in this life and that they can only work towards it if they are reborn in the Pure Land. So, instead of following the teachings of the Buddha, they chant to Amida Buddha in order to gain entry into the Pure Land in their next life. Therefore, Pure Land Buddhists would also disagree with the statement.
Having said that, most Buddhists would accept Buddha’s description of enlightenment as “unborn, unoriginated, uncreated and unformed” and would agree that enlightenment is something to be experienced rather than understood through words. Finally, although the concept of enlightenment might be common to all schools of Buddhism it would be wrong to say that all Buddhists understand it or achieve it in the same way. Part (d) examples Band 5<br>