WJEC GCSE R S GCSE Specification A Summer

WJEC GCSE R. S. GCSE Specification A Summer 2015 Examinations Feedback

WJEC GCSE R. S. GCSE Specification A The full GCSE Religious Studies Specification A report can be found here Please select a Unit from the menu below. Click on the link to access individual Unit feedback. Unit 1 Christianity Unit 2 Christianity Through the Gospels Unit 3 Roman Catholicism 1 Unit 4 Roman Catholicism 2 Unit 5 Christian Philosophy and Ethics Unit 6 Hinduism Unit 7 Islam Unit 8 Judaism Information on resources for teachers Contact details for WJEC staff

Feedback on Christianity (4441) Grade * A B C D E F G U UMS Grade Boundary Raw Mark Grade Boundary 090 080 070 060 050 040 030 020 000 082 072 062 052 043 035 027 019 000 Grade A* A B C D E F G U Christianity 9. 1% 11. 6% 15. 8% 16. 0% 16. 5% 10. 8% 8. 6% 6. 6% 5. 0% Cumulative A*-A A*-B A*-C A*-G 20. 7% 36. 5% 52. 5% 95. 0%

Feedback on Christianity (4441) Question in numerical order by mean Facility Factor Q 3 13. 6 56. 5 Q 2 12. 4 51. 9 Q 4 12. 3 51. 2 Q 1 11. 7 48. 6 Female mean per question Male mean per question Difference Q 1 12. 9 9. 5 -3. 4 Q 2 13. 7 10. 3 -3. 4 Q 3 15. 0 11. 0 -4. 0 Q 4 13. 7 9. 8 -3. 9 AVG -3. 7 2. 9 -0. 8 1(e) SPa. G 3. 7

Feedback on Christianity (4441) 16, 50% 16, 00% 15, 80% 11, 60% 10, 80% 9, 10% 8, 60% 6, 60% 5, 00% U G F E D C B A A*

Examples of positive comments on candidates’ performance (4441) “There were excellent responses, thorough, detailed and with a grasp of religious and moral issues. ” “The (e) questions garnered some excellent answers and the highest levels were achieved when candidates properly discussed issues and showed shades of opinion rather than a simpler stating of ‘for’ and ‘against’. ” “SPAG responses in 1 (e) mostly showed evidence of candidates taking the opportunity and care to show what they could do. ” “Q 4(b) was well answered, with most candidates able to offer and explain several key reasons. ” “Q 1 (d) Some good answers carefully identified specific teaching then offered suggestions as to how these did or did not fit well with modern society; the best answers made reference to secular conditions. ”

Examples of issues to be addressed (4441) “…there were a significant number of candidates who seemed to lack the specific, factual knowledge that is needed as a core for many of the questions. This was apparent, for example, in the ‘describe’ questions, such as Jesus’ Baptism, in 1(a), but was a factor in a number of (a) questions. ” “SPAG responses in Q 1(e) ……(candidates) need to be encouraged to make more use of specialist language if they are to gain the highest level. ” “In (d) questions, many candidates still need to take greater care in how they structure their answer, clearly separating the two reasons; too often there was a general sprawl of ideas that became unfocused and did not do the candidate justice. ” “Q 4(e) …many failed to adequately develop. However, it was disappointing how few raised sanctity of life and quality of life as a key issue in the debate. Also, many candidates failed to draw on the full range of possible examples with many only focussing on one, such as abortion or euthanasia. ” Click here to return to the Unit menu

Feedback on Christianity Through the Gospels (4442) Grade * A B C D E F G U UMS Grade Boundary Raw Mark Grade Boundary 090 080 070 060 050 040 030 020 000 077 068 059 050 042 034 027 030 000 Grade A* A B C D E F G U Christianity Through the Gospels 9. 5% 10. 7% 13. 7% 16. 1% 10. 7% 14. 3% 10. 7% 6. 0% 8. 3% Cumulative A*-A A*-B A*-C A*-G 20. 2% 33. 9% 59. 4% 91. 7%

Feedback on Christianity Through the Gospels (4442) Question in numerical order by mean Facility Factor Q 1 12. 7 50. 3 Q 3 11. 6 48. 4 Q 2 11. 2 46. 8 Q 4: 11. 1 46. 2 Female mean per question Male mean per question Difference Q 1 12. 7 11. 4 -1. 3 Q 2 12. 1 10. 2 -1. 9 Q 3 12. 6 10. 4 -2. 2 Q 4 11. 9 10. 2 -1. 7 AVG -1. 8 3. 3 -0. 3 1(e) SPa. G 3. 6

Feedback on Christianity Through the Gospels (4442) 16, 10% 14, 30% 13, 70% 10, 70% 9, 10% 8, 30% 6, 00% U G F E D C B A A*

Examples of positive comments on candidates’ performance (4442) “Candidates had been thoroughly prepared for the SPa. G element of the assessment in question 1 (e). ” “Q 1 (d) There were some excellent responses to this question with candidates evaluating the difficulties of trying to resist temptation with Jesus’ example in the wilderness. ” “It is pleasing to note that there were an increased number of really excellent scripts which were a pleasure to read and mark showing thorough knowledge and understanding combined with the ability to evaluate effectively. ” “It was pleasing to see the vast majority of candidates relating their responses to religious beliefs which is a requirement in questions (d) and (e) on the paper. ”

Examples of issues to be addressed (4442) “…the usual suspects in terms of weaknesses remain with us from year to year. There is still an apparent lack of knowledge and understanding of some of the biblical material in the syllabus. This was especially true of questions 2 (a), 3 (a) and 4 (a). ” “Candidates also need to focus carefully on the trigger words, especially the difference between explain why and explain how. A number of candidates were guilty of giving the reasons why Christians did certain things rather than explaining how they carried them out. ” “Some candidates in answering questions tend to list points. This usually prevents them from elaborating on the ideas mentioned and so limits the level that can be achieved. ” “Candidates need to be reminded that a request to explain how requires more than a list of points briefly stated. It is in fact a detailed description. This was evident in questions 1 (c), 2 (c) and 3(c). ” Click here to return to the Unit menu

Feedback on Roman Catholicism 1 (4443) Grade * A B C D E F G U UMS Grade Boundary Raw Mark Grade Boundary 090 080 070 060 050 040 030 020 000 082 072 062 052 043 035 027 019 000 Grade A* A B C D E F G U Roman Catholicism 1 14. 4% 16. 4% 20. 0% 18. 1% 12. 1% 7. 0% 5. 9% 3. 4% 2. 6% Cumulative A*-A A*-B A*-C A*-G 30. 8% 50. 8% 68. 9% 97. 4%

Feedback on Roman Catholicism 1 (4443) Question in numerical order by mean Facility Factor Q 1 14. 5 60. 5 Q 3 14. 3 59. 6 Q 2 14. 2 59. 1 Q 4: 13. 5 56. 4 Female mean per question Male mean per question Difference Q 1 15. 5 13. 6 -2. 2 Q 2 15. 1 13. 4 -2. 3 Q 3 15. 4 13. 2 -2. 2 Q 4 14. 9 12. 3 -2. 6 AVG -2. 3 3. 5 -0. 5 1(e) SPa. G 3. 9

Feedback on Roman Catholicism 1 (4443) 20, 00% 18, 10% 16, 40% 14, 40% 12, 10% 7, 00% 5, 90% 3, 40% 2, 60% U G F E D C B A A*

Examples of positive comments on candidates’ performance (4443) “The candidates who scored highly showed a very good knowledge and understanding of the topics being examined and these responses were backed up with Catholic teaching and reference to moral argument. ” “Q 1(d) On the whole, well answered. Most candidates referred to the Greatest Commandment and the Ten Commandments. ” “It was, once again, clear most centres prepared their candidates for the SPa. G element of the assessment in question 1(e). ” “Q 1(e) This question was well answered by the majority of candidates. The majority compared the religious and commercial tensions at Christmas time and answers were generally well balanced. ” “Q 4(a) This question was well answered with most candidates scoring well as they could describe the main features of a Catholic marriage ceremony. ”

Examples of issues to be addressed (4443) “Some centres concentrated on quoting directly from the Catechism and Bible but often the references were irrelevant or dominated the space and did not answer the question. ” “Q 2 (a) Not well answered. The majority of responses were bland references to God being a father figure or the father of Jesus. ” “… some questions which were either, not attempted or poorly answered. ” “Q 1 (b) Generally not well answered. Most candidates scored marks but answers were superficial or were a repeat from 1(a). ” “Q 3(b) Very poorly answered. A small minority understood the question and scored highly, but many candidates did not attempt the question or did not score well. ” Click here to return to the Unit menu

Feedback on Roman Catholicism 2 (4444) Grade * A B C D E F G U UMS Grade Boundary Raw Mark Grade Boundary 090 080 070 060 050 040 030 020 000 082 072 062 052 043 035 027 020 000 Grade A* A B C D E F G U Roman Catholicism 2 15. 0% 13. 4% 15. 8% 16. 7% 11. 5% 8. 7% 6. 7% 5. 5% 6. 7% Cumulative A*-A A*-B A*-C A*-G 28. 4% 44. 2% 60. 9% 93. 3%

Feedback on Roman Catholicism 2 (4444) Question in numerical order by mean Facility Factor Q 1 14. 1 58. 8% Q 3 13. 1 54. 8% Q 4: 12. 9 53. 6% Q 2 12. 7 52. 8% Female mean per question Male mean per question Difference Q 1 15. 0 13. 2 -1. 8 Q 2 13. 5 11. 8 -1. 7 Q 3 14. 5 11. 9 -2. 6 Q 4 13. 9 11. 8 -2. 1 AVG -2. 1 3. 8 -0. 5 1(e) SPa. G 4. 3

Feedback on Roman Catholicism 2 (4444) 16, 70% 15, 80% 15, 00% 13, 40% 11, 50% 8, 70% 6, 70% 5, 50% U G F E D C B A A*

Examples of positive comments on candidates’ performance (4444) “The range of answers showed a very good knowledge and understanding of the topics and many responses were backed up with Catholic teachings and reference to moral arguments. ” “Q 1(c) This question was well answered with many references to the teachings of Jesus and the Ten Commandments. ” “Q 1(e) … it was clear most centres prepared their candidates for the SPa. G element of the assessment in question 1(e). ” “Q 3(a) there were many excellent responses to this question…” Q 3 (d) This question was well answered with many references to your body being a temple of the Holy Spirit and mention of those who are not fortunate to have enough food. “Q 4(c) Generally well answered with many referring to CAFOD and its work abroad. ”

Examples of issues to be addressed (4444) “There were some questions which were either, not attempted or poorly answered. ” “Q 3 (c) This question was not well answered. Some focussed on responsibility for the environment but there were many examples of bland answers claiming Catholics should be nice to each other. ” “Q 4 (a) … some candidates did not know what capital punishment was. ” “Q 2 (e). . many of the answers were vague with no reference to different Christian teaching that could hinder ecumenism. ” “Q 3 (a) …. many of the answers were vague with no reference to different Christian teaching that could hinder ecumenism. ” “Q 4 (b) This was not well answered with many writing about different types of punishment and why it was right for society to punish offenders. ” Click here to return to the Unit menu

Feedback on Christian Philosophy and Ethics (4445) Grade * A B C D E F G U UMS Grade Boundary Raw Mark Grade Boundary 090 080 070 060 050 040 030 020 000 082 072 062 052 043 035 027 019 000 Grade A* A B C D E F G U Christian Philosophy and Ethics 18. 9% 15. 8% 17. 1% 15. 8% 9. 8% 11. 0% 5. 0% 3. 7% 3. 0% Cumulative A*-A A*-B A*-C A*-G 34. 7% 51. 8% 67. 7% 97. 0%

Feedback on Christian Philosophy and Ethics (4445) Question in numerical order by mean Facility Factor Q 1 16. 1 66. 9 Q 2 15. 7 65. 3 Q 4: 13. 2 54. 8 Q 3 12. 8 53. 2 Female mean per question Male mean per question Difference Q 1 16. 8 15. 0 -1. 8 Q 2 16. 3 14. 7 -1. 6 Q 3 13. 6 11. 5 -2. 1 Q 4 14. 1 11. 8 -2. 3 AVG -2. 0 3. 3 -1. 5 1(e) SPa. G 3. 8

Feedback on Christian Philosophy and Ethics (4445) 18, 90% 17, 10% 15, 80% 11, 00% 9, 80% 5, 00% 3, 70% 3, 00% U G F E D C B A A*

Examples of positive comments on candidates’ performance (4445) “From observing of a variety of centres, it appeared that AO 2 skills in the extended writing (e) questions continue to improve for the most part. ” “Q 3(d) This evaluation was well addressed, particularly in favour of drinking alcohol. Reference was made to Jesus drinking wine at the Last Supper, Jesus turning water into wine, the use of wine in Holy Communion, wine ‘gladdening the heart’. ” “Candidates appeared to take extra care with SPAG and the majority scored above 3. Centres can be congratulated on their encouragement to students in their use of subject specific terminology. ” “Q 1(c) This was very well answered on the whole. Many candidates attained full marks and were able to refer to the teleological premise given by William Paley. The premise of the argument was well understood on the whole. ” “Q 1(e) There were some excellent answers which included a range of theological teaching making reference to theodicies of Augustine and Irenaeus, moral and natural evil, and the influence of the supernatural. ”

Examples of issues to be addressed (4445) “The evaluative (d) questions …. candidates failing to give two distinct reasons for their answers. ” “In the extended writing (e) questions …. In a minority of centres candidates did not present two opposing arguments and failed to achieve higher than Level 2. ” “Q 3(b) Candidates found this difficult and it was clear that they either knew what moral relativism was or didn’t. A number of candidates left gaps for this question. ” “Some candidates found Questions 2(b), 2(d), 3(b) and 4(c) particularly challenging. ” “. . there was a distinct gap in candidates’ knowledge and understanding of the following terms: fairly, sustainable development, moral relativism, moderation and multicultural. “Q 2(b) Answers tended to be general and focused on superficial reasons. ” “Q 4(c) Poorly answered on the whole. Answers tended to be general rather than focused. ” Click here to return to the Unit menu

Feedback on Hinduism (4446) Grade * A B C D E F G U UMS Grade Boundary Raw Mark Grade Boundary 090 080 070 060 050 040 030 020 000 080 070 060 051 043 035 027 019 000 Grade A* A B C D E F G U Hinduism 19. 4% 14. 8% 13. 9% 17. 6% 11. 1% 9. 3% 11. 1% 1. 9% 0. 9% Cumulative A*-A A*-B A*-C A*-G 34. 2% 48. 1% 65. 7% 99. 1%

Feedback on Hinduism (4446) Question in numerical order by mean Facility Factor Q 1 15. 6 65. 1 Q 2 14. 9 61. 9 Q 3 13. 3 55. 3 Q 4: 12. 4 51. 8 Female mean per question Male mean per question Difference Q 1 15. 8 15. 2 -0. 6 Q 2 15. 3 13. 8 -1. 5 Q 3 13. 4 12. 9 -0. 5 Q 4 12. 2 13. 0 +0. 8 AVG -0. 5 3. 6 -0. 2 1(e) SPa. G 3. 8

Feedback on Hinduism (4446) 18, 90% 17, 10% 15, 80% 11, 00% 9, 80% 5, 00% 3, 70% 3, 00% U G F E D C B A A*

Examples of positive comments on candidates’ performance (4446) “It was encouraging again this year to see the quality of responses produced by many candidates displaying thorough knowledge and understanding of Hinduism. These candidates were evaluating issues critically and coherently and supporting views given with evidence and reasoning. ” “Q 1(a) There were some excellent answers to this question. Many candidates were obviously familiar with the items found on a home shrine and were confident in their use of the Hindu terms for those features. ” “There were a number of outstanding scripts which were a pleasure to mark, some of which gained full marks. ” “Candidates had been thoroughly prepared again this year for the SPa. G element of the assessment in question 1 (e). ” “Q 2(c) Generally very well answered by the majority of candidates who were able to relate the events of the life of Rama and Sita with their influence on a Hindu married couple. ”

Examples of positive comments on candidates’ performance (4446) “Q 4 (a) A very well answered question. Candidates were familiar with the ashramas and the duties associated with them. ” “Q 4(d) A very well answered question with candidates evaluating the importance of the ashramas on the one hand the structure or lack of structure of modern society on the other. ” “Q 4(b) A very well answered question. Most candidates could explain fully the duties of the retirement stage of life. ” “Q 4(e) There were some excellent answers to this question dealing in detail with the importance of taking part in festivals before assessing their influence on teaching children about Hinduism. ”

Examples of issues to be addressed (4446) “Some candidates continue to include irrelevant material whilst others do not focus on the trigger words especially the difference between explain why and explain how. This was evident in 1 (c) where candidates explained why Hindus celebrate Durga Puja rather than how and in 3 (b) explained how avatars are important in Hinduism rather than why. ” “Some candidates wrote vaguely and made sweeping statements without supporting their views with arguments or evidence. ” “Another weakness was the inability of some candidates to relate different aspects of the specification to each other. It is neither possible nor desirable to teach a religion in boxes, especially Hinduism, since everything is interrelated. ” “Q 3 (c) Responses to this question were on the whole disappointing. A number of candidates had no idea what bhakti is and others who knew the meaning of bhakti had no idea how it is practised. Others tried a ‘catch-all’ approach listing a number of practices in the hope that one would be relevant to bhakti. ”

Examples of issues to be addressed (4446) “Q 3(e) This was not a well answered evaluative question. Many found it difficult to relate the question to children and discussed the issue in general terms. Others answered a different question and focused on gods as role-models for Hindus. ” “Q 4(c) …. Weaker answers were vague and too general. ” “Q 4 (e) There were some excellent answers to this question dealing in detail with the importance of taking part in festivals before assessing their influence on teaching children about Hinduism. ” Click here to return to the Unit menu

Feedback on Islam (4447) Grade * A B C D E F G U UMS Grade Boundary Raw Mark Grade Boundary 090 080 070 060 050 040 030 020 000 081 071 061 052 043 035 027 019 000 Grade A* A B C D E F G U Islam 21. 1% 11. 8% 18. 4% 22. 4% 10. 5% 5. 3% 2. 6% Cumulative A*-A A*-B A*-C A*-G 32. 9% 51. 3% 73. 7% 97. 4%

Feedback on Islam (4447) Question in numerical order by mean Facility Factor Q 1 15. 4 64. 1 Q 4: 15. 3 63. 6 Q 2 14. 5 60. 3 Q 3 12. 8 53. 3 Female mean per question Male mean per question Difference Q 1 16. 2 13. 5 -2. 8 Q 2 15. 5 11. 8 -3. 7 Q 3 13. 5 11. 0 -2. 5 Q 4 16. 0 13. 5 -2. 5 AVG -2. 9 3. 3 -0. 9 1(e) SPa. G 4. 2

Feedback on Islam (4447) 22, 40% 21, 10% 18, 40% 11, 80% 10, 50% 2, 60% U G 5, 30% F E D C B A A*

Examples of positive comments on candidates’ performance (4447) “Once again, there were examples of some excellent answers which were comprehensive, thoughtful and well expressed. ” Q 3(e) “…. . Where candidates understood the demands of the question there were some outstanding answers about the importance of dress as an expression of faith. ” “Q 1 (a) Very well answered. Almost all candidates were able to score well on this question by giving varied descriptions of how Muslims perform salah, both at home and in a mosque. ” “Q 1(e) Candidates appeared to have been well prepared for the SPa. G element in this question; SPa. G marks were usually in the middle or higher tier. ” “Q 4(c) Some very good answers that demonstrated good understanding about the Day of Judgement. ”

Examples of issues to be addressed (4447) “A small number of candidates did not appear to understand the terms 'muezzin' in question 1(b) and 'hadith' in question 2(c). ” “Q 3(a) Some candidates incorrectly described the month of Ramadan as a pillar of faith. ” “Q 3(d) A number of answers were very weak in response to this question. ” “Q 2 (b) Some candidates did not respond to the rubric of the question and just described the events of Hajj without explaining its importance. ” “Q 3(c) Some candidates ignored the instruction to explain the importance of Id-ul-Fitr and simply gave answers describing how Id-ul-Fitr is celebrated by Muslims. ” Click here to return to the Unit menu

Feedback on Judaism (4448) Grade * A B C D E F G U UMS Grade Boundary Raw Mark Grade Boundary 090 080 070 060 050 040 030 020 000 081 071 061 052 043 035 027 019 000 Grade A* A B C D E F G U Judaism 7. 3% 11. 9% 15. 8% 17. 0% 16. 0% 12. 6% 8. 7% 7. 0% 3. 8% Cumulative A*-A A*-B A*-C A*-G 19. 2% 35% 52% 96. 2%

Feedback on Judaism (4448) Question in numerical order by mean Facility Factor Q 2 13. 0 54. 0 Q 4 12. 4 51. 8 Q 1 12. 0 49. 9 Q 3 11. 0 45. 9 Female mean per question Male mean per question Difference Q 1 12. 6 10. 0 -2. 6 Q 2 13. 5 11. 3 -2. 2 Q 3 11. 7 9. 1 -2. 6 Q 4 13. 0 10. 8 -2. 2 AVG -2. 4 3. 8 0. 1 1(e) SPa. G 3. 9

Feedback on Judaism (4448) 17, 00% 16, 00% 15, 80% 12, 60% 11, 90% 8, 70% 7, 30% 7, 00% 3, 80% U G F E D C B A A*

Examples of positive comments on candidates’ performance (4448) “There was some evidence of excellent papers and this allowed for differentiation across the paper. ” “Many candidates were able to describe and explain appropriately and used relevant Jewish terms with confidence. ” “Q 2(c) Answered well. Candidates understand what is meant by abortion. Many candidates were able to write about the Orthodox and Reform views. ” “Q 4(a) Answered well. Candidates were able to write about the synagogue with confidence. There was evidence of religious terms being used. ” “There was evidence that candidates had been thoroughly prepared for the SPa. G element of the assessment in question 1(e). The responses in 1(e) were often carefully written, expressed and checked than in other parts of the paper. ” “Q 2(e) A good range of responses to this question. Most candidates generally wrote well and were able to provide both points of view. Many candidates reflected on sociological reasons. ” “Q 4(b) Answered very well. Most candidates wrote about the Torah being the word of God and containing commandments, Covenant. ”

Examples of issues to be addressed (4448) “…. there were some questions to which a number of candidates did not respond well. Some candidates listed the Ten Commandments in 1(b). . ” “Q 1(e) Some candidates wrote about rites of passages, instead of festivals. ” “Q 1(b) Most candidates were able to list the Ten Commandments, however, some did not explain these. ” “Q 2(b) There were some responses where candidates simply wrote what the Shema was, without linking their answer to the question. ” “Q 3 (a) There was…some confusion about Yom Kippur, where some candidates wrote about other festivals. ” Click here to return to the Unit menu

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