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
090
080
070
060
050
040
030
020
000
Raw Mark
Grade
Boundary
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
Q3
13.6
56.5
Q2
12.4
51.9
Q4
12.3
51.2
Q1
11.7
48.6
Female
mean per
question
Male
mean per
question
Difference
Q1
12.9
9.5
-3.4
Q2
13.7
10.3
-3.4
Q3
15.0
11.0
-4.0
Q4
13.7
9.8
-3.9
AVG
-3.7
2.9
-0.8
1(e) SPaG
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.”
“Q4(b) was well answered, with most
candidates able to offer and explain several
key reasons.”
“Q1 (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
090
080
070
060
050
040
030
020
000
Raw Mark
Grade
Boundary
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
Q1
12.7
50.3
Q3
11.6
48.4
Q2
11.2
46.8
Q4:
11.1
46.2
Female
mean per
question
Male
mean per
question
Difference
Q1
12.7
11.4
-1.3
Q2
12.1
10.2
-1.9
Q3
12.6
10.4
-2.2
Q4
11.9
10.2
-1.7
AVG
-1.8
3.3
-0.3
1(e) SPaG
3.6
Feedback on Christianity Through the Gospels (4442)
16.10%
14.30%
13.70%
10.70%
10.70%
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 SPaG element of the assessment in
question 1 (e).”
“Q1 (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).”
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Feedback on Roman Catholicism 1 (4443)
Grade
*
A
B
C
D
E
F
G
U
UMS Grade
Boundary
090
080
070
060
050
040
030
020
000
Raw Mark
Grade
Boundary
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
Q1
14.5
60.5
Q3
14.3
59.6
Q2
14.2
59.1
Q4:
13.5
56.4
Female
mean per
question
Male
mean per
question
Difference
Q1
15.5
13.6
-2.2
Q2
15.1
13.4
-2.3
Q3
15.4
13.2
-2.2
Q4
14.9
12.3
-2.6
AVG
-2.3
3.5
-0.5
1(e) SPaG
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.”
“Q1(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 SPaG
element of the assessment in question
1(e).”
“Q1(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.”
“Q4(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.”
“Q2 (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.”
“Q1 (b) Generally not well answered.
Most candidates scored marks but
answers were superficial or were a
repeat from 1(a).”
“Q3(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.”
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Feedback on Roman Catholicism 2 (4444)
Grade
*
A
B
C
D
E
F
G
U
UMS Grade
Boundary
090
080
070
060
050
040
030
020
000
Raw Mark
Grade
Boundary
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
Q1
14.1
58.8%
Q3
13.1
54.8%
Q4:
12.9
53.6%
Q2
12.7
52.8%
Female
mean per
question
Male
mean per
question
Difference
Q1
15.0
13.2
-1.8
Q2
13.5
11.8
-1.7
Q3
14.5
11.9
-2.6
Q4
13.9
11.8
-2.1
AVG
-2.1
3.8
-0.5
1(e) SPaG
4.3
Feedback on Roman Catholicism 2 (4444)
16.70%
15.80%
15.00%
13.40%
11.50%
8.70%
6.70%
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 SPaG
element of the assessment in question
1(e).”
“Q 3(a) there were many excellent
responses to this question…”
Q3 (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.”
“Q3 (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.”
“Q4 (a) … some candidates did not
know what capital punishment was.”
“Q2 (e) ..many of the answers were vague
with no reference to different Christian
teaching that could hinder ecumenism.”
“Q3 (a) ….many of the answers were
vague with no reference to different
Christian teaching that could hinder
ecumenism.”
“Q4 (b) This was not well answered with
many writing about different types of
punishment and why it was right for
society to punish offenders.”
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Feedback on Christian Philosophy and Ethics (4445)
Grade
*
A
B
C
D
E
F
G
U
UMS Grade
Boundary
090
080
070
060
050
040
030
020
000
Raw Mark
Grade
Boundary
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
Q1
16.1
66.9
Q2
15.7
65.3
Q4:
13.2
54.8
Q3
12.8
53.2
Female
mean per
question
Male
mean per
question
Difference
Q1
16.8
15.0
-1.8
Q2
16.3
14.7
-1.6
Q3
13.6
11.5
-2.1
Q4
14.1
11.8
-2.3
AVG
-2.0
3.3
-1.5
1(e) SPaG
3.8
Feedback on Christian Philosophy and Ethics (4445)
18.90%
17.10%
15.80%
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 AO2 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 the 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.”
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Feedback on Hinduism (4446)
Grade
*
A
B
C
D
E
F
G
U
UMS Grade
Boundary
090
080
070
060
050
040
030
020
000
Raw Mark
Grade
Boundary
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
Q1
15.6
65.1
Q2
14.9
61.9
Q3
13.3
55.3
Q4:
12.4
51.8
Female
mean per
question
Male
mean per
question
Difference
Q1
15.8
15.2
-0.6
Q2
15.3
13.8
-1.5
Q3
13.4
12.9
-0.5
Q4
12.2
13.0
+0.8
AVG
-0.5
3.6
-0.2
1(e) SPaG
3.8
Feedback on Hinduism (4446)
18.90%
17.10%
15.80%
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 SPaG 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 and 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.”
“Q3 (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.”
“Q4 (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
090
080
070
060
050
040
030
020
000
Raw Mark
Grade
Boundary
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%
5.3%
2.6%
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
Q1
15.4
64.1
Q4:
15.3
63.6
Q2
14.5
60.3
Q3
12.8
53.3
Female
mean per
question
Male
mean per
question
Difference
Q1
16.2
13.5
-2.8
Q2
15.5
11.8
-3.7
Q3
13.5
11.0
-2.5
Q4
16.0
13.5
-2.5
AVG
-2.9
3.3
-0.9
1(e) SPaG
4.2
Feedback on Islam (4447)
22.40%
21.10%
18.40%
11.80%
10.50%
2.60%
2.60%
U
G
5.30%
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.”
“Q1 (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 SPaG element in this question;
SPaG 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.”
“Q2 (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
090
080
070
060
050
040
030
020
000
Raw Mark
Grade
Boundary
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
Q2
13.0
54.0
Q4
12.4
51.8
Q1
12.0
49.9
Q3
11.0
45.9
Female
mean per
question
Male
mean per
question
Difference
Q1
12.6
10.0
-2.6
Q2
13.5
11.3
-2.2
Q3
11.7
9.1
-2.6
Q4
13.0
10.8
-2.2
AVG
-2.4
3.8
0.1
1(e) SPaG
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 SPaG
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.”
“Q3 (a) There was…some confusion
about Yom Kippur, where some
candidates wrote about other
festivals.”
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