WJEC GCSE R.S.
Specification B
Summer 2015
Examinations Feedback
Feedback on Religion & Life Issues
(4451) Summer 2015
*
Grade
A
B
C
D
E
F
G
U
UMS Grade 090 080 070 060 050 040 030 020 000
Boundary
081 068 055 043 034 026 018 010 000
Raw Mark
Grade
Boundary
Grade
A*
A
B
C
D
E
F
G
U
Life Issues
9.4%
16.4%
23.3%
20.4%
12.4%
7.9%
5.1%
2.9%
1.6%
Cumulative
A*
A*-A
A*-B
A*-C
A*-G
9.4%
25.8%
49.1%
69.5%
98.4%
Feedback on Religion & Life Issues
(4451) Summer 2015
Unit 1
Question in
numerical order by
mean
Facility Factor
Q1 : Relationships
13.7
57.3
Q2 : Is it Fair ?
12.5
52.1
Q4 : Our World
12.1
50.4
Q3 : Looking For Meaning
11.7
48.6
Female mean per
question
Male mean per
question
Difference
1 Relationships
14.8
12.6
-2.2
2 Is it fair ?
13.4
11.6
-2.2
3 Looking for Meaning
12.5
10.8
-1.7
4 Our World
13.1
11.0
-2.1
AVG
-2.05
3.1
-0.5
1(e) SPaG
3.6
Feedback on Religion & Life Issues
(4451) Summer 2015
23.3%
20.4%
16.4%
12.4%
9.4%
7.8%
5.1%
2.9%
1.6%
U
G
F
E
D
C
B
A
A*
Positive comments on
Candidates’ performance
“There were the usual examples of
excellent answers, showing detailed,
thoughtful and well expressed responses.”
“Q1(a) Well answered by many candidates,
often referring to some sort of duty and
including examples.”
“Q3(b) There were…some outstanding
answers that included very good use of key
word knowledge and development of
complex ideas.”
“Many candidates demonstrated an
excellent knowledge of religious traditions
and an excellent understanding of how
religious beliefs and teachings impact on
the lives of religious believers.”
“Q3a was very well answered with many
candidates giving a sound definition, often
referring to God as creator and supreme being.
Many candidates achieved full marks on this
question.”
“Q4(e) …the better answers included an
explanation as to how attitudes are based on
religious beliefs and teachings.”
ISSUES TO BE ADDRESSED
“A significant number of candidates this
year did not give full responses to the (d)
questions where knowledge of two
religious traditions are normally required.”
“Q3(b) – which refers to ‘vocation’.
Unfortunately, in a number of centres, it was
clear the term had not been taught; this was
evidenced by the large numbers of blank
spaces.”
“..there were a number of candidates who
gave the name of one religious tradition and
then proceeded to write about a different
religious tradition.”
“Q2(b) The question clearly asks for an
explanation of how either a religious
person or organisation might work for
justice; unfortunately some candidates
wrote about both. It is important to
read the question carefully and respond
appropriately.”
“Q4(a) Unfortunately some candidates gave a definition of stewardship rather than
dominion. Once again it is important to note that all key terms in the specification are
learnt and that candidates focus their response in answering the actual question.”
Feedback on Religion & Human Experiences (4452)
*
Grade
A
B
C
D
E
F
G
U
UMS Grade 090 080 070 060 050 040 030 020 000
Boundary
Raw Mark 079 066 053 040 032 024 016 008 000
Grade
Boundary
Grade
A*
A
B
C
D
E
F
G
U
Human
Experience
10.9%
15.8%
20.2%
20.0%
10.2%
8.6%
6.4%
4.9%
3.0%
Cumulative
A*
A*-A
A*-B
A*-C
A*-G
10.9%
26.7%
46.9%
66.9%
97%
Feedback on Religion & Human Experience (4452)
Unit 2
Question in numerical order
by mean
Facility Factor
Q2 : Religion & medicine
12.2
50.9
Q3 : Religious expression
11.8
49.2
Q1 : Religion & conflict
11.4
47.4
Q4 : Authority – Religion & State
11.3
47.1
Female mean per
question
Male mean per
question
Difference
1 Conflict
12.4
10.3
-1.9
2 Medicine
13.4
10.9
-2.5
3 Expression
12.9
10.6
-2.3
4 Religion & State
12.5
10.0
-2.5
AVG
-2.3
3.0
-0.5
1(e) SPaG
3.5
Feedback on Religion & Human Experiences (4452)
20.00%
20.20%
15.80%
10.90%
10.20%
8.60%
6.40%
4.90%
3.00%
U
G
F
E
D
C
B
A
A*
Positive comments on
Candidates’ performance
“It was evident in the majority of scripts
that candidates had engaged with the
course and were often able to apply
relevant contemporary situations to their
answer.”
“3(c) Well answered with responses often
showing a mature consideration of the
nature of worship. Many candidates
applied knowledge and understanding from
other areas of the specification to this
answer.”
“Q4(e) There were some excellent answers
showing developed thought and insight.”
“Q1(d) There were some excellent answers ,
particularly with reference to Buddhism and
Christianity which referred to distinctive
theologies and sacred texts.”
“Q1(b) There were many good answers
where candidates applied their
understanding of the course to refer to
relationships, inter-faith dialogue, etc.
References were often made to sacred texts
in their answer.”
ISSUES TO BE ADDRESSED:
“…some candidates were unaware of the
key concepts. This often resulted in them
failing to answer the ‘a’ questions and
applying the key concept to their answers
to other questions.”
“Question (D)s There is still a weakness
shown in an application of knowledge of
religions. Often very generic comments
are made or a response that shows a
comparison between the two religions
rather than what each religion
believes.”
“Q1(e) For some candidates their answers
were extremely limited giving a point for and
against, inserting a moral point and then
giving their own opinion. ….It was
disappointing that some candidates omitted
to answer this question resulting in a loss of
SPaG marks as well.”
“Q4 (a) Many candidates struggled to
explain this key concept (personal
conviction) with responses often referring to
being convicted as in a crime.”
“…marks were lost by candidates not fully reading the questions.”
Common features of GOOD candidates’
responses to each question type:a.
Good candidates had learnt the keywords and could define them correctly and
demonstrate their understanding with an example.
b.
Good candidates read the question carefully and recognised ‘trigger’ words such
as ‘Explain how….’ They were able to establish a clear link between religious
belief and religious practice.
c. Good candidates gave two reasons in their response to this question and some
were able to make reference to specific religious teaching. They explained their
reasoning, they did not just list brief points.
d. Good candidates, rather than just listing some pertinent points, explained in depth
what religious attitudes to the issues raised were. They also used key terminology
in their response. They tailored their answer to the requirement of the question to
refer in detail to one OR two religious traditions.
Common features of GOOD candidates’
responses to each question type:e.
Good candidates read the question carefully and perceptively responded to the
view given. For example, in Unit 1 Q.3(e) candidates showed a very good
understanding of the importance of worship in religious traditions and were able
to balance the different arguments for the importance of public worship against
private worship. Some candidates used key terms related to the practice of
worship throughout their answers.
Good candidates made explicit reference to religious responses (including
references to sacred texts, religious leaders, etc.) in their comprehensive balanced
answer. They provided more than one point of view and provided reasons or
evidence to support their answer.
Common features of WEAKER candidates’
responses to each question type:Weaker candidates:
• failed to read each of the questions carefully
• failed to focus on all parts of the question set
• gave generic answers to questions (d) and (e) with little or no reference to
religion.
Question by question feedback:a) Weaker candidates were unaware of the meanings of ‘key’ words. For example
in Unit 2 Q4(a) many were unable to explain the term ‘personal conviction’.
b) Some candidates did not know what the trigger words such as ‘explain how’
meant which resulted in responses that were in the main irrelevant. Others had
not learnt key terminology (e.g. Unit 1 Q3(b) ‘vocation’) and so were unable to
address the question set.
Common features of WEAKER candidates’
responses to each question type:c)
Weaker candidates only provided one reason (sometimes the same
reason from different religions) or they simply gave a list of reasons
with no further development. In Unit 2 Q1(c) weaker candidates simply
listed types of non-violent protest without stating (as the question required)
whether these types work or not.
d)
e)
Weaker candidates gave brief responses, often with generic answers which
lacked supporting evidence. Some only referred to one part of the question e.g.
Unit 1 Q1 (d) thereby limiting their level of response.
Some candidates did not even attempt question 1(e). If they had given
some relevant information in 1(e) they could then be credited for SPAG. Not
attempting it meant that they also lost 5 SPAG marks. Weaker
candidates gave
brief responses, often with generic answers which
lacked supporting evidence,
particularly religious reasoning (e.g. Unit 1
Q4(e) and Unit 2 Q1(e).
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