000001
AQA
MARK SCHEME AQA
A-level
S
RELIGIOUS STUDIES
IE
7062/2C
D
Paper 2C Study of Religion and Dialogues: Hinduism
Mark scheme
U
June 2024
Version: 1.0 Final ST
S
U
IO
IG
EL
R
Page 1 of 18
,000002
MARK SCHEME – A-LEVEL RELIGIOUS STUDIES – 7062/2C – 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
S
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
IE
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.
D
No student should be disadvantaged on the basis of their gender identity and/or how they refer to the
U
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
ST
exam responses in line with existing mark scheme criteria.
Further copies of this mark scheme are available from aqa.org.uk
S
U
IO
IG
EL
R
2
Page 2 of 18
, 000003
MARK SCHEME – A-LEVEL RELIGIOUS STUDIES – 7062/2C – 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. If you have any doubts about the mark to award, consult your Team Leader.
2. Refer constantly to the mark scheme throughout marking. It is extremely important that it is strictly
adhered to.
S
3. Remember, you must always credit accurate, relevant and appropriate answers which are not
given in the mark scheme.
IE
4. Do not credit material that is irrelevant to the question or to the stated target, however impressive
that material might be.
5. If a one-word answer is required and a list is given, take the first answer (unless this has been
crossed out).
D
6. 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?’
7. Read the information below about using Levels of Response mark schemes.
U
8. 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.
9. No half marks or bonus marks are to be used under any circumstances.
ST
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 A-level Religious Studies, differentiation is largely achieved by outcome on the basis of students’
S
responses. To facilitate this, levels of response marking has been devised for many questions.
U
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.
IO
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
IG
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.
EL
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.
R
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
Page 3 of 18
AQA
MARK SCHEME AQA
A-level
S
RELIGIOUS STUDIES
IE
7062/2C
D
Paper 2C Study of Religion and Dialogues: Hinduism
Mark scheme
U
June 2024
Version: 1.0 Final ST
S
U
IO
IG
EL
R
Page 1 of 18
,000002
MARK SCHEME – A-LEVEL RELIGIOUS STUDIES – 7062/2C – 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
S
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
IE
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.
D
No student should be disadvantaged on the basis of their gender identity and/or how they refer to the
U
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
ST
exam responses in line with existing mark scheme criteria.
Further copies of this mark scheme are available from aqa.org.uk
S
U
IO
IG
EL
R
2
Page 2 of 18
, 000003
MARK SCHEME – A-LEVEL RELIGIOUS STUDIES – 7062/2C – 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. If you have any doubts about the mark to award, consult your Team Leader.
2. Refer constantly to the mark scheme throughout marking. It is extremely important that it is strictly
adhered to.
S
3. Remember, you must always credit accurate, relevant and appropriate answers which are not
given in the mark scheme.
IE
4. Do not credit material that is irrelevant to the question or to the stated target, however impressive
that material might be.
5. If a one-word answer is required and a list is given, take the first answer (unless this has been
crossed out).
D
6. 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?’
7. Read the information below about using Levels of Response mark schemes.
U
8. 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.
9. No half marks or bonus marks are to be used under any circumstances.
ST
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 A-level Religious Studies, differentiation is largely achieved by outcome on the basis of students’
S
responses. To facilitate this, levels of response marking has been devised for many questions.
U
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.
IO
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
IG
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.
EL
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.
R
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
Page 3 of 18
