Examiners’ Report

Principal Examiner Feedback

Summer 2022

Pearson Edexcel GCSE

In Religious Studies A (1RA0)
Paper 2: Area of Study 2 – Study of Second
Religion
Option 2A: Catholic Christianity
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Summer 2022
Publications Code 1RA0_2A_2206_ER
All the material in this publication is copyright
© Pearson Education Ltd 2022
Introduction

GCSE (9-1) Religious Studies Religious Studies A Paper 2A: Area of Study 2 –Catholic
Christianity (Paper code: 1RA0/2A)

The paper contributes to 25% of the overall award.

The assessment consists of two questions and candidates must answer all questions. The
details of the assessment content are provided in the specification. Centres are to use
this, rather than other published resources when planning the course content.

This area of study comprises a study in-depth of Catholic Christianity as a lived religion
in the United Kingdom and throughout the world.

There are two sections:

• Beliefs and Teachings

• Practices.

Candidates had studied Catholic Christianity within the context of the wider British
society.

Please note: AO stands for 'Assessment Objective'

SPaG stands for 'Spelling, Punctuation and Grammar'

Question 1 (a)

Candidates were assessed on Section One: Beliefs and Teachings

Bullet point. 1.7

The significance of the life, death, resurrection and ascension of Jesus for Catholic beliefs
about salvation and grace including John 3:10–21 and Acts 4:8– 12; the implications and
significance of these events for Catholic practice today. (Bold indicates the part of the
bullet assessed by the question.)

The question asked was: ‘Outline three reasons why the death of Jesus is important.’

Candidates are asked to ‘Outline’ on (a) items. Therefore, lists can reach a maximum of
one mark.

GENERIC advice for centres to what constitutes a list.

• An example: Outline 3 characteristics of God:

• God is creator (1 mark)
• God is creator, judge and lawgiver (1 mark for list or sentence)
• God is creator, busy and distant. (1 mark for the sentence identifying one correct
piece of information)
 • Busy, distant and God is creator, (1 mark for the sentence identifying one correct
piece of information)
• Creator, judge, lawgiver (1 mark for list)
• Creator, busy, distant (0 Marks) (all three elements need to be correct for 1 mark)
• Creator, judge, distant (0 marks)

Most candidates were awarded 2 marks. There was significant repetition in some
answers. Candidates who answered the question by giving examples the resurrection
and ascension were not awarded marks. A significant amount of answers incorrectly
linked Jesus’ death to freedom from original sin which is not a Catholic teaching.

Examiner advice: Candidates should write three sentences containing one piece of
information in each. There is no need for development: it will not receive credit.

Question 1 (b)

Candidates were assessed on Section One: Beliefs and Teachings

Bullet point 1.3 Creation: the nature and significance of the biblical account of
Creation including Genesis 1–3; and how it may be understood in divergent ways in
Christianity, including reference to literal and metaphorical interpretations; the
significance of the Creation account for Catholics in understanding the nature and
characteristics of God, especially as Creator, benevolent, omnipotent and eternal. (Bold
indicates the part of the bullet assessed by the question.)

The question asked candidates to ‘Explain two beliefs about the Creation account. ‘

Most candidates answered this confidently. Candidates were aware that there are
different ways of interpretation such as liberal and literal. A minority of students
compared the two creation accounts in Genesis. These were awarded positively. Weaker
candidates simply retold the creation story.

Question 1 (c)

Candidates were assessed on Section One: Beliefs and Teachings

Bullet point 1.5 The Incarnation: Jesus as incarnate Son, the divine Word including John
1, both fully God and fully human; the scriptural origins of this belief, including John 1:1–
18 and its importance for Catholics today. (Bold indicates the part of the bullet assessed
by the question.)

The question asked was: ‘Explain two reasons why belief in Jesus as the Incarnate Son
is important to Catholics. In your answer you must refer to a source of wisdom and
authority.
Candidates are asked to ‘Explain two’ on (c) items. Therefore, two reasons are required,
and both need to be developed for 4 marks. Development consists of a piece of extra
information, a reference to a source of wisdom a quotes or examples. The development
must be of the reason given and to the question asked. The reasons then should be
supported with a ‘reference to a source of wisdom’, this must support the reason given
and cannot be awarded twice. Therefore, if it is used as development, it does not gain a
second mark for the source.

GENERIC advice for centres to what constitutes a source of wisdom

• The candidates do not have to reference a quote or quote it word for word.
• If markers of candidate work in centres are unsure if the quote will be accepted,
use a search engine. Enter the gist of the paraphrase and ‘Bible’ or ‘Catholic
teaching’.
• If the candidate states that it is in John 1:18 and then states another verse from
John – then this can be awarded. We are not holding candidate to ‘verses’ but it
must be the correct book.
• If the candidate gives the paraphrase and then puts (John 1:18) in brackets the
paraphrase can have the mark and the bracketed reference is ignored.
• If a candidate quotes Jesus and it was Paul or vice versa; and the quote is not
accredited to them, it is not awarded.

Most candidates could identify the importance of God's recognition of human suffering,
often associated with the effectiveness of sacrifice on the Cross.

Question 1 (d)

The focus of the marking changes from AO1 to AO2 on the (d) items. The candidates are
assessed on AO2, Analyse and evaluate aspects of religion and belief. This constitutes
50% of the overall mark.

The question is ‘Evaluate’ this statement considering the arguments for and against
and reach a justified conclusion – there must be some consideration of the arguments
(appraise, judge the value of, the arguments to reach the higher levels).

Many candidates gave excellent answers citing reasons for and against but not
considering the value of them or analysing/evaluating them. Formulas and writing frames
restricted the flow of the arguments restricting candidate’s progression to the higher
levels.

Many centres had attempted to introduce a writing frame to encouraged appraisal, but
the candidates did not appear to understand the demands of the skill required.

Some candidates wrote 'This is a strong argument because ...' and repeated the previous
point or giving another point, or reason referring to the statement not the argument
given.
In other examples, Candidates wrote 'This is a weak argument because...' and gave
generic statements such as, ‘it’s not in the Bible’.

The majority of answers did not address the reasons for the diversity within the beliefs
of Christianity.

In some cases, students focussed on the strength/weakness of an argument but had not
demonstrated any understanding of religion and belief.

Examiner advice: centres should refer to training materials online. Candidates require
the religious understanding of the diversity within the religious tradition, and the
arguments for and against before they can begin to evaluate.

Candidates were assessed on Section One: Beliefs and Teaching

Bullet point 1.8

Catholic beliefs about eschatology: life after death; the nature of resurrection, judgement,
heaven, hell and purgatory, including reference to John 11:17–27 and 2 Corinthians 5:1–
10; divergent Christian beliefs about life after death with reference to purgatory
and the nature of resurrection; why belief in life after death is important for
Catholics today. (Bold indicates the part of the bullet assessed by the question.)

The question asked was *(d) “The belief in hell influences a Christian’s daily life.”
Evaluate this statement considering arguments for and against.
In your response you should:
• refer to Catholic teachings
• refer to different Christian points of view
• reach a justified conclusion.

This question was accessible for all ability candidates. Almost all candidates could see
that better behaviour might result from fear of condemnation, and many also knew that
belief in Hell is not universal and that all are saved through Jesus' action on the Cross.
Lots of correct references to Purgatory from more able. Some candidates did not read
the question and gave non-religious view point, stating that God does not exist so nor
does the after life and as a result they were not credited.

Question 2 (a)

Candidates were assessed on Section Two: Practices

Bullet point 2.3

The funeral rite as a liturgical celebration of the Church: practices associated with the
funeral rite in the home, the church and the cemetery, including reference to 'Preparing
my funeral' by Vincent Nichols, Archbishop of Westminster; the aims of the funeral rite
including communion with the deceased; the communion of the community and the
proclamation of eternal life to the community and its significance for Catholics. (Bold
indicates the part of the bullet assessed by the question.)

The question asked was ‘Outline three aims of the Catholic funeral rite.'

This question was generally not answered with correct knowledge. Most answers referred
to celebrating the life of the deceased, saying a final goodbye, and giving them a good
send-off. Limited knowledge of purpose of religious funeral rite.

Question 2 (b)

Candidates were assessed on Section Two: Practices

Bullet point 2.1 The sacramental nature of reality: Catholic teachings about how the
whole of creation manifests the presence of God; the meaning and effects of each of the
seven sacraments including Catechism of the Catholic Church 1210–1211; the practice
and symbolism of each sacrament; how sacraments communicate the grace of God;
divergent Christian attitudes to sacraments, including reference to Orthodox and
Protestant Christianity.

The question asked was ‘Explain two reasons why the sacraments are important to
Catholics.’

Generally, well answered with many references to particular sacraments with explanation
of their purpose. For example baptism is important as it makes a child a member of the
Catholic Church (1) developed with this frees them from original sin (1)

Some of the responses were generic comments on the eucharist and lacked evidence of
Christian teachings.

Examiner advice: Refer to the specification bullet point and cover all the different parts
of it. These bullet points are the basis of question setting.

Question 2 (c)

Candidates were assessed on Section Two: Practices

Bullet point 2.7 Catholic Social Teaching: how Catholic Social Teaching reflects the
teaching to show love of neighbour; Catholic teaching on justice, peace and
reconciliation Evangelii Gaudium paragraphs 182–237 – The inclusion of the poor in
society; How these teachings might be reflected in the lives of individual Catholics; the
work of CAFOD, what it does and why.. (Bold indicates the part of the bullet assessed by the
question.)

The question asked was: ‘Explain two Catholic beliefs about peace. In your answer you
must refer to a source of wisdom and authority.
Candidates are asked to ‘Explain two’ on (c) items. Therefore, two reasons are required,
and both need to be developed for 4 marks. Development consists of a piece of extra
information, a reference to a source of wisdom, a quote or examples. The development
must be of the reason given and to the question asked. The reasons then should be
supported with a ‘reference to a source of wisdom’, this must support the reason given
and cannot be awarded twice. Therefore, if it is used as development, it does not gain a
second mark for the source.

Most candidates were able to achieve marks on this question. A lot of reference to loving
one's neighbour, supported by Catholic social teaching and occasional reference to the
actions of Jesus, particularly after his arrest.

Examiner advice: Centres struggling to find sources of wisdom should refer to the
specification and/or previous mark schemes.

Question 2 (d)

Candidates were assessed on Section Two. Practices

Bullet point 2.4 Prayer as the ‘raising of hearts and minds to God’: the nature and
significance of different types of prayer; the Lord’s Prayer including Matthew 6:5–14,
set (formulaic) prayers and informal (extempore) prayer; when each type might be used
and why; the importance of prayer and the importance for Catholics of having different
types of worship. (Bold indicates the part of the bullet assessed by the question.)

The question asked was “The Lord’s Prayer is the only prayer needed.”
Evaluate this statement considering arguments for and against.
In your response you should:
• refer to Catholic teachings
• reach a justified conclusion.

Candidates who did well were able to identify aspects of the prayer which emphasise
different styles of prayer in order to show its comprehensiveness. Many also referred to
it's being taught by Jesus in response to the request to be taught to pray. This was
contrasted with the fact that there are other prayers and that these are also necessary.

Paper Summary

Based on their performance on this paper, candidates are offered the following advice:

• Answer (a) items in outlines need to be full sentences. Incorrect words or

sentences should be crossed out with one neat line through
• Provide three sentences for (a) items, each on a separate line
• (b) items should have only two developed reasons
 • (c) items are like (b) items but should also use a source of wisdom and authority
as a fifth mark
• (d) items should appraise the reasons given, for and against the statement
• Candidates need to know the command words, particularly describe
• Candidates need to ready the questions carefully to ensure that they are
answering the question set.
• Candidates need to look at the bullet points in the d style question to ensure that
they are meeting all the demands of the question and to avoid adding alternative
views that the question does not require.

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