GCE AS/A LEVEL
RELIGIOUS STUDIES
AS Christianity
CPD 2019
QP MS & ER
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COMPONENT 1 – An Introduction to the Study of Religion
Option A – An Introduction to Christianity
Part (a) of each question tests your knowledge and understanding of religion and belief.
Part (b) of each question tests your skills of analysis and evaluation, with regards to aspects of and
approaches to religion and belief.
Section A
Answer one question from this section.
Either,
1. (a) Explain different ways in which the birth narratives of Jesus help Christians to understand
the doctrine of the incarnation. [25]
(b) ‘The birth narratives are a credible source for Christian belief today.’
Evaluate this view. [25]
Or,
2. (a) Explain the different views presented by Rudolf Bultmann and N.T. Wright on the
resurrection of Jesus. [25]
(b) ‘Bultmann’s views on Jesus’ resurrection are more convincing than those of N.T. Wright.’
Evaluate this view. [25]
Section B
Answer one question from this section.
Either,
3. (a) Explain issues raised by the use of male language about God. [25]
(b) ‘Understanding God as mother weakens the traditional idea of the Christian God.’
Evaluate this view. [25]
Or,
4. (a) Explain reasons for Luther’s rejection of James 2:24 which states that a person is justified
by works and not by faith alone. [25]
(b) ‘The New Testament letters only support justification by faith alone.’
Evaluate this view. [25]
Or,
5. (a) Explain ways in which God’s love is a potential model for Christian behaviour. [25]
(b) ‘God’s behaviour towards human beings is not an ideal basis for Christian morality.’
Evaluate this view. [25]
END OF PAPER
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AS Generic Band Descriptors
Band Assessment Objective AO1 – Part (a) questions 25 marks
Demonstrate knowledge and understanding of religion and belief, including:
• religious, philosophical and/or ethical thought and teaching
• influence of beliefs, teachings and practices on individuals, communities and societies
• cause and significance of similarities and differences in belief, teaching and practice
• approaches to the study of religion and belief.
21-25 marks
• Thorough, accurate and relevant knowledge and understanding of religion and belief.
• An extensive and relevant response which answers the specific demands of the question set.
5 • The response demonstrates extensive depth and/or breadth. Excellent use of evidence and
examples.
• Thorough and accurate reference made to sacred texts and sources of wisdom, where
appropriate.
• Thorough and accurate use of specialist language and vocabulary in context.
16-20 marks
• Accurate and relevant knowledge and understanding of religion and belief.
4 • A detailed, relevant response which answers the specific demands of the question set.
• The response demonstrates depth and/or breadth. Good use of evidence and examples.
• Accurate reference made to sacred texts and sources of wisdom, where appropriate.
• Accurate use of specialist language and vocabulary in context.
11-15 marks
• Mainly accurate and relevant knowledge and understanding of religion and belief.
• A satisfactory response, which generally answers the main demands of the question set.
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• The response demonstrates depth and/or breadth in some areas. Satisfactory use of evidence
and examples.
• Mainly accurate reference made to sacred texts and sources of wisdom, where appropriate.
• Mainly accurate use of specialist language and vocabulary in context.
6-10 marks
• Limited knowledge and understanding of religion and belief. Basic level of accuracy and
relevance.
2
• A basic response, addressing some of the demands of the question set.
• The response demonstrates limited depth and/or breadth, including limited use of evidence
and examples.
• Some accurate reference made to sacred texts and sources of wisdom, where appropriate.
• Some accurate use of specialist language and vocabulary in context.
1-5 marks
- Very limited knowledge and understanding of religion and belief. Low level of accuracy and
relevance.
- A very limited response, with little attempt to address the question.
- The response demonstrates very limited depth and/or breadth. Very limited use of evidence
1 and examples.
- Little or no reference made to sacred texts and sources of wisdom, where appropriate.
- Some grasp of basic specialist language and vocabulary.
N.B. A maximum of 2 marks should be awarded for a response that only demonstrates
'knowledge in isolation'
0 • No relevant information.
3
Assessment Objective AO2- Part (b) questions 25 marks
Band Analyse and evaluate aspects of, and approaches to, religion and belief,
including their significance, influence and study.
21-25 marks
• Confident critical analysis and perceptive evaluation of the issue.
• A response that successfully identifies and thoroughly addresses the issues raised by the
5 question set.
• Thorough, sustained and clear views are given, supported by extensive, detailed reasoning
and/or evidence.
• Thorough and accurate use of specialist language and vocabulary in context.
16-20 marks
• Purposeful analysis and effective evaluation of the issue.
4 • The main issues raised by the question are identified successfully and addressed.
• The views given are clearly supported by detailed reasoning and/or evidence.
• Accurate use of specialist language and vocabulary in context.
11-15 marks
• Satisfactory analysis and relevant evaluation of the issue.
• Most of the issues raised by the question are identified successfully and have generally been
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addressed.
• Most of the views given are satisfactorily supported by reasoning and/or evidence.
• Mainly accurate use of specialist language and vocabulary in context.
6-10 marks
• Some valid analysis and inconsistent evaluation of the issue.
• A limited number of issues raised by the question set are identified and partially addressed.
2
• A basic attempt to justify the views given, but they are only partially supported with reason
and/or evidence.
• Some accurate use of specialist language and vocabulary in context.
1-5 marks
• A basic analysis and limited evaluation of the issue.
1 • An attempt has been made to identify and address the issues raised by the question set.
• Little attempt to justify a view with reasoning or evidence.
• Some use of basic specialist language and vocabulary.
0 • No relevant analysis or evaluation.
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Component 1
Option A: An Introduction to Christianity
Mark Scheme
To be read in conjunction with the generic level descriptors provided.
Section A
1. (a) Explain the different ways in which the birth narratives of Jesus help
Christians to understand the doctrine of the incarnation. [AO1 25]
Candidates could include some of the following, but other relevant
responses should be credited.
• The birth narratives can be identified as explaining the understanding of
Jesus as being fully God, with an appreciation of what that means, and, fully
human, with an appreciation of what that means.
• Fully God – because Jesus Christ is believed to have existed from the
beginning with God and was God. Jesus Christ’s birth and time on earth was
but a brief period in His existence. After His resurrection, Jesus Christ
returned to His Father at His Ascension to be seated as His right hand to
reign forevermore. The birth narratives emphasise the divine aspect through
the virgin birth, revelation to Mary, Joseph etc., visitation of angels and
revelation through dreams and prophecy.
• Fully human – because he was born in flesh and developed as any other
human child (Luke 2. 40, 52): He ate, slept, drank, experienced hunger,
temptation, disappointment, joy and died as all human beings do. The human
aspect is emphasised in the birth narratives through Jesus’ humble and lowly
status, born in a stable (‘laid him in a manger, because there was no place for
them in the inn’ Luke 2 NRSV) and the first chapter of Matthew that deals with
an ‘account of the genealogy’ (Matthew 1 NRSV).
• The Person of Jesus, therefore, combines two natures – a divine nature and
human nature. The doctrine of the incarnation gives equal validity to both: the
‘becoming flesh’ of Jesus Christ, the Son of God as man (e.g. John 1.14)
which gives equal validity to both natures (not two halves). This is known as
the hypostatic union.
• Answers may develop the concept of the kenotic model arising from biblical
texts e.g. Philippians 2 as a way to explain Jesus as fully God and fully
human. Kenosis - from the Greek ‘keno’ ‘to empty’ explaining the idea of
Christ ‘emptying himself’ and ‘taking the form of a servant’.
• The Councils of Nicea (325), Ephesus (431) and Chalcedon (451) developed
and defined the idea of the incarnation of Jesus.
This is not a checklist, please remember to credit any valid alternatives.
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(b) ‘The birth narratives are a credible source for Christian belief today.’
Evaluate this view. [AO2 25]
Candidates could include some of the following, but other relevant
responses should be credited.
There are several lines of argument possible:
• One line of argument is to interpret the birth narratives as theological
teaching and not historical events. This understanding avoids any issues
of credibility today in that it sees the narratives as indicating the divine
status of Jesus without claiming absolute historical accuracy.
• Against this line of argument would be a traditional approach that the birth
narratives contain historically accurate information that has been
interpreted and understood according to theological principles. Whilst
aspects of this could be questioned today it can also be seen how many
would be able to accept this.
• The literalist approach would be to accept the word of God as both
theologically and historically credible for today; however, some would
question elements of the supernatural today.
Evidence in support of lines of argument may contain the following but other
examples may be used:
• Some would point out that even if the Christian doctrine of the incarnation
is based on the biblical texts, it is anachronistic to use the term in relation
to the birth narratives. Neither Matthew’s gospel nor Luke’s call Jesus of
Nazareth ‘God’.
• Although Luke uses the term ‘son of God’ (Luke 1:35), it could be argued
that this title was use broadly at the time for great (political) leaders
without implying divinity.
• In support of this both Matthew and Luke emphasise the (lowly) humanity
of Jesus – his birth is natural (as opposed to supernatural), he was poor,
etc.
• However, both birth narratives are clear that Jesus is conceived through
the power of the Holy Spirit, but neither suggest that Jesus was not also
the product of Mary.
• Matthew 1:23 calls Jesus ‘Immanuel’, meaning ‘God with us’. Even at this
early stage, it is clear that readers are to understand Jesus as God in
human form.
• In Matthew’s account, the wise men express a desire to worship Jesus,
and do so (Matthew 2:2; 2:11). This implies that Jesus’ divinity was
understood from the outset, even by non-Jews
If the response focuses on biblical criticism (e.g. redaction criticism) it is
creditworthy)
Overall, candidates should engage with the debate and come to a
substantiated evaluation regarding the issue raised.
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Mark Scheme
Section A
1. (a) Explain different ways in which the birth narratives of Jesus help
Christians to understand the doctrine of the incarnation.
[AO1 25]
This was the most popular question in Section A, answered by around twice
as many candidates (67.2%) as Question 2. There was a good range of
answers covering all five bands.
Features of stronger responses:
• Specific reference to scripture – including reference to elements of the
birth narratives and gave a good selection of examples.
• Explained both sides of the understanding of incarnation - Jesus was both
fully God but also fully human
Features of weaker responses:
• Only considered Jesus as fully God or fully human
• Did not understand the term ‘incarnation’.
• Did not address the question set and instead simply retold the birth
narratives.
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1. (b) ‘The birth narratives are a credible source for Christian belief today.’
Evaluate this view.
[AO2 25]
This question was generally answered more successfully than part (a) with
more candidates achieving Band 5 than any other part (b) question. Many
candidates had a clear opinion on this topic and argued it effectively.
Features of stronger responses:
• Referred to Points other than just Redaction Criticism.
• Redaction Criticism argued from both points of view - most of these with
the view that this meant that the birth narratives are not a credible source
for Christian belief today. The best answers also included arguments as to
why redaction criticism could make them more credible, showing excellent
analysis and evaluation of the issue.
• Included features of historicity of the birth narratives
Features of weaker responses:
• Didn’t fully evaluate the view(s) give and only focused on how they are not
credible.
• A solely from an atheist perspective, failing to consider Christian belief
today.
