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A Level Religious Studies Paper 3 - New Testament

Exemplars

A Level Religious Studies Exemplars: Paper 3 – New Testament

Contents

Introduction Question 1Question 2 Question 3a Question 3b Question 4

Page 1Page 10Page 21Page 33Page 40

Introduction

• The purpose of this pack is to provide teachers and students with some examplesof responses to A Level Religious Studies Paper 3: New Testament

• The sample assessment materials which these responses are based on can befound on the Pearson website

• In this pack, you will find a small sample of responses, an examiner commentaryand the mark scheme for each question.

• The responses are all from students and we have retained their original responseswhere possible. In some cases, the student scripts have been typed to ensure thatthey are clear to read.

• We will add to these exemplar packs throughout the year.• If you have any enquiries regarding these materials or have any other questions

about the course, please contact our subject advisor team [email protected]

© Pearson Education Ltd 2015 1

Question 1

Question and Mark Scheme

1 Explore key Old Testament prophecies regarding the birth of the Messiah.

Mark scheme

Question

number

Indicative content

1 8 marks AO1

AO1 will be used by candidates to demonstrate knowledge, understanding

and specialist language and terminology when responding to the question.

Candidates may refer to the following.

The idea of fulfilment is found in Matthew’s repetition of the clause: ‘In order

that it might be fulfilled…’.

The birth of Jesus announced in Matthew, is followed by a citation from a proof

text in Isaiah to introduce the idea of Emmanuel meaning ‘God is with us’.

The idea of Jesus’ lineage rooted in the Old Testament is alluded to by Luke

when he tells us that the angel Gabriel tells Mary that she will inherit the throne

of David.

Allusion to the Old Testament in Luke emphasises the idea that God keeps his

promises.

The idea of bringing people from darkness into light is an allusion to Isaiah by

Luke intended to show that Jesus’ birth is part of God’s plan for all people to be

saved.

Level Mark Descriptor

0 No rewardable material.

Level 1 1–2 A narrow range of knowledge, specialist language and terminology areselected but are unlikely to be used appropriately or accurately (AO1).

Knowledge and understanding addresses a narrow range of key religiousideas and beliefs with some inaccuracies (AO1).

Provides a superficial understanding of key religious ideas and beliefs(AO1).

Level 2 3–5 A range of knowledge, specialist language and terminology are selected,most of which are used appropriately with some inaccuracies (AO1).

Knowledge and understanding addresses a narrow range of key religiousideas and beliefs (AO1).

Develops key religious ideas and beliefs to show a depth of understanding(AO1).

Level 3 6–8 A wide range of knowledge, specialist language and terminology arecarefully selected and used appropriately, accurately and sustained

throughout (AO1). Knowledge and understanding addresses a broad range of key religious

ideas and beliefs (AO1). Comprehensively develops key religious ideas and beliefs to show a depth

of understanding (AO1).


Candidate A

Examiner comment:

Marks Awarded: Level 1 – 2 marks.

The candidate addresses a narrow range of the key religious ideas with a narrow range of knowledge and specialist language.


Candidate B

Examiner comment:

Marks Awarded: Level 2 – 4 marks

Knowledge and understanding addresses a narrow range of key ideas and the background from Isaiah is under developed and not clearly explained.


Candidate C

Examiner comment:


Some key themes have been identified and a range of points made but they are rather narrow in focus.

The understanding is a little simplistic and lacking in detail at the beginning but becomes more than just superficial as the response develops. In order to move up the mark scheme, this response needed more expansion to show the candidate’s understanding of the examples used from the Old Testament. All the

references were worthwhile but could address the birth narrative more directly.


Candidate D

Examiner comment:


The candidate uses good terminology with a fairly wide range of knowledge and produces overall a solid response. Some areas could be developed further to offer more detail but there is clearly understanding of the relationship between the birth narrative and Old testament prophecy.


Candidate E

Examiner comment:


This answer offers a different approach from the other exemplars because here the discussion explores

types of prophecy before moving on to apply Old Testament prophecy more directly to the birth of the Messiah. Lots of valid material that comprehensively develops key religious ideas. The candidate has used more than the allocated space for this response and more space will be provided in future for students.


Candidate F


Examiner comment:


This is a full and reasonably comprehensive response that displays a confident understanding of the

question. There is good range of terminology used alongside a wide range of knowledge, appropriate references explored very well in relation to the question. The response as a whole comprehensively develops the key religious ideas and beliefs required for the question. A broad range of material is evident with accurate use of relevant vocabulary sustained throughout the answer. Deservedly reaches

the top of level 3.


Question 2

Question and Mark Scheme 2 Assess the view that the Fourth Gospel was written to reveal the identity of Jesus.

Question

number

Indicative content

2 4 marks AO1, 8 marks AO2

AO1 will be used by candidates to underpin their analysis and evaluation. Candidates will be required to demonstrate knowledge and understanding

using specialist language and terminology when responding to the question, and in meeting AO2 descriptors described below.

Candidates may refer to the following in relation to AO1.

The Fourth Gospel was written to present Jesus as ‘God incarnate’.

The Gospel was intended to be a proclamation about Jesus and his true identity. The Gospel was written to promote faith in Jesus ‘that they might believe’.

AO2 requires candidates to develop their answers showing analytical and

evaluative skills to address the question. Such responses will be underpinned by their use of knowledge and understanding.


Scholars have debated the Christological purpose of the Fourth Gospel as

historical given the clear differences from the synoptic gospels. The identity of Jesus is important in the gospel because of the need to promote

a realised eschatology however there are other valid purposes. The Fourth Gospel repeatedly echoes the Prologue’s theme of Jesus as the Son

of God thus indicating the centrality of this purpose. The identity of Jesus is clearly established in the Johannine narrative through

Jesus’ own claims about himself in the ‘I am’ sayings therefore it supports theview that it was written to reveal the identity of Jesus.

Candidates who show achievement only against AO1 will not be able to gain marks beyond the top of Level 1.



Level 1 1–4 A narrow range of knowledge, specialist language and terminology are

selected but are unlikely to be used appropriately or accurately (AO1). Information/issues are identified (AO2).

Judgements are supported by generalised arguments (AO2).

Level 2 5–8 A range of knowledge, specialist language and terminology are selectedmost of which are used appropriately with some inaccuracies (AO1).

Deconstructs religious information/issues which lead to a simplistic chain

of reasoning (AO2). Judgements of a limited range of elements in the question are made

(AO2).

Level 3 9–12 A wide range of knowledge, specialist language and terminology arecarefully selected and used appropriately, accurately and sustained

throughout (AO1).

Critically deconstructs religious information/issues leading to coherentand logical chains of reasoning (AO2).

Constructs coherent and reasoned judgements of the full range ofelements in the question (AO2).


Candidate A

Examiner comment:


This response offers valid material within a narrow range of knowledge and identifies relevent information

for addressing the question. However, the there is insufficient development of the argument that is rather generalised.


Candidate B


Examiner comment:


This is a fair answer in that there is some identification of AO1 material and an attempt to assess this material for AO2 purposes. The range of material reflects some accurate use of specialist terminology.

There is an attempt to deconstruct some of the issues in respect of why the Fourth Gospel was written

but overall the reasoning is simplistic and lacks focused and sustained development.


Candidate C


Examiner comment:

Marks Awarded: Level 2 – 7 marks The answer tries hard to address the question and there is some unclear use of ideas within the

introduction but the candidate does move on to a further range of relevent material and there is some evidence of an attempt to deconstruct some of the information presented.


Candidate D


Examiner comment:

Marks Awarded: Level 3 – 9 marks This is a strong response that reflects on a wide range of knowledge that is carefully selected and

understanding is mostly demonstrated in the way that the material is assessed but the candidate could

have developed some aspects of the elements discussed to address the question more fully – there is

room to develop more material from the ‘I am’ sayings and the signs in the Fourth Gospel to turn this

into a more detailed response.


Candidate E


Examiner comment:

Marks Awarded: Level 3 – 12 marks This answer covers a wide range of material revealing a wide range of knowledge and uses terminology

well throughout. It critically deconstructs information and presents reasoned judgments about key issues and reasons for the interpretation of the material. The answer is very well informed by relevent reference to the Fourth Gospel and constructs a coherent discussion across the full range of elements in the question.

Deservedly worthy of a mark at the upper end of level 3. As with other candidates, this student has written outside the allocated space. Additional space will be provided in future.


Question 3a

Question and Mark Scheme There are two ways of regarding Joseph of Arimathea consistently with the narratives.

Either he was: (a) A secret follower or disciple of Jesus who seriously desired to perform openly this service to one whose leadership he had hesitated to acknowledge during life; or (b) A pious member of the Sanhedrin who was only concerned with the fulfilment

of the Jewish Law which enjoined burial of the crucified prisoner before sunset. A great deal has been made of the second possibility, chiefly by those who are anxious to show

cause for Joseph’s supposed reluctance to allow the body of Jesus to remain in his own

tomb. It seems to me, however, that there is one insuperable difficulty in the way of its acceptance. The Jewish Law which enjoined burial before sunset applied equally to the two thieves, and there is no suggestion that Joseph occupied himself with or even gave a thought to the remains of these two men. (Source: extract from Frank Morison, Who Moved the Stone? (2015))

3 (a) Clarify the ideas illustrated in this passage about the burial of Jesus. You must refer to the passage in your response.

Question

number

Indicative content

3(a) 10 marks AO1

AO1 will be used by candidates to demonstrate knowledge and understanding and specialist language and terminology when responding to the question.

Candidates may refer to the following. Morison is discussing the problem of what to do with the body of Jesus. This hypothesis that Joseph of Arimathea removed the body is one of six independent

lines of enquiry surrounding the empty tomb.

The hypothesis that Joseph of Arimathea was a ‘secret follower of Jesus’ might explain why he asked the Roman procurator for permission to remove the body of Jesus.

A second view is that Joseph of Arimathea was a pious member of the Sanhedrin whose

main concern was to bury the dead before sunset in accordance with Jewish Law. The weakness of the second hypothesis, that Joseph of Arimathea was a pious member

of the Sanhedrin, is the lack of evidence for applying the same religious concerns to the

other two men who died with Jesus. The context for discussing Joseph of Arimathea’s motives for removing the body is to

establish consistency with other accounts of the passion narrative.



Level 1 1–3 A narrow range of knowledge, specialist language and terminology are selected but are unlikely to be used appropriately or accurately (AO1).

Knowledge and understanding of key religious ideas and beliefs is superficial (AO1).

Knowledge and understanding addresses a narrow range of key religious ideas and

beliefs with some inaccuracies that are not directly linked to the extract (AO1).

Level 2 4–6 A range of knowledge, specialist language and terminology are selected, most of which are used appropriately with some inaccuracies (AO1).

Knowledge and understanding of key religious ideas and beliefs is detailed,

however it is not fully developed (AO1). Knowledge and understanding addresses a narrow range of key religious ideas and

beliefs and are linked in most cases to reference from the extract (AO1).

Level 3 7–10 A wide range of knowledge, specialist language and terminology are carefully selected and used appropriately, accurately and sustained throughout (AO1).

Knowledge and understanding of key religious ideas and beliefs is detailed and fully developed (AO1).

Knowledge and understanding addresses a broad range of key religious ideas and

beliefs and are fully linked to references from the extract (AO1).


Candidate A

Examiner comment:


The candidate offers a brief response that does contain some relevant material drawn from the passage.

The answer could have been stronger had the candidate made more use of the text within the context of

Morison’s chapter. Overall a short answer can confines itself to a narrow range because of its brevity.


Candidate B


Examiner comment:


There is a reasonable range of material present and this is mostly focused on the hypotheses concerning Joseph of Arimathea and the empty tomb. Some accurate knowledge is evident in the response but this

might have been developed further. Overall a fairly solid level 2 answer that attempts to clarify the ideas in the passage.


Candidate C


Examiner comment:


There is a reasonable range of material present and this is mostly focused on the hypotheses concerning Joseph of Arimathea and the empty tomb. Some accurate knowledge is evident in the response but this

might have been developed further.


Candidate D


Examiner comment:


Overall this answer creeps into Level 3 because it incorporates some accurate use and application of specific vocabulary within a wide range of knowledge. The candidate understands the text and addresses

a reasonable range of key religious ideas.


Candidate E


Examiner comment:


This response outlines the ideas in the text and explains their context using a wide range of knowledge of religious ideas. This is fully developed; ideas are linked to references from the extract and specialist

language is used well throughout. The candidate displays a rigorous understanding of the key concepts

and incorporates comprehensive apposite use of the text along with relevant detail in the developed ideas and concepts identified.


(b) Analyse the claim that there is no historical evidence for the resurrection of Jesus.

Question

number

Indicative content

3(b) 5 marks AO1, 15 marks AO2

AO1 will be used by candidates to underpin their analysis and evaluation. Candidates will be required to demonstrate knowledge and understanding

when responding to the question, and in meeting AO2 descriptors described below.


Historical questions about the burial of Jesus and the discovery of the empty tomb demand an adequate explanation.

The post mortem appearances of Jesus experienced by different individuals

and groups indicate a resurrection event. The disciples’ belief in the resurrection of Jesus is contrary to some Jewish

beliefs about the general resurrection at the end of the world.

AO2 requires candidates to develop their answers showing analytical and evaluative skills to address the question. Such responses will be

underpinned by their use of knowledge and understanding.


The burial of Jesus is noted by early independent sources and scholars concur that Jesus was buried by Joseph of Arimathea; therefore the empty tomb adds

weight to the hypothesis that Jesus had risen from the dead. The evidence for Jesus’ bodily resurrection is difficult to ignore because of the

empty tomb ‘where the grave clothes were left behind’ which presents evidence against the claim there is no historical evidence for this event.

The historicity of the resurrection of Jesus depends on the quality of the evidence and the account of the bodily resurrection of Jesus in Luke strongly

supports Jesus’ bodily resurrection: ‘a Ghost does not have flesh and bones, as

you see I have’. Although scholars differ in their analysis of the resurrection narrative, the fact

that New Testament accounts very clearly deny that the resurrected Jesus was a ghost or resuscitated corpse, strongly supports the view of an historical

resurrection. Sanders’ view, that the reported experiences of encounters with a living but

transformed Jesus who had actually died is strong evidence for belief that the resurrection event actually happened, is valid because there is no reported

contrary evidence.

Some scholars have critically deconstructed the New Testament narrative. Alternative explanations for the resurrection belief can be offered due to the

conflicting accounts which can only undermine any historical credibility.

Candidates who show achievement only against AO1 will not be able to gain marks beyond the bottom of Level 1.




Level 1 1–4 A narrow range of knowledge, specialist language and terminology are

selected but are unlikely to be used appropriately or accurately (AO1). Information/issues are selected (AO2).

Makes basic connections between a limited range of elements in the question (AO2).

Judgements are supported by generic arguments (AO2).

Level 2 5–8 A limited range of knowledge, specialist language and terminology are

selected, some of which are used appropriately with some inaccuracies (AO1).

Deconstructs religious information/issues (AO2). Makes connections between a limited range of elements in the question

(AO2). Judgements of a limited range of elements in the question are made with

little or no attempt to appraise evidence (AO2).

Level 3 9–12 A range of knowledge, specialist language and terminology are selected,

most of which are used appropriately with some inaccuracies (AO1). Deconstructs religious information/issues, which lead to a simple chain of

reasoning (AO2). Makes connections between many but not all of the elements in the

question (AO2).

Judgements of a limited range of elements in the question are made, which are supported by an attempt to appraise evidence (AO2).

Level 4 13–16 A wide range of knowledge, specialist language and terminology are

carefully selected, most of which are used appropriately and accurately throughout (AO1).

Deconstructs religious information/issues leading to coherent and logical

chains of reasoning (AO2). Makes connections between a wide range of elements in the question

(AO2). Constructs coherent and reasoned judgements of many but not all of

elements in the question, which are supported by the appraisal of some evidence (AO2).

Level 5 17–20 A wide range of knowledge, specialist language and terminology are carefully selected and used appropriately, accurately and sustained

throughout (AO1). Critically deconstructs religious information/issues leading to coherent

and logical chains of reasoning (AO2). Makes connections between the full range of elements in the question

(AO2). Constructs coherent and reasoned judgements of the full range of

elements in the question, which are fully supported by the

comprehensive appraisal of evidence (AO2).


Candidate A


Examiner comment:


This is a generally good response that has engaged with a wide range of material and makes some good

connections between the elements of the question. Sound use of specific terminology is evident. The candidate’s discussion around the historical evidence for the resurrection of Jesus was coherent despite the fact that not all elements in the question were fully covered. More argument from both sides of the

debate would raise the level but this is still overall a sound level 4 response.


Candidate B


Examiner comment:


This answer is clearly structured and covers a wide range of knowledge and uses specialist concepts very well. It makes connections between a range of ideas and deconstructs issues; it also manages to present coherent and reasoned judgements with a full appraisal of evidence.


Question

number

Indicative content

4 5 marks AO1, 25 marks AO2 AO1 will be used by candidates to underpin their analysis and evaluation. Candidates

will be required to demonstrate knowledge and understanding using specialist language and terminology when responding to the question, and in meeting AO2 descriptors described below.


The parabolic method of teaching already established amongst Rabbis was used by Jesus to convey truths about how to live ethically.

Some of the parables taught that followers must be ready for the coming of a future kingdom and this had ethical implications for how the believer should live.

Specific ethical teachings clearly demanded recognition of how believers stand before God and the parables convey great concern over the believer’s moral life.

AO2 requires candidates to develop their answers showing analytical and evaluative skills to address the question. Such responses will be underpinned by their use of knowledge and understanding.

Candidates may refer to the following in relation to AO2. The parables invited hearers to make a judgement on the situation being described and

were a rich source of ethical teachings because they mostly demanded a reversal of

ethical values already held by listeners. Although the parables are a rich source of ethical teaching other material can be found

in the Sermon on the Plain which can arguably offer clearer guidance.

Although religious laws prevented the Jews from helping the man for fear of becoming unclean, the parable challenges them directly to examine their ethical priorities and this illustrates the purpose of Jesus’ use of parables.

The parable of the Lost Son teaches that coming back to God requires a change of heart

and a change in behaviour and therefore tells believers clearly how to live if they want to have a relationship with God.

The parables encouraged good discipleship and the wide range of teachings indicate how

rich this source of ethical teaching is because if taken seriously, they have the power to challenge and change how the believer lives.

Debates about the meaningfulness of religious language can be centred around the

concept of demythologising the gospels and this poses a challenge for the acceptance of the ethical teaching in the Gospels. (This shows links to Philosophy of Religion).

Debates about the meaningfulness of ethical language in Moral Philosophy challenge

ethical norms found in the parables. This, therefore, undermines the value of parabolic teaching in the gospels. (This shows links to Religion and Ethics).

The meaning of religious texts, especially concerning ethical teachings, is open to a number of models of interpretation which questions the status of ethical thought found

in the parables. (This shows links to Study of Religion). Candidates who show achievement only against AO1 will not be able to gain marks beyond

the top of Level 1. Candidates who do not show links with another area of their course of study will not be able

to gain marks beyond the top of Level 4.

4 ‘The parables are a rich source of ethical teachings.’

Evaluate this view in the context of how people should live if they take these teachings seriously.

In your response to this question, you must include how developments in New Testament Studies have

been influenced by one of the following:

• Philosophy of Religion

• Religion and Ethics

• Study of Religion.




Level 1 1–6 A narrow range of knowledge, specialist language and terminology are selected but are unlikely to be used appropriately or accurately (AO1).

Information/issues are identified (AO2). Makes basic connections between a limited range of elements in the

question (AO2). Judgements are supported by generic arguments (AO2).

Judgements made with no attempt to appraise evidence (AO2). Conclusions are provided but are simplistic and/or generic (AO2).

Level 2 7–12 A limited range of knowledge, specialist language and terminology are selected, some of which are used appropriately with some inaccuracies

(AO1). Deconstructs religious information/issues (AO2).

Makes connections between a limited range of elements in the question (AO2).

Judgements of a limited range of elements in the question are made (AO2).

Judgements made with little or no attempt to appraise evidence (AO2). Conclusions are provided, which loosely draw together ideas but with little

or no attempt to justify (AO2).

Level 3 13–18 A range of knowledge, specialist language and terminology are selected, most of which are used appropriately with some inaccuracies (AO1).

Deconstructs religious information/issues, which lead to a simplistic chain of

reasoning (AO2). Makes connections between many but not all of the elements in the

question (AO2). Judgements of a limited range of elements in the question are made (AO2).

Judgements are supported by an attempt to appraise evidence (AO2). Conclusions are provided, which logically draw together ideas and are

partially justified (AO2).


carefully selected, most of which are used appropriately and accurately throughout (AO1).

Deconstructs religious information/issues leading to coherent and logical chains of reasoning (AO2).

Makes connections between a wide range of elements in the question (AO2).

Constructs coherent and reasoned judgements of many but not all of

elements in the question (AO2). Reasoned judgements are supported by the appraisal of some evidence

(AO2). Convincing conclusions are provided which fully and logically draw together

ideas and are partially justified (AO2).


carefully selected and used appropriately, accurately and sustained throughout (AO1).

Critically deconstructs religious information/issues leading to coherent and logical chains of reasoning (AO2).

Makes connections between the full range of elements in the question (AO2).

Constructs coherent and reasoned judgements of the full range of elements in the question (AO2).

Reasoned judgements are fully supported by the comprehensive appraisal

of evidence (AO2) Convincing conclusions are provided which fully and logically draw together

ideas and are fully justified (AO2).


Level 2 7–12 A limited range of knowledge, specialist language and terminology are selected, some of which

are used appropriately with some inaccuracies (AO1).

Deconstructs religious information/issues (AO2).

Makes connections between a limited range of elements in the question (AO2).

Judgements of a limited range of elements in the question are made (AO2).

Judgements made with little or no attempt to appraise evidence (AO2).

Conclusions are provided, which loosely draw together ideas but with little or no attempt to

justify (AO2).


Candidate A


Examiner Comments:

Marks Awarded: Level 2 - 9 Marks

The candidate offers a limited range of material that reflects some relevant knowledge and understanding. However the deconstruction of the issues identified is only reflected in a simplistic line of reasoning. Whilst connections are evident between some elements of the question these connection

needed to be developed further. Conclusions are apparent and partly justified but there is not enough here to take this response into Level 3.


Candidate B


Examiner comment:


This is a fairly sound effort that makes use of a wide range of material and deconstructs some of the ideas identified; thus allowing for a logical line of reasoning. Connections are evident between a wide range of elements and although subsequent judgements are coherent to a degree, they are short of detailed development in places. Some evidence has been evaluated but again this might have been developed further. Conclusions reached are mostly justified but these could have been drawn together in a more convincing manner. Overall, this response is a solid level 4.


Candidate C


Examiner comment:


This response clearly shows the candidate engaging with the demands of the question and drawing upon a wide range of material. A competent, full account of the issues in the question is delivered in a

sustained approach that answers the full elements of the question in a balanced manner. There is

effective use of scholarship coupled with a proficient use of key terms. The systematic analysis of the strengths and weaknesses of various points of view shows a very good level of understanding and a

comprehensive appraisal of evidence. It moves towards conclusions based on reasoned judgements and a careful marshalling of evidence concerning issues raised. It deconstructs ideas and considers challenges regarding identity and continuity well. There are good links made between this and one other area of study as required by the question and there is a consideration of the impact from and upon other areas of

studies with a good use of evidence.


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