Mark Scheme (Final)

November 2021

Pearson Edexcel GCE A Level

In Religious Studies (9RS0)
Paper 1: Philosophy of Religion
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November 2021
Question Paper Log Number P66589A
Publications Code 9RS0_01_2111_MS
All the material in this publication is copyright
© Pearson Education Ltd 2021
General Marking Guidance

• All candidates must receive the same treatment. Examiners must

mark the first candidate in exactly the same way as they mark the
last.
• Mark schemes should be applied positively. Candidates must be
rewarded for what they have shown they can do rather than
penalised for omissions.
• Examiners should mark according to the mark scheme not according
to their perception of where the grade boundaries may lie.
• There is no ceiling on achievement. All marks on the mark scheme
should be used appropriately.
• All the marks on the mark scheme are designed to be awarded.
Examiners should always award full marks if deserved, i.e. if the
answer matches the mark scheme. Examiners should also be
prepared to award zero marks if the candidate’s response is not
worthy of credit according to the mark scheme.
• Where some judgement is required, mark schemes will provide the
principles by which marks will be awarded and exemplification may
be limited.
• When examiners are in doubt regarding the application of the mark
scheme to a candidate’s response, the team leader must be
consulted.
• Crossed out work should be marked UNLESS the candidate has
replaced it with an alternative response.
Question Answer
number
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 Ontological Argument is ‘a priori’ meaning it is based on logic and reason
alone.
• A key element of the argument is the definition of God, for Anselm ‘that than
which nothing greater can be conceived.’
• It is argued that existence is greater than simply being an idea and thus to fulfil
God’s definition God must exist.
• Necessary existence is a key element of the argument as Anselm argues this
type of existence is the greatest and thus inherent in the definition and nature
of God, therefore God cannot not exist.
• The use of existence as a predicate and of necessary existence is significant in
the argument and objected to by many as existence is considered not a true
predicate and also it is synthetic and must be tested and so cannot be analytic.

Level Mark Descriptor

0 No rewardable material.
Level 1 1–2 • A narrow range of knowledge, specialist language and terminology are
selected but are unlikely to be used appropriately or accurately (AO1).
• Knowledge and understanding addresses a narrow range of key religious
ideas 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 religious
ideas 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 are
carefully 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).
Question Answer
number
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
when responding to the question, and in meeting AO2 descriptors
described below.

Candidates may refer to the following in relation to AO1.

• Evolution can explain the steps by which apparent design
occurs without recourse to God.
• Dawkins points out that the Watchmaker is ‘blind’ as there is no
intention or purpose behind the biological mechanism of the
survival of the fittest.
• Guided evolution can be used to retain belief in God and in
evolution.

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.

• There is evidence of gradual change in species in the theory of
evolution; therefore the argument that complexity required a
designer is refuted as it simply evolves gradually.
• There were plenty of features, and species, that have been
‘evolved out’ therefore as a result evolution undermines the
view of God as a loving creator and challenges the idea of
‘instantaneous creation.’
• Writers such as Dawkins argue that evolution can explain all of
the complexity and wonder of life without God or the need for a
‘a divine spark’ explanation because science understands the
way DNA works and how mutations and adaptations are passed
on through generations.
• Some argue that evolution does not undermine Design
Arguments as evidence for God; however, they argue that the
process itself requires explanation and for this reason might
argue that God ‘guided evolution’ as the means by which life
would appear.

Candidates who show achievement only against AO1 will not be able to gain marks
beyond the top of Level 1.
Level Mark Descriptor
0 No rewardable material.
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 selected,
most 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 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).
• Constructs coherent and reasoned judgements of the full range of
elements in the question (AO2).
Question Indicative content
number
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.

• Russell challenges the idea that just because particular
instances of things have causes the total of things in existence
has a cause as well, as a fallacy of composition.
• It need not follow that if the universe is made of contingent
things it too must be contingent; it could just be a ‘brute fact’.
• Copleston argues for ‘a posteriori’ enquiry and not a dismissal
of the question ‘is there a cause?’ when he says ‘the statement
that there isn’t a cause… should come at the end of the inquiry,
not the beginning.’
• Copleston also argues that for the universe to be uncaused, or
‘be its own cause’ is impossible, for he believes that everything
that exists has a cause outside of itself and the universe, as a
sum of contingent things, is also contingent and has an
external cause.
• Elsewhere in the debate Copleston utilises the example of
chocolates (contingent things) adding up to chocolate, not
sheep (necessary things), rejecting the idea here that ‘there is
no reason to suppose that the total has a cause whatsoever.’
• Russell contests this by saying not that it is its own cause but
that the very issue of ‘cause’ is not applicable to the whole, just
as the human race does not need a mother even though
humans have mothers.

Level Mark Descriptor

0 No rewardable material.
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).
Question Indicative content
number
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
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 universe has a beginning and so must also have a cause,
external to itself.
• God is the best explanation of the cause of the universe.
• The universe ‘just is’ and does not require an explanation.

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.

• Aquinas’ first three ways demonstrate that things are moved
and caused by things other than themselves therefore, the
universe must also have a prime mover or cause to explain its
existence.
• The Principle of Sufficient Reason argues that an infinite series
of causes is not a full or complete explanation and as a result,
it is correct to seek an external, first cause or explanation for
the universe.
• It can be argued that an infinite series accounts for each item
in the series and thus the whole as well; for this reason the
idea that the universe requires a cause itself can be rejected.
• Science, in the form of the Big Bang theory supports the notion
of a beginning but the oscillating universe theory posits this
could be part of an infinite series of universes therefore it need
not have ‘God’ or any other uncaused cause to explain it.
• The argument that everything that exists has a cause external
to itself would suggest God too requires a cause, but this is
simply denied by the cosmological argument; for this reason it
can be rejected as a sound conclusion.
• Even if the notion of an external cause of the universe was
accepted there is nothing to convince the sceptic that the best
explanation is ‘God’, therefore the argument’s conclusion can
be rejected as an inductive leap based on faith not evidence.

Candidates who show achievement only against AO1 will not be able to gain marks
beyond the top of Level 1.
Level Mark Descriptor
0 No rewardable material.
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).
Question Indicative content
number
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.

This exemplar selects reincarnation and resurrection of the body.

If candidates evaluate only one view about life after death, they cannot
normally proceed beyond Level 2. If candidates evaluate more than two
ideas, read all and credit the best material.

Candidates may refer to the following in relation to AO1.

• In Hindu belief the ‘atman’ persists after the death of the body
and is reincarnated in another body and this is repeated until
moksha is achieved.
• Christians believe in the resurrection of the body based on the
evidence of Jesus’ resurrection and the teachings of Paul in the
New Testament.
• Replica theory is one way to explain how the same person can
exist after death, in bodily form.

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.

• Reincarnation teaches that the true self is the ‘atman’ or soul
and this continues to exist, in new material form, after death.
Therefore, this theory is strong in relation to continuity of the
self.
• There is little validated evidence for this belief though as
‘remembered lives’ are rare suggesting it is not easy to identify
that it is the same ‘self’ that continues, and in fact these
accounts can be explained other ways. As a result, this belief is
less strong on evidence and notions of identity of the atman
that continues.
• Paul describes the resurrection body as ‘a spiritual body’ that is
sown perishable and raised imperishable, there is an element of
transformation here but he insists that ‘the dead will be raised’
in bodily form following the example of Jesus, therefore this is
a strength of resurrection as a belief in life after death as it has
Biblical authority and is a central tenet of the Creeds.
• Hick’s replica theory explains how it is coherent that God could
replicate the person that has died to continue to exist, with
God, in heaven therefore this is a philosophically valid idea.
• There is no physical evidence of resurrection of the body
though and materialism suggests that at death the self ceases
to exist; even if God existed and created a replica it would only
be a copy of the self and not the original, so it can be
challenged on grounds of identity and continuity making it a
weak theory after all.
• Belief in life after death influences ethical behaviour for many
people; the belief that individuals have souls destined for
continued existence with God can affect decisions regarding
 ending life and other moral dilemmas on how one should live
before judgment including sexual ethics and even care for the
environment. This shows links to Religion and Ethics.
• In the resurrection narratives Jesus explains that he has a
substantial form when he says, “Handle Me and see, for a spirit
does not have flesh and bones as you see I have” (Luke
24:39). This shows links to New Testament Studies.
• In Hinduism the belief in samsara or the cycle of birth, death
and reincarnation, being affected by karma has implications for
righteous living. 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.
Level Mark Descriptor
0 No rewardable material.
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 some of the 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).
Level 4 19–24 • 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 (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).
Level 5 25–30 • 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 (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).
•
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