GCSE MARKING SCHEME

RELIGIOUS STUDIES
(SPECIFICATION B)

SUMMER 2011
INTRODUCTION

The marking schemes which follow were those used by WJEC for the Summer 2011
examination in GCSE RELIGIOUS STUDIES SPECIFICATION B. They were finalised
after detailed discussion at examiners' conferences by all the examiners involved in the
assessment. The conferences were held shortly after the papers were taken so that
reference could be made to the full range of candidates' responses, with photocopied scripts
forming the basis of discussion. The aim of the conferences was to ensure that the marking
schemes were interpreted and applied in the same way by all examiners.

It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conferences, teachers
may have different views on certain matters of detail or interpretation.

WJEC regrets that it cannot enter into any discussion or correspondence about these
marking schemes.

Page

Unit 1 Religion and Life Issues 6

Unit 2 Religion and Human Experience 18
 General Marking Instructions for Examiners

The mark scheme defines what can be reasonably expected of a candidate in response to
questions asked.

Assessment Objectives

The questions test the candidate's ability to:

AO1 describe, explain and analyse, using knowledge and understanding of the
specification content

AO2 use evidence and reasoned argument to express and evaluate personal
responses, informed insights and differing viewpoints

It is not always appropriate or desirable to produce a clear cut, rigid, universally applicable
mark scheme. Those questions which are designed to assess larger areas of knowledge or
the skills of understanding and evaluation require a marking scheme which is more
sophisticated and flexible. This marking scheme that follows will allow examiners to take
into account the different levels of response that candidates may offer to a question.

Those different levels are as follows overleaf:

1
AO1

2 Mark Questions - Question (a)

Level Level Descriptor Mark total

0 No statement of relevant information or explanation. 0

1 A statement of information or explanation which is limited in 1

scope or content.

2 An accurate and appropriate explanation of a central teaching, 2

theme or concept.

4 Mark Questions - Question (b)

Level Level Descriptor Mark total

0 Makes no link between beliefs and practices. 0

1 A simple link between beliefs and practices. 1

2 An explicit link between beliefs and practices. 2

Limited use of specialist language.

3 Analysis showing some awareness and insight into religious 3

facts, ideas, practices and explanations.
Uses and interprets a range of religious language and terms.

4 Coherent analysis showing awareness and insight into 4

religious facts, ideas, practices and explanations.

Uses religious language and terms extensively and interprets

them accurately.

2
6 Mark Questions - Question (d)

Level Level Descriptor Mark

Total
0 A statement of information or explanation, which has no 0
relevant content.

1 A relevant statement of information or explanation, which is 1

limited in scope.

2 An accurate account of information or an appropriate 2

explanation of a central teaching, theme or concept.

Limited use of religious language.

3 An account or explanation indicating knowledge and 3-4
understanding of key religious ideas, practices, explanations
or concepts. Uses and interprets religious language in
appropriate context.

4 A coherent account or explanation showing awareness and 5-6

insight into religious facts, ideas, practices and explanations.
Uses religious language and terms extensively and interprets
them accurately.

3
AO2

4 mark Questions - Question (c)

Level Level Descriptor Mark

Total
0 Makes no relevant point of view. 0

1 A simple, appropriate justification of a point of view. 1

2 Either: An expanded justification of one point of view, with 2

appropriate example and /or illustration, which includes
religious teaching.

Or: two simple, appropriate justifications of a point of view.

3 An expanded justification of one point of view, with appropriate 3

example and/or illustration, which includes religious teaching
with a second simple appropriate justification of a point of view
(which may be an alternative to the first).

4 An expanded justification of two viewpoints, incorporating the 4

religious teaching and moral aspects at issue and their
implications for the individual and the rest of society.

4
8 mark Questions - Question (e)

Level Level Descriptor Mark

Total
0 Makes no relevant point of view. 0

1 Communicates clearly and appropriately 1-2

Either
a simple, justification of a point of view, possibly linked to
evidence or example and making a simple connection
between religion and people's lives.
Or two simple appropriate justifications of points of view

2 Communicates clearly and appropriately using limited 3-4

specialist language
either:
an expanded justification of one point of view, with appropriate
example which includes religious teaching and /or illustration
AND either a second simple appropriate justification OR
two appropriate justifications of point of views linked to
evidence or example, which includes religious teaching.

3 Communicates clearly and appropriately using and 5-6

interpreting specialist language An expanded justification of
one point of view, with appropriate examples which includes
religious teaching and/or illustration. There is also an
adequate recognition of an alternative or different point of
view.

4 Communicates clearly and appropriately using specialist 7-8

language extensively a thorough discussion, including
alternative or different views of the religious teachings and
moral aspects at issue and their implications for the individual
and the rest of society. Using relevant evidence and
religious/or moral reasoning to formulate judgement.

5
 GCSE Religious Studies Specification B

Unit 1 - Life Issues

Q.1 (a) Explain what religious believers mean by 'love'. (AO1) 2

Reference must be made to the AO1 Question (a) Level Descriptor.

An appropriate example may be credited.
One word answers cannot be considered explanations.
Accept any suitable explanation e.g.

One of the most powerful human emotions that joins people together
Deep affection for someone which is expressed through actions and/or
words
Emotion in a relationship where there is a sense of commitment

(b) Explain how having a religious faith might influence a couple who want
to use contraception. (AO1) 4

Reference must be made to the AO1 Question (b) Level Descriptor.

Answers should show the impact of faith.
The answer is not required to be related to any one religious tradition.
Answers may therefore come from any religious tradition.
Reference may be made to:

Consider the teachings within a sacred text

Consider the teachings of a religious community
Consider the teachings of a religious leader
The impact of a baby outside of marriage
Health issues

(c)
'Adultery is always wrong.'

Give two reasons why a religious believer might agree or disagree with
this statement. (AO2) 4

Reference must be made to the AO2 Question (c) Level Descriptor.

Reasons can be for or against the quotation or one for and one against.

Reasons that may be given and explained include:

The Ten Commandments forbid adultery

Adultery breaks the solemn wedding promises made during a marriage
ceremony
Marriage is meant to be sexually exclusive to the two people in the
marriage
For some Christians marriage is a sacrament, something in which God is
involved

6
 Fidelity is expected within marriage which is a religious duty/special
relationship
Sex is seen as a special relationship with just one other person
Children born through adultery may not have the secure basis of family
life which many religious believers consider best for the upbringing of
children
People may not want to divorce
Many religious believers regard adultery as harmful socially, personally
and/or spiritually

(d) Explain from two different religious traditions the teachings about sex
before marriage. (AO1) 6

Reference must be made to the AO1 Question (d) Level Descriptor.

Any appropriate answers should be given credit, as any of the religious

traditions specified can be chosen and pupils may be answering from their
own tradition. If Assistant Examiners have any doubts concerning the
awarding of marks they should consult with their Team Leader.

Where the names of religious tradition are incorrect, but the information is
accurate credit up to a maximum of Level 4:5 marks.

In an answer requiring two religious traditions or teachings, where one part is

comprehensive (and would be worthy of a Level 4 on its own) but the other is
weak (and worth a Level 1 or 2 on its own) award a Level 3 for the whole, and
3 or 4 marks accordingly.

Answers may well refer to the following sorts of points:

Christianity
(For candidates answering from Christianity alone, it is expected they
acknowledge where there are any differences/similarities within Christian
traditions.)
Sexual relationships are part of Gods purpose in creation
They are gifts from God himself, and as such are holy and sacred
(sacrament)
Sexual relationships should ideally take place within marriage
Chastity is an important virtue
Sexual relationships are special: monogamous/reserved between just two
people at any one time/period of life; there should be no sex before or
outside of marriage
Casual sex or promiscuity is seen as devaluing both people and sex, and
therefore unacceptable.
Roman Catholic
Artificial contraception is not allowed and sex before marriage increases
the opportunities for children born outside of marriage
Sexual relationships should take place within marriage

7
 Buddhism
Sexual drives need to be controlled, as any other desire, so as not to
cause suffering
The third of the five precepts specifically rules out "irresponsible and
selfish sexual activity"
Aspects of the 8-fold Path also apply right attitude/views, right
action/conduct - would affect sexual relationships; right intention is seen
as the key
Traditionally monks and nuns would be celibate, but others would be
encouraged to engage in heterosexual family life

Hinduism
Within the system of Varnashramadharma people should exercise chastity
until the end of their studies, and also during the period of retirement and
renunciation.
Sexual relationships should only happen within marriage
Kama (sensual pleasure) is one of the four aims of life in Hinduism, and
should be kept in balance with the other three
Sexual pleasure, in the right contexts, can be a form of religious
experience

Islam
Sex is a gift from Allah; through it people participate in Allah's act of
creation, so it is a noble and holy thing
Sex should only happen within marriage, and couples should meet each
other's needs

Judaism
Sex is a great thing that God has created for human pleasure and it is
not seen as merely for procreation
Sex is expected to take place only within marriage, although a child born
to a couple before marriage is not thought to be illegitimate
It is also seen as one of the three stages of marriage: betrothal, contract,
consummation

Sikhism
Sex should only take place within marriage
Pre-marital relationships are thought of as wrong
Virginity is important in coming together to marry

(e) 'Marriage should be for life.'

Do you agree? Give reasons or evidence for your answer, showing that
you have thought of more than one point of view.
You must include reference to religious beliefs in your answer. (AO2) 8

Reference must be made to the AO2 Question (e) Level Descriptor.

Candidates should be expected to follow the rubric clearly.
Candidates achieving the higher levels should be including appropriate
religious and moral reasoning in their answers.

8
 Points that could be discussed include:

Marriage is the basis of family life

Some religious traditions do not accept divorce
Marriage may involve vows, such 'until death do us part'
Marriages do not always work out
Divorce is accepted in a number of religious traditions
Separation is an alternative to divorce
People live longer in contemporary society and this has an impact on
ideas about marriage
Marriages may break down for a variety of reasons
Marriages may succeed for a variety of reasons
Marriage services imply that marriage is for life
Marriage is ordained by God

Q.2 (a) Explain what religious believers mean by 'identity'. (AO1) 2

Reference must be made to the AO1 Question (a) Level Descriptor.

An appropriate example may be credited.
One word answers cannot be considered explanations.
Accept any suitable explanation e.g.

The sense of who you are in terms of attitudes, character and personality.
The unique identity of an individual
The unique characteristics of each person such as beliefs

(b) Explain how having a religious faith might influence a person's use of
wealth. (AO1) 4

Reference must be made to the AO1 Question (b) Level Descriptor.

Answers should show the impact of faith.
The answer is not required to be related to any one religious tradition.
Answers may therefore come from any religious tradition.
Reference may be made to:

Following the teachings in a sacred text about the use of wealth

Following the teachings of a religious leader about the use of wealth
Following the example of a religious leader about the use of wealth

(c)
'Discrimination is always bad.'

Give two reasons why a religious believer might agree or disagree with
this statement. (AO2) 4

Reference must be made to the AO2 Question (c) Level Descriptor.

Reasons can be for or against the quotation or one for and one against.

9
 Reasons that may be given and explained include:

Discrimination may be a positive action

Discrimination may be used to positively discriminate in terms of age,
employment, disability, gender
Discrimination may be a negative action
Discrimination may be used to negatively discriminate in terms of age,
employment, disability, gender
Discrimination is regarded as wrong by many religious traditions
Discrimination undermines religious concepts of equality

(d) Explain from one religious tradition the teachings about equality.
(AO1) 6

Reference must be made to the AO1 Question (d) Level Descriptor.

Any appropriate answers should be given credit, as any of the religious

traditions specified can be chosen and pupils may be answering from their
own tradition. If Assistant Examiners have any doubts concerning the
awarding of marks they should consult with their Team Leader.

Where the name of the religious tradition is incorrect, but the information is
accurate credit up to a maximum of Level 4:5 marks.

Answers may well refer to the following sorts of points:

Christianity
(For candidates answering from Christianity alone, it is expected they
acknowledge where there are any differences/similarities within Christian
traditions.)
Prejudice/discrimination are unacceptable and Christ's/ Christian teaching
is that all people are equal
God created all human beings as equals, whatever race, ability or gender
The Ten Commandments give guidance on living in harmony with others,
and creating a just society for people, and they apply to all people
Jesus' own example (e.g. dealing with lepers, outcasts, etc.) and teaching
(e.g. Good Samaritan, etc.) demonstrates that equality is important in
Christianity

Buddhism
Discrimination and prejudice result from delusions, caused by ignorance,
greed, anger, pride and doubt and that they are wrong
There is a need for the practice of equanimity setting self as equal with
others
This can be begun by taking the trouble to notice commonality with others
people
Further developed by showing loving kindness to all living beings
(possible reference to the 8-fold Path)
Belief that all humans have a 'Buddha nature' the potential to develop
the same qualities as Buddha, and achieve enlightenment

10
 Hinduism
Each group or individual has its own part to play in life
The caste system describes such roles, and need not be discriminatory
All human life, whatever caste or 'station', depends on others
Ahimsa (harmlessness) is a vital aim in life, and discourages
discrimination
Karma (actions) and dharma (duty) expect believers to do good to others
and show tolerance

Islam
All people are equal, though not the same
All people are important in their own right, as created by Allah
We can learn from Muhammad's example
The ummah (brotherhood) crosses all national, cultural, political, racial
and language boundaries
In Islam the act of prayer stresses the importance of equality as
individuals stand shoulder to shoulder as equal before Allah
Judaism
All humanity is made in the image of God
All have the same responsibility towards God
Being a 'chosen' nation is not being above others, but having additional
responsibilities and duties
Israel accepts Jews from all nations and races
Sikhism
God is the source of all life
Male and female, racial origin and language are mere functional
distinctions
All people have the same rights and should be offered the same
hospitality and charity in the Sikh community/langar
To avoid prejudice and discrimination are part of one's duty
The use of Kaur (princess) and Singh (lion) shows gender equality
(e) 'Only religion can make society fair.'
Do you agree? Give reasons or evidence for your answer, showing that
you have thought of more than one point of view.
You must include reference to religious beliefs in your answer. (AO2) 8
Reference must be made to the AO2 Question (e) Level Descriptor.
Candidates should be expected to follow the rubric clearly.
Candidates achieving the higher levels should be including appropriate
religious and moral reasoning in their answers.
Points that could be discussed include:

It is a universal teaching of Christianity to 'love your neighbour'

Many religions teach respect for fairness through teachings on equality
Human dignity is an important part of religious teachings and is part of
fairness
Issue of fairness within societies means that there some people are
mistreated; religious teaching is that all human beings should be treated
fairly
The religious teachings about afterlife involve judgements on human life
and a 'fairness' in the afterlife

11
Q.3 (a) Explain what religious believers mean by 'awe'. (AO1) 2

Reference must be made to the AO1 Question (a) Level Descriptor.

An appropriate example may be credited.
One word answers cannot be considered explanations.
Accept any suitable explanation e.g.

A sense of wonder in relation to God's creation or presence

A sense of feeling overwhelmed in God's presence

(b) Explain how a religious believer might use symbols to express beliefs
about God. (AO1) 4

Reference must be made to the AO1 Question (b) Level Descriptor.

Answers should show the impact of faith.
The answer is not required to be related to any one religious tradition.
Answers may therefore come from any religious tradition.

Reference may be made to:

Symbols at home in the form of religious images of God

Symbols of God outside a place of worship
Symbols of God inside a place of worship
Symbols of God as personal decoration
Symbols expressing religious beliefs about the nature of God
Symbolic language about God in hymns, prayers, etc.

(c)
'British society is secular.'

Give two reasons why a religious believer might agree or disagree with
this statement. (AO2) 4

Reference must be made to the AO2 Question (c) Level Descriptor.

Reasons can be for or against the quotation or one for and one against.
Reasons that may be given and explained include:

Many people appear to have no religious beliefs

Many people appear to have no religious affiliation
Many people never attend a place of worship
Many people hold deeply held religious beliefs
Many people have a religious affiliation
Many people regularly attend a place of worship
UK is a pluralist society with many different religious traditions
Many people who are not practising members of a religious community
still adhere to many of the values and teachings of religious traditions

12
(d) Explain from two different religious traditions how people respond to
God. (AO1) 6

Reference must be made to the AO1 Question (d) Level Descriptor.

Any appropriate answers should be given credit, as any of the religious

traditions specified can be chosen and pupils may be answering from their
own tradition. If Assistant Examiners have any doubts concerning the
awarding of marks they should consult with their Team Leader.

Where the names of religious tradition are incorrect, but the information is
accurate credit up to a maximum of Level 4:5 marks.

In an answer requiring two religious traditions or teachings, where one part is

comprehensive (and would be worthy of a Level 4 on its own) but the other is
weak (and worth a Level 1 or 2 on its own) award a Level 3 for the whole, and
3 or 4 marks accordingly.

Answers may well refer to the following sorts of points:

Christianity
(For candidates answering from Christianity alone, it is expected they
acknowledge where there are any differences/similarities within Christian
traditions).
Christians may respond through public worship in a church/chapel
Respond through private prayer
Observe Sunday as a special day
Trying to live a devout life
Following the teachings of the Bible
Anglicans may respond by celebrating the Eucharist

Roman Catholic
May respond by attending the celebration of the Mass

Buddhism
Buddhists may worship in a temple
Buddhists may meditate daily
Buddhists may meditate while reading sacred scriptures

Hinduism
Hindus may worship in a temple/mandir
Worship God through daily prayer
Worship God through reading sacred text
Puja ceremony

Islam
Muslims may worship in a mosque
Worship God through prayer
Salat daily prayer
Duah is personal prayer
Through reading of the Qur'an

13
 Judaism
Jews may worship in a synagogue
Worship God through Shabbat prayers
Worship God through daily prayer
Worship through religious celebrations
Through reading the Torah

Sikhism
Sikhs may worship in a gurdwara
Worship God through daily prayer
Through reading the Guru Granth Sahib

(e) 'Worshipping God is the most important part of religion.'

Do you agree? Give reasons or evidence for your answer, showing that
you have thought of more than one point of view.
You must include reference to religious beliefs in your answer. (AO2) 8

Reference must be made to the AO2 Question (e) Level Descriptor.

Candidates should be expected to follow the rubric clearly.
Candidates achieving the higher levels should be including appropriate
religious and moral reasoning in their answers.

Points that could be discussed include:

Worship of God is what religion is about

Worship of God is regarded as the most important part of religious activity
Other parts of religion such as moral codes are very important
The daily rituals of religion are very important
Worship of God is only one small part of religion
Following in the footsteps of a religious founder is a focus for some
religious believers
Buddhists do not worship God
Rites of passage are an important part of religion
Credit appropriate examples of religious activity

Q.4 (a) Explain what religious believers mean by 'soul'. (AO1) 2

Reference must be made to the AO1 Question (a) Level Descriptor.

An appropriate example may be credited.
One word answers cannot be considered explanations.
Accept any suitable explanation e.g.

The part of human nature which is spiritual in form

The part of human nature which connects to God
The part of humans which is made in the image of God
The part of humans that lives on when the body has died

(b) Explain how a religious believer might treat animals. (AO1) 4

Reference must be made to the AO1 Question (b) Level Descriptor.

Answers should show the impact of faith.
The answer is not required to be related to any one religious tradition.
Answers may therefore come from any religious tradition.

14
 Reference may be made to:

Animals may be sacrificed for religious celebrations

Some religious believers are vegetarian and will not eat animals
Some religious believers regard certain animals as sacred
Animals are treated with kindness as part of nature
Animals may be kept as pets
Animals are valued as part of God's creation
Religious believers may chose to work caring for animals, such as a vet

(c)
'Humans are just animals with souls.'

Give two reasons why a religious believer might agree or disagree with
this statement. (AO2) 4

Reference must be made to the AO2 Question (c) Level Descriptor.

Reasons can be for or against the quotation or one for and one against.
Reasons that may be given and explained include:

According to creation stories God created humans with a soul

Humans are mammals with physical characteristics of other mammals
Humans have emotions
Humans have abstract thought
Humans are no different to animals, except for the matter of intelligence
Some religious believers accept humanity as evolving from animals
Some religious believers regard humans as separate from animals
because they have souls
Some religious believers regard humans as being made in the image of
God
Although humans share much physiologically with animals, they are also
markedly different, and have skills and abilities that are beyond those of
even the most intelligent and 'clever' of species

(d) Explain from two different religious traditions how a religious individual
or community cares for the planet. (AO1) 6

Reference must be made to the AO1 Question (d) Level Descriptor.

Any appropriate answers should be given credit, as any of the religious

traditions specified can be chosen and pupils may be answering from their
own tradition. If Assistant Examiners have any doubts concerning the
awarding of marks they should consult with their Team Leader.

Where the names of religious tradition are incorrect, but the information is
accurate credit up to a maximum of Level 4: 5 marks.

In an answer requiring two religious traditions or teachings, where one part is

comprehensive (and would be worthy of a Level 4 on its own) but the other is
weak (and worth a Level 1 or 2 on its own) award a Level 3 for the whole, and
3 or 4 marks accordingly.

15
Answers may well refer to the following sorts of points:
Christianity
(For candidates answering from Christianity alone, it is expected they
acknowledge where there are any differences/similarities within Christian
traditions.)
Christians believe everyone should be a steward
Christians pray for the world
Christians use sacred text as guidance on how to care for the world
All must respect nature as part of God's creation
Dominion needs to be exercised with responsibility
Use the earth's resources with care
The resources of the earth must be used in an unselfish way
Discourage deforestation
Recycle when possible
Reduce global warming
Roman Catholic
Tradition of self-sufficiency of Roman Catholic monastic communities
Buddhism
Humans need to live in harmony
Humans must care for the earth through meditation and practical ways
Respect all life
Use the earth's resources with care
Do not exploit the resources of the earth
Good karma means to live in harmony
Hinduism
Worship and respect many parts of nature
Ahimsa (harmlessness) is important
Respect all creation
Use the earth's resources with care
Do not exploit the resources of the earth
Islam
Humans have the role of khalifahs to look after creation
Maintain the natural balance (fitrah)
Respect all creation
Use the earth's resources with care
Do not exploit the resources of the earth
Judaism
Humans have the role of stewardship to look after creation
Respect all creation
Mitzvah (a good deed) to maintain the world in harmony
Use the earth's resources with care
Do not exploit the resources of the earth
Sikhism
The earth and all it contains is created by God
Humans are part of creation
Humans have the role of custodians to look after creation
Respect all creation
Use the earth's resources with care
Do not exploit the resources of the earth

16
(e) 'Life is just to be enjoyed.'
Do you agree? Give reasons or evidence for your answer, showing that
you have thought of more than one point of view.
You must include reference to religious beliefs in your answer. (AO2) 8

Reference must be made to the AO2 Question (e) Level Descriptor.

Candidates should be expected to follow the rubric clearly.
Candidates achieving the higher levels should be including appropriate
religious and moral reasoning in their answers.

Points that could be discussed include:

Human beings seek pleasure in life

There is no other purpose in life
There is only one life and we should enjoy it
If there is no God we should enjoy ourselves now
There is nothing wrong in living for the moment
If there is no afterlife we should just enjoy ourselves now
For religious people the purpose of life is to discover God and this gives
life meaning
For religious people their lives must be lived in service to God
There is a belief in the afterlife and life is not simply for pleasure
Many people have very difficult lives and are not able to simply enjoy
themselves
There is a religious idea of freewill and judgement

17
 Unit 2 Religion and Human Experience

Q.1 (a) Explain what religious believers mean by conflict.

(AO1) 2

Reference must be made to the AO1 Question (a) Level Descriptor.

An appropriate example may be credited.
One word answers cannot be considered explanations.

Accept any suitable explanation e.g.

Breakdown in relationships, e.g. arguments.

Working against each other rather than together in unity.
Where disagreements can lead to action, e.g. war.

(b) Explain how having a religious faith might influence a view on war.
(AO1) 4

Reference must be made to the AO1 Question (b) Level Descriptor.

Answers should show the impact of faith.
The answer is not required to be related to any one religious tradition
specified in the Specification. Answers may therefore come from any religious
tradition.

Reference may be made to:

Within each tradition there may be different views depending upon the
individual.
Explanation of role of individual conscience, e.g. some traditions will fight
as the last resort for particular principles, e.g. defence; last resort.
Reference to the impact of Sacred Texts, e.g. 'Blessed are the
Peacemakers'; 'Do not take revenge on someone who wrongs you'.
Reference to stories from Sacred Texts, e.g. Arjuna.
Reference to the teachings of religious leaders, e.g. Just War Theory.
Reference to the actions of religious leaders, e.g. Jesus; Gandhi.
Reference to key religious teachings, e.g. the importance of sanctity of
life; something of God in everyone.
Reference to practice of specific religious traditions, e.g. Society of
Friends; Jehovah Witnesses; conscientious objectors.
Reference to key beliefs on non-violence, e.g. ahimsa; metta.

18
(c)
'It's impossible to forgive.'

Give two reasons why a religious believer might agree or disagree with
this statement.
(AO2) 4

Reference must be made to the AO2 Question (c) Level Descriptor.

Reasons can be for or against the quotation or one for and one against.

Reasons that may be given and explained include:

Forgiveness has to come from the heart.

In some religious traditions, e.g. Judaism, you can't forgive on behalf of
another person.
Forgiveness has to come naturally you can't force it.
On God can forgive.
There is a difference between forgiveness and forgetting.
Prayer can help people learn to forgiver.
Reconciliation activities can help people learn to forgive, e.g. Corrymeela.
Following the example of religious leaders or founders, e.g. Jesus.
By recognising that by not forgiving you continue to be a victim.

(d) Explain from two different religious traditions how a religious individual
or religious community has worked for peace.
(AO1) 6

Reference must be made to the AO1 Question (d) Level Descriptor.

Any appropriate answers should be given credit, as any religious individual or

community can be chosen and pupils may be answering from their own
tradition. The person must have religious connections of the traditions
specified. If Assistant Examiners have any doubts concerning the awarding of
marks they should consult with their Team Leader.

Where the names of religious tradition are incorrect, but the information is
accurate credit up to a maximum of Level 4:5 marks.

Where one part is comprehensive (and would be worthy of a Level 4 on its

own) but the other is weak (and worth a Level 1 or 2 on its own) award a
Level 3 for the whole, and 3 or 4 marks accordingly.

Answers may well refer to the following:

Corrymeela (Christian)
Promotes reconciliation between Christians and other faiths in conflict.
Gives opportunities for dialogue and working together.
Runs children's programmes and workshops.
Organises residential conferences for people to work on shared activities.

19
Andrew White (Christian)
Head of Foundation for Reconciliation in the Middle East.
Successful intervention in hostage negotiations.
Mission to find the common ground amongst groups in conflict.
Encourages dialogue between those people in conflict.
Despite being kidnapped himself, he continues to work in dangerous
circumstances.

Children of Abraham Project (Jewish/Muslim)

Aim to learn more about Judaism and Islam so that ignorance doesn't
become prejudice.
Uses websites to explain aspects of Jewish and Muslim life.
Has a chat room for Jews and Muslims to find common ground.
Organises activities for young Muslims and Jews to work together.

Dalai Lama (Buddhist)

Promotes religious harmony throughout his travels.
Emphasises the importance of finding the common ground between
people.
Used non-violence in his struggle for the liberation of Tibet.
Teaches that 'universal responsibility' is the key to survival.

Mahatma Gandhi (Hindu)

Used peaceful means to let Indians govern themselves.
Encouraged others to use civil disobedience rather than violence, e.g.
burning of identity passes.
Never physically retaliated when he was hurt by others.
Travelled round the world promoting through speeches peace and non-
violence.

Azim Khamisa/Tariq Khamisa Foundation (Muslim)

Forgave the murderer of his son.
Sought to tackle the reasons why there is gun crime amongst young
adults.
Established the Tariq Khamisa Foundation to promote a culture of peace.
Visits students and prisons to promote a culture of peacemakers.

Sikhcess (Sikh)
Follows the teachings of the Guru Granth Sahib.
Works with people of all faiths and none.
Participates in local and national events.
Seeks to be pro-active.

20
(e) 'Religion can't help people who are suffering.'
Do you agree? Give reasons or evidence for your answer, showing that
you have thought of more than one point of view. You must include
reference to religious beliefs in your answer.
(AO2) 8

Reference must be made to the AO2 Question (e) Level Descriptor.

Candidates should be expected to follow the rubric clearly.
Candidates achieving the higher levels should be including appropriate
religious and moral reasoning in their answers.

Points that could be discussed include:

Medical support will have more effect on those suffering from an illness.
Practical help is of more use than religion.
For some people it is because of religion that people suffer.
For some people their faith gives them support and inspiration.
The belief in the power of prayer.
The importance of the power of prayer.
Religion can't provide answers to Ultimate Questions like 'why do innocent
people suffer?'
Some believers may consider suffering is part of a divine plan and
shouldn't be helped.
Stories from Sacred Texts can give support and inspiration, e.g. suffering
of Jesus.
Religion can inspire people to seek justice and peace, e.g. Martin Luther
King.
The work of religious charities and hospices.

21
Q.2 (a) Explain what religious believers mean by conscience.
(AO1) 2

Reference must be made to the AO1 Question (a) Level Descriptor.

An appropriate example may be credited.
One word answers cannot be considered explanations.

Accept any suitable explanation e.g.

An inner voice that keeps a person on the right track.
An innate moral sense that guides actions.
A feeling that lets you know what is right from wrong.

(b) Explain how having a religious faith might influence a view on abortion.
(AO1) 4

Reference must be made to the AO1 Question (b) Level Descriptor.

Answers should show the impact of faith.
The answer is not required to be related to any one religious tradition.
Answers may therefore come from any religious tradition specified in the
Specification.

Reference may be made to:

All life is created by God/The Divine

God is interested in each human being.
As life is created by God, it must be revered from the moment of
conception.
Teachings of Jesus/religious leaders showed the importance of life.
Life is a gift from God, and only he can take it away.
Each atman is individual.
All life has atman.
There is a divine plan for each individual.
Religious teachings, e.g. from the Fathers of the Church. (Reference may
be made to the authority or magisterium of the Pope and the College of
Bishops.)
Catechism of the Catholic Church points out that from the first moment of
existence the foetus is a human being.
Up to 4 months after conception ensoulment has not taken place.
Some traditions teach that the mother has more rights than the child.
Bad karma can result from an abortion.
The principle of ahimsa and non-violence would be the guide.

22
(c)
'It's wrong to spend money in IVF.'

Give two reasons why a religious believer might agree or disagree with
this statement.
(AO2) 4

Reference must be made to the AO2 Question (c) Level Descriptor.

Reasons can be for or against the quotation or one for and one against.

Reasons that may be given and explained include:

Money spent on IVF could be spent on other medical priorities.

The importance of procreation and families is within many religious
traditions.
Many people experience a greater quality of life as parents.
Some believers consider that the ability to create IVF was God-given.
Life is given/created by God and no-one has the right to have children.
Life is too sacred to place in the hands of human beings.
Will the cost be justifiable when so many children are starving?
Fertilisation takes place apart from the sex act, which God intended it to
be.
Role of religious authority, e.g. Pope Pius XII stated that third party IVF
was adultery.
Role of Sacred Texts, e.g. The Qur'an states that semen or sperm should
not be destroyed or wasted.
IVF involves the throwing away of some of the fertilised eggs.
All religions state the importance of compassion.

(d) Explain from two different religious traditions the attitudes to

euthanasia.
(AO1) 6

Reference must be made to the AO1 Question (d) Level Descriptor.

Any appropriate answers should be given credit, as any of the religious

traditions specified can be chosen and pupils may be answering from their
own tradition. If Assistant Examiners have any doubts concerning the
awarding of marks they should consult with their Team Leader.

Where the names of religious tradition are incorrect, but the information is
accurate credit up to a maximum of Level 4:5 marks.

In an answer requiring two religious traditions or teachings, where one part is

comprehensive (and would be worthy of a Level 4 on its own) but the other is
weak (and worth a Level 1 or 2 on its own) award a Level 3 for the whole, and
3 or 4 marks accordingly.

23
Answers may well refer to the following sorts of points:

Christianity
Life is a gift from God and only he can take it away.
Death is not the end but a doorway to the next life.
Suffering can have a purpose and bring you closer to God.
The role of hospices.
The Bible doesn't say anything about euthanasia.
Some Christians argue that God has giver freewill and the ability to think
for ourselves and therefore we can choose when to die.
By using drugs to be kept alive some Christians might say this is going
against God's will for the person to die.
Can depend on the circumstances in the country, e.g. often not possible in
India.
There may be differences between believers in the same tradition.
Interpretation of scriptures and sacred texts causes considerable debate
among many members of the faith; therefore it is a personal decision.
Sanctity of Life is a precedence for all religions. Reference to specific
texts may be used to reinforce this view.
Guidance may be sought by prayer.
Distinctions between different types of euthanasia.

Roman Catholic
Aim should be to ease suffering.
All forms of euthanasia are wrong.
Often considered as a form of murder
People are playing God.
Teachings of the Catechism concerning euthanasia disrespecting human
life, e.g. 2277.
In exceptional circumstances medical procedures can be withheld.
Refusal of 'over-zealous' treatment allowed Catechism 2278.

Salvation Army
Medical treatment to be used to control pain.
Importance that authority of doctors is considered.
Importance of 'living wills' and wishes of patient.

Baptist
Usually against euthanasia as all human life is scared.
Many believe when a person is brain dead and relatives and doctors
agree, then it is acceptable fro treatment to be stopped and death be
allowed to happen.
Don't agree with hastening death.

24
Buddhism
Taking life is wrong First of the Five Precepts.
Taking a life affects kamma.
Most Buddhists believe voluntary euthanasia is wrong, because it shows
the person has allowed physical suffering to cause mental suffering.
Buddhism places great stress on non-harm, and on avoiding the ending of
life.
Compassion is important.
Dying is an opportunity for spiritual growth.
The role of hospices is important.
Can depend upon the circumstances in the country, e.g. often not
possible in India.
There will differences between believers in the same tradition.
Interpretation of scriptures and sacred texts causes considerable debate
among many members of the faith; therefore it is a personal decision.
Guidance may be sought through meditation.
Distinctions between different types of euthanasia.

Hinduism
Principle of ahimsa and not harming living creatures.
Death is a natural part of life and will come with time.
'Willed death' may be acceptable to some as a selfless motive.
Most Hindus believe a doctor should not perform euthanasia since it will
cause the soul and body to be separated at an unnatural time, damaging
the karma of both doctor and patient.
Others believe euthanasia breaks the teaching of ahimsa.
Keeping a person artificially alive on a life-support machine would be a
bad thing to do unless it is part of a temporary attempt at healing would
not be a bad thing.
Some believe helping to end a painful life is performing a good deed and
so fulfilling their moral obligations.
Euthanasia interferes with the killed soul's progress towards liberation
(moksha).
When the soul is reincarnated in another physical body it will suffer as it
did before because the same karma is still present.
Can depend upon the circumstances in the country, e.g. often not
possible in India.
There will differences between believers in the same tradition.
Interpretation of scriptures and sacred texts causes considerable debate
among many members of the faith; therefore it is a personal decision.
Sanctity of Life is a precedence for all religions. Reference to specific
texts may be used to reinforce this view.
Guidance may be sought by prayer.
Distinctions between different types of euthanasia.

25
Islam
Muslims regard euthanasia as haram (forbidden). All human life is sacred
because it is given by Allah, and Allah chooses how long each person will
live.
Euthanasia is not included among the reasons allowed for killing in Islam.
Suffering can have a purpose.
It is important to show compassion to those who are suffering.
Can depend upon the circumstances in the country, e.g. often not
possible in India.
There will be differences between believers in the same tradition.
Interpretation of scriptures and sacred texts causes considerable debate
among many members of the faith; therefore it is a personal decision.
Sanctity of Life is a precedence for all religions. Reference to specific
texts may be used to reinforce this view.
Guidance may be sought by prayer.
Distinctions between different types of euthanasia.

Judaism
As the greatest blessing life should be preserved.
Life is a gift from God who decides when it should end.
The importance of pikuach nefesh to preserve life. Reference to specific
texts may be used to reinforce this view.
Can depend upon the circumstances in the country, e.g. often not
possible in India.
There will be differences between believers in the same tradition.
Interpretation of scriptures and sacred texts causes considerable debate
among many members of the faith; therefore it is a personal decision.
Sanctity of Life is a precedence for all religions. Reference to specific
texts may be used to reinforce this view.
Guidance may be sought by prayer.
Distinctions between different types of euthanasia.

Sikhism
Life is a gift from God, who decides when it should end.
The Gurus rejected suicide and, by extension, euthanasia.
Suffering should be borne with courage and is part of karma.
Those who are ill should be cared for with compassion.
Can depend upon the circumstances in the country, e.g. often not
possible in India.
There will be differences between believers in the same tradition.
Interpretation of scriptures and sacred texts causes considerable debate
among many members of the faith; therefore it is a personal decision.
Sanctity of Life is a precedence for all religions. Reference to specific
texts may be used to reinforce this view.
Guidance may be sought by prayer.
Distinctions between different types of euthanasia.

26
(e) 'Religion has no part to play in medical ethics.'
Do you agree? Give reasons or evidence for your answer, showing that
you have thought of more than one point of view. You must include
reference to religious beliefs in your answer.
(AO2) 8

Reference must be made to the AO2 Question (e) Level Descriptor.

Candidates should be expected to follow the rubric clearly.
Candidates achieving the higher levels should be including appropriate
religious and moral reasoning in their answers.

Points that could be discussed include:

When religious scriptures were written there weren't the same

advancements in medical science so they often aren't relevant.
It's not just the individual who's affected but the whole family.
Medical decisions have an impact on the community, e.g. the cost.
Doctors have a role by taking the Hippocratic Oath.
All religions have teachings concerning medical ethics, e.g. when life
actually begins, issues of blood transfusions, transplants, organ
donations.
Religious teachings cover the whole of your life and are a source of
authority.
It's your life and you have free will to make your own decisions.
Different religions have different views so there is no consistency.
The role of faith healing and miracles in some religious traditions.
The importance of prayer.
Acting according to the interpretation of Sacred Texts.
Some religious interpretations might be against the law of the country.

27
Q.3 (a) Explain what religious believers mean by sacred.
(AO1) 2

Reference must be made to the AO1 Question (a) Level Descriptor.

An appropriate example may be credited.
One word answers cannot be considered explanations.

Accept any suitable explanation e.g.

Set apart and dedicated to God, e.g. as a place of worship.
Something particularly religious and quite different from other things, e.g.
artefact.
Something so special it should be respected, e.g. holy books.

(b) Explain how faith is expressed through the work of a religious charity.
(AO1) 4

Reference must be made to the AO1 Question (b) Level Descriptor.

Answers should show the impact of faith.
The answer is not required to be related to any one religious tradition.
Answers may therefore come from any of the religious traditions specified in
the Specification.

Reference may be made to:

Through following the Golden Rule to treat others as you would like to be
treated.
Through compassion for others believing all have God within them.
Through communal worship as an organisation.
Through the giving of money and time believing all belongs to God.
Through showing the importance of evangelism and mission.

(c)
'Inter-faith dialogue achieves nothing.'

Give two reasons why a religious believer might agree or disagree with
this statement.
(AO2) 4

Reference must be made to the AO2 Question (c) Level Descriptor.

Reasons can be for or against the quotation or one for and one against.

Reasons that may be given and explained include:

It's action that matters, not sitting talking.

You don't have to belong to a religion to achieve.
All people should talk together whether they have faith or not.
People shouldn't have to share their faith with others.
By religions talking to each other they will understand more about each
other's ways.
Projects, e.g. Corrymeela, CCJ, have shown the importance of different
religions talking together and learning about each other.
Many traditions consider it important that believers share their faith with
others.

28
(d) Explain from two different religious traditions how faith is expressed
through symbols in a place of worship.
(AO1) 6

Reference must be made to the AO1 Question (d) Level Descriptor.

Any appropriate answers should be given credit, as any of the religious

traditions specified can be chosen and pupils may be answering from their
own tradition. If Assistant Examiners have any doubts concerning the
awarding of marks they should consult with their Team Leader.

Where the names of religious tradition are incorrect, but the information is
accurate credit up to a maximum of Level 4:5 marks.

In an answer requiring two religious traditions or teachings, where one part is

comprehensive (and would be worthy of a Level 4 on its own) but the other is
weak (and worth a Level 1 or 2 on its own) award a Level 3 for the whole, and
3 or 4 marks accordingly.

Answers may well refer to the following sorts of points:

Christianity
Crucifixes and crosses reminder of the death and resurrection of Jesus.
Stained glass windows reminder of the importance of Bible stories.
Altar symbol of God meeting his people. Reminder of the table of the
Last Supper.
Lectern to show the Good news for the world.
Pulpit raised to show the importance of the Word.
Font often near the main door symbolic of entrance into God's family.
Pews to show the importance of community.
Stations of the Cross to show the key scenes in the trial and death of
Jesus.
Tabernacle contains the consecrated bread, regarded as the body of
Jesus.
Incense symbolic of prayer rising to Heaven. In Eastern Christianity it is
seen as cleansing the impurities of the atmosphere.

Roman Catholic
Holy Water stoup making a cross with water when entering the church
reminds worshippers they are entering God's house.
Statues express the importance of people and events especially Mary
and the Saints.

Orthodox Church
Icons express the importance of people and events especially Mary
and the Saints.
Iconostasis to show the separation of heaven and earth.
Curtain to show the separation of man from God.
Dome reminds worshippers of God high above them.

29
Buddhism
Candles to show respect should be given.
Offering bowls to show the Buddha should be given respect. Seven
bowls to represent seven different offerings to guests.
Statues of the Buddha to show the importance of the Buddha's ways
and teachings.
Eightfold Path symbol guidelines for life.
The Three jewels to show the importance of the Buddha, the Dhamma
and the Sangha.

Hinduism
Offerings of flowers to show the importance of devotion
Murtis to show the importance of the deities and to help the worshipper
experience God.
Reference may be made to how specific deities express faith, e.g.
Ganesha remover of obstacles.
Havan to show the importance of Agni often said to be the tongue of
the Gods.
Shikhara to show the importance of the mandir and also to moksha.
Aum the sound of God.
Swastika to show the changing world round the fixed unchanging centre
of God.
Shankha (conch shell) to show that all creation stems from one God.
Reference may be made to show how the symbols on the Puja tray
represent faith.)

Islam
Minbar to show the importance of prayer led by the Imam.
Mihrab to show the importance of the direction of Makkah.
Women's gallery to show that it is important that there are no
distractions during prayers.
Moon and crescent different traditions will have different explanations.
Prayer mats reference may be made upon symbolic placing (towards
Makkah), to the fact that they are placed next to the previous person
(showing the importance of the ummah), or to the design which contains
no human form (showing the importance of worshipping Allah and having
no idols).
Plaques of Makkah and calligraphy from the Qur'an may also be referred
to.
Hijab reference to the importance of showing purity and modesty.

Judaism
Ner tamid represents the menorah in the Temple.
Bronze tablets showing the importance of the ten Commandments.
Ark to represent where the Holy Place in the temple would have been.
Bimah raised platform to show the importance of reading from the Sefer
Torah.
Galleries for women - to show that it is important that there are no
distractions during prayers.
Plaque for the royal family to show the importance of acknowledging the
country.
Mezuzah the importance of the Shema.
Reference may be made to the tefillin, tallit and kippot.

30
 Sikhism
Plaques of the Mool Mantra shows the importance of God in words.
Ik Onkar used to represent God, as there should be no images or
pictures of God.
Kanda sword in the centre of symbolize the One Supreme Truth. Circle
showing God without beginning and without end. The two swords stand
for spiritual strength.
Pictures of the Gurus to show their importance.
Donations of goods before the Guru Granth sahib to show the respect
that should be given.
Darbar Sahib (diwan hall) representing the equality of all.
Manji Sahib (stool for the Guru Granth Sahib) showing the importance of
the Guru Granth Sahib.

(e) 'Pilgrimage is still important.'

Do you agree? Give reasons or evidence for your answer, showing that
you have thought of more than one point of view. You must include
reference to religious beliefs in your answer.
(AO2) 8

Reference must be made to the AO2 Question (e) Level Descriptor.

Candidates should be expected to follow the rubric clearly.
Candidates achieving the higher levels should be including appropriate
religious and moral reasoning in their answers.

Points that could be discussed include:

The miracles at the places happened a long time ago.

Events happened so long ago they aren't relevant now,
Can see the sites through the internet.
Important to witness actual site.
Part of a religious duty, e.g. hajj.
Can meet other faith members through chat rooms or in local place of
worship.
Some go for spiritual development.
Money would be better spent on other things.
Some go for healing, e.g. Holywell, Lourdes.

31
Q.4 (a) Explain what religious believers mean by personal conviction.
(AO1) 2
Reference must be made to the AO1 Question (a) Level Descriptor.
An appropriate example may be credited.
One word answers cannot be considered explanations.
Accept any suitable explanation e.g.

Having strong beliefs and views, e.g. concerning moral issues.

What you feel and know to be right, e.g. because of your religious beliefs.
Inner belief that guides your actions.
(b) Explain how having a religious faith might influence a view on duty.
(AO1) 4
Reference must be made to the AO1 Question (b) Level Descriptor.
Answers should show the impact of faith.
The answer is not required to be related to any one religious tradition.
Answers may therefore come from any of the religious traditions specified in
the Specification.
Reference may be made to:

The importance of following the teachings in Sacred Books, e.g. the Ten
Commandments, or Mitzvot in the Torah.
Following the central belief of a faith tradition, e.g. The Golden Rule, all
life is sacred and should be treated with respect; keeping the 5 Pillars of
Islam.
The teachings from faith leaders, e.g. role of sermons.
The teachings of religious founders concerning duty, e.g. Jesus, Guru
Nanak.
Duty to family and wider relationships.
(c) 'The aim of punishment is revenge.'

Give two reasons why a religious believer might agree or disagree with
this statement.
(AO2) 4
Reference must be made to the AO2 Question (c) Level Descriptor.
Reasons can be for or against the quotation or one for and one against.
Reasons that may be given and explained include:
Through punishment people are able to get their own back.
It is important for people to know they have done wrong and that there is
reparation.
Teachings from the Old Testament show that it is important to get
revenge, e.g. 'An eye for an eye'.
Getting revenge doesn't meet the compassion that many traditions teach
about, e.g. metta, karuna.
There are other aims of punishment such as reform.
Jesus and other founders of religions taught the importance of
forgiveness.

32
(d) Explain two different roles of sacred texts in the lives of religious
believers.
(AO1) 6

Reference must be made to the AO1 Question (d) Level Descriptor.

Any appropriate answers should be given credit, as any of the religious

traditions specified can be chosen and pupils may be answering from their
own tradition. If Assistant Examiners have any doubts concerning the
awarding of marks they should consult with their Team Leader.

Where the names of religious tradition are incorrect, but the information is
accurate credit up to a maximum of Level 4:5 marks.

In an answer where one part is comprehensive (and would be worthy of a

Level 4 on its own) but the other is weak (and worth a Level 1 or 2 on its own)
award a Level 3 for the whole, and 3 or 4 marks accordingly.

Credit may be given where candidates make generic points, e.g. that there is
a diversity of impacts within any religious tradition and within believers'
interpretation of the scriptures.

Answers may well refer to the following sorts of points:

Guidance and Guidelines

Believers will consult Sacred Texts to see how they should live their daily
life. It is often considered the basis of faith, e.g. the Bible, Pali Canon.
Seek guidance on moral issues, e.g. attitudes to war, how to look after the
environment.
Read teachings of founders of religion, e.g. important teachings from
Jesus in the Bible, from The Buddha in the Pali Canon.
Guidance on how to live life, e.g. the Qur'an and the requirements of hal'al
food.

To learn about a religion

To learn from people or through classes, e.g. Bible Study, Limmud.
For children to learn about religions, e.g. stories from the Jakata, the
Ramayana.
Study of religion and interpretation of scriptures, e.g. Yeshivot.

Truth Claims/Giving Answers

To know truth claims of the particular religious traditions, e.g. how the
world was created.
To give answers to Ultimate Questions, e.g. why do the innocent suffer?

Used in Public Worship

Many Sacred texts are read in public worship, e.g. Sefer Torah during
Shabbat services, the Bible during Christian services.
To read from during services during ceremonies for Rites of passage, e.g.
a verse read from the Gita at Hindu funerals.
Reciting certain passages, e.g. hafiz and Qur'an, Pali Canon and Buddhist
monks
Special ceremonies, e.g. Akhand Path continuous reading of the Guru
Granth Sahib.

33
 As a Source of Private Inspiration
As example of stories, e.g. The Ramayana from the Gita.
As a source of inspiration as believed to be the Word of God, revelation of
Guru |Granth Sahib.

As a Source of Comfort
To reflect on the teachings of suffering, e.g. stories of the suffering of
Jesus, Job.
To learn about what happens after death.

(e) 'Capital Punishment is never right.'

Do you agree? Give reasons or evidence for your answer, showing that
you have thought of more than one point of view. You must include
reference to religious beliefs in your answer.
(AO2) 8

Reference must be made to the AO2 Question (e) Level Descriptor.

Candidates should be expected to follow the rubric clearly.
Candidates achieving the higher levels should be including appropriate
religious and moral reasoning in their answers.

Points that could be discussed include:

All life is sacred and no-one has the right to take someone else's life.
God will punish the wrongdoer.
It might be the wrong person killed.
Some religious traditions accept it is inevitable for certain crimes, e.g.
murder.
Many say capital punishment is a deterrent.
The Old Testament teaching says 'an eye for an eye' Exodus 20.
The Ten Commandments say it is wrong to kill.
Do two wrongs make a right?
Jesus taught the importance of forgiveness.
It doesn't allow for the possibility of repentance.
Some religious believers consider it up to the relatives of the family to
decide, e.g. Qur'an 178.
There is something of God in everyone.
A key feature of Buddhism is non-harm and metta (loving kindness).
Could be against Hindu principle of ahimsa.
It is more humane to take a life than to keep someone locked up or
suffering.
It is for the greater good.

GCSE Religious Studies - Specification B - MS (Summer 2011)

34
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