Mark Scheme (Results)

Summer 2022

Pearson Edexcel GCSE

In Religious Studies B (1RB0)
Paper 1: Area of Study 1 – Religion and Ethics
Option 1B: Christianity
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Summer 2022
Question Paper Log Number P71247A
Publications Code 1RB0_1B_2206_MS
All the material in this publication is copyright
© Pearson Education Ltd 2022
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 Reject Mark
number
Q1 (a) AO1 3 marks • Lists (maximum of
one mark)
Award one mark for each point identified up
to a maximum of three.
• The Incarnation is God becoming human
(1)
• The Incarnation shows Jesus is God (1)
• Jesus was incarnated at his birth (1)
• The Incarnation shows God’s love to
humanity (1)
• The Incarnation allowed God to live a
human life (1).

Accept any other valid response. (3)

Question Answer Reject Mark

number
1(b) AO1 4 marks • Repeated belief/
development
Award one mark for providing a belief. • Development that
Award a second mark for development of the does not relate
belief. Up to a maximum of four marks. both to the belief
• God created the universe using words given and to the
(1), he created from nothing (1) question.
• The creation of the universe shows God
is all powerful (1) and only God would be
able to create it (1)
• The creation of the universe described in
the Bible may be metaphorical (1), it may
not describe exactly how it was created
(1).

Accept any other valid response. (4)

Question Answer Reject Mark
number
1(c) AO1 5 marks • Repeated issue /
development
Award one mark for each issue. Award • Development that
further marks for each development of the does not relate
issue up to a maximum of four marks. both to the issue
Award one further mark for any relevant given and to the
source of wisdom or authority. question
• Evil shows that God might not be loving • Reference to a
(1), it is an essential characteristic that source of wisdom
God should have (1) ‘The Lord is that does not
compassionate and gracious, slow to relate to the issue
anger, abounding in love’ (Psalm 103:8) given.
(1)
• A loving God would not let his children
suffer (1) ‘the Lord’s love is with those
who fear him’ (Psalm 103:17) (1) the
problem highlights that innocent people
suffer (1)
• It causes issues as it might show God
lacks power (1). God cannot be God if he
is unable to protect humanity from
harm (1) ‘Great is our Lord and mighty
in power; his understanding has no
limit.’ (Psalm 147:5) (1).

Accept any other valid response. (5)

Question Indicative content Mark
number
1(d) AO2 12 marks, SPaG 3 marks

Candidates must underpin their analysis and evaluation with

knowledge and understanding. Candidates will be required to
demonstrate thorough knowledge and understanding as well as
accuracy of religion and belief when responding to the question and
in meeting AO2 descriptors.

AO2
Arguments for the statement:
• The Church teaches that the Trinity is God that there is one God,
and thus this must be not only the easy way, but the only way to
understand the nature of God
• The three Persons of the Trinity all show something unique about
God, which means that as unity, in the Trinity, God is shown in a
way that each Person alone could not
• Christians believe that the three Persons of the Trinity are shown
in the Bible and thus makes it easy to understand God.

Arguments against the statement:

• Some would argue that as God is ineffable it is not easy to
understand God and that the idea of three Persons and yet one
God makes it more difficult to understand God, rather than easier
• The Articles of Faith state ‘There is but one living and true God,
everlasting, without body, parts, or passions; of infinite power,
wisdom, and goodness.’ Thus it can be argued it is easier to
understand God as one rather than the three Persons of the
Trinity
• Some Christians teach that the Trinity is a mystery, that it is not
meant to be understood, the Catechism of the Catholic Church
says ‘The mystery of the Most Holy Trinity is the central mystery of
the Christian faith and of Christian life’ (261).

Accept any other valid response.

Candidates who do not consider different viewpoints within the

religious tradition or non-religious viewpoints (as instructed in the
question) cannot achieve marks beyond Level 2. (15)
Level Mark Descriptor
0 No rewardable response.
Level 1 1–3 • Information/issues are identified and make superficial
connections among a limited range of elements in the
question, underpinned by isolated elements of understanding
of religion and belief.
• Judgements are supported by generic arguments to produce a
conclusion that is not fully justified.
Level 2 4–6 • Superficial connections are made among many, but not all, of
the elements in the question, underpinned by a limited
understanding of religion and belief.
• Judgements of a limited range of elements in the question are
made. Judgements are supported by an attempt to appraise
evidence, much of which may be superficial, leading to a
conclusion that is not fully justified.
Level 3 7–9 • Deconstructs religious information/issues, leading to coherent
and logical chains of reasoning that consider different
viewpoints. These are underpinned by an accurate
understanding of religion and belief. Connections are made
among many, but not all, of the elements in the question.
• Constructs coherent and reasoned judgements of many, but
not all, of the elements in the question. Judgements are
supported by the appraisal of evidence, some of which may be
superficial, leading to a partially justified conclusion.
Level 4 10–12 • Critically deconstructs religious information/issues, leading to
coherent and logical chains of reasoning that consider different
viewpoints. These are underpinned by a sustained, accurate
and thorough understanding of religion and belief. Connections
are made among the full range of elements in the question.
• Constructs coherent and reasoned judgements of the full range
of elements in the question. Judgements are fully supported by
the comprehensive appraisal of evidence, leading to a fully
justified conclusion.
SPaG
Marks Descriptors
• The candidate writes nothing.
• The candidate’s response does not relate to the
question.
No marks
0 marks • The candidate’s achievement in SPaG does not reach the
awarded
threshold performance level, for example errors in
spelling, punctuation and grammar severely hinder
meaning.
• Candidates spell and punctuate with reasonable
accuracy.
• Candidates use rules of grammar with some control of
Threshold
1 mark meaning and any errors do not significantly hinder
performance
meaning overall.
• Candidates use a limited range of specialist terms as
appropriate.
• Candidates spell and punctuate with considerable
accuracy.
Intermediate • Candidates use rules of grammar with general control of
2 marks
performance meaning overall.
• Candidates use a good range of specialist terms as
appropriate.
• Candidates spell and punctuate with consistent
accuracy.
High • Candidates use rules of grammar with effective control
3 marks
performance of meaning overall.
• Candidates use a wide range of specialist terms as
appropriate.
Question Answer Reject Mark
number
2(a) AO1 3 marks • Lists (maximum
of one mark)
Award one mark for each point identified up
to a maximum of three.
• Many Christians teach that sexual
relationships are a gift from God (1)
• Most Christians teach that they should
only take place within marriage (1)
• Some Christians regard sexual
relationships before marriage as sinful
(1)
• Some Christians recognise same sex
sexual relationships as acceptable (1)
• All Christians maintain that adultery is
wrong (1).

Accept any other valid response. (3)

Question Answer Reject Mark

number
2(b) AO1 4 marks • Repeated
teaching /
Award one mark for providing a teaching. development
Award a second mark for development of • Development that
the teaching. Up to a maximum of four does not relate
marks. both to the
• Most Christians believe that men and teaching given
women should have equal roles in the and to the
family (1), in Genesis 1 it shows they question.
were created at the same time (1)
• Some Christians believe that the roles of
men and women in the family should be
equal yet different (1) ‘male and
female he created them’ (Genesis 1:27)
(1)
• Some Christians maintain that men
should be in charge of the family (1)
‘ Wives, submit yourselves to your own
husbands as you do to the Lord.
(Ephesians 5:22) (1). (4)
 Accept any other valid response.

Question Answer Reject Mark

number
2(c) AO1 5 marks • Repeated
attitude/
Award one mark for each attitude. Award development
further marks for each development of the • Development
attitude up to a maximum of four marks. that does not
Award one further mark for any relevant relate both to the
source of wisdom or authority. attitude given
• Some Christians may say it is contrary to and to the
God’s will (1) thus anything which is question
contraceptive in marriage is ‘intrinsically • Reference to a
wrong’ (Humanae Vitae) (1) source of wisdom
• Some Christians believe that they should that does not
not use artificial contraception (1) as it relate to the
goes against God’s plan for humanity (1), attitude given.
they were made to ‘be fruitful and
increase in number’ (Genesis 9:7)
• Some Christians allow the use of artificial
contraception (1) as they feel it is up to a
person’s own conscience as to whether
they wish to use it (1). Lambeth
Conference resolution 115 said ‘the
responsibility for deciding upon the
number and frequency of children has
been laid by God upon the consciences
of parents everywhere’ (1).

Candidates who do not consider different

attitudes within Christianity cannot be
awarded more than 3 marks.

Accept any other valid response. (5)

Question Indicative content Mark
number
2(d) AO2 12 marks

Candidates must underpin their analysis and evaluation with

knowledge and understanding. Candidates will be required to
demonstrate thorough knowledge and understanding as well as
accuracy of religion and belief when responding to the question and
in meeting AO2 descriptors.

AO2
Arguments for the statement:
• Some Christians believe that as it is a sacrament marriage is
by its very nature sacred, it is blessed by God and usually
takes place in church and thus is holy
• Some Christians may refer to the Bible and God making Eve
to be a companion to Adam as the first institution of
marriage and thus it became a holy state of being
• St Paul teaches ‘Marriage should be honoured by all’
(Hebrews 13:4), this New Testament authority should be
applied by Christians and thus they should believe that
marriage is sacred.

Arguments against the statement:

• Some Christians e.g. Quakers would describe marriage as a
formal recognition of the couple’s partnership, therefore they
would not regard it as a sacred institution
• Some non-religious people would explain that marriage does
not involve any need for God, it is not sacred, it is a purely
secular and legal institution, recognised by the government
and thus society
• Some Christians allow the use of divorce as they feel that a
marriage may be harmful to the couple, arguably then these
marriages are no longer sacred or holy.

Accept any other valid response.

Candidates who do not consider different viewpoints within the

religious tradition or non-religious viewpoints (as instructed in the
question) cannot achieve marks beyond Level 2. (12)
Level Mark Descriptor
0 No rewardable response.
Level 1 1–3 • Information/issues are identified and make superficial
connections among a limited range of elements in the
question, underpinned by isolated elements of understanding
of religion and belief, including any relevant philosophical
and/or ethical arguments.
• Judgements are supported by generic arguments to produce a
conclusion that is not fully justified.
Level 2 4–6 • Superficial connections are made among many, but not all, of
the elements in the question, with a limited understanding of
religion and belief, including relevant philosophical and/or
ethical arguments.
• Judgements of a limited range of elements in the question are
made. Judgements are supported by an attempt to appraise
evidence, much of which may be superficial, leading to a
conclusion that is not fully justified.
Level 3 7–9 • Deconstructs religious information/issues, leading to coherent
and logical chains of reasoning that consider different
viewpoints. These are underpinned by an accurate
understanding of religion and belief, including any relevant
philosophical and/or ethical arguments. Connections are made
among many, but not all, of the elements in the question.
• Constructs coherent and reasoned judgements of many, but
not all, of the elements in the question. Judgements are
supported by the appraisal of evidence, some of which may be
superficial, leading to a partially justified conclusion.
Level 4 10–12 • Critically deconstructs religious information/issues, leading to
coherent and logical chains of reasoning that consider different
viewpoints. These are underpinned by a sustained, accurate
and thorough understanding of religion and belief, including
any relevant philosophical and/or ethical arguments.
Connections are made among the full range of elements in the
question.
• Constructs coherent and reasoned judgements of the full range
of elements in the question. Judgements are fully supported by
the comprehensive appraisal of evidence, leading to a fully
justified conclusion.
Question Answer Reject Mark
number
3(a) AO1 3 marks • Lists
(maximum of
Award one mark for each point identified up one mark)
to a maximum of three.
• Some Christians regard sacraments as
outward signs of inward grace (1)
• They mark important stages in a
Christian’s life (1)
• Many Christians say they are instituted
by Jesus (1)
• Christians regard them as holy events in
a person’s life (1)
• Some Christians regard them as
necessary for salvation (1).

Accept any other valid response. (3)

Question Answer Reject Mark

number
3(b) AO1 4 marks • Repeated
reason/
Award one mark for providing a reason. development
Award a second mark for development of • Development
the reason. Up to a maximum of four marks. that does not
• Christians may choose set prayer as they relate both to
feel it ensures they are worshipping in the reason
the correct way (1), Christians are praying given and to the
in the way outlined by the Church (1) question.
• They may use set prayers taught by Jesus
(1) e.g. the Lord’s Prayer (1)
• Set prayers allow Christians to pray
alongside each other (1) sharing their
worship experience (1).

Accept any other valid response. (4)

Question Answer Reject Mark
number
3(c) AO1 5 marks • Repeated
teaching/
Award one mark for each teaching. Award development
further marks for each development of the • Development that
teaching up to a maximum of four marks. does not relate
Award one further mark for any relevant both to the
source of wisdom or authority. teaching given
• Giving to charity is what Jesus asked and to the
people to do (1) he taught that when you question
give to others you give to him (1) • Reference to a
‘whatever you did for one of the least of source of wisdom
these brothers and sisters of mine, you that does not
did for me.’ (Matthew 25:40) (1) relate to the
• Charity should be given as it is taught in teaching given.
the Bible (1) Christians are required to
give a portion of all they have to the poor
(1) ‘A tithe of everything from the land,
whether grain from the soil or fruit from
the trees, belongs to the Lord’ (Leviticus
27:30) (1)
• Charity can be a way of showing love (1)
Christians can develop a closer
relationship with God through it (1) ‘If I
give all I possess to the poor and give
over my body to hardship that I may
boast, but do not have love, I gain
nothing’ (1 Corinthians 13:3) (1).

Accept any other valid response. (5)

Question Indicative content Mark
number
3(d) AO2 12 marks, SPaG 3 marks

Candidates must underpin their analysis and evaluation with

knowledge and understanding. Candidates will be required to
demonstrate thorough knowledge and understanding as well as
accuracy of religion and belief when responding to the question and
in meeting AO2 descriptors.

AO2
Arguments for this statement:
• Some Christians believe Easter is the most important festival as it
commemorates the resurrection of Jesus, they regard this as the
most important event in the life of Jesus
• Some Christians may argue that Easter is the most important
Christian festival as it is the event that shows that there is eternal
life in heaven for all believers, the basis of Christian faith, no
other festival shows this as clearly
• Easter is the most important event as the resurrection shows
that Jesus was truly God, and thus this is the event which shows
that Christianity is the true faith.

Arguments against the statement:

• Some Christians would say that all Christian festivals are
important, they are all part of the faith and should be part of
Christian life, no one festival is more important than another
• Some Christians might argue that the Incarnation is the most
important event in the life of Jesus and thus it is Christmas that is
the most important Christian festival, not Easter
• Some Christians feel that the Lenten period makes more of an
impact on a Christian’s life, it is an opportunity to think about
one’s faith and change to be what God wants, thus making it
more important than the single celebration of Easter.

Accept any other valid response.

Candidates who do not consider different viewpoints within the

religious tradition or non-religious viewpoints (as instructed in the
question) cannot achieve marks beyond Level 2. (15)
Level Mark Descriptor
0 No rewardable response.
Level 1 1–3 • Information/issues are identified and make superficial
connections among a limited range of elements in the
question, underpinned by isolated elements of understanding
of religion and belief.
• Judgements are supported by generic arguments to produce a
conclusion that is not fully justified.
Level 2 4–6 • Superficial connections are made among many, but not all, of
the elements in the question, underpinned by a limited
understanding of religion and belief.
• Judgements of a limited range of elements in the question are
made. Judgements are supported by an attempt to appraise
evidence, much of which may be superficial, leading to a
conclusion that is not fully justified.
Level 3 7–9 • Deconstructs religious information/issues, leading to coherent
and logical chains of reasoning that consider different
viewpoints. These are underpinned by an accurate
understanding of religion and belief. Connections are made
among many, but not all, of the elements in the question.
• Constructs coherent and reasoned judgements of many, but
not all, of the elements in the question. Judgements are
supported by the appraisal of evidence, some of which may be
superficial, leading to a partially justified conclusion.
Level 4 10–12 • Critically deconstructs religious information/issues, leading to
coherent and logical chains of reasoning that consider different
viewpoints. These are underpinned by a sustained, accurate
and thorough understanding of religion and belief. Connections
are made among the full range of elements in the question.
• Constructs coherent and reasoned judgements of the full range
of elements in the question. Judgements are fully supported by
the comprehensive appraisal of evidence, leading to a fully
justified conclusion.
SPaG
Marks Descriptors
• The candidate writes nothing.
• The candidate’s response does not relate to the
question.
No marks
0 marks • The candidate’s achievement in SPaG does not reach the
awarded
threshold performance level, for example errors in
spelling, punctuation and grammar severely hinder
meaning.
• Candidates spell and punctuate with reasonable
accuracy.
• Candidates use rules of grammar with some control of
Threshold
1 mark meaning and any errors do not significantly hinder
performance
meaning overall.
• Candidates use a limited range of specialist terms as
appropriate.
• Candidates spell and punctuate with considerable
accuracy.
Intermediate • Candidates use rules of grammar with general control of
2 marks
performance meaning overall.
• Candidates use a good range of specialist terms as
appropriate.
• Candidates spell and punctuate with consistent
accuracy.
High • Candidates use rules of grammar with effective control
3 marks
performance of meaning overall.
• Candidates use a wide range of specialist terms as
appropriate.
Question Answer Reject Mark
number
4(a) AO1 3 marks • Lists (maximum of
one mark)
Award one mark for each point identified up
to a maximum of three.
• Some Christians teach abortion goes
against the sanctity of life (1)
• Some teach abortion is murder (1)
• Some teach only God has the right to end
a life (1)
• Some teach it is a matter for the woman’s
conscience to decide (1)
• Some teach it is the woman’s body and
she can choose what happens to it (1).

Accept any other valid response. (3)

Question Answer Reject Mark

number
4(b) AO1 4 marks • Repeated
teaching
Award one mark for providing a teaching. /development
Award a second mark for development of • Development that
the teaching. Up to a maximum of four does not relate
marks. both to the
• The universe can be used as humans teaching given
desire (1) ‘You made them rulers over the and to the
works of your hands’ (Psalm 8:6) (1) question.
• The universe is a valuable resource (1)
and humans have the right to make use
of it (1)
• The universe needs to be preserved for
future generations (1) and humans were
given it by God to be stewards of it (1).

Accept any other valid response. (4)

Question Answer Reject Mark
number
4(c) AO1 5 marks • Repeated belief/
development
Award one mark for each belief. Award • Development that
further marks for each development of the does not relate
belief up to a maximum of four marks. both to the belief
Award one further mark for any relevant given and to the
source of wisdom or authority. question
• Christians may believe people must not • Reference to a
use euthanasia (1) even when there is source of wisdom
extreme suffering (1). In the story of Job that does not
he does not take the ‘easy’ option to relate to the belief
relieve his suffering (1) given.
• Some Christians feel only God can take
life (1) euthanasia would go against God’s
plans (1) ‘do not be a fool—why die
before your time?’ (Ecclesiastes 7:17) (1)
• Most Christians teach that euthanasia
ignores the belief that life is holy (1) that
ending a life prematurely is wrong (1)
‘You shall not murder.’ (Exodus 20:13) (1).

Accept any other valid response. (5)

Question Indicative content Mark
number
4(d) AO2 12 marks

Candidates must underpin their analysis and evaluation with

knowledge and understanding. Candidates will be required to
demonstrate thorough knowledge and understanding as well as
accuracy of religion and belief when responding to the question and
in meeting AO2 descriptors.

AO2
Arguments for the statement:
• Most Christians believe that as humans were created last they are
the pinnacle of God’s creation and therefore God’s most
important creation
• Humans are created especially to be like God, this means they are
the most important creation the Bible records, ‘God created
mankind in his own image, in the image of God he created them;
male and female he created them’ (Genesis 1:27)
• Some Christians may explain that it is human life that is regarded
as sacred because humans have a soul, whereas other life forms
are not holy and as such it is logical that humans are God’s most
important creation.

Arguments against the statement:

• Some Christians would say that the Genesis accounts of creation
show that when God created the universe he saw that it was good
not just when he created humans, all creation is equally
important
• Some Christians may argue that humans are biological beings
which depend and interrelate with the earth, all of which was
created by God. This co-dependence means that human life is not
more important than any other creation
• Some Christians feel that humanity cannot be God’s most
important creation as much of humanity has rejected God and
has acted in ways that destroy God’s creation, which means that if
anything, human beings cannot be the most important creation.

Accept any other valid response.

Candidates who do not consider different viewpoints within the

religious tradition or non-religious viewpoints (as instructed in the
question) cannot achieve marks beyond Level 2. (12)
 Level Mark Descriptor
0 No rewardable response.
Level 1 1–3 • Information/issues are identified and make superficial
connections among a limited range of elements in the
question, underpinned by isolated elements of understanding
of religion and belief, including any relevant philosophical
and/or ethical arguments.
• Judgements are supported by generic arguments to produce a
conclusion that is not fully justified.
Level 2 4–6 • Superficial connections are made among many, but not all, of
the elements in the question, with a limited understanding of
religion and belief, including relevant philosophical and/or
ethical arguments.
• Judgements of a limited range of elements in the question are
made. Judgements are supported by an attempt to appraise
evidence, much of which may be superficial, leading to a
conclusion that is not fully justified.
Level 3 7–9 • Deconstructs religious information/issues, leading to coherent
and logical chains of reasoning that consider different
viewpoints. These are underpinned by an accurate
understanding of religion and belief, including any relevant
philosophical and/or ethical arguments. Connections are made
among many, but not all, of the elements in the question.
• Constructs coherent and reasoned judgements of many, but
not all, of the elements in the question. Judgements are
supported by the appraisal of evidence, some of which may be
superficial, leading to a partially justified conclusion.
Level 4 10–12 • Critically deconstructs religious information/issues, leading to
coherent and logical chains of reasoning that consider different
viewpoints. These are underpinned by a sustained, accurate
and thorough understanding of religion and belief, including
any relevant philosophical and/or ethical arguments.
Connections are made among the full range of elements in the
question.
• Constructs coherent and reasoned judgements of the full range
of elements in the question. Judgements are fully supported by
the comprehensive appraisal of evidence, leading to a fully
justified conclusion.

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