Exam Intelligence · 12 Official Documents Analysed

How to Score Higher in OCR A Level Religious Studies (H573)

Evidence-based Religious Studies H573 exam guide built from official OCR examiner reports and mark schemes. Specialised and comprehensive study tips — specific, cited insights so you can achieve top grades.

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Evidence-BasedBuilt from 12 official examiner reports & mark schemes (2023–2024)

What Are Assessment Objectives (AOs)?

Before we dive in, you need to understand how OCR actually marks your answers.

AO stands for Assessment Objective. Think of AOs as the different “skills” OCR tests you on in every single question. When an examiner marks your paper, they don't just give you a mark out of 12 based on how “good” your answer feels — they allocate specific marks to each AO separately.

For example, a 12-mark question might be split as: AO1 (2 marks) + AO2 (2 marks) + AO3 (2 marks) + AO4 (6 marks). If you write a perfect textbook answer but don't evaluate, you can only score 6 out of 12 — because the other 6 marks are specifically reserved for evaluation.

This is why understanding AOs matters: they tell you exactly what the examiner is looking for and how many marks each skill is worth. Here are the 2 AOs for this subject:

AO1

Demonstrate knowledge and understanding of religion and belief, including: religious, philosophical and/or ethical thought and teaching; influence of beliefs, teachings and practices on individuals, communities and societies; cause and significance of similarities and differences in belief, teaching and practice; approaches to the study of religion and belief.

40%

Demonstrate knowledge and understanding of religion, religious belief, and the ideas of named thinkers and key texts. Tested across all four questions in every paper. AO1 marks are awarded for the quality of explanation and development of ideas, not merely for listing key terms or mentioning concepts without unpacking them.

AO2

Analyse and evaluate aspects of, and approaches to, religion and belief, including their significance, influence and study.

60%

Analyse and evaluate arguments about religion, religious belief, and ethics to form reasoned judgements. The majority of marks across all three papers sit here. Sustained argument driven by a clear thesis, with objections genuinely weighed and a supported overall judgement, is required for the top levels.

The key takeaway: Most students lose marks not because they lack knowledge (AO1), but because they skip the higher-order skills — building chains of reasoning (AO2) and making supported judgements (AO3). Everything below shows you exactly how to hit each AO based on what OCR examiners have written in their reports.

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Top Mistakes in A Level Religious Studies H573

The most common reasons students lose marks in A Level Religious Studies H573, cited directly from official OCR examiner reports across multiple sessions.

Using pre-prepared topic essays rather than answering the specific question set

Both series, all four papers · Affects: H573/01, H573/02, H573/03, H573/04–07

What examiners say

“The questions were more specific in nature this session and pre-prepared responses were less successful because of this.”
— OCR H573/01 June 2023

“The questions are intended to test how well candidates can use the material they have studied to respond to a specific question. It is not just a recall test.”
— OCR H573/02 June 2024

How to fix this

Read the exact wording of the question before beginning and underline the key conceptual focus. Do not simply recognise the topic area and reproduce a rehearsed plan. Shape your selection of material around the precise claim or issue asked: ask yourself after every paragraph whether what you have written is genuinely addressing that specific question, not the topic in general.

Juxtaposing different views side by side instead of genuinely evaluating which is stronger

Both series, H573/01 and H573/02 · Affects: H573/01, H573/02

What examiners say

“Stating an opposing idea or contrasting to a different theory took the place of clear and developed evaluation in less successful responses.”
— OCR H573/02 June 2023

“evaluated by juxtaposition of different views, rather than developing reasons why one was stronger or weaker.”
— OCR H573/01 June 2023

How to fix this

After every position you introduce, explicitly say why it is or is not more persuasive than the alternative — and give a reason, not a label. 'Theory A is stronger because it accounts for X, whereas Theory B cannot explain Y' is evaluation. 'Theory A is stronger' with no reasoning is assertion. Push yourself to develop every comparative claim into a reasoned judgement.

Insufficient AO1 development — ideas stated or listed but not properly explained

Both series, all four papers · Affects: H573/01, H573/02, H573/03, H573/04–07

What examiners say

“AO1 marks are given for the quality of the explanation of ideas. This becomes difficult if the development is only found in parentheses.”
— OCR H573/01 June 2023

“produced minimal explanations of key ideas or assumed understanding of these before moving on to AO2”
— OCR H573/02 June 2023

How to fix this

For every concept or thinker you introduce, write at least two full sentences of substantive explanation before moving into evaluation. Parenthetical clarifications in brackets earn nothing. The examiner must see that you understand the idea, not just that you know its name — so unpack the reasoning, not just the conclusion.

Conflating aspects of different ethical theories — especially between natural law, situation ethics, utilitarianism and Kantian ethics

Both series, H573/02 · Affects: H573/02

What examiners say

“There was also a more noticeable confusion and conflation of ideas/terminology between the ethical theories so that otherwise clear explanations of ideas sometimes contained an aspect of a different theory.”
— OCR H573/02 June 2023

“The Kingdom of Ends was not as well understood as the first two formulations. It was not unusual to see conflation with the three postulates/Kingdom of God.”
— OCR H573/02 June 2023

How to fix this

For each ethical theory, write a one-sentence definition of its core claim and a one-sentence list of what it is NOT. Natural law is NOT situation ethics; the Kingdom of Ends is NOT the Kingdom of God or the summum bonum; agape is NOT generalised romantic love. Rehearse these boundary distinctions so that under exam pressure you do not default to a vague hybrid of two theories.

Naming scholars as decoration rather than using their arguments to drive evaluation

Both series, H573/03 and H573/04–07 · Affects: H573/03, H573/04–07

What examiners say

“It is a misconception that naming lots of scholars automatically gains higher marks. It is often sufficient to argue a point in general terms, rather than knowing exactly which scholars have posited it.”
— OCR H573/03 June 2023

“starting a point with the view, rather than a name, tends to lead to an essay that is driven by the AO2, rather than the AO1.”
— OCR H573/03 June 2024

How to fix this

Begin each evaluative paragraph with the argument or judgement itself, not with a scholar's name. Instead of 'Augustine argues that...' followed by description, write the evaluative point first and then bring in the scholar as supporting evidence. Scholars support your argument — they do not replace it. Examiners credit the quality of the reasoning, not the quantity of names cited.

Failing to address the specific concept named in the question — reverting to the general topic area instead

Both series, H573/01 and H573/03 · Affects: H573/01, H573/03

What examiners say

“A notable proportion of responses did not address specifically James' views but wrote about religious experiences in a more general sense and showed little direct knowledge of James' views.”
— OCR H573/01 June 2023

“responses to Question 1 often only mentioned grace through repetitions of the wording of the question, rather than explaining what Augustine's view of grace might have been”
— OCR H573/03 June 2023

How to fix this

When a question names a specific thinker, text, or concept (James, Rahner's anonymous Christians, epistemic distance, Bonhoeffer's costly grace), treat that named element as your primary focus for the entire essay. Bracket off all related material until you have established a firm account of the named element — then use the wider topic only to evaluate it.

Writing longer responses that drift — more material does not substitute for sustained focus

Both series, H573/02 and H573/03 · Affects: H573/02, H573/03

What examiners say

“Longer is not necessarily better and in some cases the longer an essay was, the more the focus drifted.”
— OCR H573/02 June 2024

“showed very good selection and application of the material. This was often about what was left out as much as what was put in.”
— OCR H573/02 June 2023

How to fix this

Plan before writing: decide which three or four arguments are strongest and which material directly supports the specific question. Leave out anything that is merely related to the topic area but does not advance your argument. Examiners consistently reward focused, well-selected responses over encyclopaedic accounts.

In H573/03, treating Christianity as a monolith — failing to show awareness of the range and nuance of Christian thought

Both series, H573/03 · Affects: H573/03

What examiners say

“there is a need for those approaching this paper to be able to 'think like a Christian theologian', which is distinct from the skills required for Paper 1 and Paper 2.”
— OCR H573/03 June 2023

“Some candidates were rather scathing about Christians: for example, presenting evangelicals as”
— OCR H573/03 June 2024

How to fix this

H573/03 requires you to engage sympathetically with Christian theological positions on their own terms — understanding the internal logic of a Catholic natural law position, a Reformed view on grace, or a liberation theologian's preferential option. Dismissing a position as old-fashioned or wrong without engaging with its theological reasoning will cap your AO2 mark. Show that you understand why Christians hold these views, then evaluate them.

Apply what you've learned

Practice identifying these mistakes in real papers. Try a recent paper and mark yourself — you'll spot these patterns immediately.

Try June 2024 All H573 Papers

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What A Level Religious Studies H573 Examiners Reward

Patterns that consistently earn high marks in A Level Religious Studies H573, based on OCR examiner report commentary on top-scoring answers.

Open with a hypothesis and develop the argument as a golden thread throughout the essay

H573/01 June 2023 noted that candidates who did well 'outlined what was going to be argued at the beginning of the essay with a hypothesis and reasons, and developed this through the essay'. The very best responses created 'a coherent overall response to the question, with argument running through the piece as a golden thread.'

Source: OCR H573/01 June 2023

Embed evaluation throughout rather than reserving it for the conclusion

H573/01 June 2023 listed as a hallmark of successful candidates that they 'embedded the evaluation throughout the essay, using the material as a vehicle for discussion'. Weaker candidates evaluated only at the end, leaving long descriptive passages that earned only AO1 marks.

Source: OCR H573/01 June 2023

Use an argument-driven approach, establishing a thesis/judgement in the introduction and returning to it throughout

H573/02 June 2024 reported that 'Candidates who used an argument driven approach outlining a thesis/judgement in the introduction and considering the arguments raised throughout tended to do well.' Both approaches — thesis-first and AO1-then-evaluation — can succeed, but the argument-driven style more reliably sustains AO2 marks.

Source: OCR H573/02 June 2024

Begin paragraphs with the evaluative claim, then use AO1 evidence to support it

H573/03 June 2024 advised that candidates 'might begin each paragraph with a clear argument and might get into the habit of not introducing AO1 material until the second sentence of a paragraph.' This reversal — argument first, evidence second — keeps the essay AO2-driven rather than AO1-heavy.

Source: OCR H573/03 June 2024

Use carefully selected, precisely explained examples to advance the argument rather than as illustration

H573/02 June 2024 praised candidates who 'were able to use cases such as Rana Plaza, Ford Pinto and Sports Direct and apply utilitarian ideas to these examples to make an argument.' Case studies earn marks only when they are explicitly connected to the evaluative point being made — not when described at length for their own sake.

Source: OCR H573/02 June 2024

Show genuine understanding of the nuances and internal distinctions within theories

H573/02 June 2024 praised candidates who 'understood some of the subtleties and nuances of the ethical theories being discussed' and 'were able to see the connections between aspects of theories rather than viewing each aspect in isolation.' Top responses on natural law, for example, showed how primary precepts, secondary precepts, synderesis and double effect form a coherent whole.

Source: OCR H573/02 June 2024

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A Level Religious Studies H573 Answer Frameworks

Structured approaches for each A Level Religious Studies H573 question type, derived from OCR mark scheme requirements.

40-mark essay (all H573 questions)

38–40 minutes per essay (three essays in 2 hours)

Structure

Introductory paragraph stating your thesis and the key argument(s) that will support it → 3–4 analytical paragraphs each starting with an evaluative point, supported by specific AO1 content, followed by a developed judgement → Brief conclusion that synthesises the main findings and returns to the overall thesis.

•Plan for 2–3 minutes before writing: decide which arguments support your thesis, which challenge it, and what your conclusion will be
•Open with a hypothesis — a clear, answerable claim about the question — not a broad historical survey
•Evaluation should run through every paragraph, not be saved for the last paragraph
•AO1 content should develop and explain, not merely identify: unpack the reasoning behind each idea, not just its name
•Select material deliberately: well-chosen focused content outscores exhaustive lists of everything you know
•For H573/03, 'think like a Christian theologian': engage with the internal theological logic of positions, not just their outcomes

H573/01 — Philosophical analysis essays

38–40 minutes

Structure

State the philosophical problem or question → explain the relevant theory or thinker's view in precise terms → identify the strongest objection(s) → evaluate whether the objection succeeds, with reasons → form a supported judgement.

•Use technical philosophical vocabulary precisely: do not conflate verification with falsification, or the logical problem of evil with the evidential problem
•James' four characteristics of mystical experience apply to mystical experiences specifically — not to corporate religious experiences or all religious experience
•The inconsistent triad (omnipotence, omnibenevolence, evil) does not include omniscience — check your formulation
•When using Descartes, ensure you are explaining his actual arguments (divisibility, conceivability, Leibniz's Law application) not just asserting dualism
•Hick's epistemic distance is a specific and important concept — explain why God would not create a world in which His existence was immediately obvious

H573/02 — Ethical theory application essays

38–40 minutes

Structure

Identify the key ethical theory or concept in the question → give a nuanced account of the theory (not just its most basic formulation) → apply it to the specific issue or claim → evaluate its success against at least one alternative view → reach a supported judgement.

•Show awareness of internal distinctions within theories: act vs rule utilitarianism, the three formulations of the categorical imperative, primary vs secondary precepts in natural law
•Avoid ethical theory blending: natural law is not the same as situation ethics, agape is not utilitarian happiness, the Kingdom of Ends is not the Kingdom of God
•Use specific named thinkers where the specification names them (Bentham, Mill, Singer, Kant, Fletcher, Aquinas, Finnis) but ensure you are representing their actual views
•Applied ethics questions (sexual ethics, business ethics) require you to apply the theoretical framework to the specific issue — lengthy case study descriptions without theoretical analysis earn only AO1 marks

H573/03 — Christian Thought essays

38–40 minutes

Structure

Define the specific theological concept or claim in the question → engage with the key thinkers and texts from the specification → evaluate from multiple Christian perspectives (not just for/against secular criticism) → reach a supported theological judgement.

•This paper requires a different register from Papers 1 and 2: you must engage with Christianity as a living theological tradition, not merely as an object of secular criticism
•Do not assume that all secular views are progressive and beyond criticism, or that all Christian views are conservative and automatically wrong
•Synoptic links (between Papers 1, 2 and 3) are not required and should not be forced: they are only useful when they genuinely advance the argument
•For liberation theology questions, situate the discussion in its Latin American context and move beyond purely Marxist critiques to evaluate the theology in its own terms
•For the theology of religions, explore specific Christian denominational responses rather than reducing everything to the exclusivism/inclusivism/pluralism trichotomy

H573/04–07 — World Religion essays (e.g. Buddhism)

38–40 minutes

Structure

Identify the specific concept, school, or comparison named in the question → give an accurate account of each relevant teaching or school → compare and evaluate the relative importance of the concepts or the differences between schools → reach a supported judgement with reasons.

•All Buddhist concepts are inter-related: analyse them in context, not in isolation (e.g. karma cannot be separated from samsara, the three poisons, and the path to nirvana)
•When comparing schools (e.g. Jōdo Shū vs Jōdo Shinshū), focus on the specific doctrinal differences — do not substitute a comparison with Zen Buddhism
•Use personalised, precise examples to demonstrate understanding; parable examples (the burning house, the mustard seed) only earn marks if you can explain exactly what Buddhist concept they illustrate
•Avoid narrative accounts of the Buddha's life unless the question specifically asks about that life: describe events only insofar as they illuminate a teaching or concept

Practice by topic

Use topical past papers to practice specific question types. Each topic collects questions from multiple years — perfect for drilling the frameworks above.

Topical Past Papers

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A Level Religious Studies H573 Command Words Decoded

Each command word in A Level Religious Studies H573 is a scoring instruction. Understanding what OCR examiners expect is critical to earning full marks.

Critically assess40 marks (all questions are 40-mark essays)

Weigh up the arguments for and against a claim or view, using evidence and reasoning, and arrive at a supported overall judgement about its validity or strength. This is the most common instruction on H573 and always requires AO2 to dominate.

Common mistake

Treating 'critically assess' as an invitation to describe different perspectives neutrally, without committing to a position. Examiners expect a clear thesis defended and tested throughout.

Evaluate40 marks

Assess the relative merits and weaknesses of a position, theory, or set of arguments, providing justified reasons for your judgement. Virtually synonymous with 'critically assess' on this specification.

Common mistake

Asserting that a view is 'strong' or 'weak' without explaining why. Every evaluative claim needs a premise and an inference, not just a label.

Discuss40 marks

Consider multiple dimensions of a topic or claim, engaging substantively with arguments on different sides, and arrive at a reasoned conclusion. On H573, 'discuss' still demands AO2 dominance — it is not an invitation to neutrally survey the topic.

Common mistake

Writing three balanced paragraphs on different views without a line of argument connecting them, or failing to return to the specific claim in the question after exploring different positions.

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Topics Students Struggle With Most In A Level Religious Studies H573

These A Level Religious Studies H573 topics consistently produce the lowest scores. Prioritise these in your revision.

H573/01 — William James: characteristics of mystical experience applied to specific examples

H573/01 June 2023: 'A notable proportion of responses did not address specifically James' views but wrote about religious experiences in a more general sense and showed little direct knowledge of James' views.' Weaker responses listed the four characteristics without applying them critically, or confused mystical experience with corporate religious experience that James does not discuss.

Affects: H573/01

H573/01 — Evidential problem of evil: distinguished from logical problem of evil

H573/01 June 2023: 'Students were able to outline the logical problem of evil coherently, but fewer students were able to adequately outline the evidential problem of evil clearly.' The evidential problem (Rowe, Draper) requires probability-based reasoning rather than logical contradiction, and this distinction was poorly understood.

Affects: H573/01

H573/01 — Descartes' mind-body dualism: specific arguments (divisibility, conceivability, hyperbolic doubt) vs general description

H573/01 June 2023: 'Some responses showed more knowledge of Plato and Aristotle rather than Descartes, and there was a tendency of some more general description of Plato's views beyond the soul in a way that did not support Descartes' views. There was some confusion between general viewpoints illustrating a superficial knowledge of Descartes.'

Affects: H573/01

H573/02 — Kant's third formulation (Kingdom of Ends) and the three postulates

H573/02 June 2023: 'The 3rd Formulation (Kingdom of Ends) was not covered as regularly and was on occasions misunderstood: several candidates conflating the idea with summum bonum or Kingdom of God.' H573/02 June 2024 confirmed: 'Kant's idea of duty is not a duty to God. Nor is his kingdom of ends the same thing as the Summum Bonum or the Kingdom of God.'

Affects: H573/02

H573/02 — Meta-ethics: intuitionism treated as gut instinct rather than as a metaphysical theory

H573/02 June 2024: 'Candidates occasionally struggled with intuitionism; some responses still understood it in a colloquial fashion, almost a "gut instinct" rather than as a metaphysical concept.' Intuitionism as a non-natural moral realism (Moore, Ross) — distinct from emotivism and naturalism — was commonly underexplained.

Affects: H573/02

H573/03 — Bonhoeffer's cheap and costly grace: nature of the distinction

H573/03 June 2023: 'A number of candidates tried to write too much about Bonhoeffer, exposing gaps in their understanding of cheap and costly grace, e.g. the misconception that they are two different types of grace that God gives.' The distinction is about the conditions under which grace is appropriated, not about two separate divine gifts.

Affects: H573/03

H573/03 — Anonymous Christians (Rahner): explored only at surface level, with insufficient attention to the theological motivation

H573/03 June 2023: 'Essays then tended to explore the three approaches to the theology of religions: exclusivism, inclusivism and pluralism, usually in three equally sized paragraphs and sometimes with no further mention of anonymous Christians, until the conclusion.' Rahner's specific concern — reconciling divine benevolence with extra ecclesiam nulla salus — was rarely explored.

Affects: H573/03

H573/04–07 — Buddhist Pure Land comparison: Jōdo Shū vs Jōdo Shinshū distinctions on nembutsu, faith, and merit

H573/06 June 2024: 'Comparatively few candidates were actually able to give a detailed and accurate account of the actual differences between the two schools, and there was quite a bit of confusion.' A significant minority abandoned the comparison entirely and compared Pure Land to Zen Buddhism instead.

Affects: H573/04–07

Target your weak areas

The topics above are where most marks are lost. Use past papers and mark schemes to practice these specific areas until they become second nature.

Past Papers & Mark Schemes Topical Papers

Frequently Asked Questions

How is OCR A Level Religious Studies H573 structured, and which options do students sit?

H573 has three papers, each 2 hours. H573/01 (Philosophy of Religion) and H573/02 (Religion and Ethics) are sat by all candidates. For the third paper, candidates choose one of: H573/03 Developments in Christian Thought, H573/04 Islam, H573/05 Judaism, H573/06 Buddhism, or H573/07 Hinduism. The vast majority of UK candidates sit H573/03. On each paper, candidates answer THREE questions from four; each question is worth 40 marks (AO1 16 + AO2 24), giving 120 marks per paper and 360 marks in total.

Should I choose Developments in Christian Thought (H573/03) or one of the other religion options?

Most UK centres teach H573/03 (Christian Thought) as the third paper, and examiner reports consistently reference the widest range of student work from this option. If your school also offers Buddhism (H573/06), it is the most popular non-Christian option and has a well-developed examiner report tradition. The choice should reflect the depth of teaching and resource support at your centre — the mark scheme and assessment model are identical across all religion options. There is no mark penalty for any option.

What set thinkers and texts do I need to know for H573?

The OCR specification lists required thinkers and texts for each topic. For H573/01 key figures include: Ayer, Flew, Hick, Swinburne, James, Descartes, Ryle, Dawkins, Augustine, Irenaeus. For H573/02: Aquinas, Fletcher, Kant, Bentham, Mill, Singer. For H573/03 (Christian Thought): Augustine, Bonhoeffer, Rahner, Gutierrez, Boff, with the set texts including Mulieris Dignitatem and Sharing the Gospel of Salvation. Check the OCR specification directly for the full thinker and text list for your chosen third paper, as these differ by option.

What is the difference between OCR A Level Religious Studies H573 and the OCR AS Level in Religious Studies?

The OCR AS Level Religious Studies qualification covers only two papers (Philosophy of Religion and Religion and Ethics, each 1 hour 30 minutes, 60 marks). H573 is the full A Level, covering all three papers (including the chosen religion option) over 2 hours each, for 360 marks in total. AS marks do not count towards the A Level under current OCR rules. If you are studying for the full A Level, your qualification code is H573.

How does OCR Religious Studies H573 compare to AQA and Edexcel A Level Religious Studies?

All three major boards cover Philosophy of Religion, Ethics, and a study in depth (Christian thought or another religion). OCR H573 uses three 40-mark essays per paper (three questions from four), with AO1 at 40% and AO2 at 60%. AQA A Level Religious Studies uses a four-section paper format with a compulsory dialogues section placing greater emphasis on dialogue between different religious and non-religious perspectives. Edexcel A Level Religious Studies includes a compulsory 'dialogues' paper examining links between religious, ethical and philosophical questions. OCR's specification is particularly valued for its depth on individual named thinkers and for the emphasis on evaluative argument in every question.

How was this guide built, and what sources underpin it?

This guide is synthesised from 12 official OCR Principal Examiner Reports covering H573/01 (Philosophy of Religion), H573/02 (Religion and Ethics), H573/03 (Developments in Christian Thought), and H573/04–07 (religion options including Buddhism /06 and Islam /04) for the June 2023 and June 2024 series. Every examiner quotation is a verbatim excerpt from one of those official reports. The guide draws on multiple papers and both years to ensure the patterns identified are stable and not the result of a single unusual paper.

Put It All Into Practice

You now know exactly what OCR examiners reward and penalise. The next step is deliberate practice with real papers. We have 5 exam sessions available for A Level Religious Studies H573 — question papers, mark schemes, and examiner reports.

View All Past Papers Latest Session: June 2024 Topical Past Papers