Studies of Religion 2017 HSC exam pack

Students should:

• understand the key words
• break down the question and identify the components needed to answer the question
• respond succinctly and coherently to the question being asked
• support responses with clear and accurate examples
• integrate accurate terminology, sacred text references and varied examples to support the explanation
• avoid providing biographical details about the significant person
• write in the marked area indicated and request an additional writing booklet if required
• respond to the set question, rather than with a pre-prepared response
• write between 800–1000 words within the 35 minute suggested time allocation for Sections III and IV
• write a plan to assist with structuring a cohesive response in Sections III and IV.

Question 11

In better responses, students were able to:

• provide clear detail of their understanding of kinship including: the complex nature of relationships, moiety, totems, ritual obligations, bloodlines, language, oral tradition
• identify clear impacts; for example: the loss of …, disconnection from …, interruption of …, severing ties between …
• provide a level of detail and depth of knowledge in their choice of examples and technical terminology related to Aboriginal spirituality and elements of the Dreaming; for example sacred totemic rituals
• provide clearly and succinctly the links that exist for Aboriginal and Torres Strait Islander people between their understanding of the land and kinship.

Question 22

In better responses, students were able to:

• identify the nature of personal fulfilment or ethical guidance
• link their chosen area to the rise of new religious expressions and spiritualities
• demonstrate why people desired the pursuit of new religious expressions and spiritualities.

Question 1(a) – Buddhism

In better responses, students were able to:

• demonstrate clear links between the Buddhist community and the practice
• emphasise the communal nature of the practice with relevant examples from the practice to support the response.

Question 1(b) – Buddhism

In better responses, students were able to:

• link specific content regarding the person/school of thought to the intent of the quote
• integrate the stimulus throughout the response
• incorporate text references; for example, scriptures or writings of the person studied.

Question 2(a) – Christianity

In better responses, students were able to:

• demonstrate an accurate understanding of Christianity
• understand the meaning of the word ‘contribution’ and be able to differentiate between ‘impact’ and ‘contribution’
• outline in part (a) (i) the full extent of the contribution; for example the work or writings of the significant person or school of thought chosen
• articulate an understanding of the impact of the significant person or school of thought over time
• choose a person or school of thought in part (a) (i) significant enough to meet the requirements of part (a) (ii).

Question 2(b) – Christianity

In better responses, students were able to:

• demonstrate a sound knowledge of Christianity and its ethical teachings in one of the named areas of study
• express the links between these teachings and the stimulus material provided
• support arguments with examples and quotes from the New Testament and use examples relevant to the issue/area of study (bioethics, environmental ethics or sexual ethics)
• demonstrate an understanding of sexual ethics, bioethics or environmental ethics
• respond to the specific nature of the question as opposed to describing general aspects of Christian ethics.

Question 3 – Hinduism

In better responses, students were able to:

• outline ONE ethical teaching in Hinduism and demonstrate a clear understanding of how it gives guidance to adherents in the chosen area
• distinguish between ethical teachings and ethical issues
• explain the importance of faith as an important aspect of ONE significant practice rather than just making general statements about the practice.

Question 4(a) – Islam

In better responses, students were able to:

• make a judgement about the impact of the significant person or school of thought.

Question 4(b) – Islam

In better responses, students were able to:

• explain a range of teachings and link them to specific ethical issues and variants
• provide scriptural evidence from both the Qur’an and the Hadith to support their explanation of how the ethical teachings guide adherents in one of the ethical areas.

Question 5(a) – Judaism

In better responses, students were able to:

• demonstrate clear links between the Jewish community and the practice
• emphasise the communal nature of the practice with relevant examples from the practice to support the response.

Question 5(b) – Judaism

In better responses, students were able to:

• link specific content regarding the person/school of thought to the intent of the quote
• integrate the stimulus throughout the response
• incorporate text references; for example scriptures or writings of the person studied.

Question 1 – Buddhism

In better responses, students were able to:

• identify ethical teachings in relation to the chosen ethical area
• incorporate accurate terminology and sacred texts relevant to Buddhism
• sustain a cohesive well-structured response integrating the quote throughout the response
• illustrate a deep understanding of the breadth of the tradition.

Question 2 – Christianity

In better responses, students were able to:

• identify within the introduction the depth study ‘aspect/s’ they intended exploring
• include detailed and accurate information that conveyed a comprehensive understanding
• engage with the question, rather than simply describe one or more aspects
• make clear links between the quote and the lives of adherents
• relate the ‘breadth’ of the tradition
• use relevant and contemporary examples to demonstrate their understanding.

Question 3 – Hinduism

In better responses, students were able to:

• demonstrate an understanding of Hindu beliefs and practices
• integrate evidence from the syllabus to answer the question given
• understand how Hinduism guides adherents to strive ‘towards truth’.

Question 4 – Islam

In better responses, students were able to:

• sustain an explanation of the relationship between the beliefs of Islam, the chosen practice and how this supports adherents to ‘become righteous’
• develop their description of the understanding of righteousness in Islam.

Question 5 – Judaism

In better responses, students were able to:

• identify ethical teachings in relation to the chosen ethical area
• incorporate accurate terminology and sacred texts relevant to Judaism
• sustain a cohesive well-structured response integrating the quote throughout the response
• illustrate a deep understanding of the breadth of the tradition.

In better responses, students were able to:

• sustain a judgement throughout the response with explicit support from a range of sources
• identify the principal teachings of two religious traditions and include a range of relevant examples drawn from a variety of contemporary sources
• present a logical, well-structured and cohesive response with appropriate terminology.