Studies of Religion 2018 HSC exam pack

Students should:

• understand the key words
• carefully read the question and identify the components within 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 response
• avoid providing biographical details about the significant person
• respond to the set question, rather than with a pre-prepared response
• use the number of marks as a guide for the length of the response.

Question 11

In better responses, students were able to:

• accurately name two religious traditions that have clearly been affected by immigration in the Australian religious landscape
• provide clear and accurate explanation of the statistical trends for each tradition, regions or country of origin, denominational variance, and reasons for changes to immigration trends
• provide relevant terminology such as 'Immigration Restriction Act'.

Areas for students to improve include:

• making clear links between the changes in immigration and the effects of these changes
• providing greater detail of the current Australian religious landscape
• clearly identifying the syllabus contents being assessed.

Question 22

In better responses, students were able to:

• provide clear and comprehensive reasons for the growth of new religious expressions and spiritualities
• make strong links between this growth and ecological awareness and/or disenchantment with traditional religions
• provide clear and accurate examples of new religious expressions and spiritualities.

Areas for students to improve include:

• making clearer links between the various aspects of the question
• ensuring examples used are new religious expressions/spiritualities rather than non-religions and that they are made relevant to the question.

Question 23 – Buddhism

In better responses, students were able to:

• clearly and accurately link the teaching (ai) with daily living (aii)
• demonstrate a clear understanding of how the ethical teaching gives guidance to adherents' daily living (aii)
• provide accurate, relevant and detailed information on how the beliefs in the quotation are reflected in the practice (b).

Areas for students to improve include:

• avoiding confusing ethical teachings with ethical issues
• clearly linking teaching with daily living
• clearly linking beliefs expressed in the quote with the chosen practice.

Question 24 – Christianity

In better responses, students were able to:

• clearly and accurately focus on the significance of the chosen practice for the Christian community as a whole (aii)
• make clear and accurate judgements in (aii) and (b)
• include sacred text and other relevant sources effectively to further support the response (b)
• articulate an understanding of the impact of the significant person or school of thought (b)
• respond to the specific nature of the question as opposed to describing general aspects of the significant person or school of thought (b).

Areas for students to improve include:

• focusing on the significance for the community rather than the individual (ii)
• focusing on the intent of the question (aii) and (b)
• avoiding being overly descriptive and biographical in nature (b)
• supporting arguments with examples and quotes from specific sources related to the significant person/school of thought (b).

Question 25 – Hinduism

In better responses, students were able to:

• demonstrate a clear understanding of how the contribution outlined (ai) impacted Hinduism
• explain how the quote reflected the significance of the chosen practice for the Hindu community (b)
• use clear and relevant evidence to support the response.

Areas for students to improve include:

• avoiding extensive biographical details about the significant person for (ai) and(aii)
• remaining focused on the significance of the practice for the Hindu community (b)
• linking the significant practice with the quote.

Question 26 – Islam

In better responses, students were able to:

• clearly demonstrate an understanding of the chosen practice and its significance for the Islamic community in part a (ii)
• include clear and relevant evidence in the form of sacred text references and contemporary examples to support the response in part (b)
• provide comprehensive information about the teaching and how it gives guidance to adherents in part (b).

Areas for students to improve include:

• providing specific information relevant to the community rather than just to individual adherents (aii)
• explicitly linking the teaching in the quote to the chosen ethical area (b)
• using subject specific terminology rather than general language.

Question 27 – Judaism

In better responses, students were able to:

• clearly and accurately link the teaching (ai) with daily living (aii)
• include sacred text where appropriate to support the response
• make strong links between the chosen practice and the quote
• respond to the specific nature of the question as opposed to describing general aspects of the significant practice (b).

Areas for students to improve include:

• understanding the difference between ethical teachings and ethical issues
• not describing ethical issues and practices but using elements of them as relevant to directly address the question.

Question 28 – Buddhism

In better responses, students were able to:

• sustain a reasoned judgement on the extent to which Buddhism guides adherents to 'look within'
• incorporate a comprehensive understanding of significant aspects in the lives of adherents.

Areas for students to improve include:

• integrating key aspects studied in the depth study with the quotation
• avoiding a generalised response that does not address the question or quote.

Question 29 – Christianity

In better responses, students were able to:

• provide a comprehensive explanation of how Christianity provides support and guidance to adherents
• include detailed, relevant and accurate examples of how to live a 'good life'
• incorporate a substantial understanding of Christian teachings supported by sacred text references and additional authoritative sources.

Areas for students to improve include:

• addressing the specific nature of the question rather than providing a generalised description of how a Christian lives a 'good life'
• presenting an understanding of the specific nature of the quote, that is sustained and developed throughout the response
• understanding of the beliefs of Christianity.

Question 30 – Hinduism

In better responses, students were able to:

• demonstrate a comprehensive understanding of ethical teachings in Hinduism
• explain how knowledge of Hindu ethical teachings guide adherents in their daily lives
• integrate evidence from the HSC depth study into the response.

Areas for students to improve include:

• providing clear links between knowledge of ethical teachings and how this is lived
• supporting responses with clear and accurate examples
• demonstrating an understanding of the whole tradition
• using accurate terminology associated with Hinduism.

Question 31 – Islam

In better responses, students were able to:

• provide a supported judgement of the role of a significant person or school of thought within Islam
• include detailed, relevant and accurate examples of how the significant person or school of thought supported/supports Muslim adherents “to seek the truth”
• demonstrate a substantial understanding of Islamic teachings supported by references to sacred texts and additional authoritative sources.

Areas for students to improve include:

• addressing the specific nature of the question rather than providing a generalised description of the person or school of thought and their contribution to Islam
• presenting an understanding of the specific nature of the quote that is sustained and developed throughout the response
• understanding of the beliefs of Islam and their foundation in the sacred texts.

Question 32 – Judaism

In better responses, students were able to:

• provide a judgement on how their significant person or school of thought assists Jewish adherents in their ‘search for him’
• demonstrate a substantial understanding of Jewish teachings and integrate the quote throughout the response
• incorporate detailed, relevant and accurate references from sacred texts and writings.

Areas for students to improve include:

• moving beyond simply describing their significant person or school of thought
• presenting a deeper understanding of the impact the significant person or school of thought had on the adherents.

In better responses, students were able to:

• demonstrate a comprehensive understanding of two religious traditions and their sacred texts
• present a well-structured cohesive response that consistently integrates relevant examples and sacred texts
• make a sustained reference to two chosen quotes throughout the response
• write a plan to assist with structuring a cohesive response.

Areas for students to improve include:

• addressing the specifics of the question directly and consistently throughout the response rather than providing a descriptive response
• ensuring a balance between the two religious traditions in the response
• integrating accurate and relevant terminology more consistently and developing a better understanding of the sacred texts for the chosen religious traditions.