Studies of Religion 2019 HSC exam pack

Students should:

• have a clear understanding of key words in the question and recognise their different requirements, such as, ‘evaluate’, ‘assess’ and ‘explain’
• read the question carefully to ensure that they do not miss important components of the question
• use a plan to guide the response
• sustain their judgements throughout their response rather than adding a sentence with judgement at the end of each paragraph
• 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 to the length of the response.

Question 11

In better responses, students were able to provide:

• clear and accurate details about Aboriginal Spirituality and the links between spirituality and land
• clear and accurate explanation of the importance of land due to the nature of Aboriginal spiritual ties to the land, including, but not limited to ancestral beings, sacred sites, totemic relationships and obligation to land
• relevant terminology such as ‘kinship’ and ‘ceremonial life.’

Areas for students to improve include:

• making clear links between Aboriginal Spirituality and land
• providing specific examples of aspects of land that demonstrate the importance of the land to Aboriginal Spirituality
• making use of the stimulus to support the response.

Question 22

In better responses, students were able to:

• clearly identify a worldview
• provide strong links between the worldview and how personal meaning is found
• give detailed and accurate examples to support the response.

Areas for students to improve include:

• reading the question carefully as many responses included both a religious and a non religious worldview
• making explicit links between the worldview and the search for personal meaning.

Question 23 – Buddhism

In better responses, students were able to:

• clearly identify and outline a significant practice in Buddhism
• demonstrate a link between the practice and at least one belief
• provide a detailed judgement relating the significant person to the ‘teachings of the Buddha’ (b)
• incorporate relevant examples and terminology.

Areas for students to improve include:

• including relevant details rather than making general statements about Buddhism
• avoiding excessive biographical details (b)
• utilising aspects of the stimulus.

Question 24 – Christianity

In better responses, students were able to:

• accurately and succinctly outline a Christian ethical teaching
• focus on the link between the ethical teaching and the impact on adherents
• show a clear link between the practice and the community (b)
• include sacred text and relevant terminology
• respond to the specific nature of the question, rather than recounting general information.           

Areas for students to improve include:

• clearly linking the ethical teaching from part (ai) to (aii)
• identifying a specific ethical teaching rather than providing an issue  
• using aspects of the stimulus (b). 

Question 25 – Hinduism

In better responses, students were able to:

• clearly identify the teaching (ai)
• use evidence such as sacred text to support the response (ai)
• make clear the guidance the ethical teaching offered (ai)
• incorporate the stimulus in a sustained manner (b).

Areas for students to improve include:

• understanding the difference between what is a teaching and what is an ethical issue (a)
• avoiding extensive biographical detail and descriptive (b).

Question 26 – Islam

In better responses, students were able to: 

• clearly name and provide details about an ethical teaching (ai)
• provide specific examples relating to how adherents live the ethical teaching from (ai) in their daily lives
• 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: 

• clearly illustrating the link between parts (ai) and (aii)
• supporting statements in (ai) by using specific examples from the chosen area
• avoiding overly describing the significant practice in (b) rather than focusing on the intent of the question.

Question 27 – Judaism

In better responses, students were able to:

• provide accurate and detailed information about the chosen aspects in parts (ai) and (aii)
• effectively use the intent of the stimulus (b)
• provide explicit links between the ethical teaching, sources and impact on adherents (b).

Areas for students to improve include:

• providing more detail and evidence (b)
• demonstrating an understanding of “what is good” (b).

Question 28 – Buddhism

In better responses, students were able to:

• provide a detailed, relevant and accurate explanation of how Buddhist adherents follow the path to Nirvana
• demonstrate a comprehensive understanding of significant aspects of the lives of Buddhist adherents
• make use of the stimulus.

Areas for students to improve include:

• addressing the specific question rather than providing a generalised description of aspects of the lives of Buddhists
• integrating key aspects of the HSC depth study rather than focusing on Preliminary content
• using the stimulus to address the intent of the question.

Question 29 – Christianity

In better responses, students were able to:

• provide comprehensive details of how Christianity encourages adherents to “follow the example of Christ”
• draw directly on Christian teaching and its impact on adherents
• include detailed, relevant and accurate evidence from HSC content
• make sustained reference to the question throughout the response.

Areas for students to improve include:

• specifically addressing the question rather than presenting a generalised description of Christ being a good “example to follow”
• presenting an understanding of the specific nature of the question that is sustained and developed throughout the response
• drawing on HSC material, ensuring that Preliminary content not be the focus of the response.

Question 30 – Hinduism

In better responses, students were able to:

• give clear examples to support the points made
• make obvious links to how Hinduism guides adherents to live ‘compassionate and gentle’ lives
• use the whole of the stimulus.

Areas for students to improve include:

• making their information more specific and less general
• structuring the essay in a coherent manner
• integrating an understanding of key aspects of HSC content.

Question 31 – Islam

In better responses, students were able to:

• address the question clearly to illustrate the meaning of ‘the truth ’
• demonstrate a comprehensive understanding of significant aspects of Islam in the lives of adherents
• develop a cohesive response by providing evidence and ideas with attention to structure and detail.

Areas for students to improve include:

• making connections to the stimulus and question throughout the response not just at the beginning and/or end of the question
• engaging with, unpacking and consistently integrating the concept of ‘the truth’
• ensuring that HSC content is the main focus
• improving the clarity of expression and structure.

Question 32 – Judaism

In better responses, students were able to:

• address the question clearly to show ‘a future and hope’
• demonstrate a comprehensive understanding of significant aspects of Judaism and HSC content
• incorporate sacred text accurately and appropriately.

Areas for students to improve include:

• sustaining connections to the stimulus and question
• integrating specific and detailed HSC content
• improving the clarity of expression and structure within an extended response format.

In better responses, students were able to:

• demonstrate a comprehensive understanding of two religious traditions and peace teachings
• present a well-structured cohesive response consistently integrating relevant examples linked to sacred texts
• make reference to the stimulus throughout the response.

Areas for students to improve include:

• addressing the specific nature of the question rather than providing a descriptive response
• ensuring a balance between the two religious traditions
• integrating accurate and relevant terminology consistently
• clearly understanding the nature of peace.