Studies of Religion 2020 HSC exam pack

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• use the first page of the answer booklet for an extended response to develop a plan to assist in the logical sequencing of information
• engage with what the question is asking rather than presenting a pre-prepared response
• relate to the question throughout the response rather than just at the beginning
• sustain their judgements, where appropriate, throughout the response with a clear connection to the question
• communicate using language and terms appropriate to the study of religion to support their response
• incorporate significant aspects of religion, where appropriate, to illustrate the response
• address the question asked and in extended answers express ideas clearly in a cohesive response
• review their response to ensure that it addresses question requirements.

Question 11

In better responses, students were able to:

• identify a clear and explicit link between migration and the Australian religious landscape
• present a detailed and reasoned judgement on the accuracy of the given quote
• integrate accurate census data to show an understanding of the changes in the Australian religious landscape since 1945.

Areas for students to improve include:

• identifying how migration impacted the religious landscape in Australia since 1945 with accurate examples
• including a range of specific religious traditions
• showing an understanding of the census data and including relevant information to support the response.

Question 22

In better responses, students were able to:

• clearly distinguish between theistic and atheistic worldviews such as Christianity and agnosticism
• demonstrate the difference in worldviews using a range of examples such as the concept of an afterlife.

Areas for students to improve include:

• integrating aspects of the quote into the argument
• articulating a clear argument within the response.

Question 23 – Buddhism

In better responses, students were able to:

• clearly identify a Buddhist belief related to a significant practice, for example, the Three Jewels as expressed in Temple Puja
• accurately provide details of the importance to the individual of the practice (a(i))
• include a reasoned judgement on how the stimulus gives guidance to adherents in a chosen area of ethics.

Areas for students to improve include:

• providing a specific belief rather than describing the chosen practice (a(i))
• demonstrating a clear understanding of the importance of the practice for the individual (a(ii))
• providing clear links between the stimulus and a range of ethical issues
• incorporating a sustained integration of the stimulus.

Question 24 – Christianity

In better responses, students were able to:

• succinctly indicate the main features of one significant practice
• provide clear examples of the significance for the community of the chosen practice such as the affirmation of key beliefs in Baptism
• provide detailed information on the extent to which the person or school of thought encourages adherents to be faithful
• support a sustained judgement throughout the response (b).

 Areas for students to improve include:

• ensuring that they address the main aspects of the question
• differentiating between the significance of a practice for the community and the individual
• providing clear, relevant and detailed evidence to support a judgement.

Question 25 – Hinduism

In better responses, students were able to:

• clearly outline the contribution of a significant person or school of thought
• accurately state the impact of the person on the religious tradition using specific examples
• provide detailed information on ethical teachings in the chosen area of study including sacred text quotes and relevant examples (b)
• integrate the stimulus in a sustained manner (b).

Areas for students to improve include:

• clearly stating impact rather than describing a contribution in detail (a (ii))
• focusing on content that is relevant to the tradition
• defining specific ethical teachings rather than stating what a Hindu can or cannot do (b).

Question 26 – Islam

In better responses, students were able to:

• accurately indicate the main features of the practice using accurate terminology such as the wearing of ihram in hajj (a (i))
• provide detailed information on ethical teachings and support the teachings with sacred text quotes and relevant examples (b)
• integrate the stimulus to explain how the teaching gives guidance to behaviour in the chosen practice (b).

Areas for students to improve include:

• providing an accurate outline of the features of the practice (a (i))
• differentiating between the significance to the individual and the community for the practice (a (ii))
• ensuring accurate understanding of both the ethical teaching and the issues with clear and current examples (b)
• integrating the stimulus in a cohesive manner (b).

Question 27 – Judaism

In better responses, students were able to:

• provide an accurate outline of an ethical teaching, as opposed to an ethical issue, for example, pikuach nefesh the principal of the preservation of human life (a (i))
• link to the ethical teaching (ai) and provide accurate and detailed examples of how the teaching gave guidance to adherents about ethical issues (a (ii))
• provide relevant details explaining the link between the ‘laws and rules’, the beliefs of Judaism, and the rituals and terminology associated with the chosen practice (b).

 Areas for students to improve include:

• providing an accurate understanding of foundational ethical principles
• effectively linking ethical teachings to the guidance given to adherents about issues in the chosen ethical area
• providing details and insight about the practices of Judaism and the way they are linked to beliefs, rules and laws in the lives of adherents.

Question 28 – Buddhism

In better responses, students were able to:

• provide a detailed and reasoned judgement of how a significant person or school of thought assisted adherents by showing them the ‘path’
• demonstrate a comprehensive understanding of the contributions of the chosen person or school of thought
• identify a link between the contributions and the impact on the expression of Buddhism
• provide detailed and accurate information about Buddhism.

Areas for students to improve include:

• addressing the question clearly to demonstrate the meaning of ‘the path’
• engaging with, and providing, a sustained integration of ‘the path’
• providing more than a generalised description of the significant person or school of thought
• improving the clarity of expression and structure within an extended response format.

Question 29 – Christianity

In better responses, students were able to:

• argue how the areas of Christianity studied lead adherents to a change in attitude or behaviour that is sometimes against the culture of the ambitions and values of our modern world
• use supporting evidence from a variety of authoritative sources, including but not limited to scripture, to develop their argument
• illustrate a balance between the depth of knowledge in relevant areas within Christianity as well as full engagement with the question and the stimulus provided
• draw on current examples, or relevant historical examples, to support the response.

Areas for students to improve include:

• demonstrating an understanding of the entire teaching/quote provided rather than focusing on one or two words from the quote
• not limiting responses to what Christianity teaches or what the Bible says, for example, considering ideas that may be different to contemporary society
   
• demonstrating an understanding of the underlying ethical positions within Christianity such as, sanctity of life or human dignity
• consideration of the secular world’s approach on contemporary issues such as, the Voluntary Assisted Dying Act 2017 (Victoria).

Question 30 – Hinduism

In better responses, students were able to:

• clearly outline the essence of Hinduism and base an argument around it
• incorporate the HSC content areas as supporting evidence for the central argument
• provide strong examples of Hinduism as a living religious tradition, especially contemporary examples like the continuing impact of Gandhi
• integrate sections of the stimulus into different aspects of the response as appropriate.

Areas for students to improve include:

• articulating content in a more specific way rather than with general comments
• integrating an understanding of key aspects of the HSC content rather than giving an overview of Hinduism.

Question 31 – Islam

In better responses, students were able to:

• present a reasoned argument as to what extent the significant person or school of thought has provided understanding that is meaningful
• provide detailed and accurate information regarding specific contributions, showing the correlation between contributions and enduring impact
• draw upon a range of areas of influence the significant person or school of thought has had on Islam
• develop a well-structured response with a logical sequence of concepts, incorporating relevant and accurate terminology.

Areas for students to improve include:

• avoiding the writing of lengthy narratives or biographical information
• exploring a broader range of contributions, integrating multiple areas of influence and enduring impact of the person or school of thought on the Islamic Tradition
• integrating evidence from sacred text, significant writings, scholars or commentaries.

Question 32 – Judaism

In better responses, students were able to:

• present clear, specific and accurate content that is correctly referenced
• create an argument whereby links between the content and the concept of a meaningful life are clear and explicit
• present a logical response that is well-structured in regard to the paragraphing of ideas and the ordering of these paragraphs.

Areas for students to improve include:

• avoiding content that is not linked to the sentiments of the question: “to live a meaningful life”
• creating an argument that is sophisticated and engaging with the question
• accurately quoting the scripture.

In better responses, students were able to:

• demonstrate comprehensive understanding of at least one religious tradition and the influence of sacred writings on peace
• integrate explicit significant writings from sacred texts and/or key teaching authorities of the religious tradition
• consistently integrate relevant examples of inner and/or world peace clearly linking to sacred writings, for example, how the Beatitudes in Christianity demonstrate that an ethical life leads to both aspects of peace.

Areas for students to improve include:

• specifically answering the question directly and consistently throughout the response rather than providing a descriptive response
• engaging with, unpacking and integrating the concepts of ‘peace and harmony’ consistently throughout the response
• integrating accurate and relevant terminology more consistently and developing a better understanding of peace for the chosen religious traditions
• clearly linking examples of how adherents of any religious tradition are encouraged to find inner peace and contribute towards world peace with significant writings.