Studies of Religion 2021 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
• 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 throughout the response with a clear connection to the question
• communicate using language and terms appropriate to the study of religion
• incorporate significant aspects of religion, where appropriate, to illustrate the response
• review their response to ensure that it addresses question requirements
• use HSC course content to respond to the question, even if this is not explicit in the question.

Question 11

In better responses, students were able to:

• identify a clear and explicit link between religious traditions and the process of Aboriginal reconciliation
• present a detailed and accurate explanation of the ways in which religious traditions have engaged with the process of Aboriginal reconciliation
• demonstrate the relationship between religious traditions and Aboriginal reconciliation through the use of clear and explicit examples.

Areas for students to improve include:

• identifying the role of more than one religious tradition with the process of Aboriginal reconciliation
• integrating a range of relevant examples to show the engagement of religious traditions in the process of Aboriginal reconciliation.

Question 22

In better responses, students were able to:

• clearly and accurately identify ways in which the religious dimension can provide meaning and purpose for the individual
• present a detailed explanation using a range of examples such as providing ethical guidance and an understanding of the ‘ultimate reality’.

Areas for students to improve include:

• integrating detailed examples from the religious dimension to demonstrate how it provides meaning and purpose.

Questions 23 – Buddhism

In better responses, students were able to:

• clearly identify and provide relevant and accurate points about an action or ritual within a significant practice (a)
• succinctly and accurately state the impact of a significant person or school of thought on Buddhism (b)
• present relevant evidence to support ideas about the impact of a significant person or school of thought on Buddhism (b)
• identify core ethical teachings and clearly articulate the guidance provided for adherents in the chosen area of ethics (c)
• integrate the stimulus to emphasise the guidance given to renewing humanity (c).

Areas for students to improve include:

• understanding the difference between a significant practice and the actions or rituals within it (a)
• balancing the amount of content with the mark value of the parts, for example, avoiding excessive time and information on (a)
• avoiding biographical narrative about the significant person or school of thought (b)
• using the stimulus to prompt ideas about connecting ethical teachings to ethical guidance (c).

Questions 24 – Christianity

In better responses, students were able to:

• accurately and succinctly outline a Christian ethical teaching, rather than an ethical issue (a)
• provide specific examples to support the impact of the person or school of thought (b)
• provide clear examples of the significance for adherents of the chosen practice and how it builds and strengthens adherents’ lives according to their ‘holy faith’ (c).

Areas for students to improve include:

• identifying a specific ethical teaching rather than providing an issue (a)
• avoiding being overly descriptive and biographical in nature (b)
• supporting arguments with examples and quotes from specific sources related to the significant practice (c).

Questions 25 – Hinduism

In better responses, students were able to:

• accurately outline one ethical teaching in their chosen area of study (a)
• provide a clear evaluation of a significant person or school of thought (b)
• integrate the stimulus to clearly show how a significant practice provides ‘wisdom and guidance’ for the Hindu community (c).

Areas for students to improve include:

• outlining a specific ethical teaching rather that describing ethical issues (a)
• exploring a broader range of contributions and evaluating the significant person or school of thought by including relevant examples and sources (b).

Questions 26 – Islam

In better responses, students were able to:

• respond directly to the requirements of the question, for example, in (a) address one component of the significant practice selected and in (b) use only one ethical teaching
• draw on a range of sources from the Qur’an and/or Hadith in (b) and the writings of the significant person or school of thought in (c) to support the response
• provide specific examples directly related to the adherent for (b, c).

Areas for students to improve include:

• clearly articulating an ethical teaching and showing how this teaching influenced the lives of adherents (b)
• supporting responses with accurate and specific sources and examples
• using the stimulus provided to draw conclusions about the significant person or school of thought (c).

Question 27 – Judaism

In better responses, students were able to:

• succinctly provide specific details of the action or ritual (a)
• provide clear details about the significant person or school of thought (a) or ethical guidance (b)
• provide relevant supporting evidence such as quotes from the person or school of thought and scripture (b).

Areas for students to improve include:

• providing detail about the contribution of the significant person or school of thought (b) and the ethical guidance (c)
• supporting the response with examples, scripture and quotes where relevant (b, c).

Questions 28 – Buddhism

In better responses, students were able to:

• accurately and consistently state how Buddhism offers guidance to adherents on their ‘life’s journey’
• integrate the concepts presented in the stimulus to emphasise the guidance offered to adherents on their ‘life’s journey’.

Areas for students to improve include:

• engaging with both the stimulus and question to explain the guidance offered to adherents on their ‘life’s journey’
• demonstrating the guidance Buddhism offers by including quotes from significant aspects of religion such as sacred texts and significant people.

Questions 29 – Christianity

In better responses, students were able to:

• sustain a reasoned argument exploring how Christianity encourages adherents to be people who might help to change the world for the better
• incorporate detailed and accurate HSC course content drawing upon one or more areas of study
• engage with the whole of the stimulus with accurate and relevant terms
• use relevant evidence and examples, including sacred text, authoritative sources and contemporary perspectives.

Areas for students to improve include:

• engaging with the whole of the stimulus rather than repeating and reframing a few words
• avoiding long biographical or narrative responses
• ensuring that the use of sacred text or examples are accurate.

Questions 30 – Hinduism

In better responses, students were able to:

• present a cohesive response outlining how Hindu adherents live a life of ‘true success’ and ‘true happiness’
• incorporate the stimulus throughout the response
• integrate relevant terms and evidence from significant aspects of religion such as sacred texts and significant writings.

Areas for students to improve include:

• addressing the question directly and consistently rather than simply providing a descriptive response
• engaging with the stimulus and integrating the concepts of ‘true success’ and ‘true happiness’ throughout the response.

Questions 31 – Islam

In better responses, students were able to:

• present a cohesive argument exploring how Islamic adherents are guided to ‘do things that are right’
• incorporate HSC course content drawn from one or more areas of study
• develop a cohesive response with a logical sequence of concepts, incorporating relevant and accurate terms.

Areas for students to improve include:

• avoiding the writing of lengthy narrative or biographical information
• considering how Islamic adherents are guided by practices, ethics and/or significant people or schools of thought
• integrating evidence from significant aspects of religion such as sacred texts, significant writings, scholars or commentaries to support the argument.

Question 32 – Judaism

In better responses, students were able to:

• demonstrate comprehensive understanding of how at least one HSC area of study in Judaism guides adherents to walk in the Lord’s ways
• create a cohesive argument linking content and evidence such as sacred text references or clear and explicit examples.

Areas for students to improve include:

• integrating evidence from sacred text, significant writings, scholars or commentaries to support the response
• demonstrating an understanding of key aspects of the HSC content rather than giving an overview of Judaism.

In better responses, students were able to:

• demonstrate comprehensive understanding of how at least one religious tradition guides adherents to live a life in peace
• integrate a range of explicit examples from significant aspects of religion such as sacred texts, principal teachings and key teaching authorities of the religious tradition/s
• consistently integrate relevant examples of inner and/or world peace clearly linking to how these guide adherents to live a life in peace.

Areas for students to improve include:

• demonstrating a clear understanding of Religion and Peace content by providing points for and/or against how a religious tradition provides guidance for adherents to live a life in peace
• accurately applying significant aspects of religion such as quotes throughout the response to demonstrate guidance towards peace
• applying relevant and contemporary examples from within a religious tradition
• integrating accurate and relevant terms consistently
• developing a better understanding of peace for the chosen religious tradition/s.