Studies of Religion 2022 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 areas 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
• 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: 

• provide a clear explanation of the importance of interfaith dialogue
• engage with the stimulus throughout the response
• integrate relevant examples of interfaith initiatives in Australia to support the response.

Areas for students to improve include:

• making explicit references to the stimulus
• providing suitable examples as part of a detailed explanation. 

Question 12 – Buddhism

In better responses, students were able to:

• accurately describe one ethical teaching from one of the three areas: bioethics, sexual ethics or environmental ethics (a)
• explain the expression of beliefs in the one significant practice selected and integrate relevant details, evidence and terminology to support ideas (b)
• articulate an understanding of how the contribution of one significant person or school of thought encourages people to be the community now (c).

Areas for students to improve include:

• identifying a specific ethical teaching rather than describing an issue or the chosen area of ethics as the teaching (a)
• demonstrating an understanding of how the expression of beliefs is reflected in a significant practice (b)
• providing relevant examples and engaging more effectively with the ideas in the stimulus (c).

Question 13 – Christianity

In better responses, students were able to:

• accurately and succinctly describe one ethical teaching from one of the three areas: bioethics, sexual ethics or environmental ethics (a)
• provide clear examples of how the one significant practice selected expresses the principal beliefs of Christianity (b)
• articulate, using clear examples, how the significant person or school of thought encourages adherents to live in fellowship with one another (c).

Areas for students to improve include:

• identifying a specific ethical teaching rather than describing an issue (a)
• avoiding being overly descriptive by clearly demonstrating the link between the beliefs and the practice (b)
• exploring a relevant range of contributions rather than providing overly descriptive and biographical content (c).

Question 14 – Hinduism

In better responses, students were able to:

• clearly and accurately describe one ethical teaching from one of the three areas: bioethics, sexual ethics or environmental ethics (a)
• provide clear examples of how the significant practice selected expresses the principal beliefs of the tradition (b)
• articulate an accurate and detailed explanation of the contributions of one significant person or school of thought in encouraging people to regard the whole human family as one (c). 

Areas for students to improve include:

• identifying a specific ethical teaching rather than an ethical issue (a)
• making explicit connections between the significant practice and the beliefs of the tradition (b)
• providing clear evidence to support the contributions of a significant person or school of thought, such as relevant examples and sacred text references (c).

Question 15 – Islam

In better responses, students were able to:

• clearly and accurately describe one ethical teaching from one of the three areas: bioethics, sexual ethics or environmental ethics (a)
• accurately identify principal beliefs reflected in the one significant practice selected and how they are manifested through particular components of the ritual (b)
• provide clear examples of how the significant person or school of thought encourages people to be a community (c).

Areas for students to improve include:

• being able to identify an ethical teaching rather than an issue (a)
• identifying the specific principal beliefs that are expressed in the significant practice (b)
• using supporting evidence from a range of sources that may include the Qur’an, Hadith or authoritative works (c).

Question 16 – Judaism

In better responses, students were able to:

• accurately describe one ethical teaching from one of the three areas: bioethics, sexual ethics or environmental ethics (a)
• provide a clear and detailed explanation of how the significant practice selected expresses the beliefs of Judaism (b)
• integrate the stimulus to clearly demonstrate how a significant person or school of thought encourages God’s people to live together (c).

Areas for students to improve include:

• describing a specific ethical teaching rather than ethical issues (a)
• clearly addressing how the significant practice expresses the beliefs of Judaism (b)
• exploring a broader range of contributions of the one significant person or school of thought selected and sustaining a consistent synthesis of the ideas presented in the stimulus (c). 

Question 17 – Buddhism

In better responses, students were able to:

• clearly and consistently explain both the expression of diversity and unity in Buddhism with reference to at least two of the areas of study
• present a cohesive response which includes relevant details from sacred writings and principal beliefs within Buddhism to support ideas
• effectively engage with the question by integrating both the expression of diversity and unity within the tradition.

Areas for students to improve include:

• demonstrating an understanding of Buddhism and articulating core details of the chosen areas of study
• integrating relevant evidence and examples to support ideas, particularly from sacred writings.

Question 18 – Christianity

In better responses, students were able to:

• present a cohesive response that explores how diversity and unity are expressed within at least two areas of study within Christianity
• explore accurate perspectives and teachings from across the whole Christian tradition to maintain a sustained, reasoned response
• use relevant evidence and examples, including sacred text, authoritative sources and contemporary perspectives.

Areas for students to improve include:

• effectively engaging with the question by targeting information in relation to diversity and unity expressed within at least two areas of study
• integrating accurate perspectives and teachings from the chosen areas across the whole Christian tradition
• using relevant evidence and examples, such as sacred text references. 

Question 19 – Hinduism

In better responses, students were able to:

• demonstrate a sustained understanding of how at least two HSC areas of study
• show diversity and unity within Hinduism
• present a cohesive explanation using evidence, such as sacred text references or clear and explicit examples.

Areas for students to improve include:

• demonstrating an understanding of key aspects of the HSC content rather than being overly descriptive
• integrating evidence from significant aspects of Hinduism, such as sacred texts and significant writings
• engaging with the question and integrating the concepts of diversity and unity throughout the response.

Question 20 – Islam

In better responses, students were able to:

• present a cohesive response that explores how both diversity and unity are expressed within at least two areas of study within Islam
• use relevant evidence and examples, including sacred text references, authoritative sources and contemporary perspectives, to demonstrate diversity and unity within the tradition.

Areas for students to improve include:

• effectively engaging with the question by targeting information in relation to diversity and unity expressed within Islam
• integrating relevant evidence and examples, including extracts from sacred texts, authoritative sources and contemporary perspectives
• constructing a response that is well structured and able to sustain an argument.

Question 21 – Judaism

In better responses, students were able to:

• demonstrate comprehensive understanding of how at least two HSC areas of study in Judaism show diversity and unity within the tradition
• create a sustained argument with links between the content and evidence, such as, sacred text references or clear and explicit examples.

Areas for students to improve include:

• demonstrating an understanding of key aspects of HSC content rather than giving a general overview of Judaism
• integrating evidence from significant aspects of Judaism, such as, sacred texts, significant writings, scholars or commentaries to support the explanation
• engaging with the question by integrating the concepts of diversity and unity throughout the response.

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 areas 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
• 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:

• provide a clear explanation of the importance of interfaith dialogue
• engage with the stimulus throughout the response
• integrate relevant examples of interfaith initiatives in Australia to support the response.

Areas for students to improve include:

• making explicit references to the stimulus
• providing suitable examples as part of a detailed explanation.

Question 22

In better responses, students were able to:

• provide a range of examples to demonstrate the relationship between the religious dimension and social cohesion
• integrate specific aspects of the stimulus to support their response.

Areas for students to improve include:

• using appropriate content from the syllabus to address the question
• ensuring that examples are accurate and relevant.

Question 23 – Buddhism

In better responses, students were able to:

• accurately describe one ethical teaching from one of the three areas: bioethics, sexual ethics or environmental ethics (a)
• explain the expression of beliefs in the one significant practice selected and integrate relevant details, evidence and terminology to support ideas (b)
• articulate an understanding of how the contribution of one significant person or school of thought encourages people to be the community now (c).

Areas for students to improve include:

• identifying a specific ethical teaching rather than describing an issue or the chosen area of ethics as the teaching (a)
• demonstrating an understanding of how the expression of beliefs is reflected in a significant practice (b)
• providing relevant examples and engaging more effectively with the ideas in the stimulus (c).

Question 24 – Christianity

In better responses, students were able to:

• accurately and succinctly describe one ethical teaching from one of the three areas: bioethics, sexual ethics or environmental ethics (a)
• provide clear examples of how the one significant practice selected expresses the principal beliefs of Christianity (b)
• articulate, using clear examples, how the significant person or school of thought encourages adherents to live in fellowship with one another (c).

Areas for students to improve include:

• identifying a specific ethical teaching rather than describing an issue (a)
• avoiding being overly descriptive by clearly demonstrating the link between the beliefs and the practice (b)
• exploring a relevant range of contributions rather than providing overly descriptive and biographical content (c).

Question 25 – Hinduism

In better responses, students were able to:

• clearly and accurately describe one ethical teaching from one of the three areas: bioethics, sexual ethics or environmental ethics (a)
• provide clear examples of how the significant practice selected expresses the principal beliefs of the tradition (b)
• articulate an accurate and detailed explanation of the contributions of one significant person or school of thought in encouraging people to regard the whole human family as one (c). 

Areas for students to improve include:

• identifying a specific ethical teaching rather than an ethical issue (a)
• making explicit connections between the significant practice and the beliefs of the tradition (b)
• providing clear evidence to support the contributions of a significant person or school of thought, such as relevant examples and sacred text references (c).

Question 26 – Islam

In better responses, students were able to:

• clearly and accurately describe one ethical teaching from one of the three areas: bioethics, sexual ethics or environmental ethics (a)
• accurately identify principal beliefs reflected in the one significant practice selected and how they are manifested through particular components of the ritual (b)
• provide clear examples of how the significant person or school of thought encourages people to be a community (c).

Areas for students to improve include:

• being able to identify an ethical teaching rather than an issue (a)
• identifying the specific principal beliefs that are expressed in the significant practice (b)
• using supporting evidence from a range of sources that may include the Qur’an, Hadith or authoritative works (c).

Question 27 – Judaism

In better responses, students were able to:

• accurately describe one ethical teaching from one of the three areas: bioethics, sexual ethics or environmental ethics (a)
• provide a clear and detailed explanation of how the significant practice selected expresses the beliefs of Judaism (b)
• integrate the stimulus to clearly demonstrate how a significant person or school of thought encourages God’s people to live together (c).

Areas for students to improve include:

• describing a specific ethical teaching rather than ethical issues (a)
• clearly addressing how the significant practice expresses the beliefs of Judaism (b)
• exploring a broader range of contributions of the one significant person or school of thought selected and sustaining a consistent synthesis of the ideas presented in the stimulus (c). 

Question 28 – Buddhism

In better responses, students were able to:

• clearly and consistently explain both the expression of diversity and unity in Buddhism as related to at least two of the areas of study
• present a cohesive response which includes relevant details from sacred writings and principal beliefs within Buddhism to support ideas
• effectively engage with the question by integrating both the expression of diversity and unity within the tradition.

Areas for students to improve include:

• demonstrating an understanding of Buddhism and articulating core details of the chosen areas of study
• integrating relevant evidence and examples to support ideas, particularly from sacred writings.

Question 29 – Christianity

In better responses, students were able to:

• present a cohesive response that explores how diversity and unity are expressed within at least two areas of study within Christianity
• explore accurate perspectives and teachings from across the whole Christian tradition to maintain a sustained, reasoned response
• use relevant evidence and examples, including sacred text, authoritative sources and contemporary perspectives.

Areas for students to improve include:

• effectively engaging with the question by targeting information in relation to diversity and unity expressed within at least two areas of study
• integrating accurate perspectives and teachings from the chosen areas across the whole Christian tradition
• using relevant evidence and examples such as sacred text references. 

Question 30 – Hinduism

In better responses, students were able to:

• demonstrate a sustained understanding of how at least two HSC areas of study show diversity and unity within Hinduism
• present a cohesive explanation using evidence, such as, sacred text references or clear and explicit examples.

Areas for students to improve include:

• demonstrating an understanding of key aspects of the HSC content rather than being overly descriptive
• integrating evidence from significant aspects of Hinduism such as sacred texts and significant writings
• engaging with the question and integrating the concepts of diversity and unity throughout the response.

Question 31 – Islam

In better responses, students were able to:

• present a cohesive response that explores how both diversity and unity are expressed within at least two areas of study within Islam
• use relevant evidence and examples, including sacred text references, authoritative sources and contemporary perspectives, to demonstrate diversity and unity within the tradition.

Areas for students to improve include:

• effectively engaging with the question by targeting information in relation to diversity and unity expressed within Islam
• integrating relevant evidence and examples, including extracts from sacred texts, authoritative sources and contemporary perspectives
• constructing a response that is well structured and able to sustain an argument.

Question 32 – Judaism

In better responses, students were able to:

• demonstrate comprehensive understanding of how at least two HSC areas of study in Judaism show diversity and unity within the tradition
• create a sustained argument with links between the content and evidence, such as, sacred text references or clear and explicit examples.

Areas for students to improve include:

• demonstrating an understanding of key aspects of HSC content rather than giving a general overview of Judaism
• integrating evidence from significant aspects of Judaism such as sacred texts, significant writings, scholars or commentaries to support the explanation
• engaging with the question by integrating the concepts of diversity and unity throughout the response. 

In better responses, students were able to:

• demonstrate comprehensive understanding of how two religious traditions encourage adherents to seek peace
• integrate explicit examples from sacred texts, principal teachings and key teaching authorities of the religious traditions
• consistently integrate relevant examples of inner and/or world peace clearly linking to how these guide adherents to transform the world.

Areas for students to improve include: 

• demonstrating a clear understanding of Religion and Peace content by identifying key components, making connections between them and drawing out implications
• accurately applying relevant textual quotes throughout the response to demonstrate how the religious traditions encourage adherents to seek peace
• integrating the stimulus throughout the response
• applying relevant examples from within each religious tradition.