Studies of Religion 2023 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 to form a cohesive response
• review their response to ensure that they address question requirements.

Question 11

In better responses, students were able to:

• provide a comprehensive explanation of the relationship between the Dreaming and the land rights movement
• use accurate examples to support the response, for example, land rights legislation such as the Native Title Act (1993).

Areas for students to improve include:

• demonstrating a clear understanding of the Dreaming, the land rights movement and the relationship between them
• providing relevant examples, such as the Wik decision, that are used clearly and accurately
• providing information relevant to the question.

Question 12 – Buddhism

In better responses, students were able to:

• accurately explain one ethical teaching and its application in one of the three areas: bioethics, sexual ethics or environmental ethics, using relevant Buddhist terminology and clear examples (a)
• integrate references to the stimulus in their response
• provide accurate details of the relationship between features of one significant practice and its importance for adherents, for example, Temple Puja (b)
• show an understanding of how the contribution of one significant person, or school of thought, is connected to the present expression of Buddhism(c).

Areas for students to improve include:

• identifying a specific ethical teaching and providing relevant examples of application in the chosen area of ethics, for example, karma applied to environmental ethics (a)
• relating features of one significant practice to the importance for adherents rather than only providing an expression of beliefs (b)
• providing contemporary examples of how the contribution of one significant person, or school of thought, is evident in Buddhism today, for example, Dalai Lama XIV(c).

Question 13 – Christianity

In better responses, students were able to:

• provide a clear explanation on how one ethical teaching encourages adherents to do good, for example, stewardship applied to environmental ethics (a)
• demonstrate the link between the significant practice and adherents of Christianity (b)
• articulate using clear examples how the contribution of the person or school of thought is evident today, for example, St Paul (c).

Areas for students to improve include:

• following the conventions regarding the expected length of the response
• identifying a specific ethical teaching rather than generalised comments about good behaviour, for example, the sanctity of life (a)
• drawing out implications of the importance of one significant practice on the adherents of the tradition (b)
• demonstrating the ongoing contribution of the significant person or school of thought (c)
• avoiding overly descriptive and biographical content (c).

Question 14 – Hinduism

In better responses, students were able to:

• clearly and accurately explain how one ethical teaching is applied to encourage adherents to do good, for example, Karma (a)
• provide an understanding of the relationship between the importance of one significant practice and the adherents of Hinduism, for example, the marriage ceremony (b)
• provide an accurate and detailed explanation of the contributions of one significant person or school of thought and evidence of this contribution today (c). 

Areas for students to improve include:

• identifying a specific ethical teaching rather than an ethical issue, for example ahimsa (a)
• drawing out implications of the importance of one significant practice on the adherents of the tradition (b)
• providing clear evidence to support the contributions of a significant person, or school of thought, such as relevant contemporary examples and sacred text references (c).

Question 15 – Islam

In better responses, students were able to:

• clearly and accurately detail one ethical teaching from one of the three areas: bioethics, sexual ethics or environmental ethics; and how it is used by adherents to do good (a)
• accurately identify the importance of one significant practice and how particular components of the ritual demonstrated this, for example, Hajj (b)
• provide contributions of the significant person or school of thought and clear examples of how those contributions are still evident today. For example, Aisha’s ongoing impact on the role of women (c).

Areas for students to improve include:

• being able to identify an ethical teaching rather than an issue, for example, abortion is an issue not a teaching (a)
• identifying the specific components of the practice that express the importance of the significant practice. For example, aspects of Hajj express key beliefs (b)
• using clear examples from Islam today to support the response (c).

Question 16 – Judaism

In better responses, students were able to:

• provide an accurate outline of an ethical teaching, and provide accurate and detailed examples of how the teaching gives guidance to adherents to do good in relation to an ethical issue, for example, Tikkun Olam (a)
• provide a detailed analysis of rituals or elements of the significant practice and demonstrate understanding of significance for adherents through connection to beliefs (b)
• demonstrate comprehensive understanding of the contributions of the chosen person or school of thought and how these contributions are evident today, for example, the impact of Feminist Theology on the role of women (c).

Areas for students to improve include:

• clearly answering the question using the directive verb and writing concisely and succinctly for the allocated marks
• ensuring use of subject specific terminology to demonstrate understanding of course content, for example, covenant
• including sacred text, clear and relevant examples and other evidence to support the response.

Question 17 – Buddhism

In better responses, students were able to:

• accurately and consistently state how Buddhism guides adherents towards living a better life, for example, applying the bioethical teachings
• present a cohesive response that includes relevant details from sacred writings and principal beliefs within Buddhism to support ideas.

Areas for students to improve include:

• addressing the question clearly to demonstrate the meaning of living a better life
• engaging with and providing a sustained integration of a better life, based on the explicit teachings of the Buddha
• providing more than a generalised description of the significant person or school of thought, ethics or significant practice
• improving the clarity of expression and structure within an extended response format.

Question 18 – Christianity

In better responses, students were able to:

• present a cohesive response that explores how Christianity guides adherents towards living a better life in at least two areas of study, for example, Bioethics and Baptism
• explore the concept of living a better life using relevant and accurate teachings and perspectives from across the whole Christian tradition
• use relevant terminology, evidence, and examples, including sacred text, authoritative sources, and contemporary perspectives.

Areas for students to improve include:

• effectively engaging with the explanatory nature of the question by exploring the theme of living a better life, for example, modelled on the Beatitudes
• demonstrating an understanding of key aspects of HSC content and relating this to the idea of guiding adherents to a better life, rather than being simply descriptive about a significant person, practice or ethical teaching
• using relevant evidence and examples such as sacred text references or contemporary applications.

Question 19 – Hinduism

In better responses, students were able to:

• present a cohesive response that clearly explains how Hinduism guides adherents towards living a better life, referring to at least two areas of study
• include relevant details from sacred writings and principal beliefs within Hinduism to support ideas, for example, the Vedas.

Areas for students to improve include:

• engaging with the question clearly to demonstrate the meaning of living a better life for adherents of Hinduism, for example, by adhering to the bioethical teachings
• integrating evidence from significant aspects of Hinduism such as sacred texts and significant writings
• providing a detailed and thorough understanding of the significant person or school of thought, ethics or significant practices and linking this to a better life.

Question 20 – Islam

In better responses, students were able to:

• present a cohesive response that clearly explains how Islam guides adherents towards living a better life, referring to at least two areas of study, for example, Sexual Ethics and Hajj
• use a range of relevant examples, including sacred text references, authoritative sources and contemporary perspectives, as evidence of sources of guidance in Islam.

Areas for students to improve include:

• consistently engaging with the question, with a clear understanding of the guidance Islam provides that informs living a better life, for example, how Hajj expresses key beliefs
• integrating detailed and relevant evidence, including contemporary examples, that demonstrate how the daily life of adherents is impacted by the sources of guidance.

Question 21 – Judaism

In better responses, students were able to:

• provide a sustained and reasoned understanding of how at least two aspects guide Jewish adherents towards living a better life, for example, Death and Mourning and Holocaust theology
• present a cohesive and logically structured response which makes explicit links between at least two aspects and the concept of living a better life
• integrate evidence from a range of sources including sacred texts, significant writings or commentaries to support the response.

Areas for students to improve include:

• demonstrating a reasoned and accurate understanding of at least two aspects of HSC content rather than providing general statements about Judaism
• engaging with the question by integrating the concept of living a better life consistently throughout the response
• incorporating significant writings, sacred texts, key teaching authorities and relevant terminology to enhance 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 to form a cohesive response
• review their response to ensure that they address question requirements.

Question 11

In better responses, students were able to: 

• provide a comprehensive explanation of the relationship between the Dreaming and the land rights movement
• use accurate examples to support the response, for example, land rights legislation such as the Native Title Act (1993).

Areas for students to improve include:

• demonstrating a clear understanding of the Dreaming, the land rights movement and the relationship between them
• providing relevant examples, such as the Wik decision, that are used clearly and accurately
• providing information relevant to the question.

Question 22 

In better responses, students were able to:

• clearly state the relationship between Humanism and its influence on human behaviour, for example, the common good
• provide detailed and accurate examples to support the response.

Areas for students to improve include:

• providing relevant details rather than making general statements about Humanism,
• using specific example of Humanists such as Professor Fred Hollows
• incorporating accurate examples and terminology, such as Rational and Scientific Humanism.

Question 23 – Buddhism

In better responses, students were able to:

• accurately explain one ethical teaching and its application in one of the three areas: bioethics, sexual ethics or environmental ethics, using relevant Buddhist terminology and clear examples (a)
• integrate references to the stimulus in their response
• provide accurate details of the relationship between features of one significant practice and its importance for adherents, for example, Temple Puja (b)
• show an understanding of how the contribution of one significant person, or school of thought, is connected to the present expression of Buddhism(c).

Areas for students to improve include:

• identifying a specific ethical teaching and providing relevant examples of application in the chosen area of ethics, for example, karma applied to environmental ethics (a)
• relating features of one significant practice to the importance for adherents rather than only providing an expression of beliefs (b)
• providing contemporary examples of how the contribution of one significant person, or school of thought, is evident in Buddhism today, for example, Dalai Lama XIV(c).

Question 24 – Christianity

In better responses, students were able to:

• provide a clear explanation on how one ethical teaching encourages adherents to do good, for example, stewardship applied to environmental ethics (a)
• demonstrate the link between the significant practice and adherents of Christianity (b)
• articulate using clear examples how the contribution of the person or school of thought is evident today, for example, St Paul (c).

Areas for students to improve include:

• following the conventions regarding the expected length of the response
• identifying a specific ethical teaching rather than generalised comments about good behaviour, for example, the sanctity of life (a)
• drawing out implications of the importance of one significant practice on the adherents of the tradition (b)
• demonstrating the ongoing contribution of the significant person or school of thought (c)
• avoiding overly descriptive and biographical content (c).

Question 25 – Hinduism

In better responses, students were able to:

• clearly and accurately explain how one ethical teaching is applied to encourage adherents to do good, for example, Karma (a)
• provide an understanding of the relationship between the importance of one significant practice and the adherents of Hinduism, for example, the marriage ceremony (b)
• provide an accurate and detailed explanation of the contributions of one significant person or school of thought and evidence of this contribution today (c). 

Areas for students to improve include:

• identifying a specific ethical teaching rather than an ethical issue, for example ahimsa (a)
• drawing out implications of the importance of one significant practice on the adherents of the tradition (b)
• providing clear evidence to support the contributions of a significant person, or school of thought, such as relevant contemporary examples and sacred text references (c).

Question 26 – Islam

In better responses, students were able to:

• clearly and accurately detail one ethical teaching from one of the three areas: bioethics, sexual ethics or environmental ethics; and how it is used by adherents to do good (a)
• accurately identify the importance of one significant practice and how particular components of the ritual demonstrated this, for example, Hajj (b)
• provide contributions of the significant person or school of thought and clear examples of how those contributions are still evident today. For example, Aisha’s ongoing impact on the role of women (c).

Areas for students to improve include:

• being able to identify an ethical teaching rather than an issue, for example, abortion is an issue not a teaching (a)
• identifying the specific components of the practice that express the importance of the significant practice. For example, aspects of Hajj express key beliefs (b)
• using clear examples from Islam today to support the response (c).

Question 27 – Judaism

In better responses, students were able to:

• provide an accurate outline of an ethical teaching, and provide accurate and detailed examples of how the teaching gives guidance to adherents to do good in relation to an ethical issue, for example, Tikkun Olam (a)
• provide a detailed analysis of rituals or elements of the significant practice and demonstrate understanding of significance for adherents through connection to beliefs (b)
• demonstrate comprehensive understanding of the contributions of the chosen person or school of thought and how these contributions are evident today, for example, the impact of Feminist Theology on the role of women (c).

Areas for students to improve include:

• clearly answering the question using the directive verb and writing concisely and succinctly for the allocated marks
• ensuring use of subject specific terminology to demonstrate understanding of course content, for example, covenant
• including sacred text, clear and relevant examples and other evidence to support the response.

Question 28 – Buddhism

In better responses, students were able to:

• accurately and consistently state how Buddhism guides adherents towards living a better life, for example, applying the bioethical teachings
• present a cohesive response that includes relevant details from sacred writings and principal beliefs within Buddhism to support ideas.

Areas for students to improve include:

• addressing the question clearly to demonstrate the meaning of living a better life
• engaging with and providing a sustained integration of a better life, based on the explicit teachings of the Buddha
• providing more than a generalised description of the significant person or school of thought, ethics or significant practice
• improving the clarity of expression and structure within an extended response format.

Question 29 – Christianity

In better responses, students were able to:

• present a cohesive response that explores how Christianity guides adherents towards living a better life in at least two areas of study, for example, Bioethics and Baptism
• explore the concept of living a better life using relevant and accurate teachings and perspectives from across the whole Christian tradition
• use relevant terminology, evidence, and examples, including sacred text, authoritative sources, and contemporary perspectives.

Areas for students to improve include:

• effectively engaging with the explanatory nature of the question by exploring the theme of living a better life, for example, modelled on the Beatitudes
• demonstrating an understanding of key aspects of HSC content and relating this to the idea of guiding adherents to a better life, rather than being simply descriptive about a significant person, practice or ethical teaching
• using relevant evidence and examples such as sacred text references or contemporary applications.

Question 30 – Hinduism

In better responses, students were able to:

• present a cohesive response that clearly explains how Hinduism guides adherents towards living a better life, referring to at least two areas of study
• include relevant details from sacred writings and principal beliefs within Hinduism to support ideas, for example, the Vedas.

Areas for students to improve include:

• engaging with the question clearly to demonstrate the meaning of living a better life for adherents of Hinduism, for example, by adhering to the bioethical teachings
• integrating evidence from significant aspects of Hinduism such as sacred texts and significant writings
• providing a detailed and thorough understanding of the significant person or school of thought, ethics or significant practices and linking this to a better life.

Question 31 – Islam

In better responses, students were able to:

• present a cohesive response that clearly explains how Islam guides adherents towards living a better life, referring to at least two areas of study, for example, Sexual Ethics and Hajj
• use a range of relevant examples, including sacred text references, authoritative sources and contemporary perspectives, as evidence of sources of guidance in Islam.

Areas for students to improve include:

• consistently engaging with the question, with a clear understanding of the guidance Islam provides that informs living a better life, for example, how Hajj expresses key beliefs
• integrating detailed and relevant evidence, including contemporary examples, that demonstrate how the daily life of adherents is impacted by the sources of guidance.

Question 32 – Judaism

In better responses, students were able to:

• provide a sustained and reasoned understanding of how at least two aspects guide Jewish adherents towards living a better life, for example, Death and Mourning and Holocaust theology
• present a cohesive and logically structured response which makes explicit links between at least two aspects and the concept of living a better life
• integrate evidence from a range of sources including sacred texts, significant writings or commentaries to support the response.

Areas for students to improve include:

• demonstrating a reasoned and accurate understanding of at least two aspects of HSC content rather than providing general statements about Judaism
• engaging with the question by integrating the concept of living a better life consistently throughout the response
• incorporating significant writings, sacred texts, key teaching authorities and relevant terminology to enhance the response.

In better responses, students were able to: 

• demonstrate a comprehensive judgement of how two religious traditions respond to the issue of peace, for example, Christianity and Islam
• integrate a range of explicit examples from sacred texts, principal teachings and key teaching authorities of the religious traditions
• consistently integrate relevant examples of peace that clearly respond to the issue of peace.

Areas for students to improve include: 

• demonstrating a clear understanding of Religion and Peace syllabus content by identifying key components, making connections between them, and drawing out implications
• accurately applying relevant quotes from sacred texts throughout the response to demonstrate how religious traditions respond to the issue of peace
• integrating the stimulus throughout the response.