Studies of Religion HSC exam papers
Studies of Religion 2025 HSC exam pack
2025 Studies of Religion HSC exam papers
Marking guidelines
Marking guidelines are developed with the exam paper and are used by markers to guide their marking of a student's response. The table shows the criteria with each mark or mark range.
Sample answers may also be developed and included in the guidelines to make sure questions assess a student's knowledge and skills, and guide the Supervisor of Marking on the expected nature and scope of a student's response. They are not intended to be exemplary or even complete answers or responses.
Marking feedback
Select from the sections below to view feedback from HSC markers about how students performed in this year’s exam.
Use the feedback to guide preparation for future exams. Feedback includes an overview of the qualities of better responses. Feedback may not be provided for every question.
Feedback on written exam – Studies of Religion I
General feedback
Students should:
- read the question carefully to ensure that they do not miss important components of the question
- maintain a consistent focus on the question throughout the entire response, not just in the introduction or conclusion
- where relevant, support judgements consistently across the response, clearly linking them back to the question
- integrate the stimulus consistently throughout the response, rather than confining references to the introduction or conclusion
- use subject-specific terminology and language relevant to the study of religion to strengthen the response
- ensure that extended responses are clearly expressed, well-organised, and directly address the question
- review the completed response to confirm that all aspects of the question have been thoroughly addressed.
Section I
Question 11
In better responses, students were able to:
- demonstrate a thorough understanding of why religious dialogue is important in Australia post-1945
- support this understanding with integrated evidence drawn from relevant syllabus content, for example, ecumenism, interfaith dialogue, reconciliation and/or the current religious landscape.
Areas for students to improve include:
- choosing evidence that is directly related to Australia, religious dialogue and/or the response from religious bodies within the context of Australia.
Section II
Question 12 – Buddhism
In better responses, students were able to:
- identify and provide relevant points about how a belief in Buddhism is expressed within or throughout a significant practice (a)
- identify two ethical teachings within Buddhism and clearly articulate the guidance provided for adherents in the chosen area of ethics (b)
- make a judgment, succinctly and accurately, on how a significant person or school of thought in Buddhism provides direction for living a meaningful life for adherents (c)
- present relevant evidence to support ideas on how the significant person or school of thought in Buddhism provides direction for living a meaningful life for adherents (c).
Areas for students to improve include:
- providing characteristics or features that show the connection between a Buddhist’s belief and practice (a)
- using the mark value as a guide for the requirements of the response, for example, avoiding excessive detail (a)
- incorporating Buddhist examples of religious experience to illustrate how ethical teachings are applied (b)
- avoiding biographical narrative about the significant person or school of thought (c).
Question 13 – Christianity
In better responses, students were able to:
- express clearly and with relevant supporting evidence how one principal belief within Christianity is expressed within one significant practice (a)
- use relevant examples to clearly explain Christian ethical teachings (b)
- provide a judgement, drawing on relevant supporting evidence, of how a significant person or school of thought in Christianity provides direction for a meaningful life for adherents (c).
Areas for students to improve include:
- identifying the principal belief of Christianity using correct terminology (a)
- providing specific evidence from the practice to clearly demonstrate where the principal belief is expressed within the significant practice (a)
- making well-supported judgements about the contributions of a significant person or school of thought in providing direction for a meaningful life for adherents (c).
Question 14 – Hinduism
In better responses, students were able to:
- identify and provide relevant points about how a belief in Hinduism is expressed within or throughout a significant practice (a)
- identify two ethical teachings within Hinduism and clearly articulate the guidance provided for adherents in the chosen area of ethics (b)
- make a judgment, succinctly and accurately, on how a significant person or school of thought in Hinduism provides direction for living a meaningful life for adherents (c)
- present relevant evidence to support ideas on how the significant person or school of thought in Hinduism provides direction for living a meaningful life for adherents (c).
Areas for students to improve include:
- providing characteristics or features that show the connection between the Hindu belief and practice (a)
- ensuring that the answer provided is proportionate to the allocated mark value
- incorporating contemporary Hindu examples of lived religious experience to illustrate how ethical teachings are applied (b)
- avoiding biographical narrative about the significant person or school of thought (c).
Question 15 – Islam
In better responses, students were able to:
- identify a significant religious practice and its associated principal belief and clearly explain how the practice expresses that belief
- provide a detailed explanation of two ethical teachings supported with relevant evidence (b)
- provide clear, accurate and detailed evidence of the contribution and impact of one significant person or school of thought (c)
- provide a clear evaluation of the contribution of the significant person or school of thought to lives of Islamic adherents (c)
- consistently engage with the question and integrate accurate terminology (b,c).
Areas for students to improve include:
- demonstrating understanding of the key requirements of the question, such as requiring a belief and practice (a), or two ethical teachings (b)
- providing evidence of specific principal beliefs demonstrated in the chosen practice, and ethical teachings that relate to their area of study (a,b)
- ensuring that the evidence used is relevant and appropriate to the focus of the question (b,c).
Question 16 – Judaism
In better responses, students were able to:
- provide an accurate description of how one significant practice of Judaism reflects one belief, for example, marriage expresses the belief in the moral law prescribed by God (a)
- provide a well-developed explanation of how two ethical teachings in Judaism are relevant in bioethics, environmental ethics or sexual ethics (b)
- integrate relevant and accurate terminology effectively into the response (b, c).
Areas for students to improve include:
- ensuring they identify one principal belief of Judaism, rather than just describing the practice (a)
- naming the ethical teaching and using evidence to demonstrate its relevance to the area of study, rather than describing features of the teaching (b)
- providing a supported judgement of how the significant person or school of thought provides direction for a meaningful life, rather than a description and biographical detail (c).
Section III
Question 17 – Buddhism
In better responses, students were able to:
- provide a detailed and accurate analysis of how Buddhist ethical teachings in one of the chosen areas guide adherents to navigate the world today
- integrate the ideas in the stimulus and show how they relate to the ethical teachings and their contemporary relevance
- select and engage with a range of detailed and relevant evidence to support the analysis
- use accurate terminology throughout the response.
Areas for students to improve include:
- identifying ethical teachings in the chosen area
- integrating components of the stimulus within paragraphs to shape the analysis, rather than adding them to the end of a paragraph
- using relevant evidence to support the application of ethical teachings
- strengthening the response with detailed, relevant and accurate information.
Question 18 – Christianity
In better responses, students were able to:
- provide a detailed and accurate analysis of how Christian ethical teachings in one of the chosen areas guides adherents to navigate the world today
- integrate the ideas in the stimulus and show how they relate to the ethical teachings and their contemporary relevance
- use supporting evidence from a variety of authoritative sources and sacred texts to develop their analysis
- use relevant and accurate terminology and information throughout the response.
Areas for students to improve include:
- identifying Christian ethical teachings in one of the chosen areas that guide adherents to navigate the world today
- integrating the ideas in the stimulus and showing how they relate to the ethical teachings and their contemporary relevance
- using supporting evidence from a variety of authoritative sources and sacred texts to develop their analysis
- integrating relevant and accurate terminology and information throughout the response.
Question 19 – Hinduism
In better responses, students were able to:
- provide a detailed analysis of how Hindu ethical teachings in one of the chosen areas guide adherents to navigate the world today
- integrate the ideas in the stimulus and show how they relate to the ethical teachings and their contemporary relevance
- select and engage with a range of detailed and relevant evidence to support the analysis
- use accurate terminology throughout the response.
Areas for students to improve include:
- identifying ethical teachings in the chosen area
- integrating components of the stimulus within paragraphs to shape the analysis, rather than adding them to the end of a paragraph
- using relevant evidence to support the application of ethical teachings
- strengthening the response with detailed, relevant and accurate information.
Question 20 – Islam
In better responses, students were able to:
- provide a detailed and accurate analysis of how Islamic ethical teachings in one of the chosen areas guide adherents to navigate the world today
- integrate the ideas in the stimulus and show how they relate to the ethical teachings and their contemporary relevance
- select and engage with a range of detailed and relevant evidence to support the analysis
- use accurate terminology throughout the response.
Areas for students to improve include:
- identifying ethical teachings in the chosen area
- integrating components of the stimulus within paragraphs to shape the analysis, rather than adding them to the end of a paragraph
- using relevant evidence to support the application of ethical teachings
- strengthening the response with detailed, relevant and accurate information.
Question 21 – Judaism
In better responses, students were able to:
- provide a detailed and accurate analysis of how Jewish ethical teachings in one of the chosen areas guide adherents to navigate the world today
- integrate the ideas in the stimulus and show how they relate to the ethical teachings and their contemporary relevance
- use supporting evidence from a variety of authoritative sources, including but not limited to scripture, to develop their analysis
- provide contemporary evidence of the implications of these ethical teachings in the lives of adherents, including but not limited to, modern organisations and people
- use relevant specific Jewish terminology within the response.
Areas for students to improve include:
- supporting the response with detailed and accurate information, especially the use of scripture and rabbinic quotes
- demonstrating awareness of the diversity of ethical teachings within Judaism
- integrating the statement effectively throughout the response
- avoiding use of significant people or practices that do not address the given question.
Feedback on written exam – Studies of Religion II
General feedback
Students should:
- read the question carefully to ensure that they do not miss important components of the question
- maintain a consistent focus on the question throughout the entire response, not just in the introduction or conclusion
- where relevant, support judgements consistently across the response, clearly linking them back to the question
- integrate the stimulus consistently throughout the response, rather than confining references to the introduction or conclusion
- use subject-specific terminology and language relevant to the study of religion to strengthen the response
- ensure that extended responses are clearly expressed, well-organised, and directly address the question
- review the completed response to confirm that all aspects of the question have been thoroughly addressed.
Section I
Question 11
In better responses, students were able to:
- demonstrate a thorough understanding of why religious dialogue is important in Australia post-1945
- support this understanding with integrated evidence drawn from relevant syllabus content, for example, ecumenism, interfaith dialogue, reconciliation and/or the current religious landscape.
Areas for students to improve include:
- choosing evidence that is directly related to Australia, religious dialogue and/or the response from religious bodies within the context of Australia.
Question 22
In better responses, students were able to:
- support the explanation with detailed evidence using examples that show how the religious dimension brings about transformation within society
- use cause and effect language to link the religious dimension to social transformation.
Areas for students to improve include:
- engaging effectively with and demonstrating understanding of terms in the question, for example, not confusing social transformation with social cohesion
- using evidence to explain social transformation rather than explaining social norms and values or social cohesion
- incorporating religious examples, rather than providing non-religious examples
- referring to specific examples of the involvement of religious tradition in social transformation in history.
Section II
Question 23 – Buddhism
In better responses, students were able to:
- identify and provide relevant points about how a belief in Buddhism is expressed within or throughout a significant practice (a)
- identify two ethical teachings within Buddhism and clearly articulate the guidance provided for adherents in the chosen area of ethics (b)
- make a judgment, succinctly and accurately, on how a significant person or school of thought in Buddhism provides direction for living a meaningful life for adherents (c)
- present relevant evidence to support ideas on how the significant person or school of thought in Buddhism provides direction for living a meaningful life for adherents (c).
Areas for students to improve include:
- providing characteristics or features that show the connection between a Buddhist’s belief and practice (a)
- using the mark value as a guide for the requirements of the response, for example, avoiding excessive detail (a)
- incorporating Buddhist examples of religious experience to illustrate how ethical teachings are applied (b)
- avoiding biographical narrative about the significant person or school of thought (c).
Question 24 – Christianity
In better responses, students were able to:
- express clearly and with relevant supporting evidence how one principal belief within Christianity is expressed within one significant practice (a)
- use relevant examples to clearly explain Christian ethical teachings (b)
- provide a judgement, drawing on relevant supporting evidence, of how a significant person or school of thought in Christianity provides direction for a meaningful life for adherents (c).
Areas for students to improve include:
- identifying the principal belief of Christianity using correct terminology (a)
- providing specific evidence from the practice to clearly demonstrate where the principal belief is expressed within the significant practice (a)
- making well-supported judgements about the contributions of a significant person or school of thought in providing direction for a meaningful life for adherents (c).
Question 25 – Hinduism
In better responses, students were able to:
- identify and provide relevant points about how a belief in Hinduism is expressed within or throughout a significant practice (a)
- identify two ethical teachings within Hinduism and clearly articulate the guidance provided for adherents in the chosen area of ethics (b)
- make a judgment, succinctly and accurately, on how a significant person or school of thought in Hinduism provides direction for living a meaningful life for adherents (c)
- present relevant evidence to support ideas on how the significant person or school of thought in Hinduism provides direction for living a meaningful life for adherents (c).
Areas for students to improve include:
- providing characteristics or features that show the connection between the Hindu belief and practice (a)
- ensuring that the answer provided is proportionate to the allocated mark value
- incorporating contemporary Hindu examples of lived religious experience to illustrate how ethical teachings are applied (b)
- avoiding biographical narrative about the significant person or school of thought (c).
Question 26 – Islam
In better responses, students were able to:
- identify a significant religious practice and its associated principal belief and clearly explain how the practice expresses that belief
- provide a detailed explanation of two ethical teachings supported with relevant evidence (b)
- provide clear, accurate and detailed evidence of the contribution and impact of one significant person or school of thought (c)
- provide a clear evaluation of the contribution of the significant person or school of thought to lives of Islamic adherents (c)
- consistently engage with the question and integrate accurate terminology (b,c).
Areas for students to improve include:
- demonstrating understanding of the key requirements of the question, such as requiring a belief and practice (a), or two ethical teachings (b)
- providing evidence of specific principal beliefs demonstrated in the chosen practice, and ethical teachings that relate to their area of study (a,b)
- ensuring that the evidence used is relevant and appropriate to the focus of the question (b,c).
Question 27 – Judaism
In better responses, students were able to:
- provide an accurate description of how one significant practice of Judaism reflects one belief, for example, marriage expresses the belief in the moral law prescribed by God (a)
- provide a well-developed explanation of how two ethical teachings in Judaism are relevant in bioethics, environmental ethics or sexual ethics (b)
- integrate relevant and accurate terminology effectively into the response (b, c).
Areas for students to improve include:
- ensuring they identify one principal belief of Judaism, rather than just describing the practice (a)
- naming the ethical teaching and using evidence to demonstrate its relevance to the area of study, rather than describing features of the teaching (b)
- providing a supported judgement of how the significant person or school of thought provides direction for a meaningful life, rather than a description and biographical detail (c).
Section III
Question 28 – Buddhism
In better responses, students were able to:
- provide a detailed and accurate analysis of how Buddhist ethical teachings in one of the chosen areas guide adherents to navigate the world today
- integrate the ideas in the stimulus and show how they relate to the ethical teachings and their contemporary relevance
- select and engage with a range of detailed and relevant evidence to support the analysis
- use accurate terminology throughout the response.
Areas for students to improve include:
- identifying ethical teachings in the chosen area
- integrating components of the stimulus within paragraphs to shape the analysis, rather than adding them to the end of a paragraph
- using relevant evidence to support the application of ethical teachings
- strengthening the response with detailed, relevant and accurate information.
Question 29 – Christianity
In better responses, students were able to:
- provide a detailed and accurate analysis of how Christian ethical teachings in one of the chosen areas guides adherents to navigate the world today
- integrate the ideas in the stimulus and show how they relate to the ethical teachings and their contemporary relevance
- use supporting evidence from a variety of authoritative sources and sacred texts to develop their analysis
- use relevant and accurate terminology and information throughout the response.
Areas for students to improve include:
- identifying Christian ethical teachings in one of the chosen areas that guide adherents to navigate the world today
- integrating the ideas in the stimulus and showing how they relate to the ethical teachings and their contemporary relevance
- using supporting evidence from a variety of authoritative sources and sacred texts to develop their analysis
- integrating relevant and accurate terminology and information throughout the response.
Question 30 – Hinduism
In better responses, students were able to:
- provide a detailed analysis of how Hindu ethical teachings in one of the chosen areas guide adherents to navigate the world today
- integrate the ideas in the stimulus and show how they relate to the ethical teachings and their contemporary relevance
- select and engage with a range of detailed and relevant evidence to support the analysis
- use accurate terminology throughout the response.
Areas for students to improve include:
- identifying ethical teachings in the chosen area
- integrating components of the stimulus within paragraphs to shape the analysis, rather than adding them to the end of a paragraph
- using relevant evidence to support the application of ethical teachings
- strengthening the response with detailed, relevant and accurate information.
Question 31 – Islam
In better responses, students were able to:
- provide a detailed and accurate analysis of how Islamic ethical teachings in one of the chosen areas guide adherents to navigate the world today
- integrate the ideas in the stimulus and show how they relate to the ethical teachings and their contemporary relevance
- select and engage with a range of detailed and relevant evidence to support the analysis
- use accurate terminology throughout the response.
Areas for students to improve include:
- identifying ethical teachings in the chosen area
- integrating components of the stimulus within paragraphs to shape the analysis, rather than adding them to the end of a paragraph
- using relevant evidence to support the application of ethical teachings
- strengthening the response with detailed, relevant and accurate information.
Question 32 – Judaism
In better responses, students were able to:
- provide a detailed and accurate analysis of how Jewish ethical teachings in one of the chosen areas guide adherents to navigate the world today
- integrate the ideas in the stimulus and show how they relate to the ethical teachings and their contemporary relevance
- use supporting evidence from a variety of authoritative sources, including but not limited to scripture, to develop their analysis
- provide contemporary evidence of the implications of these ethical teachings in the lives of adherents, including but not limited to, modern organisations and people
- use relevant specific Jewish terminology within the response.
Areas for students to improve include:
- supporting the response with detailed and accurate information, especially the use of scripture and rabbinic quotes
- demonstrating awareness of the diversity of ethical teachings within Judaism
- integrating the statement effectively throughout the response
- avoiding use of significant people or practices that do not address the given question.
Section IV
Question 33
In better responses, students were able to:
- explain how religious traditions help adherents achieve inner peace, using cause and effect reasoning throughout the response
- integrate the statement by using the named concepts to inform the ideas presented in each paragraph
- support their argument with detailed information from a range of sources, including the accurate use of quotations from sacred texts, and relevant examples from the lives of adherents.
Areas for students to improve include:
- sustaining an explanation by using cause and effect throughout the response, rather than limiting its use to the end of a paragraph or section
- exploring the differing implications of the statement for two religious traditions
- selecting accurate content to support ideas about inner peace, rather than about world peace
- structuring their explanation by writing in paragraphs and using relevant information and correct terminology.
HSC exam resources
Search for more HSC standards materials and exam packs.
Studies of Religion I syllabus
Find out more about the Studies of Religion I syllabus.
Studies of Religion II syllabus
Find out more about the Studies of Religion II syllabus.
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