General feedback
Students should:
- understand the key words
- carefully read the question and identify the components within the question
- respond succinctly and coherently to the question being asked
- support responses with clear and accurate examples
- integrate accurate terminology, sacred text references and varied examples to support the response
- avoid providing biographical details about the significant person
- respond to the set question, rather than with a pre-prepared response
- use the number of marks as a guide for the length of the response.
Section I – Part A
Question 11
In better responses, students were able to:
- accurately name two religious traditions that have clearly been affected by immigration in the Australian religious landscape
- provide clear and accurate explanation of the statistical trends for each tradition, regions or country of origin, denominational variance, and reasons for changes to immigration trends
- provide relevant terminology such as 'Immigration Restriction Act'.
Areas for students to improve include:
- making clear links between the changes in immigration and the effects of these changes
- providing greater detail of the current Australian religious landscape
- clearly identifying the syllabus contents being assessed.
Section I – Part B
Question 22
In better responses, students were able to:
- provide clear and comprehensive reasons for the growth of new religious expressions and spiritualities
- make strong links between this growth and ecological awareness and/or disenchantment with traditional religions
- provide clear and accurate examples of new religious expressions and spiritualities.
Areas for students to improve include:
- making clearer links between the various aspects of the question
- ensuring examples used are new religious expressions/spiritualities rather than non-religions and that they are made relevant to the question.
Section II
Question 23 — Buddhism
In better responses, students were able to:
- clearly and accurately link the teaching (ai) with daily living (aii)
- demonstrate a clear understanding of how the ethical teaching gives guidance to adherents' daily living (aii)
- provide accurate, relevant and detailed information on how the beliefs in the quotation are reflected in the practice (b).
Areas for students to improve include:
- avoiding confusing ethical teachings with ethical issues
- clearly linking teaching with daily living
- clearly linking beliefs expressed in the quote with the chosen practice.
Question 24 — Christianity
In better responses, students were able to:
- clearly and accurately focus on the significance of the chosen practice for the Christian community as a whole (aii)
- make clear and accurate judgements in (aii) and (b)
- include sacred text and other relevant sources effectively to further support the response (b)
- articulate an understanding of the impact of the significant person or school of thought (b)
- respond to the specific nature of the question as opposed to describing general aspects of the significant person or school of thought (b).
Areas for students to improve include:
- focusing on the significance for the community rather than the individual (ii)
- focusing on the intent of the question (aii) and (b)
- avoiding being overly descriptive and biographical in nature (b)
- supporting arguments with examples and quotes from specific sources related to the significant person/school of thought (b).
Question 25 — Hinduism
In better responses, students were able to:
- demonstrate a clear understanding of how the contribution outlined (ai) impacted Hinduism
- explain how the quote reflected the significance of the chosen practice for the Hindu community (b)
- use clear and relevant evidence to support the response.
Areas for students to improve include:
- avoiding extensive biographical details about the significant person for (ai) and(aii)
- remaining focused on the significance of the practice for the Hindu community (b)
- linking the significant practice with the quote.
Question 26 — Islam
In better responses, students were able to:
- clearly demonstrate an understanding of the chosen practice and its significance for the Islamic community in part a (ii)
- include clear and relevant evidence in the form of sacred text references and contemporary examples to support the response in part (b)
- provide comprehensive information about the teaching and how it gives guidance to adherents in part (b).
Areas for students to improve include:
- providing specific information relevant to the community rather than just to individual adherents (aii)
- explicitly linking the teaching in the quote to the chosen ethical area (b)
- using subject specific terminology rather than general language.
Question 27 — Judaism
In better responses, students were able to:
- clearly and accurately link the teaching (ai) with daily living (aii)
- include sacred text where appropriate to support the response
- make strong links between the chosen practice and the quote
- respond to the specific nature of the question as opposed to describing general aspects of the significant practice (b).
Areas for students to improve include:
- understanding the difference between ethical teachings and ethical issues
- not describing ethical issues and practices but using elements of them as relevant to directly address the question.
Section III
Question 28 — Buddhism
In better responses, students were able to:
- sustain a reasoned judgement on the extent to which Buddhism guides adherents to 'look within'
- incorporate a comprehensive understanding of significant aspects in the lives of adherents.
Areas for students to improve include:
- integrating key aspects studied in the depth study with the quotation
- avoiding a generalised response that does not address the question or quote.
Question 29 — Christianity
In better responses, students were able to:
- provide a comprehensive explanation of how Christianity provides support and guidance to adherents
- include detailed, relevant and accurate examples of how to live a 'good life'
- incorporate a substantial understanding of Christian teachings supported by sacred text references and additional authoritative sources.
Areas for students to improve include:
- addressing the specific nature of the question rather than providing a generalised description of how a Christian lives a 'good life'
- presenting an understanding of the specific nature of the quote, that is sustained and developed throughout the response
- understanding of the beliefs of Christianity.
Question 30 — Hinduism
In better responses, students were able to:
- demonstrate a comprehensive understanding of ethical teachings in Hinduism
- explain how knowledge of Hindu ethical teachings guide adherents in their daily lives
- integrate evidence from the HSC depth study into the response.
Areas for students to improve include:
- providing clear links between knowledge of ethical teachings and how this is lived
- supporting responses with clear and accurate examples
- demonstrating an understanding of the whole tradition
- using accurate terminology associated with Hinduism.
Question 31 — Islam
In better responses, students were able to:
- provide a supported judgement of the role of a significant person or school of thought within Islam
- include detailed, relevant and accurate examples of how the significant person or school of thought supported/supports Muslim adherents “to seek the truth”
- demonstrate a substantial understanding of Islamic teachings supported by references to sacred texts and additional authoritative sources.
Areas for students to improve include:
- addressing the specific nature of the question rather than providing a generalised description of the person or school of thought and their contribution to Islam
- presenting an understanding of the specific nature of the quote that is sustained and developed throughout the response
- understanding of the beliefs of Islam and their foundation in the sacred texts.
Question 32 — Judaism
In better responses, students were able to:
- provide a judgement on how their significant person or school of thought assists Jewish adherents in their ‘search for him’
- demonstrate a substantial understanding of Jewish teachings and integrate the quote throughout the response
- incorporate detailed, relevant and accurate references from sacred texts and writings.
Areas for students to improve include:
- moving beyond simply describing their significant person or school of thought
- presenting a deeper understanding of the impact the significant person or school of thought had on the adherents.
Section IV
Question 33
In better responses, students were able to:
- demonstrate a comprehensive understanding of two religious traditions and their sacred texts
- present a well-structured cohesive response that consistently integrates relevant examples and sacred texts
- make a sustained reference to two chosen quotes throughout the response
- write a plan to assist with structuring a cohesive response.
Areas for students to improve include:
- addressing the specifics of the question directly and consistently throughout the response rather than providing a descriptive response
- ensuring a balance between the two religious traditions in the response
- integrating accurate and relevant terminology more consistently and developing a better understanding of the sacred texts for the chosen religious traditions.
