2013 Notes from the Marking Centre – Studies of Religion I and II
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Studies of Religion course. It contains comments on candidate responses to the 2013 Higher School Certificate examination, highlighting their strengths in particular parts of the examination and indicating where candidates need to improve.
This document should be read along with:
- the Studies of Religion Stage 6 Syllabus
- the 2013 Higher School Certificate Studies of Religion I examination and Studies of Religion II examination
- the marking guidelines
- Advice for HSC students about examinations
- other support documents developed by the Board of Studies, Teaching and Educational Standards NSW to assist in the teaching and learning of Studies of Religion in Stage 6.
Section I
Question 11
Candidates showed strength in these areas:
- identifying the objectives of the Land Rights movement and the connection between the Native Title Act and these objectives
- recognising the importance of land to the preservation and realisation of the Dreaming and the connection between Indigenous spirituality and the Land Rights movement.
Candidates need to improve in these areas:
- referring explicitly to the quote
- understanding the difference between the Land Rights movement and reconciliation
- relating the Land Rights movement to Aboriginal belief systems and spirituality.
Question 22
Candidates showed strength in these areas:
- understanding the concepts of materialism and scientific progress
- demonstrating knowledge of religious expressions and spiritualities
- using appropriate terminology.
Candidates need to improve in these areas:
- addressing one aspect rather than both when the question asks for one
- understanding that Pentecostalism is not considered to be part of ‘New Age’ spiritualities.
Section II – Religious Tradition Depth Study
Question 1 – Buddhism
Candidates showed strength in these areas:
- demonstrating knowledge of Buddhism and its ethical teachings
- expressing the links between the chosen area of study and the significance for the Buddhist community (part aii)
- supporting arguments with examples and quotes from the sacred texts or examples relevant to the practice.
Candidates need to improve in these areas:
- responding to the specific nature of the question as opposed to describing aspects of Buddhist practices
- demonstrating understanding of sexual ethics
- understanding of ethical teaching (part b)
- using appropriate terminology.
Question 2 – Christianity
Candidates showed strength in these areas:
- demonstrating knowledge of Christianity and its ethical teachings
- expressing the links between the chosen area of study and the significance for the Christian community (part aii)
- providing reasons for ethical teachings
- supporting arguments with examples and quotes from the sacred texts or examples relevant to the practice.
Candidates need to improve in these areas:
- referring to the New Testament in preference to the Hebrew Scriptures
- responding to the specific nature of the question as opposed to describing aspects of Christian practices
- demonstrating understanding of sexual ethics and bioethics
- using quotes from the New Testament to support statements about ethical teachings (part b).
Question 3 – Hinduism
Candidates showed strength in these areas:
- demonstrating knowledge of Hinduism and its ethical teachings
- expressing the links between the chosen area of study and the significance for the Hindu community
- providing reasons for ethical teachings
- demonstrating knowledge of environmental ethics
- supporting arguments with examples and quotes from the sacred texts or examples relevant to the practice.
Candidates need to improve in these areas:
- responding to the specific nature of the question as opposed to describing aspects of Hindu practices
- demonstrating understanding of sexual ethics and bioethics
- ensuring that the community is addressed rather than just the individual adherent
- using quotes from the sacred texts (particularly the Bhagavad Gita and Manusmrti) as well as from Hindu teachings, organisations and examples to support statements about ethical teachings
- not confusing Hinduism with Buddhism.
Question 4 – Islam
Candidates showed strength in these areas:
- demonstrating knowledge of the contribution of one significant person or school of thought in Islam – in particular, A’isha bint Abu Bakr, Al Ghazali, Sayyid Qutb and Sufism
- describing the contribution of this person/school of thought to the development and/or expression of Islam
- demonstrating accurate and detailed knowledge and understanding of Islamic ethical teachings, particularly environmental ethics
- providing reasons for ethical teachings
- using extracts from the sacred texts (Qur’an and Hadith) as well as from Muslim scholars and organisations.
Candidates need to improve in these areas:
- making a judgement about the contribution of the significant person or school of thought to the development of Islam
- demonstrating understanding of sexual ethics and bioethics
- using Islamic terminology correctly.
Question 5 – Judaism
Candidates showed strength in these areas:
- demonstrating knowledge of the contribution of one significant person or school of thought in Judaism – in particular, Moses Maimonides
- describing the contribution of the person/school of thought to the development and/or expression of Judaism
- demonstrating accurate and detailed knowledge and understanding of Jewish ethical teachings, particularly environmental ethics
- providing reasons for ethical teachings
- using extracts from the sacred texts (Torah and Talmud).
Candidates need to improve in these areas:
- making a judgement about the contribution of the significant person or school of thought to the development of Judaism
- using Jewish terminology correctly.
Section III
Candidates showed strength in these areas:
- demonstrating understanding of content relating to the three defined areas of the HSC syllabus
-
relating content to a common point of connection as required by the stimulus (Venn diagram)
- Buddhism, for example the central teachings such as the Four Noble Truths, the Eightfold Path, the Three Jewels, the Five Precepts
- Christianity, for example the central belief of salvation
- Hinduism, for example the central beliefs such as ahimsa, and terminology such as puja, dashan, karma, moksha
- Islam, for example the goal of submission or central beliefs such as Tawhid
- Judaism, for example the practice of marriage and the responsibilities of the couple with regard to sexual ethics
- discussing the relationship between at least two and possibly three of the syllabus aspects and/or [Religious Tradition] as a living religious tradition
- providing evidence from sacred texts and/or other examples and/or organisations
- providing evidence of the way the aspects contribute to the religious tradition.
Candidates need to improve in these areas:
- responding to the specific nature of the question as opposed to describing aspects of [Religious Tradition]
- linking [Religious Tradition] to the concept of living religious tradition through the use of contemporary examples
- ensuring that the information presented on persons/ethics/practices is accurate
- ensuring that examples and comments are relevant to the [Religious Tradition] rather than simply reflections on political issues.
Section IV
Question 1 – Religion and Peace
Candidates showed strength in these areas:
- demonstrating knowledge and understanding of the syllabus topic ‘Religion and Peace’
- using extracts from sacred texts, both quotations and paraphrases
- explaining connections between sacred texts and the guidance they offer towards inner peace.
Candidates need to improve in these areas:
- using the language of explanation in the response
- responding to the specific nature of the question as opposed to describing information from the Religion and Peace topic
- ensuring that other aspects of the religious tradition referred to are relevant and well integrated.
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