2014 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 2014 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 2014 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:
- referring to the quote when responding to the question
- recognising that there are a range of reasons for the current landscape, including the effect of immigration
- supporting the response with relevant examples.
Candidates need to improve in these areas:
- ensuring that statistics are up to date; for example, referring to 2011 census data rather than 2006
- focusing on the current religious landscape, rather than early colonisation
- addressing the key term ‘account for’ rather than giving a descriptive response.
Question 22
Candidates showed strength in these areas:
- differentiating between religious and non-religious world views and giving specific examples of each
- using appropriate terminology.
Candidates need to improve in these areas:
- addressing the requirements of the question in a concise and succinct manner in the space provided
- using specific and relevant examples
- integrating the stimulus source in the response rather than giving a description.
Section II
Question 1 – Buddhism
Candidates showed strength in these areas:
- understanding Buddhism and the contribution of the significant person or school of thought chosen (part ai)
- clearly articulating an understanding of the impact of the significant person or school of thought identified in part ai over time (part aii)
- making clear links between the significant person/school of thought and their impact on the development and expression of Buddhism (part aii)
- linking the significant practice, the stimulus and Buddhist beliefs (part b)
- making a judgement about the significance of the statement (part b)
- supporting responses with clear examples (part b)
- using correct and relevant terminology
- responding succinctly and coherently.
Candidates need to improve in these areas:
- avoiding overly descriptive (part b) and biographical (parts ai and aii) responses
- choosing a significant person or school of thought whose contribution has been significant enough to meet the requirements of the question (part aii)
- integrating the quote into a response rather than ‘topping and tailing’ the quote into the introduction and conclusion and making little or no reference to it in the body of the response (part b)
Question 2 – Christianity
Candidates showed strength in these areas:
- demonstrating an understanding of Christianity
- understanding the contribution (eg the work or writings) of the significant person or school of thought chosen (part ai)
- articulating an understanding of the impact of the significant person or school of thought over time (part aii)
- linking the significant person or school of thought to the development and expression of Christianity (part aii)
- linking the stimulus to the significant practice and Christian beliefs (part b)
- making a judgement about the beliefs of Christianity in relation to the community and practice (part b)
- supporting responses with clear examples (part b)
- using correct and relevant terminology
- responding succinctly and coherently.
Candidates need to improve in these areas:
- avoiding overly descriptive (part b) and biographical (parts ai and aii) responses
- choosing a significant person or school of thought whose contribution has been significant enough to meet the requirements of the question (part aii).
Question 3 – Hinduism
Candidates showed strength in these areas:
- demonstrating an understanding of Hinduism and the contribution of the significant person or school of thought chosen (part ai)
- clearly articulating an understanding of the impact of the significant person or school of thought over time (part aii)
- linking the significant person or school of thought to the development and expression of Hinduism (part aii)
- clearly showing the link between the stimulus, the significant practice and Hindu beliefs (part b)
- making a judgement about the importance of the statement (part b)
- linking the response to the quote by making explicit reference to the beliefs of Hinduism and the significance of the practice for the Hindu community (part b).
- responding succinctly and coherently.
Candidates need to improve in these areas:
- avoiding overly descriptive (part b) and biographical (parts ai and aii) responses
- choosing a significant person or school of thought whose contribution has been significant enough to meet the requirements of the question (part aii)
- structuring responses.
Question 4 – Islam
Candidates showed strength in these areas:
- providing the key characteristics and features of ONE significant practice within Islam (part ai)
- describing the practice of Hajj (part ai)
- demonstrating an understanding of the significance for the Muslim community of the practice outlined in part ai (part aii)
- using clear examples to support their response (part aii)
- making reference to the statement reflecting the contribution of the significant person or school of thought to the development and expression of Islam (part b)
- integrating the statement throughout the response (part b)
- using correct terminology.
Candidates need to improve in these areas:
- answering the question more directly and succintly (part ai)
- describing the ritual rather than giving an overview of the practice (part ai)
- linking the significant practice to the community rather than to the individual (part aii)
- avoiding overly descriptive (part b) and biographical (parts ai and aii) responses
- choosing a significant person or school of thought whose contribution has been significant enough to meet the requirements of the question (part b).
Question 5 – Judaism
Candidates showed strength in these areas:
- providing the key characteristics and features of ONE significant practice within Judaism (part ai)
- describing the practice of marriage and the practice death and mourning (part ai)
- demonstrating clear understanding of the relationship between the chosen practice and the beliefs of Judaism (part aii)
- supporting their response with examples (part aii)
- making specific reference to the verse and integrating the verse throughout the response (part b)
- applying knowledge of the significant person or school of thought to the development and expression of Judaism (part b)
- using correct and accurate terminology.
Candidates need to improve in these areas:
- describing the ritual rather than providing an overview of the practice
- developing greater understanding of the significant person or school of thought (part b)
- choosing a significant person or school of thought whose contribution has been significant enough to meet the requirements of the question (part b).
Section III
Question 1 – Buddhism
Candidates showed strength in these areas:
- demonstrating knowledge of the ethical teachings of Buddhism and their foundations with specific reference to sacred texts and writings and/or teacher or authority within the tradition
- integrating the stimulus to explain how Buddhists live ethically by practising the ‘three acts of goodness’
- developing a cohesive argument that met the requirements of the question.
Candidates need to improve in these areas:
- avoiding generalised statements that outline features or characteristics of Buddhism without engaging with the question
- using the stimulus in context throughout the response
- using Buddhist concepts and terminology correctly throughout the response.
Question 2 – Christianity
Candidates showed strength in these areas:
- demonstrating knowledge of the ethical teachings of Christianity and points of difference within Christian variants where appropriate
- providing evidence from sacred texts, Church and other authoritative teachings and/or organisations
- providing clear and accurate links to the quote provided from 3 John 1:11 and Christian ethical teachings
- explaining how ethical teachings guide adherents to do ‘what is good’.
Candidates need to improve in these areas:
- responding to the specific nature of the question rather than describing aspects of ethical teachings and issues
- integrating the quote
- linking environmental ethics to the ethical teachings of Christianity.
Question 3 – Hinduism
Candidates showed strength in these areas:
- demonstrating knowledge of the ethical teachings of Hinduism and their foundations with specific reference to sacred texts and writings and/or teacher or authority within the tradition
- demonstrating an understanding of the implications of Hindu ethical teachings on the lives of adherents
- integrating the stimulus
- developing a cohesive argument that met the requirements of the question.
Candidates need to improve in these areas:
- avoiding generalised statements that outline features or characteristics of Hinduism without engaging with the question
- using the stimulus in context throughout the response
- using Hindu concepts and terminology correctly throughout the response.
Question 4 – Islam
Candidates showed strength in these areas:
- demonstrating knowledge of the ethical teachings of Islam and their foundations with specific references from sacred texts and writings (Qur’an and Hadith)
- integrating the stimulus to explain how ethical teachings guide adherents to ‘do good deeds’ in their daily lives
- illustrating these ‘good deeds’ through the use of varied, relevant, contemporary examples that were derived from a variety of sources
- developing a cohesive argument that met the requirements of the question.
Candidates need to improve in these areas:
- avoiding generalised statements that outline features or characteristics of Islam without engaging with the question
- using the stimulus in context throughout the response rather than just using the words ‘good deeds’
- using Islamic concepts and terminology correctly throughout the response.
Question 5 – Judaism
Candidates showed strength in these areas:
- demonstrating understanding of the ethical teachings of Judaism
- explaining how ethical teachings guide adherents to ‘be wise in deeds’.
Candidates need to improve in these areas:
- responding to the specific nature of the question rather than describing aspects of ethical teachings and issues
- ensuring that examples and comments are relevant to Judaism rather than making simple reflections and providing personal opinions on ethical issues
- ensuring that cohesive links are made with the quote provided.
Section IV – Religion and Peace (Studies of Religion II only)
Candidates showed strength in these areas:
- discussing how the ‘founders’ of religious traditions can be models for emulating peace
- using sacred texts and writings to illustrate a religious understanding of peace
- applying terminology specifically related to Religion and Peace.
Candidates need to improve in these areas:
- using current examples
- refraining from including ‘secular’ applications to world peace
- recognising the distinction within a religious tradition between ‘principal beliefs’ and the teachings about peace
- making appropriate and integrated use of a stimulus when it is provided.
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