2015 Notes from the Marking Centre – Studies of Religion
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 2015 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 2015 Higher School Certificate Studies of Religion 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 1
Q11
Candidates showed strength in these areas:
- identifying the effects of dispossession on Aboriginal spiritualities
- supporting the response with reference to specific aspects of Aboriginal spiritualities
- integrating relevant and accurate terminology throughout response.
Candidates need to improve in the following areas:
- addressing the specific requirements of the question by focusing on the continuing effects of dispossession on Aboriginal spiritualities rather than the past effects
- referring to the effects on Aboriginal spirituality rather than the effects on culture
- using correct terminology when referring to aspects of Aboriginal spiritualities and dispossession
- making specific reference to aspects of Aboriginal spiritualities rather than generalisations about land and Dreaming.
Q22 – Religion and Non-Religion
Candidates showed strength in these areas:
- using scriptural references to support reasons for social responsibility
- incorporating appropriate terminology, particularly in regard to Christianity and Islam
- including relevant examples of organisations associated with religious belief systems.
Candidates need to improve in the following areas:
- understanding the requirements for the command word ‘compare’
- naming a religious and a non-religious belief system
- writing a response that fits into the lines provided.
Section II
Question 1 – Buddhism
Candidates showed strength in these areas:
- identifying one ethical teaching of Buddhism and its origin
- understanding how the selected ethical teaching guides adherents in their daily living
- providing accurate information addressing how the ‘moral precepts’ to do good are portrayed by ONE significant person or school of thought other than the Buddha
- using clear and relevant evidence to support the response.
Candidates need to improve in these areas:
- distinguishing between Buddhist ethical issues and teachings
- avoiding biographical responses that do not address the question
- using the quote in context rather than merely restating it
- structuring a response to address the command word.
Question 2 – Christianity
Candidates showed strength in these areas:
- demonstrating sound knowledge of environmental ethics
- displaying sound knowledge of a significant person and their contribution to the religious tradition
- writing concise responses with appropriate use of terminology and knowledge of the course content.
Candidates need to improve in these areas:
- applying course content to the question
- making a clear reference to Christian ethical teachings in relation to the area of study
- linking the response to the stimulus material
- distinguishing between ethical teachings and issues
- supporting an argument/judgment with relevant examples
- developing a clear understanding of the origin of the ethical teaching.
Question 3 – Hinduism
Candidates showed strength in these areas:
- demonstrating a knowledge of ONE ethical teaching of Hinduism and its origin
- clearly articulating an understanding of the how the selected ethical teaching guides adherents in their daily living
- providing accurate information addressing how the ‘good path’ to liberation is portrayed by ONE significant person or school of thought other than the Vedas
- using relevant evidence to support the response
- responding succinctly and coherently.
Candidates need to improve in these areas:
- avoiding overly descriptive and biographical responses
- using the stimulus in context throughout the response.
Question 4 – Islam
Candidates showed strength in these areas:
- recognising and naming TWO contributions of a significant person or school of thought in Islam
- expressing concisely the impact of a significant person or a school of thought
- making excellent reference to the teaching and providing clear and accurate information to support the response
- displaying sound use of terminology and good knowledge of course content.
Candidates need to improve in these areas:
- making a clear reference to the impact of significant person or school of thought rather than describing the contributions
- distinguishing between ethical teachings and issues
- incorporating relevant examples in the response
- writing concise responses.
Question 5 – Judaism
Candidates showed strength in these areas:
- recognising and naming TWO contributions of a significant person or school of thought in Judaism
- providing clear and accurate information to support the response
- giving a description of a significant person or school of thought
- displaying sound use of terminology and good knowledge of course content
- responding logically and coherently.
Candidates need to improve in these areas:
- making a clear reference to the impact of a significant person or a school of thought
- engaging with the teaching provided and linking it to the life of the adherent
- distinguishing between ethical teachings and issues
- including relevant examples in the response
- writing a concise response.
Section III
Question 1 – Buddhism
Candidates showed strength in these areas:
- identifying and describing aspects of ONE selected practice in Buddhism
- demonstrating an understanding of why the selected practice is significant to adherents
- making reference to the stimulus quote or quotes.
Candidates need to improve in these areas:
- linking aspects of the practice to the question, that is, how it assists adherents to become better people
- integrating the stimulus throughout
- addressing the verb ‘explain’ rather than providing a description
- using terminology correctly throughout the response.
Question 2 – Christianity
Candidates showed strength in these areas:
- demonstrating knowledge of the significance of a practice for the individual and/or community of believers
- providing detailed coverage of the practice with specific links to the beliefs of Christianity
- making reference to the stimulus to support the response
- using variants to demonstrate the diversity of expression of practices within Christianity
- using accurate terminology in a well-structured response.
Candidates need to improve in these areas:
- explaining how the practice assists adherents to live a Christian life
- providing meaningful and appropriate use of the stimulus material
- providing an explanation rather than a descriptive statement about the nature and order of the practice.
Question 3 – Hinduism
Candidates showed strength in these areas:
- providing knowledge of ONE selected practice in Hinduism
- demonstrating an understanding of why the selected practice is significant to adherents
- making reference to the stimulus in the response
- developing a cohesive response that met the requirements of the question.
Candidates need to improve in these areas:
- providing an explanation rather than a generalised description of the practice which does not address the question
- using the stimulus in context throughout the response
- using related terminology correctly throughout the response.
Question 4 – Islam
Candidates showed strength in these areas:
- presenting a clear understanding of the meaning of submission explaining the relationship between the chosen practice and its efficacy in assisting the ongoing process of submission in the lives of adherents
- integrating the stimulus in the response to support an explanation of how specific aspects of the practice assists adherents in attaining submission
- using concepts and terminology within the framework of a cohesive explanation.
Candidates need to improve in these areas:
- ensuring that the response meets the specific requirements of the question/stimulus and does not simply describe a practice
- using the stimulus and/or question in context
- using terminology correctly.
Question 5 – Judaism
Candidates showed strength in these areas:
- using examples to support how believers keep the covenant
- providing scriptural references to support their answer
- showing clear understanding of how marriage and synagogue services assist believers to keep the covenant
- using appropriate terminology to support their response.
Candidates need to improve in these areas:
- understanding of how death and mourning practice assists believers to keep the covenant
- incorporating the quote throughout the response
- providing an explanation rather than a purely descriptive response.
Section IV
Question 1 – Religion and Peace
Candidates showed strength in these areas:
- understanding that the question required a judgement supported with examples and scripture
- balancing the judgement with examples from both traditions
- including a range of contemporary examples
- applying terminology specifically related to the syllabus topic ‘Religion and Peace’.
Candidates need to improve in these areas:
- providing a sustained response with reference to the question throughout
- recognising the difference between the principal beliefs, ethics and principal peace teachings
- making an explicit and supported judgement
- incorporating accurate and relevant terminology
- engaging with the stimulus.
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