CATHOLIC SECONDARY SCHOOLS ASSOCIATION
CSSA TRIAL HSC EXAMINATION
STUDIES OF RELIGION
SAMPLE QUESTIONS
JUNE 2010
2
The 2009 HSC examination in Studies of Religion represented a significant
change in focus to the exam papers in the subject from previous years,
particularly in relation to Section III of the paper. This change was specifically
designed by the Board’s Examination Committee to reduce the predictability of
the questions comprising the paper and thereby addressing the problem of
students using “prepared answers”. Rather than respond directly to each
question asked by the examiners, significant numbers of students were found to
be writing from memory a response they had previously prepared in class or as
part of their individual study program. The degree of congruence between the
content of these prepared answers and the responses the examiners were
seeking varied considerably and it was found that, at least in some cases, the
relevance of their response to the question asked was problematic.
As a consequence of the changes to the extended-response questions that were
used in the 2009 HSC examination paper, there has been some uncertainty
amongst teachers regarding the format and structure of questions that are likely
to comprise Section III of the 2010 HSC examination in the subject. In recent
times, the NSW Board of Studies has published on its website
www.boardofstudies.nsw.edu.au (April 27, 2010) support materials for HSC
examinations in Studies of Religion. These materials, which are considered to
be a valuable resource for teachers, include some annotated examples of high
quality responses to the Section III questions of the 2009 HSC examination and,
importantly, a small number of sample questions for both Section II and III of
Studies of Religion from 2010.
In addition to the support materials developed by the Board of Studies, key
personnel associated with the preparation of this year’s CSSA Studies of
Religion exam papers have prepared this publication of sample questions.
Those involved in the preparation of this document are:
Geraldine Perry, OLMC, Parramatta
Paul Lentern, Mount St Benedict College, Pennant Hills
Sandy Hollis, Emanuel Synagogue, Woollahra
Jim Prendergast, Patrician Brothers College, Blacktown
These sample questions have been designed to complement the Board’s recent
publication and provide teachers of the subject with a range of Section II and
Section III type questions that reflect the spirit of the syllabus and which seek to
meet the requirements for sound measurement in exam papers that are
structured with optional questions. In this regard, considerable attention has
been given to ensuring that optional questions from the different religious
traditions have a similar level of demand, thus providing a basis for students not
to be penalised in the marks awarded to their answers by their choice of religious
tradition or by any statistical scaling process that is applied to the marks.
Should you have comment or queries on any of the questions in this document,
you are asked to contact the CSSA Exam Division’s offices by e-mail at
trial.exams@cssa.catholic.edu.au or by post at Box 3126, Bankstown Square,
2200. All correspondence from schools and individual teachers will be given
prompt attention.
3
4
Both Section II and Section III are common to both the Studies of Religion I and Studies of
Religion II papers and comprise a series of questions on the five religious traditions from
which students make a selection to which they will respond. In the case of SOR I, students
select one question from each section, with the proviso that the questions chosen must be
from different religious traditions. In SOR II, students select two questions from Section II
and one question from Section III, again with the proviso that the Section III selection must
be a different religious tradition to those chosen previously in Section II.
The Board of Studies has introduced mark scaling processes of these optional questions
within the HSC examination, designed specifically to ensure students are not penalised or
advantaged in the marks awarded on these questions by the nature of the subset of the
candidature attempting each question. These processes, known as Optional Question
Scaling relate the performance of the students attempting each of optional questions to their
performance on a common “core” of questions attempted by all students.
If this Optional Question Scaling is to be fully effective, it is necessary for the questions to
fulfil a number of requirements:

The questions should have a similar level of demand;

The questions should seek to measure similar traits or skills;

They should have similar levels of reliability1; and

Each question should be free of internal choice2.
In preparing these sample questions, the CSSA Committee sought to ensure each of these
measurement requirements was met. At the same time, it was necessary to ensure that the
requirement for the questions to “mirror”, as far as possible, the questions in the HSC
Studies of Religion papers3. These were, on occasion, competing requirements and created,
at times, some tensions in the question development processes. In such cases, where the
Committee was not convinced that these requirements were being fulfilled, comment of this
included. In this way, it is hoped that teachers will become more aware of some of the
problems facing test developers as they seek to prepare quality exam questions for our
Studies of Religion students.
It was noted, also, that in the marking of the HSC Studies of Religion papers, the common
components in Section II and the common Section III are marked without regard to the
students being 1 Unit or 2 Unit candidates. It is essential, therefore, in preparing the
questions for these parts of the Studies of Religion papers the questions do not unfairly
advantage the 2 Unit students. For example, questions that use stimulus material from
Sacred Writings may allow the 2 Unit students to use the knowledge gained in the study of
‘Peace’ and ‘Religion and non-Religion’, material that would not be available to the 1 Unit
The technical notion of the reliability with which students’ scores are measured is an important one. Questions
may differ in the clarity of what is expected in an ideal answer. In some questions it is quite clear what is expected
for a good answer, whilst in others it is more difficult to specify in advance what should be highly regarded. This
can affect the reliability of the scores both in the way students respond and in the consistency of the marking. For
a high achieving student it is not a matter of indifference to be attempting a question of relatively unreliable scores
rather than reliable ones. Reliable scores will make students’ achievement evident; unreliable question scores may
under-estimate their true achievement. Importantly, NO scaling process can turn an unreliable set of scores into a
reliable set!
1
2
The exception to this requirement would be if the number of students presenting each of each of the internal
choices was significantly large so that each internal choice could be treated as a separate question.
3
In this regard, the 2008 and 2009 HSC papers are of relevance (as advised by the Board in its website) together
with the Support Document (see www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/studies-religion-examsupport.pdf), released recently by the Board.
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students. Care has been taken in developing the questions contained in this document to
ensure that such situations of unfair advantage/disadvantage do not arise.
The Section II sample questions that are presented in the following pages have been given a
format that might be expected in both the CSSA Trial HSC exams and in the HSC
examination itself. It will be noted that different mark allocations have been given to the partquestions (a), (b) and (c) in each of the religious traditions. This is to demonstrate that the
part-question mark allocation is not fixed and the 15 marks that are awarded to the question
can be made up of various combinations. It should be noted, however, that in both the
CSSA Trial HSC and the HSC exam itself, only one of the possible combinations will be used
for all questions in this part of the papers.
The sample questions for Section III may be categorised as one of four types, each type with
a particular focus. These categories are:
Type 1: Questions which require expression of the whole tradition and may
include use of stimulus material either specific to a tradition or a general stimulus
for the whole section.
Type 2: Questions which focus on the contribution of religion to the lives of
adherents and may include use of stimulus material either specific to a particular
tradition or a general stimulus for the whole section. Also, the questions may
specify particular areas of study, e.g., ethics or may allow students to choose.
Type 3: Questions requiring a response on a specific area – people and ideas or
ethics or practices – and may include stimulus material either specific to the
tradition or a general stimulus for the whole section.
Type 4: Questions requiring response on a combination of areas – people and
ideas or ethics or practices. The required combination may be set or may be
open to student choice and the stimulus material may be specific to a tradition or
a general stimulus for the whole section.
The sample questions in this document are presented as five sets of questions, with each set
containing one question from each of the five religious traditions studied by HSC students as
part of their Studies of Religion course. Thus, each question set mimics the Section III
component of the CSSA Trial HSC examination paper and the HSC paper for the subject.
An indication is given, also, of the purpose of the Section III questions in terms of which of
the four types is the focus of the question.
Marking Guidelines are provided for all sample questions, with Section II presented at the
end of each Section II component and the Section III guidelines presented at the end of each
of the question sets. Various comments on each of the sample questions are presented in
italics after each question.
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STUDIES OF RELIGION EXAMINATION
SECTION II SAMPLE QUESTIONS
7
Section II — Religious Tradition Depth Study
15 marks
Answer the question in the Studies of Religion Section II Answer Booklet.
Question 1 - Buddhism (15 marks)
Marks
(a) Outline the contribution to the expression of Buddhism of ONE significant person
or school of thought.
4
(b) (i) How does ONE significant practice, drawn from the following, communicate
the principal beliefs of Buddhism?
• Pilgrimage
• Temple Puja
• Wesak
5
(b) (ii) Evaluate how the same significant practice in (b) influences the life of
individual Buddhist believers.
6
Question 2 - Christianity (15 marks)
Marks
(a) Outline ONE significant practice within Christianity drawn from the following:
• Baptism
• Marriage ceremony
• Saturday/Sunday worship
3
(b) How does the significant practice, outlined in (a) convey the beliefs of Christianity
to adherents.
4
(c) Evaluate the impact of ONE significant person or school of thought on Christianity.
8
Question 3 – Hinduism (15 marks)
Marks
(a) Outline ONE significant practice within Hinduism drawn from the following:
• Marriage ceremony
• Pilgrimage
• Temple Worship
3
(b) Explain Hindu ethical teachings on bioethics OR environmental ethics
OR sexual ethics.
4
(c) Evaluate the impact of ONE significant person or school of thought on Hinduism.
8
8
Question 4 - Islam (15 marks)
Marks
(a) Outline ONE significant practice within Islam drawn from the following:
• Friday prayer at the mosque
• Funeral ceremony
• Hajj
3
(b) Explain how the significant practice, outlined in (a), expresses principal beliefs
of Islam.
5
(c) How does the significant practice explained in (b) provide distinctive answers to
the enduring questions of human existence.
7
Question 5 – Judaism (15 marks)
Marks
(a) Outline the contribution to the expression of Judaism of ONE significant person
or school of thought.
3
(b) Explain how the Hebrew Scriptures guide the Jewish ethical teachings, in ONE
of the following areas:
• bioethics
• environmental ethics
• sexual ethics
6
(c) Evaluate the importance within the Jewish community, of ONE significant practice
drawn from:
• death and mourning
• marriage
• Synagogue services
6
9
SECTION II – MARKING GUIDELINES
Question 1 - Buddhism (15 marks)
Marks
(a) Outline the contribution to the expression of Buddhism of ONE significant person
or school of thought.
4
Outcomes assessed: H1, H3, H4
Criteria



Accurately indicates the main contributions of ONE significant person or school
of thought to the expression of Buddhism
Indicates some of the main contributions of ONE significant person or school of
thought to the expression of Buddhism
Makes general statements about ONE significant person or school of thought in
Buddhism
Marks
4
3–2
1
Answers could include:
Asoka
 The development of Buddhism in his kingdom
 A tradition for all classes
 Education/instruction through rock edicts, monasteries and stupas
 The expansion of Buddhism through his support of missionaries
 Showed that Buddhism could be a basis for government, foreign policy and
religious tolerance
(b) (i) How does ONE significant practice, drawn from the following, communicate
the principal beliefs of Buddhism?
• Pilgrimage
• Temple Puja
• Wesak
5
Outcomes assessed: H1, H2, H4
Criteria



Provides detailed and accurate examples of how ONE significant practice in
Buddhism communicates the principal beliefs of the tradition
Provides some accurate examples of how ONE significant practice in Buddhism
communicates the beliefs of the tradition
Provides general statements about the chosen practice in Buddhism
Marks
5
3–4
1–2
Answers could include:
Wesak
 The birth, enlightenment (parinirvana) and death of Buddha
 The Three Jewels
 The Four Noble Truths
 The Marks of Existence
 Karma, Samsara, Nirvana
10
(b) (ii) Evaluate how the same significant practice in (b) influences the life of
individual Buddhist believers.
6
Outcomes assessed: H1 H2 H5 H8
Criteria





Clearly and accurately gives examples of how the chosen practice used in (b)
influences the life of individual Buddhist believers
Makes a comprehensive judgement of the influence of the practice in the life of
individual Buddhist believers
Provides some examples of how the chosen practice used in (b) influences the
life of individual Buddhist believers
Makes a competent judgement of the influence of the practice in the life of
individual Buddhist believers
Provides a generalised response which may provide information about the
Buddhist practice used in (b) and/or the individual Buddhist believer.
Marks
5–6
3–4
1–2
Answers could include:
Wesak
 Focus on the own enlightenment
 Generate good karma
 Make a spiritual connection with the community
 Reminder of the history of Buddhism
Question 2 - Christianity (15 marks)
Marks
(a) Outline ONE significant practice within Christianity drawn from the following:
• Baptism
• Marriage ceremony
• Saturday/Sunday worship
3
Outcomes assessed: H1, H2


Criteria
Marks
Clearly and accurately provides key features and characteristics of the chosen
significant practice within Christianity
Sketches in general terms some features of the chosen significant practice
within Christianity
3
OR
 Provides details about one feature of the chosen practice
 Writes in general terms about the chosen practice within Christianity
2
1
Answers could include:
 Baptism

Beliefs about baptism

Adult or infant baptism

Type of baptism

Biblical sources of baptism
11
(b) How does the significant practice, outlined in (a) convey the beliefs of Christianity
to adherents.
4
Outcomes assessed: H1, H2, H5
Criteria




Provides detailed and accurate examples of how ONE significant practice
outlined in (a) conveys the principal beliefs of Christianity
Provides some accurate examples of how ONE significant practice outlined in
(a) conveys the beliefs of Christianity
Provides detail of the beliefs expressed in the chosen practice
Provides general statements about the chosen practice outlined in (a) or beliefs
of Christianity
Marks
4
2–3
1
Answers could include:
Baptism
 The core beliefs of Christianity
 The divinity and humanity of Jesus
 God and the trinity
 Revelation
 Salvation
(c) Evaluate the impact of ONE significant person or school of thought on Christianity.
8
Outcomes assessed: H1, H2, H8
Criteria







Provides detailed and accurate information on the contribution of ONE
significant person or school of thought on Christianity
Makes an informed and detailed judgement of the value of the impact of the
chosen significant person or school of thought on Christianity
Provides some accurate information on the contribution of ONE significant
person or school of thought on Christianity
Makes a sound judgement on the value of the impact of the chosen significant
person or school of thought on Christianity
Makes general statements about the contribution of ONE significant person or
school of thought on Christianity
May make basic judgement about the impact of the chosen significant person or
school of thought
Makes general statements about a significant person or school of thought in
Christianity
Marks
7–8
5–6
3–4
1–2
Answers could include:
Pope John XXIII
 Vatican II – Liturgy, Ecumenism, Role of laity, Bible
 Impacted on Catholics, Protestants, Orthodox
 Encyclicals
12
Question 3 – Hinduism (15 marks)
Marks
(a) Outline ONE significant practice within Hinduism drawn from the following:
• Marriage ceremony
• Pilgrimage
• Temple Worship
3
Outcomes assessed: H1, H2




Criteria
Marks
Clearly and accurately provides key features and characteristics of the chosen
significant practice within Hinduism
Sketches in general terms some features of the chosen significant practice
within Hinduism, OR
Provides details about one feature of the chosen practice
Writes in general terms about the chosen practice within Hinduism
3
2
1
Answers could include
Marriage ceremony: could incorporate such features as:
 Marriages arranged by parents, after consulting the jathakan
 The pandit performs a private puja to the god Ganesh approximately
15 days before the wedding
 The wedding is usually conducted in Sanskrit
 The bride traditionally wears a red sari and the groom an outfit and
headdress given to him by the bride’s family
 The bride and groom’s hands are tied together
 The ceremony ends with the groom’s garment and bride’s sari being
tied together
 Wedding vows are exchanged are enacted in the sapta padi
 The couple walk around sacred fire three times
(b) Explain Hindu ethical teachings on bioethics OR environmental ethics
OR sexual ethics.
4
Outcomes assessed: H1, H2



Criteria
Marks
Provides clear and accurate details concerning the relationship the between
ethical teachings of Hinduism and the chosen area
Provides generalised details concerning the relationship the between ethical
teachings of Hinduism and the chosen area
Provides a generalised statement about the ethical teaching of Hinduism OR
the chosen area
4
2–3
1
Answers could include:
Environmental ethics
 Hindus foster a harmonious relationship with the natural world in which all creation is
considered divine
 Karma influences how a Hindu approaches the environment (cause and effect)
 Dharma supports reverence towards all natural phenomena
 Ahisma is a scared teaching of non-violence and respect for life which is followed by
Hindus
 Hindus are not permitted to cause harm to any living creature
13
(c) Evaluate the impact of ONE significant person or school of thought on Hinduism.
8
Outcomes assessed: H1, H2, H8
Criteria







Provides detailed and accurate information on the contribution of ONE
significant person or school of thought on Hinduism
Makes an informed and detailed judgement of the value of the impact of the
chosen significant person or school of thought on Hinduism
Provides some accurate information on the contribution of ONE significant
person or school of thought on Hinduism
Makes a sound judgement on the value of the impact of the chosen significant
person or school of thought on Hinduism
Makes general statements about the contribution of ONE significant person or
school of thought on Hinduism
May make basic judgement about the impact of the chosen significant person or
school of thought
Makes general statements about a significant person or school of thought in
Hinduism
Marks
7–8
5–6
3–4
1–2
Answers could include:
Mohandas Gandhi
 Satyagraha - method of social action based on the principles of courage,
non-violence and the truth
 The concept of the presence of God in all religions
 His teaching of ahimsa – non-violence
Question 4 - Islam (15 marks)
Marks
(a) Outline ONE significant practice within Islam drawn from the following:
• Friday prayer at the mosque
• Funeral ceremony
• Hajj
3
Outcomes assessed: H1, H2




Criteria
Marks
Clearly and accurately provides key features and characteristics of the chosen
significant practice within Islam
Sketches in general terms some features of the chosen significant practice
within Islam, OR
Provides details about one feature of the chosen practice
Writes in general terms about the chosen practice within Islam
3
2
1
Answers could include:
Hajj
 The fifth pillar of faith
 The many rituals of the Hajj, such as:
 Circling the Ka’ba seven times
 Ihram
 Mount Rahma – rehearsal for Judgment Day
 Jumraat ai-Aqaba
 Eid al Adhu
 Tawf al Wada
14
(b) Explain how the significant practice, outlined in (a), expresses principal beliefs
of Islam.
5
Outcomes assessed: H1, H2
Criteria




Provides detailed and accurate examples of how ONE significant practice
outlined in (a) expresses the principal beliefs of Islam
Provides some accurate examples of how ONE significant practice outlined in
(a) expresses the principal beliefs of Islam. OR
Provides detail of the beliefs expressed in the chosen practice outlined in (a)
Provides general statements about the chosen practice outlined in (a) or beliefs
of Islam
Marks
4
2–3
1
Answers could include:
Hajj




Tawhid
Angels
Fate/Predestination
Judgment Day
(c) How does the significant practice explained in (b) provide distinctive answers to
the enduring questions of human existence.
7
Outcomes assessed: H1, H2, H5 H8
Criteria




Provides accurate and informed information on how the significant practice
explained in (b) offers distinctive answers to the enduring questions of human
existence in Islam
Provides some accurate information on how the significant practice explained in
(b) offers distinctive answers to the enduring questions of human existence in
Islam
Makes general statements about how the significant practice explained in (b)
offers distinctive answers to the enduring questions of human existence in Islam
Makes general statements about the significant Islamic practice explained in (b)
Marks
7
5–6
3–4
1–2
Answers could include:
Hajj






A quest for redemption and human spirituality
Allows individuals to be reborn and rejuvenated
Strength their relationship with God
Purity of mind and respect for others
Fulfillment of a covenant with God
Praise to God
15
Question 5 – Judaism (15 marks)
Marks
(a) Outline the contribution to the expression of Judaism of ONE significant person
or school of thought.
3
Outcomes assessed: H1, H2,
Criteria



Accurately indicates the main contributions of ONE significant person or school
of thought to the expression of Judaism
Indicates some of the main contributions of ONE significant person or school of
thought to the expression of Judaism
Makes general statements about ONE significant person or school of thought in
Judaism
Marks
3
2
1
Answers could include:
Moses Maimonides
 The Commentary on the Mishnah (Pirush Hamishnayos)
 The Mishneh Torah (Sefer Yad ha-Chazaka)
 The Guide for the Perplexed
(b) Explain how the Hebrew Scriptures guide the Jewish ethical teachings, in ONE
of the following areas:
• bioethics
• environmental ethics
• sexual ethics
6
Outcomes assessed: H1, H2, H4
Criteria



Provides clear and accurate details concerning the relationship the between the
Hebrew Scriptures and how they guide the ethical teachings of Judaism in the
chosen area
Provides generalised details concerning the relationship the between the
Hebrew Scriptures and how they guide the ethical teachings of Judaism in the
chosen area
Provides a generalised statement about the ethical teaching of Judaism and/or
the chosen area
Marks
5–6
3–4
1–2
Answers could include:
Bioethics

Sources including the Torah and the Talmud

Deuteronomy 10:12 – ‘And now Israel, what does the Lord your
God require you to do?’

613 mitzvot (commandments)
16
(c) Evaluate the importance within the Jewish community, of ONE significant practice
drawn from:
• death and mourning
• marriage
• Synagogue services
6
Outcomes assessed: H1, H2, H5 H8
Criteria





Provides detailed and accurate information on the chosen practice
Makes an informed and detailed judgement of the value of the chosen practice
on the Jewish community
Provides some accurate information on the chosen practice
Makes a sound judgement on the value of the chosen practice on the Jewish
community
Provides a generalised statement about the chosen practice and/or the Jewish
community
Marks
5–6
3–4
1–2
Answers could include:
Marriage
 Reminds the community of the covenantal obligation to God
 Marriage is regarded as the cornerstone of Jewish society.
 Reinforces key Jewish beliefs in the ritual and traditions.
17
ADDITIONAL SECTION II QUESTION
Presented below, is an additional Section II question that seeks to highlight a potential problem in
developing questions with dependent parts in the area of Significant People and Ideas because of
a likelihood of advantaging/disadvantaging students on the basis of the person or school of
thought they have studied. This particular example relates to the Islam religious tradition (usually
Question 4 in Section II of the paper).
Question 4 – Islam (15 marks)
Marks
(a) Outline the contribution to the expression of Islam of ONE significant
person or school of thought.
3
(b) Explain how the contribution of this person or school of thought influences
the lives of Muslims.
4
(c) Evaluate how the contribution of this person or school of thought has impacted
on the underlying unity of Islam.
8
MARKING GUIDELINES
Question 4 – Islam (15 marks)
Marks
(a) Outline the contribution to the expression of Islam of ONE significant person
or school of thought.
3
Outcomes assessed: H1, H2
Criteria



Clearly and accurately identifies the main contributions of the chosen
significant person or school of thought within Islam.
Indicates in general terms some contributions of the chosen significant person
or school of thought within Islam.
Writes in general terms about the chosen significant person or school of thought
within Islam.
Marks
3
2
1
Answers could include:
 Naming the significant person or school of thought.
 Stating the main areas or examples of the contribution of the person or school of thought.
 Clearly expressing the points in a concise and well structured manner.
 Using examples where appropriate.
18
(b) Explain how the contribution of this person or school of thought influences
the lives of Muslims
4
Outcomes assessed: H1, H2, H5
Criteria





Makes a clear judgement about the effect of the chosen person or school of
thought on the adherents of Islam.
Uses examples to support the judgement made.
Provides generalised statements about the effect of the chosen person or school
of thought on the adherents of Islam.
May include examples.
Provides general statements about the chosen person or school of thought.
Marks
4
2–3
1
Answers could include:
 Clearly showing how the contribution of the person or school of thought affects the lives of the
adherents of Islam.
 Providing clear and relevant examples to show these effects.
 Expressing the points in a concise and well structured manner.
(c) Evaluate how the contribution of this person or school of thought has impacted on
the underlying unity of Islam
8
Outcomes assessed: H1, H2, H8
Criteria









Provides a clear and detailed judgement of the value of the impact of the
chosen significant person or school of thought on Islam.
Identifies the extent of the influence of this person or school of thought on the
unity of Islam.
Provides appropriate examples to support the judgements made.
Provides a sound judgement of the value of the impact of the chosen
significant person or school of thought on Islam.
Makes reference to the extent of the influence of this person or school on the
unity of Islam.
Provides appropriate examples to support the judgements made.
Makes general statements about the contribution of ONE significant person or
school of thought on Islam.
May include examples.
Makes general statements about a significant person or school of thought in
Islam.
Marks
7–8
5–6
3–4
1–2
Answers could include:
 Clear judgments about the extent or degree of the influence of the person or school of thought
in Islam.
 Making specific reference between the influence of the person or school of thought and the
unity of Islam.
 Providing clear and relevant examples to show these effects.
 Expressing the points in a clear and well structured manner.
19
20
STUDIES OF RELIGION EXAMINATION
SECTION III SAMPLE QUESTIONS, MARKING
GUIDELINES AND COMMENTS
21
QUESTION SET A
In this set of questions the source material and the wording
of the questions are identical for all traditions
Question 1:
“Unity in faith does not mean uniformity in worship and practices”
With reference to the statement above, assess the contribution of one significant person
or school of thought recognising the different expressions of the religious tradition of
Buddhism.
Question 2:
“Unity in faith does not mean uniformity in worship and practices”
With reference to the statement above, assess the contribution of one significant person
or school of thought recognising the different expressions the religious tradition of
Christianity.
Question 3:
Unity in faith does not mean uniformity in worship and practices”
With reference to the statement above, assess the contribution of one significant person
or school of thought recognising the different expressions of the religious tradition of
Hinduism.
Question 4:
“Unity in faith does not mean uniformity in worship and practices”
With reference to the statement above, assess the contribution of one significant person
or school of thought recognising the different expressions of the religious tradition of
Islam
Question 5:
“Unity in faith does not mean uniformity in worship and practices”
With reference to the statement above, assess the contribution of one significant person
or school of thought recognising the different expressions of the religious tradition of
Judaism.
22
MARKING GUIDELINES – QUESTION SET A
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Outcomes assessed: H1, H2, H4, H5, H8, H9
Criteria
Demonstrates a thorough understanding of
Buddhism/Christianity/Hinduism/Islam/Judaism drawing on significant
teachings to respond to the quote
Makes a comprehensive judgment of the impact of a significant person or
school of thought, practice and ethical teachings on
Buddhism/Christianity/Hinduism/Islam/Judaism as a living religious system
Integrates specific terminology relevant to the particular religious tradition
chosen
Presents a sustained, logical and well structured response
Demonstrates a sound understanding of
Buddhism/Christianity/Hinduism/Islam/Judaism drawing on significant
teachings to respond to the quote
Makes a competent judgment of the impact of a significant person or school of
thought, practice and ethical teachings on
Buddhism/Christianity/Hinduism/Islam/Judaism as a living religious system
Applies accurate terminology relevant to the particular religious tradition
chosen
Presents a sustained and logical response
Demonstrates a thorough understanding of
Buddhism/Christianity/Hinduism/Islam/Judaism drawing on significant
teachings to respond to the quote
Provides some judgment of the impact of a significant person or school of
thought, practice and ethical teachings on
Buddhism/Christianity/Hinduism/Islam/Judaism as a living religious system.
Uses some appropriate terminology relevant to the Religious Tradition chosen
Presents a logical response
Provides a general description of the impact of a significant person or school of
thought, practice and ethical teachings on
Buddhism/Christianity/Hinduism/Islam/Judaism as a living religious system
Uses basic terminology relevant to the particular religious tradition chosen
Presents a generalised response
Makes some statements about Buddhism/Christianity/Hinduism/Islam/Judaism
OR a significant person or school of thought OR practice and ethical teachings
Uses simple terminology relevant to the particular religious tradition chosen
Marks
17-20
13-16
9-12
5-8
1-4
Comments: As each of these questions requires expression of the religious tradition as a
whole, they are categorised as TYPE 1 questions.
In these questions where identical source material and question wording are used, the
standard formula of “recognising the different expressions” is used as an alternative to
the cumbersome “whole of religious tradition” phrase. By using a common set of
Marking criteria for all five questions, this approach seeks to address directly the issue of
comparability in the level of demand of these optional questions. It should be noted,
however, that no guarantee can be given that such comparability will ensue. Care needs
to be taken in making the assumption that identical wording will automatically result in
questions on different religious traditions being equally difficult for students.
23
QUESTION SET B
This set of questions, which is a variation of the previous format, uses a
quote from each religious tradition having similar sentiments, with the
question asked for each tradition having similar focus but not identical
wording:
Question 1 – Buddhism (20 marks)
Comparing oneself to others in such terms as "Just as I am so are they,
just as they are so am I," he should neither kill nor cause others to kill.
- Sutta Nipata 705
With reference to the source material above, assess the impact of Buddhist
ethical teaching on the expression of Buddhism as a living religious tradition.
Outcomes assessed: H1, H2, H4, H5, H8, H9
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


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Criteria
Demonstrates a detailed and thorough knowledge of Buddhism
Makes a comprehensive judgement about Buddhist ethical teaching and its
influence on Buddhism in practice.
Clearly incorporates significant examples of Buddhist practice relevant to
question
Incorporates references to the source material into the response.
Presents ideas clearly in a cohesive response integrating specific terminology
relevant to the study of Buddhism
Demonstrates a sound knowledge of Buddhism
Makes a competent judgement about Buddhist ethical teaching and its
influence on Buddhism in practice.
Includes significant examples of Buddhist practice relevant to question
Includes references to the source material
Presents ideas clearly in a well structured manner response including specific
terminology relevant to the study of Buddhism
Demonstrates a basic knowledge of Buddhism and/or Buddhist ethics
Includes some examples of Buddhist practice relevant to question
Includes references to the source material
Provides general statements about Buddhist ethics
May include examples of Buddhist practice relevant to the question.
Makes general statements about Buddhism
Marks
17 – 20
13 – 16
9 – 12
5–8
1–4
Comments: This sample question is modelled on the first sample provided by the
Board of Studies on their website and is a TYPE 1 question as it requires students to
write about the tradition as a whole.
The use of the phrase “living religious tradition” follows the term “religious
tradition as a whole” used in the Board’s samples. It indicates that candidates can be
asked to provide a synthesis of their knowledge of different aspects of a Religious
24
Tradition to make a judgement about how they contribute to the expression of this
Religious Tradition.
It is not expected that students will have studied the text used as source material,
however, students should be able to see its relevance for Buddhist ethical teaching
and the practice of Buddhism.
The question requires students to show an understanding of Buddhist ethical teaching
and to make judgements about its importance in relation to the way Buddhism is
practised.
Students would be expected to include references to other important texts which
convey the essence of Buddhist ethical teaching.
Students would be expected, also, to incorporate specific examples of Buddhist
practice to support their judgement and to recognise variations that exist in the
practice of Buddhism where applicable.
Question 2 Christianity (20 marks)
“Do unto others as you would have them do unto you”
- Matthew 7:12
With reference to the source material above, assess the impact of ethical teaching in
Christianity across a range of denominations.
Outcomes assessed: H1, H2, H4, H5, H8, H9
Criteria
 Demonstrates a detailed and thorough knowledge of Christianity
 Makes a comprehensive judgement about Christian ethical teaching
and its influence on Christianity as practised in a range of
denominations.
 Clearly incorporates significant examples of Christian practice
relevant to question
 Incorporates references to the source material into the response.
 Presents ideas clearly in a cohesive response integrating specific
terminology relevant to the study of Christianity
 Demonstrates a sound knowledge of Christianity
 Makes a competent judgement about Christian ethical teaching and its
influence on Christianity as practised in a range of denominations
 Includes significant examples of Christian practice relevant to
question
 Includes references to the source material
 Presents ideas clearly in a well structured manner response including
specific terminology relevant to the study of Christianity
 Demonstrates a basic knowledge of Christianity and/or Christian
ethics
 Includes some examples of Christian practice relevant to the question
 Includes references to the source material
 Provides general statements about Christian ethics
 May include examples of Christian practice relevant to the question.
 Makes general statements about Christianity
Marks
17 – 20
13 – 16
9 – 12
5–8
1–4
25
Comments: This sample question is modelled on the first sample provided by the
Board of Studies on their website and is a TYPE 1 question.
In the Board’s examples, terms such as “the religious tradition as a whole” seem to
indicate a need for students to synthesise their knowledge of aspects of the Religious
Tradition and respond to a question relating to the breadth of expression of the
tradition. In Christianity, the term “denominations” refers to significant groups
within Christianity with their own distinctive expressions of the tradition.
It is not expected that students will have studied the text used as source material,
however, students should be able to see its relevance for Christian ethical teaching
and the practice of Christianity.
The question requires students to show an understanding of Christian ethical
teaching and to make judgements about its importance in relation to the way
Christianity is practised. Students would be expected to include references to other
important texts which convey the essence of Christian ethical teaching.
Students would be expected to incorporate specific examples of Christian practice to
support their judgement and to identify relevant variations that exist in the practice of
Christianity across a range of denominations e.g. Anglican, Catholic, Orthodox,
Protestant.
Question 3
Hinduism (20 marks)
“One should not behave towards others in a way which is disagreeable to oneself.
This is the essence of morality. All other activities are due to selfish desire.”
- Mahabharata, Anusasana Parva 113.8
With reference to the source material above, assess the role of Hindu ethical
teaching in guiding the lives of adherents.
Outcomes assessed: H1, H2, H4, H5, H8, H9
Criteria
 Demonstrates a detailed and thorough knowledge of Hinduism
 Makes a comprehensive judgement about Hindu ethical teaching and
its influence on the lives of Hindus
 Clearly incorporates significant examples of Hindu practice relevant
to question
 Incorporates references to the source material into the response.
 Presents ideas clearly in a cohesive response integrating specific
terminology relevant to the study of Hinduism
 Demonstrates a sound knowledge of Hinduism
 Makes a competent judgement about Hindu ethical teaching and its
influence on the lives of Hindus
 Includes significant examples of Hindu practice relevant to question
 Includes references to the source material
 Presents ideas clearly in a well structured manner response including
specific terminology relevant to the study of Hinduism
 Demonstrates a basic knowledge of Hinduism and/or Hindu ethics
 Includes some examples of Hindu practice relevant to question
 Includes references to the source material
 Provides general statements about Hindu ethics
 May include examples of Hindu practice relevant to the question.
 Makes general statements about Hinduism
Marks
17 – 20
13 – 16
9 – 12
5–8
1–4
26
Comments: This sample question is modelled on the third sample provided by the
Board of Studies on their website. The question is a TYPE 2 question as it focuses
on the impact of the lives of adherents.
Students will be familiar with the term “lives of adherents” as one that is found in
the Religious Tradition Depth Studies in the syllabus as well as one that has been
used regularly in past HSC examinations.
It is not expected that students will have studied the text used as source material,
however, candidates should be able to see its relevance for Hindu ethical teaching
and the lives of Hindus. The question requires students to show an understanding
of Hindu ethical teaching and to make judgements about its importance to the lives
of Hindu adherents
Students would be expected to include references to other important texts which
convey the essence of Hindu ethical teaching. Students would be expected, also, to
incorporate specific examples of Hindu practice to support their judgement and to
recognise variations that exist in the life of adherents.
Question 4 Islam (20 marks)
“Not one of you is a believer until he loves for his brother what he loves for himself.”
- Forty Hadith of an-Nawawi 13
With reference to the source material above, assess the role of Muslim ethical
teaching in guiding adherents to respond to the enduring questions of human
existence
Outcomes assessed: H1, H2, H4, H5, H8, H9
Criteria
 Demonstrates a detailed and thorough knowledge of Islam
 Makes a comprehensive judgement about Islamic ethical teaching and
its influence on Muslims in relation to questions of origin, purpose
and destiny.
 Clearly incorporates significant examples of Muslim practice relevant
to question
 Incorporates references to the source material into the response.
 Presents ideas clearly in a cohesive response integrating specific
terminology relevant to the study of Islam
 Demonstrates a sound knowledge of Islam
 Makes a competent judgement about Islamic ethical teaching and its
influence on Muslims in relation to questions of origin, purpose and
destiny.
 Includes significant examples of Islam practice relevant to question
 Includes references to the source material
 Presents ideas clearly in a well structured manner response including
specific terminology relevant to the study of Islam
 Demonstrates a basic knowledge of Islam and/or Islamic ethics
 Includes some examples of Islam practice relevant to question
 Includes references to the source material
 Provides general statements about Islamic ethics
 May include examples of Islamic practice relevant to the question.
 Makes general statements about Islam
Marks
17 – 20
13 – 16
9 – 12
5–8
1–4
27
Comments: This sample question is modelled on the second sample provided by the
Board of Studies on their website and categorised as a TYPE 2 question.
The use of the phrase “enduring questions of human experience” replicates the use of
the phrase in the syllabus which relates to the “perspective for the human view of
reality” use in the source material provided by the Board of Studies in the second sample
question.
It is not expected that students will have studied the text used as source material,
however, they should be able to see its relevance for Islamic ethical teaching and the
lives of Muslims
The question requires students to show an understanding of Islamic ethical teaching and
to make judgements about its importance in relation to the way Islam responds to
questions of the origin, purpose and destiny of human life.
Students will be required to draw on their knowledge of the “Nature of Religion and
Beliefs” from the Preliminary Course where the enduring questions of human existence
will have been addressed. These are known as questions of origin (where do we come
from?) purpose (why are we here?) and destiny (what happens when we die?)
It is expected that students will have developed their knowledge of these questions further
in their Religious Tradition Studies in the Preliminary Course and their Religious
Tradition Depth Studies in the HSC Course The syllabus points to these questions being
explored further in the Religious Tradition Studies of the Preliminary Course as well as
the Religious Tradition Depth Studies of the HSC Course where students are expected to
synthesise their study of aspects of the Religious Tradition to develop an understanding
of the tradition as a whole.
Students would be expected to include references to other important texts which convey
the essence of Muslim ethical teaching. Students would be expected to incorporate
specific examples of Muslim practice to support their judgement and to recognise
variations that exist in the practice of Islam where applicable.
28
Question 5 Judaism (20 marks)
"What is hateful to you, do not do to your neighbour: that is the
whole Torah; all the rest of it is commentary; go and learn."
Talmud, Shabbat 31a
With reference to the source material above, assess the impact of Jewish ethical
teaching on the religion as a whole.
Outcomes assessed: H1, H2, H4, H5, H8, H9
Criteria
 Demonstrates a detailed and thorough knowledge of Judaism
 Makes a comprehensive judgement about Jewish ethical teaching and its
influence on Jewish observance.
 Clearly incorporates significant examples of Jewish observance relevant to
question
 Incorporates references to the source material into the response.
 Presents ideas clearly in a cohesive response integrating specific terminology
relevant to the study of Judaism
 Demonstrates a sound knowledge of Judaism
 Makes a competent judgement about Jewish ethical teaching and its
influence on Jewish observance.
 Includes significant examples of Jewish observance relevant to question
 Includes references to the source material
 Presents ideas clearly in a well structured manner response including specific
terminology relevant to the study of Judaism
 Demonstrates a basic knowledge of Judaism and/or Jewish ethics
 Includes some examples of Jewish observance relevant to question
 Includes references to the source material
 Provides general statements about Jewish ethics
 May include examples of Jewish observance relevant to the question.
 Makes general statements about Judaism
Marks
17 – 20
13 – 16
9 – 12
5–8
1–4
Comments: This sample question is modelled on the first sample provided by the
Board of Studies on their website and is categorised as a TYPE 2 question.
The phrase “the religion as a whole” follows the use of the term “the religious
tradition as a whole” used on the Board of Studies website. It is understood that the
use of this term is intended to lead candidates to recognise the breadth of the
expression of Judaism and refer to variations that exist across the spectrum of
Judaism.
It is not expected that candidates will have studied the text used as source material,
however, candidates should be able to see its relevance for Jewish ethical teaching
and Jewish observance.
The question requires students to show an understanding of Jewish ethical teaching
and to make judgements about its importance in relation to Jewish observance.
Students would be expected to include references to other important texts which
convey the essence of Jewish ethical teaching.
Candidates would be expected to incorporate specific examples of Jewish observance
to support their judgement and to recognise variations that exist across the spectrum
of Jewish observance where applicable.
29
QUESTION SET C
In this set of questions the focus relates to either the contribution of religion
to the lives of adherents (TYPE 2) or the question requires a response on a
specific area. No stimulus material is used as part of these questions.
Question 1 — Buddhism (20 marks)
Analyse the importance of Buddhist ethical teachings in the life of adherents in relation to
bioethics OR environmental ethics OR sexual ethics.
Question 2 — Christianity (20 marks)
Evaluate how ONE significant practice of Christianity influences individual Christians and society.
In your response focus on ONE of the following:
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Baptism
Marriage ceremony
Saturday/Sunday worship
Question 3 — Hinduism (20 marks)
Assess the effect on Hinduism of ONE significant person or school of thought in Hinduism, other
than the Vedas.
Question 4 — Islam (20 marks)
Analyse how the ethical teachings are expressed by Muslims in relation to bioethics OR
environmental ethics OR sexual ethics.
Question 5 — Judaism (20 marks)
Analyse how ONE significant Jewish practice in expresses the beliefs to both the individual and
Jewish community. In your response focus on ONE of the following:



Death and mourning
Marriage
Synagogue services
Comments: These sample questions are modelled on advice provided by the Board of Studies
on their website not to exclude question styles from previous years. The questions require
students to focus on ONE specific area of study – people and ideas or ethics or practices. They
are straight forward questions which examine a student’s knowledge and understanding of one
aspect of a religious tradition. It will be noted that the questions in this question set all
comprise an element of “internal choice” which necessarily involves complications in ensuring
reliability in marking.
30
Question 1 — Buddhism (20 marks)
Analyse the importance of Buddhist ethical teachings in the life of adherents in relation to
bioethics OR environmental ethics OR sexual ethics.
Outcomes assessed: H1, H2, H4, H5, H8, H9
Criteria
 Demonstrates comprehensive knowledge and understanding of Buddhist
ethical teachings in relation to the chosen area
 Comprehensively demonstrates the important relationship between the
ethical teachings of Buddhism and the life of adherents in relation to the
chosen area
 Clearly incorporates significant examples of Buddhism relevant to question
 Presents ideas clearly in a cohesive response integrating specific terminology
relevant to Buddhist ethical teachings in the chosen area
 Demonstrates competent knowledge and understanding of Buddhist ethical
teachings in relation to the chosen area
 Competently demonstrates the important relationship between the ethical
teachings of Buddhism and the life of adherents in relation to the chosen area
 Makes reference to significant examples of Buddhism relevant to question
 Presents ideas in a cohesive response integrating specific terminology
relevant to Buddhist ethical teachings in the chosen area
 Demonstrates some knowledge and/or understanding of Buddhist ethical
teachings in relation to the chosen area
 May make some reference to the importance of the ethical teachings in the
life of adherents in relation to the chosen area
 Presents a response integrating using some terminology relevant to
Buddhism
 Provides general statements about the ethical teachings of Buddhism
 Limited use of technology
 Makes general statements about Buddhist ethics
Marks
17 – 20
13 – 16
9 – 12
5–8
1–4
Comments: This sample question, which is categorised as a TYPE 2 question, is
modelled on the advice provided by the Board of Studies on their website. The question is
based on the study of Buddhist ethical teachings on bioethics OR environmental ethics
OR sexual ethics.
The use of the phrase “in the life of adherents” is directly related to the Studies of
Religion Stage 6 Syllabus outcome H5 – evaluates the influence of the religious tradition
in the life of adherents.
The question requires students to show a knowledge and understanding of Buddhist
ethical teachings and to make judgements about importance of these teachings in the life
of adherents. Students would be expected, also, to incorporate significant examples of
Buddhist ethics to support their judgements and to recognise variations in the ethical
teachings in Buddhism, where applicable.
31
Question 2 — Christianity (20 marks)
Evaluate how ONE significant practice of Christianity influences individual Christians and
society. In your response focus on ONE of the following:



Baptism
Marriage ceremony
Saturday/Sunday worship
Outcomes assessed: H1, H2, H4, H5, H8, H9
Criteria
 Demonstrates comprehensive knowledge and understanding of ONE significant
practice of Christianity
 Makes a comprehensive judgement on the influence of the chosen practice on
Christians and society.
 Clearly incorporates significant examples of Christianity relevant to question
 Presents ideas clearly in a cohesive response integrating specific terminology
relevant to the study of Christianity
 Demonstrates competent knowledge and understanding of ONE significant
practice of Christianity
 Makes a competent judgement on the influence of the chosen practice on
Christians and society.
 Makes reference to significant examples of Christianity relevant to question
 Presents ideas in a cohesive response integrating specific terminology relevant
to the study of Christianity
 Demonstrates some knowledge and/or understanding of ONE significant
practice of Christianity
 May makes some reference to the influence of the chosen practice on Christians
and society.
 Presents a response integrating using some terminology relevant to Christianity
 Provides general statements of ONE significant practice of Christianity
OR
 Provides general statements about the influence of the practice on Christians
 Limited use of technology
 Makes general statements about Christianity
Marks
17 – 20
13 – 16
9 – 12
5–8
1–4
Comments: This sample question, which is also a TYPE 2 question, is modelled on the
questions in the advice recently provided by the Board of Studies on their website. The
question is based on the study of ONE significant practice drawn from Baptism,
Marriage ceremony OR Saturday/Sunday worship in Christianity.
The use of the phrase “on individuals and society” is directly related to the Studies of
Religion Stage 6 Syllabus out come H2 – describes and analyses the influence of religion
and belief systems on individuals and society.
The question requires students to show a knowledge and understanding of a significant
Christian practice and to make judgements about the influence of this practice on
Christians and society. Students would be expected, also, to incorporate significant
examples of the Christian practice to support their judgements and to recognise
variations in the practice across Christianity, where applicable.
It should be noted, however, that whilst such a question is within the syllabus parameters,
there has never been a question that has asked students to explain the influence of the
religious tradition on ‘society’.
32
Question 3 — Hinduism (20 marks)
Assess the effect on Hinduism of ONE significant person or school of thought in
Hinduism, other than the Vedas.
Outcomes assessed: H1, H2, H4, H5, H8, H9
Criteria
 Clearly indicates the contribution of ONE significant person or
school of thought to Hinduism
 Makes a comprehensive judgement about the effect of this
significant person or school of thought on Hinduism
 Clearly incorporates significant examples of Hinduism relevant
to question
 Presents ideas clearly in a cohesive response integrating specific
terminology relevant to the study of Hinduism
 Indicates the contribution of ONE significant person or school of
thought to Hinduism
 Makes a competent judgement about the effect of this significant
person or school of thought on Hinduism
 Makes reference to significant examples of Hinduism relevant to
question
 Presents ideas in a cohesive response integrating specific
terminology relevant to the study of Hinduism
 Indicates in general terms the contribution of ONE significant
person or school of thought to Buddhism
 Provides some judgement about the effect of this significant
person or school of thought on Hinduism
 Presents a response integrating using some terminology relevant
to Hinduism
 Makes basic and/or descriptive statements about ONE
significant person or school of thought in Hinduism
 Uses basic terminology
 Provides a limited description of ONE significant person or
school of thought in Hinduism
Marks
17 – 20
13 – 16
9 – 12
5–8
1–4
Comments: This sample question, which is categorised as a TYPE 3 question, is
modelled on the recent advice provided by the Board of Studies on their website.
The question is based on the study of ONE significant person or school of thought
in Hinduism.
The use of the phrase “the effect of ONE significant person or school of thought”
is directly related to the Studies of Religion Stage 6 Syllabus to the dot point on
page 42 – the effect of the person or school of thought on Hinduism.
The question requires students to show a knowledge and understanding of a
significant person or school of thought on Hinduism. Students would be expected,
also, to incorporate significant examples of the contribution to the development
and expression of Hinduism of the significant person or school of thought in their
judgements.
33
Question 4 — Islam (20 marks)
Analyse how the ethical teachings are expressed by Muslims in relation to bioethics OR
environmental ethics OR sexual ethics.
Outcomes assessed: H1, H2, H4, H5, H8, H9
Criteria
 Demonstrates comprehensive knowledge and understanding of Islamic
ethical teachings in relation to the chosen area
 Comprehensively demonstrates how the ethical teachings relevant to the
chosen area are expressed by Muslims
 Clearly incorporates significant examples of Islam relevant to question
 Presents ideas clearly in a cohesive response integrating specific terminology
relevant to Islamic ethical teachings in the chosen area
 Demonstrates competent knowledge and understanding of Islamic ethical
teachings in relation to the chosen area
 Competently demonstrates how the ethical teachings relevant to the chosen
area are expressed by Muslims
 Makes reference to significant examples of Islam relevant to question
 Presents ideas in a cohesive response integrating specific terminology
relevant to Islamic ethical teachings in the chosen area
 Demonstrates some knowledge and/or understanding of Islamic ethical
teachings in relation to the chosen area
 May make some reference to how the ethical teachings relevant to the chosen
area are expressed by Muslims
 Presents a response integrating using some terminology relevant to Islam
 Provides general statements about the ethical teachings of Islam
 Limited use of technology
 Makes general statements about Islamic ethics
Marks
17 – 20
13 – 16
9 – 12
5–8
1–4
Comments: This sample question is modelled on the advice provided by the Board of
Studies on their website. The question is categorised as a TYPE 2 question. The question
is based on the study of Islamic ethical teachings on bioethics OR environmental ethics
OR sexual ethics.
The use of the phrase “expressed by Muslims” is directly related to the Studies of
Religion Stage 6 Syllabus out come H4 – describes and analyses how aspects of religious
traditions are expressed by their adherents.
The question requires students to show a knowledge and understanding of Islamic ethical
teachings and to make judgements on how of these teachings are expressed by adherents.
Students would be expected, also, to incorporate significant example of Islamic ethics to
support their judgements and to recognise variations in the ethical teachings in Islam
where applicable.
.
34
Question 5 — Judaism (20 marks)
Analyse how ONE significant Jewish practice in expresses the beliefs to both the
individual and Jewish community. In your response focus on ONE of the following:



Death and mourning
Marriage
Synagogue services
Outcomes assessed: H1, H2, H4, H5, H8, H9
Criteria
 Demonstrates comprehensive knowledge and understanding of ONE significant
practice of Judaism
 Comprehensive makes evident the relationship between the chosen practice and
how it expresses the beliefs for both the individual and Jewish community
 Clearly incorporates significant examples of the Jewish practice relevant to
question
 Presents ideas clearly in a cohesive response integrating specific terminology
relevant to the study of a significant practice in Judaism
 Demonstrates competent knowledge and understanding of ONE significant
practice of Judaism
 Competent makes evident the relationship between the chosen practice and how
it expresses the beliefs for both the individual and Jewish community.
 Makes reference to significant examples of the Jewish practice relevant to
question
 Presents ideas in a cohesive response integrating specific terminology relevant
to the study of a significant practice in Judaism
 Demonstrates some knowledge and/or understanding of ONE significant
practice of Judaism
 May makes some reference to how the chosen practice expresses the beliefs for
both the individual and Jewish community
 Presents a response integrating using some terminology relevant to Judaism
 Provides general statements of ONE significant practice of Judaism
OR
 Provides general statements about Jewish beliefs
 Limited use of technology
 Makes general statements about Judaism
Marks
17 – 20
13 – 16
9 – 12
5–8
1–4
Comments: This sample question, which is categorised as a TYPE 3 question, is modelled
on the advice provided by the Board of Studies on their website. The question is based on the
study of ONE significant practice drawn from Death and Mourning, Marriage OR
Synagogue services in Judaism. The use of the phrase “expresses the beliefs of Judaism”
and “both the individual and the Jewish community” are directly related to the Studies of
Religion Stage 6 Syllabus to the dot points on page 46. The question requires students to
show a knowledge and understanding of a significant Jewish practice and to make
judgements about how this practice expresses beliefs to the individual and Jewish
community. Students would be expected, also, to incorporate significant example of the
Jewish practice to support their judgements and to recognise variations in the practice
across Judaism, where applicable.
35
QUESTION SET D
The questions in the next two question sets comprise questions
whose categorisation is TYPE 4, viz., questions that require a
response on a combination of areas, with either the combination being
set or open to student choice. Stimulus material may be used and can
be specific to individual questions or common over all traditions.
Question 1 - Buddhism (20 marks)
How is the influence of a Significant Person or School of Thought reflected in
either the ethics or practice of Buddhism?
Outcomes assessed: H1, H2, H4, H5, H8, H9
Criteria
 Demonstrates a detailed and thorough knowledge of Buddhism.
 Shows a comprehensive understanding of how a Significant
Person or School of Thought has influenced the ethics or
practice of Buddhism.
 Clearly incorporates significant examples of Buddhist ethics or
practice relevant to the question.
 Presents ideas clearly in a cohesive response integrating
specific terminology relevant to the study of Buddhism.
 Demonstrates a sound knowledge of Buddhism.
 Shows a competent understanding of how a Significant Person
or School of Thought has influenced the ethics or practice of
Buddhism.
 Includes significant examples of Buddhist ethics or practice
relevant to the question.
 Presents ideas clearly in a well structured response including
specific terminology relevant to the study of Buddhism.
 Demonstrates a basic knowledge about a significant person or
school of thought in Buddhism.
 Includes some examples of Buddhist practice and ethics
relevant to the question.
 Provides general statements about a significant person or
school of thought in Buddhism.
 May include examples of Buddhist practice or ethics relevant
to the question.
 Makes general statements about Buddhism.
Marks
17-20
13-16
9-12
5-8
1-4
Comments: Students are required to provide a synthesis of knowledge of different aspects
of a Religious Tradition in order to answer this question. The question requires the
students to show an understanding of the tradition as a whole and of how a particular
Significant Person or School of Thought has influenced the Religious Tradition. The
students will have to explain the contribution to the development and expression of
Buddhism of ONE significant person and to analyse the impact of this person on the
tradition. Students will be expected to incorporate specific examples of ethics or practice
to support their answer.
36
Question 2 - Christianity (20 marks)
How is the influence of a Significant Person or School of Thought reflected in either
the ethics or practice of Christianity?
Outcomes assessed: H1, H2, H4, H5, H8, H9













Criteria
Demonstrates a detailed and thorough knowledge of
Christianity.
Shows a comprehensive understanding of how a
Significant Person or School of Thought has
influenced the ethics or practice of Christianity.
Clearly incorporates significant examples of
Christian ethics or practice relevant to the question.
Presents ideas clearly in a cohesive response
integrating specific terminology relevant to the study
of Christianity.
Demonstrates a sound knowledge of Christianity.
Shows a competent understanding of how a
Significant Person or School of Thought has
influenced the ethics or practice of Christianity.
Includes significant examples of Christian ethics or
practice relevant to the question.
Presents ideas clearly in a well structured response
including specific terminology relevant to the study
of Christianity.
Demonstrates a basic knowledge about a significant
person or school of thought in Christianity.
Includes some examples of Christian practice and
ethics relevant to the question.
Provides general statements about a significant
person or school of thought in Christianity.
May include examples of Christian practice or ethics
relevant to the question.
Makes general statements about Christianity.
Marks
17-20
13-16
9-12
5-8
1-4
Comments: Students are required to provide a synthesis of knowledge of different
aspects of a Religious Tradition in order to answer this question. The question
requires the students to show an understanding of the tradition as a whole and of
how a particular Significant Person or School of Thought has influenced the
Religious Tradition. The students will have to explain the contribution to the
development and expression of Christianity of ONE significant person and to
analyse the impact of this person on the tradition. Students will be expected to
incorporate specific examples of ethics or practice to support their answer.
Question 3 - Hinduism (20 marks)
How is the influence of a Significant Person or School of Thought reflected in either
the ethics or practice of Hinduism?
Outcomes assessed: H1, H2, H4, H5, H8, H9













Criteria
Demonstrates a detailed and thorough knowledge of
Hinduism.
Shows a comprehensive understanding of how a
Significant Person or School of Thought has
influenced the ethics or practice of Hinduism.
Clearly incorporates significant examples of Hindu
ethics or practice relevant to the question.
Presents ideas clearly in a cohesive response
integrating specific terminology relevant to the study
of Hinduism.
Demonstrates a sound knowledge of Hinduism.
Shows a competent understanding of how a
Significant Person or School of Thought has
influenced the ethics or practice of Hinduism.
Includes significant examples of Hindu ethics or
practice relevant to the question.
Presents ideas clearly in a well structured response
including specific terminology relevant to the study
of Hinduism.
Demonstrates a basic knowledge about a
significant person or school of thought in
Hinduism.
Includes some examples of Hindu practice and
ethics relevant to the question.
Provides general statements about a significant
person or school of thought in Hinduism.
May include examples of Hindu practice or ethics
relevant to the question.
Makes general statements about Hinduism.
Marks
17-20
13-16
9-12
5-8
1-4
Comments: Students are required to provide a synthesis of knowledge of different
aspects of a Religious Tradition in order to answer this question. The question
requires the students to show an understanding of the tradition as a whole and of
how a particular Significant Person or School of Thought has influenced the
Religious Tradition. The students will have to explain the contribution to the
development and expression of Hinduism of ONE significant person and to
analyse the impact of this person on the tradition. Students will be expected to
incorporate specific examples of ethics or practice to support their answer.
38
Question 4 - Islam (20 marks)
How is the influence of a Significant Person or School of Thought reflected in either
the ethics or practice of Islam?
Outcomes assessed: H1, H2, H4, H5, H8, H9
Criteria
 Demonstrates a detailed and thorough knowledge
of Islam.
 Shows a comprehensive understanding of how a
Significant Person or School of Thought has
influenced the ethics or practice of Islam.
 Clearly incorporates significant examples of
Islamic ethics or practice relevant to the question.
 Presents ideas clearly in a cohesive response
integrating specific terminology relevant to the
study of Islam.
 Demonstrates a sound knowledge of Islam.
 Shows a competent understanding of how a
Significant Person or School of Thought has
influenced the ethics or practice of Islam.
 Includes significant examples of Islamic ethics or
practice relevant to the question.
 Presents ideas clearly in a well structured response
including specific terminology relevant to the
study of Islam.
 Demonstrates a basic knowledge about a
significant person or school of thought in Islam.
 Includes some examples of Islamic practice and
ethics relevant to the question.
 Provides general statements about a significant
person or school of thought in Islam.
 May include examples of Islamic practice or ethics
relevant to the question.
 Makes general statements about Islam.
Marks
17-20
13-16
9-12
5-8
1-4
Comments: Students are required to provide a synthesis of knowledge of different
aspects of a Religious Tradition in order to answer this question. The question
requires the students to show an understanding of the tradition as a whole and of
how a particular Significant Person or School of Thought has influenced the
Religious Tradition. The students will have to explain the contribution to the
development and expression of Islam of ONE significant person and to analyse the
impact of this person on the tradition. Students will be expected to incorporate
specific examples of ethics or practice to support their answer.
39
Question 5 - Judaism (20 marks)
How is the influence of a Significant Person or School of Thought reflected in either
the ethics or practice of Judaism?
Outcomes assessed: H1, H2, H4, H5, H8, H9
Criteria
 Demonstrates a detailed and thorough knowledge
of Judaism.
 Shows a comprehensive understanding of how a
Significant Person or School of Thought has
influenced the ethics or practice of Judaism.
 Clearly incorporates significant examples of
Jewish ethics or practice relevant to the question.
 Presents ideas clearly in a cohesive response
integrating specific terminology relevant to the
study of Judaism.
 Demonstrates a sound knowledge of Judaism.
 Shows a competent understanding of how a
Significant Person or School of Thought has
influenced the ethics or practice of Judaism.
 Includes significant examples of Jewish ethics or
practice relevant to the question.
 Presents ideas clearly in a well structured response
including specific terminology relevant to the study
of Judaism.
 Demonstrates a basic knowledge about a significant
person or school of thought in Judaism.
 Includes some examples of Jewish practice and
ethics relevant to the question.
 Provides general statements about a significant
person or school of thought in Judaism.
 May include examples of Jewish practice or ethics
relevant to the question.
 Makes general statements about Judaism.
Marks
17-20
13-16
9-12
5-8
1-4
Comments: Students are required to provide a synthesis of knowledge of different
aspects of a Religious Tradition in order to answer this question. The question
requires the students to show an understanding of the tradition as a whole and of
how a particular Significant Person or School of Thought has influenced the
Religious Tradition. The students will have to explain the contribution to the
development and expression of Judaism of ONE significant person and to analyse
the impact of this person on the tradition. Students will be expected to incorporate
specific examples of ethics or practice to support their answer.
40
QUESTION SET E
This question set is categorised, also, as TYPE 4, but differs
from the previous question set un that a common quote is
used as stimulus material for the five religious traditions.
Question 1 - Buddhism (20 marks)
“There is nothing Divine about morality – it is a purely human affair.”
Albert Einstein
From your study of Buddhism analyse the above statement using two areas of study
from Significant People, Ethics and Significant Practice.
Outcomes assessed: H1, H2, H4, H5, H8, H9
Criteria
 Demonstrates a detailed and thorough knowledge of Buddhism.
 Shows a comprehensive understanding of Buddhism.
 Uses two area of study in order to respond to the question.
 Incorporates reference to the source material into the response.
 Clearly incorporates significant examples of Buddhist ethics/
practice/significant person or school of thought relevant to the
question.
 Presents ideas clearly in a cohesive response integrating specific
terminology relevant to the study of Buddhism.
 Demonstrates a sound knowledge of Buddhism.
 Shows a competent understanding of Buddhism.
 Uses two area of study in order to respond to the question.
 Includes reference to the source material into the response.
 Includes significant examples of Buddhist ethics/
practice/significant person or school of thought relevant to the
question.
 Presents ideas clearly in a well structured response including
specific terminology relevant to the study of Buddhism.
 Demonstrates a basic knowledge of Buddhism.
 Includes some examples of Buddhist ethics/ practice/significant
person or school of thought relevant to the question.
 Provides general statements about Buddhism.
 May include examples of Buddhist ethics/ practice/significant
person or school of thought relevant to the question.
 Makes general statements about Buddhism.
Marks
17-20
13-16
9-12
5-8
1-4
Comments: Students are required to provide a synthesis of knowledge of different
aspects of Buddhism in order to answer this question. The question requires the
students to show an understanding of the tradition as a whole and to make reference
to the stimulus material. Students will be expected to incorporate specific examples
of a significant person or school of thought, ethics or practice to support their
answer.
41
Question 2 - Christianity (20 marks)
“There is nothing Divine about morality – it is a purely human affair.”
Albert Einstein
From your study of Christianity analyse the above statement using two areas of study
from Significant People, Ethics and Significant Practice.
Outcomes assessed: H1, H2, H4, H5, H8, H9
Criteria
 Demonstrates a detailed and thorough knowledge of Christianity.
 Shows a comprehensive understanding of Christianity.
 Uses two area of study in order to respond to the question.
 Incorporates reference to the source material into the response.
 Clearly incorporates significant examples of Christian ethics/
practice/significant person or school of thought relevant to the
question.
 Presents ideas clearly in a cohesive response integrating specific
terminology relevant to the study of Christian.
 Demonstrates a sound knowledge of Christianity.
 Shows a competent understanding of Christianity.
 Uses two area of study in order to respond to the question.
 Includes reference to the source material into the response.
 Includes significant examples of Christian ethics/ practice/significant
person or school of thought relevant to the question.
 Presents ideas clearly in a well structured response including specific
terminology relevant to the study of Christianity.
 Demonstrates a basic knowledge of Christianity.
 Includes some examples of Christian ethics/ practice/significant
person or school of thought relevant to the question.
 Provides general statements about Christianity.
 May include examples of Christian ethics/ practice/significant person
or school of thought relevant to the question.
 Makes general statements about Christianity.
Marks
17-20
13-16
9-12
5-8
1-4
Comments: Students are required to provide a synthesis of knowledge of different
aspects of Christianity in order to answer this question. The question requires the
students to show an understanding of the tradition as a whole and to make reference to
the stimulus material. Students will be expected to incorporate specific examples of a
significant person or school of thought, ethics or practice to support their answer.
42
Question 3 - Hinduism (20 marks)
“There is nothing Divine about morality – it is a purely human affair.”
Albert Einstein
From your study of Hinduism analyse the above statement using two areas of
study from Significant People, Ethics and Significant Practice.
Outcomes assessed: H1, H2, H4, H5, H8, H9
Criteria
 Demonstrates a detailed and thorough knowledge of Hinduism.
 Shows a comprehensive understanding of Hinduism.
 Uses two area of study in order to respond to the question.
 Incorporates reference to the source material into the response.
 Clearly incorporates significant examples of Hindu ethics/
practice/significant person or school of thought relevant to the question.
 Presents ideas clearly in a cohesive response integrating specific
terminology relevant to the study of Hinduism.
 Demonstrates a sound knowledge of Hinduism.
 Shows a competent understanding of Hinduism.
 Uses two area of study in order to respond to the question.
 Includes reference to the source material into the response.
 Includes significant examples of Hindu ethics/ practice/significant person
or school of thought relevant to the question.
 Presents ideas clearly in a well structured response including specific
terminology relevant to the study of Hinduism.
 Demonstrates a basic knowledge of Hinduism.
 Includes some examples of Hindu ethics/ practice/significant person or
school of thought relevant to the question.
 Provides general statements about Hinduism.
 May include examples of Hindu ethics/ practice/significant person or
school of thought relevant to the question.
 Makes general statements about Hinduism.
Marks
17-20
13-16
9-12
5-8
1-4
Comments: Students are required to provide a synthesis of knowledge of different
aspects of Hinduism in order to answer this question. The question requires the students
to show an understanding of the tradition as a whole and to make reference to the
stimulus material. Students will be expected to incorporate specific examples of a
significant person or school of thought, ethics or practice to support their answer.
43
Question 4 - Islam (20 marks)
“There is nothing Divine about morality – it is a purely human affair.”
Albert Einstein
From your study of Islam analyse the above statement using two areas of study
from Significant People, Ethics and Significant Practice.
Outcomes assessed: H1, H2, H4, H5, H8, H9
Criteria
 Demonstrates a detailed and thorough knowledge of Islam.
 Shows a comprehensive understanding of Islam.
 Uses two area of study in order to respond to the question.
 Incorporates reference to the source material into the response.
 Clearly incorporates significant examples of Islamic ethics/
practice/significant person or school of thought relevant to the
question.
 Presents ideas clearly in a cohesive response integrating specific
terminology relevant to the study of Islam.
 Demonstrates a sound knowledge of Islam.
 Shows a competent understanding of Islam.
 Uses two area of study in order to respond to the question.
 Includes reference to the source material into the response.
 Includes significant examples of Islamic ethics/
practice/significant person or school of thought relevant to the
question.
 Presents ideas clearly in a well structured response including
specific terminology relevant to the study of Islam.
 Demonstrates a basic knowledge of Islam.
 Includes some examples of Islamic ethics/ practice/significant
person or school of thought relevant to the question.
 Provides general statements about Islam.
 May include examples of Islamic ethics/ practice/significant
person or school of thought relevant to the question.
 Makes general statements about Islam.
Marks
17-20
13-16
9-12
5-8
1-4
Comments: Students are required to provide a synthesis of knowledge of different
aspects of Islam in order to answer this question. The question requires the students to
show an understanding of the tradition as a whole and to make reference to the stimulus
material. Students will be expected to incorporate specific examples of a significant
person or school of thought, ethics or practice to support their answer.
44
Question 5 – Judaism (20 marks)
“There is nothing Divine about morality – it is a purely human affair.”
Albert Einstein
From your study of Judaism analyse the above statement using two areas of study
from Significant People, Ethics and Significant Practice.
Outcomes assessed: H1, H2, H4, H5, H8, H9
Criteria
 Demonstrates a detailed and thorough knowledge of Judaism.
 Shows a comprehensive understanding of Judaism.
 Uses two area of study in order to respond to the question.
 Incorporates reference to the source material into the response.
 Clearly incorporates significant examples of Jewish ethics/
practice/significant person or school of thought relevant to the
question.
 Presents ideas clearly in a cohesive response integrating specific
terminology relevant to the study of Judaism.
 Demonstrates a sound knowledge of Judaism.
 Shows a competent understanding of Judaism.
 Uses two area of study in order to respond to the question.
 Includes reference to the source material into the response.
 Includes significant examples of Jewish ethics/ practice/significant
person or school of thought relevant to the question.
 Presents ideas clearly in a well structured response including
specific terminology relevant to the study of Judaism.
 Demonstrates a basic knowledge of Judaism.
 Includes some examples of Jewish ethics/ practice/significant
person or school of thought relevant to the question.
 Provides general statements about Judaism.
 May include examples of Jewish ethics/ practice/significant person
or school of thought relevant to the question.
 Makes general statements about Judaism.
Marks
17-20
13-16
9-12
5-8
1-4
Comments: Students are required to provide a synthesis of knowledge of different
aspects of Judaism in order to answer this question. The question requires the students
to show an understanding of the tradition as a whole and to make reference to the
stimulus material. Students will be expected to incorporate specific examples of a
significant person or school of thought, ethics or practice to support their answer.
45
46
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The copyright for the contents of this document is vested with the
Catholic Secondary Schools Association (CSSA). All Schools and
Colleges that purchase the CSSA Trial HSC examination papers
are authorised to use the materials contained in this document for
both revision and examination purposes within the school/college.
These materials must not be copied for any purpose outside of the
school/college without the express permission of the CSSA.
47