Northlakes High SchoolHSIE

Student Booklet

HSC Studies of Religion II

2016

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Contents

1 Northlakes HSC Scope and Sequence..........................................32 Assessment…………………...........................................................43 HSC examination specifications…………………………………….54 Assessment Task schedule …………………………………………65 Course Objectives and Outcomes..................................................76 Course Overview and Content .......................................................87 Performance Band Descriptors.....................................................158 Glossary from Syllabus.................................................................169 General Information………………………………………………….1710 Websites.......................................................................................1811 Past Exams Questions ……………………………………………..19

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NORTHLAKES HIGH SCHOOLYEAR 12 HSC – Studies of Religion II

YEARLY PLANNER 2015/16Term 4: Monday 8/10/14– Friday 21/12/2014Week 1

8/10Week 2

15/10Week 3

22/10Week 4

29/10Week 5

5/11Week 6

12/11Week 7

19/11Week 8

26/11Week 9

3/12Week 10

10/12

Task#1

Week 128/1

Week 23/2

Week 310/2

Week 417/2

Week 524/2

Week 63/3

Week 710/3

Week 817/3

Week 924/3

Week 1031/3

Task#2

Week 128/4

Week 2 5/5

Week 3 12/5

Week 4 19/5

Week 5 26/5

Week 62/6

Week 79/6

Week 816/6

Week 923/6

Week 10

Task#3

Week 1

14/7

Week 2

21/7

Week 3

28/7

Week 4

4/8

Week 511/8

Week 618/8

Week 725/8

Week 81/9

Week 98/9

Week 1015/9

TRIAL HSC

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Revision Revision

Religion and Belief Systems in Australia post 1945 Religious Tradition : Judaism

Religious Tradition : Christianity Religious Tradition : Islam

Religion and Peace Religion and non religion

Task 4

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Assessment

HSC course

9 Content: HSC CourseSOR II Duration

(indicative hours)

Religion and Belief Systems in Australia post-1945 16Religious Tradition Depth Study 1 22

Religious Tradition Depth Study 2 22

Religious Tradition Depth Study 3 22

Religion and Peace 22

Religion and Non-Religion 16

Total 120 hours

Summary of external and internal HSC assessment

External examination Mark

Section IPart AReligion and Belief Systems inAustralia post-1945Objective response questions One short-answer question Part BReligion and Non-ReligionObjective response questionsOne short-answer question

105

105

Section II – Religious TraditionDepth StudyCandidates answer two questions

30

Section III – Religious TraditionDepth StudyCandidates answer one extended response question

20

Section IV – Religion and Peace Candidates answer one extended response question

20

100

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Studies of Religion II HSC examination specifications

The examination will consist of a written paper worth 100 marks.

Time allowed: 3 hours plus 5 minutes reading time.

The paper will consist of four sections.

This section will consist of two parts.

Part A: Religion and Belief Systems in Australia post-1945 (15 marks) • There will be objective response questions to the value of 10 marks. • There will be one short-answer question to the value of five marks.

Part B: Religion and Non-Religion (15 marks) • There will be objective response questions to the value of 10 marks. • There will be one short-answer question to the value of five marks.

Section II: Religious Tradition Depth Study (30 marks) • There will be five questions, each from a different religious tradition. • Each question consists of three short-answer parts. • Candidates will be required to answer two questions on religious traditions they have studied.

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Internal assessment Weighting

Knowledge and understanding of course content 40

Source-based skills 20

Investigation and research 20

Communication of information, ideas and issues in appropriate forms

20

100

• The questions attempted must be from different religious traditions to that attempted in Section III.

Section III: Religious Tradition Depth Study (20 marks) • There will be five extended response questions, each from a different religious tradition. • Candidates will be required to answer one question on a religious tradition they have studied. • The question attempted must be from a different religious tradition to those attempted in Section II. • The expected length of response will be around six pages of an examination writing booklet (approximately 800 words).

• There will be one extended response question. • The expected length of response will be around six pages of an examination writing booklet (approximately 800 words).

Assessment schedule STUDIES OF RELIGION - 2 UNIT

Higher School Certificate 2016

Components WeightingTask 1

Week: 5Term: 4, 2014Research and related in class extended response : Religion & belief systems in Australia post-1945

Task 2Week: 10,Term 1, 2015In-class test (objective response & short answer questions)

Task 3Week: 5Term: 2, 2015Research & related in-class extended response: Religion & Peace

Task 4Week: 3/4Term: 3, 2015Trial HSC examination

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Knowledge & Understanding

of course content

40% 20% 20%

Source-based skills

20% 10% 10%

Investigation and Research

20% 10% 10%

Communication of information,

ideas and issues in appropriate

forms

20% 10% 10%

TOTAL MARKS: 100 20% 30% 20% 30%

OutcomesH1, H2, H6, H7,

H8, H9

H1, H2, H3, H4, H5, H7, H8

H1, H2, H5, H6, H7, H8, H9

H1, H2, H3, H4, H5, H6, H8, H9

H1 Explains aspects of religion and belief systemsH2 Describes and analyses the influence of religion and belief systems on individuals and societyH3 Examines the influence and expression of religion and belief systems in AustraliaH4 Describes and analyses how aspects of religious traditions are expressed by their adherents

H5 Evaluates the influence of religious traditions in the life of adherentsH6 Organises, analyses and synthesises relevant information about religion from a variety of sources,

considering usefulness, validity and biasH7 Conducts effective research about religion and evaluates the findings from the researchH8 Applies appropriate terminology and concepts related to religion and belief systemsH9 Coherently and effectively communicates complex information, ideas and issues using appropriate

written, oral and graphic forms

Outcomes. Objectives and Outcomes

ObjectivesHSC Outcomes

A student will develop knowledge, understanding and skills about:

the nature of religion and belief systems in local and global contexts

the influence and expression of religion and belief systems in Australia

religious traditions and their

A student:

H1 explains aspects of religion and belief systems

H2 describes and analyses the influence of religion and belief systems on individuals and society

H3 examines the influence and expression of religion and belief systems in Australia

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adherents

effective gathering, analysing and synthesising of information about religion

effective evaluation and application of findings from research about religion

communication of complex information, ideas and issues in appropriate forms to different audiences and in different contexts

H4 describes and analyses how aspects of religious traditions are expressed by their adherents

H5 evaluates the influence of religious traditions in the life of adherents

H6 organises, analyses and synthesises relevant information about religion from a variety of sources, considering usefulness, validity and bias

H7 conducts effective research about religion and evaluates the findings from the research

H8 applies appropriate terminology and concepts related to religion and belief systems

H9 coherently and effectively communicates complex information, ideas and issues using appropriate written, oral and graphic forms

Religion and Belief Systems in Australia post-1945 16 indicative hoursThe focus of this study is religious expression in Australia’s multicultural and multifaith society since 1945. The study includes an appreciation of Aboriginal spiritualities and their contribution to an understanding of religious beliefs and religious expression in Australia today.Protocols when working with Aboriginal Communities In the topic, Religion and Belief Systems in Australia post-1945 a significant area of study is Aboriginal beliefs and spiritualities. Where possible schools are encouraged to work with local/regional Aboriginal communities for this section of the course. See page 12 for information of protocols when working with Aboriginal communities.

OutcomesA student:H1 explains aspects of religion and belief systemsH2 describes and analyses the influence of religion and belief systems on individuals and societyH3 examines the influence and expression of religion and belief systems in AustraliaH4 describes and analyses how aspects of religious traditions are expressed by their adherentsH5 evaluates the influence of religious traditions in the life of adherentsH6 organises, analyses and synthesises relevant information about religion from a variety of sources, considering

usefulness, validity and bias

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H8 applies appropriate terminology and concepts related to religion and belief systemsH9 coherently and effectively communicates complex information, ideas and issues using appropriate written, oral

and graphic forms.

Students learn about: Students learn to:Contemporary Aboriginal Spiritualities• Aboriginal spirituality as determined by the Dreaming

• issues for Aboriginal spiritualities in relation to:– the effect of dispossession– the Land Rights movement

Religious expression in Australia – 1945 to the present• the religious landscape from 1945 to the present in relation to:– changing patterns of religious adherence– the current religious landscape

• religious dialogue in multi-faith Australia– ecumenical movements within Christianity– Interfaith dialogue

– The relationship between Aboriginal spiritualities and religious traditions in the process of Reconciliation

• discuss how Aboriginal spirituality is determined by the Dreaming– kinship– ceremonial life– obligations to the land and people

• discuss the continuing effect of dispossession on Aboriginal spiritualities in relation to:– separation from the land– separation from kinship groups– the Stolen Generations

• outline the importance of the following for the Land Rights movement:– Native Title– Mabo– Wik• analyse the importance of the Dreaming for the Land Rights movement

• outline changing patterns of religious adherence from 1945 to the present using census data

• account for the present religious landscape in Australia in relation to:– Christianity as the major religious tradition– immigration– denominational switching– rise of New Age religions– secularism

• describe the impact of Christian ecumenical movements in Australia– The National Council of Churches– NSW Ecumenical Council

• evaluate the importance of interfaith dialogue in multifaith Australia

• examine the relationship between Aboriginal spiritualities and religious traditions in the process of Reconciliation

Religious Traditions Depth Studies

This syllabus considers the five major religious traditions to be Buddhism, Christianity, Hinduism, Islam and Judaism. The purpose of this section is to develop a comprehensive view of religious traditions as living religious systems that link directly with the life of adherents. Elements of a religious tradition raised in the Preliminary course are covered in greater depth in the HSC study. In a Religious Tradition Depth Study, the particular focus is on the ways in which a religious tradition, as an integrated belief system, provides a distinctive answer to the enduring questions of human existence. The study of a particular religious tradition enables students to demonstrate an appreciation of the diversity of expression within, and the underlying unity of, the whole religious tradition. For reasons of equity and clarity, the content areas of study for each religious tradition are set out in a similar pattern. Learning experiences are to be appropriate to the distinctive nature of each religious tradition. All aspects are interrelated and the order in which they are listed need not determine the order of study. Note: Studies of Religion I students complete TWO Religious Tradition Depth Studies of 22 indicative hours each.

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Studies of Religion II students complete THREE Religious Tradition Depth Studies of 22 indicative hours each.

Christianity 22 indicative hours

The focus of this study is the contribution of significant people, ideas, practices and ethical teachings to an understanding of Christianity as a living religious tradition. The study of Christianity is to be of the WHOLE tradition where applicable.

OutcomesA student:

H1 explains aspects of religion and belief systemsH2 describes and analyses the influence of religion and belief systems on individuals and societyH4 describes and analyses how aspects of religious traditions are expressed by their adherentsH5 evaluates the influence of religious traditions in the life of adherents H6 organises, analyses and synthesises relevant information about religion from a variety of sources, considering

usefulness, validity and biasH7 conducts effective research about religion and evaluates the findings from the researchH8 applies appropriate terminology and concepts related to religion and belief systemsH9 coherently and effectively communicates complex information, ideas and issues using appropriate written, oral

and graphic forms.

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ContentStudents learn about: Students learn to:Significant People and Ideas

the contribution to Christianity of ONE significant person OR school of thought, other than Jesus, drawn from:– Paul of Tarsus– Hildegard of Bingen– Martin Luther– Catherine Booth– Pope John XXIII– Billy Graham– Dennis Bennett– Sarah Maitland– Liberation Theology– Feminist Theology– another person or school of thought

significant to Christianity

the effect of that person OR school of thought on Christianity

Ethics ONE of the following areas of ethical

teaching in Christianity:– bioethics– environmental ethics– sexual ethics

Significant practices in the life of adherents ONE significant practice within Christianity

drawn from:– Baptism– Marriage ceremony– Saturday/Sunday worship

explain the contribution to the development and expression of Christianity of ONE significant person OR school of thought, other than Jesus, drawn from:– Paul of Tarsus– Hildegard of Bingen– Martin Luther– Catherine Booth– Pope John XXIII– Billy Graham– Dennis Bennett– Sarah Maitland– Liberation Theology– Feminist Theology– another person or school of thought significant to

Christianity

analyse the impact of this person OR school of thought on Christianity

describe and explain Christian ethical teachings on bioethics OR environmental ethics OR sexual ethics

describe ONE significant practice within Christianity drawn from:– Baptism– Marriage ceremony– Saturday/Sunday worship

demonstrate how the chosen practice expresses the beliefs of Christianity

analyse the significance of this practice for both the individual and the Christian community

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Islam 22 indicative hours

The focus of this study is the contribution of significant people, ideas, practices and ethical teachings to an understanding of Islam as a living religious tradition. The study of Islam is to be of the WHOLE tradition where applicable.

A student:H1 explains aspects of religion and belief systemsH2 describes and analyses the influence of religion and belief systems on individuals and societyH4 describes and analyses how aspects of religious traditions are expressed by their adherentsH5 evaluates the influence of religious traditions in the life of adherents H6 organises, analyses and synthesises relevant information about religion from a variety of sources, considering

usefulness, validity and biasH7 conducts effective research about religion and evaluates the findings from the researchH8 applies appropriate terminology and concepts related to religion and belief systemsH9 coherently and effectively communicates complex information, ideas and issues using appropriate written, oral

and graphic forms.

Content

Students learn about: Students learn to:Significant People and Ideas

the contribution to Islam of ONE significant person OR school of thought, other than Muhammad and the Four Rightly Guided Caliphs, drawn from:

– Khadijah Bint Khuwaylid– A’isha Bint AbuBakar– Fatima Al Zahra– Imam Malik– Imam Abu Hanifa– Imam Al-Shafi– Abu ali Hussein Ibn Sina– Rabi’a al-Adawiyya– Al-Ghazali– Sayyid Maududi– Sayyid Qutb– another person or school of thought

significant to Islam

the effect of that person OR school of thought on Islam

Ethics ONE of the following areas of ethical teaching

in Islam:– bioethics– environmental ethics– sexual ethics

Significant practices in the life of adherents ONE significant practice within Islam drawn

from:– Friday prayer at the mosque– Funeral ceremony– Hajj

explain the contribution to the development and expression of Islam of ONE significant person OR school of thought, other than Muhammad and the Four Rightly Guided Caliphs, drawn from:– Khadijah Bint Khuwaylid– A’isha Bint AbuBakar– Fatima Al Zahra– Imam Malik– Imam Abu Hanifa– Imam Al-Shafi– Abu ali Hussein Ibn Sina– Rabi’a al-Adawiyya– Al-Ghazali– Sayyid Maududi– Sayyid Qutb– another person or school of thought significant to

Islam

analyse the impact of this person OR school of thought on Islam

describe and explain Islamic ethical teachings on bioethics OR environmental ethics OR sexual ethics

describe ONE significant practice within Islam drawn from:– Friday prayer at the mosque– Funeral ceremony– Hajj

demonstrate how this practice expresses the beliefs of Islam

analyse the significance of this practice for both the individual and the Muslim community

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Judaism Judaism 22 indicative hours

The focus of this study is the contribution of significant people, ideas, practices and ethical teachings to an understanding of Judaism as a living religious tradition. The study of Judaism is to be of the WHOLE tradition where applicable.

OutcomesA student:H1 explains aspects of religion and belief systemsH2 describes and analyses the influence of religion and belief systems on individuals and societyH4 describes and analyses how aspects of religious traditions are expressed by their adherentsH5 evaluates the influence of religious traditions in the life of adherents H6 organises, analyses and synthesises relevant information about religion from a variety of sources, considering

usefulness, validity and biasH7 conducts effective research about religion and evaluates the findings from the researchH8 applies appropriate terminology and concepts related to religion and belief systemsH9 coherently and effectively communicates complex information, ideas and issues using appropriate written, oral

and graphic forms.ContentStudents learn about: Students learn to:Significant People and Ideas

the contribution to Judaism of ONE significant person or school of thought, other than Abraham or Moses, drawn from:

– Isaiah– Hillel (and Shamai)– Beruriah– Rabbi Solomon Isaac (Rashi)– Moses Maimonides– Kabbalah– The Hassidim– Moses Mendelssohn– Abraham Geiger– Rabbi Isaac Abraham Hacohen

Kook (Rav Kook)– Jewish Feminism– another person or school of

thought significant to Judaism the effect of that person OR school of

thought on JudaismEthics

ONE of the following areas of ethical teaching in Judaism:– bioethics– environmental ethics– sexual ethics

Significant practices in the life of adherents ONE significant practice within

Judaism drawn from:– death and mourning– marriage– Synagogue services

explain the contribution to the development and expression of Judaism of ONE significant person OR school of thought, other than Abraham or Moses, drawn from:– Isaiah– Hillel (and Shamai)– Beruriah– Rabbi Solomon Isaac (Rashi)– Moses Maimonides– Kabbalah– The Hassidim– Moses Mendelssohn– Abraham Geiger– Rabbi Isaac Abraham Hacohen Kook (Rav Kook)– Jewish Feminism– another person or school of thought significant to Judaism

analyse the impact of this person OR school of thought on Judaism

describe and explain Jewish ethical teachings on bioethics OR environmental ethics OR sexual ethics

describe ONE significant practice within Judaism drawn from:– death and mourning– marriage– Synagogue services

demonstrate how this practice expresses the beliefs of Judaism analyse the significance of this practice for both the individual

and the Jewish community

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Religion and Peace 22 indicative hours

The focus of this study is the distinctive response of religious traditions to the issue of peace.

OutcomesA student:

H1 explains aspects of religion and belief systemsH2 describes and analyses the influence of religion and belief systems on individuals and societyH5 evaluates the influence of religious traditions in the life of adherents H6 organises, analyses and synthesises relevant information about religion from a variety of sources, considering

usefulness, validity and biasH7 conducts effective research about religion and evaluates the findings from the researchH8 applies appropriate terminology and concepts related to religion and belief systemsH9 coherently and effectively communicates complex information, ideas and issues using appropriate written, oral

and graphic forms.

ContentThe whole study is to be completed within the same TWO religious traditions

Students learn about: Students learn to:

The understanding of peace in TWO religious traditions

peace expressed through sacred texts for TWO religious traditions drawn from:

– Buddhism – Sutta Pitaka, Dhammapada– Christianity – the New Testament– Hinduism – Bhagavad Gita– Islam – Qur’an and Hadith– Judaism – the Prophetic vision of peace

on Earth

principal teachings about peace in TWO religious traditions

the contribution of TWO religious traditions to peace in the context of:

– the individual – means of achieving inner peace

– the world – means of achieving world peace

investigate the understanding of peace and how it is informed through significant writings within sacred texts for TWO religious traditions drawn from:– Buddhism – Sutta Pitaka, Dhammapada– Christianity – the New Testament– Hinduism – Bhagavad Gita– Islam – Qur’an and Hadith– Judaism - the Prophetic vision of peace on

Earth

outline the principal teachings about peace in TWO religious traditions

demonstrate how TWO religious traditions guide the individual in achieving inner peace

discuss how TWO religious traditions are contributing to world peace

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Religion and Non-Religion 16 indicative hoursThe focus of this study is the human search for meaning through religion and non-religion.

OutcomesA student:H1 explains aspects of religion and belief systemsH2 describes and analyses the influence of religion and belief systems on individuals and societyH6 organises, analyses and synthesises relevant information about religion from a variety of sources, considering

usefulness, validity and biasH7 conducts effective research about religion and evaluates the findings from the researchH8 uses appropriate terminology and concepts related to religion and belief systems H9 coherently and effectively communicates complex information, ideas and issues using appropriate written, oral

and graphic forms.

ContentStudents learn about: Students learn to:The religious dimension in human history

the expression of the religious dimension in human history

the significance of the religious dimension in human history

the global distribution of the five major religious traditions

New religious expression the rise of new religious expression and

spiritualities the influences on the growth of new religious

expressions and spiritualities

Non-Religious Worldviews the human search for personal fulfilment

through non-religious practices:– Agnosticism– Atheism– Humanism

The Difference between Religious and Non-Religious Worldviews

the response of ONE religious and ONE non-religious belief system to:– the concept of the transcendent– the human person– social responsibility

identify the following expressions of the religious dimension in human history:– animism– polytheism– monotheism

evaluate the place of the religious dimension in human history to provide:– meaning and purpose for the individual– social cohesion– social transformation

investigate statistical data of the current global distribution of the five major religious traditions

recognise the reasons for the rise of new religious expressions as people:– search for personal fulfilment– seek ethical guidelines– seek to clarify their relationship with society

explain how the following have influenced the growth of new religious expressions and spiritualities:– the rise of materialism– scientific progress– growth of ecological awareness– disenchantment with ‘traditional’ religious

practice and guidance

outline the essential features of Atheism and Agnosticism

outline the positions of:– Rational Humanism– Scientific Humanism

discuss how Agnosticism, Atheism and Humanism determine the aspirations and behaviour of individuals

compare the response of ONE religious and ONE non-religious belief system to:– the concept of the transcendent– the human person– social responsibility

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Studies of Religion I & II – Performance Band descriptionsThe typical examination performance in this band:Band 6

demonstrates comprehensive knowledge and understanding of the influence of religion and its expression in Australian society, including Aboriginal beliefs and spiritualities

demonstrates comprehensive knowledge and understanding of religious traditions and their significance for adherents

demonstrates comprehensive understanding of concepts and issues relevant to religion and beliefs demonstrates comprehensive analysis, synthesis and evaluation of relevant sources and research

findings communicates complex information in oral and written forms, using terminology appropriate to Studies

of Religion Band 5

demonstrates thorough knowledge and understanding of the influence of religion and its expression in Australian society, including Aboriginal beliefs and spiritualities

demonstrates thorough knowledge and understanding of religious traditions and their significance for adherents

demonstrates thorough understanding of concepts and issues relevant to religion and beliefs demonstrates thorough analysis and evaluation of relevant sources and research findings communicates information clearly in oral and written forms, using terminology appropriate to Studies of

Religion Band 4

demonstrates sound knowledge and understanding of the influence of religion and its expression in Australian society, including Aboriginal beliefs and spiritualities

demonstrates sound knowledge and understanding of religious traditions and their significance for adherents

demonstrates sound understanding of concepts and issues relevant to religion and beliefs demonstrates sound evaluation of relevant sources and research findings communicates information in oral and written forms, using some terminology appropriate to Studies of

Religion Band 3

demonstrates basic knowledge of the influence of religion and its expression in Australian society, including Aboriginal beliefs and spiritualities

demonstrates basic knowledge of religious traditions and their significance for adherents demonstrates basic understanding of issues relevant to religion and beliefs demonstrates basic use of sources and research findings communicates information, using limited terminology appropriate to Studies of Religion

Band 2 demonstrates limited knowledge of religion in Australian society, including some Aboriginal beliefs and

spiritualities demonstrates limited knowledge of religious traditions demonstrates limited understanding of issues relevant to religion and beliefs communicates limited information using some relevant terminology

Band 1

Glossary from the syllabus

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ACCOUNT State reasons for, report on, explain. Give an account of, narrate a series of events or transactions

ANALYSE Identify components and the relationship between them, draw out and relate implications

APPLY Use, utilise, employ in a particular situation

APPRECIATE Make a judgment about the value of. Include evidence/examples

ASSESS Make a judgment of value, quality, outcomes, results or size. Give your opinion with facts.

CALCULATE Ascertain / determine from given facts, figures or information

CLARIFY Make clear or plain

CLASSIFY Arrange or include in classes / categoriesCOMPARE Show how things are similar or different (hint – use a Venn diagram)

CONSTRUCT Make, build, put together items or arguments

CONTRAST Show how things are different or opposite

CRITICALLY (analyse / evaluate) Add a degree or level of accuracy, depth, knowledge and understanding, logic,

questioning, reflection and quality to analysis/evaluation

DEDUCE Draw conclusions

DEFINE State meaning and identify essential qualities

DEMONSTRATE Show by exampleDESCRIBE Provide characteristics and features of the item / concept

DISCUSS Identify issues and provide points for and/or against

DISTINGUISH Recognise and indicate as being distinct or different from, to note differences

between things

EVALUATE Make a judgment and give your opinion based on criteria, determine the value of

EXAMINE Inquire into, find out the facts

EXPLAIN Relate cause and effect, make the relationships between things evident, provide the why and/or how about the item / concept

EXTRACT Choose relevant and/or appropriate details

EXTRAPOLATE Infer from what is known

IDENTIFY Recognise and name

INTERPRET Draw meaning from

INVESTIGATE Plan, inquire into and draw conclusions about

JUSTIFY Support an argument or conclusion with evidence and examples

OUTLINE Sketch in general terms, indicate the main features of

PREDICT Suggest what may happen based on available information

PROPOSE Put forward a point of view, idea, argument or suggestion for consideration or action

RECALL Present remembered ideas, facts or experiencesRECOMMEND Provide reasons in favourRECOUNT Retell a series of events

SUMMARISE Concisely express the relevant details

SYNTHESISE Putting together various elements to make a whole

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General information

Guidelines for contact with various groupsThis material has been provided for use by teachers who wish to invite guest speakers or to plan excursions. It contains points of etiquette to be considered when approaching representatives of particular groups or religious traditions.

Aboriginal community involvementAboriginal communities are located throughout Australia, but they may not exist in every school’s home area. Individual Aboriginal people may not be accessible to some schools, consequently not every school will have access to a local Aboriginal community or individual. Where immediate access to Aboriginal people is not readily available, schools should look further afield for this type of support, turn to the nearest Aboriginal organisation for advice, refer to the regional Aboriginal Education Consultative Group, Aboriginal education officers from the DET or at least seek resources originating from Aboriginal people or organisations.

All meetings involving guests to your school should begin with a recognition of country. See Syllabus (page 12) for protocols when working with Aboriginal communities.

Christianity

If information about a particular denomination is required, the first point of contact could be the local church or the central offices of that denomination.

In addition, the Christian Research Associations publication A Yearbook for Australian Churches contains a directory of all Australian denominations and includes telephone and fax numbers.

Christian churches can be found in most suburbs and towns. Many Christian denominations are organised into parishes, normally under the care of a priest or minister or centred around a church. The parish/church is often a centre of faith education and community and welfare support.

A church is a place set aside for individual and communal prayer. Churches vary in their décor and use of space according to their understanding of worship. They usually contain the symbol of the cross, a table, sometimes referred to as an altar, a lectern and a pulpit. Many protestant churches tend to be simply decorated and place an emphasis on the pulpit. Most Catholic churches emphasise the altar and are more ornate. Most Orthodox churches are highly decorated with icons and candles and have a screen or iconostasis in front of the altar.

Since a church is a sacred space visitors should show respect in the way in which they dress and behave. It is always wise for teachers to ask advice from the relevant person about points of etiquette relating to a particular church. Men should remove their hats upon entering a church. Students should speak softly and only when necessary. They should remain in the body of the church and not enter the sanctuary unless invited.

Islam

The mosque is the point around which the whole life of the Muslim community revolves. Mosques are never decorated with statues or pictures of people as this is considered a form of idolatry. They are often simple buildings, the inside of which is one common space. Men and women are physically separated by a partition, balcony, curtain etc, or women pray behind the men.

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When visiting a mosque the following general guidelines should be observed: shoes must be removed before entering the mosque stay in a group, do not wander visitors should be modestly dressed. Women should cover their hair and wear long loose clothing.

Having a guide is the most effective way of visiting a mosque; this can be arranged by contacting the community centre prior to the visit. This will also enable students to have questions answered that otherwise may not have been.

When inviting Muslims to speak at your school consider: the time of day – does it conflict with prayer times? the length of time of visit – does a place of prayer need to be made available? If so adequate facilities

for washing need to be available near by any food offered must be halal be conscious of times of the year of special religious significance such as Ramadan.

Websites

Some useful websites for Study Guides and Strategies: www.hsc.csu.edu.au www.boardofstudies.nsw.edu.au www.boredofstudies.org www.studygs.net www.tale.edu.au www.cli.nsw.edu.au

(Each of the universities websites also has tips and guides, so try a search under their names.)

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Studies of ReligionPast HSC Questions

Section 1 Part A - Religion and Belief Systems in Australia post-1945Answer both questions

Question 11 (5 marks)2015

2014For some Australians, God is no longer important. Religion does not seem attractive as the country is becoming increasingly secular.With reference to the statement, account for the current religious landscape in Australia.2013With reference to the quotation, outline the importance of Native Title legislation in achieving the objectives of the Land Rights movement.2012How have religious traditions in Australia given support to the process of Aboriginal reconciliation?2011Explain the role of the ecumenical movement and/or interfaith dialogue as religious responses to growing secularism. Include examples in your answer.

Question 22 (5 marks) Part B - Religion and Non-Religion2015

2014Listed are four subjects available for study at a university.1 Atheism: The answer to society’s problems2 Religion and Ethics3 Religion in a Materialistic World4 Rethinking Religion – A guide to social transformationHow might this study of religious and non-religious worldviews assist a person’s search for meaning?2013How has EITHER the rise of materialism OR scientific progress influenced the growth of new religious expressions and spiritualties?2012Compare the response of ONE religious and ONE non-religious belief system to the human person.2011With reference to this information, inquire into and draw conclusions about the global distribution of TWO religious traditions.

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Section II Religious Tradition Depth StudyAttempt TWO questions from Questions1–5 Choose DIFFERENT Religious Traditions in Section II from the one you choose in Section III Allow about 1hour for this section

Question 2 — Christianity (15 marks)2015

2014(a) (i) Outline the contribution to Christianity of ONE significant person or school of thought other than Jesus

(ii) What impact has the significant person or school of thought chosen in part (a) (i) had on Christianity? (b) Religious practices in Christianity help followers to gain a deeper understanding of their beliefs.

How does this statement help to demonstrate the significance of ONE of the following practices for the Christian community?• Baptism • Marriage ceremony • Saturday/Sunday worship.2013(a) (i) Outline ONE significant practice within Christianity from the following:• Baptism • Marriage ceremony • Saturday/Sunday worship.

(ii) How significant for the Christian community is the practice identified in part(a)(i)? (b) Explain ethical teaching in Christianity in one of the following areas:•Bioethics •Environmental ethics •Sexual ethics.2012(a) (i) Briefly outline TWO Christian ethical teachings in ONE of the following areas: • Bioethics • Environmental ethics • Sexual ethics.

(ii) How does ONE ethical teaching outlined in part (a) (i) influence the lives of adherents? (b) Analyse the significance for the individual of ONE significant practice drawn from the following: • Baptism • Marriage ceremony • Saturday/Sunday worship. 2011(a) Outline the contribution of ONE significant person or school of thought other than Jesus to the development and expression of Christianity. (b) Summarise the impact of the significant person or school of thought chosen in 4 part (a). (c) Christianity has always sought to reconnect the faith to its founding roots. 8 To what extent does the statement apply to the impact of the significant person or school of thought chosen in part (a)?

Question 4 — Islam (15 marks)2015

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2014(a) (i) Describe ONE significant practice within Islam from the following

Friday prayer at the mosque, Funeral ceremony, Hajj.

(ii) Demonstrate the significance of the practice chosen in part (a)(i) for the Muslim community.

b) All human beings are called to submit to the will of Allah.With reference to the statement, discuss the contribution to Islam of ONE significant person OR school of thought, other than Muhammad and the Four Rightly Guided Caliphs.2013(a) (i) Outline the contribution to Islam of ONE significant person or school of thought other than Muhammad and the Four Rightly Guided Caliphs.

(ii) How effective has the significant person or school of thought identified in part (a) (i) been in the development and/or expression of Islam?(b) Explain ethical teaching in Islam in one of the following areas:• Bioethics • Environmental ethics • Sexual ethics.2012(a) (i) Briefly outline TWO Islamic ethical teachings in ONE of the following areas: • Bioethics • Environmental ethics • Sexual ethics.

(ii) How does ONE ethical teaching outlined in part (a) (i) influence the lives of adherents? (b) Analyse the significance for the individual of ONE significant practice drawn from the following: • Friday prayer at the mosque • Funeral ceremony • Hajj. 2011(a) Summarise the contribution of ONE significant person or school of thought, other than Muhammad and the Four Rightly Guided Caliphs, to the development and expression of Islam. (b) Summarise the impact of the significant person or school of thought chosen in part (a). (c) All aspects of life are worship for a Muslim. How well does the statement reflect the impact of the significant person or school of thought chosen in part (a)?

Question 5 — Judaism (15 marks)2015

2014(a) (i) Describe ONE significant practice within Judaism from the following:

• Death and mourning • Marriage • Synagogue services. (ii) Demonstrate how the practice chosen in part (a)(i) expresses the beliefs

(b) Therefore you shall love the Lord, your God, keep His charge, His statutes, His ordinances, and His commandments, all the days.Deuteronomy 11:1

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With reference to the verse, discuss the contribution to Judaism of ONE significant person OR school of thought, other than Abraham or Moses.2013(a) (i) Outline the contribution to Judaism of ONE significant person or school of thought other than Abraham or Moses.

(ii) How effective has the significant person or school of thought identified in part (a) (i) been in the development and/or expression of Judaism?(b)Explain ethical teaching in Judaism in one of the following areas:• Bioethics • Environmental ethics • Sexual ethics.2012(a) (i) Briefly outline TWO Jewish ethical teachings in ONE of the following areas: • Bioethics • Environmental ethics • Sexual ethics.

(ii) How does ONE ethical teaching outlined in part (a) (i) influence the lives of adherents?

(b) Analyse the significance for the individual of ONE significant practice drawn from the following: • Death and mourning • Marriage • Synagogue services. 2011(a) Describe ONE significant practice within Judaism drawn from the following: • Death and mourning • Marriage • Synagogue services. (b) How does the practice chosen in part (a) express the beliefs of Judaism? (c) Jewish practices are instruments for the expression of obedience to God’s commandments. To what extent does the statement apply to the significance for the Jewish community of the practice chosen in part (a)?

Section III Religious Tradition Depth StudyAttempt ONE question from Questions 1–5 Choose a DIFFERENT Religious Tradition in Section III from the ones you Section II

Question 2 — Christianity (20 marks)2015

2014Dear friend, do not imitate what is evil, but what is good. 3 John 1:11 New International Version How do ethical teachings in Christianity guide adherents to do ‘what is good’. In your response, refer to ONE of the following:• Bioethics • Environmental ethics • Sexual ethics. 2013A living religious tradition: Significant people and ideas, Ethics, Significant practices In your study of religious traditions you have focused on three different, interrelated aspects. Discuss the relationship between at least TWO of the aspects shown in the diagram on page 16 and the way they contribute to Christianity as a living religious tradition.2012Men, women and schools of thought have reformed and/or revitalised the Christian tradition.How well does this statement reflect the impact on Christianity of ONE significant person or school of thought, other than Jesus?2011

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Some religions emphasise justice, while others emphasise compassion. How does the statement reflect the diversity of expression within the Christian tradition?Question 4 — Islam (20 marks)2015

2014How do ethical teachings in Islam guide adherents to ‘do good deeds’ in their daily lives? In your response, refer to ONE of the following: •Bioethics •Environmental ethics •Sexual ethics.2013A living religious tradition: Significant people and ideas, Ethics, Significant practices In your study of religious traditions you have focused on three different, interrelated aspects. Discuss the relationship between at least TWO of the aspects shown in the diagram on page 16and the way they contribute to Islam as a living religious tradition.2012Men, women and schools of thought have reformed and/or revitalised the Islamic tradition. How well does this statement reflect the impact on Islam of ONE significant person or school of thought, other than Muhammad and the Four Rightly Guided Caliphs?2011Some religions emphasise justice, while others emphasise compassion. Discuss the statement in relation to Islam as a living religious tradition.

Question 5 — Judaism (20 marks)2015

2014Do not be wise in words – be wise in deeds.Jewish proverbHow do ethical teachings in Judaism guide adherents to ‘be wise in deeds’? In your response, refer to ONE of the following: •Bioethics •Environmental ethics •Sexual ethics.2013A living religious tradition: Significant people and ideas, Ethics, Significant practices In your study of religious traditions you have focused on three different, interrelated aspects. Discuss the relationship between at least TWO of the aspects shown in the diagram on page 16and the way they contribute to Judaism as a living religious tradition2012Men, women and schools of thought have reformed and/or revitalised the Jewish tradition. How well does this statement reflect the impact on Judaism of ONE significant person or school of thought, other than Abraham or Moses?2011Some religions emphasise justice, while others emphasise compassion. To what extent does the statement apply to the distinctive response of Judaism to the enduring questions of human existence?

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Section IV — Religion and PeaceAttempt Question 1 Allow about 35 minutes for this sectionQuestion 1 (20 marks)2015

2014I call on religious communities, religious leaders and people of faith to confront hostility … to reaffirm our common humanity, and to pave the way for greater tolerance and solidarity among all groups … Together, we can realise the enormous potential of religions to foster true peace.

BAN KI-MOONUnited Nations Secretary-General Religions for Peace World Assembly, 20 November 2013

With reference to the above statement, discuss how the teachings of ONE religious tradition contribute to the achievement of world peace.2013Explain how sacred texts from TWO religious traditions guide individuals towards achieving inner peace.Sacred texts are to be drawn from the following:•Buddhism –Sutta Pitaka and/orDhammapada•Christianity –The New Testament•Hinduism – Bhagavad Gita•Islam –Qur’an and/orHadith•Judaism –The Prophetic vision of peace on Earth2012How have the principal teachings on peace of ONE religious tradition guided its contribution to the achievement of world peace?2011Analyse the distinctive response of TWO religious traditions to the issue of peace by linking their relevant sacred texts to their principal teachings.

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