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Christianity Past HSC QuestionsPersonality – Paul of TarsusEthics – Sexual EthicsPractice – MarriageSection II — Religious Tradition Depth Study2015Question 2a(a)(i) From within ONE of the following areas, identify ONE ethical teaching AND its origin.?Bioethics ?Environmental ethics ?Sexual ethicsCriteriaMarksIdentifies one ethical teaching AND its origin2Identifies one ethical teaching OR an origin of ethical teaching1 (ii)How does the ethical teaching identified in part (a) (i) guide adherents in their daily living?CriteriaMarksProvides accurate and detailed information linking the selected ethical teaching to its role in guiding adherents in their daily living5Provides accurate information linking the selected ethical teaching to its role in guiding adherents in their daily living3–4Makes a simple statement about an ethical teaching. May make a simple link between the ethical teaching and the daily lives of adherents1–2Question 2bDo not conform yourselves to the standards of this world, but let God transform you inwardly by a complete change of your mind. Then you will be able to know the will of God – what is good and is pleasing to him and is perfect.Romans 12:2How is the ‘will of God’ portrayed by ONE significant person OR school of thought, other than Jesus?CriteriaMarksProvides accurate and detailed information addressing how the ‘will of God’ is portrayed by ONE significant person or school of thought other than JesusUses clear and relevant evidence to support the responseUses relevant terminology accurately7–8Provides accurate information addressing how the ‘will of God’ is portrayed by ONE significant person or school of thought other than JesusUses some relevant evidence to support the responseUses relevant terminology4–6Makes general statements about ONE significant person or school of thought other than JesusMay make a simple reference to the ‘will of God’May use some relevant terminology1–3Notes from the marking centreCandidates showed strength in these areas:?demonstrating sound knowledge of environmental ethics?displaying sound knowledge of a significant person and their contribution to the religious tradition?writing concise responses with appropriate use of terminology and knowledge of the course content.Candidates need to improve in these areas:?applying course content to the question?making a clear reference to Christian ethical teachings in relation to the area of study?linking the response to the stimulus material?distinguishing between ethical teachings and issues?supporting an argument/judgment with relevant examples?developing a clear understanding of the origin of the ethical teaching.2014Question 2a(i) Outline the contribution to Christianity of ONE significant person or school of thought other than JesusCriteriaMarksAccurately indicates the key features of the contribution to Christianity made by ONE significant person or school of thought, other than Jesus3Provides some of the key features of the contribution to Christianity made by ONE significant person or school of thought, other than Jesus2Makes a general statement about ONE significant person or school of thought, other than Jesus1(ii) What impact has the significant person or school of thought chosen in part (a) (i) had on Christianity?CriteriaMarksClearly and accurately provides information on the impact of the significant person or school of thought on Christianity4Provides some accurate information on the impact of the significant person or school of thought on Christianity2–3Makes general statements about the significance of the person or school of thought to the development or expression of Christianity1Question 2b(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.CriteriaMarksClearly and accurately articulates how the statement helps to demonstrate the significance of the chosen practice for the Christian communityApplies thorough knowledge of the significance of the chosen practiceUses clear and relevant evidence to support the response7–8Identifies relevant points on how the statement helps to demonstrate the significance of the chosen practice for the Christian communityApplies sound knowledge of the significance of the chosen practiceMakes an accurate and largely descriptive response4–6Makes general statements about the chosen practice’s significance for the Christian community1–3Notes from the marking centreCandidates showed strength in these areas:? demonstrating an understanding of Christianity ? understanding the contribution (eg the work or writings) of the significant person or school of thought chosen (part ai) ? articulating an understanding of the impact of the significant person or school of thought over time (part aii) ? linking the significant person or school of thought to the development and expression of Christianity (part aii) ? linking the stimulus to the significant practice and Christian beliefs (part b) ? making a judgement about the beliefs of Christianity in relation to the community and practice (part b) ? supporting responses with clear examples (part b) ? using correct and relevant terminology ? responding succinctly and coherently. Candidates need to improve in these areas:? avoiding overly descriptive (part b) and biographical (parts ai and aii) responses ? choosing a significant person or school of thought whose contribution has been significant enough to meet the requirements of the question (part aii).2013Question 2a(a) (i) Outline ONE significant practice within Christianity from the following:? Baptism ? Marriage ceremony? Saturday/Sunday worship.Question 2 (a) (i) Criteria Marks ? Accurately indicates the key characteristics and features of ONE significant practice within Christianity 3 ? Indicates some features of ONE significant practice within Christianity 2 ? Makes general statements about practices in Christianity 1 (ii) How significant for the Christian community is the practice identified in part(a)(i)?Question 2 (a) (ii) Criteria Marks ? Demonstrates a clear understanding of the implications for the Christian community for the practice outlined in (a) (i) 5–6 ? Demonstrates some understanding of the implications for the Christian community for the practice outlined in (a) (i) 3–4 ? Makes general statements about the significant Christian practice and/or the community. 1–2 Question 2b (b) Explain ethical teaching in Christianity in one of the following areas:?Bioethics ?Environmental ethics ?Sexual ethics.Question 2 (b) Criteria Marks ? Demonstrates accurate and detailed knowledge and understanding of Christian ethical teachings in the chosen area 5–6 ? Demonstrates some knowledge and understanding of Christian ethical teachings in the chosen area 3–4 ? Makes general statements about Christian ethical teachings and/or Christian beliefs and/or the chosen area 1–2 Sample answer:Fundamentally, Christian sexual ethics are drawn from key principles relating to love and the dignity of the human person. The sacred texts of Christianity (Hebrew Scriptures and the New Testament) include teachings that stem from the concept that God has made each person in his image and that they are in a covenantal relationship with him, each other and the natural world. This relationship is underpinned by love that is manifested in different but interrelated ways. Traditionally, the Christian Church has argued that sexual love can only find true expression within a faithful and heterosexual relationship marked by marriage. Today, Christian denominations express diverse understandings of these key principles. For some like the Uniting Church, the primacy of love supersedes any references in the Scriptures to homosexuality, the UCA arguing that condemnations of homosexual practices (Leviticus and Pauline epistles) are ‘contextual’. Even within heterosexual expression, some denominations place parameters. Contraception is a case in point. While some Christian Churches allow any form of artificial contraception, some like the Catholic Church officially prohibit its use. Their argument would stem from a Natural Law approach. Moreover, any sexual act is meant to be both procreative (open to procreation) and unitive (intercourse). This Natural Law approach also holds sway with other denominations, although not to the same extent. Marital fidelity is universal within Christianity, although varying teachings on divorce mean that it can be applied selectively. The Christian church relies heavily on Genesis (1,2), the Decalogue (sixth commandment) and Pauline theology to justify its teaching on adultery.Notes from the marking centreCandidates showed strength in these areas:? demonstrating knowledge of Christianity and its ethical teachings ? expressing the links between the chosen area of study and the significance for the Christian community (part aii) ? providing reasons for ethical teachings ? supporting arguments with examples and quotes from the sacred texts or examples relevant to the practice. Candidates need to improve in these areas:? referring to the New Testament in preference to the Hebrew Scriptures ? responding to the specific nature of the question as opposed to describing aspects of Christian practices ? demonstrating understanding of sexual ethics and bioethics ? using quotes from the New Testament to support statements about ethical teachings (part b).2012Question 2a(a) (i) Briefly outline TWO Christian ethical teachings in ONE of the following areas: ? Bioethics ? Environmental ethics ? Sexual ethics. Question 2 (a)(i) Criteria Marks? Clearly and accurately provides the main features of TWO Christian ethical teachings as they relate to the chosen area 3–4? Provides some features of ONE or TWO Christian ethical teachings as they relate to the chosen area 1–2Notes from the marking centre(a) (i) In better responses, candidates clearly provided the main features of two Christian ethical teachings in the area of environmental ethics, bioethics or sexual ethics. These responses were supported with correct terminology and scriptural references from the New Testament and/or Church documents. In these better responses, candidates clearly identified the ethical teaching and did not confuse this with the concept of an ethical issue; for example, the ethical teaching of the dignity of all human life as opposed to the ethical issue of euthanasia or abortion. In these responses, candidates were objective in their responses rather than taking the high moral ground.In mid-range responses, candidates interchanged ethical teachings with ethical issues.In weaker responses, candidates named or described an ethical issue. (ii) How does ONE ethical teaching outlined in part (a) (i) influence the lives of adherents? Question 2 (a)(ii) Criteria Marks ? Provides accurate and detailed information linking ONE ethical teaching to the influence it has on the lives of adherents 5 ? Provides accurate information linking ONE ethical teaching to the influence it has on the lives of adherents 3–4 ? Provides a generalised response on one ethical teaching. May make a simple reference to the lives of adherents 1–2 Notes from the marking centre(a) (ii) In better responses, candidates clearly linked one ethical teaching to the chosen issue. In these responses, candidates supported their responses with reference to scripture and other authoritative documents from the Christian tradition. These responses were thoughtfully considered and well expressed, clearly identifying the link between the ethical teaching and the chosen issue. Candidates supported their responses with clear examples and made reference to sacred texts. They used correct terminology and logically developed an argument.Candidates who wrote mid-range responses described an ethical issue without making a clear link to the ethical teaching or using good examples.In weaker responses, candidates mainly outlined an ethical issue or simply reiterated the response of part (a)(i).Question 2b(b) Analyse the significance for the individual of ONE significant practice drawn from the following: ? Baptism ? Marriage ceremony ? Saturday/Sunday worship. Question 2 (b) Criteria Marks ? Accurately identifies key features of ONE significant practice and clearly relates implications of the practice for the individual 5–6 ? Identifies some features of ONE significant practice and relates implications of the practice for the individual 3–4 ? Makes general statements about the significant practice 1–2 Notes from the marking centre (b) In better responses, candidates made clear reference to the key features of the chosen practice, and linked these features to the meaning of the practice for the individual adherent. In better responses, candidates used clear examples to demonstrate their hypothesis.In mid-range responses candidates did not clearly identify the features of the practice or the influence of the practice on the life of adherents. In some responses, candidates made emotive rather than evidence-based judgments about the influence on the life of adherents.In weaker responses, candidates were mainly descriptive in nature and made few or no links to the life of adherents2011Question 2aOutline the contribution of ONE significant person or school of thought other than Jesus to the development and expression of Christianity. Question 2 (a) Criteria MarksAccurately provides key feature(s) of the contribution of the chosen significant person or school of thought to the development and expression of Christianity 3Provides some feature(s) of the contribution of the chosen significant person or school of thought to the development and expression of Christianity. 2Writes in general terms about the chosen significant person or school of thought in Christianity 1Question 2bSummarise the impact of the significant person or school of thought chosen in 4 part (a)Question 2 (b) Criteria Marks Expresses concisely the key feature(s) of the impact of the chosen significant person or school of thought on the development and expression of Christianity 4 Provides some accurate information about the impact of the significant person or school of thought on the development and expression of Christianity 2–3 Makes general statements about the impact of the significant person or school of thought on the development and expression of Christianity 1 Question 2c 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 2 (c) Criteria Marks Makes a clear and accurate judgement based on criteria on how the statement applies to the impact of the chosen significant person or school of thought on the development and expression of Christianity Uses clear and relevant evidence to support the judgement given 7–8 Attempts some judgement based on criteria on how the statement applies to the impact of the chosen significant person or school of thought on the development and expression of Christianity An accurate but largely descriptive response 4–6 Makes general statements about the chosen person or school of thought’s impact on the development and expression of Christianity 1–3 Notes from the marking centreIn better responses, candidates demonstrated an explicit understanding of Christianity and the contribution and impact of the significant person or school of thought chosen. These responses were supported by clear examples, made strong links back to the quote using explicit reference to sacred texts and/or the person of Jesus. Clear and accurate judgements were made about the links between the significant person or school of thought and the foundations of the tradition. Clear links were made between the significant person/school of thought and their impact on the development and expression of Christianity. Correct and relevant terminology was used. Mid-range responses tended to be descriptive and focused on the contribution and impact of the significant person without making clear and accurate links to the quote. The links to the quote were tenuous and focused on the significant person with little support from examples. Weaker responses were general in nature. These responses were mainly descriptive and made little or no link to the quote.2010Question 2a(a) (i) Outline ONE Christian ethical teaching in ONE of the following areas: ? Bioethics ? Environmental ethics ? Sexual ethics. Sample answer: Sexual Ethics Many Christians view sexual activity in a religious sense, to occur within an appropriate context of commitment to one’s partner. Some Christian variants, particularly those more influenced by Thomistic Natural Law, more closely associate sexual activity with human reproduction. In these instances, sexual activity that is not open to reproduction may be viewed as being outside an appropriate context. Homosexuality Christian teachings on homosexuality vary both within and between variants. The Catechism of the Catholic Church emphasises that while a homosexual orientation is not an evil in itself, the practice of it is unacceptable as it excludes both a male/female marriage and the possibility of human reproduction. The Anglican Church’s attitude towards homosexuality varies from a full acceptance to condemnation. These strong variations are accentuating divisions within the Anglican Church globally, leaving the church open to schism. Notes from the marking centrea.i.Candidates outlined one Christian ethical teaching in either bioethics, environmental ethics or sexual ethics, supported by appropriate teachings from Christianity gathered from sacred scripture or Christian ethical authorities. (ii) Describe TWO examples of the ethical teaching identified in part (a) (i). (b) Evaluate the significance of ONE of the following practices in the lives of adherents. ? Baptism ? Marriage ceremony ? Saturday/Sunday worship Notes from the marking centreii.Candidates described two examples of the ethical teaching identified in part (a) (i). These descriptions included examples which were wide and varied. In the better responses, candidates chose examples which clearly linked to the ethical teaching. Some candidates did not link their responses to parts (a) (i) and (a) (ii) successfully.Question 2 (b) b) Evaluate the significance of ONE of the following practices in the lives of adherents. ? Baptism ? Marriage ceremony ? Saturday/Sunday worshipSample answer: The Marriage ceremony The Christian concept of marriage entails a loving and supportive commitment to one’s partner. This mutual commitment between the bride and the bridegroom emphasises the commitment that they also have towards one’s “neighbour” as Christian adherents. As Christian marriage is founded on the teaching of love, this also consolidates the primacy of love in the key decisions of the lives of the newly married couple. The concept of faithfulness emphasised in the marriage ceremony serves to support adherents in their desire to be faithful and honest in their relating to others. The definition of love, often used in Christian marriage ceremonies, provided by Paul in I Corinthians 13, also serves to consolidate the marriage partners’ understanding of and commitment to Paul’s vision of love in their lives generally. In churches where marriage is identified as a sacrament, the ceremony also serves as an act of worship both for the marriage partners and the adherents present.Notes from the marking centreb.In better responses, candidates made a clear judgement of the impact of the practice on the life of the individual and the community. These candidates conveyed the judgement explicitly. In weaker responses, candidates only gave examples of ethical norms as ethical teachings. These responses showed limited judgment and were mainly descriptive.Section IIIQuestion 2 — Christianity (20 marks)2015. . . anyone who belongs to Christ has become a new person. The old life is gone; a new life has begun!2 Corinthians 5:17And as we live in God, our love grows more perfect.1 John 4:17For where two or three gather together as my followers, I am there among them.Matthew 18:20With specific reference to one or more of the above quotations, explain how ONE significant practice assists individuals and/or the Christian community to live a Christian life.In your response, refer to ONE of the following:?Baptism ?Marriage ceremony ?Saturday/Sunday worship.CriteriaMarksFor Christianity, provides detailed, relevant and accurate information about how the selected practice assists adherents to live a Christian lifeDemonstrates a comprehensive understanding of the significance of the selected practice in the lives of individuals and/or the Christian communityIntegrates one or more quotations from the stimulus to link the relationship of adherents living a Christian life to the selected practiceUses relevant and accurate terminology in a cohesive and well-structured response17–20For Christianity, provides some detailed and accurate information about how the selected practice assists adherents to live a Christian lifeDemonstrates a competent understanding of the significance of the selected practice in the lives of individuals and/or the Christian communityIntegrates one or more quotations in the stimulus to show how the selected practice assists adherents to live a Christian lifeUses relevant terminology in a well-structured response13–16For Christianity, provides some accurate information about how the selected practice assists adherents to live a Christian lifeDemonstrates some understanding of the significance of the selected practice in the lives of individuals and/or the Christian communityRefers to at least one of the quotations. The reference may be impliedUses relevant terminology in a largely descriptive response9–12For Christianity, provides some general statements about the selected practiceMay have some limited reference to the lives of individuals and/or the Christian community and/or the stimulusAttempts to use relevant terminology in a largely descriptive response5–8Makes general statements about ChristianityMay use relevant terminology1–4CriteriaMarksFor Christianity, provides detailed, relevant and accurate information about how the selected practice assists adherents to live a Christian lifeDemonstrates a comprehensive understanding of the significance of the selected practice in the lives of individuals and/or the Christian communityIntegrates one or more quotations from the stimulus to link the relationship of adherents living a Christian life to the selected practiceUses relevant and accurate terminology in a cohesive and well-structured response17–20For Christianity, provides some detailed and accurate information about how the selected practice assists adherents to live a Christian lifeDemonstrates a competent understanding of the significance of the selected practice in the lives of individuals and/or the Christian communityIntegrates one or more quotations in the stimulus to show how the selected practice assists adherents to live a Christian lifeUses relevant terminology in a well-structured response13–16For Christianity, provides some accurate information about how the selected practice assists adherents to live a Christian lifeDemonstrates some understanding of the significance of the selected practice in the lives of individuals and/or the Christian communityRefers to at least one of the quotations. The reference may be impliedUses relevant terminology in a largely descriptive response9–12For Christianity, provides some general statements about the selected practiceMay have some limited reference to the lives of individuals and/or the Christian community and/or the stimulusAttempts to use relevant terminology in a largely descriptive response5–8Makes general statements about ChristianityMay use relevant terminology1–4Notes from the Marking CentreCandidates showed strength in these areas:?demonstrating knowledge of the significance of a practice for the individual and/or community of believers ?providing detailed coverage of the practice with specific links to the beliefs of Christianity?making reference to the stimulus to support the response?using variants to demonstrate the diversity of expression of practices within Christianity?using accurate terminology in a well-structured response.Candidates need to improve in these areas:?explaining how the practice assists adherents to live a Christian life?providing meaningful and appropriate use of the stimulus material?providing an explanation rather than a descriptive statement about the nature and order of the practice2014Dear 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. CriteriaMarksFor Christianity, provides detailed, relevant and accurate characteristics and features of the ethical teaching in the chosen areaDemonstrates a comprehensive understanding of the implications of Christian ethical teaching on the lives of adherentsIntegration of the stimulus to link the relationship of the adherents doing “what is good” to the guidance provided by the chosen ethical teachingUses relevant and accurate terminology in a cohesive response17–20For Christianity, provides characteristics and features of the ethical teaching in the chosen areaDemonstrates a competent understanding of Christian ethical teachings in the lives of adherentsUses the stimulus to show how the adherents are guided by the ethical teachingsUses relevant terminology in a well-structured response13–16For Christianity, indicates some characteristics and features of the ethical teaching in the chosen areaDemonstrates some understanding of Christian ethical teachings in the lives of adherentsMay use the stimulusAttempts to use relevant terminology in a largely descriptive structured response9–12For Christianity, provides some general statements about ethical teachings and/or the chosen areaMay use relevant terminology5–8Makes general statements about Christianity1–4CriteriaMarksFor Christianity, provides detailed, relevant and accurate characteristics and features of the ethical teaching in the chosen areaDemonstrates a comprehensive understanding of the implications of Christian ethical teaching on the lives of adherentsIntegration of the stimulus to link the relationship of the adherents doing “what is good” to the guidance provided by the chosen ethical teachingUses relevant and accurate terminology in a cohesive response17–20For Christianity, provides characteristics and features of the ethical teaching in the chosen areaDemonstrates a competent understanding of Christian ethical teachings in the lives of adherentsUses the stimulus to show how the adherents are guided by the ethical teachingsUses relevant terminology in a well-structured response13–16For Christianity, indicates some characteristics and features of the ethical teaching in the chosen areaDemonstrates some understanding of Christian ethical teachings in the lives of adherentsMay use the stimulusAttempts to use relevant terminology in a largely descriptive structured response9–12For Christianity, provides some general statements about ethical teachings and/or the chosen areaMay use relevant terminology5–8Makes general statements about Christianity1–4Notes from the Marking CentreCandidates showed strength in these areas:? demonstrating knowledge of the ethical teachings of Christianity and points of difference within Christian variants where appropriate ? providing evidence from sacred texts, Church and other authoritative teachings and/or organisations ? providing clear and accurate links to the quote provided from 3 John 1:11 and Christian ethical teachings ? explaining how ethical teachings guide adherents to do ‘what is good’. Candidates need to improve in these areas:? responding to the specific nature of the question rather than describing aspects of ethical teachings and issues ? integrating the quote ? linking environmental ethics to the ethical teachings of Christianity.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.Question 2 — Christianity Criteria Marks ? Comprehensively articulates points for and/or against the relationship between at least two aspects of Christianity as shown in the diagram ? Accurately addresses the contribution made by at least these two aspects to Christianity as a living religious tradition? Supports the argument with detailed and relevant information ? Uses relevant and accurate terminology in a cohesive response 17–20 ? Competently identifies points for and/or against the relationship between at least two aspects of Christianity as shown in the diagram ? Provides points on the contribution made by at least these two aspects to Christianity as a living religious tradition ? Supports the argument with relevant information ? Uses relevant terminology in a well-structured response 13–16 ? Provides some points for and/or against the relationship between at least two aspects the diagram to and/or their contribution to Christianity as a living religious tradition ? Supports the argument with some valid information ? Uses relevant terminology in a largely descriptive, structured response 9–12 ? Presents a general response with some information about one or more aspects of Christianity ? May use some relevant terminology 5–8 ? Makes general statements about Christianity ? Provides limited details 1–4 Sample AnswerThough aspects of Christianity differ, strong interrelationships exist between them. Religions are after all, ‘living’ and ‘dynamic’ traditions. Christian persons of influence/schools of thought, Christian ethics and significant Christian practices possess overlapping features which is evident in the diagram provided. Though distinct aspects, the connection between them contributes to Christianity as a living religious tradition.? Paul of Tarsus as a foundational figure contributed significantly to the Christian ethical paradigm. He was also the first New Testament writer to reveal the nature of Christian worship in its earliest forms. Paul’s writings contain Eucharistic theology, guiding followers in their own understanding of this religious practice. The Pauline epistles are also proclaimed within the Christian service, further reinforcing their interrelationship with it.? Christian sexual ethics owe much to Paul. By reinforcing some ethical principles and abrogating others, he established ethical norms that were to influence theologians for centuries (Aquinas – Scholasticism, Reformers – Luther, Calvin). The avoidance of fornication (1 Corinthians) the value of chastity and the importance of marital fidelity are examples of the interrelationship of significant people and ethics.? Along with the Hebrew Scriptures, it has been the Pauline epistles which have been the foundation of Christianity’s traditional stance on homosexuality. In more recent times, theologians have returned to Paul’s work re-examining it in the light of contemporary understanding of sexuality. In some cases (eg the Uniting Church and Anglicanism), Paul’sworks have been reinterpreted, impacting on Christian ethical teaching within thosedenominations.? The practice of Eucharist has evolved over time. St Paul however was a seminal figure in its establishment. Paul’s epistles lay down liturgical guidelines as well principles that underpin a theological understanding of the practice.? Eucharist as an example of Saturday/Sunday worship and ethics are also closely interrelated. The religious practice variably known as Holy Communion, Mass, Divine liturgy is a vehicle for the reinforcement of Christian ethics. The proclamation of the Scriptures (including Paul), the homily/sermon, hymns and the examples of fellow worshippers reinforce the relationship of varying aspects.? Until recently, the words of dismissal at the conclusion of the Catholic service ‘Go now in peace and love to serve the Lord.’ is a reminder that the Eucharist is a springboard for worshippers to be witnesses to the world, modelling those ethical virtues expounded by Christ and persons of influence, like Paul. This contributes to Christianity as a living religious tradition reminding believers that true devotion extends beyond the confines of the church or the words of the Scriptures. True belief is a lived experience.? Persons of influence, ethics and practice significantly contribute to Christianity as a living religious tradition. While these aspects may be seen as distinct from one another, they are in fact interrelated. Each contributes to Christianity in its own way. These aspects also combine to assist believers to better understand and ‘live out’ their Faith.Notes from the Marking CentreCandidates showed strength in these areas:? demonstrating understanding of content relating to the three defined areas of the HSC syllabus ? relating content to a common point of connection as required by the stimulus (Venn diagram) ? Buddhism, for example the central teachings such as the Four Noble Truths, the Eightfold Path, the Three Jewels, the Five Precepts ? Christianity, for example the central belief of salvation ? Hinduism, for example the central beliefs such as ahimsa, and terminology such as puja, dashan, karma, moksha ? Islam, for example the goal of submission or central beliefs such as Tawhid ? Judaism, for example the practice of marriage and the responsibilities of the couple with regard to sexual ethics ? discussing the relationship between at least two and possibly three of the syllabus aspects and/or [Religious Tradition] as a living religious tradition ? providing evidence from sacred texts and/or other examples and/or organisations ? providing evidence of the way the aspects contribute to the religious tradition. Candidates need to improve in these areas:? responding to the specific nature of the question as opposed to describing aspects of [Religious Tradition] ? linking [Religious Tradition] to the concept of living religious tradition through the use of contemporary examples ? ensuring that the information presented on persons/ethics/practices is accurate ? ensuring that examples and comments are relevant to the [Religious Tradition] rather than simply reflections on political issues2012Men, 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?Question 2 – Christianity Criteria Marks? Presents a sustained, reasoned judgement on the degree to which the statement reflects the impact of one significant person or school of thought on Christianity ? Supports a cohesive response with detailed, relevant and accurate information. ? Uses relevant terminology accurately. 17–20? Presents a reasoned judgement on the degree to which the statement reflects the impact of one significant person or school of thought on Christianity ? Supports the response with relevant and accurate information. ? Uses relevant terminology accurately. 13–16? Makes general statements about the impact of one significant person or school of thought on Christianity ? Response includes relevant information. ? Uses relevant terminology. 9–12? Makes statements about the significant person or school of thought in Christianity. ? May use some relevant terminology 5–8? Writes in general terms about the significant person or school of thought in Christianity 1–4Answers could include:This statement strongly reflects the impact of Paul and Luther in the work of reforming, transforming and revitalising the Christian tradition.St Paul? His impact over time was enormous both as a missionary and theologian.? Gentile males who converted to Christianity did not have to be circumcised (First Council of the Church in Jerusalem). This had a transformative effect on the early tradition – breaking from traditional Judaism.? His letters were the earliest writings about Christianity – transforming the tradition from an oral to written form and establishing instructions for the early Christian communities.? The Gospel writings, especially Luke and John, were greatly influenced by his writings. Paul is credited with writing a significant number of letters that now form part of the New Testament writers. His writings continue to revitalise established Christianity especially his concept of Church and salvation.? Established churches in the centres of civilisation in the western world, for example Rome and Corinth. These communities were reformed and transformed by the teachings of Paul.? His teachings inspired followers, including Martin Luther, to think deeply on theological matters.? Although a Roman citizen, Paul experienced great difficulties, including imprisonment, while spreading his message of love and salvation. As a role model he revitalised the communities in which he preached and visited.? Best-known writings – Paul’s first letter to Corinthians ‘love is patient and kind’, ‘love is eternal’. This inspirational message is a model for all Christians and still inspires followers today. Often used as a reading in the marriage ceremony today for Christians.? Changed the societies that he visited. He founded churches; spoke to followers about how to live a Christian life, based on the teachings of Christ. This had a transforming and revitalising impact upon the then church communities.? Responsible for spread of Christianity beyond Jerusalem – he was the first great Christian missionary undertaking three missionary journeys throughout the Mediterranean region.? His example and teachings from his writings transformed, challenged and inspired Christians in the first century and still continue today.Notes from the Marking CentreIn better responses, candidates engaged thoughtfully with the question and challenged what ‘reform’ and ‘revitalisation’ actually meant in relation to the significant person or school of thought chosen. Regardless of whether candidates agreed fully or in part with the stimulus, they presented a critical judgement explicitly supported by specific scripture references, other writings and examples. The information presented was accurate, relevant and well integrated into the response. In these responses, candidates wrote objectively, and were comprehensive in detail and cohesive in structure. In mid-range responses, candidates made some reference to the statement but were not explicit enough in presenting a reasoned judgement; that is, they did not go far enough to show how the person or school of thought reformed or revitalised the Christian religious tradition. In these responses, candidates discussed the impact of the person or school of thought, but showed no real understanding of the terms ‘revitalised’ and ‘reformed’. Information presented was largely descriptive and relevant, but the responses lacked detail. In these responses, candidates did not provide enough evidence to imply a sustained, reasoned judgement. They often lacked coherent structure. In weaker responses, candidates presented information about a person or school of thought that was largely biographical and lacking in accurate detail. In some responses, candidates discussed ethics or practice without any links being made to the person or school of thought2011Some religions emphasise justice, while others emphasise compassion. How does the statement reflect the diversity of expression within the Christian tradition?Question 2 — Christianity Criteria MarksPresents a sustained reasoned judgement on how the statement reflects the diversity of expression within the Christian tradition Supports the interpretation with detailed, relevant and accurate information concerning the diversity of expression within the Christian tradition Uses relevant and accurate terminology in a cohesive response 17–20Attempts to present a reasoned judgement on how the statement reflects the diversity of expression within the Christian tradition Supports the interpretation with accurate information concerning the diversity of expression within the Christian tradition Uses relevant terminology in a well-structured response 13–16May make some judgement on how the statement reflects the diversity of expression within the Christian tradition Supports the interpretation with relevant information concerning the diversity of expression within the Christian tradition Attempts to use relevant terminology in a largely descriptive, structured response 9–12Presents a general response with some information about the diversity of expression within the Christian tradition May use relevant terminology 5–8Makes general statements about Christianity Provides limited relevant details 1–4Answers could include:Responses to Christian ethical teachings vary both within and between Christian denominations. Some variants rely strongly on the use of authority (eg the teaching Magisterium in the Catholic tradition; and the Bible, or ‘Bible only’ (sola scriptura), in some Protestant denominations), others place a reliance on natural law, while others develop their ethical positions from both. Hence, a range of different ethical responses that focus more directly on either justice or compassion is a logical outcome of the varying theologies of the variants.The Catholic tradition’s strong links with Thomistic natural law (developed by Thomas Aquinas), together with its hierarchical teaching authority, provide a clear ‘justice’ focused foundation for its teachings on sexual ethics, with much of historical Catholic teaching stemming from the linking of sexual morality with reproduction. The non-reproductive aspect of some sexual orientations (eg homosexuality, contraception) defines their ethical status. Some Christian traditions with a strong focus on autonomy and the practice of compassion may expound more liberal interpretations of sexual ethics in areas including premarital sex, homosexual relationships and contraception. Some sexual ethics issues can produce a range of responses that, arguably, can be seen as both compassionate and just, regardless of one’s view of their acceptability.Christian responses to bioethics can be particularly diverse. Some Christian groups support both euthanasia and stem cell research, while others will vigorously oppose one or both of these and engage in political lobbying to promote their position. Whether these positions reflect a justice or compassion orientation is quite varied. Questions on both bioethics and environmental ethics have produced strong divergent responses within the denominations themselves; for example, the carbon tax debate.More broadly, the very strong involvement of Christian churches in aged care, care for the mentally ill, hospitals, refugees, the homeless, street youth etc, underlines their foundational commitment to compassion. In particular, the Salvation Army as a denomination places its focus on charitable work, while the Catholic Church, with its strong foundations on teaching authority and justice, also has a very extensive social outreach approach.Significant people/ideas: The contribution of significant people/ideas to Christianity is particularly diverse, with some being motivated by issues of justice (eg St Augustine, Pope Pius XII and Oscar Romero), while others were moved strongly by compassion (eg William Booth and Pope John XXIII).Significant practices: Marriage practices strongly exemplify the diversity of expressions in Christianity. Some traditions adopt positions that are sacramental, while others have a contractual focus or endorse same-sex marriage. Traditions that put an emphasis on the vows that are made in the marriage ceremony could be seen to focus on the importance of justice in the partnership. Other traditions that put an emphasis on love and support in a marriage could be seen to focus on the issue of compassion.Notes from the Marking CentreIn better responses, candidates incorporated significant people and ideas, ethics and significant practices in the life of adherents into their answer. Their judgement was clearly stated and then supported by examples of how Christian diversity reflected either justice or compassion or both. The information was presented in an accurate, relevant and cohesive manner. These candidates recognised justice and compassion as central elements of Christian teaching as set out in the Gospel accounts and the writings of Paul. They provided evidence from these sources as citations in support of their answers. In mid-range responses, candidates tended to engage with the question in general terms and provided minimal evidence to support any judgements being made. Candidates focused on the statement or on diversity, but failed to integrate the two. In weaker responses, candidates provided general information about Christianity with little explanation of how the information related to the question2010 By this all will know that you are my disciples, if you have love for one another.John 13:35New King James version Acknowledgement: "Scripture taken from the New King James Version. Copyright ? 1982 by Thomas Nelson, Inc. Used by permission. All rights reserved."With reference to the quotation, evaluate the influence of Christianity in the life of adherentsand the Christian community.CriteriaMarksPresents a sophisticated, critical judgement, based on criteria, with reference to the quotation, concerning the influence of Christianity in the life of adherents and the Christian communitySupports the evaluation with detailed, relevant and accurate information concerning significant people/schools of thought, AND/OR ethics AND/OR significant practice Uses relevant and accurate terminology in a cohesive response17–20Attempts to present a reasoned judgement, based on criteria, with reference to the quotation, concerning the influence of Christianity in the life of adherents and the Christian communitySupports the evaluation with accurate information concerning significant people/schools of thought, AND/OR ethics AND/OR significant practice Uses relevant terminology in a well-structured response13–16May make some judgement, based on criteria, with reference to the quotation, concerning the influence of Christianity in the life of adherents and the Christian communitySupports the evaluation with relevant information concerning significant people/schools of thought, AND/OR ethics AND/OR significant practice Attempts to use relevant terminology in a largely descriptive structured response9–12Presents a general response with some information about significantpeople/schools of thought, AND/OR ethics AND/OR significant practice May use relevant terminology5–8Makes general statements about ChristianityProvides limited relevant detail1-4Notes from the Marking CentreIn higher range responses, candidates demonstrated a clear understanding of Christianity as a living religious tradition that connected directly with the life of adherents. These responses were well thought out and clearly articulated. They made clear links to the key elements of Christianity. Reference to the quote was well integrated throughout the response. They were supported by relevant examples, made strong links back to the quote using excellent detail and explicit reference to sacred texts, beliefs and the ethical teachings of Christianity. Well-informed judgements were made about the importance of Christianity and its influence on the life of adherents. In mid-range responses, candidates tended to focus on the particular person and idea/ethic/practice of only one variant, thereby missing out on the opportunity to demonstrate a thorough and comprehensive knowledge of the whole tradition. The links to the quote were tenuous and focused on Christianity as a living tradition with no clear support from examples. There was a tendency to be descriptive and make limited judgements. There was some use of relevant terminology. Attempts were made to link the response to the quote. Some candidates referred to the quote at the beginning and end of the extended response and made little or no reference to it in the body of their response. These responses were often generalised or sweeping statements which were unsubstantiated. Reference to sacred texts, beliefs and the ethical teachings of Christianity was limited. These responses were typically descriptive, with limited judgement.In lower range responses, candidates made general statements with limited structure. Such responses showed limited knowledge and were mainly descriptive with little or no reference to the quote. At times these responses were a generalised commentary on Christian faith, ritual, scripture and community life. Some candidates relied solely on a single Christian community and examples, not indicating any understanding of Christianity as a religious tradition with multiple variants. ................
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