Studies of Religion exam trends & analysis (2019–2025)

Included both a religious and non-religious worldview; weak links

Lacked census data and range of specific religious traditions

Did not give specific examples or use the stimulus to support

Referred to only one tradition; lacked range of relevant examples

Confused an ethical teaching with an ethical issue

Did not clearly illustrate the link between parts (ai) and (aii)

Lacked detail and evidence; weak grasp of 'what is good'

Provided an ethical issue rather than a specific teaching

Made general statements about Buddhism rather than relevant detail

Extensive biographical detail and description

Did not use aspects of the stimulus

Did not provide a sustained integration of the stimulus

Overly described the practice rather than addressing the question

Excessive biographical detail; did not use the stimulus

Lacked detail and supporting scripture/quotes for the contribution

NESA accepted both options D and B

Lengthy biographical narrative; narrow range of contributions

Did not link practice to beliefs, rules and laws in adherents' lives

Overly descriptive and biographical content

Generalised description; relied on Preliminary content

Information too general; weak essay structure

Did not sustain links to stimulus; lacked detailed HSC content

Descriptive; imbalanced between the two traditions

Did not make explicit connections between practice and beliefs

Focused on Preliminary content; generalised description

Did not sustain the concept of 'the truth'; Preliminary content focus

Did not apply sacred-text references accurately throughout