christianity_pasthscquestions.docx

Christianity Past HSC Questions
Personality – Paul of Tarsus
Ethics – Sexual Ethics
Practice – Marriage
Section II — Religious Tradition Depth Study
2015
Question 2a
(a)(i) From within ONE of the following areas, identify ONE ethical teaching AND its origin.
•Bioethics •Environmental ethics •Sexual ethics
Criteria Marks
 Identifies one ethical teaching AND its origin 2
 Identifies one ethical teaching OR an origin of ethical teaching 1
(ii)How does the ethical teaching identified in part (a) (i) guide adherents in their daily living?
Criteria Marks
 Provides accurate and detailed information linking the selected ethical teaching to its role in
guiding adherents in their daily living
5
 Provides accurate information linking the selected ethical teaching to its role in guiding
adherents in their daily living
3–4
 Makes a simple statement about an ethical teaching. May make a simple link between the
ethical teaching and the daily lives of adherents
1–2
Question 2b
Do 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 12:2
How is the ‘will of God’ portrayed by ONE significant person OR school of thought, other than Jesus?
Criteria Marks
 Provides accurate and detailed information addressing how the ‘will of God’ is portrayed by
ONE significant person or school of thought other than Jesus
 Uses clear and relevant evidence to support the response
 Uses relevant terminology accurately
7–8
 Provides accurate information addressing how the ‘will of God’ is portrayed by ONE significant
person or school of thought other than Jesus
 Uses some relevant evidence to support the response
 Uses relevant terminology
4–6
 Makes general statements about ONE significant person or school of thought other than Jesus
 May make a simple reference to the ‘will of God’
 May use some relevant terminology
1–3
Notes from the marking centre
Candidates showed strength in these areas:
•demonstrating sound knowledge of environmental ethics
•displaying sound knowledge of a significant person and their contribution to the religious tradition
•writing concise responses with appropriate use of terminology and knowledge of the course content.
Candidates need to improve in these areas:
•applying course content to the question
•making a clear reference to Christian ethical teachings in relation to the area of study
•linking the response to the stimulus material
•distinguishing between ethical teachings and issues
•supporting an argument/judgment with relevant examples
•developing a clear understanding of the origin of the ethical teaching.

2014
Question 2a
(i) Outline the contribution to Christianity of ONE significant person or school of thought other than Jesus
Criteria Marks
 Accurately indicates the key features of the contribution to Christianity made by ONE significant
person or school of thought, other than Jesus
3
 Provides some of the key features of the contribution to Christianity made by ONE significant
person or school of thought, other than Jesus
2
 Makes a general statement about ONE significant person or school of thought, other than Jesus 1
(ii) What impact has the significant person or school of thought chosen in part (a) (i) had on Christianity?
Criteria Marks
 Clearly and accurately provides information on the impact of the significant person or school of
thought on Christianity
4
 Provides some accurate information on the impact of the significant person or school of thought
on Christianity
2–3
 Makes general statements about the significance of the person or school of thought to the
development or expression of Christianity
1
Question 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.
• 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.
• 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).
Criteria Marks
 Clearly and accurately articulates how the statement helps to demonstrate the significance of
the chosen practice for the Christian community
 Applies thorough knowledge of the significance of the chosen practice
 Uses clear and relevant evidence to support the response
7–8
 Identifies relevant points on how the statement helps to demonstrate the significance of the
chosen practice for the Christian community
 Applies sound knowledge of the significance of the chosen practice
 Makes an accurate and largely descriptive response
4–6
 Makes general statements about the chosen practice’s significance for the Christian community 1–3

2013
Question 2a
(a) (i) Outline ONE significant practice within Christianity from the following:
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 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.
• 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.
• 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).
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

2012
Question 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 1–2
(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
(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:
• 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
(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 adherents

2011
Question 2a
Outline the contribution of ONE significant person or school of thought other than Jesus to the development and
expression of Christianity.
Question 2b
Summarise the impact of the significant person or school of thought chosen in 4 part (a)
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)?
In 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.
2010
Question 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
Question 2 (a) Criteria Marks
 Accurately provides key feature(s) of the contribution of the chosen significant person or school
of thought to the development and expression of Christianity
3
 Provides some feature(s) of the contribution of the chosen significant person or school of
thought to the development and expression of Christianity.
2
 Writes in general terms about the chosen significant person or school of thought in Christianity 1
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 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

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.
a.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
ii.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 worship
Sample 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.
b.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 III
Question 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 5:17
And as we live in God, our love grows more perfect.
1 John 4:17
For where two or three gather together as my followers, I am there among them.
Matthew 18:20
With 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.
Notes from the Marking Centre
•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.
•explaining how the practice assists adherents to live a Christian life
•providing meaningful and appropriate use of the stimulus material
•providing an explanation rather than a descriptive statement about the nature and order of the practice
Criteria Marks
 For Christianity, provides detailed, relevant and accurate information about how the selected
practice assists adherents to live a Christian life
 Demonstrates a comprehensive understanding of the significance of the selected practice in the
lives of individuals and/or the Christian community
 Integrates one or more quotations from the stimulus to link the relationship of adherents living a
Christian life to the selected practice
 Uses relevant and accurate terminology in a cohesive and well-structured response
17–20
 For Christianity, provides some detailed and accurate information about how the selected practice
assists adherents to live a Christian life
 Demonstrates a competent understanding of the significance of the selected practice in the lives of
individuals and/or the Christian community
 Integrates one or more quotations in the stimulus to show how the selected practice assists
adherents to live a Christian life
 Uses relevant terminology in a well-structured response
13–16
 For Christianity, provides some accurate information about how the selected practice assists
adherents to live a Christian life
 Demonstrates some understanding of the significance of the selected practice in the lives of
individuals and/or the Christian community
 Refers to at least one of the quotations. The reference may be implied
 Uses relevant terminology in a largely descriptive response
9–12
 For Christianity, provides some general statements about the selected practice
 May have some limited reference to the lives of individuals and/or the Christian community and/or
the stimulus
 Attempts to use relevant terminology in a largely descriptive response
5–8
 Makes general statements about Christianity
 May use relevant terminology
1–4

2014
Dear 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.
• 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’.
• 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.
2013
A 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
Criteria Marks
 For Christianity, provides detailed, relevant and accurate characteristics and features of the ethical
teaching in the chosen area
 Demonstrates a comprehensive understanding of the implications of Christian ethical teaching on
the lives of adherents
 Integration of the stimulus to link the relationship of the adherents doing “what is good” to the
guidance provided by the chosen ethical teaching
 Uses relevant and accurate terminology in a cohesive response
17–20
 For Christianity, provides characteristics and features of the ethical teaching in the chosen area
 Demonstrates a competent understanding of Christian ethical teachings in the lives of adherents
 Uses the stimulus to show how the adherents are guided by the ethical teachings
13–16
 For Christianity, indicates some characteristics and features of the ethical teaching in the chosen
area
 Demonstrates some understanding of Christian ethical teachings in the lives of adherents
 May use the stimulus
 Attempts to use relevant terminology in a largely descriptive structured response
9–12
 For Christianity, provides some general statements about ethical teachings and/or the chosen area
 May use relevant terminology 5–8
 Makes general statements about Christianity 1–4

• 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 Answer
Though 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’s
works have been reinterpreted, impacting on Christian ethical teaching within those
denominations.
• 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.
• 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.
• 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 issues

2012
Men, 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 1–4
Answers 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.
In 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 thought

2011
Some religions emphasise justice, while others emphasise compassion.
How does the statement reflect the diversity of expression within the Christian tradition?
Question 2 — Christianity Criteria Marks
 Presents 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
17–20
 Attempts to present a reasoned judgement on how the statement reflects the diversity of
 Supports the interpretation with accurate information concerning the diversity of
13–16
 May 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
 Attempts to use relevant terminology in a largely descriptive, structured response
9–12
 Presents a general response with some information about the diversity of expression
within the Christian tradition
 May use relevant terminology
5–8
 Makes general statements about Christianity
 Provides limited relevant details
1–4
Answers 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.
In 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 question
2010
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.
Criteria Marks
Presents 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 community
Supports 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 response
17–20
Attempts 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 community
Supports 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 response
13–16
May make some judgement, based on criteria, with reference to the quotation, concerning the influence
of Christianity in the life of adherents and the Christian community
Supports 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 response
9–12
Presents a general response with some information about significant
people/schools of thought, AND/OR ethics AND/OR significant practice
May use relevant terminology
5–8
Makes general statements about Christianity
Provides limited relevant detail
1-4
In 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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