Clarification details
Updated June 2016. This document has been updated in its entirety to address new issues that have arisen from moderation.
The specific branch of the religious tradition needs to be specified
For many religious traditions, there are broad terms, and then branches of the tradition that do not necessarily share the same beliefs. For example, Christianity is a broad term that covers many aspects of that religious tradition, but the different denominations within Christianity do not necessarily share the same beliefs as one another. It is important to clearly identify which branch of the religious tradition is being assessed, either for or by the student, during the assessment activity.
Explanation required
It is important that two religious traditions are clearly identified in the student evidence. Students need to explain the key beliefs of both traditions with regard to a significant religious question, demonstrating an understanding of the meaning and importance of the key beliefs, including the similarities and differences between the teachings of the two religious traditions.
Student evidence must be from authoritative sources to explain the significance of the key beliefs rather than the students’ own reasons.
Significant religious question
Explanatory Note 7 provides some examples of significant religious questions. The religious question posed needs to be significant for both of the identified religious traditions in order for students to meet the requirements of the standard.
Wider Implications
Students need to focus on at least two implications, and their selection could be determined by the types of key beliefs being explained. All implications can be from within one or a combination of the suggested areas. For example, if the significant religious question is, ‘why do good people suffer?’, the key beliefs may involve social, historical and personal implications rather than political or geographical implications.