Clarification details
Updated June 2016. This clarification 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.
Analysing a religious tradition(s)
The analysis should relate to the contemporary situation. For example, an analysis and critical evaluation of the census data from Statistics New Zealand regarding religious affiliation could include:
- trends in the religious tradition(s) belief
- why religious affiliation is growing and/or decreasing in any particular religious tradition(s), or
- why more New Zealanders are expressing no affiliation to any religious tradition(s).
Wider implications
Students need to focus on at least two implications, and their selection could be determined by the components or essential features and factors of influence being analysed. All implications can be from within one or a combination of the suggested areas.