TK Study › Christianity › Notes
Christianity: notes
HSC Studies of Religion II · exam Thursday 22 October 2026
NotesMaster answersPast questionsPractise
1. Your choices
Pope John XXIII (significant person); Saturday/Sunday worship (significant practice); bioethics: sanctity of life + love of neighbour (ethics).
2. Format and mark splits
Format. Since 2021 each Section II question has had three parts covering all three syllabus areas (person or school of thought, ethics, significant practice), in rotating order. The one exception is 2024, which had two ethics parts and one practice part.
Mark splits:
- 2021: 3/6/6
- 2022: 3/6/6
- 2023: 5/5/5
- 2024: 2/5/8
- 2025: 3/5/7
Plan for every area at three lengths:
- 2–3 marks: Outline or Describe. About 60–90 words, one feature or belief, one example.
- 5–6 marks: Explain or Analyse. About 150–200 words, cause and effect, a sacred text plus an example.
- 7–8 marks: Evaluate / To what extent / Assess. About 250–300 words, a judgement in the first sentence, sustained, with a limitation.
3. Skeletons
1. Significant person: Pope John XXIII (Angelo Roncalli, pope 1958–1963)
Skeleton (7–8 marks).
- Thesis: John XXIII's impact on Christianity was transformative. By calling the Second Vatican Council and promoting peace and unity, he reshaped how Catholics worship, relate to other Christians, and engage the modern world. This gives adherents direction for a meaningful life grounded in dialogue, justice and peace.
- Topic sentence 1 (Vatican II, renewal):
- He announced the Council in January 1959 and opened it on 11 Oct 1962. In his opening address he said the Church "prefers to make use of the medicine of mercy rather than that of severity" (vatican.va).
- Outcomes: liturgy in the vernacular (Sacrosanctum Concilium, 1963); the laity's role.
- Link to Sunday worship.
- Topic sentence 2 (ecumenism):
- Unitatis Redintegratio §1: "The restoration of unity among all Christians is one of the principal concerns of the Second Vatican Council."
- Contemporary fruit: the Catholic Church became a full member of the NCCA for the first time in 1994 (ncca.org.au). Week of Prayer for Christian Unity.
- Scripture: John 17:21 ("that they may all be one").
- Topic sentence 3 (peace and justice):
- Pacem in Terris (11 April 1963), the first encyclical addressed to "all Men of Good Will".
- §167: peace must be "founded on truth, built up on justice, nurtured and animated by charity, and brought into effect under the auspices of freedom".
- Link: Matthew 5:9.
- Topic sentence 4 (contemporary): canonised in 2014 with John Paul II. The Council's reforms shape every Catholic parish Mass today, and interfaith documents follow its path (e.g. the Document on Human Fraternity, 2019).
- Limitation: the Council's interpretation remains contested within Catholicism (e.g. groups that prefer the pre-conciliar Latin Mass). His impact is mainly Catholic, though it is ecumenically significant.
Model answer, 7 marks → in Master answers
New evidence ✓ verified
- John XXIII legacy: Pacem in Terris §167: peace "founded on truth, built up on justice, nurtured and animated by charity, and brought into effect under the auspices of freedom". Pope Leo XIV (elected 8 May 2025) urged: "build bridges through dialogue and encounter" (press.vatican.va).
2. Ethics: Bioethics (TWO teachings)
Teaching 1: the sanctity of life.
- Evidence:
- "God created man in his own image" (Genesis 1:27).
- "You shall not murder" (Exodus 20:13).
- "You knit me together in my mother's womb" (Psalm 139:13); "Before I formed you in the womb, I knew you" (Jeremiah 1:5).
- Catechism 2258: "Human life is sacred because from its beginning it involves the creative action of God… God alone is the Lord of life from its beginning until its end."
- Catechism 2270: life must be protected "from the moment of conception".
- Euthanasia:
- Evangelium Vitae 65: "euthanasia is a grave violation of the law of God".
- Catechism 2277: direct euthanasia "is morally unacceptable".
- But Catechism 2278: discontinuing "burdensome, dangerous, extraordinary, or disproportionate" treatment "can be legitimate". This nuance is a Band 6 marker.
Teaching 2: love of neighbour / stewardship of the body.
- Evidence:
- "You shall love your neighbor as yourself" (Matthew 22:39).
- "your body is a temple of the Holy Spirit… You are not your own" (1 Corinthians 6:19–20).
- "Greater love has no one than this, that someone lay down his life for his friends" (John 15:13).
- Organ donation: Catechism 2296 says donation after death "is a noble and meritorious act and is to be encouraged as a manifestation of generous solidarity". Consent is required.
- Palliative care (Catholic hospitals such as St Vincent's, Sydney) expresses love without killing.
- Diversity: Protestant churches vary. Some leave end-of-life questions to informed conscience. Note: no specific denominational statement confirmed, so speak generally.
Model answer, 5 marks → in Master answers
New evidence ✓ verified
- Dignitas Infinita (Dicastery for the Doctrine of the Faith, 2024; vatican.va):
- §1: "Every human person possesses an infinite dignity, inalienably grounded in his or her very being".
- §51: "suffering does not cause the sick to lose their dignity, which is intrinsically and inalienably their own".
- §52: calls for "appropriate palliative care", "avoiding aggressive treatments or disproportionate medical procedures".
- Use: rebut "death with dignity" arguments.
3. Significant practice: Saturday/Sunday worship
Skeleton.
- Thesis: Sunday worship is the weekly centre of Christian life. It expresses belief in the resurrection, the real presence of Christ, and the Church as one body, and it sends adherents out to live their faith.
- Topic sentence 1 (why Sunday): the resurrection on "the first day of the week" (Mark 16:2); the early Church gathered "on the first day of the week… to break bread" (Acts 20:7). Belief: the resurrection and new life.
- Topic sentence 2 (Liturgy of the Word): readings, homily and creed express the authority of Scripture and the Trinity. Hebrews 10:25: "not forsaking our own assembling together".
- Topic sentence 3 (Liturgy of the Eucharist):
- "Do this in memory of me" (Luke 22:19). The Catechism calls the Eucharist "the source and summit of the Christian life" (CCC 1324).
- Beliefs: the paschal mystery; real presence (Catholic and Orthodox) vs memorial (many Protestants). This is diversity within unity.
- Topic sentence 4 (community): "we, who are many, are one body; for we all partake of the one loaf" (1 Corinthians 10:17); "where two or three are gathered…" (Matthew 18:20). The sign of peace; the dismissal sends people to serve (Matthew 25:40).
- Contemporary: Vatican II's vernacular liturgy (John XXIII link); Pentecostal and Hillsong-style contemporary worship as a diverse expression; NCLS attendance figures not cited.
- Judgement: significant to both individual (grace, renewal) and community (unity, mission).
Model answer, 3 marks → in Master answers
Model answer, 5–6 marks → in Master answers
New evidence ✓ verified
- Dies Domini (John Paul II, 1998):
- §1: Sunday "is Easter which returns week by week, celebrating Christ's victory over sin and death".
- §46: "the Eucharist is the very heart of Sunday".
4. Quote and evidence bank
Sanctity of life
- Genesis 1:27 "God created man in his own image"
- Exodus 20:13 "You shall not murder"
- Psalm 139:13 "You knit me together in my mother's womb"
- Jeremiah 1:5 "Before I formed you in the womb, I knew you"
- Catechism 2258 "Human life is sacred… God alone is the Lord of life from its beginning until its end"
- CCC 2270
- CCC 2277 (direct euthanasia "morally unacceptable")
- CCC 2278 (discontinuing "burdensome… or disproportionate" treatment "can be legitimate")
- Evangelium Vitae 65 "euthanasia is a grave violation of the law of God"
Love / stewardship
- Matthew 22:37–39
- 1 Corinthians 6:19–20 "your body is a temple of the Holy Spirit… You are not your own"
- John 15:13 "Greater love has no one than this"
- CCC 2296 organ donation after death "a noble and meritorious act"
- Genesis 2:15 "to cultivate and keep it"
- Psalm 24:1
Sunday worship
- Mark 16:2 "very early on the first day of the week"
- Acts 20:7 "on the first day of the week… to break bread"
- Luke 22:19 "Do this in memory of me"
- 1 Corinthians 10:17 "we, who are many, are one body"
- Matthew 18:20
- Hebrews 10:25 "not forsaking our own assembling together"
- Matthew 25:40
John XXIII
Opening address to Vatican II, 11 Oct 1962: the Church "prefers to make use of the medicine of mercy rather than that of severity"
Pacem in Terris (11 Apr 1963) §167 peace "founded on truth, built up on justice, nurtured and animated by charity"
Unitatis Redintegratio §1 "The restoration of unity among all Christians is one of the principal concerns of the Second Vatican Council"
John 17:21 "that they may all be one"
Context: NSW VAD commenced 28 Nov 2023; 1,426 VAD deaths to 30 Jun 2025 (NSW Health).
5. Stimulus and exam tips
Stimulus integration
- If part (c) has a stimulus (e.g. 2022 "walk in the light", 1 John 1:7; 2024 "sacred threads"), quote one phrase in your first and last sentence, and use its image as a verb in the middle ("Ashoka wove compassion into public life").
- "With reference to the stimulus" (2023 a) means at least two explicit references.
6. Marker feedback
Marker feedback to obey
- 2019: link part (a)(i) to (a)(ii); do not over-describe a practice.
- 2021: (a) "address one component of the significant practice"; (b) "use only one ethical teaching" when the question says ONE.
- 2022–2023: name a teaching, not an issue; integrate the stimulus.
- 2025: TWO teachings must be clearly separate and both explained.
- General: no biography.
Verbatim from the NESA "Marking feedback" sections (exam packs).
2015: Section II — Question 2 – Christianity
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.
2016: Section II — Question 2 – Christianity
Candidates showed strengths in these areas:
- clearly and accurately focusing on the significance of the chosen practice for the Christian community as a whole
- making reference to the principal beliefs of Christianity
- including sacred text references effectively to further support the response
- making sustained and accurate references to the stimulus throughout the response
- including sacred text references to support an argument
- making clear and accurate judgments.
- Candidate need to improve in these areas:
- focusing on the intent of the question rather than being overly descriptive of the chosen practice
- focusing on the significance for the individual rather than the community
- providing too much information rather than using the number of lines provided as a guide to the response required
- being overly descriptive and biographical in nature
- providing an overly long response which did not make a clear and sustained reference to the stimulus.
2017: Section II — Question 2(a) – Christianity
In better responses, students were able to:
- demonstrate an accurate understanding of Christianity
- understand the meaning of the word ‘contribution’ and be able to differentiate between ‘impact’ and ‘contribution’
- outline in part (a) (i) the full extent of the contribution; for example the work or writings of the significant person or school of thought chosen
- articulate an understanding of the impact of the significant person or school of thought over time
- choose a person or school of thought in part (a) (i) significant enough to meet the requirements of part (a) (ii).
2017: Section II — Question 2(b) – Christianity
In better responses, students were able to:
- demonstrate a sound knowledge of Christianity and its ethical teachings in one of the named areas of study
- express the links between these teachings and the stimulus material provided
- support arguments with examples and quotes from the New Testament and use examples relevant to the issue/area of study (bioethics, environmental ethics or sexual ethics)
- demonstrate an understanding of sexual ethics, bioethics or environmental ethics
- respond to the specific nature of the question as opposed to describing general aspects of Christian ethics.
2018: Section II — Question 24 – Christianity
In better responses, students were able to:
- clearly and accurately focus on the significance of the chosen practice for the Christian community as a whole (aii)
- make clear and accurate judgements in (aii) and (b)
- include sacred text and other relevant sources effectively to further support the response (b)
- articulate an understanding of the impact of the significant person or school of thought (b)
- respond to the specific nature of the question as opposed to describing general aspects of the significant person or school of thought (b). Areas for students to improve include:
- focusing on the significance for the community rather than the individual (ii)
- focusing on the intent of the question (aii) and (b)
- avoiding being overly descriptive and biographical in nature (b)
- supporting arguments with examples and quotes from specific sources related to the significant person/school of thought (b).
2019: Section II — Question 24 – Christianity
In better responses, students were able to:
- accurately and succinctly outline a Christian ethical teaching
- focus on the link between the ethical teaching and the impact on adherents
- show a clear link between the practice and the community (b)
- include sacred text and relevant terminology
- respond to the specific nature of the question, rather than recounting general information. Areas for students to improve include:
- clearly linking the ethical teaching from part (ai) to (aii)
- identifying a specific ethical teaching rather than providing an issue
- using aspects of the stimulus (b).
2020: Section II — Question 24 – Christianity
In better responses, students were able to:
- succinctly indicate the main features of one significant practice
- provide clear examples of the significance for the community of the chosen practice such as the affirmation of key beliefs in Baptism
- provide detailed information on the extent to which the person or school of thought encourages adherents to be faithful
- support a sustained judgement throughout the response (b). Areas for students to improve include:
- ensuring that they address the main aspects of the question
- differentiating between the significance of a practice for the community and the individual
- providing clear, relevant and detailed evidence to support a judgement.
2021: Section II — Questions 24 – Christianity
In better responses, students were able to:
- accurately and succinctly outline a Christian ethical teaching, rather than an ethical issue (a)
- provide specific examples to support the impact of the person or school of thought (b)
- provide clear examples of the significance for adherents of the chosen practice and how it builds and strengthens adherents’ lives according to their ‘holy faith’ (c). Areas for students to improve include:
- identifying a specific ethical teaching rather than providing an issue (a)
- avoiding being overly descriptive and biographical in nature (b)
- supporting arguments with examples and quotes from specific sources related to the significant practice (c).
2022: Section II — Question 24 – Christianity
In better responses, students were able to:
- accurately and succinctly describe one ethical teaching from one of the three areas: bioethics, sexual ethics or environmental ethics (a)
- provide clear examples of how the one significant practice selected expresses the principal beliefs of Christianity (b)
- articulate, using clear examples, how the significant person or school of thought encourages adherents to live in
- fellowship with one another (c). Areas for students to improve include:
- identifying a specific ethical teaching rather than describing an issue (a)
- avoiding being overly descriptive by clearly demonstrating the link between the beliefs and the practice (b)
- exploring a relevant range of contributions rather than providing overly descriptive and biographical content (c).
2023: Section II — Question 24 – Christianity
In better responses, students were able to:
- provide a clear explanation on how one ethical teaching encourages adherents to do good, for example, stewardship applied to environmental ethics (a)
- demonstrate the link between the significant practice and adherents of Christianity (b)
- articulate using clear examples how the contribution of the person or school of thought is evident today, for example, St Paul (c). Areas for students to improve include:
- following the conventions regarding the expected length of the response
- identifying a specific ethical teaching rather than generalised comments about good behaviour, for example, the sanctity of life (a)
- drawing out implications of the importance of one significant practice on the adherents of the tradition (b)
- demonstrating the ongoing contribution of the significant person or school of thought (c)
- avoiding overly descriptive and biographical content (c).
2024: Section II — Question 24 – Christianity
In better responses, students were able to:
- accurately outline one ethical teaching (ai)
- provide effective links between aspects of the significant practice, beliefs in Christianity and the statement in the question (b). Areas for students to improve include:
- providing detail about the ethical area through relevant topics and terminology (aii)
- integrating the statement about practices in each paragraph (b)
- clearly articulating the principal beliefs of Christianity in connection to significant practices (b).
2025: Section II — Question 24 – Christianity
In better responses, students were able to:
- express clearly and with relevant supporting evidence how one principal belief within Christianity is expressed within one significant practice (a)
- use relevant examples to clearly explain Christian ethical teachings (b)
- provide a judgement, drawing on relevant supporting evidence, of how a significant person or school of thought in Christianity provides direction for a meaningful life for adherents (c). Areas for students to improve include:
- identifying the principal belief of Christianity using correct terminology (a)
- providing specific evidence from the practice to clearly demonstrate where the principal belief is expressed within the significant practice (a)
- making well-supported judgements about the contributions of a significant person or school of thought in providing direction for a meaningful life for adherents (c).
General feedback
Verbatim from the NESA "Marking feedback" sections (exam packs).
2025: General feedback
Students should:
- read the question carefully to ensure that they do not miss important components of the question
- maintain a consistent focus on the question throughout the entire response, not just in the introduction or conclusion
- where relevant, support judgements consistently across the response, clearly linking them back to the question
- integrate the stimulus consistently throughout the response, rather than confining references to the introduction or conclusion
- use subject-specific terminology and language relevant to the study of religion to strengthen the response
- ensure that extended responses are clearly expressed, well-organised, and directly address the question
- review the completed response to confirm that all aspects of the question have been thoroughly addressed.
7. Past questions
All Christianity past questions are on the Past questions tab, sorted by year, each with a link to practise it.