Exemplar for Internal Achievement Standard. Religious Studies Level 1

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1 Exemplar for Internal Achievement Standard Religious Studies Level 1 This exemplar supports assessment against: Achievement Standard Describe the application of the key ethical principle(s) of a religious tradition to an issue An annotated exemplar is an extract of student evidence, with a commentary, to explain key aspects of the standard. It assists teachers to make assessment judgements at the grade boundaries. New Zealand Qualifications Authority To support internal assessment from 2014

2 Grade Boundary: Low Excellence 1. For Excellence, a student needs to comprehensively describe the application of the key ethical This involves: outlining different perspectives from within the religious tradition of how and why the ethical principle(s) are applied to the issue describing wider implications of the application of the key ethical The student has provided sufficient evidence at this level by describing key ethical principle(s) by stating that God is the giver and taker of life (1), and by clearly and appropriately quoting from scripture (e.g. Job 1:21) that is relevant to the ethical principles stated (2) The student has then applied and linked the quotations to the key ethical principle(s) by using the example of Euthanasia to describe the wider implications of the view God is the giver and taker of life and we should trust God on this (3). The remainder of the student s work is at a similar level to the excerpt of writing that is exemplified here. For a more secure Excellence, the student could comprehensively describe the idea that God is the giver and taker of life, rather than a stating of that belief in a number of ways, as the student has done in the exemplar. The student could have provided more evidence of the differing perspectives from within the Christian tradition (4).

3 God gives life and takes life away. Christians believe this because they believe that God is the Giver of Life (1) and are therefore accountable to Him and that only God may take life away from us (3). They also see Him as the person that chooses when we are born and when it is our time to go. This is shown through Job 1:21 Naked I came from my mother s womb and naked I shall return there. The Lord gave and the Lord has taken away; Blessed be the name of the Lord (2). This allows us to see that God chooses when we are to enter the world and when our time is up we will return the way we came into this world. Another quote to show God gives life and God takes life away is through Deuteronomy 32:39 Now see that I, even I am he, and there there is no God but me; I kill and I make alive; I wound and I heal ;nor is there any who can deliver from my hand (2). Again this shows how almighty and powerful God is and if we were to defy that by using Euthanasia we would be saying that we do not trust God s power to be the controller over whether we live or die (3). Different Christians may have different views about how Euthanasia should be challenged (4).

4 Grade Boundary: High Merit 2. For Merit, a student needs to describe in detail the application of the key ethical This involves outlining the significance of the application of the key ethical This student has described in detail the key ethical principle that Allah (God) will judge the Muslim upon death, using clear and accurate information, by giving examples from the Qur an and Sunnah of the significance and understanding of Yaymuddin (5) (6). The remainder of the student s work is at a similar level to the excerpt of writing that is exemplified here. To reach Excellence, this student could provide further description, rather than multiple examples for the same key ethical principle. The student could outline different Islamic perspectives on the key ethical principle(s), and describe wider implications of a belief in life after death.

5 Islam teaches that nothing that happens to you during life on earth is accidental. It is believed that Allah (God) is testing you and the way were act will determine what happens after we die. A key teaching of Islam is that you remain in the grave until the Day of Judgement (Yaymuddin) (5). Allah judges everyone not just Muslims, so therefore Catholics, Jews and everybody else in other religions (5). When dying and being close to dying it is too late for you to ask for forgiven at this point. You are judged on three main things; character so your personality and how you act, reactions to good and bad events so it's a constant test, way of life so how you have lived from the time you have born (6). Everything is the word of Allah so there is no point in moaning about it and dwelling on the happenings. You cannot know why things happen and you don't know what Allah wants out of it but it is important our reacting in the right way (6). The good place of afterlife is Paradise-the Gardens of Delight (5). In this place there are flowers, birdsong and it's a bright, happy, vibrant place. If you don't believe in the teachings or you sin and are bad you go to Jahannam (Hell) where it is all just scorching fire and hot winds with black smoke and darkness. If you fail you are punished for eternity and have the worst afterlife (5).

6 Grade Boundary: Low Merit 3. For Merit, a student needs to describe in detail the application of the key ethical This involves outlining the significance of the application of the key ethical The student has described with some detail the ethical principle that Christians are on the side of justice and peace. This has then been applied to an issue of World War II (7). The student has described the application of the principle of Christians being on the side of justice from an Anglican perspective, providing evidence from St. Augustine and the Anglican Bishop of New York (8). The remainder of the student s work is at a similar level to the excerpt of writing that is exemplified here. For a more secure Merit, the student could describe St. Augustine s ideas of the just war (9), but needed to develop a fuller description of how St. Augustine s ideas were of significance, and applied to the key ethical principle.

7 War is an ethical dilemma for Christians as the teachings of Jesus encourage a more peaceful way of sorting out conflict and war is about killing people (7). However an ethical principle of the Anglican Church is that Christians are on the side of Justice. St Augustine developed the idea of the Just War. He said a just war was one led by the proper authority, fighting for a just cause with a reasonable chance of success (9). The Anglican Bishop of New York (8) applied this to WWII when he said Our Lord Jesus Christ does not stand for peace at any price. It is significant that these authorities speak out against war in any form.

8 Grade Boundary: High Achieved 4. For Achieved, the student needs to describe the application of the key ethical This involves: outlining the ethical principle(s) relevant to the issue, including the source of the ethical principles from within the religious tradition outlining how and why the religious tradition applies the ethical principle(s) to the issue. This student has described two key ethical principles within the Christian tradition that justice demands love, and that life is protected because God has created it (10) (11). The student has provided evidence of the source of the key ethical principles as originating from Jesus (12). The remainder of the student s work is at a similar level to the excerpt of writing that is exemplified here. To reach Merit, the student could provide further evidence of the source of the key ethical principles from the Bible and within the Christian tradition. In applying the principle of the protection of life, rather than simply identifying it, further evidence could have been provided.

9 A key ethical principle is a set of rules that are put in place for a particular religion or group of people. There are different types of Euthanasia and it can be hard to understand the difference between them. For euthanasia two key principles which could be used are the protection of life and justice demands love (11). Life has to be protected because God created us and only God can take life away. God loves us and so we should love all life and if we use Euthanasia the we are not showing love. (11) Jesus did in John s Gospel love one another as I have loved you (12). So if we kill someone by using Euthanasia we are not loving them like Jesus would of.

10 Grade Boundary: Low Achieved 5. For Achieved, the student needs to describe the application of the key ethical This involves: outlining the ethical principle(s) relevant to the issue, including the source of the ethical principles from within the religious tradition outlining how and why the religious tradition applies the ethical principle(s) to the issue. The student has named a key ethical principle within the Christian tradition that God created us in his own image and likeness (13), and provided limited evidence of how the principle can be applied to the issue of the sanctity of life by writing that only God can create life (14). The remainder of the student s work is at a similar level to the excerpt of writing that is exemplified here. For a more secure Achieved, the student could provide evidence of the source (References from the Bible) of the key ethical principle of God as Creator of life. The application of the key ethical principle would need to be further described, showing how the creation of human beings by God is related to the sanctity of life, using references from the Bible and within the Christian tradition.

11 A key belief is that God created us in his image and likeness (13). Euthanasia is wrong because God created human beings and so this means only God can kill us (14). In Genesis it says God created the world and human beings are part of the world, so God created us. If God created us then we cannot take life only God can (14).

12 Grade Boundary: High Not Achieved 6. For Achieved, the student needs to describe the application of the key ethical This involves: outlining the ethical principle(s) relevant to the issue, including the source of the ethical principles from within the religious tradition outlining how and why the religious tradition applies the ethical principle(s) to the issue. The student has named world hunger as a key ethical issue (15). The student has identified a source of this issue in Catholic Church teaching of Distributive justice (16). The remainder of the student s work is at a similar level to the excerpt of writing that is exemplified here. The student has not, however, described the application of the key ethical principle(s), and these are not identified clearly from within the Catholic tradition. To reach Achieved, the student could provide evidence of the key ethical principle(s) from the Catholic tradition, and apply one or more of them to the issue of world hunger. The student could include further description of the source(s) (e.g. references from the Bible and Catholic church teaching), and outline why and how Catholic Social teachings about ethical principles are applied to world hunger from a Catholic perspective.

13 The Catholic Church has key beliefs is about different types of Justice. Distributive justice (16) is a constant theme of the papal messages for World Food Day; therefore these messages invite the global community to apply the principle of the issue of world hunger (15).

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