QCAA Study of Religion Human existence and rights

12 sample questions with marking guides and sample answers

Q2
2025
QCAA
8 marks
Q2a
4 marks

Describe how the concept of justice in Stimulus 2 in the stimulus book aligns with an Islamic teaching.

Reveal Answer

Justice in Islam requires adherents to submit to the will of Allah as revealed through the Qur'an. Acting according to Allah's will, doing what is right and fair, following the Greater Jihad and avoiding 'immorality, and injustice, and oppression' (Stimulus 2) are challenges that require Muslims to consciously live according to their faith and struggle against what is unjust.

Marking Criteria
DescriptorMarks

accurately describes the concept of justice

1

identifies an Islamic teaching

1

describes how justice aligns with the teaching

1

links to Stimulus 2

1
Q2b
4 marks

Use another Islamic teaching and Stimulus 3 in the stimulus book to explain how a linear world view supports safeguarding 'fundamental rights and freedoms [that] are an integral part of the Islamic religion' (Preamble, Cairo Declaration on Human Rights in Islam).

Reveal Answer

Islam teaches that Allah created everyone and therefore people are of equal value, and no one receives more favourable treatment over another. Therefore, all individuals have a responsibility to abide by Allah's teachings, as revealed in the Qur'an, and will obtain 'an immense reward' (Stimulus 3). Muslims believe, as per their linear world view, that they have one opportunity to be 'truthful', 'patient' and 'humble' (Stimulus 3). This opportunity enables them to safeguard people's 'fundamental rights and freedoms' (Preamble, CDHRI), thereby reaping the reward on the Day of Judgment, when their individual actions will be weighed to determine their destiny in the afterlife, reinforcing a linear world view.

Marking Criteria
DescriptorMarks

identifies a linear world view

1

explains how this world view aligns with safeguarding 'fundamental rights and freedoms'

1

uses another Islamic teaching

1

uses Stimulus 3

1
Q2
2024
QCAA
14 marks
Q2a
3 marks

Explain why a Buddhist adherent has a duty to avoid evil. Refer to one Buddhist teaching and Stimulus 2 in the stimulus book to support your response.

Reveal Answer

A Buddhist adherent has a personal duty, ‘depend[ing] on oneself’ (Stimulus 2) to undertake skilful actions and avoid evil. Adherents are required to be compassionate, honest and ‘intent upon the good’ (Stimulus 2), generating good karma. The Five Precepts encourage Buddhists to refrain from evil, including destroying life, taking what is not given and false speech.

Marking Criteria
DescriptorMarks

accurately explains why a Buddhist has a duty to avoid evil

1

identifies a relevant Buddhist teaching

1

links to the stimulus

1
Q2b
3 marks

Explain a Christian adherent's duty to others. Refer to one Christian teaching and Stimulus 3 in the stimulus book to support your response.

Reveal Answer

A Christian’s duty to demonstrate love and forgiveness reflects the teaching that humans are made in God’s image. As God exemplified love and forgiveness, Christians are compelled to do likewise, ‘[bearing] with one another’ (Stimulus 3) and treating others with dignity, exemplifying the importance of relationships, and the duty to ‘bind everything together in perfect harmony’ (Stimulus 3).

Marking Criteria
DescriptorMarks

accurately explains a Christian's duty to others

1

identifies a relevant Christian teaching

1

links to the stimulus

1
Q2c
8 marks

Explain the different world views of Buddhist and Christian adherents in response to the statement: 'Everyone has duties to the community in which alone the free and full development of [their] personality is possible' (Article 29, Universal Declaration of Human Rights). Refer to one Buddhist teaching, one Christian teaching and Stimulus 2 and 3 in your response.

Reveal Answer

The Buddhist cyclical world view prioritises karmic consequences where one’s duty to the community is to safeguard one’s personal welfare rather than ‘purify[ing] another’ (Stimulus 2), enabling ‘free and full development of [their] personality’ through behaviour and choices. Following the Noble Eightfold Path and understanding that ‘[purity] and impurity [depend] on oneself’ (Stimulus 2), Buddhists do good for all the community.

In contrast, the Christian linear world view involves one life. Agape ensures acts of justice support the ‘free and full development of [a person’s] personality’ (Article 29) as all are sacred, being made in the image of God and reflecting God in the world. Therefore, Christians’ fundamental duty is to uphold others, particularly the most vulnerable, ‘[bearing] with one another ... [and binding] everything together in perfect harmony’ (Stimulus 3).

Therefore, both perform duties to the community in which ... free and full development ... is possible’ (Article 29).

Marking Criteria

The response, for Buddhism

Marking Bands
DescriptorMarks

identifies a relevant Buddhist teaching that aligns with the cyclical world view AND provides a clear and detailed explanation of the relationship between the teaching and Article 29

3

identifies a relevant Buddhist teaching that aligns with the cyclical world view AND explains characteristics of the teaching and Article 29

2

includes a statement about a Buddhist teaching and cyclical world view OR describes an aspect of Article 29 related to Buddhism

1

does not satisfy any of the descriptors above.

0

The response, for Christianity

Marking Bands
DescriptorMarks

identifies a relevant Christian teaching that aligns with the linear world view AND provides a clear and detailed explanation of the relationship between the teaching and Article 29

3

identifies a relevant Christian teaching that aligns with the linear world view AND explains characteristics of the teaching and Article 29

2

includes a statement about a Christian teaching and linear world view OR describes an aspect of Article 29 related to Christianity

1

does not satisfy any of the descriptors above.

0

The response

Marking Bands
DescriptorMarks

identifies and explains the difference between Buddhist and Christian world views AND refers to stimulus

2

identifies that Buddhist and Christian teachings about world views are different OR refers to stimulus

1

does not satisfy any of the descriptors above.

0
Q5
2024
QCAA
17 marks
Q5
17 marks

Using Stimulus 9–11 in the stimulus book, analyse perspectives offered by Rabbi Lord Jonathan Sacks on belief in personal responsibility.

Evaluate the extent to which Jewish teachings have informed Rabbi Sacks's stance on relationships with other human beings.

Draw conclusions about how his Jewish beliefs align with the United Nations's position that '[truly] great religions and beliefs are based upon ethical tenets such as the duty to widen the bounds of good-neighbourliness and the obligation to meet human need' (Krishnaswami, Study of Discrimination in the Matter of Religious Rights and Practices).

Use additional Jewish teachings and the stimulus to justify your conclusions.

Reveal Answer

Rabbi Sacks’s perspectives on personal responsibility are grounded in belief in the power of God’s forgiveness. Humans have autonomy to choose, which implies the opportunity to make mistakes, while also providing the prospect ‘to acknowledge our wrongs, apologise, make amends and resolve to behave better’ (Stimulus 9), taking account of actions. He also indicates that his view is imbedded in ritual: understanding the implications of participation in the rituals of Rosh Hashanah and Yom Kippur (Stimulus 9) enables people to be accountable, reflect on their behaviour and seek forgiveness.

His belief in sanctity of life, with humans made ‘in the image and likeness of God’ (Stimulus 11), provides guidance that embraces humanity ‘regardless of colour, culture, creed or class’ (Stimulus 11). Rabbi Sacks advocates empathy for those outside one’s immediate circle, implementing free will by seeking to be ‘a blessing’ (Stimulus 9) and to ‘love the stranger’ (Stimulus 10). This enables a positive outcome in the Book of Life, not just for the individual, but by allowing the writing of ‘other people into the Book of Life’ (Stimulus 9).

These beliefs align strongly with the ‘duty to widen the bounds of good-neighbourliness and the obligation to meet human need’ (Study of Discrimination in The Matter of Religious Rights and Practices), as they promote the right of all to be recognised in their fullness as attributed to Genesis 1 (Stimulus 11). Broadening one’s circle and including ‘the stranger ... whose colour, culture or creed is different from yours’ (Stimulus 10) celebrates life and brings one ‘close to God’ (Stimulus 11). Rabbi Sacks was a strong advocate for his Jewish faith and its obligation to meet the needs of all human people.

Marking Criteria

Analysis of Rabbi Sacks's perspectives

Marking Bands
DescriptorMarks

provides a detailed analysis of Rabbi Sacks's perspectives on belief in personal responsibility AND effectively uses stimulus

4

provides an analysis of Rabbi Sacks's perspectives on belief in personal responsibility AND uses stimulus

3

provides a basic explanation of Rabbi Sacks's belief in personal responsibility AND refers to stimulus

2

describes personal responsibility OR refers to stimulus

1

does not satisfy any of the descriptors above.

0

Conclusions about Jewish teachings and relationships

Marking Bands
DescriptorMarks

draws insightful conclusions about the extent to which Jewish teachings inform Rabbi Sacks's stance on relationships with others AND effectively uses additional Jewish teachings to justify conclusions

5

draws conclusions about the extent to which Jewish teachings inform Rabbi Sacks's stance on relationships with others AND uses additional Jewish teachings to justify conclusions

4

draws basic conclusions about the extent to which Jewish teachings inform Rabbi Sacks's stance on relationships with others AND refers to Jewish teachings to justify conclusions

3

makes a statement about Rabbi Sacks's stance on relationships with others AND refers to Jewish teachings

2

makes a statement about Rabbi Sacks's stance on relationships with others OR refers to a Jewish teaching

1

does not satisfy any of the descriptors above.

0

Judgments about alignment

Marking Bands
DescriptorMarks

makes discerning judgments about the alignment between Rabbi Sacks's Jewish faith and 'the duty to widen the bounds of good-neighbourliness and the obligation to meet human need' AND supports judgments with a valid argument

5

makes reasoned judgments about the alignment between Rabbi Sacks's Jewish faith and 'the duty to widen the bounds of good-neighbourliness and the obligation to meet human need' AND supports judgments with reasons

4

makes a judgment about the alignment between Rabbi Sacks's Jewish faith and 'the duty to widen the bounds of good-neighbourliness and the obligation to meet human need' AND supports the judgment with basic reasons

3

makes a relevant statement about Rabbi Sacks's Jewish faith and 'the duty to widen the bounds of good-neighbourliness and the obligation to meet human need'

2

provides a comment on 'the duty to widen the bounds of good-neighbourliness and the obligation to meet human need' OR provides a comment on Rabbi Sacks's faith

1

does not satisfy any of the descriptors above.

0

Communication

Marking Bands
DescriptorMarks

organises paragraph/s to convey ideas succinctly, purposefully and fluently in relation to the question

3

uses paragraph/s to convey ideas fluently in relation to the question

2

demonstrates uneven spelling, grammar and/or punctuation that impedes meaning

1

does not satisfy any of the descriptors above.

0
Q1
2025
QCAA
3 marks
Q1
3 marks

Use Stimulus 1 in the stimulus book to describe how the fundamental principle of saving a life informs a Jewish understanding of human life.

Reveal Answer

A Jewish adherent has an obligation to save a life even if it requires breaking a mitzvot, or 'statute', as commanded by God (Stimulus 1). This is evident in the principle of pikuach nefesh, whereby human life must come first and is more important than other commandments, 'not that he should die by them' (Stimulus 1). All life is sacred because humans are made in the image of God; therefore, pikuach nefesh underpins a Jewish understanding of the sacredness of human life, highlighting its precedence over other ordinances.

Marking Criteria
DescriptorMarks

identifies one relevant Jewish belief

1

provides an accurate description of how the belief informs a Jewish understanding of human life

1

uses stimulus effectively

1
Q3
2021
QCAA
7 marks
Q3
7 marks

Use Stimulus 4 in the stimulus book to explain how a Christian teaching aligns with the statement that all people are 'equal before the law and are entitled without any discrimination to equal protection of the law' (Article 7, Universal Declaration of Human Rights).

Reveal Answer

Stimulus 4 focuses on how Christian adherents should behave toward others and aligns with the Golden Rule (Matthew 7:12). This Christian teaching directs adherents to treat others as they would wish to be treated. By acting with ‘compassion, kindness, humility, meekness, and patience’ (Stimulus 4), Christians would not only comply with the Golden Rule but would also be treating everyone equally, as Article 7 and the Parable of the Good Samaritan require. This parable of Jesus directs Christians to act equally, fairly and with compassion towards others regardless of whether they are a friend, a stranger or even an enemy. Therefore, Christians recognise that they should treat all people equally and fairly, as they would wish to be treated. Article 7 ensures that all are treated equally before the law, so a Christian, following Stimulus 4 and the Golden Rule, would want to make sure people are treated equally before the law.

Marking Criteria

Explanation of Christian teaching

Marking Bands
DescriptorMarks

• provides a detailed explanation of a relevant Christian teaching
• uses Stimulus 4 effectively to support reasoning

3

• provides an explanation of a relevant Christian teaching
• uses Stimulus 4 to support reasoning

2

• describes a Christian teaching

1

• does not satisfy any of the descriptors above.

0

Relationship to Article 7

Marking Bands
DescriptorMarks

• provides a discerning explanation of the relationship between a Christian teaching and Article 7

4

• provides an explanation of the relationship between a Christian teaching and Article 7

3

• makes statements about characteristics of a Christian teaching that could align with Article 7

2

• makes a relevant statement about a Christian response to Article 7

1

• does not satisfy any of the descriptors above.

0
Q1
2021
QCAA
3 marks
Q1
3 marks

Using a relevant Buddhist teaching, describe the role of dependent arising, as defined in Stimulus 1 in the stimulus book, as part of the Buddhist cyclical world view.

Reveal Answer

Dependent arising (Stimulus 1) refers to the interconnectedness of all living things and how this unique combination of organisms causes everything to be as it is. Through these karmic consequences, the actions of individuals cause future consequences for all through the continuous cycle of rebirth. This sustains the Buddhist cyclical world view.

Marking Criteria
DescriptorMarks

• identifies a relevant Buddhist teaching
• provides an accurate description of the role of dependent arising as part of the Buddhist cyclical world view

3

• identifies a relevant Buddhist teaching
• provides a description of the role of dependent arising as part of the Buddhist cyclical world view

2

• identifies a relevant Buddhist teaching
OR
• identifies a characteristic of a Buddhist teaching about dependent arising or cyclical world view

1

• does not satisfy any of the descriptors above.

0
Q2
2021
QCAA
8 marks
Q2a
4 marks

Explain how anatta, as described in Stimulus 2 in the stimulus book, aligns with the statement that 'everyone has the right to recognition everywhere as a person' (Article 6, Universal Declaration of Human Rights).

Reveal Answer

Stimulus 2 describes anatta as not being about the lack of self, but a ‘not-self strategy’. This means ‘letting go’ of selfish desires as required by the Four Noble Truths to reduce suffering. Stimulus 2 states that focusing on yourself ‘lead[s] to suffering and stress’. The only way to end this is to follow the Eightfold Path through having the right intention by ‘letting go’ of the self and desires, and ‘perform[ing] the duty appropriate to each’ person. Therefore, for Buddhists, recognising other people (Article 6) is an obligation to ensure selfish desires do not cause others suffering.

Marking Criteria
DescriptorMarks

• identifies a relevant Buddhist teaching on anatta
• provides a clear explanation of the relationship between anatta and Article 6

4

• identifies a relevant Buddhist teaching on anatta
• provides an explanation of the relationship between anatta and Article 6

3

• identifies a Buddhist teaching on anatta
OR
• explains how Article 6 is linked to Buddhism

2

• provides a statement about anatta or Article 6

1

• does not satisfy any of the descriptors above.

0
Q2b
4 marks

Explain how the Jewish understanding of free will, as described in Stimulus 3 in the stimulus book, aligns with the statement that 'everyone has the right to recognition everywhere as a person' (Article 6, Universal Declaration of Human Rights).

Reveal Answer

Stimulus 3 describes free will as part of the Jewish beliefs about the sacredness of life. For Jewish adherents, all human life is a gift from God, and everyone has a responsibility to recognise the inherent dignity of each person because each person is to be valued and respected. Genesis explains how humans were created in God’s image and given free will so that they might choose to ‘act justly’ (Micah 6) towards others. Jewish adherents must therefore recognise others as being equal to them, as Article 6 requires, because the sacredness of human life is a key teaching of their faith.

Marking Criteria
DescriptorMarks

• identifies a relevant Jewish teaching underpinning free will
• provides a clear explanation of the relationship between free will and Article 6

4

• identifies a relevant Jewish teaching underpinning free will
• provides an explanation of the relationship between free will and Article 6

3

• identifies a Jewish teaching underpinning free will
OR
• explains how Article 6 is linked to Judaism

2

• provides a statement about free will or Article 6

1

• does not satisfy any of the descriptors above.

0
Q1
2023
QCAA
3 marks
Q1
3 marks

Use Stimulus 1 in the stimulus book to describe how belief in Incarnation informs a Christian view of human life.

Reveal Answer

Christians believe Incarnation is God made human, becoming flesh (Stimulus 1). Revelation of God in human form offers grace (Stimulus 1), promise of salvation and eternal life. Jesus, God's only son (Stimulus 1), with human and divine qualities, ultimately endows dignity on all humans through the promise of the resurrection and the overcoming of death.

Marking Criteria
DescriptorMarks

identifies a Christian view of human life

1

correctly describes how this view aligns with a Christian understanding of Incarnation

1

correctly describes how this view informs a Christian view of human life

1
Q2
2022
QCAA
4 marks
Q2
4 marks

How does a Christian teaching about human dignity in Stimulus 3 in the stimulus book align with 'the ideal of free human beings' (Preamble, International Covenant on Civil and Political Rights)?

Refer to the stimulus and a relevant Christian teaching in your response.

Reveal Answer

Christians believe all humans have the right to freedom because of the innate human dignity of every person. Everyone is ‘one in Christ Jesus’ (Stimulus 3) and, according to Genesis, made by God in the image of God. This means each person is divinely blessed and life is a sacred gift to be recognised and respected by all. Stimulus 3 suggests that categorising people according to gender or race limits people, rather than enabling 'the ideal of free human beings'. It promotes the recognition of the divine gift of life that unites all people.

Marking Criteria
DescriptorMarks

• identifies a relevant Christian teaching in Stimulus 3 that provides an understanding of human dignity
• thoroughly explains the alignment between the teaching, human dignity and ‘the ideal of free human beings’

4

• identifies a relevant Christian teaching in Stimulus 3 that provides an understanding of human dignity
• explains the alignment between the teaching, human dignity and ‘the ideal of free human beings’

3

• describes a Christian teaching in Stimulus 3 underpinning human dignity
OR
• describes an alignment between ‘the ideal of free human beings’ and a Christian teaching

2

• provides a relevant statement about the Christian understanding of human dignity or ‘the ideal of free human beings’

1

• does not satisfy any of the descriptors above.

0
Q3
2025
QCAA
16 marks
Q3a
4 marks

Analyse Stimulus 4 in the stimulus book to explain the role of Revelation in understanding how Jewish adherents 'should act towards one another in a spirit of brotherhood' (Article 1, Universal Declaration of Human Rights). Refer to another Jewish teaching and the stimulus to support your response.

Reveal Answer

Stimulus 4 provides an example of Special Revelation of God in the Jewish tradition. Through Special Revelation, God establishes a lasting covenantal relationship with Abram, '[making] nations of [him]' (Stimulus 4). The covenantal relationship is the catalyst in binding God's people together 'throughout the ages' (Stimulus 4) and requires them to uphold the relationship through the generations. This requires them to come together in a 'spirit of brotherhood' (Article 1, UDHR) to maintain the covenant.

Marking Criteria
DescriptorMarks

provides an accurate description of the Jewish concept of Revelation

1

explains how Revelation informs how a Jewish adherent 'should act towards one another in a spirit of brotherhood'

1

identifies another relevant Jewish teaching

1

uses stimulus effectively

1
Q3b
4 marks

Analyse Stimulus 5 in the stimulus book to explain the role of Revelation in understanding how the Christian tradition aligns with the 'recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family' (Preamble, Universal Declaration of Human Rights). Refer to another Christian teaching and the stimulus to support your response.

Reveal Answer

Christians believe that God's immanence is revealed through the human person of Jesus, 'the glory as of a father's only son' (Stimulus 5). As Jesus is God on Earth, and all people are made in the image and likeness of God, 'all members of the human family' therefore have inherent 'dignity' and 'equal and inalienable rights' (Preamble, UDHR).

Marking Criteria
DescriptorMarks

provides an accurate description of the Christian concept of Revelation

1

explains the role of Revelation in understanding how the Christian tradition aligns with the dignity and rights of all

1

identifies another relevant Christian teaching

1

uses stimulus effectively

1
Q3c
8 marks

Use Stimulus 4 and 5 to differentiate between Jewish and Christian adherents' approaches in fulfilling their obligation towards achieving 'the promotion of universal respect for and observance of human rights and fundamental freedoms' (Preamble, Universal Declaration of Human Rights) for all people. In your response, identify another relevant Jewish teaching and another relevant Christian teaching that have not previously been discussed in Questions 3a) and 3b).

Reveal Answer

Both Jews and Christians respect the 'human rights and fundamental freedoms' (Preamble, UDHR) of all people, and this respect manifests from their relationship with God.
For Jews, this follows the Divine commands that require God's Divine justice based on the covenantal relationship and God's promise, 'I will be their God' (Stimulus 4). Following the mitzvot and observing the commandments requires Jews to keep God's Divine laws and observe human rights for all.
Conversely, Christians follow the teachings and examples of Jesus the Incarnate, 'the Word [who] became flesh and lived among us' (Stimulus 5). Christians use Jesus's words and actions to emulate his practices and uphold 'human rights and fundamental freedoms' (Preamble, UDHR) for all of humanity.

Marking Criteria

The response, for Judaism

Marking Bands
DescriptorMarks

• identifies one other relevant Jewish teaching that aligns with obligation to all people
• provides a clear and detailed explanation of the relationship between the teaching and the Preamble
• uses stimulus effectively

3

• identifies one relevant Jewish teaching that aligns with obligation to all people
• explains characteristics of the teaching and the Preamble
• uses stimulus

2

• includes a statement about a Jewish teaching and obligation to all people
OR
• describes an aspect of the Preamble related to Judaism

1

• does not satisfy any of the descriptors above.

0

The response, for Christianity

Marking Bands
DescriptorMarks

• identifies one other relevant Christian teaching that aligns with obligation to all people
• provides a clear and detailed explanation of the relationship between the teaching and the Preamble
• uses stimulus effectively

3

• identifies one relevant Christian teaching that aligns with obligation to all people
• explains characteristics of the teaching and the Preamble
• uses stimulus

2

• includes a statement about a Christian teaching and obligation to all people
OR
• describes an aspect of the Preamble related to Christianity

1

• does not satisfy any of the descriptors above.

0

Difference between obligations

Marking Bands
DescriptorMarks

• identifies and explains the difference between Jewish and Christian obligations

2

• identifies that Jewish and Christian obligations are different

1

• does not satisfy any of the descriptors above.

0
Q4
2021
QCAA
10 marks
Q4
10 marks

Examine Stimulus 5 and 6 in the stimulus book to differentiate between Islamic and Christian teachings about the role of individual responsibility in supporting human rights. In your response, refer to both stimulus and one relevant teaching from each religion.

Reveal Answer

Islam and Christianity both believe in individual responsibility for ensuring human rights, but their reasoning is different. In Islam, all people are accountable for their actions on the Day of Judgment, which is when their actions are judged by Allah. No person will be able to ‘conceal the truth’ (Stimulus 5), as Allah will know. This accountability ensures Islamic adherents fulfil their pledge to Allah to act with charity towards others (Stimulus 5), thereby supporting fundamental human rights. Christians, according to Stimulus 6, believe that human evil is the result of free will, and is therefore the responsibility of individuals. Evil, or sin, which causes suffering to others, must be repaired through repentance in order for Christian adherents to achieve Salvation. This is achieved by doing good works to others through upholding human rights for all. Therefore, adherents of Christianity and Islam are responsible through their actions for promoting human rights.

Marking Criteria

Difference between teachings

Marking Bands
DescriptorMarks

• identifies and explains a valid difference between Islamic and Christian teachings about individual responsibility to support human rights

2

• identifies that Islamic and Christian teachings about individual responsibility to support human rights are different

1

• does not satisfy any of the descriptors above.

0

Response for Stimulus 5

Marking Bands
DescriptorMarks

• identifies one relevant Islamic teaching
• provides a clear and detailed explanation of the relationship between the teaching and a responsibility to support human rights

4

• identifies one relevant Islamic teaching
• provides an explanation of the relationship between the teaching and a responsibility to support human rights

3

• identifies one relevant Islamic teaching
• provides an explanation of characteristics of the teaching and a responsibility to support human rights

2

• makes a statement about
– action in Islamic teaching
OR
– Islamic responsibility for human rights

1

• does not satisfy any of the descriptors above.

0

Response for Stimulus 6

Marking Bands
DescriptorMarks

• identifies one relevant Christian teaching
• provides a clear and detailed explanation of the relationship between the teaching and a responsibility to support human rights

4

• identifies one relevant Christian teaching
• provides an explanation of the relationship between the teaching and a responsibility to support human rights

3

• identifies one relevant Christian teaching
• provides an explanation of characteristics of the teaching and a responsibility to support human rights

2

• makes a statement about
– action in Christian teaching
OR
– Christian responsibility for human rights

1

• does not satisfy any of the descriptors above.

0
Q1
2024
QCAA
4 marks
Q1
4 marks

Use Stimulus 1 in the stimulus book to describe two Islamic beliefs that underpin the understanding that 'fundamental rights and freedoms ... are an integral part of the Islamic religion ... as they are binding divine commands' (Preamble, Cairo Declaration on Human Rights in Islam).

Reveal Answer

Muslims believe Allah’s messages are revealed in the Qur’an and the human rights outlined within are therefore ‘binding divine commands’. To live righteously, Muslims submit to Allah and give charitably through Zakat, promoting the ‘fundamental rights and freedoms’ outlined in the Cairo Declaration. Surah 5:93 (Stimulus 1) instructs Muslims to ‘do righteous deeds’, uphold ethical teachings to fulfil human rights and do good. As this is revealed in the Qur’an, Muslims obey Allah. Upholding these rights and freedoms protects human life, honouring Allah’s will for humankind. Similarly, through Zakat, Muslims fulfil Allah’s command to ‘remain righteous and charitable’ (Stimulus 1).

Marking Criteria
DescriptorMarks

identifies one relevant Islamic belief

1

provides an accurate description of how the belief underpins the 'binding divine commands'

1

identifies a second relevant Islamic belief

1

provides an accurate description of how the second belief underpins the 'binding divine commands'

1

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