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Islam: notes

HSC Studies of Religion II · exam Thursday 22 October 2026

NotesMaster answersPast questionsPractise

1. Your choices

Khadija (significant person); Hajj (significant practice); bioethics: euthanasia and organ donation (ethics). Section III must be a DIFFERENT tradition from your two Section II traditions.

2. Format and mark splits

Assessment criteria printed on the paper: demonstrate knowledge and understanding relevant to the question; incorporate significant aspects of religion; communicate using appropriate language and terminology; present ideas clearly in a cohesive response.

Islam Section III question types: ethics 2014, 2016, 2025; practice 2015, 2017; person 2018, 2020, 2024; whole tradition 2019, 2021; ≥2 aspects 2022, 2023. Practice is the most overdue type.

3. Skeletons

1. Significant practice: Hajj + alternatives

Why this comes first. Since 2022 the Section III question has been the same type for every tradition: 2022 and 2023 asked about two or more aspects, 2024 a person, 2025 ethics. The last practice-only Islam question was 2017 ("How does ONE significant practice assist adherents to 'become righteous'?"), and before that 2015 ("submission to Allah"). Practice is the most overdue type. Hajj also covers the "≥2 aspects" questions (practice + beliefs), so it is your safest single essay.

What markers reward on practice questions (NESA marker feedback, verbatim themes):

The 2017 marking guideline's "answers could include" points on Hajj: it is the fifth pillar, required once in a lifetime; a spiritual, mental and physical journey; a reminder of the equality of all before Allah; rituals mirror the actions of Muhammad and Hagar; and it shows a commitment to the greater jihad.

Master answer → · Practise →

2. Model essay (Band 6 style, ~870 words)

Read the full model essay in Master answers →

Master answer → · Practise →

3. Alternative practice skeleton: Friday prayer (Salat al-Jumu'ah)

(Other syllabus options for Islam significant practice: Friday prayer at the mosque, Funeral ceremony, Hajj.)

Thesis. Salat al-Jumu'ah is the weekly heartbeat of the ummah. It turns tawhid, obedience to Allah's command and the unity of the community into regular communal action, so it assists adherents to submit to Allah in the rhythm of everyday life even more continuously than the once-in-a-lifetime Hajj.

Para Topic sentence Evidence ✓ verified Belief link
1 Jumu'ah is a direct command of Allah, so attending is submission. "When [the adhan] is called for the prayer on the day of Jumu'ah, then proceed to the remembrance of Allah and leave trade… And when the prayer has been concluded, disperse within the land and seek from the bounty of Allah" (62:9–10). Tawhid; submission; balancing faith and work.
2 Ritual purity and rows express equality and discipline. Wudu (ablution); rows facing the qiblah (Mecca); the imam leads. The rows parallel 49:13 (noble = righteous). Equality of believers; unity.
3 The khutbah (sermon) guides ethical living in the local context. Australian mosques (e.g. Lakemba Mosque, Sydney) deliver khutbahs on community issues. Link to "enjoin what is right" (3:104, 3:110). Shari'ah as guidance; amr bil ma'ruf.
4 The congregation builds the ummah as "one body". Believers are "like one body" (Bukhari 6011 / Muslim 2586); spreading salam (Muslim 54). Ummah; brotherhood.
5 Judgement: weekly remembrance sustains taqwa. "by the remembrance of Allah hearts are assured" (13:28). Dhikr; inner peace (cross-links to Section IV).

Stimulus tip: turn the stimulus's verb ("submit", "become righteous", "live a better life") into the second clause of each topic sentence.

Second alternative (brief): Funeral ceremony.

Master answer → · Practise →

4. Significant person: Khadija bint Khuwaylid (reframed to IMPACT)

Likely question forms:

Fixing the gap in your prep doc. Your Khadija paragraph narrates her life (merchant, marriage, the cave of Hira). Markers penalise narrative. Convert every fact into a claim about her effect on Islam's development or expression, then add contemporary evidence.

Thesis. Khadija's significance lies less in what she did in 610 CE than in what her example continues to do. As the first believer, she shaped the development of the ummah at its most vulnerable moment. As a model of faith, generosity and female agency, she continues to shape the expression of Islam for Sunni and Shi'a Muslims today. She has therefore been an agent of change to a considerable extent.

# Topic sentence (impact, not narrative) Evidence ✓ verified Impact / judgement
1 Development: Khadija's belief made the first revelation the start of a community, not an isolated experience. When the Prophet returned from Hira saying "Cover me! Cover me!", Khadija replied: "Never! By Allah, Allah will never disgrace you. You keep good relations with your kith and kin, help the poor and the destitute, serve your guests generously…" She then took him to Waraqa bin Naufal (Sahih al-Bukhari 3). Her response defined prophethood by ethical conduct (kinship, charity, hospitality). These became core Islamic values (cf. 2:177). It is the first instance of the ummah supporting the Prophet.
2 Development: her wealth and status protected the early ummah in Mecca. Respected merchant; support during the early Meccan preaching. After her death in 619 CE the year became known as the "Year of Sorrow" ('Am al-Huzn; traditional sira; flag as tradition, not hadith). Without her support the vulnerable early community lacked protection. This shows her pivotal role in Islam's survival.
3 Expression: Khadija is honoured as a model of faith by all Muslims. "The best of the world's women is Mary (at her lifetime), and the best of the world's women is Khadija (at her lifetime)" (Bukhari 3815). Honoured as Umm al-Mu'minin (Mother of the Believers; cf. 33:6, unverified wording, so cite only the title). A unifying figure across Sunni and Shi'a Islam (link to "diversity and unity" questions).
4 Expression: her lineage shapes Shi'a and Sunni devotion. Mother of Fatimah al-Zahra; through Fatimah and Ali the line of the Ahl al-Bayt and, for Shi'a Muslims, the Imams. Her impact extends into the theology and devotion of Shi'a Islam: a lasting, structural impact.
5 Contemporary expression: a model of women's agency in faith and work. Muslim women today cite Khadija as an example that Islam honours women's economic independence; Qur'an 33:35 lists "Muslim men and Muslim women… believing men and believing women…" as equals in reward; 4:1 (created "from one soul"). Judgement and limit: her teachings are not a text source like the Qur'an or Hadith, so her influence works through example. It is still significant, because a model inspires lived practice.

Stimulus tips.

Judgement language: "to a considerable extent… her influence is indirect but enduring"; "most significantly…".

Alternative person: A'isha bint Abi Bakr.

Master answer → · Practise →

5. Ethics: Bioethics (focus area: euthanasia and organ donation; IVF and abortion also covered)

Likely question forms:

Thesis. Islamic bioethics flows from one conviction: life belongs to Allah and is held by humans as a trust (amanah). Drawing on the Qur'an, Hadith, ijma (consensus) and qiyas (analogy), the four sources named in the 2025 marking guidelines, scholars apply the teachings of the sanctity of life, Allah's sovereignty over death, and the preservation of life to modern medicine. These teachings guide adherents decisively on euthanasia and organ donation, while allowing diverse rulings where new technologies arise.

Paragraph 1: sources and method (show you understand how a ruling is made).

Paragraph 2: Teaching 1, the sanctity of life → euthanasia prohibited.

Paragraph 3: Teaching 2, preserving life and necessity → organ donation generally permitted.

Paragraph 4: IVF and abortion (use if the question allows "issues" or "navigate the world today").

Paragraph 5: Evaluation (sustained judgement). The teachings guide adherents strongly because they are rooted in revelation. Yet ijtihad lets the tradition respond to new technologies (transplantation, IVF). Diversity of rulings, and the gap between ideal and practice (e.g. low registration rates in some communities; no figure cited), qualify the judgement, but they do not undermine the coherence of the guidance.

Stimulus tip. For 2025's "sources (sacred texts, lived experience)" stimulus, give each paragraph a pairing of one sacred text and one lived example (fatwa, hospital chaplaincy, DonateLife, family decision).

Second ethical teaching option (TWO teachings, as in 2025 Section II). Khalifah/amanah (2:30, 33:72) and "neither harming nor reciprocating harm" (Ibn Majah 2340). Use these if the area is environmental ethics: 6:38, 30:41, 55:7–8, 7:56, Bukhari 2320 (planting a tree is charity).

New evidence ✓ verified

Master answer → · Practise →

6. Significant practice: Hajj

See Master answers for the full essay (and the Friday prayer and Funeral skeletons).

Master answer → · Practise →

7. "≥2 aspects" / whole-tradition questions (2019, 2021, 2022, 2023 types)

Question forms:

Thesis. Islam guides adherents through an integrated system: the example of significant people (Khadija), ethical teachings that treat life as a trust (bioethics), and practices that turn belief into action (Hajj). Together these lead to "a good life" (16:97) in this world and the next.

# Topic sentence Evidence
1 Foundational belief: tawhid and submission give life its purpose. "I did not create the jinn and mankind except to worship Me" (51:56); "enter into Islam completely" (2:208).
2 Person: Khadija shows faith lived through ethical action. Bukhari 3 (her words); Bukhari 3815.
3 Ethics: the sanctity of life guides medical decisions. 5:32; 3:145; 4:29; ANIC 2015 fatwa; IIFA 1988.
4 Practice: Hajj purifies and unites. 3:97; 49:13; Bukhari 1521; Muslim 1218 (talbiyah, the Farewell Sermon); 22:37.
5 Diversity and unity (2022 type): Sunni and Shi'a share the Qur'an, the pillars and Hajj; they differ on leadership (the caliphate vs the Imamate) and some fiqh (IVF donor gametes). 3:103 "hold firmly to the rope of Allah all together and do not become divided"; 49:10 "The believers are but brothers"; Bukhari 6011 ("one body").
6 Judgement "Whoever does righteousness, whether male or female, while he is a believer – We will surely cause him to live a good life" (16:97). Islam guides holistically; diversity of interpretation enriches rather than fragments.

Master answer → · Practise →

4. Quote and evidence bank

Hajj

Friday prayer / funeral

Khadija

Bioethics

General

5. Marker feedback

Marker feedback to obey

General feedback

Verbatim from the NESA "Marking feedback" sections (exam packs).

2025: General feedback

Students should:

Verbatim from the NESA "Marking feedback" sections (exam packs).

2015: Section III — Question 4 – Islam

Candidates showed strength in these areas:

  • presenting a clear understanding of the meaning of submission explaining the relationship between the chosen practice and its efficacy in assisting the ongoing process of submission in the lives of adherents
  • integrating the stimulus in the response to support an explanation of how specific aspects of the practice assists adherents in attaining submission
  • using concepts and terminology within the framework of a cohesive explanation. Candidates need to improve in these areas:
  • ensuring that the response meets the specific requirements of the question/stimulus and does not simply describe a practice
  • using the stimulus and/or question in context using terminology correctly.
2016: Section III — Question 4 – Islam

Candidates showed strength in these areas:

  • presenting a clear understanding of the teachings of Islam in respect to their chosen area of ethics
  • including pertinent references from the Qur’an and Hadith, as well as integrating the process of jurisprudence, especially Ijma
  • integrating the stimulus throughout the response to demonstrate how ethical teachings assist adherents to remain ‘noble in the sight of Allah’
  • referencing well-researched and relevant examples to demonstrate the practical expression of ethical teachings across the Muslim ummah
  • using concepts and terminology within the framework of a cohesive explanation. Candidates need to improve in these areas:
  • ensuring that the response meets the specific requirements of the question/stimulus that in this instance required a focus on ethical teachings and not a holistic presentation of the entire Islam depth study
  • integrating the stimulus throughout the response in a manner that exhibits an understanding of its meaning
  • avoiding examples becoming the dominant focus of the response rather than enhancing the understanding of ethical teachings
  • using terminology correctly in a structured response.
2017: Section III — Question 4 – Islam

In better responses, students were able to:

  • sustain an explanation of the relationship between the beliefs of Islam, the chosen practice and how this supports adherents to ‘become righteous’
  • develop their description of the understanding of righteousness in Islam.
2018: Section III — Question 31 – Islam

In better responses, students were able to:

  • provide a supported judgement of the role of a significant person or school of thought within Islam
  • include detailed, relevant and accurate examples of how the significant person or school of thought supported/supports Muslim adherents “to seek the truth”
  • demonstrate a substantial understanding of Islamic teachings supported by references to sacred texts and additional authoritative sources. Areas for students to improve include:
  • addressing the specific nature of the question rather than providing a generalised description of the person or school of thought and their contribution to Islam
  • presenting an understanding of the specific nature of the quote that is sustained and developed throughout the response
  • understanding of the beliefs of Islam and their foundation in the sacred texts.
2019: Section III — Question 31 – Islam

In better responses, students were able to:

  • address the question clearly to illustrate the meaning of ‘ the truth ’
  • demonstrate a comprehensive understanding of significant aspects of Islam in the lives of adherents
  • develop a cohesive response by providing evidence and ideas with attention to structure and detail. Areas for students to improve include:
  • making connections to the stimulus and question throughout the response not just at the beginning and/or end of the question
  • engaging with, unpacking and consistently integrating the concept of ‘the truth’
  • ensuring that HSC content is the main focus
  • improving the clarity of expression and structure.
2020: Section III — Question 31 – Islam

In better responses, students were able to:

  • present a reasoned argument as to what extent the significant person or school of thought has provided understanding that is meaningful
  • provide detailed and accurate information regarding specific contributions, showing the correlation between contributions and enduring impact
  • draw upon a range of areas of influence the significant person or school of thought has had on Islam
  • develop a well-structured response with a logical sequence of concepts, incorporating relevant and accurate terminology. Areas for students to improve include:
  • avoiding the writing of lengthy narratives or biographical information
  • exploring a broader range of contributions, integrating multiple areas of influence and enduring impact of the person or school of thought on the Islamic Tradition
  • integrating evidence from sacred text, significant writings, scholars or commentaries.
2021: Section III — Questions 31 – Islam

In better responses, students were able to:

  • present a cohesive argument exploring how Islamic adherents are guided to ‘do things that are right’
  • incorporate HSC course content drawn from one or more areas of study
  • develop a cohesive response with a logical sequence of concepts, incorporating relevant and accurate terms. Areas for students to improve include:
  • avoiding the writing of lengthy narrative or biographical information
  • considering how Islamic adherents are guided by practices, ethics and/or significant people or schools of thought
  • integrating evidence from significant aspects of religion such as sacred texts, significant writings, scholars or commentaries to support the argument.
2022: Section III — Question 31 – Islam

In better responses, students were able to:

  • present a cohesive response that explores how both diversity and unity
  • are expressed within at least two areas of study within Islam
  • use relevant evidence and examples, including sacred text references, authoritative sources and contemporary perspectives, to demonstrate diversity and unity within the tradition. Areas for students to improve include:
  • effectively engaging with the question by targeting information in relation to diversity and unity expressed within Islam
  • integrating relevant evidence and examples, including extracts from sacred texts, authoritative sources and contemporary perspectives
  • constructing a response that is well structured and able to sustain an argument.
2023: Section III — Question 31 – Islam

In better responses, students were able to:

  • present a cohesive response that clearly explains how Islam guides adherents towards living a better life, referring to at least two areas of study, for example, Sexual Ethics and Hajj
  • use a range of relevant examples, including sacred text references, authoritative sources and contemporary perspectives, as evidence of sources of guidance in Islam. Areas for students to improve include:
  • consistently engaging with the question, with a clear understanding of the guidance Islam provides that informs living a better life, for example, how Hajj expresses key beliefs
  • integrating detailed and relevant evidence, including contemporary examples, that demonstrate how the daily life of adherents is impacted by the sources of guidance.
2024: Section III — Question 31 – Islam

In better responses, students were able to:

  • provide a detailed and accurate analysis of the impact the selected person or school of thought had on the religious tradition of Islam
  • integrate the ideas in the statement and show how they relate to the selected significant person or school of thought and their impact
  • select and engage with a range of detailed and relevant evidence of impact to support the analysis
  • incorporate accurate terminology throughout the response. Areas for students to improve include:
  • analysing the impact of the selected person or school of thought using a range of evidence from different contexts
  • integrating the statement within paragraphs to shape the analysis, rather than appending it to the end of a paragraph or section
  • improving the cohesiveness of the response by writing well-structured paragraphs
  • supporting the response with detailed and accurate information.
2025: Section III — Question 31 – Islam

In better responses, students were able to:

  • provide a detailed and accurate analysis of how Islamic ethical teachings in one of the chosen areas guide adherents to navigate the world today
  • integrate the ideas in the stimulus and show how they relate to the ethical teachings and their contemporary relevance
  • select and engage with a range of detailed and relevant evidence to support the analysis
  • use accurate terminology throughout the response. Areas for students to improve include:
  • identifying ethical teachings in the chosen area
  • integrating components of the stimulus within paragraphs to shape the analysis, rather than adding them to the end of a paragraph
  • using relevant evidence to support the application of ethical teachings
  • strengthening the response with detailed, relevant and accurate information.

6. Past questions

All Islam past questions are on the Past questions tab, sorted by year, each with a link to practise it.

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