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Part B: Religion and Non-Religion: notes
HSC Studies of Religion II · exam Thursday 22 October 2026
NotesMaster answersPast questionsPractise
1. Format and mark splits
Format: Questions 12–21 multiple choice (1 mark each) + Question 22 (5 marks). About 25 minutes. SOR II only (no SOR I equivalent).
Syllabus dot points: expressions of the religious dimension (animism, polytheism, monotheism); its place in providing meaning and purpose, social cohesion and social transformation; global distribution of the five major traditions (statistics); the rise of new religious expressions (searching for personal fulfilment, ethical guidelines, relationship with society) and influences on their growth (materialism, scientific progress, ecological awareness, disenchantment with "traditional" religion); Atheism, Agnosticism, Rational and Scientific Humanism and how they shape aspirations and behaviour; comparing ONE religious and ONE non-religious belief system on the transcendent, the human person and social responsibility.
2. Skeletons
1. B1 · Expressions of the religious dimension: animism, polytheism, monotheism
Q: Distinguish between animism, polytheism and monotheism, with examples.
- Animism is the belief that spirits inhabit natural objects, places and creatures, as seen in many Indigenous and Shinto traditions, where the sacred is immanent in nature.
- Polytheism is belief in many gods, each with distinct roles, as in ancient Greek religion and many expressions of Hinduism (e.g. devotion to Shiva, Vishnu and Devi). Many Hindus also see the gods as manifestations of one ultimate reality, Brahman.
- Monotheism is belief in one God, the creator and sovereign of the universe, as in Judaism, Christianity and Islam ("tawhid").
These categories show how humans have expressed the religious dimension in different ways, from the sacred within nature to a single transcendent God.
2. B2 · The religious dimension: meaning and purpose, social cohesion, social transformation
Q: (2025 type) Evaluate the place of the religious dimension in providing social transformation. Feedback: transformation ≠ cohesion.
The religious dimension has been a powerful agent of social transformation, meaning changes to the structure and values of society, not just social unity. Examples:
- Christian abolitionists such as William Wilberforce helped end the British slave trade.
- Martin Luther King Jr's faith inspired the US civil rights movement.
- Gandhi's ahimsa reshaped Indian independence.
- Religious welfare agencies helped build modern social services.
- Jewish tikkun olam and Islamic zakat motivate continuing justice work.
These are the examples given in NESA's 2025 MG. However, religion has also resisted change (e.g. some opposition to gender equality), and secular movements also transform society. On balance, the religious dimension has played a significant though not exclusive role, because its teachings supply both the motive and the moral authority for reform.
3. B3 · Global distribution of the five major traditions
Q: Using statistical data, describe the global distribution of the major religious traditions.
According to the Pew Research Center (2025, using 2020 data):
- Christians are the largest group (28.8%, ~2.3 billion), concentrated in the Americas, Europe and sub-Saharan Africa.
- Muslims are 25.6% and the fastest growing (+347 million since 2010), concentrated across the Middle East–North Africa, South and Southeast Asia (Indonesia, Pakistan, India).
- Hindus are 14.9% (~1.2 billion), overwhelmingly in India and Nepal.
- Buddhists are 4.1% (324 million), mainly in East and Southeast Asia, and were the only major group to decline.
- Jews are about 0.2%, concentrated in Israel and the USA.
- The religiously unaffiliated (24.2%) are now a major global category, particularly in China, Europe and Australia, where Christians fell below 50% (47% in Pew's data).
Distribution reflects history, birth rates and migration.
New evidence ✓ verified
- Pew Research Center, "How the Global Religious Landscape Changed From 2010 to 2020" (9 June 2025):
- Shares in 2020: Christians 28.8% (2.3 bn); Muslims 25.6%; unaffiliated 24.2% (1.9 bn); Hindus 14.9%; Buddhists 4.1%; Jews about 0.2%.
- Muslims were the fastest-growing group (+347 m). Buddhists were the only group to decline (−19 m).
- In Australia, the Christian share fell 20 points, to 47%.
4. B4 · New religious expressions: reasons and influences
Q: (2017/2018) Explain why new religious expressions and spiritualities have grown.
New religious expressions have grown as people search for personal fulfilment, seek ethical guidelines and clarify their relationship with society outside traditional institutions. Four influences are important:
- Materialism has left some feeling spiritually empty, prompting a search for meaning beyond consumption.
- Scientific progress has challenged literal readings of traditional texts, so some turn to spiritualities compatible with science, such as mindfulness.
- Ecological awareness has inspired nature-based spiritualities such as Neo-Paganism and eco-spirituality, which treat the earth as sacred.
- Disenchantment with traditional religion, including perceived rigid teaching on gender and sexuality, institutional abuse scandals and hierarchical authority, has driven people to individualised "spiritual but not religious" paths.
NESA's 2018 sample answer links ecological awareness and disenchantment to the search for "purpose and meaning".
5. B5 · Non-religious worldviews: Atheism, Agnosticism, Rational and Scientific Humanism
Q: Discuss how Atheism, Agnosticism and Humanism determine the aspirations and behaviour of individuals.
- Atheism holds that there is no God. Meaning is created by humans in this life alone, so atheists often aspire to live fully now and base ethics on reason and human wellbeing.
- Agnosticism (a term coined by T. H. Huxley) holds that God's existence is unknown or unknowable. Agnostics suspend judgement and may live open, questioning lives.
- Rational Humanism uses reason, not revelation, to guide ethical living and human flourishing.
- Scientific Humanism emphasises science and evidence as the path to human progress.
These worldviews shape behaviour. Humanists, for example, pursue social responsibility through secular service. Fred Hollows, whom NESA's 2023 feedback cites as a humanist example, restored sight to many people through his foundation. As 38.9% of Australians report no religion (2021), these worldviews increasingly shape ethics and civic life.
6. B6 · Compare ONE religious and ONE non-religious system: the transcendent, the human person, social responsibility
Q: Compare the response of Christianity and Humanism to the human person. (Never yet a 5-marker, so it is overdue.) 2015 feedback: understand "compare" (similarities and differences); name both systems.
- Christianity: the human person is created "in God's image" (Genesis 1:27), with inherent dignity, an eternal soul and a destiny with God. Fulfilment comes through relationship with God and love of neighbour (Matthew 22:37–39).
- Humanism: the human person is a product of natural evolution, without a soul or afterlife. Dignity derives from our capacity for reason, empathy and moral choice.
- Similarities: both affirm human dignity and the duty to care for others, which leads both to social responsibility (e.g. Christian agencies such as Act for Peace, and humanist service such as the Fred Hollows Foundation).
- Differences: Christianity grounds dignity in a transcendent God and sees purpose given from beyond. Humanism grounds it immanently, in human nature, and sees purpose as self-created.
Thus they converge in ethics but diverge in the source of meaning.
New evidence ✓ verified
- Humanism, Amsterdam Declaration 2022 (Humanists International): morality is "inherent to the human condition… needing no source outside of humanity"; "personal liberty must be combined with a responsibility to society".
7. NESA sample answers for Question 22
Read the full nesa sample answers for question 22 in Master answers →
3. Quote and evidence bank
Pew Research Center (June 2025, 2020 data): Christians 28.8% (2.3 bn); Muslims 25.6% (+347 m); unaffiliated 24.2%; Hindus 14.9%; Buddhists 4.1% (only decline). Australia: Christians 47% (below 50%).
Census link: "No religion" was 38.9% of Australians in 2021 (30.1% in 2016; 0.8% in 1966); Christianity 43.9% (ABS 2022).
Sources: Pew Research Center, "How the Global Religious Landscape Changed From 2010 to 2020" (June 2025); ABS (2022); NESA MGs 2018, 2025; NESA feedback 2023 (Fred Hollows as humanist example).
4. Stimulus and exam tips
MCQ traps (Part B)
- Animism / polytheism / monotheism. Hinduism is often polytheistic in expression but may be seen as ultimately monistic, so read the option wording.
- Atheism vs agnosticism. Atheism denies God's existence; agnosticism says it cannot be known. Rational vs Scientific Humanism: reason-based ethics vs science as the path to progress.
- Social cohesion vs social transformation. Cohesion binds a society together; transformation changes it (2025 Q22 feedback).
- New religious expressions vs traditional: the syllabus influences are materialism, scientific progress, ecological awareness and disenchantment. MC options often swap in "globalisation", which is not a syllabus influence.
- Global distribution: Islam is the fastest-growing; Buddhism declined; Hindus are concentrated in India.
5. Marker feedback
Marker feedback to obey
- "Compare" = similarities AND differences; name BOTH belief systems (2015).
- Social transformation ≠ social cohesion; transformation means change to social structures/values, driven from within the tradition (2016, 2025).
- Explain why people pursue new religious expressions (2017).
- When asked for ONE worldview, don't write about both religious and non-religious (2019).
- Global distribution: name specific countries and give accurate statistics (2024).
Verbatim from the NESA "Marking feedback" sections (exam packs).
2015: Section I — Question 22
Candidates showed strength in these areas:
- using scriptural references to support reasons for social responsibility
- incorporating appropriate terminology, particularly in regard to Christianity and Islam
- including relevant examples of organisations associated with religious belief systems. Candidates need to improve in the following areas:
- understanding the requirements for the command word ‘compare’
- naming a religious and a non-religious belief system
- writing a response that fits into the lines provided.
2016: Section I — Question 22
Candidates showed strengths in these areas:
- identifying the nature of maintaining tradition
- integrating relevant knowledge from the depth studies using relevant examples
- integrating the quote throughout the response. Candidates need to improve on the following areas:
- making clear the motivation for the change that has occurred from within the context of the religious tradition
- demonstrating a deeper understanding of the nature of social transformation
- writing in a succinct manner as well as following the directive in the question.
2017: Section I — Question 22
In better responses, students were able to:
- identify the nature of personal fulfilment or ethical guidance
- link their chosen area to the rise of new religious expressions and spiritualities
- demonstrate why people desired the pursuit of new religious expressions and spiritualities.
2018: Section I — Question 22
In better responses, students were able to:
- provide clear and comprehensive reasons for the growth of new religious expressions and spiritualities
- make strong links between this growth and ecological awareness and/or disenchantment with traditional religions
- provide clear and accurate examples of new religious expressions and spiritualities. Areas for students to improve include:
- making clearer links between the various aspects of the question
- ensuring examples used are new religious expressions/spiritualities rather than non-religions and that they are made relevant to the question.
2019: Section I — Question 22
In better responses, students were able to:
- clearly identify a worldview
- provide strong links between the worldview and how personal meaning is found
- give detailed and accurate examples to support the response. Areas for students to improve include:
- reading the question carefully as many responses included both a religious and a non religious worldview
- making explicit links between the worldview and the search for personal meaning.
2020: Section I — Question 22
In better responses, students were able to:
- clearly distinguish between theistic and atheistic worldviews such as Christianity and agnosticism
- demonstrate the difference in worldviews using a range of examples such as the concept of an afterlife. Areas for students to improve include:
- integrating aspects of the quote into the argument
- articulating a clear argument within the response.
2021: Section I — Question 22
In better responses, students were able to:
- clearly and accurately identify ways in which the religious dimension can provide meaning and purpose for the individual
- present a detailed explanation using a range of examples such as providing ethical guidance and an understanding of the ‘ultimate reality’. Areas for students to improve include:
- integrating detailed examples from the religious dimension to demonstrate how it provides meaning and purpose.
2022: Section I — Question 22
In better responses, students were able to:
- provide a range of examples to demonstrate the relationship between the religious dimension and social cohesion
- integrate specific aspects of the stimulus to support their response. Areas for students to improve include:
- using appropriate content from the syllabus to address the question
- ensuring that examples are accurate and relevant.
2023: Section I — Question 22
In better responses, students were able to:
- clearly state the relationship between Humanism and its influence on human behaviour, for example, the common good
- provide detailed and accurate examples to support the response. Areas for students to improve include:
- providing relevant details rather than making general statements about Humanism,
- using specific example of Humanists such as Professor Fred Hollows
- incorporating accurate examples and terminology, such as Rational and Scientific Humanism.
2024: Section I — Question 22
In better responses, students were able to:
- accurately describe the global distribution for two religious traditions
- support the stated distribution with details that may have included the increase or decrease in adherents, or accounting for the spread or confinement of a religious tradition in a geographical area or nation
- provide statistical data to support the response. Areas for students to improve include:
- effectively engaging with the question by identifying specific countries across the world where adherents in a particular religious tradition are dominant
- providing accurate global distribution statistical data.
2025: Section I — Question 22
In better responses, students were able to:
- support the explanation with detailed evidence using examples that show how the religious dimension brings about transformation within society
- use cause and effect language to link the religious dimension to social transformation. Areas for students to improve include:
- engaging effectively with and demonstrating understanding of terms in the question, for example, not confusing social transformation with social cohesion
- using evidence to explain social transformation rather than explaining social norms and values or social cohesion
- incorporating religious examples, rather than providing non-religious examples
- referring to specific examples of the involvement of religious tradition in social transformation in history.
6. Past questions
All Part B: Religion and Non-Religion past questions are on the Past questions tab, sorted by year, each with a link to practise it.