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Religion and Peace: notes
HSC Studies of Religion II · exam Thursday 22 October 2026
NotesMaster answersPast questionsPractise
1. Format and mark splits
Format: Question 33, ~800 words, ~35 minutes. Read the rubric: TWO traditions in most years; ONE in 2014 and 2024; "at least ONE" in 2020 and 2021.
2. Skeletons
1. What the exam has done and what markers want
- Recent focus. Every Q33 from 2022 to 2025 was about inner peace or its link to the world:
- 2022: seek peace to transform the world ("inner stillness")
- 2023: "never be peace on earth until … peace in ourselves"
- 2024: inner peace, values and actions (ONE tradition allowed)
- 2025: "Peace begins with love", Explain
- Rarer types.
- World peace alone was last set in 2014 (ONE tradition).
- Sacred texts: 2013, 2018 and 2020.
- Principal teachings: 2015 and 2016.
- How many traditions. ONE tradition was allowed in 2014 and 2024, "at least ONE" in 2020 and 2021, and TWO in every other year. Read the rubric line. If it says TWO, the one-tradition essay caps you.
- Marker feedback.
- 2015, 2017 and 2019–2021: "sustain a judgement throughout"; "a range of relevant examples drawn from a variety of contemporary sources"; "integrating aspects of the quote".
- 2025: inner-peace responses that drifted into world peace lost marks; use cause and effect ("this practice leads to… because…").
- 2023 and 2025 (general): avoid pre-prepared responses.
- The 17–20 band (2025 MG, Q33): a comprehensive, sustained, cohesive explanation; accurate integration of relevant evidence and terminology; and a direct response to the question and stimulus.
- NESA 2022 MG "answers could include" (Christianity).
- Peace "derived from a relationship with Christ ('My peace I leave with you')".
- Galatians 5:22 "fruits of the Spirit".
- Matthew 5:9; Romans 14:19; 2 Corinthians 13:11.
- Prayer, sacraments and meditation; Pax Christi, CHIPS, PeaceWise.
- Note: Romans 14:19 and 2 Cor 13:11 are quoted in the MG in another translation. The WEB wording is: "let us follow after things which make for peace, and things by which we may build one another up" (Rom 14:19); "live in peace, and the God of love and peace will be with you" (2 Cor 13:11).
2. Model essay, TWO traditions: inner peace (~950 words)
Read the full model essay, two traditions: inner peace in Master answers →
3. One-tradition fallback: Christianity only (~800 words; use ONLY if the question says "ONE")
Practice question (2024 style): Analyse how the values and actions of ONE religious tradition contribute to inner peace for its adherents.
Thesis. In Christianity, inner peace is the gift of Christ, "the Prince of Peace" (Isaiah 9:6). It is received through faith, expressed in the values of love and forgiveness, and nurtured by prayer, sacrament and service. Values and actions are inseparable in producing it: belief gives peace its source, and practice gives it lasting effect.
| # | Topic sentence | Evidence | Analysis / stimulus link |
|---|---|---|---|
| 1 | Value: peace is a gift of relationship with Christ. | John 14:27; Romans 5:1; Ephesians 2:14 ("For he is our peace"). | Source of peace = reconciliation with God; the cause of inner peace is grace. |
| 2 | Value: love brings peace to the heart. | 1 John 4:16 ("he who remains in love remains in God"); Matthew 22:37–39; Colossians 3:15 ("let the peace of God rule in your hearts"). | Love re-orders desires, so peace "rules" the heart. |
| 3 | Value: forgiveness frees the heart from resentment. | Matthew 6:14; Luke 6:27–28 ("love your enemies… pray for those who mistreat you"); 2 Cor 5:17–18 ("ministry of reconciliation"). | Holding grudges destroys inner peace; forgiving restores it. |
| 4 | Action: prayer, contemplation and stillness. | Philippians 4:6–7; Psalm 46:10; Matthew 11:28 ("I will give you rest"); Lectio Divina; Taizé chant. | Practice is the means; "guard your hearts" is the effect. |
| 5 | Action: sacraments and community. | Sacrament of Reconciliation (Catholic/Orthodox); the Eucharist "Do this in memory of me" (Luke 22:19); the sign of peace (Matthew 5:23–24); "where two or three are gathered…" (Matthew 18:20). | Ritual gives absolution and belonging, which produces peace. |
| 6 | Evaluation. | Peace is a "fruit" (Gal 5:22) that grows; suffering remains, but Christ promises "Don't let your heart be troubled". Pope John XXIII's Pacem in Terris (1963) teaches that peace must be "founded on truth, built up on justice, nurtured and animated by charity" (§167). Use this to show inner values underpin outer peace, in one sentence only. | Judgement: values and actions together achieve inner peace to a very great extent. |
Islam one-tradition version (if you prefer Islam).
- 2:208 (enter Islam completely) and 13:28 (assured hearts).
- 59:23 As-Salam (flag the Saheeh rendering) and 89:27–28 (reassured soul).
- Salat 2:153; dhikr Tirmidhi 3375 and Muslim 2675; sabr and tawakkul 2:155–156 and 94:5–6.
- Forgiveness 39:53; the greeting "As-salamu alaykum" (Muslim 54, spread the salam).
- Ramadan as discipline (2:183).
- Judgement: submission is itself peace.
4. World-peace skeleton (2014-type question; also suits the "sacred texts" and "principal teachings" types)
Practice question: Discuss the contribution of TWO religious traditions to world peace. (Or: "How do the principal teachings… motivate adherents to work for peace in the world?")
Thesis. Christianity and Islam both teach that peace in the world comes from God and is a duty of believers. Their sacred texts give clear commands to make peace, and their organisations and leaders have contributed significantly to world peace. That contribution is limited, however, when adherents fail to live these teachings.
| # | Topic sentence | Evidence ✓ verified | Contemporary example |
|---|---|---|---|
| 1 | Christianity: peacemaking is a command of Jesus. | Matthew 5:9; Matthew 5:44; Romans 12:18; Matthew 26:52 ("all those who take the sword will die by the sword"); 1 Peter 3:11 ("seek peace, and pursue it"). | Pacem in Terris (11 April 1963), addressed to "all Men of Good Will"; Pax Christi (named in the 2022 MG); Act for Peace, the NCCA aid agency (ncca.org.au). |
| 2 | Christianity: justice and reconciliation as the basis of peace. | Pacem in Terris §167 (truth, justice, charity, freedom); 2 Cor 5:18 ("ministry of reconciliation"); James 3:18. | Week of Prayer for Christian Unity; NCCA support for the Uluru Statement (May 2022). |
| 3 | Islam: peace is the goal; war is restricted. | "if they incline to peace, then incline to it [also]" (8:61); 5:32 (killing one soul is like killing mankind); 2:190 (fight only those who fight you, do not transgress); 2:256 (no compulsion in religion). | A Common Word Between Us and You (13 Oct 2007): 138 Muslim scholars wrote to Christian leaders proposing love of God and love of neighbour as common ground (acommonword.com). |
| 4 | Islam: justice, mercy and dialogue with others. | 5:8 (do not let hatred prevent justice); 41:34 (repel evil with what is better); 49:13 (peoples and tribes "that you may know one another"); 60:8 (be just to those who do not fight you); 21:107 (mercy to the worlds). | Document on Human Fraternity for World Peace and Living Together, signed by Pope Francis and Grand Imam Ahmed al-Tayyeb, Abu Dhabi, 4 Feb 2019 (vatican.va). The UN General Assembly declared 4 February the International Day of Human Fraternity on 21 Dec 2020 (USCCB). |
| 5 | Evaluation. | Teachings are clear, but conflicts involving adherents and misuse of texts limit their impact. | Interfaith bodies (e.g. Religions for Peace) and local dialogue show the traditions working together. |
Stimulus tip: if the stimulus is a sacred text (as with Hebrews 12:14 and Qur'an 2:208 in 2018), explain it in your thesis, then use one more text per tradition in each paragraph. 2018 feedback asked for "understanding of peace in sacred texts", not just quoting.
Quote bank (✓ verified Bible WEB via bible-api.com; Qur'an Saheeh International via api.quran.com; hadith via sunnah.com)
John 14:27; Romans 5:1; Philippians 4:6–7; Psalm 46:10; Matthew 11:28; Galatians 5:22; Colossians 3:15; Isaiah 9:6; Ephesians 2:14; Matthew 5:9; Matthew 5:44; Romans 12:18; Hebrews 12:14; James 3:18; 1 Peter 3:11; Matthew 26:52; 2 Cor 5:17–18; Matthew 6:14; Matthew 5:23–24
- 13:28
- 2:208
- 89:27–28
- 10:25
- 59:23
- 2:153
- 2:155–156
- 94:5–6
- 39:53
- 25:63
- 8:61
- 5:32
- 41:34
- 5:8
- 60:8
- 49:13
- 21:107
- 2:190
- 2:256
- Muslim 54
- Muslim 2675
- Tirmidhi 3375
- Bukhari 13
3. Quote and evidence bank
- Bondi 2025, Islam in Australia: ANIC and the Council of Imams NSW "unequivocally condemn[ed]" the 14 Dec 2025 attack and urged Australians to "stand together in unity, compassion and solidarity" (SBS). The NSW Faith Affairs Council launched "One Mitzvah for Bondi" (Multicultural NSW). Use it to show Q 5:32 and 49:13 in action.
4. Marker feedback
Verbatim from the NESA "Marking feedback" sections (exam packs).
2015: Section IV
Candidates showed strength in these areas:
- understanding that the question required a judgement supported with examples and scripture
- balancing the judgement with examples from both traditions
- including a range of contemporary examples
- applying terminology specifically related to the syllabus topic ‘Religion and Peace’. Candidates need to improve in these areas:
- providing a sustained response with reference to the question throughout
- recognising the difference between the principal beliefs, ethics and principal peace teachings
- making an explicit and supported judgement
- incorporating accurate and relevant terminology
- engaging with the stimulus.
2016: Section IV
Candidates showed strength in these areas:
- integrating the terminology of the quote such as ‘power of love’ and ‘blessings of peace’
- providing accurate and relevant quotes from sacred texts to support the response
- including a comprehensive range of contemporary examples of peace initiatives in two religious traditions which are clearly linked to both teachings and the quote
- articulating clearly the teachings on peace, supported with examples from the sacred texts and contemporary people and organisations. Candidates need to improve in the following areas:
- engaging with the given quotation and question asked rather than using a pre-prepared answer
- focusing on the principal teachings on peace and supporting the response with examples from sacred texts
- supporting the response with accurate and relevant contemporary examples and avoiding excessive focus on a significant person from the religious tradition depth study
- integrating the stimulus into the response rather than simply quoting it.
2017: Section IV
In better responses, students were able to:
- sustain a judgement throughout the response with explicit support from a range of sources
- identify the principal teachings of two religious traditions and include a range of relevant examples drawn from a variety of contemporary sources
- present a logical, well-structured and cohesive response with appropriate terminology.
2018: Section IV
In better responses, students were able to:
- demonstrate a comprehensive understanding of two religious traditions and their sacred texts
- present a well-structured cohesive response that consistently integrates relevant examples and sacred texts
- make a sustained reference to two chosen quotes throughout the response
- write a plan to assist with structuring a cohesive response. Areas for students to improve include:
- addressing the specifics of the question directly and consistently throughout the response rather than providing a descriptive response
- ensuring a balance between the two religious traditions in the response
- integrating accurate and relevant terminology more consistently and developing a better understanding of the sacred texts for the chosen religious traditions.
2019: Section IV
In better responses, students were able to:
- demonstrate a comprehensive understanding of two religious traditions and peace teachings
- present a well-structured cohesive response consistently integrating relevant examples linked to sacred texts
- make reference to the stimulus throughout the response. Areas for students to improve include:
- addressing the specific nature of the question rather than providing a descriptive response
- ensuring a balance between the two religious traditions
- integrating accurate and relevant terminology consistently
- clearly understanding the nature of peace.
2020: Section IV
In better responses, students were able to:
- demonstrate comprehensive understanding of at least one religious tradition and the influence of sacred writings on peace
- integrate explicit significant writings from sacred texts and/or key teaching authorities of the religious tradition
- consistently integrate relevant examples of inner and/or world peace clearly linking to sacred writings, for example, how the Beatitudes in Christianity demonstrate that an ethical life leads to both aspects of peace. Areas for students to improve include:
- specifically answering the question directly and consistently throughout the response rather than providing a descriptive response
- engaging with, unpacking and integrating the concepts of ‘peace and harmony’ consistently throughout the response
- integrating accurate and relevant terminology more consistently and developing a better understanding of peace for the chosen religious traditions
- clearly linking examples of how adherents of any religious tradition are encouraged to find inner peace and contribute towards world peace with significant writings.
2021: Section IV
In better responses, students were able to:
- demonstrate comprehensive understanding of how at least one religious tradition guides adherents to live a life in peace
- integrate a range of explicit examples from significant aspects of religion such as sacred texts, principal teachings and key teaching authorities of the religious tradition/s
- consistently integrate relevant examples of inner and/or world peace clearly linking to how these guide adherents to live a life in peace. Areas for students to improve include:
- demonstrating a clear understanding of Religion and Peace content by providing points for and/or against how a religious tradition provides guidance for adherents to live a life in peace
- accurately applying significant aspects of religion such as quotes throughout the response to demonstrate guidance towards peace
- applying relevant and contemporary examples from within a religious tradition
- integrating accurate and relevant terms consistently
- developing a better understanding of peace for the chosen religious tradition/s.
2022: Section IV
In better responses, students were able to:
- demonstrate comprehensive understanding of how two religious traditions encourage adherents to seek peace
- integrate explicit examples from sacred texts, principal teachings and key teaching authorities of the religious traditions
- consistently integrate relevant examples of inner and/or world peace clearly linking to how these guide adherents to transform the world. Areas for students to improve include:
- demonstrating a clear understanding of Religion and Peace content by identifying key components, making connections between them and drawing out implications
- accurately applying relevant textual quotes throughout the response to demonstrate how the religious traditions encourage adherents to seek peace
- integrating the stimulus throughout the response
- applying relevant examples from within each religious tradition.
2023: Section IV
In better responses, students were able to:
- demonstrate a comprehensive judgement of how two religious traditions respond to the issue of peace, for example, Christianity and Islam
- integrate a range of explicit examples from sacred texts, principal teachings and key teaching authorities of the religious traditions
- consistently integrate relevant examples of peace that clearly respond to the issue of peace. Areas for students to improve include:
- demonstrating a clear understanding of Religion and Peace syllabus content by identifying key components, making connections between them, and drawing out implications
- accurately applying relevant quotes from sacred texts throughout the response to demonstrate how religious traditions respond to the issue of peace
- integrating the stimulus throughout the response.
2024: Section IV
In better responses, students were able to:
- demonstrate a sustained and reasoned analysis of how the values and actions of one religious tradition foster inner peace
- integrate a range of explicit examples from sacred texts, principal teachings and key teaching authorities of the religious tradition
- consistently integrate evidence of how the religious tradition provides a pathway to inner peace
- use a range of relevant subject-specific terminology. Areas for students to improve include:
- demonstrating a clear understanding of the Religion and Peace syllabus content by identifying key components, making connections between them, and drawing out implications
- accurately applying relevant references from sacred texts throughout the response to demonstrate how religious traditions are a pathway to inner peace
- integrating the statement throughout the response in a sustained manner.
2025: Section IV — Question 33
In better responses, students were able to:
- explain how religious traditions help adherents achieve inner peace, using cause and effect reasoning throughout the response
- integrate the statement by using the named concepts to inform the ideas presented in each paragraph
- support their argument with detailed information from a range of sources, including the accurate use of quotations from sacred texts, and relevant examples from the lives of adherents. Areas for students to improve include:
- sustaining an explanation by using cause and effect throughout the response, rather than limiting its use to the end of a paragraph or section
- exploring the differing implications of the statement for two religious traditions
- selecting accurate content to support ideas about inner peace, rather than about world peace
- structuring their explanation by writing in paragraphs and using relevant information and correct terminology.
5. Past questions
All Religion and Peace past questions are on the Past questions tab, sorted by year, each with a link to practise it.