Religion Studies Grade 12 P1 NSC November 2025 Memo (Eng)

ATIONAL SENIOR NATIONAL SENIOR CERTIFICATE GRADE 12 RELIGION STUDIES P1 NOVEMBER 2025 MARKING GUIDELINES MARKS: 150 These marking guidelines consist of 12 pages. Copyright reserved Please turn over

Religion Studies/P1 2 DBE/November 2025 NSC – Marking Guidelines SECTION A (COMPULSORY) QUESTION 1 1.1 1.1.1 C√ (1) 1.1.2 A√ (1) 1.1.3 B√ (1) 1.1.4 C√ (1) 1.1.5 C√ (1) 1.1.6 A√ (1) 1.1.7 D√ (1) 1.1.8 A√ (1) 1.1.9 A√ (1) 1.1.10 A√ (1) 1.2 1.2.1 Polytheism√ (1) 1.2.2 Lineage√ (1) 1.2.3 Yoga √ (1) 1.2.4 Theravada √ (1) 1.2.5 Pantheon√ (1) 1.2.6 Cosmology √ (1) 1.3 1.3.1 Sudra√ The others are Islamic concepts. The others are the Five Pillars of Islam’√ (2) 1.3.2 Mikvah√ The others are concepts in Buddhism.√ (2) 1.3.3 Atheism√ The others have to do with belief/beliefs in a God or gods.√ (2) 1.3.4 iSangoma√ The others are names referring to a Supreme Being. /The others are Deities√ (2) 1.3.5 Karma√ The others are from the four classes of Hinduism/the others are the caste system according to Hinduism.√ (2) NOTE: Credit the candidates if the correct word is provided instead of the letter. 1.4 1.4.1 G√ (1) 1.4.2 F√ (1) 1.4.3 D√ (1) 1.4.4 A√ (1) 1.4.5 C√ (1) 1.4.6 B√ (1) Copyright reserved Please turn over

Religion Studies/P1 3 DBE/November 2025 NSC – Marking Guidelines 1.5 1.5.1 True √√ (2) 1.5.2 False√ • Dogma refers to a set of beliefs that is taken to be absolutely true and fixed. √ • A doctrine is a set of beliefs/principles.√ (2) 1.5.3 False√ • In African Traditional Religion, when the first generation died, their spirits joined the spirit world where the Creator lives. / they became ancestors and messengers of God.’√ (2) • The doctrine of heaven is found in the Abrahamic religions.√ 1.5.4 False√ • The Reformation in the church was started by Martin Luther the German priest. √ • Martin Luther King Jnr was an American human rights activist.√ (2) 1.5.5 False√ • Kosher is that which is permissible in Judaism.√ (2) 1.5.6 False√ • Bahá'u'lláh is the founder of Bahá'i Faith. √ • Siddhartha Gautama is the founder of Buddhism. √ (2) 1.6 1.6.1 Difference • It means features that separate religions or people. √ • It means 'being unlike', 'distinction' between religions. √ • A point in which religions are not the same. √ NOTE: Other relevant responses should be accepted. Relevant examples that illustrate the term must be credited (2) 1.6.2 Unity • Where two or more religions co-exist. √ • Harmony/Agreement among religious people. √ • A religious person finds unity with God/Supreme Being through prayer. √ NOTE: Other relevant responses should be accepted Relevant examples that illustrate the term must be credited (2) 1.6.3 Immortality • The belief that humans are meant to live forever. √ • The belief that the soul of a human being exists after death. √ • A belief that humans were not created to die but live forever. √ NOTE: Other relevant responses should be accepted Relevant examples that illustrate the term must be credited (2) TOTAL SECTION A: 50 Copyright reserved Please turn over

Religion Studies/P1 4 DBE/November 2025 NSC – Marking Guidelines SECTION B QUESTION 2 2.1 2.1.1 • They believe that they are the nation chosen by God. • God revealed Himself and His Law to the Jews. • They believe that the Messiah will come and rule the world with them. (4) NOTE: Other relevant responses should be accepted. 2.1.2 • Hinduism teaches that human beings are the cause of all evil. • In Hinduism the soul is regarded as eternal and unchangeable. • Hinduism is the only religion that says, 'You can be god'. • Belief in the cycle of death and rebirth, i.e. reincarnation. (4) NOTE: Other relevant responses should be accepted 2.2 2.2.1 • Buddhism and Taoism do not believe in the concept of God(s) or a Supreme Being. • Buddhism and Taoism do not believe in life after death. • They are both religions of the Far East. • Both have sacred books. NOTE: Other relevant responses should be accepted (4) 2.2.2 • They both believe in the existence of a Supreme Being. • They both believe there is life after death. • They both believe that we should show respect and empathy for human beings and helping those who are physically, emotionally, socially and spiritually in need. NOTE: Other relevant responses should be accepted. (4) 2.3 2.3.1 • This means that the religions being compared are similar enough for a fair comparison to be made. • In a religious context, the religions have characteristics that are common. • E.g. divinity can be compared in Christianity and African Traditional Religion. NOTE: Other relevant responses should be accepted. (4) 2.3.2 • It is the pursuit of social justice in Reformed Judaism. • E.g. males and females praying together in the synagogue with no separation. There is gender equality. NOTE: Other relevant responses should be accepted. (4) 2.3.3 • It is a story that demonstrates a moral point. • These stories are designed to teach spiritual truths. • E.g. The blind man and the elephant in Buddhism. NOTE: Other relevant responses should be accepted. (4) Copyright reserved Please turn over

Religion Studies/P1 5 DBE/November 2025 NSC – Marking Guidelines 2.4 • Incarnation is the belief that God became human. • E.g. Jesus Christ is the incarnation of God in Christianity. • Resurrection is the act of raising someone from the dead. • E.g. Jesus died and rose from the dead after three days. (8) 2.5 • Buddha had no divine qualities. • He only showed the way to nirvana. • Each person is responsible for his/her own fortune or misfortune. • There is no intervention (such as forgiveness, divine punishment) by a Supreme Being. (6) 2.6 The student stage • To show respect for the teacher. • To study diligently. • Not to have sex before marriage and not to take alcohol, drugs or tobacco. The married, family stage • To support one's spouse, children, elderly parents and sick relatives. • To earn money honestly. • To perform rituals and celebrate festivals. The retirement stage • To devote time to study scripture. • To pray and to train one's grandchildren. The optional stage • The devout person withdraws from society. • Gives up all possessions and wanders. NOTE: Any TWO of the above must be credited. (8) [50] Copyright reserved Please turn over

Religion Studies/P1 6 DBE/November 2025 NSC – Marking Guidelines QUESTION 3 3.1 3.1.1 • It was to identify how much of a global appetite there is for an enhanced discussion of faith in the media space. • It was to identify global media coverage of religion. (2) 3.1.2 • She means that coverage of religious issues fails to address real religious issues. Instead, it focuses on sensationalism. • Media coverage fails to address the needs of people who are religiously inclined. (2) 3.1.3 • There is a growing gap between the coverage of religion and needs of the faithful. • There is a global desire for better coverage, understanding and representation of faith issues in mainstream media. • Global digital news depends on clickbait and controversy. (6) 3.1.4 • It refers to traditional forms of mass communication that reach a large audience. (2) 3.1.5 • Hard stories attract more interest from the public than soft stories. • The media industry is a profit driven business, and hard stories are more profitable. • The lack of knowledge and familiarity of journalists with subject matter, cause them to prefer controversial stories. • There are limited economic resources available to journalists to cover religious issues. • Journalists express fear around getting religion coverage right in a secular newsroom. (8) 3.1.6 • There is little editorial support for reporting on religious matters. • They need to strike a balance between pleasing editors and also the religious community. • Religion is reported on only if it is profitable. (6) NOTE: Other relevant responses should be accepted. Copyright reserved Please turn over

Religion Studies/P1 7 DBE/November 2025 NSC – Marking Guidelines • Negative reporting about religion leads to panic or unnecessary fear among the public. • Continuous exposure to controversial and scandalous stories can increase rates of anxiety and depression in the society. • Negative reporting can shape belief and attitudes about religion. • By focusing on controversy, media outlets can create societal divisions. • Religion can lose support and trust in society. • Continuous exposure to scandals or distressing news can desensitise society and become more tolerant of scandals. • Negative reporting about religion can create a pessimistic or fearful world view about religion. (8) NOTE: Other relevant responses should be accepted. 3.2 ADVANTAGES • When religious organisations use social media it helps the organisation to reach new audiences. • It is an affordable and efficient marketing and a promotion strategy for the organisation. • The organisation can monitor posts from the public, and respond accordingly. DISADVANTAGES • The organisation can face challenges like spreading misinformation, privacy compromised and difficulty in maintaining authenticity. • Negative publicity can damage the organisation's reputation. • It can cause social disruptions within religious communities, as different opinions and perspectives can clash. (8) NOTE: Other relevant responses should be accepted 3.3 • It would be helpful if a religion had strong policies and procedures that give guidance about how it should conduct itself. • It needs to appoint a spokesperson who is media-savvy to interact with the media. • Members of the religion need to know and follow media protocol. • Religions should avoid being confrontational and should be aware that there are usually several sides to a story, 'Yours, mine and the truth'. • An open and objective approach is better than an angry and defensive response. • Religions can be confrontational, where they feel they have been wronged. (8) NOTE: Other relevant responses should be accepted [50] Copyright reserved Please turn over

Religion Studies/P1 8 DBE/November 2025 NSC – Marking Guidelines QUESTION 4 4.1 • Burma (2) 4.2 • They exploited religion to get popularity. • The military government wanted to champion the cause of Buddhism as the only religion in Myanmar. • They would get support from the Buddhist priests. • Buddhist monks would use their influence to increase support for the military government. • They framed the Rohingya as a 'common enemy,' and portrayed themselves as champions of Buddhism. (8) 4.3 • It is the expulsion or killing of a race or religious group in order to form a new community. • It is a systematic removal of a race or religious group. • It is to deny a certain ethnic group citizenship, or right to citizenship in their country of birth. (4) 4.4 • This is a religious conflict to a large extent. • It is because Buddhism was used by the military government to strengthen its legitimacy. • Myanmar is a Buddhist country with Rohingya-Muslims as a minority group. • Buddhist monks have turned against Rohingya people, blocking humanitarian aid and calling for social and political exclusion. • A Buddhist activist group composed of monks and laity incited the violence. • The international media agrees that the Rohingya as a Muslim minority are suffering from religious persecution at the hands of the Buddhist majority. OR • Religion contributes to a lesser extent. • It is also a political and ethnic conflict. • The government discriminated against other groups like Kokang and Panthay. • The Rohingya were tolerated for several generations, but the persecution started only with the military government. • This is evident because the military government denied Rohingya citizenship . (10 • Buddhism teaches tolerance. The political changes caused the conflict NOTE: Other relevant responses should be accepted. 4.5 • Intervention from international communities is necessary in order to uphold human rights. • International organizations can better expose any human rights violations, where local organizations might fear reprisals from the military government. • This conflict has resulted in the persecution and displacement of minority religious groups, violating fundamental human rights. International intervention can help to ensure human rights are protected. Copyright reserved Please turn over

Religion Studies/P1 9 DBE/November 2025 NSC – Marking Guidelines • International intervention can help to promote peace and stability as this conflict has had far-reaching consequences, destabilising entire regions and creating conditions for further violence. • International communities have a moral and legal obligation to intervene to stop atrocities. • The international community have access to vast numbers of resources to help the Rohingya Muslims to rebuild their lives. NOTE: Other relevant responses should be accepted. (8) 4.6 • There must be disarmament of all warring factions. • They should form a government of national unity (GNU), which must include all groups of the society. • Constitutional protection for all. • All corruption and bias by government officials should be exposed and punished. •Legal recourse against discrimination and hate speech. • The state must adopt a secular approach and must protect all religions equally. • A religious leader's forum must be established so that all religions can interact with the government. • An independent judiciary must be established • Formation of a Truth and Reconciliation Commission NOTE: Other relevant responses should be accepted. (10) 4.7 • YES • The government of Myanmar discriminated against minority groups in their country. • There are human rights violations that are perpetrated by the military government. • The government encouraged civil unrest in the country by supporting a group that attacked and killed people from minority groups. • The government has failed to protect and recognise some of its citizens. • More than 1 million people have been displaced due to discrimination and persecution, and the government has done nothing to help. NOTE: Other relevant responses should be accepted. (8) [50] Copyright reserved Please turn over

Religion Studies/P1 10 DBE/November 2025 NSC – Marking Guidelines QUESTION 5 5.1 5.1.1 • This means that people should be able to accept and understand different religions and their beliefs as valid. • It is the ability to appreciate spiritual values, beliefs and practices which are different from your own. (2) 5.1.2 • According to the extract, modern human rights in Europe started as a response to the conflict caused by the Protestant Reformation and the Catholic Counter Reformation. • Human rights were adopted as a foundation for peace, life and laws that excluded conventional religion. (4) 5.1.3 • The Reformation led to the establishment of Protestantism, a new branch of Christianity. • It led to the divisions of Western Christianity, impacting religious, political and social structures across Europe, and the world at large. • The Reformation ended the religious unity of Western Christianity, leading to religious diversity and conflict. • It also led to the rise in secular world views. NOTE: Other relevant responses should be accepted. (4) 5.2 EXAMPLES: Freedom from discrimination • You have the responsibility to uphold this right both for yourself and for others. • You must not discriminate against others on the basis of race, colour, sex, language or political opinion. The right to education • You have the responsibility to attend classes. • You have the responsibility to be a diligent learner/student doing the work and study required. The right to marriage and family • You have the responsibility to support and promote family life, especially your own. • You have the responsibility not to act in any way that would lead to the break-down of a family. NOTE: Other relevant responses should be accepted. (8) Copyright reserved Please turn over

Religion Studies/P1 11 DBE/November 2025 NSC – Marking Guidelines 5.3 • Religious organisations can hold workshops to conscientise people about human rights. • Take an active part in activities that prevent the violation of human rights, e.g. xenophobia. • Hold interreligious conferences to promote freedom of worship. • Plan and organise activities to highlight violation of human rights, e.g. women and children abuse. • Form forums that will serve as a watchdog in communities, to ensure that acts of violence are reported to relevant people. • Work hand in hand with media to promote human rights. • Publicly denounce acts of hate speech, violence and discrimination in the name of religion • Make places of worship accessible and welcoming to everyone. • Challenge traditions that violate human rights, such as child marriage, female genital mutilation or caste based discrimination. NOTE: Other relevant responses should be accepted. (10) 5.4 5.4.1 Example 1: Christianity • 'Love the lord your God with all your heart, with all your soul and with all your mind.' • This teaching serves as the core principle for living a righteous life, prioritizing love for both God and others. • 'Love your neighbour as you love yourself'. • This is summarised as the Golden Rule with emphasis on forgiveness and service to others. Example 2: African Traditional Religion • 'The ancestors are the guardians of goodness and morality.' • Human beings are expected to strive for good actions, with a strong emphasis on community harmony. • 'Umuntu ngumuntu ngabantu.' • This teaching emphasizes oneness and interconnectedness of the people within the community and encourages harmony and respect amongst each other. NOTE: Other relevant responses should be accepted. (8) 5.4.2 Example 1: Buddhism • Buddhism teaches the Eightfold Path to attain Nirvana. • The Eightfold Path encourages each one to work towards spiritual fulfilment, regardless of the particular religion. This is freedom of religion in practice. • Buddhism does not reject other religions. • This means that among all religions in the world there are minor differences in their various teachings and practices, thus promoting religious freedom. Copyright reserved Please turn over

Religion Studies/P1 12 DBE/November 2025 NSC – Marking Guidelines 5.4.2 Example 2: Islam • 'Let he who wishes to believe, do so and let he who wishes to disbelieve, do so.' • This encourages citizens to exercise the right to freedom of thought and expression. • The Qur'an states 'There is no compulsion in religion.' • People have freedom of belief because it is impossible to force people to believe in something. NOTE: Other relevant responses should be accepted. (8) 5.5 • The purpose of the Holy Office was to try to keep Catholic beliefs and practices pure by prosecuting people who did not follow an orthodox path. • The court was established partly to ensure that converts to Catholicism from Judaism and Islam were genuine. • If there was suspicion that a person was not really a Catholic, they would be tried by the Spanish Inquisition. (6) [50] TOTAL SECTION B: 100 GRAND TOTAL: 150 Copyright reserved