# Religion Studies Grade 12 P2 NSC June 2017 Memo (English) > Grade 12 Religion Studies Paper 2 memorandum from the NSC June Exam 2017 (English), 16 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/religion-studies-p2-may-june-2017-memo-eng/ec25dd35-0322-4b92-b205-a328eb1d77ac - Updated: 2026-09-27 - Subject: Religion Studies - Grade: Grade 12 - Document type: Memorandum - Year: 2017 - Exam period: NSC June Exam - Paper: 2 - Curriculum: CAPS - Pages: 16 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 12](https://www.hlayiso.com/library/grade-12) › [Religion Studies](https://www.hlayiso.com/library/grade-12/religion-studies) › [Religion Studies Grade 12 P2 NSC June 2017 Memo (English)](https://www.hlayiso.com/library/religion-studies-p2-may-june-2017-memo-eng/ec25dd35-0322-4b92-b205-a328eb1d77ac) ## About this document Religion Studies · Grade 12 · NSC June Exam · 2017. Memorandum, 16 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 Downloaded from hlayiso.com SENIOR CERTIFICATE EXAMINATIONS RELIGION STUDIES P2 2017 MARKING GUIDELINES MARKS: 150 These marking guidelines consist of 16 pages. Copyright reserved Please turn over ### Page 2 Downloaded from hlayiso.com Religion Studies/P2 2 DBE/2017 SCE – Marking Guidelines QUESTION 1 1.1 • South African society was divided according to racial groups (apartheid) • Each racial group was thus prevented from learning and understanding the culture and religion of other race groups. • Under apartheid, all religions were not treated equally. • Only the Dutch Reformed Church was funded by the state. • This church interpreted the Bible to suit the apartheid policy of the government. • Other religions were disregarded or deliberately misinterpreted by the state. • South African society still remains divided along racial and cultural lines. • The economy of the country still remains largely in the hands of the white minority. • Religious organisations are still struggling to have land to build their places of worship. NOTE: Any other relevant point should be credited. (10) 1.2 EXAMPLE 1: CHRISTIANITY • Christianity is based on the foundation of love, so all forms of discrimination are against God's will. • Jesus said, 'I give you a new commandment: that you love one another, just as I have loved you, you should also love another.' (John 13: 34) • The majority of South Africa's population regard themselves as Christians. They must therefore follow the teachings of Christ, which command them to love without discrimination. • The Book of Acts 17:26, states, 'From one man, He made every nations of men, that they should inhabit the whole earth.' • Christians believe that, although we may have different colours and different languages, we are of the same origin. • We are all the descendants of Adam, so we must live as brothers and sisters. • 'There is neither Jew nor Greek, slave nor free, male nor female, for you are all one in Christ Jesus.' Galatians 3: 28 • Christianity is against racial, class and gender discrimination. NOTE: Any other relevant point should be credited. Copyright reserved Please turn over ### Page 3 Downloaded from hlayiso.com Religion Studies/P2 3 DBE/2017 SCE – Marking Guidelines EXAMPLE 2: AFRICAN TRADITIONAL RELIGION • African Traditional Religion is based on the philosophy of ubuntu. • Ubuntu/Botho says, 'umuntu umuntu ngabantu' meaning a person is a person through other people. • Ubuntu does not discriminate between races, but sees humanity as a whole. • Africans believe that discriminating against other people can lead to misfortune. • African Traditional Religion recognises and respects other religions, to the extent that syncretism is allowed. • An example of this is African Initiated Churches, which incorporate Christian beliefs into African traditional beliefs. • Africans believe in sharing, irrespective of colour or religion. That is why they initially shared cattle, land, and even dwellings with the white settlers. • For example, Christian missionaries were welcomed and supported by African communities. • African Traditional Religion promotes hospitality to strangers and that discourages discrimination. • In African Traditional Religion, if a member of the society passes away, the whole community helps, regardless of race or religion. NOTE: Any other relevant point should be credited. (16) 1.3 • Religious communities must teach understanding, respect and tolerance of all religions. • Communities must focus on common values and goals, and accept religious difference. • There should be multi-faith prayers to target discrimination. • The leadership in different faith communities must strengthen unity among themselves irrespective of race or colour. • Children and youth need to be educated, to root out discrimination. • There should be meetings of religious leaders together with the government representatives to unite against discrimination. • Religious formations may work with the Department of Education, to establish a curriculum that will assist in eradicating discrimination. • Examples are subjects such as Religion Studies and South African History. • Religious communities must promote acceptance and mutual respect of the diverse racial communities by inviting people of various faiths to prayer meetings. • Religious communities must work together with all sections of the community to promote unity in diversity. NOTE: Any other relevant point should be credited. (14) Copyright reserved Please turn over ### Page 4 Downloaded from hlayiso.com Religion Studies/P2 4 DBE/2017 SCE – Marking Guidelines 1.4 YES • On the basis of the Constitution, there are many changes that have transformed the different sections of the South African society. • The Constitution spells out the fundamental values which include 'respect'; hence there is currently a notable respect of religious diversity. • Different religions are no longer deprived of the opportunity to engage amicably with one another. • Different religions are coexisting and everyone is free to worship anywhere regardless of race, colour or language. • In public schools, there is freedom of religious observance and conscience. • Learners of different language and religious background are free to access education at schools of their choice. • The Immorality Act which prevented inter-racial marriages is no longer applicable in South African society. • Different racial groups live in the same residential areas. The Group Areas Act is no longer applicable in South Africa. NO • In spite of the liberal Constitution that South Africa has, there are still visible acts of discrimination in society. • In different churches, discrimination is noticeable. In the churches that were previously for Whites only, there are only Blacks. The White people have left. • Only Christian holidays are public holidays. Other religions are not officially recognised. • In the previously White-majority schools, non- whites often face religious and cultural discrimination. • E.g. in Pretoria Girls High School, learners claimed that they had been subjected to racism over a long period of time, especially over their hair. Eventually, discriminatory rules were removed from the school policy. • There is still discrimination on the basis of country of origin – xenophobia. • People with physical and mental disabilities still experience many forms of discrimination, e.g. there are insufficient special schools, especially in rural areas. NOTE: Any other relevant point should be credited. A candidate may combine 'yes' and 'no' responses. (10) Copyright reserved Please turn over ### Page 5 Downloaded from hlayiso.com Religion Studies/P2 5 DBE/2017 SCE – Marking Guidelines QUESTION2 2.1 2.1.1 NOTE: In 2.1, if no religion is mentioned, credit is given from the first CLEAR identification of a religion onwards. Credit is given ONLY for the same religion throughout 2.1.1, 2.1.2 and 2.1.3 EXAMPLE 1: TAOISM • The Tao has little to say about community but says much about how individuals should direct their lives. • Regarding the purpose of life, the Tao does not have a plan. • The Tao is massively powerful, whilst the earth and the people are just a tiny speck in the midst of this. • The Tao has given life no purpose or plan. • Life is, however not horrible or not pointless. It is worth living. • Human beings are expected to live in harmony with the Tao. • Life is its own reward because the Tao is an immensely complex and enriching process. • 'All things are tender and supple when alive', which means a human being must be flexible. • When a human being experiences resistance to his or her desires or plans, it is a sign that she or he is pushing against the Tao. This is setting oneself up for failure in life. EXAMPLE 2: CHRISTIANITY • According to the Book of Genesis, God created humanity. • Humans were created in the image of God. • This creation was seen as the manifestation of God's glory. • Human beings reflect the characteristics, attributes and what God's personality looks like. • The three persons of the Holy Trinity communicate and consult among each other. • Following the model of the Holy Trinity, humanity should have a relationship of mutual respect and love. • According to Christianity, no person should dominate or exploit any other. • Humans have intellect and free will, but animals have instincts and live according to the laws and commands of nature over which they have no control. • Humans are therefore accountable for their actions. (10) Copyright reserved Please turn over ### Page 6 Downloaded from hlayiso.com Religion Studies/P2 6 DBE/2017 SCE – Marking Guidelines 2.1.2 EXAMPLE 1: TAOISM • The Taoist point of view on death is that we should appreciate life in order to accept death. • When one realises that what makes life wonderful is its cyclical processes, it becomes easier to accept that life. • In this religion, death is simply a process of transformation in which one goes from one form to another. • It means that one has been part of the universe from the start and will continue to be a joy and sadness. • In the Taoist view, one should not be afraid of death, one should make fun of it. • In this religion, one does not need life after death in some kind of heaven or the kind of life after death that is found in Hinduism. • One only gets transformed and ends up elsewhere. EXAMPLE 2: CHRISTIANITY • According to Christianity, life does not cease with death, but continues beyond the grave. • Those who die enter a new phase called paradise. • Sinners go to hell where they are punished. • On the Last Day, the ordinary world will no longer exist. The rule of God will prevail. • Only those who will have lived according to the will of God will live eternal life. • Death is not the end of life but a phase in the journey of human kind. • The resurrection implies that life has a purpose. There is a Day of Resurrection during which the good and the evil will be rewarded according to their actions on this world. NOTE: Any other relevant point should be credited. (10) Copyright reserved Please turn over ### Page 7 Downloaded from hlayiso.com Religion Studies/P2 7 DBE/2017 SCE – Marking Guidelines 2.1.3 EXAMPLE 1: TAOISM YES • Taoism says nothing about the concept of evil. • This is because everything is the Tao: as things should be. • If we find our desires are not being fulfilled, we should examine our desires. • To the Taoists, it is not just a matter of changing your desires so that suffering is removed. • People must align themselves with the true nature of the Tao. • In that way, they will overcome negativity (evil). • Humans can cause suffering, but they can overcome the evil by living in harmony with things, people and within themselves. • Everything must happen at the whim of the Tao. • People should give up what they want and do what the Tao wants. NO • Taoists indicate that there is no reason for human beings to be in conflict with things. • For the Taoists there is no such thing as evil since everything is the Tao. • Since the Tao is so massive and powerful, human beings cannot overcome evil. • Life has an almost miraculous power to be engaging and enriching because that is its nature. • Things can happen against your will and you may not be able to control them and give way to evil. EXAMPLE 2: CHRISTIANITY YES • According to Christianity, evil can be overcome through conversion to the Christian faith. • God will always triumph over Satan. • Through the death and resurrection of Christ, evil was overcome. • In the books of Daniel and Revelation, it is stated that there will be a catastrophic end of this world and the beginning of a new one. This will be the dawn of a new age. • Jesus Christ is regarded as the Messiah by the Christians. • Jesus teaches that evil cannot be overcome by evil, but by good. NO • According to Christianity, evil cannot be completely overcome as long as sin prevails. • The fact that many people have not converted to Christianity means that evil will not be overcome since Jesus is the only way to Salvation. This is according to the Christian belief. • After the first sin, human nature became susceptible to evil actions. • There is a struggle between evil and good. • There is continuous prevalence of darkness and light. • Unless human beings repent, evil will never be conquered. NOTE: Any other relevant point should be credited. (10) Copyright reserved Please turn over ### Page 8 Downloaded from hlayiso.com Religion Studies/P2 8 DBE/2017 SCE – Marking Guidelines 2.2 2.2.1 • Oral tradition serves as an effective way of passing the original message from one generation to another. • Some religions lay more emphasis on oral tradition than their sacred texts. • Oral tradition still plays an important role in some religions, e.g. African Traditional Religion. • Oral tradition still runs parallel to written texts. • Oral tradition provides more clarity than written text, owing to its narrative style. • The chain of narrators is also important, as it leads to the source. • Oral tradition reflects local dialect and culture. It is therefore more easily understood in each culture. (10) 2.2.2 • Inspiration is a significant normative source in many religions. • It is the true origin of all religions. • Inspiration refers to the power or force of an extraordinary being, taking over a chosen being. • The founding figures of many religions were inspired by a higher power or wisdom. • Such people were given authority through the inspiration. • Examples are Moses, Abraham, Prophet Mohammad, Buddha and others. • The ATR mediums or diviners receive inspiration while they are in a trance. • These diviners are held in great esteem because of their insight obtained from inspiration. NOTE: A maximum of FOUR marks may be awarded for relevant examples. (10) [50] Copyright reserved Please turn over ### Page 9 Downloaded from hlayiso.com Religion Studies/P2 9 DBE/2017 SCE – Marking Guidelines QUESTION 3 3.1 3.1.1 EXAMPLE 1:BUDDHISM • Theravada Buddhism • Mahayana Buddhism • Tibetan Buddhism • Vajrayana EXAMPLE 2: CHRISTIANITY • Catholicism • Eastern Orthodox Church • Protestantism • African Initiated Churches (AIC) NOTE: Any TWO subgroups (4) 3.1.2 EXAMPLE 1: BUDDHISM SUBGROUPS Theravada Buddhism • The ideal in Theravada Buddhism is for the individual to lead a life of meditation in order to become enlightened. • They live in monasteries, beg for food and meditate most of the day. • The monks assist and co-operate with lay people in important life events such as births, weddings and funerals. • The monks do not preside but are in attendance to give weight to the events. • Lay people in Theravada communities cannot meditate full time, but this does not mean that they do not have religious life. • Most religious practices are performed in the home although there is also individual and communal meditation and chanting in temples. Mahayana Buddhism • This form of Buddhism developed a concept called Bodhisattva. • A Bodhisattva is a person who could on his or her own merit enter Nirvana, but has decided out of compassion for suffering humans to delay this entrance in order to help other humans. • The Buddha is available to assist humans in reaching enlightenment. • In Mahayana Buddhism, ordinary people can approach divine beings to assist them in search for salvation. • The Mahayana Buddhists may practise more ritual elements than is observed in Theravada Buddhism • Examples are prostrating themselves, chanting and lighting incense. Tibetan Buddhism • These Buddhists practise rituals. • They use rituals and chanting for prayer. • They also engage in meditation. • They engage in trances to recover wisdom. Copyright reserved Please turn over ### Page 10 Downloaded from hlayiso.com Religion Studies/P2 10 DBE/2017 SCE – Marking Guidelines EXAMPLE 2: CHRISTIAN SUBGROUPS Catholicism • They attend the Holy mass on a regular basis. • Over and above the Sunday Holy Mass, there are week-day Masses that must be strictly attended by the Catholic members. • There is the lighting of the candles in remembrance of the dead. • There is also a confession of sins to the priest. • The priests take vows not to reveal what has been confessed to them. • There is a ritual of the kissing of the crucifix as a sign of submission to Jesus Christ as the saviour of the world. Eastern Orthodox Church • The practices in the Catholic and Orthodox branches are similar. • There is the kissing of images of the Saints. Protestantism • Protestants conduct healing services. • These churches engage in praise and worship on a regular basis. • The core of the Protestant Christian life is the Word of God. • This branch of Christianity regularly engages in revival crusades. • Unlike the Catholic and Orthodox branches, the Protestant branch places more emphasis on preaching, whilst the Catholic and Orthodox branches place more emphasis on the Holy Eucharist or the Holy mass. (16) 3.1.3 EXAMPLE 1: BUDDHISM Theravada Buddhism • Basically the governance of the Theravada and Mahayana branches is the same. • Theravada Buddhism is one compact branch, with little or no deviation in different parts of the world. • The monastery has greater significance in Theravada Buddhism than in other branches. Mahayana • Each group of the Mahayana is governed by a senior monk. • The senior monk is assisted by a council of other senior monks and sometimes senior nuns. • This form of Buddhism has developed into many groupings which have led to much flexibility regarding governance. Tibetan Buddhism • Tibetan or Zen Buddhists have a leader called the Dalai Lama. • There has been a succession of Dalai Lamas from the 17th century until 1959. • When the People's Republic of China invaded Tibet in 1959, the current Dalai Lama, Tenzin Gyatso, fled Tibet. • He has been a spiritual leader in exile ever since. Copyright reserved Please turn over ### Page 11 Downloaded from hlayiso.com Religion Studies/P2 11 DBE/2017 SCE – Marking Guidelines EXAMPLE 2: CHRISTIANITY Catholicism • There is a parish, which is governed by a parish priest • In the parishes, there are parish pastoral councils and parish finance councils that are working cooperatively with the parish priests. • There are deaneries which are headed by the deans. • The dioceses are under the leadership of the bishops. • The archdioceses/provinces are headed by the archbishops. • The cardinals are the representatives of the Pope in different geographical regions, e.g. Southern African Region under Cardinal Napier. • The Catholic Church in the whole world is under the leadership of the Pope whose seat is in Rome. Eastern Orthodox Church • This branch is governed by an episcopalian structure which has bishops and priests. • The Eastern Orthodox Church does not have a single leader. • Authority within the church is in the hands of the bishops. • The Orthodox Church does not account to the Pope. Protestantism • The churches are ruled by ordained ministers, elected elders or bishops. • The overall control is by higher authority such as a synod or the general assembly, chaired by a presiding bishop. • The churches are not responsible to any higher authority than the congregation. NOTE: A maximum of SIX marks may be awarded for any one branch. (10) 3.2 • Grammar and historical context: This means that one must use the rules of grammar and the historical facts to interpret a text. • Clearest meaning: One should consider the literal meaning of the text, and if necessary, other meaning. • Plan, purpose and context: A piece of writing should be viewed as a whole. What is the writing plan or structure? What was the author's purpose in writing this text? What is the context of the passage being looked at? • Figurative meaning: Figurative and non-literal meanings must be taken into account. • Other sacred texts: Sacred texts themselves may be used to interpret other sacred texts (20) [50] Copyright reserved Please turn over ### Page 12 Downloaded from hlayiso.com Religion Studies/P2 12 DBE/2017 SCE – Marking Guidelines QUESTION 4 4.1 • In the 15th century, Martin Luther set in motion certain changes that led to the splintering of Christianity. • This led to decades of religious wars in Europe. • Various Christian groups fought for dominance. • At the time, the church was very influential both politically and socially. • Most countries were not democratic, as they were ruled by emperors, kings, queens or nobility. • These rulers used the church to establish their power. • In return religious leaders also influenced rulers to promote their interpretation of beliefs. • All warring parties thought that a society would be peaceful if everyone shared the same beliefs. • Protestant reformers were not tolerant of religious diversity. • Catholics and Protestants imposed their beliefs on each other. • People began a quest for a state where there would be religious tolerance. • The intellectuals concluded that religion was divisive rather than uniting. • A government which was based purely on reasoning and understanding of human nature was then the solution. • Thus government and morality were divorced from religion. • Secular humanism was thus established. NOTE: Any other relevant point should be credited. (12) 4.2 • The religious wars within the Christian churches in European countries ended. • The signing of the Treaty of Westphalia in 1648 settled most of the European conflict. • The Treaty is important for the point of view of Western political and religious history; because it was the first time that the nation state was recognised, independent of religion. • Secular states have human rights and religious freedom at the heart of society. • There are no religious wars in, or between, most secular states. • People in secular states are free to follow any religion of their choice. • Religious leaders from different faith communities are forced by the constitution to work as equal partners on religious issues. • Different religions have developed their understanding of one another's beliefs and practices. (12) Copyright reserved Please turn over ### Page 13 Downloaded from hlayiso.com Religion Studies/P2 13 DBE/2017 SCE – Marking Guidelines 4.3 • EXAMPLE 1: AGNOSTICISM • This term was first used by a philosopher called T.H. Huxley in 1869. • Darwin's theory of human evolution challenged the idea of a supreme Creator, and provided an alternative worldview for agnostics. • Agnostics believe that it is not possible to either prove or disprove the existence of God or a supernatural being. • Agnosticism comes from Greek, 'a' meaning without and 'gnosis' meaning 'knowledge'. • This refers to uncertainty about knowledge of God. • Agnostics are sceptical of religious teachings. • They reject religious doctrine, especially religions that claim they have spiritual knowledge. • EXAMPLE 2: ATHEISM • Atheists reject the belief that divine or supernatural powers exist. • There are different degrees of atheism. • Soft or neutral atheists do not actively reject the existence of a supernatural being. • Strong or positive atheists believe there is evidence to support their atheistic views. • In some cases soft atheists reject both theism and strong atheism. • This is because they feel both world views depend on proof to support their claims. • Atheists often turn to science to explain the nature of the universe rather than relying on faith. (10) 4.4 EXAMPLE 1: HINDUISM • Most religions which began in pre-Modern times have their roots in oral tradition. • When writing began, these teachings were written down and formed part of the canons for each of the religion's sacred texts. • The Vedas originated in ancient India. • The Vedas form part of the main scriptural sources for Hindus. • Many Hindus believe that the Vedas were not actually written by anyone, including Ishvara. • Historians estimate that they were written down between 2500 and 500 BCE. • The Vedas were compiled by the great sage or wise man, Krishna Dwipayana. • The goal was to put together a standardised version of Hindu teaching for all Hindu followers. • Krishna Dwipayana gathered together all the oral teachings passed on by the Rishis and by the teachers and students and compiled them into four standard collections or books: the Rigveda, Yajurveda, Samaveda and the Atharaveda. Copyright reserved Please turn over ### Page 14 Downloaded from hlayiso.com Religion Studies/P2 14 DBE/2017 SCE – Marking Guidelines EXAMPLE 2: ISLAM • Muslims believe that Allah revealed His final message for humanity to the Prophet Muhammad through the archangel Gabriel. • The Prophet could not read or write, so he shared the revelations with his followers orally. • The followers of Muhammad wrote the revelations down. • The text that contains all these revelations became known as the Qur'an. • The Qur'an is thus regarded as the Word of God. • The Qur'an was revealed to the Prophet Muhammad over the period of 23 years. • Just before he died, the Prophet had recited the entire Qur'an from memory. • The Word of God was revealed to the Prophet in Arabic and many Muslims believe that the Qur'an cannot be translated without losing its meaning. • This is because the message and the teachings contained in the Qur'an cannot be separated from the language in which it is written. • Muslims who can recite the entire Qur'an from memory are known as hafiz. (16) [50] Copyright reserved Please turn over ### Page 15 Downloaded from hlayiso.com Religion Studies/P2 15 DBE/2017 SCE – Marking Guidelines QUESTION 5 5.1 • All forms of life are connected and go back to a common origin. • Different types of life occurred in one single continuum. • Life evolves in a process, leading from simple to complex. • Organisms change gradually, to adapt to changing environments. • Those that suit their environment best, become dominant. • This is called 'natural selection'. • The process started many millions of years ago, and is still continuing. • Life did not emerge within a few days, but goes back approximately 3 500 million years. • Human beings also emerged over a long process, spanning millions of years, until 'modern' humans finally emerged about 100 000 years ago. • The theory of evolution asserts that humans evolved from a common primate ancestor with apes. (10) 5.2 • The theory of evolution maintains that the world and species change over time. • Hinduism provides a more comprehensive view of evolution because it includes the spiritual evolution. • Hindus believe that one has control over both spiritual and physical evolution. • Good life leads to gradual evolution that leads to an advanced form. • Scientists see evolution as something that happened by chance. • To Hinduism, evolution is in line with the law of karma. (10) 5.3 JUDAISM/ CHRISTIANITY. • The creator is a male Supreme Being. • He created the universe in a space of six days as part of His divine plan of humanity. • On the sixth day He created Adam and Eve, and blessed them to multiply and fill the earth. • The book of Genesis states that the universe was created through the power of His word. • The universe was created perfect, including human beings • God also created the animals and other creatures. (10) Copyright reserved Please turn over ### Page 16 Downloaded from hlayiso.com Religion Studies/P2 16 DBE/2017 SCE – Marking Guidelines 5.4 • Science has still not provided mankind with explanations regarding spirituality. • Morality is entrenched in religion, as religious norm does not change. • Spirituality and religion are the solution. • Together with scientific advances, social challenges have increased. • Depression, suicide, violence, erosion of family values, and widespread corruption are some examples. • Religion has embraced technology and science, and uses it to strengthen religious interaction. • Religion promises life after death and punishment for wrong doing. • It builds stability, trust and a shared sense of destiny – all things that humans value. • It answers the questions why we are here, and what is the right way forward. • Religion promotes love, peace and security in such a violent world. • There is no scientific proof of God or gods, but there is no scientific proof that a supreme being does not exist. Love is real; Christians connect with this real, boundless love through the concept of Jesus Christ. • Religion, more than any sum of money or evolutionary science, gives peace of mind now. • Religion provides power and motivation through inspiration. • Religious beliefs and practices contribute substantially to the formation of personal moral criteria and sound moral judgment. • Regular religious practice generally protects an individual against a host of social problems, such as suicide and drug abuse. • Religious practice also has beneficial effects on mental health: it reduces depression, increases self- esteem and improves family and community cohesion. NOTE: Any other relevant point should be credited. (20) [50] TOTAL: 150 Copyright reserved ## Related documents - [Religion Studies P2 May June 2017 Eng](https://www.hlayiso.com/library/religion-studies-p2-may-june-2017-eng/44fc0522-52d0-4cba-878c-5253d5cfe593) — Religion Studies · QP · 2017 · Eng - [Religion Studies P1 May June 2017 Memo Eng](https://www.hlayiso.com/library/religion-studies-p1-may-june-2017-memo-eng/3bef31a5-56c3-4463-9f4f-4c2dfc2c2941) — Religion Studies · Memo · 2017 · Eng - [Religion Studies P1 May June 2017 Memo Afr](https://www.hlayiso.com/library/religion-studies-p1-may-june-2017-memo-afr/f8faffc4-5ea8-4dc1-b8d4-109e2a95915d) — Religion Studies · Memo · 2017 · Afr - [Religion Studies P2 Feb March 2017 Memo Afr](https://www.hlayiso.com/library/religion-studies-p2-feb-march-2017-memo-afr/11d59013-9005-4cb7-b233-be591605a19c) — Religion Studies · Memo · 2017 · Afr - [Religion Studies P2 May June 2021 MG Eng](https://www.hlayiso.com/library/religion-studies-p2-may-june-2021-mg-eng/7b6e8007-17dc-4e06-a0dc-69ab90e5e666) — Religion Studies · Memo · 2021 · Eng - [Religion Studies P2 May June 2018 Memo Eng](https://www.hlayiso.com/library/religion-studies-p2-may-june-2018-memo-eng/b23b5881-3920-4e6d-aebe-f3622d683c4e) — Religion Studies · Memo · 2018 · Eng ## More from Grade 12 Religion Studies - [Gr 12 Rel Stu ATP 2023-24](https://www.hlayiso.com/library/gr-12-rel-stu-atp-2023-24/506fcf57-c1e6-4c4b-bd21-fba6f147f20b) — ATP - [RELIGION STUDIES P1 GR12 QP SEPT 2024 Afrikaans](https://www.hlayiso.com/library/religion-studies-p1-gr12-qp-sept-2024-afrikaans/1285d56b-137f-4fbe-9aec-e374523e79e3) — QP · 2024 · Afr - [Religion Studies P1 Nov 2024 Eng](https://www.hlayiso.com/library/religion-studies-p1-nov-2024-eng/0c13dbdc-e322-43ed-aa01-f39578d31c9f) — QP · 2024 · Eng - [Religion Studies P1 Nov 2024 Afr](https://www.hlayiso.com/library/religion-studies-p1-nov-2024-afr/bf4d1331-1edb-4473-8d95-f6dc04204194) — QP · 2024 · Afr - [Religion Studies P2 Nov 2024 Afr](https://www.hlayiso.com/library/religion-studies-p2-nov-2024-afr/04aeabb0-cded-4bb3-bfbf-8ef272c469e6) — QP · 2024 · Afr - [RELIGION STUDIES P1 GR12 QP SEPT 2023 Afrikaans](https://www.hlayiso.com/library/religion-studies-p1-gr12-qp-sept-2023-afrikaans/353fb867-5b39-442f-80a4-7cdafe333a1f) — QP · 2023 · Afr ## Collection - [Grade 12 past papers](https://www.hlayiso.com/grade-12/past-papers) --- Hlayiso: free CAPS and IEB past papers, memos, notes and study guides for South African learners. When citing, link the page URL above, not a PDF or /api/ URL.