How do religious and non-religious people respond to the issues of human rights?
Issues of Human Rights (Unit 2, Theme 4): human dignity and equality, prejudice and discrimination (including racism and religious discrimination), social justice and the work of justice, poverty and the responsible use of wealth, and freedom of religion and freedom of expression, including religious and non-religious responses.
A focused answer on the ethical theme Issues of Human Rights for WJEC GCSE Religious Studies Unit 2, covering human dignity and equality, prejudice and discrimination, social justice, poverty and wealth, and freedom of religion and expression, with religious and non-religious responses.
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What this dot point is asking
This dot point covers Theme 4: Issues of Human Rights, the second ethical theme in Unit 2, Part B. You need to explain religious responses (Christian and Muslim) and non-religious responses (atheist and Humanist) to human dignity and equality, prejudice and discrimination, social justice, poverty and wealth, and freedom of religion and expression. The (d) question rewards a balanced argument with sources of wisdom and a clear judgement.
Human dignity and equality
Prejudice and discrimination
Social justice
Poverty and the use of wealth
Freedom of religion and expression
Try this
Q1. Why do many religions teach that all people are equal? [Knowledge recall]
- Cue. Christians teach all are "made in the image of God" (Genesis 1) and equal in Christ (Galatians 3); Muslims teach all are created by Allah and equal before him, which is the basis for human rights.
Q2. Explain one religious and one non-religious view on helping the poor. [Short explanation]
- Cue. Christians help the poor as a duty of love, following Matthew 25; many Humanists help out of compassion and shared humanity, often through both giving and campaigning for social justice.
Exam-style practice questions
Practice questions written in the style of WJEC exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
WJEC Unit 2 (c)8 marksExplain religious teachings about helping the poor.Show worked answer →
The (c) explain question (AO1). Reward developed teachings with sources of wisdom.
Teaching one. Christians are taught to help the poor as a duty of love; Jesus taught "whatever you did for the least of these, you did for me" (Matthew 25), and many give to charities such as Christian Aid.
Teaching two. In Islam, helping the poor is built into the faith through zakah (about 2.5 percent of wealth) and voluntary sadaqah, since wealth is a trust from Allah.
Teaching three. Both faiths teach that wealth brings responsibility and that caring for the poor reflects God's justice and compassion.
Top band. Developed teachings, each supported by a source of wisdom.
WJEC Unit 2 (d)15 marks'Religious believers should always speak out against injustice.' Discuss this statement.Show worked answer →
The (d) evaluation question (AO2), with SPaG. Reward a balanced argument with religious and non-religious views and a clear conclusion.
Agree. Many believers see fighting injustice as a duty; the prophets and Jesus challenged unfair treatment, and figures such as Martin Luther King acted on faith.
Disagree or qualify. Some argue believers should act with wisdom and peace, not recklessly, and that quiet service and prayer also matter; speaking out can sometimes cause harm.
Non-religious view. Humanists also champion human rights and justice, grounding this in human dignity and reason rather than God.
Judgement. Reach a supported conclusion, weighing the duty to challenge injustice against wisdom, peace and the best way to bring change.
Related dot points
- Issues of Relationships (Unit 2, Theme 3): the nature and purpose of marriage, attitudes to sex, cohabitation, divorce and remarriage, the family and its purpose, the roles of men and women and gender equality, and contraception and family planning, including religious and non-religious responses.
A focused answer on the ethical theme Issues of Relationships for WJEC GCSE Religious Studies Unit 2, covering marriage, sex, cohabitation, divorce, the family, gender roles and equality, and contraception, with religious and non-religious responses.
- Christianity practices for Unit 2 Part A: forms of worship and prayer, the sacraments (baptism and the Eucharist), the role and importance of the Church and the local community, the major festivals (Christmas and Easter), pilgrimage, and mission and charity (evangelism and helping others).
A focused answer on Christian practices for WJEC GCSE Religious Studies Unit 2 Part A, covering worship and prayer, the sacraments of baptism and the Eucharist, the role of the Church, the festivals of Christmas and Easter, pilgrimage, and mission and charity.
- Islam practices for Unit 2 Part A: the Five Pillars (Shahadah, Salah, Zakah, Sawm and Hajj), worship in the mosque, the major festivals (Id-ul-Fitr and Id-ul-Adha), and the meaning of jihad (the greater and lesser struggle), as expressions of Muslim belief and community.
A focused answer on Muslim practices for WJEC GCSE Religious Studies Unit 2 Part A, covering the Five Pillars (Shahadah, Salah, Zakah, Sawm and Hajj), worship in the mosque, the festivals Id-ul-Fitr and Id-ul-Adha, and the meaning of jihad.
- Issues of Good and Evil (Unit 1, Theme 2): the problem of evil and suffering, sources of moral authority and goodness, crime and the causes of crime, the aims of punishment, forgiveness and reconciliation, and the death penalty (capital punishment), including religious and non-religious responses.
A focused answer on the philosophical theme Issues of Good and Evil for WJEC GCSE Religious Studies Unit 1, covering the problem of evil and suffering, sources of morality, crime and punishment, the aims of punishment, forgiveness and the death penalty, with religious and non-religious responses.
- The WJEC GCSE Religious Studies exam structure: the two units (Religion and Philosophical Themes; Religion and Ethical Themes), the Part A and Part B division, the (a) to (d) question ladder and its mark tariffs, the AO1 and AO2 assessment objectives, the use of sources of wisdom, and the SPaG marks in the extended evaluation question.
A focused guide to the WJEC GCSE Religious Studies exam structure and question types, covering the two units, Part A and Part B, the (a) to (d) question ladder and tariffs, the AO1 and AO2 objectives, sources of wisdom, and the SPaG marks in the evaluation question.
Sources & how we know this
- WJEC GCSE Religious Studies specification (3120) — WJEC (2017)