Introduction
Rationale
Learning area structure
Teaching and learning
- Dimensions and objectives
- Underpinning factors
- Planning a course of study
- Using inquiry in Religion and Ethics
- Aboriginal perspectives and Torres Strait Islander perspectives
- Core 1: Who am I? — the personal perspective
- Core 2: Who are we? — the relational perspective
- Core 3: Is there more than this? — the spiritual perspective
The relevant knowledge and skills for these three factors are contained in the course dimensions and objectives of Religion and Ethics. The information and ideas that make up Religion and Ethics are communicated in language and texts. Teaching and learning in religion and ethics is shaped by an investigative approach that underlies the study.
Electives
- Elective 1: The Australian scene
- Elective 2: Ethics and morality
- Elective 3: Good and evil
- Elective 4: Heroes and role models
- Elective 5: Indigenous Australian spiritualities
- Elective 6: Meaning and purpose
- Elective 7: Peace and conflict
- Elective 8: Religion and contemporary culture
- Elective 9: Religions of the world
- Elective 10: Religious citizenship
- Elective 11: Sacred stories
- Elective 12: Social justice
- Elective 13: Spirituality
- Planning an assessment program
- Authentication of student work
How do I relate to people who have different religious traditions, belief systems and spiritualities? How to calculate and respond to the good and the bad in my life. How can I contribute to the experience of good and bad in my life and in the lives of others?
How do my views and experiences of good and bad affect my vision for human life and the world. How governments and health and welfare organizations deal with the effects of good and evil. How representations of heroes and role models across media reinforce, distort, or detract from my understanding of human capacity and capability.
How do heroes and role models influence the ways in which people behave towards each other. How do my relationships and responsibilities towards others determine my sense of meaning and purpose. How do I develop my capacities as a religious citizen in the classroom, school, in my part-time job and in the wider world.
How religious and ethical rituals, weddings, art festivals and sporting events allow people to relate to each other.
Assessment techniques
- Project
- Investigation
- Extended response
- Examination
Judgments of student achievement are based on evidence of student demonstration of knowledge, understanding and skills. When students undertake assessment in a group or team, instruments should be designed so that teachers can validly assess the work of individual students and not apply a judgment of the group's product and processes to all individuals. The required length of student responses should be considered in the context of the tasks - longer is not necessarily better.
Scaffolding is a part of teaching and learning that supports students' development of the necessary knowledge, understanding and skills integral to completing an assessment task and demonstrating what the assessment requires. This response requires students to use spoken language to communicate ideas and information to a live or virtual audience (that is, through the use of technology) for a specific purpose. Allow the student time to complete each part of the survey assessment effectively.
Although students may do some research when writing the extended answer, this is not the focus of this technique. It enables students to demonstrate their ability to use research and thinking skills and to formulate ideas, make judgments and draw conclusions, which are part of the research process.
Exiting a course of study
- Folio requirements
- Exit folios
- Exit standards
- Determining an exit result
- Standards matrix
When standards have been determined in each of the dimensions for this subject, Table 2 below is used to assign an exit result, where A represents the highest standard and E the lowest. The student work has the following characteristics:. accurate recognition and comprehensive description of concepts, ideas and terminology about religion, beliefs and ethics. accurate recognition and thorough description of concepts, ideas and terminology about religion, beliefs and ethics. recognition and description of concepts, ideas and terminology about religion, beliefs and ethics. partial recognition and simple description of concepts, ideas and terminology about religion, beliefs and ethics. minimal recognition and superficial description of concepts, ideas and/or terminology about religion, beliefs and ethics. accurate identification and comprehensive explanation of the ways in which religion, beliefs and ethics contribute to the personal, relational and spiritual perspectives of life and society. accurate identification and thorough explanation of the ways in which religion, beliefs and ethics contribute to the personal, relational and spiritual perspectives of life and society. identification and explanation of the ways in which religion, beliefs and ethics contribute to the personal, relational and spiritual perspectives of life and society. inconsistent identification and incoherent explanation of the ways in which religion, beliefs and ethics contribute to the personal, relational and spiritual perspectives of life and society. minimal identification and superficial statements of the ways in which religion, beliefs and ethics contribute to the personal, relational and spiritual perspectives of life and society. comprehensive explanation of a wide variety of. attitudes and practices related to religion, beliefs and ethics. thorough explanation of a range of viewpoints and practices related to religion, beliefs and ethics. explanation of views and practices related to religion, beliefs and ethics. simple explanation of narrow views and obvious practices related to religion, beliefs and ethics. statements of information about views and/or practices related to religion, beliefs and ethics. The student work has the following characteristics:. detailed and thoughtful organization of a wide range of information and material related to religion, beliefs and ethics. methodical organization of a range of information and material related to religion, beliefs and ethics. organization of information and material related to religion, beliefs and ethics. inconsistent organization of a limited range of information and material related to religion, beliefs and ethics. collection of material related to religion, beliefs and ethics. insightful analysis of a wide range of perspectives, viewpoints and practices related to religion, beliefs and ethics. in-depth analysis of a range of perspectives, viewpoints and practices related to religion, beliefs and ethics. analysis of perspectives, viewpoints and practices related to religion, beliefs and ethics. identification of aspects of perspectives and practices related to religion, beliefs and ethics. unrelated statements about religion, beliefs and ethics. efficient and competent application of concepts and ideas to make justifiable decisions about inquiries. competent application of concepts and ideas to make informed decisions about inquiries. applying concepts and ideas to make decisions about inquiries. uneven application of concepts and ideas to make simple decisions about inquiries. use of concepts and/or ideas in inquiries. skillful use of language conventions and features to effectively communicate ideas and information according to purposes. controlled use of language conventions and features to communicate ideas and information clearly, according to purposes. conventions and characteristics to communicate ideas and information according to purposes. inconsistent use of language conventions and features to communicate aspects of ideas and information according to purposes. minimal use of language conventions and/or features to present ideas and information.
The student's work has the following characteristics: efficient and competent planning and undertaking of questions about religion, beliefs and ethics. competent planning and undertaking of questions about religion, beliefs and ethics. planning and undertaking questions about religion, beliefs and ethics. planning and partially undertaking questions about religion, beliefs and ethics. minimally undertaking questions about religion, beliefs and ethics. fluent and cohesive communication of query results that support the audience. clear communication of the results of questions that engage the audience. communication of the results of the investigations, to suit the audience. vague communication of the results of investigations, to some extent suitable for the audience. vague statements of information about religion, beliefs and ethics. reasoned and well-supported evaluation of investigative processes and investigative outcomes. considered the evaluation of the investigation processes and the results of the investigations. evaluation of investigation processes and investigation results. the description of the investigation processes and the results of the investigations. fragmentary description of investigation processes and/or investigation results. accurate accurate and precise; in accordance with a standard, rule, convention or known fact; straight to the point. apply the usage to a particular situation; to use as important, appropriate, or relevant aspects the ways in which a thing can be seen or viewed. creeds religious tenets, creeds or beliefs. belief system a series or system of beliefs, but not necessarily formalized into a religion; a fixed coherent set of beliefs prevalent in a community or society; it can also refer to a religion or a worldview. big questions the main questions people ask about religious, ethical and/or moral issues, and which are seen as critical to leading a meaningful and fulfilling life;. questions concern the meaning and purpose of life, the value of human existence, identity and destiny, e.g. Bipo Bipo Taim 'before time' and 'before time'; Torres Strait Islander terms referring to the time before the arrival of the missionaries, which is known as. The Coming of Light'; a concept related to Augadth/Zogo Time, a worldview used only among Torres Strait Island language groups C. clear easy to understand, fully intelligible, without ambiguity; explicit. cohesive characterized by being united, linked together or having an integrated sense of communication conveys knowledge and/or understanding to others. capable able to do something well; to have skills, knowledge, experience, etc. suitable or sufficient for this purpose; having the skill, knowledge, or ability needed to do something successfully; capable. comprehensive, detailed and complete, including everything that is relevant; including a wide coverage of facts, ideas and information. Country a term used by Aboriginal peoples to refer to the land to which they belong and their dreamland; the significant place with which an Aboriginal person has a symbiotic/interdependent relationship;.
Place a term used by Torres Strait Islanders to refer to the country to which they belong; the significant place to which a Torres Strait Islander has a symbiotic/interdependent connection (see also Land). It often relates to the existence, characteristics and worship of a deity or deities, divine intervention in the universe and human life, or the explanations for the values and practices centered on the teachings of a spiritual leader or group; it may involve a force or forces that influence human behavior ritual an established or prescribed practice or procedures.
