The New Studies of Religion SyllabusThe New Studies of Religion Syllabus

Implementation Package:Implementation Package:

Session OneSession One

This session of the implementation package This session of the implementation package explores the following aspects of the New Syllabus:explores the following aspects of the New Syllabus:

Overview of course structureOverview of course structure

Features of the new syllabusFeatures of the new syllabus

A process for comparing the old and new A process for comparing the old and new syllabi to assist teachers in programming syllabi to assist teachers in programming for Preliminary Course implementation in for Preliminary Course implementation in 2006.2006.

The following tables:The following tables:

Provide an overview of the content of the Provide an overview of the content of the Preliminary and HSC CoursePreliminary and HSC Course

Show indicative hours for each component Show indicative hours for each component of the courseof the course

Highlight additional 2 Unit topic areasHighlight additional 2 Unit topic areas

Highlight significant features of the Highlight significant features of the syllabus content pagessyllabus content pages

SOR I DurationIndicative Hours

SOR II DurationIndicative Hours

Nature of Religion and Beliefs

16 Nature of Religion and Beliefs

16

Religious Tradition Study 1

22 Religious Tradition Study 1

22

Religious Tradition Study 2

22 Religious Tradition Study 2

22

Religious Tradition Study 3

22

Religions of Ancient Origin

22

Religion in Australia pre-1945

16

Total 60 hours Total 120 hours

Preliminary CoursePreliminary Course

HSC CourseHSC CourseSOR I Duration

(indicative hours)SOR II Duration

(indicative hours)

Religion and Belief Systems in Australia – Post 1945

16 Religion and Belief Systems in Australia – Post 1945

16

Religious Tradition Depth Study 1

22 Religious Tradition Depth Study 1

22

Religious Tradition Depth Study 2

22 Religious Tradition Depth Study 2

22

Religious Tradition Depth Study 3

22

Religion and Peace 22

Religion and Non-Religion 16

Total 60 hours Total 120 hours

Significant Features of the New SyllabusSignificant Features of the New Syllabus

ContentContentAssessmentAssessmentReligious TraditionsReligious TraditionsChiasmic structureChiasmic structure2 Unit additional material2 Unit additional material Incorporating current material Incorporating current material

Buddhism 22 indicative hoursThe focus of this study is Buddhism, one of the major religious traditions, as a living religious system.

Outcomes

A student:P3investigates religious traditions and belief systemsP4examines significant aspects of religious traditionsP5describes the influence of religious traditions in the life of adherentsP6selects and uses relevant information about religion from a variety of sourcesP7undertakes effective research about religion, making appropriate use of time and resourcesP8uses appropriate terminology related to religion and belief systemsP9 effectively communicates information, ideas and issues using appropriate written, oral and graphic forms.

ContentStudents learn about: Students learn to:

Originsthe historical and cultural context in which Buddhism beganthe Buddhathe formation of the Sanghathe early councils, including the first council at Rajagaha and the second council at Vesali

outline the historical and cultural context in which Buddhism beganexamine the principal events of the Buddha’s life, including the enlightenmentexplain why the Buddha is the model of Buddhist lifedescribe the early formation of the Sangha within the first five years, including Mahapajapati’s request for a female Sanghaidentify the importance of the first two councils in the development of Buddhism

The outcomes are linked to the

content

An overview linking keyfeatures and issues to the

content of the study

Content expressedas Students learn

about statements in conjunction withStudents learn to

statements

CONTENTCONTENT

Outcomes focused: breadth and depth are Outcomes focused: breadth and depth are clearly indicatedclearly indicated

Clarity of what students are required to do:Clarity of what students are required to do:

LEARN ABOUT – contentLEARN ABOUT – content

LEARN TO DO – application of skills LEARN TO DO – application of skills via glossary via glossary

termsterms

‘‘Learn about’ and ‘Learn to’Learn about’ and ‘Learn to’Students learn about: Students learn to:

The Nature of Religion

religion as a worldview that: - acknowledges the supernatural dimension- has a belief in a divine being or powers beyond the human and/or dwelling within the individual

• characteristics of religion:

- beliefs and believers - sacred texts and writings - ethics - rituals and ceremonies - the contribution of religion

Australian Aboriginal Beliefs and Spiritualities – The Dreaming

• nature of the Dreaming

the inextricable connection of the Dreaming, the land and identity

• define the supernatural dimension• discuss a transcendent religious worldview which has a belief in a divine power and/or powers beyond the human• discuss an immanent religious worldview which has a belief in a divine being or powers dwelling within the individual

• define the characteristics of religion

• explore the ways in which these characteristics interact to • create a dynamic, living religion• appreciate the contribution of religion to: - individuals - society and culture

• outline the nature of the Dreaming in relation to: - origins of the universe - sacred sites - stories of the Dreaming - symbolism and art• discuss the diversity of the Dreaming for Aboriginal peoples• recognise the importance of the Dreaming for the life of Aboriginal peoples• investigate the inextricable connection of the Dreaming, the land and identity

ASSESSMENT ~ Syllabus p53ffASSESSMENT ~ Syllabus p53ff

Succinct explanation of what is required Succinct explanation of what is required

andand suggested (note the difference!) suggested (note the difference!)

Encourages flexibility and creativity – Encourages flexibility and creativity –

student centred, assessment student centred, assessment forfor and and of of

learning.learning.

Provides scope for meaningful research.Provides scope for meaningful research.

When developing a schedule of assessment tasks, there should be a balance across: - the assessment of knowledge and understanding and skills outcomes - types of assessment tasks such as research, written response, analysis of stimulus material, oral presentation, and test/examination tasks. Oral tasks might include: - a formal oral presentation before a selected audience - a viva voceResearch might involve: - formulating an hypothesis or a set of questions on a topic locating and organising information from a variety of sources (these could include written, audiovisual, multimedia sources or questionnaire, interview, observation data collected by the student) - analysing and organising the data or source material evaluating the findings communicating the findings.

Preliminary CourseThe suggested components and weightings for the Preliminary Course are set out below.

Studies of Religion I

Component Weighting

Nature of Religion and Beliefs 15

Religious Tradition Studies 35

Total 50

Studies of Religion II

Component Weighting

Nature of Religion and Beliefs 15

Religious Tradition Depth Studies 50

Religions of Ancient Origin 20

Religion in Australia 15

Total 100

Studies of Religion I

Component Weighting

Religion and Belief Systems in Australia Post 1945 15

Religious Tradition Depth Studies 35

Total 50Studies of Religion II

Component Weighting

Religion and Belief Systems in Australia Post 1945 15

Religious Tradition Depth Studies 50

Religion and Peace 20

Religion and Non-Religion 15

Total 100

HSC CourseHSC Course

Religious TraditionsReligious TraditionsThe integrity of individual The integrity of individual traditions is paramounttraditions is paramountThe new syllabus is The new syllabus is notnot a a comparative study of comparative study of traditions traditions Studies of Religion I Studies of Religion I students now study students now study twotwo traditions in Preliminary traditions in Preliminary and HSCand HSCStudies of Religion II Studies of Religion II study study threethree traditions in traditions in Preliminary and HSCPreliminary and HSC

Chiasmic StructureChiasmic Structure

Preliminary CoursePreliminary Course

HSC CourseHSC Course

There is far greater There is far greater continuity between continuity between Preliminary and HSC Preliminary and HSC contentcontent

In particular Religious In particular Religious Traditions in HSC build Traditions in HSC build on Preliminary on Preliminary

Consider Christianity…Consider Christianity…

Christianity: PreliminaryChristianity: PreliminaryStudents learn about:Students learn about:Origins Origins • the historical and cultural context in which the historical and cultural context in which

Christianity beganChristianity began• Jesus ChristJesus Christ• the development of early Christian communitiesthe development of early Christian communities• Christianity:Christianity: - Anglicanism- Anglicanism - Catholicism- Catholicism - Orthodox- Orthodox - Pentecostalism- Pentecostalism - Protestantism - Protestantism

Principal Beliefs Principal Beliefs • the divinity and humanity of Jesus Christthe divinity and humanity of Jesus Christ• the death and resurrection of Jesus Christthe death and resurrection of Jesus Christ• the nature of God and the Trinitythe nature of God and the Trinity• RevelationRevelation• SalvationSalvation

Sacred Texts and WritingsSacred Texts and Writings• BibleBible

Core Ethical TeachingsCore Ethical Teachings• Ten CommandmentsTen Commandments• New Testament ethicsNew Testament ethics

the Beatitudesthe Beatitudes Jesus’ Commandment of loveJesus’ Commandment of love

Personal devotion Personal devotion • PrayerPrayer

Christianity: HSCChristianity: HSCStudents learn about:Students learn about:Significant People and IdeasSignificant People and Ideastt• he contribution to Christianity of ONE significant he contribution to Christianity of ONE significant

person OR school of thought drawn from:person OR school of thought drawn from: - Paul of Tarsus- Paul of Tarsus - Hildegard of Bingen- Hildegard of Bingen - Martin Luther - Martin Luther - Catherine Booth- Catherine Booth - Pope John XXIII - Pope John XXIII - Billy Graham- Billy Graham - Dennis Bennett- Dennis Bennett - Sarah Maitland - Sarah Maitland - Liberation Theology- Liberation Theology - Feminist Theology- Feminist Theology - Another person or school of thought significant - Another person or school of thought significant

to Christianityto Christianity• The effect of that person OR school of thought on The effect of that person OR school of thought on

ChristianityChristianity

EthicsEthics• ONE of the following areas of ethical teaching in ONE of the following areas of ethical teaching in

Christianity:Christianity: - bioethics- bioethics - environmental ethics - environmental ethics - sexual ethics - sexual ethics

Significant practices in the life of adherentsSignificant practices in the life of adherents• ONE ONE significant practice significant practice within Christianity drawn within Christianity drawn

from:from: - baptism- baptism - Marriage ceremony- Marriage ceremony - Saturday/Sunday worship- Saturday/Sunday worship

2 Unit Additional Content2 Unit Additional Content

SOR II students additional content is:SOR II students additional content is: - distinct from 1 Unit- distinct from 1 Unit - diverse- diverse - explores the continuity of religious - explores the continuity of religious

expression throughout the agesexpression throughout the ages - considers the role of religion in - considers the role of religion in the global contextthe global context

Incorporating Current MaterialIncorporating Current Material

Most current resources Most current resources will be used in the new will be used in the new SyllabusSyllabus

Use the ‘Syllabus Use the ‘Syllabus Comparison’ pages to Comparison’ pages to highlight these areashighlight these areas

Studies of Religion ~ Contributing to a Studies of Religion ~ Contributing to a dialogue of hopedialogue of hope