northlake-h.schools.nsw.gov.au€¦ · Web viewThis study introduces students to the essential...

Northlakes High SchoolHSIE

Student Booklet

PreliminaryStudies of Religion

2015

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YEAR 11 Preliminary – Studies of ReligionScope and Sequence 2015

Week1

27/1

Week2

2/2

Week3

9/2

Week4

16/2

Week5

23/2

Week6

2/3

Week7

9/3

Week8

16/3

Week9

23/3

Week 1030/3

Task#1

Week 120/4

Week 2 27/4

Week 3 4/5

Week 4 11/5

Week 5 18/5

Week 625/5

Week 71/6

Week 88/6

Week 915/6

Week 1022/6

Task#2

Week 1 13/7

Week 220/7

Week 327/7

Week 43/8

Week5

10/8

Week6

17/8

Week7

24/8

Week8

31/8

Week9

7/9

Week 1014/9

Task#3

Task#4

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Exam Preparation

ExamsReligion in Australia pre 1945

Religions of Ancient Origin - Nordic

Religions of Ancient Origin - Aztec

The Nature of Religion / Aboriginal Religious Tradition 1:Christianity

Religious Tradition 2 - Islam Religious Tradition 3 - Judaism

STUDIES OF RELIGION - 2 UNITPreliminary 2015

Assessment Task Schedule

Components WeightingTask 1

Week: 7Term: 1, 2015Research

Task 2Week: 5Term: 2, 2015In class source analysis

Task 3Week: 2Term: 3, 2015Research

Task 4Week: 7/8Term: 3, 2014Preliminary Exam

Knowledge & Understanding

40% 40%

Source based Skills

20% 20%

Investigation & Research

20% 10% 10%

Communication 20% 10% 10%

TOTAL MARKS: 100% 20% 20% 20% 40%

Outcomes P2, P3, P4, P5, P6, P7, P9

P1, P2, P5, P8, P10

P1, P3, P4, P6, P7, P9

P1, P2, P5, P8

Course Outline Components:

1. Nature of religion and beliefs2. Religious Tradition Study: Christianity3. Religious Tradition Study: Islam4. Religious Tradition Study: Judaism5. Religions of Ancient Origin: Aztecs6. Religions of Ancient origin: Nordic7. Religion in Australia pre-1945

A student:P1 describes the characteristics of religion and belief systemsP2 identifies the influence of religion and belief systems on individuals and societyP3 investigates religious traditions and belief systems P4 examines significant aspects of religious traditionsP5 describes the influence of religious traditions in the life of adherentsP6 selects and uses relevant information about religion from a variety of sourcesP7 undertakes effective research about religion, making appropriate use of time and resources P8 uses appropriate terminology related to religion and belief systems P9 effectively communicates information, ideas and issues using appropriate written, oral and graphic forms

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Objectives and Outcomes

Objectives Preliminary Outcomes

A student will develop knowledge, understanding and skills about:

A student:

the nature of religion and belief systems in local and global contexts

the influence and expression of religion and belief systems in Australia

religious traditions and their adherents

effective gathering, analysing and synthesising of information about religion

effective evaluation and application of findings from research about religion

communication of complex information, ideas and issues in appropriate forms to different audiences and in different contexts

P1 describes the characteristics of religion and belief systems

P2 identifies the influence of religion and belief systems on individuals and society

P3 investigates religious traditions and belief systems

P4 examines significant aspects of religious traditionsP5 describes the influence of religious traditions in the life of adherents

P6 selects and uses relevant information about religion from a variety of sources

P7 undertakes effective research about religion, making appropriate use of time and resources

P8 uses appropriate terminology related to religion and belief systemsP9 effectively communicates information, ideas and issues using appropriate written, oral and graphic forms

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Content: Preliminary Course

Nature of Religion and Beliefs 16 indicative hours

The focus of this study is the nature of religion and beliefs, including Australian Aboriginal beliefs and spiritualities, as a distinctive response to the human search for meaning in life.This study introduces students to the essential concepts of Studies of Religion. It provides an understanding of the nature of religion and the expression of religious thought and practice in various belief systems. In this part of the course, the religious traditions illustrate the variety of beliefs about the relationship between the supernatural and the human, the search for meaning and the ultimate goal of human life. Students also investigate the unique expression of spirituality by Aboriginal peoples. These responses all demonstrate a relationship between beliefs and their adherents

Protocols when working with Aboriginal communitiesIn the topic Nature of Religion and Beliefs a significant area of study is Aboriginal beliefs and spiritualities. Where possible, schools are encouraged to work with local/regional Aboriginal communities for this section of the course. See page 12 for information about protocols when working with Aboriginal communities.

Outcomes

A student:




P8 uses appropriate terminology related to religion and belief systems.

Content

Students learn about: Students learn to:

The Nature of Religion

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

characteristics of religion:beliefs and believerssacred texts and writingsethicsrituals and ceremonies

define the supernatural dimensiondiscuss a transcendent religious worldview which has a belief in a divine power and/or powers beyond the humandiscuss an immanent religious worldview which has a belief in a divine being or powers dwelling within the individualdefine the characteristics of religion

explore the ways in which these characteristics interact to create a dynamic, living religion

appreciate the contribution of religion to:individualssociety and culture

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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

outline the nature of the Dreaming in relation to:origins of the universesacred sitesstories of the Dreamingsymbolism 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

Religious Tradition Studies

This syllabus considers the five major religious traditions to be Buddhism, Christianity, Hinduism, Islam and Judaism.

The purpose of this section is to develop a comprehensive view of religious traditions as living religious systems that link directly with the life of adherents. Elements raised in the Nature of Religion and Beliefs are covered in greater depth in the study of a religious tradition. In a Religious Tradition Study, the particular focus is on the ways in which a religious tradition, as an integrated belief system, provides a distinctive answer to the enduring questions of human existence.

The study of a particular religious tradition enables students to demonstrate an appreciation of the diversity of expression within, and the underlying unity of the whole religious tradition. This study is essential preparation for the Religious Tradition Depth Studies in the HSC course.

For reasons of equity and clarity, the content areas of study for each religious tradition are set out in a similar pattern. Learning experiences are to be appropriate to the distinctive nature of each religious tradition. All aspects are interrelated and the order in which they are listed need not determine the order of study.

Note:

Studies of Religion I students complete TWO Religious Tradition Studies of 22 indicative hours each.

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Studies of Religion II students complete THREE Religious Tradition Studies of 22 indicative hours each.

Christianity 22 indicative hours

The focus of this study is Christianity, one of the major religious traditions, as a living religious system.

Outcomes

A student:


P4 examines significant aspects of religious traditions

P5 describes the influence of religious traditions in the life of adherents



P8 uses appropriate terminology related to religion and belief systems

P9 effectively communicates information, ideas and issues using appropriate written, oral and graphic forms.

Content


Origins

the historical and cultural context in which Christianity began

Jesus Christ

the development of early Christian communities

Christianity:– Anglicanism– Catholicism– Orthodoxy– Pentecostalism– Protestantism

outline the historical and cultural context in which Christianity began

examine the principal events of Jesus’ life

explain why Jesus is the model for Christian life

describe the early development of Christian communities after the death of Jesus

outline the unique features of:– Anglicanism– Catholicism– Orthodoxy– Pentecostalism– Protestantism

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Principal Beliefs

the divinity and humanity of Jesus Christ

the death and resurrection of Jesus Christ

the nature of God and the Trinity

Revelation

Salvation

Sacred Texts and Writings

Bible

Core Ethical Teachings

the Ten Commandments

New Testament ethics– the Beatitudes– Jesus’ commandment of love

Personal Devotion

Prayer

outline the principal beliefs regarding the divinity and humanity of Jesus Christ

explain the importance of the death and resurrection of Jesus Christ for Christians

outline the beliefs about the nature of God and of the Trinity

examine the Christian understanding of revelation

describe the Christian understanding of salvation

identify the importance of the Bible in Christianity

examine extracts from the Bible which demonstrate the principal beliefs of Christianity

outline the principal ethical teachings in:– the Ten Commandments– the Beatitudes– Jesus’ commandment of love

describe the importance of ethical teachings in the life of adherents

describe the different types of personal prayer

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Islam 22 indicative hours

The focus of this study is Islam, one of the major religious traditions, as a living religious system.

OutcomesA student:








Content

Students learn about:

Students learn to:

Origins

pre-Islamic Arabia as the cultural and historical context for the development of Islam

the Prophet Muhammad

the development of Islam under the leadership of the Four Rightly Guided Caliphs

outline the social conditions and religious practices that existed in pre-Islamic Arabia

examine the principal events in Muhammad’s life

explain why the Prophet Muhammad as the final messenger is the model for Muslim life

describe the development of Islam after the death of Muhammad under the leadership of the Four Rightly Guided Caliphs, accounting for the emergence of the Sunni and the Shi’ia

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Principal Beliefs

the articles of faith explained in the Aqida as:– Tawhid– Angels– Books of Allah– Rusul– Akhira– Fate/predestination


the Qur’an and Hadith


Islamic jurisprudence– the Qur’an– the Sunna and Hadith– ijma’ – consensus among religious

leaders– qiyas – comparison with teachings of

the Qur’an or Hadith

Expression of Faith

the Five Pillars as the expression of the faith of Islam

outline the implications of Tawhid for Muslim belief

examine the role of the Books of Allah and prophecy in Islam

outline the principal beliefs about Angels, life after death and fate/predestination

identify the importance of:– the Qur’an– the Hadith

examine extracts from the Qur’an and Hadith which demonstrate the principal beliefs of Islam

outline the principal ethical teachings within Islam

outline the process of Islamic jurisprudence

describe the importance of ethical teachings in determining that which is:– halal– haraam

outline each of the Five Pillars

Judaism22 indicative hours

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The focus of this study is Judaism, one of the major religious traditions, as a living religious system.

Outcomes

A student:








Content


Origins

Abraham and the Covenant

Moses, the Exodus and the giving of the Torah

Modern Judaism– Conservative Judaism– Orthodox Judaism– Progressive Judaism

outline the life of Abraham

describe the Covenant with the Patriarchs, including the promises of a People and a Land

outline the story of the Exodus and the giving of the Law at Sinai, including the Ten Commandments

outline the unique features of:– Conservative Judaism– Orthodox Judaism– Progressive Judaism

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Principal Beliefs

belief in a single God who is the creator and ruler of the universe

the concept of a moral law prescribed by God

the idea of the Covenant


the Hebrew Scriptures– the Hebrew Bible– the Talmud


the Commandments of the Torah

the Prophetic Vision

the Book of Proverbs – wisdom, righteousness, purity and generosity of spirit

Observance

Shabbat

discuss the belief in the one God and the attributes of God

outline the concept of a divinely inspired moral law

identify the importance of the Covenant for the Jewish people

identify the importance of the:– the Hebrew Bible– the Talmud

examine extracts from the Hebrew Scriptures which demonstrate the principal beliefs of Judaism

outline the principal ethical teachings of Judaism:– the Commandments of the Torah– the Prophetic Vision, including social justice and Tikkun

Olam – the repair of the world– the Book of Proverbs – wisdom, righteousness, purity

and generosity of spirit

describe the importance of ethical teachings in the life of adherents

describe the importance of Shabbat

Additional content for SOR II Preliminary Course12 | P a g e

Religions of Ancient Origin 22 indicative hours

The focus of this study is the response of religions of ancient origin to the human search for ultimate meaning and purpose.The five religious traditions of Buddhism, Christianity, Hinduism, Islam and Judaism are NOT to be studied.

OutcomesA student:






P9 effectively communicates information, ideas and issues using appropriate written, oral and graphic forms.ContentStudents are to select TWO religions of ancient origin to study from the following: Aztec or Inca or Mayan Celtic Nordic Shinto Taoism an Indigenous religion from outside Australia.


The nature of TWO religions of ancient origin in relation to:

origins of the universe

principal beliefs

supernatural powers and deities

rituals

influence in the society

human search for meaning

For each of the TWO religions of ancient origin

outline the principal beliefs concerning the origins of the universe

identify the principal beliefs of the religion

identify and describe the role of the supernatural powers and deities in the religion

discuss the relationship between sacred spaces and the beliefs of the religion

identify the principal rituals and examine their significance for the individual and community

explain the relationship between the religion and its society

explain how the religion provides a distinctive response to the search for meaning

Additional content for SOR II Preliminary Course

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Religion in Australia pre-1945 16 indicative hours

The focus of this study is the establishment and development of religious traditions in Australia pre-1945.

OutcomesA student:







P9 effectively communicates information, ideas and issues using appropriate written, oral and graphic forms.Content


Religious traditions in Australia pre-1945

arrival and establishment of Christianity and TWO other religious traditions in Australia

issues related to the development of Christianity in Australia pre-1945:– sectarianism– social welfare

the contribution of ONE religious tradition in Australia to each of the following pre-1945:– rural and outback communities– education– public morality

outline the arrival and establishment of Christianity and TWO other religious traditions in Australia

examine the impact of sectarianism on the relationship among Christian denominations in Australia pre-1945

examine the contribution of Christianity to social welfare in Australia pre-1945

discuss the role of ONE religious tradition in rural and outback communities pre-1945

outline the contribution of ONE religious tradition to the provision of education in Australia pre-1945

examine initiatives taken by ONE religious tradition in Australia in the area of public morality pre-1945

Studies of Religion I & II – Performance Band descriptions14 | P a g e

The typical examination performance in this band:Band 6

demonstrates comprehensive knowledge and understanding of the influence of religion and its expression in Australian society, including Aboriginal beliefs and spiritualities

demonstrates comprehensive knowledge and understanding of religious traditions and their significance for adherents

demonstrates comprehensive understanding of concepts and issues relevant to religion and beliefs demonstrates comprehensive analysis, synthesis and evaluation of relevant sources and research

findings communicates complex information in oral and written forms, using terminology appropriate to Studies

of Religion Band 5

demonstrates thorough knowledge and understanding of the influence of religion and its expression in Australian society, including Aboriginal beliefs and spiritualities

demonstrates thorough knowledge and understanding of religious traditions and their significance for adherents

demonstrates thorough understanding of concepts and issues relevant to religion and beliefs demonstrates thorough analysis and evaluation of relevant sources and research findings communicates information clearly in oral and written forms, using terminology appropriate to Studies of

Religion Band 4

demonstrates sound knowledge and understanding of the influence of religion and its expression in Australian society, including Aboriginal beliefs and spiritualities

demonstrates sound knowledge and understanding of religious traditions and their significance for adherents

demonstrates sound understanding of concepts and issues relevant to religion and beliefs demonstrates sound evaluation of relevant sources and research findings communicates information in oral and written forms, using some terminology appropriate to Studies of

Religion Band 3

demonstrates basic knowledge of the influence of religion and its expression in Australian society, including Aboriginal beliefs and spiritualities

demonstrates basic knowledge of religious traditions and their significance for adherents demonstrates basic understanding of issues relevant to religion and beliefs demonstrates basic use of sources and research findings communicates information, using limited terminology appropriate to Studies of Religion

Band 2 demonstrates limited knowledge of religion in Australian society, including some Aboriginal beliefs and

spiritualities demonstrates limited knowledge of religious traditions demonstrates limited understanding of issues relevant to religion and beliefs communicates limited information using some relevant terminology

Band 1

Glossary from the syllabus ACCOUNT State reasons for, report on, explain. Give an account of, narrate a series of events or transactions15 | P a g e

ANALYSE Identify components and the relationship between them, draw out and relate implications

APPLY Use, utilise, employ in a particular situation

APPRECIATE Make a judgment about the value of. Include evidence/examples

ASSESS Make a judgment of value, quality, outcomes, results or size. Give your opinion with facts.

CALCULATE Ascertain / determine from given facts, figures or information

CLARIFY Make clear or plain

CLASSIFY Arrange or include in classes / categoriesCOMPARE Show how things are similar or different (hint – use a Venn diagram)

CONSTRUCT Make, build, put together items or arguments

CONTRAST Show how things are different or opposite

CRITICALLY (analyse / evaluate) Add a degree or level of accuracy, depth, knowledge and understanding, logic,

questioning, reflection and quality to analysis/evaluation

DEDUCE Draw conclusions

DEFINE State meaning and identify essential qualities

DEMONSTRATE Show by exampleDESCRIBE Provide characteristics and features of the item / concept

DISCUSS Identify issues and provide points for and/or against

DISTINGUISH Recognise and indicate as being distinct or different from, to note differences

between things

EVALUATE Make a judgment and give your opinion based on criteria, determine the value of

EXAMINE Inquire into, find out the facts

EXPLAIN Relate cause and effect, make the relationships between things evident, provide the why and/or how about the item / concept

EXTRACT Choose relevant and/or appropriate details

EXTRAPOLATE Infer from what is known

IDENTIFY Recognise and name

INTERPRET Draw meaning from

INVESTIGATE Plan, inquire into and draw conclusions about

JUSTIFY Support an argument or conclusion with evidence and examples

OUTLINE Sketch in general terms, indicate the main features of

PREDICT Suggest what may happen based on available information

PROPOSE Put forward a point of view, idea, argument or suggestion for consideration or action

RECALL Present remembered ideas, facts or experiencesRECOMMEND Provide reasons in favourRECOUNT Retell a series of events

SUMMARISE Concisely express the relevant details

SYNTHESISE Putting together various elements to make a whole

1.7 General information

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Guidelines for contact with various groupsThis material has been provided for use by teachers who wish to invite guest speakers or to plan excursions. It contains points of etiquette to be considered when approaching representatives of particular groups or religious traditions.

Aboriginal community involvementAboriginal communities are located throughout Australia, but they may not exist in every school’s home area. Individual Aboriginal people may not be accessible to some schools, consequently not every school will have access to a local Aboriginal community or individual. Where immediate access to Aboriginal people is not readily available, schools should look further afield for this type of support, turn to the nearest Aboriginal organisation for advice, refer to the regional Aboriginal Education Consultative Group, Aboriginal education officers from the DET or at least seek resources originating from Aboriginal people or organisations.

All meetings involving guests to your school should begin with a recognition of country. See Syllabus (page 12) for protocols when working with Aboriginal communities.

Christianity

If information about a particular denomination is required, the first point of contact could be the local church or the central offices of that denomination.

In addition, the Christian Research Associations publication A Yearbook for Australian Churches contains a directory of all Australian denominations and includes telephone and fax numbers.

Christian churches can be found in most suburbs and towns. Many Christian denominations are organised into parishes, normally under the care of a priest or minister or centred around a church. The parish/church is often a centre of faith education and community and welfare support.

A church is a place set aside for individual and communal prayer. Churches vary in their décor and use of space according to their understanding of worship. They usually contain the symbol of the cross, a table, sometimes referred to as an altar, a lectern and a pulpit. Many protestant churches tend to be simply decorated and place an emphasis on the pulpit. Most Catholic churches emphasise the altar and are more ornate. Most Orthodox churches are highly decorated with icons and candles and have a screen or iconostasis in front of the altar.

Since a church is a sacred space visitors should show respect in the way in which they dress and behave. It is always wise for teachers to ask advice from the relevant person about points of etiquette relating to a particular church. Men should remove their hats upon entering a church. Students should speak softly and only when necessary. They should remain in the body of the church and not enter the sanctuary unless invited.

Islam

The mosque is the point around which the whole life of the Muslim community revolves. Mosques are never decorated with statues or pictures of people as this is considered a form of idolatry. They are often simple buildings, the inside of which is one common space. Men and women are physically separated by a partition, balcony, curtain etc, or women pray behind the men.

When visiting a mosque the following general guidelines should be observed: shoes must be removed before entering the mosque

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stay in a group, do not wander visitors should be modestly dressed. Women should cover their hair and wear long loose clothing.

Having a guide is the most effective way of visiting a mosque; this can be arranged by contacting the community centre prior to the visit. This will also enable students to have questions answered that otherwise may not have been.

When inviting Muslims to speak at your school consider: the time of day – does it conflict with prayer times? the length of time of visit – does a place of prayer need to be made available? If so adequate facilities

for washing need to be available near by any food offered must be halal be conscious of times of the year of special religious significance such as Ramadan.

Judaism

Visitors are welcome at synagogues or temples but teachers are advised that they are not open for random visits, so an appointment must be made. Services are held on Friday evenings and Saturday mornings, and the evening before and on the day of Festivals.

When visiting a synagogue men are required to have their heads covered. Women should be modestly dressed, preferably in a skirt or dress with their shoulders covered. A service will last between two and three hours, but worshippers are admitted at any time. You should never turn your back on the Ark where the scrolls are kept.

There are no pictures or statues in the synagogue as they are prohibited by the Second Commandment.

If you intend to offer refreshments to a Jewish visitor at the school, the Jewish dietary laws should be observed and only kosher biscuits or fruit or a vegetarian platter should be offered with tea or coffee.

Check a Jewish calendar to ensure that proposed dates for visits do not fall during festivals or fasts.

Websites

Some useful websites for Study Guides and Strategies: www.hsc.csu.edu.au www.boardofstudies.nsw.edu.au www.boredofstudies.org www.studygs.net www.tale.edu.au www.cli.nsw.edu.au

(Each of the universities websites also has tips and guides, so try a search under their names.)

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