Studies of Religion

This course will suit learners who wish to continue study from the Level 2 course or those who are seeking a better understanding of religion. In Studies of Religion Level 3 learners will investigate the beliefs, values and practices of two major religious traditions and undertake two depth studies.

In this course learners will:

• investigate how religious traditions apply their teachings to the changing world
• conduct research and analyse arguments about religious beliefs, values and practices
• explore religious perspectives from a number of HASS disciplines such as theology, history, philosophy and sociology
• further develop and apply communication skills in writing essays and presenting evidence-based arguments
• apply a range of critical thinking and metacognitive skills to their work
• explore a major variant that exists within a religious tradition
• undertake a guided depth study extending into an individual depth study.

Studies of Religion Level 3 culminates in an independent depth study and an external examination. As the course focuses on developing a range of transferable skills it will benefit learners considering tertiary study in a range of HASS disciplines.

Transdisciplinary projects

Courses aligned to the Years 9 to 12 Curriculum Framework belong to one of the five focus areas of Discipline-based study, Transdisciplinary projects, Professional studies, Work-based learning and Personal futures.

Studies of Religion Level 3 is a Transdisciplinary projects course.

Transdisciplinary projects courses require learners to integrate, transfer and reflect on their prior knowledge, skills, attitudes and values in transdisciplinary ways. Learners will engage critically and creatively to integrate the learning and ways of working from multiple disciplines. Learners will produce outcomes that are only possible through the intersection between disciplines. Learners will share the outcomes of Transdisciplinary projects as appropriate to their methodology, and their exhibition of work will form a major element of their assessment. Learners will reflect upon their learning by evaluating their project outputs, the effectiveness of their methodology and the implications of their work on the pre-existing body of knowledge.

Transdisciplinary projects courses have three key features that guide teaching and learning:

• engage and ideate
• connect and apply
• exhibit and reflect.

Figure 1: Transdisciplinary project cycle of learning adapted from OECD Learning Compass 2030

In this course learners will do this by:

• engaging with ideas, methodology and approaches to learning about religious traditions from a range of disciplinary lenses including history, philosophy, theology and sociology 
• connecting understanding and applying the core beliefs and values of religious traditions with the way the tradition understands humanity 
• undertaking depth studies that analyse religious traditions from other perspectives allowing connection of ideas, investigation of how views apply to different contexts and reflection on learning
• applying learning to a reflective multi-disciplinary investigation of a challenge faced by religion in the 21st century.

For the purposes of this course:

• the term discipline is used to describe a recognised field of study or body of knowledge in a well-planned structure
• disciplines are defined by specialist knowledge, theories, concepts, methodology and terminology
• the term transdisciplinary is used to describe an approach to teaching and learning which enables students to use learning or ways of working from multiple disciplines to explore a relevant concept, issue or problem
• the transdisciplinary projects focus in this course integrates the perspectives of a range of disciplines, resulting in a new and deeper understanding of the concept, issue or problem.

The study of Humanities and Social Sciences (HASS) develops learners’ knowledge and understanding of their society and environment. This understanding helps learners have a deeper appreciation of the world and their role as a member of society and as an individual. Studies of Religion Level 3 provides learners with an opportunity to consider the phenomena of religion from the point of view of a range of academic disciplines. They will consider religious traditions from perspectives such as those from the disciplines of sociology, philosophy, history and theology.

Studies of Religion Level 3 is suitable for learners who wish to gain insight into their own religious faith as well as those who are exploring what religion means to others. The course is designed to support retention, engagement and attainment for learners who are motivated by deep thinking and have a strong interest in the nature and role of religion in society. It will enable them to develop and enhance skills vital to being a life ready learner living in an age of information. These skills include critical analysis, empathy for other people’s values and being able to develop an argument based on evidence.

Studies of Religion Level 3 provides opportunity for deeper understanding of two religious traditions. There is an opportunity for provider agency in the selection of religious traditions for study, with learners having agency in selecting an extension topic for their depth study. The course enables exploration of religious perspectives into some universal questions asked by humanity through time and relevant in the 21st century.

Studies of Religion Level 3 is an appropriate pathway for learners with a strong interest in exploring the concepts of religion or who have completed Studies of Religion Level 2. There is a direct pathway from this course to university study in the discipline areas of theology, history, philosophy or sociology.

The purpose of Years 9 to 12 Education is to enable all learners to achieve their potential through Years 9–12 and beyond in further study, training or employment.
Years 9–12 Education enables personal empowerment, cultural transmission, preparation for citizenship and preparation for work.

This course is built on the principles of access, agency, excellence, balance, support and achievement as part of a range of programs that enables learners to access a diverse and flexible range of learning opportunities suited to their level of readiness, interests and aspirations.

On successful completion of this course, learners will be able to:

1. communicate effectively about religious traditions
2. apply metacognitive skills and reasoning to manage learning
3. explain beliefs and practices of religious traditions
4. analyse how religious world views provide meaning
5. use evidence to support arguments
6. explain a variant within a religious tradition
7. analyse how a religious tradition responds to contemporary issues
8. justify points of view

Studies of Religion Level 2 provides a direct pathway into this course but is not a pre-requisite.

This course provides a pathway to university study in the humanities and social sciences, including theology, history, philosophy and sociology.

The general capabilities addressed specifically in this course are:

• Critical and creative thinking
• Digital literacy
• Ethical understanding
• Literacy.

The cross-curriculum priorities enabled through this course are:

• Aboriginal and Torres Strait Islander histories and cultures
• Asia and Australia’s engagement with Asia
• Sustainability

This course has a complexity level of 3.

For a full description of courses at a complexity level of 3, please refer to the Levels of Complexity - Tasmanian Senior Secondary Education document.

This course has a size value of 15. Upon successful completion of this course (i.e., a Preliminary Achievement (PA) award or higher), a learner will gain 15 credit points at Level 3 towards the Participation Standard of the Tasmanian Certificate of Education (TCE).

This course consists of three 50-hour modules.

Module 1: Religious tradition 1

Module 2: Religious tradition 2

Module 3: Depth study

Access

There are no access restrictions for entry into this course.

Previously submitted work cannot be used in meeting the requirements of Studies of Religion Level 3. Therefore, a learner cannot use work including, but not limited to, an independent study, folio, project or assignment that has already been presented for assessment for a previously or concurrently studied TASC accredited or recognised senior secondary course.

Resource requirements

Access to a computer and the internet.

Module 1: Religious tradition 1

In this course learners explore two different religious traditions, chosen by the provider, from the options provided. Through the religious tradition chosen by the provider, learners will investigate:

• what a religion or religious tradition is
• the beliefs, values and practices of a major religious tradition
• a major variant of the religious tradition.

Learners will also explore and apply the specific course skills of communication, metacognition, reflection, evaluation and the acknowledgement of different perspectives and points of view.

Module 1 learning outcomes

The following learning outcomes are a focus for this module:

1. communicate effectively about religious traditions
2. apply metacognitive skills and reasoning to manage learning
3. explain beliefs and practices of religious traditions
4. analyse how religious world views provide meaning
5. use evidence to support arguments
6. explain a variant within a religious tradition.

Module 1 content

Providers choose one religious tradition that will be the focus of this module from the list provided.

Choices for religious tradition 1:

• Buddhism
• Christianity
• Hinduism
• Islam
• Judaism.

Learners investigate the chosen tradition through the key skills and knowledge. They focus on a major variant within the tradition through the lens of the key knowledge and skills.

Key knowledge

Introduction to religious tradition 1

Introduction to religious traditions, including but not limited to the following issues:

• Theological issues:
  
  • religious traditions may have a different understanding of the divine
  • belief in a god or gods or the specification of one god is not a prerequisite for a religious tradition
• Philosophical issues:
  
  • How are religious traditions similar or different to each other? Are there some consistent themes or issues or elements or practices that are apparent between religious traditions?
  • religious traditions are a means of answering some of the most significant universal questions that confront humans
• Historical issues:
  
  • religious traditions may evolve over time
  • they can offer a form of stability in times of uncertainty providing a tradition, a community and a moral compass
  • they can be viewed as a source of conflict and division
• Sociological issues:
  • What role does religious tradition play in society?
  • elements of a religious tradition such as Ninian Smart’s dimensions of religion: narrative or mythological, doctrinal, ethical, institutional, material, ritual and experiential, or an alternative.

Beliefs, values and practices

Learners will study how beliefs and values of the chosen religious tradition underpin religious practices, provide meaning for adherents and guidance for how they live their lives. Learning will include:

• what the religious tradition presents as beliefs about the nature of the divine and the metaphysical
• what the religious tradition presents as understanding of the purpose and meaning of human existence, including how the tradition views the human condition
• how the religious tradition articulates the relationship between human beings and the world, and how this guides moral behaviour
• how the religious tradition’s beliefs and values are expressed through ritual, worship and other practices
• how stories and texts express and reinforce the beliefs and values of the tradition
• how death and the afterlife are understood in the tradition.

A major variant within the selected tradition

Learners will compare the religious tradition and the chosen variant to analyse:

• the history of the development of a major variant within religious tradition 1
• differences in doctrine or belief and how they can be explained
• differences in practices and how they can be explained
• conflict and cooperation.

Key skills

Communication:

Learners will apply:

• purposeful and effective research and presentation of information about religious tradition 1
• effective use of information digital technology for communication, a range of software and online research tools
• conventions aligned with the disciplines of history, philosophy, theology and sociology and the use of research and communication tools
• conventions associated with academic integrity and responsible use of computers and the internet
• terminology associated with religious traditions, faith and world views.

Metacognition, reflection and evaluation:

Learners will:

• plan for the successful completion of investigations into religious tradition 1
• reflect on the progress of investigations
• respond to reflection and adjust planning accordingly
• formulate or refine questions for investigation
• use evidence and assess its suitability, reliability and usefulness
• identify and consider assumptions, implications and connections within the beliefs, values and practices.

Acknowledgement of different perspectives:

Learners will:

• consider different perspectives within religious tradition 1 including how a variant interprets the tradition
• analyse the origin of a major variant
• analyse the impact of different perspectives on beliefs, values and practices.

Module 1 work requirements summary

This module includes the following work requirements:

• one investigation of the beliefs, values and practices of religious tradition 1
• one investigation of the development and impact of a variant within religious tradition 1.

See Appendix 3 for the full specifications of the work requirements of this course.

Module 1 assessment

This module has a focus on criteria 1, 2, 3, 4, 5 and 6.

Module 2: Religious tradition 2

Learners will:

• investigate the beliefs, values and practices of a second major religious tradition:
  • the religious tradition chosen in module 2 must be different from the tradition chosen in module 1
• explore the religious tradition through one of the following contemporary issues, either:

  the religious tradition’s view on suffering

  OR

  the religious tradition’s approach to an ethical issue.

The second module enables learners to refine and further develop the course skills of communication, metacognition, reflection, evaluation and the acknowledgement of different perspectives and points of view.

Module 2 learning outcomes

The following learning outcomes are a focus for this module:

1. communicate effectively about religious traditions
2. apply metacognitive skills and reasoning to manage learning
3. explain beliefs and practices of religious traditions
4. analyse how religious world views provide meaning
5. use evidence to support arguments
7. analyse how a religious tradition responds to contemporary issues.

Module 2 content

Providers choose a different religious tradition to study in module 2. Learners will investigate another major religious tradition selected by the provider from the same list as module 1.

Choices for religious tradition 2:

• Buddhism
• Christianity
• Hinduism
• Islam
• Judaism

Learners investigate the religious tradition, including the tradition’s response to a contemporary issue of either suffering or ethics, through the lens of the key knowledge and skills below.

Note: Providers cannot choose the same religious tradition chosen for study in module 1

Key knowledge

Beliefs, values and practices

Learners will study how beliefs and values of the tradition underpin religious practices, provide meaning for adherents and guidance for how they live their lives. Learning will include:

• what the religious tradition presents as beliefs about the nature of the divine and the metaphysical
• what the religious tradition presents as understanding of the purpose and meaning of human existence, including how the tradition views the human condition.

Optionally, students may also include:

• how the religious tradition articulates the relationship between human beings and the world and how this guides moral behaviour
• how death and the afterlife are understood in the tradition.

Contemporary issues in religious traditions: suffering or ethics

Learners investigate a contemporary issue from religious tradition 2 considering either the issue of suffering or an ethics issue. Teaching about this may also benefit from examples or illustrations drawn from the tradition studied in module 1. Religious tradition 1 can be used as a basis of analysis and comparison with religious tradition 2 to enrich learning.

Suffering*

*If suffering is chosen as a study focus in module 2, then Topic B (contemporary war and conflict) cannot be chosen for study in module 3.

Learners will investigate:

• how the beliefs, values, practices or teachings of the tradition provide understanding of suffering and responses to it; for example, how beliefs about life after death influence the value placed on suffering in mortal life
• how adherents of the tradition find guidance or solace for their suffering; for example, through:
  
  • ritual or practice
  • support from religious leaders
  • behavioural guidance through story or text
  • other relevant issues and perspectives
• why is suffering allowed?
  
  • the variety of ways adherents of the tradition respond to suffering at a practical, experiential level whether suffering generates understanding personally or doctrinally.

Learners will also undertake:

• a case study of one tradition’s response to suffering, which may include:
  
  • how the tradition explains and interprets human suffering
  • whether suffering is seen as proof of the non-existence of a benevolent, all-powerful god
  • or another negotiated suffering issue

Ethics*

*if Ethics is chosen as a study focus in module 2, then Topic C (religious ethics) cannot be chosen for study in module 3.

Learners will investigate:

• how the beliefs, values, practices or teachings of the tradition underpin or reinforce ethical views;
  
  • for example, how beliefs about the sanctity of life influence teachings about euthanasia or the use of stem cells
• how adherents of the tradition find guidance for their decision making, for instance through:
  
  • rules, commandments or precepts
  • guidance from religious leaders
  • behavioural guidance through story or text

Learners will undertake:

• a case study that may be chosen from the following list of ethical issues to investigate how a religious tradition’s perspective has impacted the debate:
  
  • responses or actions based upon interpretations of religious doctrines and sacred texts
  • moral responsibility for an ecological crisis and the use of natural resources according to the religious tradition
  • how the religious tradition promotes social justice in relation to human rights issue or homelessness
  • how the religious tradition has responded to an event such as a war, rebellion or political turmoil
  • how the religious tradition has responded to cases of medical intervention such as abortion or euthanasia. 
  • how the religious tradition responds to a range of relationships such as pre-marital relationships and marriage, including arranged or same-sex marriage.
  • another negotiated ethical issue

Key skills

Communication

Learners will use:

• purposeful and effective research and presentation skills for information in the context of religious tradition 2
• effective information and communications technology, a range of software and online research tools
• conventions aligned with the disciplines of history, philosophy, theology and sociology and the research and communication tools used, including the conventions associated with academic integrity and responsible use of computers and the internet
• terminology associated with religious traditions, faith and world views.

Metacognition:

Learners will:

• plan for the successful completion of investigations into religious tradition 2
• reflect on the progress of investigations
• respond to reflection and adjust planning accordingly.

Reflection and evaluation:

Learners will:

• formulate or refine questions to investigate the context of religious tradition 2
• use evidence and assess its suitability, reliability and usefulness to investigate issues
• identify and consider assumptions, implications and connections within the beliefs, values and practices.

Acknowledgement of different perspectives:

Learners will:

• consider perspectives within religious tradition 2 on either suffering or an ethical issue
• analyse the origin and impact of the tradition’s perspective or perspectives on suffering or religious ethics
• analyse variations in perspectives either on suffering or religious ethics within religious tradition 2.;

For example, learners may:

• compare perspectives between religious tradition 2 and the religious tradition chosen in module 1
• consider non-religious perspectives and analyse the differences with the perspectives of religious tradition 2.

Module 2 work requirements

This module includes the following work requirements:

• one investigation of the beliefs, values and practices of religious tradition 2
• one case study of a religious tradition 2’s view either on suffering or an ethical issue.

See Appendix 3 for the full specifications of the work requirement of this course.

Module 2 assessment

This module has a focus on criteria 1, 2, 3, 4, 5 and 7.

Module 3: Depth study

Learners will focus on developing a deeper understanding of religious traditions. They will undertake two depth studies in the module based on either of the religious traditions chosen in modules 1 or 2. Learners will participate in both:

• a teacher-guided depth study:
  • learners will be taught depth study skills and processes through this study
  • teachers choose one of the 5 topics listed for the study
• an independent depth study:
  • learners will negotiate a topic for further study based on and extending from the teacher guided study
  • learners will extend understanding and skills required to conduct the depth study, including formulating investigation questions and a research plan.
  • learners will also further consolidate the course skills of communication, metacognition, reflection, evaluation and the acknowledgement of different perspectives and points of view.

Module 3 learning outcomes

The following learning outcomes are a focus for this module:

1. communicate effectively about religious traditions
2. apply metacognitive skills and reasoning to manage learning
3. explain beliefs and practices of religious traditions
4. analyse how religious world views provide meaning
5. use evidence to support arguments
8. justify points of view.

Module 3 content

In this module learners participate in:

• a teacher-guided depth study of ONE of the following 5 topics:
  
  • Topic A: women and religion
  • Topic B^†‡: contemporary war or conflict
  • Topic C^†‡: religious ethics
  • Topic D: science and religion
  • Topic E^§: Aboriginal Spirituality
• an independent depth study based on an extension of the teacher guided depth study:
  • Learners may refer to the other tradition studied in this course if it enhances their depth study
  • Learners will negotiate their focus for the extended study with their teacher
  • Learners will extend understanding and skills specific to conduct the depth study, including formulating investigation questions, developing hypotheses and developing a research plan.

^†Topics A to D must have a primary focus on one of the religious traditions studied in either module 1 or 2
^‡Topic B and C may only be studied if not chosen for study in module 2
^§Topic E can be explored as a third religion and does not need to be connected to other religions chosen

Course skills will be consolidated through the teacher-guided depth study and applied through the independent depth study.

Key knowledge

Teacher-guided depth study:

The study should include an analysis of the issues and contexts as appropriate, such as:

• the historical, social and doctrinal contexts of the tradition’s attitude to the chosen topic
• different perspectives within the religious tradition to the chosen topic
• the impact of any change or lack of change regarding the chosen topic
• the context, purpose and bias of sources as well as their relevance, reliability and authority.

Independent depth study

Learners will apply the knowledge from previous modules and the skills taught in the teacher-guided depth study. They will:

• negotiate a topic based on the teacher-guided depth study
• choose a topic that allows sufficient extension from the teacher-guided study

Key skills

Conducting a depth study

Learners will:

• undertake a literature search, and review and research design, including the use of online tools and software
• apply research methods
• undertake appropriate analysis of research data.

Communication

Learners will use:

• purposeful and effective research and presentation skills for depth studies
• effective information and communications technology, a range of software and online research tools
• conventions aligned with the disciplines of history, philosophy, theology and sociology and the research and communication tools used, including the conventions associated with academic integrity, and responsible use of computers and the internet
• terminology associated with religious traditions, faith and world views.

Metacognition

Learners will:

• plan for the successful completion of depth studies
• reflect on progress
• respond to reflection and adjust planning accordingly.

Reflection and evaluation

Learners will:

• formulate or refine questions for depth studies
• use evidence and assess its suitability, reliability and usefulness
• identify and consider assumptions, implications and connections within the beliefs, values and practices of a religious tradition.

Acknowledgement of different perspectives

Learners will:

• consider perspectives within a tradition in the depth studies
• analyse the origin and impact of a tradition’s perspectives on a chosen topic
• analyse variations in perspective on a depth study topic within a religious tradition.

Module 3 work requirements

This module includes the following work requirement:

• one independent depth study.

See Appendix 3 for the full specifications of the work requirements of this course.

Module 3 assessment

This module has a focus on criteria 1, 2, 3, 4, 5 and 8.

Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate endpoint of study. Although assessment as part of the learning program is continuous, much of it is formative and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to the Office of TASC will focus on what both teacher and learner understand to reflect endpoint achievement.

The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.
A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.

A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.

Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to the Office of TASC.

The Office of TASC will supervise the external assessment of designated criteria which will be indicated by an asterisk (*). The ratings obtained from the external assessments will be used in addition to internal ratings from the provider to determine the final award.

The following processes will be facilitated by the Office of TASC to ensure there is:

• a match between the standards of achievement specified in the course and the skills and knowledge demonstrated by learners
• community confidence in the integrity and meaning of the qualification.

Process

The Office of TASC gives course providers feedback about any systematic differences in the relationship of their internal and external assessments and, where appropriate, seeks further evidence through audit and requires corrective action in the future.

Additionally, the Office of TASC may select to undertake scheduled audits of this course (Provider Standards 1, 2, 3 & 4) and of work requirements.

The external assessment for this course will comprise:

• one written examination assessing criteria 1, 3, 6, 7 and 8.

For further information, see the current external assessment specifications and guidelines for this course available in the Supporting documents below.

The assessment for Studies of Religion Level 3 will be based on the degree to which the learner can:

1. select and apply communication skills and strategies for specific purposes, contexts and audiences*
2. apply planning, management and reasoning skills to studies of religious traditions
3. analyse religious beliefs and practices*
4. analyse how implications of beliefs, values and practices provide meaning
5. use evidence to support arguments about religious traditions
6. analyse a variant within a religious tradition*
7. analyse how a religious tradition responds to contemporary religious issues*
8. analyse points of view within religious traditions*.

*Denotes criteria that are both internally and externally assessed.

Studies of Religion Level 3 (with the award of):

EXCEPTIONAL ACHIEVEMENT

HIGH ACHIEVEMENT

COMMENDABLE ACHIEVEMENT

SATSIFACTORY ACHIEVEMENT

PRELIMINARY ACHIEVEMENT

The final award will be determined by the Office of TASC from 13 ratings (8 from the internal assessment, 5 from external assessment).

The minimum requirements for an award in this course are as follows:

EXCEPTIONAL ACHIEVEMENT (EA)
10 ‘A’ ratings, 3 ‘B’ ratings (3 ‘A’ ratings, 2 ‘B’ rating from external assessment)

HIGH ACHIEVEMENT (HA)
5 ‘A’ ratings, 5 ‘B’ ratings, 3 ‘C’ ratings (1 ‘A’ ratings, 3 ‘B’ ratings, 1 ‘C’ rating from external assessment)

COMMENDABLE ACHIEVEMENT (CA)
6 ‘B’ ratings, 6 ‘C’ ratings (2 ‘B’ ratings, 3 ‘C’ ratings from external assessment)

SATISFACTORY ACHIEVEMENT (SA)
11 ‘C’ ratings (3 ‘C’ ratings from external assessment)

PRELIMINARY ACHIEVEMENT (PA)
6 ‘C’ ratings

A learner who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.

Version 1

Accredited on 28 March 2023 for use from 1 January 2024 to 31 December 2028. This course replaces Studies of Religion Level 3 (REL315116) which expires on 31 December 2023.

Studies of Religion Level 3 aligns with the ACSF Level 4 Learning core skills in the following ways:

• Support: works independently and initiates and uses support from a range of established resources.
• Context: range of contexts; including some that are unfamiliar and/or unpredictable; some specialisation in less familiar/known contexts
• Text complexity: complex texts; embedded information; includes specialised vocabulary; includes abstraction and symbolism.
• Task complexity: complex task organisation and analysis involving the application of a number of steps; processes include extracting, extrapolating, inferencing, reflecting and abstracting.

The work requirements of a course are processes, products or performances that provide a significant demonstration of achievement that is measurable against the course’s standards. Work requirements need not be the sole form of assessment for a module.

Module 1 work requirements specifications

Work requirement 1 of 2

Title of work requirement: Beliefs, values and practices of a religious tradition.

Mode or format: extended response

Description: learners are to write an analytical essay in response to the following question:

• how does a selected story or text extract (stimulus) demonstrate the beliefs and values of the religious tradition, and how are those same beliefs and values expressed through ritual, worship or other practices?

Size: Maximum 800 words

Timing: is at the discretion of the provider

Relevant criteria: 1, 3, 4 and 5

Work requirement 2 of 2

Title of work requirement: A major variant within religious tradition 1

Mode or format: research presentation

Description: learners are to develop an individual presentation on the major variant studied within religious tradition 1.

The presentation should cover the following points as relevant to the variant and religious tradition:

• the history of development of a major variant within a tradition
• differences in doctrine or belief and how they can be explained
• differences in practice and how they can be explained
• conflict or cooperation.

Size: maximum 1 200 words

Timing: this is a culminating performance for Module 1

Relevant criteria: 1, 2, 3, 4, 5 and 6

Module 2 Work requirements specifications

Work requirement 1 of 2

Title of work requirement: Beliefs, values and practices in the 21st century.

Mode or format: extended response

Description: learners are to write an analytical essay that addresses how religious tradition 2 provides guidance for living in the 21st century.

Size: 1 000 – 1 200 words

Timing: is at the discretion of the provider

Relevant criteria: 1, 3, 4 and 5

Work requirement 2 of 2

Title of work requirement: A contemporary issue addressed through religious tradition 2

Mode or format: extended analytical response – case study

Description: learners are to develop and present a case study on a tradition’s view on a contemporary issue of either suffering or ethics. The research presentation may be written or multi-modal.

Learners will design their research and presentation to analyse the contemporary issue chosen.

Size: 1 200 – 1 500 words, 3 – 4 minutes or equivalent

Timing: this is a culminating performance for Module 2

Relevant criteria: 1, 2, 3, 4, 5 and 7

Module 3 Work requirements specifications

Work requirement 1 of 1

Title of work requirement: Independent depth study

Mode or format: investigation

Description: this work requirement is an independent depth study. This is based on the teacher-guided study, with the learner negotiating a topic with the teacher that will enable further extension of the teacher-guided depth study.

All components will be submitted to the teacher.

Each independent study should include the following components:

• Planning documents:
  
  • a narrative outline of the selection of topic and design of the study (150-200 words)
  • an annotated planning schedule for completing the study
• Depth study
  
  • an extended written piece including questions or headings and sub-headings (1 500 – 2 000 words,)
  • a discussion of the evidence and use of evidence
  • a reference list
• Reflection and evaluation of the study 300-500 words)

Size: a total of 1 950 – 2 700 words or equivalent.

Timing: this work requirement is a culminating task.

Relevant criteria: 1, 2, 3, 4, 5 and 8

Relationship to external assessment: the external assessment instrument will include an essay question on the teacher-guided and independent depth studies.

Learning across the curriculum content, including the cross-curriculum priorities and general capabilities, assists students to achieve the broad learning outcomes defined in the Alice Springs (Mparntwe) Education Declaration (December 2019).

General capabilities

The general capabilities play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully in the twenty-first century.

In the Australian Curriculum, capability encompasses knowledge, skills, behaviours and dispositions. Students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school.

The general capabilities include:

• Critical and creative thinking
• Digital literacy
• Ethical understanding
• Intercultural understanding
• Literacy
• Numeracy
• Personal and social capability.

Cross-curriculum priorities

Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face, for their own benefit and for the benefit of Australia as a whole. The priorities provide national, regional and global dimensions which will enrich the curriculum through development of considered and focused content that fits naturally within learning areas. Incorporation of the priorities will encourage conversations between students, teachers and the wider community.

The cross-curriculum priorities include:

• Aboriginal and Torres Strait Islander histories and cultures
• Asia and Australia’s engagement with Asia
• Sustainability.