The New Studies of Religion Syllabus

1. The New Studies of Religion Syllabus Implementation Package: Session One

2. This session of the implementation package explores the following aspects of the New Syllabus: • Overview of course structure • Features of the new syllabus • A process for comparing the old and new syllabi to assist teachers in programming for Preliminary Course implementation in 2006.

3. The following tables: • Provide an overview of the content of the Preliminary and HSC Course • Show indicative hours for each component of the course • Highlight additional 2 Unit topic areas • Highlight significant features of the syllabus content pages

4. Preliminary Course

5. HSC Course

6. Significant Features of the New Syllabus • Content • Assessment • Religious Traditions • Chiasmic structure • 2 Unit additional material • Incorporating current material

7. Buddhism22 indicative hours The focus of this study is Buddhism, one of the major religious traditions, as a living religious system. An overview linking key features and issues to the content of the study Outcomes The outcomes are linked to the content • A student: • P3investigates religious traditions and belief systems • P4examines significant aspects of religious traditions • P5describes 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 • P8uses appropriate terminology related to religion and belief systems • P9 effectively communicates information, ideas and issues using appropriate written, oral and graphic forms. Content Content expressed as Students learn about statements in conjunction with Students learn to statements

8. CONTENT • Outcomes focused: breadth and depth are clearly indicated • Clarity of what students are required to do: LEARN ABOUT – content LEARN TO DO – application of skills via glossary terms

9. ‘Learn about’ and ‘Learn to’

10. ASSESSMENT ~ Syllabus p53ff • Succinct explanation of what is required and suggested (note the difference!) • Encourages flexibility and creativity – student centred, assessment for and of learning. • Provides scope for meaningful research.

11. 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 voce Research 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.

12. Preliminary Course The suggested components and weightings for the Preliminary Course are set out below. Studies of Religion I Studies of Religion II

13. HSC Course Studies of Religion I Studies of Religion II

14. The integrity of individual traditions is paramount The new syllabus is not a comparative study of traditions Studies of Religion I students now study two traditions in Preliminary and HSC Studies of Religion II study threetraditions in Preliminary and HSC Religious Traditions

15. Preliminary Course  HSC Course There is far greater continuity between Preliminary and HSC content In particular Religious Traditions in HSC build on Preliminary Consider Christianity… Chiasmic Structure

16. Christianity: Preliminary Students learn about: Origins the historical and cultural context in which Christianity began Jesus Christ the development of early Christian communities Christianity: - Anglicanism - Catholicism - Orthodox - Pentecostalism - Protestantism 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 Ten Commandments New Testament ethics the Beatitudes Jesus’ Commandment of love Personal devotion Prayer Christianity: HSC Students learn about: Significant People and Ideast he contribution to Christianity of ONE significant person OR school of thought drawn from: - Paul of Tarsus - Hildegard of Bingen - Martin Luther - Catherine Booth - Pope John XXIII - Billy Graham - Dennis Bennett - Sarah Maitland - Liberation Theology - Feminist Theology - Another person or school of thought significant to Christianity The effect of that person OR school of thought on Christianity Ethics ONE of the following areas of ethical teaching in Christianity: - bioethics - environmental ethics - sexual ethics Significant practices in the life of adherents ONE significant practice within Christianity drawn from: - baptism - Marriage ceremony - Saturday/Sunday worship

17. SOR II students additional content is: - distinct from 1 Unit - diverse - explores the continuity of religious expression throughout the ages - considers the role of religion in the global context 2 Unit Additional Content

18. Most current resources will be used in the new Syllabus Use the ‘Syllabus Comparison’ pages to highlight these areas Incorporating Current Material

19. Studies of Religion ~ Contributing to a ‘future full of hope’