REL ATAR UNIT ONEMod Two: Religion and Religiosity
Syllabus content / Focus Questions / Key ideas / Suggested Outline of Learning / Lesson planning (2 weeks) / AssessmentTHE NATURE OF RELIGION
The search for meaning
•The concept of religion and being religious
Religious inquiry and learning skills
Terms and concepts
•use terms and concepts in appropriate contexts to demonstrate relevant knowledge and understanding
Research
•frame questions to guide inquiry and develop a coherent research plan for inquiry
•identify, locate and organise relevant information from a range of relevant sources
•practise ethical scholarship when conducting research
Analysis and use of sources
•identify the origin, purpose and context of particular sources
•analyse, interpret and synthesise evidence from different types of sources to develop and sustain an academic argument
•evaluate the reliability, usefulness and contestable nature of sources to develop informed judgements that support an academic argument
•analyse and evaluate different interpretations and points of view
Explanation and communication
•develop reasoned and supported conclusions
•develop texts that integrate appropriate evidence from a range of sources to explain, support and/or refute arguments
•communicate understanding by selecting and using text forms appropriate to purpose and audience
•apply appropriate referencing techniques accurately and consistently / •What is meant by the concept ‘religion’?
•What are examples of some world religions?
•How do we know someone is ‘religious’?
•What are some indicators of being religious?
TERMS:
- Religion
- Religious
- Spirituality
- Religious affiliation
- Religious adherence
- Religious sign
- Religious symbols
- Religious celebrations
- Religious characteristics
- Religious beliefs
- Religious identity
- Religious observance
- Religious teaching
- Religious practice
- Religious rituals
- Religious faith expressions
- Religious events
- Christian denominations
- Atheism
- Secularism
- Agnosticism
- Humanism
- A concept of religion can be developed by observing religious organisations to get an idea or general under-standing about them.
- Religion is a gathering of people who share common beliefs about their experiences of God or gods
- As a result religions:
Share common understandings about basic human questions, such as the purpose of life, life after death, and what it means to be a human being
Share memories which have been handed down through genera-tions
Worship using common rituals and prayers
Develop codes of behaviour based upon their understanding of how the divine expects them to be-
Describing religion
Although religions differ in many ways they still tend to share and express the experience of the divine in some basic way. They all have sacred places, sacred signs and symbols, rituals, sa-cred objects, religious writings and religious leaders.
The development of religion
Some religions believe in one God while others believe in more than one God. Some religions believe the divine to be kind and merciful while others believe in a harsh and judgemental God. Some religions believe that all people are equal while others believe they are not equal.
The main characteristics of religion
One way of describing religions is to look at the common characteristics such as:
Beliefs and practices
Rituals, practices, events and cele-brations
Leadership and rules
Customs and traditions
Religions of the world
There are a number of world religions including Baha'i, Buddhism, Christian-ity, Confucianism, Hinduism, Islam, Jainism, Judaism, Shinto, Sikhism, Taoism, and Zoroastrianism.
Aboriginal Spirituality
One common feature of Aboriginal spirituality is the importance of ‘country’.
The relationship between other religions and Catholicism
Since the Second Vatican Council in the 1960s the Catholic Church has endeavoured to reach out to and maintain a dialogue with people of other faiths.
Being religious
Being religious is a deeply personal matter. Recognising a person as reli-gious and understanding what being religious looks like requires both an understanding of a particular religion and a willingness to consider a range of different ‘measures’ of religiosity. / The concept of religion and being religious
•Define key terms in the syllabus dot point
•Different definitions of ‘religion’
•Develop a working definition of key terms such as religion and spirituality
•Ways of describing religion
•Characteristics most religions share in common and examples of these characteristics in some of the different world religions
•Describing religiosity, for instance: identity, participation, affiliation, adherence
Teaching and Learning
- Review and define the key words in the syllabus dot-point
- Explore different definitions of religion, discussing similarities and differences
- Research different viewpoints about the role religion and spirituality plays in people’s lives
- Identify what students know about different religions; note misconceptions and incorrect understandings
- Outline characteristics most religions share in common and locate specific examples from a range of different religions for each characteristic. Record findings.
- Discuss the limitations the use of such characteristics may present for developing an understanding of religion in general and of particular religions
- Locate and analyse a range of sources that describe something about “being religious”
- Teach suitable skills for working with such documents
- Compile a list of the different ways “being religious” might be understood; define where necessary each term
- Introduce the unit, syllabus and module
- Analyse the dot point
- Define key terms, including meaning and purpose
- Definitions of religion and spirituality (handout – see lib guide)
- Access libguide:
- Research the meanings of the key TERMS for this module
- Module 2 student handout
- In class inquiry – (see lib guide)
- Module 2 student handout
- Module 2 student handout
- Research the religions of ancient Rome and Greece
- Module 2 student handout
- Module 2 student handout
- SOURCE ANALYSIS WORKSHEET (see Lib Guide)
- Research the key beliefs of one main religion
- Module 2 student handout
- Module 2 student handout
- REVIEW AND REVISION – (see Lib guide)
- Research examples of ‘being religious’
• / Explanation
The format for explanations can be: structured short written responses, extended writing such as reports and essays, oral and/or multimedia presentations including speeches and/or seminar presentations.
Source analysis
Students respond to questions based on one or more sources. Sources can include: religious teachings and practices (extracts from stories, sacred texts and writings, oral traditions, speeches, symbols, artwork, rituals); newspapers (extracts from reportage, analysis, editorials, letters, opinion columns, cartoons); radio, television, video and film (news, current affairs, documentaries, dramas, comedy); and/or websites.
The format for source analysis can include: structured short written responses and/or extended written answers.
4%
Investigation
Students use the religious inquiry and learning skills to plan, conduct and communicate the results of an inquiry.
Research formats can include: written reports, oral presentations or multimedia presentations, or a combination of these.
Examination
Typically conducted at the end of each semester and/or unit. In preparation for Unit 3 and Unit 4, the examination should reflect the examination design brief included in the ATAR Year 12 syllabus for this course.
Section One - Source analysis
Questions consist of parts which can range from short to more extended answers.
Questions require the candidate to refer to source material, which can include: extracts from religious manuscripts, news media and/or journal articles. Materials can be in the form of text, images, graphs and/or cartoons.
Section Two - Short answer
Questions can be in parts and can require the candidate to respond to quotations and/or propositions.
Section Three – Essay
Questions can require the candidate to respond to quotations and/or propositions.