The New Studies of Religion Syllabus
Implementation Package:
Session Two
This session will:
Examine the assessment requirements of
the Syllabus
Consider approaches to skill development
Examine aspects of resourcing the new
Syllabus
Considering Assessment
Assessment for learning
Acknowledges that assessment
should occur as a regular part
of teaching and learning and
that the information gained
from assessment activities can
be used to shape the teaching
and learning process.
Assessment of learning
Assessment for accountability
purposes, to determine a
student's level of performance
on a specific task or at the
conclusion of a unit of teaching
and learning. The information
gained from this kind of
assessment is often used in
reporting.
Source: Curriculum Corporation
How can assessment promote personal
achievement in Studies of Religion?
© Schulz 1977
What are the requirements of the Studies of
Religion Syllabus in terms of assessment?
1.
2.
3.
4.
5.
6.
7.
8.
Assessment components and weightings for the Preliminary
course are suggested. T/F?
It is suggested that 4 – 6 tasks are sufficient to assess the
SOR II HSC course. T/F?
Class tests, term tests and trial examinations should not
exceed 60% of the HSC assessment program. T/F?
SOR II students will complete 20 multiple choice questions in
the HSC exam. T/F?
SOR I students will complete one extended response
question worth 15 marks and one response in parts worth 20
marks in the HSC exam. T/F?
SOR I and II students will be able to use the same religious
tradition to answer TWO questions in the HSC exam. T/F?
Religion and Non-Religion (SOR II) is the only section of the
HSC exam that will be based on stimulus material. T/F?
Religion and Peace (SOR II) will be examined in three nondependent parts worth 20 marks in total in the HSC exam.
T/F?
1.
2.
3.
4.
5.
6.
7.
8.
Assessment components and weightings for the Preliminary
course are suggested. TRUE
It is suggested that 4 – 6 tasks are sufficient to assess the
SOR II HSC course. FALSE (3-5)
Class tests, term tests and trial examinations should not
exceed 60% of the HSC assessment program. FALSE (50%)
SOR II students will complete 20 multiple choice questions in
the HSC exam. TRUE
SOR I students will complete one extended response
question worth 15 marks and one response in parts worth 20
marks in the HSC exam. FALSE (Other way around)
SOR I and II students will be able to use the same religious
tradition to answer TWO questions in the HSC exam. FALSE
(If they do they will be in serious trouble!)
Religion and Non-Religion (SOR II) is the only section of the
HSC exam that will be based on stimulus material. FALSE
Religion and Peace (SOR II) will be examined in three nondependent parts in worth 20 marks in the HSC exam. FALSE
(Extended response)
Skill Development in Studies of Religion
What are some of the ways we can improve
our students’ skills?
A sample process using the Glossary based on:
Preliminary Christianity Depth Study
Related Outcomes
A student :
P6 selects and uses relevant information about
religion from a variety of sources
P8 uses appropriate language and terminology
associated with religion and belief systems
Preliminary - Christianity
Students learn about
Origins
the historical and
cultural context in
which Christianity
began
Jesus Christ
Students learn to
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
One of the difficulties confronting teachers
is moving students from the ability to:
outline and describe
to the higher order skills such as:
analyse and explain
EXPLAIN
Relate cause and effect:
‘make the relationships between things
evident; provide why and/how’
The yellow section of the glossary explanation is the
definition and procedure that is relevant in this example.
An approach to extending skills
The syllabus expects that students can explain
the reasons why Jesus represents the model of
Christian life for all adherents.
Most students will be able to outline or describe
some principal events of Jesus’ life.
More able students will immediately access the
higher order skill of explaining.
To provide an opportunity for more students to
understand the expectation of the glossary terms
a step by step approach is suggested.
Skill Development Process
Students research features of Jesus' ministry that
illustrate his role as the model for Christian life:
his teachings, actions and manner with people.
2. In small groups, students discuss their findings
and table reasons why and how each of the
features supports the idea of Jesus being a
model for Christian life.
3. As a class, discuss the features of an explanatory
text using the Glossary Guide
1.
Skill development process cont.
4. Students write individual responses using the
correct features of an articulate, explanatory
text.
5. In small groups students peer assess
responses – choose the best to share with
class.
6. Discuss the features of these scripts that
distinguish them as exemplar or above
average.
7. Students re-do individual responses.
Key words in relation to skill requirements
Skills in analysis and critical thinking: analyse, distinguish, examine,
explain, extract, investigate
Skills in application and performance: demonstrate, discuss, apply,
calculate, and construct
Knowledge, recall and understanding: define, describe, explain, give an
account, identify, outline, recall,
recount
Skills in evaluation: appreciate, assess, discuss, evaluate, justify, predict,
account for
Skills in problem solving: apply, calculate, clarify, compare, contrast,
construct, deduce, demonstrate, investigate,
predict, propose, recommend
Skills in synthesis and creative thinking: classify, extrapolate, interpret,
summarise, synthesise
Skill Development and Your Students
Preliminary Topic:
The Nature of Religion
and Beliefs
Discuss:
What approaches can
be taken in terms of:
assessment for and
assessment of learning
to enhance students’
skill levels?
Resourcing the Studies of Religion Syllabus
The majority of resources currently being used will be
incorporated into the new syllabus. This was a
requirement of the initial writing brief.
New editions of Living Religions and the accompanying
interactive website and Studies of Religion will be
published in 2005. The draft programs that form part of
this package are page referenced to these two new
editions.
Draft programs for the Preliminary Course form part of
this package.
Similar programs will be developed for the HSC Course.
Areas for consideration in relation to resources:
1. What current resources
have
been
most
beneficial in teaching
Studies of Religion?
2. How do these relate to
the areas of the new
syllabus?