Senior Syllabus
Study of Religion
2008
ISBN: 978-1-920749-54-5
Study of Religion
This syllabus is approved for general implementation until 2015, unless otherwise stated.
To be used for the first time with Year 11 students in 2009.
© The State of Queensland (Queensland Studies Authority) 2008
Queensland Studies Authority, PO Box 307, Spring Hill, Queensland 4004, Australia
Phone: (07) 3864 0299
Fax: (07) 3221 2553
Email: office@qsa.qld.edu.au
Website: www.qsa.qld.edu.au
Contents
1.
Rationale ......................................................................................................... 1
2.
Global aims ..................................................................................................... 3
3.
General objectives .......................................................................................... 4
3.1
Knowledge and understanding ......................................................... 4
3.2
Evaluative processes ....................................................................... 5
3.3
Research and communication .......................................................... 6
3.4
Affective objectives .......................................................................... 6
4.
Course organisation ....................................................................................... 7
4.1
Structure of the course ..................................................................... 7
4.2
Units of work .................................................................................... 8
4.3
Composite classes ........................................................................... 9
4.4
Work program requirements ............................................................. 9
5.
Inquiry model ................................................................................................ 10
6.
Details of core components ......................................................................... 13
6.1
Australian religious perspectives .................................................... 13
6.2
World religions ............................................................................... 16
6.3
The nature and significance of religion ........................................... 19
7.
Details of topics ............................................................................................ 21
7.1
Religion–state relationships............................................................ 21
7.2
Ritual.............................................................................................. 25
7.3
Sacred texts ................................................................................... 29
7.4
Ultimate questions.......................................................................... 33
7.5
Religion, values and ethics ............................................................. 37
7.6
School-based topic......................................................................... 40
8.
Learning experiences ................................................................................... 42
8.1
Planning effective learning experiences ......................................... 42
8.2
General activities............................................................................ 42
8.3
Ethnographic investigation ............................................................. 44
8.4
Learning experiences for topics...................................................... 48
8.5
Learning experiences for core components .................................... 50
9.
Assessment .................................................................................................. 53
9.1
Underlying principles of exit assessment ........................................ 53
9.2
Planning an assessment program .................................................. 55
9.3
Special consideration ..................................................................... 56
9.4
Authentication of student work ....................................................... 56
9.5
Assessment techniques ................................................................. 56
9.6
9.7
9.8.
9.9
9.10
Exit criteria ..................................................................................... 59
Determining exit levels of achievement .......................................... 61
Standards associated with exit criteria ........................................... 62
Requirements for verification folio .................................................. 65
Sample student profile.................................................................... 66
10. Language education ..................................................................................... 69
11. Quantitative concepts and skills ................................................................. 71
12. Educational equity ........................................................................................ 72
13. Resources ..................................................................................................... 72
Appendix 1: Sample courses of study ............................................................... 76
Appendix 2: Educational approaches to the study of religion ......................... 81
Appendix 3: Glossary .......................................................................................... 83
STUDY OF RELIGION SENIOR SYLLABUS
1. Rationale
Australia today is a pluralist society in which a great variety of religious traditions exist side by
side. Studying religion helps students become aware of others’ beliefs and further understand
their own. These studies can also help students develop an understanding of the ways that
particular cultural contexts have influenced, and continue to influence, the formation of an
individual’s world view and beliefs. Such understandings can make valuable contributions to
cross-cultural harmony and mutual enrichment.
Study of Religion can help students become more effective global citizens by developing their
knowledge, skills and values, and developing their understanding through critical inquiry,
debate and reflection, and empathetic engagement with the standpoint of others.
Students explore and critique the role religion has played and continues to play in the world.
They learn about religion by:
 looking at it as part of complex social, political and cultural dialogues
 engaging in conversation and debate
 developing knowledge, analysis and critical thinking
 exploring justice issues such as equity, gender, ethnicity, inclusivity.
Most people’s immediate tendency is to interpret and describe situations, practices, information
or concepts from a particular standpoint and to describe them according to their own acquired
world view. Studying a range of religions can help students become conscious of the particular
ways that they make sense of the world, and become more skilled in identifying different ways
of describing and responding to experiences.
Educational approach
The Study of Religion syllabus does not promote any particular viewpoint or religious tradition;
it is designed to be available to all students, irrespective of the existence or level of any
individual religious beliefs. The educational approach of this syllabus is based on the following
assumptions:
Different forms of religion — Within religions, there are diverse beliefs and practices. All of
these religious traditions are available for critical study and analysis, but each is viewed in a
way that respects its particular identity.
Beliefs, understandings and values — No assumption is made that the teacher and students
share a common set of beliefs, understandings and traditions. This fosters dialogue between
religious perspectives. This syllabus also recognises the significance of the Aboriginal and
Torres Strait Islander peoples of Australia and of their cultures, and provides opportunities for
the study of Indigenous spiritualities and religions.
Student achievement — Student achievement is based on the ability to demonstrate skills
associated with the criteria — Knowledge and understanding, Evaluative processes and
Research and communication — not on adherence to a particular religious tradition.
The knowledge, skills and values of the senior Study of Religion syllabus offer continuity with
the Years 1 to 10 Studies of Society and Environment (SOSE) syllabus, and with the optional
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STUDY OF RELIGION SENIOR SYLLABUS
Year 9 and 10 Civics and History syllabuses of the SOSE key learning area.1 The learnercentred approach that is encouraged in the Years 1 to 10 syllabuses is further developed in the
senior Study of Religion syllabus.
The teaching and learning contexts of the Study of Religion syllabus provide opportunities for
the development of five of the seven key competencies.2 In designing learning activities for
their students, teachers should use the listed key competencies to inspire specific inquiries or
projects.
Schools have a high level of flexibility in interpreting and applying the syllabus to devise
courses of study that are best suited to their own expertise and knowledge, and to the needs and
interests of their students. The primary consideration, however, is that the course be consistent
with the educational approach outlined in this rationale.
1
These syllabuses are available from the QSA website <www.qsa.qld.edu.au>.
2
KC1: collecting, analysing and organising information; KC2: communicating ideas and information;
KC3: planning and organising activities; KC4: working with others and in teams; and KC7: using
technology.
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STUDY OF RELIGION SENIOR SYLLABUS
2. Global aims
Study of Religion helps students to:
 Understand and appreciate the purpose, meaning and significance of religion in the
lives of individuals and communities
Human experience has prompted and continues to prompt the development of religious
interpretations of life. In today’s world, interaction with people of diverse religious beliefs and
practices is inevitable. To understand religion, students will examine different beliefs, practices,
values, customs and ethical stances of individuals and religious communities.
 Investigate patterns of belief, religious traditions and the ways in which these
contribute to shaping and interpreting people’s lives and experiences
The ease of travel and migration to and from many countries has resulted in the interaction of
cultures. We encounter the “religious other” more often and more closely than ever before.
Where people of other religions were once remote and exotic, they are now part of the local
context. The study of religion will encourage an interest in the diverse ways individuals and
communities think and live, and an awareness of personal and ideological assumptions,
including participants’ own beliefs.
 Respect and appreciate the beliefs, attitudes and values of others while retaining one’s
own beliefs and values
The study of religion is a key to understanding other cultures. Religion is central to much social
and political history and has been a powerful force throughout history. At times it has been the
source of tension and even violence, but it has also inspired noble acts and dramatic social
reform.
 Understand that religions are dynamic and living, not static, with transformative power
for their adherents
There is a tendency to think of religions as monolithic, but religious communities continue to
grow in a variety of ever-changing historical and cultural contexts. In Australia, where there is
substantial religious pluralism, it is important for students to learn to inquire into the religious
beliefs and practices of others and to understand how religious practices and traditions are lived
in the community.
 Value the study of world religions and the phenomena of religion, and evaluate
critically religions and religious traditions
Religious literacy is the ability to discuss, reflect and critique religion in today’s world in an
informed, intelligent and sensitive manner. Within the discipline of studying religion a variety
of approaches is encouraged.
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STUDY OF RELIGION SENIOR SYLLABUS
3. General objectives
The general objectives of Study of Religion are:
 Knowledge and understanding
 Evaluative processes
 Research and communication
 Affective objectives.
The first three assessable objectives — Knowledge and understanding, Evaluative processes,
and Research and communication — are linked to the exit criteria for awarding levels of
achievement. The affective objectives describe the attitudes, values and feelings that the
syllabus aims to develop. These are not assessed.
3.1
Knowledge and understanding
This general objective refers to students’ abilities to recognise, recall and demonstrate that they
understand the meaning of key ideas and concepts from a range of sources and materials about
issues and phenomena related to religion.
The general objective Knowledge and understanding should include key ideas and concepts:
 outlined in topics and core components
 investigated through the inquiry process.
Knowledge
By the end of the course, students should be able to recognise and recall key ideas and concepts
about religion from a range of sources and materials.
Terms associated with this aspect of the objective include: define, demonstrate, describe,
discover, explain, identify, list, name, recall, record, show and state.
Understanding
By the end of the course, students should be able to comprehend, explain and apply key ideas
and concepts about religion in familiar and unfamiliar contexts, drawing on a range of materials,
issues and phenomena.
Terms associated with this aspect of the objective include: connect, express, frame, generalise,
locate, perceive, report, restate, review and summarise.
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STUDY OF RELIGION SENIOR SYLLABUS
3.2
Evaluative processes
This general objective refers to students’ abilities to analyse, synthesise and evaluate
information about religion that demonstrate rigorous inquiry, reasoned judgment and critical
comment.
Analysis
Analysis involves examining and dissecting information about religion from a variety of sources
to determine interrelationships. By the end of the course, students should be able to:
 break information about religion into component parts
 recognise implicit meaning
 distinguish between factual statements and value judgments
 examine information about religion to determine interrelationships
 interpret interrelationships.
Terms associated with this aspect of the objective include: differentiate, distinguish, classify,
compare, associate, examine, assume, reason, hypothesise, contrast, pattern, order, interpret,
interpolate, illustrate, transfer, translate and relate.
Synthesis
Synthesis involves integrating ideas about religion to create a coherent whole or to make a new
entity. By the end of the course, students should be able to:
 combine diverse and complex information
 compose or devise new ways of expressing understandings
 make deductions about viewpoints, values, and/or relationships
 formulate a hypothesis to argue a case.
Terms associated with this aspect of the objective include: invent, design, extend, reflect,
formulate, construct, reconstruct, symbolise, modify, adjust, translate, defend, support and
judge.
Evaluation
Evaluation involves assessing ideas, texts, proposals and methods. This means determining the
authenticity, completeness, relevance and accuracy of ideas about religion.
By the end of the course, students should be able to:
 assess evidence for validity and bias
 use evidence to draw conclusions
 test a hypothesis against evidence
 justify a hypothesis using evidence.
Terms associated with this aspect of the objective include: critique, debate, appraise, infer,
recommend, question, reason, verify and conclude.
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STUDY OF RELIGION SENIOR SYLLABUS
3.3
Research and communication
This general objective refers to the use of the inquiry process. This includes gathering, selecting,
sorting, organising and presenting information about religious issues and phenomena.
Research
By the end of the course, students should be able to:
 identify and select an issue for inquiry
 frame questions about the issue and/or associated phenomena
 gather and summarise information from primary and secondary sources relevant to the scope and
context of the inquiry
 use investigative techniques such as observations, surveys, interviews, commissioned inquiries,
and literature and media searches
 reference research notes, in-text sources, and create bibliographies using an accepted convention.
Terms associated with this aspect of the objective include: search, investigate, collect,
paraphrase, collate, compile, record and annotate.
Communication
Communication involves the presentation of information about religion for intended audiences
(see Section 10: Language education, for more information).
By the end of the course, students should be able to:
 use religion-related terminology, definitions and documents
 organise and present information across a range of conditions and contexts in a variety of
modes such as oral presentation (interview, news report, viva voce, seminar), webpage,
computer simulation, dramatic presentation, multimodal presentation, audiovisual
presentation, visual representation (paintings, dance, graphs, tables, maps, diagrams,
statistics) and/or extended writing (analytic expositions, research assignments, reports,
persuasive and descriptive texts)
 use language conventions that are grammatically and technically correct like spelling,
punctuation, grammar, paragraph and sentence construction, layout, and referencing.
Terms associated with this aspect of the objective include: cohesion, fluency, editing,
responsiveness to feedback and accuracy.
3.4
Affective objectives
Attitudes, feelings and values are central to religious belief and practice. Studying religion may
result in some development in the student’s affective domain.
Students may develop:
 an interest in religion and human experience and acceptance of religious diversity
 an open and inquiring attitude to the familiar, the unknown and the unexpected 
 empathy and respect for the ways in which people think, feel and act religiously
 awareness of issues such as gender, race and religious inequity
 an increase in self-knowledge and an understanding of the contextual factors contributing to
the shaping of their life and the lives of others
 the ability to interact effectively with people in a social learning situation
 awareness of personal values and attitudes toward religion and specific religious beliefs
 willingness to challenge existing religious attitudes and values
 an interest in learning as a lifelong process.
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STUDY OF RELIGION SENIOR SYLLABUS
4. Course organisation
4.1
Structure of the course
4.1.1 Time allocation
The minimum number of hours of timetabled school time, including assessment, for a course of
study developed from this syllabus is 55 hours per semester. A course of study will usually be
completed over four semesters (220 hours).
A course of study in Study of Religion consists of units of work exploring the core components
through a range of topics as outlined in the following sections. The core components are to be
integrated throughout the selected topics and units of work. Units of work should be developed
using the process of inquiry given in Section 5 (see also Appendix 1: Sample courses of study).
4.1.2 Core components
In this syllabus, the term core describes significant ideas and concepts that are central to the
study of religion. These core components should span and inform all four semesters.
Core components
Australian religious perspectives
These should include:
 Aboriginal spiritualities and Torres Strait Islander religions
 Religion in the local community
 Religious diversity in Australia
World religions
 A minimum of four of the following religions is to be studied over the course: Hinduism, Judaism,
Buddhism, Christianity and Islam
 Other religions may be included in units of work
The nature and significance of religion
The core components are to be integrated throughout selected topics and units of work.
The core components may also be taught as a discrete area of inquiry to contextualise, introduce or
link to a topic (see Section 6).
When teaching Aboriginal spiritualities and Torres Strait Islander religions, teachers should take
care to be sensitive and observe Indigenous protocols. Teachers should access information about
Indigenous perspectives on the QSA website <www.qsa.qld.edu.au>.
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STUDY OF RELIGION SENIOR SYLLABUS
4.1.3 Topics
Each topic requires an in-depth study of a specific matter or phenomenon related to religion.
One or more specific areas of inquiry may be the focus of the topic. See Section 7 for details of
the topics and Section 8 for suggested learning experiences.
Topics
A. Religion–state relationships
D. Ultimate questions
B. Ritual
E. Religion, values and ethics
C. Sacred texts
F. School-based topic
A minimum of four topics must be studied over the four semester course.
Only one school-based topic may be studied.
Each unit of work based on topics is to be studied for at least half a semester and for no more than
a whole semester.
4.2
Units of work
Within a course structure, units of work should be developed to incorporate the specific core
requirements indicated in Section 4.1.2.
When developing a unit of work, consider:
 the rationale, global aims and general objectives
 how the topics and core components are to be used (see Sections 6 and 7). Possible structures
may be:
 aspects of the core components integrated into a selected topic (see Section 4.1.2)
 aspects of the core components as a small discrete unit (see Section 6).
When planning a unit of work the following should be developed:
 an overview that outlines the scope of the unit
 an outline of the inquiry process
 inquiry questions, ideas and concepts that reflect the general objectives
 learning experiences that allow students to explore information.
The core components and topics should be studied through the inquiry process given in Table 1.
See Section 5 for details of the inquiry process, and Sections 6 and 7 for suggested inquiry
questions.
When developing a unit of work, decisions should be made about the:
 nature and purpose of the assessment instrument(s)
 resources required for the unit.
A course of study developed from this syllabus should offer, over the two years, an increasing
level of challenge to students and provide opportunities for them to achieve the general
objectives.
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STUDY OF RELIGION SENIOR SYLLABUS
4.3
Composite classes
In some schools, it may be necessary to combine students into a composite Year 11 and 12
class. This syllabus provides teachers with an opportunity to develop a course of study that
caters for a variety of circumstances such as combined Year 11 and 12 classes, combined
campuses, or modes of delivery involving periods of student-directed study.
The multilevel nature of such classes can prove advantageous to the teaching and learning
process because:
 it provides opportunities for peer teaching
 it allows teachers to maximise the flexibility of the syllabus
 it provides opportunities for a mix of multilevel group work, and for independent work on
appropriate occasions
 learning experiences and assessment can be structured to allow both Year 11 and Year 12
students to consider the concepts and ideas at the level appropriate to the needs of students
within each year level.
The following guidelines may prove helpful in designing a course of study for a composite
class:
 the course of study could be written in a Year A/Year B format, if the school intends to teach
the same topic to both cohorts
 place a topic at the beginning of each year that will allow new Year 11 students easy entry
into the course
 learning experiences and assessment items need to cater for both year levels throughout the
course. Even though instruments may be similar for both year levels, it is recommended that
more extended and/or challenging instruments be used with Year 12 students.
4.4
Work program requirements
A work program is the school’s plan of how the course will be delivered and assessed based on
the school’s interpretation of the syllabus. It allows for the special characteristics of the
individual school and its students.
The school’s work program must meet all syllabus requirements and must demonstrate that
there will be sufficient scope and depth of student learning to meet the general objectives and
the exit standards.
The requirements for work program approval can be accessed on the Queensland Studies
Authority’s website <www.qsa.qld.edu.au>. This information should be consulted before
writing a work program. Updates of the requirements for work program approval may occur
periodically.
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STUDY OF RELIGION SENIOR SYLLABUS
5. Inquiry model
An inquiry process should shape teaching and learning in the Study of Religion. The process of
inquiry aims to develop students’ investigative and thinking skills and contributes to their ability
to formulate ideas, make judgments and reach conclusions. It encourages students to move
beyond the acquisition of facts to metacognition and the development of ideas and concepts. It
can also enhance self-esteem by encouraging students to take responsibility for their own
learning. The inquiry model is illustrated in Figure 1 below.
Using this approach, unit planning, learning activities and assessment instruments are shaped by
the five aspects of inquiry: framing, investigating, reasoning, judging and reflecting. While
some attention should be given to all five aspects in any inquiry, particular emphasis will
depend on the area under investigation. Table 1 shows the steps and elements of the inquiry
process and links these to the general objectives.
Figure 1: Structure of the course using the inquiry model
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STUDY OF RELIGION SENIOR SYLLABUS
Table 1: A process of inquiry — a guide for learning and achieving the general objectives
Becoming aware of matters and issues relating to the topic
Identifying and
focusing on
issues and
phenomena
Outlining and defining the topic or issue
Identifying a range of sources
Exploring knowledge, viewpoints, questions and approaches
Identifying, focusing and recording key points of investigation
Investigating
Identifying appropriate resources and methods
Investigating
and
researching
issues and
phenomena
Establishing validity of sources
Formulating research questions, developing ideas for an
hypothesis
Gathering, collecting, organising, selecting, sorting, presenting
data and evidence
Communication
Framing
General objectives
Investigating and researching issues related to the hypothesis
Reasoning
Speculating about sources such as corroboration of evidence,
authoritative sources, bias
Analysing and
evaluating
evidence
Proposing/deducing interrelationships from the data
Shaping and reshaping the hypothesis
Judging
Drawing conclusions based on evidence
Synthesising,
making
decisions and
drawing
conclusions
Justifying conclusions about the hypothesis using evidence
Advocating a
position
Determining possibilities for informing, educating, mobilising,
mediating or resisting
Deciding whether further investigation, reasoning, evidence or
action is required
Presenting decisions and conclusions using various genres
11
Evaluative processes
Presenting findings and evidence using various genres
Moving towards providing explanations and interpretations of
religious beliefs, values, practices, events
Research
Elements of inquiry
Knowledge and understanding
Steps of
inquiry
STUDY OF RELIGION SENIOR SYLLABUS
Elements of inquiry
Reflecting
How do I feel about the topic now?
Thinking on the
learning and
acting as a
result of it
How effective has my learning been?
General objectives
What problems did I encounter in the research and how did I
respond to them?
How could the investigation have been improved?
How has this study helped my understanding of religion?
What have I learnt about and from religion?
What connections can I see between this study and other studies I
have already undertaken or might undertake?
Where do I stand in relation to religious diversity?
How have my religious attitudes and values been challenged,
changed or strengthened?
How can I apply my personal learning to current religious issues?
Has this study helped me to decide how to live my life more
purposefully, ethically or effectively?
What action can I take?
12
Affective objectives
Steps of
inquiry
STUDY OF RELIGION SENIOR SYLLABUS
6. Details of core
components
Schools must integrate aspects of the core components throughout all topics and units of work.
There must be evidence of the core components in each unit of work based on a topic. The core
components are:
 Australian religious perspectives
 World religions
 The nature and significance of religion.
6.1
Australian religious perspectives
Australia is now multicultural and therefore multi-faith. As the religious landscape changes, we
need new skills to negotiate differences, to live together peacefully, and to work cooperatively
in a global society. Religions today should be actively encouraging interaction and cooperation
for the benefit of all. A multicultural society needs to accept a variety of perspectives among
individuals and groups.
This component focuses on religion in Australian society, the local community, and Aboriginal
and Torres Strait Islander communities. Units of work included in this core component should
examine:
 Aboriginal spiritualities or a Torres Strait Islander religion
 religion as it is expressed and practised in Australian society
 the diversity of religious expression in the Australian context.
When teaching Aboriginal spiritualities and Torres Strait Islander religions, teachers should take
care to be sensitive and observe Indigenous protocols. Teachers should access information about
Indigenous perspectives on the QSA website <www.qsa.qld.edu.au>.
Possible areas of inquiry
Religious diversity in Australia
Aboriginal spiritualities
Representations of religion in Australian media and the
arts
Torres Strait Islander religions
Women, religion and society
Migrants and missionaries
Religions engaging with the community
Religions in conversation
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STUDY OF RELIGION SENIOR SYLLABUS
Inquiry process and questions*
Ideas and concepts to investigate
Framing
Australia has become a multicultural and
multifaith society:
What religions exist in your local community?
What is Australia’s religious history?
 diversity of religions, beliefs and
practices
How do religions cooperate in Australia?
 religious expressions in Australian
literature, art and music
What spiritualities exist in Australia?
 Aboriginal spiritualities
 Torres Strait Islander religions
What attitudes to institutional religion can be found in
Australia?
 Australian spirituality
Larrikin, irreligious, secular or convinced,
committed and involved
Investigating
What approaches/methodologies are available to assist in
this investigation?
In what way/s has the religious landscape changed since
1945?
Australia has been regarded as a
Christian country:
 census data
 religion in the media
How has the local community changed over the past 50
years?
 religious sectarianism
What impact has religious change had on people, lifestyle,
and cultural groups?
Secularisation and revitalisation
 Australia’s religious profile
Traditional and new religions
What factors have led to the changes in Australia’s
religious profile?
Civil religion
What cooperation in evident between religious groups?
Ecumenism and interfaith relations
What impact has Christianity had on Aboriginal
spiritualities?
Aboriginal religious organisations
How has Aboriginal spirituality influenced Australian
spirituality in general?
World Council of Churches
National Council of Churches
Reasoning
What evidence has been uncovered and how can it be
used?
What interrelationships have been identified?
Religious and cultural diversity within
Australia
Interfaith relations in Australia
Does the data/information collected display bias? Does the
hypothesis need reshaping?
What is the most effective way to present the evidence
gathered?
How reliable are the sources used to investigate this
issue?
To what extent is Australia a multifaith nation?
How might religious organisations contribute to community
support more effectively?
Voluntary community support and
charitable organisations such as
Anglicare, St Vincent de Paul Society
Historically women have played an
important role in religious education and
support
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STUDY OF RELIGION SENIOR SYLLABUS
Inquiry process and questions*
Ideas and concepts to investigate
What role have women played in fostering religion in
Australia?
Women’s contemporary leadership in
religion
Judging
How might the investigation be improved?
To what extent are some methodologies more useful for
the inquiry process than others?
What evidence has been gathered and what conclusions
can be drawn?
What evidence can be used to support or negate the
hypothesis?
Is the investigation complete or are there still unanswered
questions or further actions to be taken?
What effect has Christian missionary activity had on
Aboriginal spiritualities?
Migration and its impact on religion
Missionary activity during the first 100
years of white settlement
Contemporary religious involvement in
Indigenous communities
To what extent do the media shape attitudes, whether
positive or negative, towards religion?
What changes in attitude to women’s religious leadership
have occurred in Australia?
To what extent is religious sectarianism still evident in
Australia?
Media influence on attitudes to religion
Ordination of women such as in
Christianity and Buddhism
History and impact of sectarianism in
Australia
Reflecting
What have I learnt about religion in Australia?
Have my ideas about religion and Australia been challenged or changed?
How can I use my new knowledge and understanding?
*See Section 5 for details on the inquiry process.
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STUDY OF RELIGION SENIOR SYLLABUS
6.2
World religions
This component focuses on the different ways in which societies and cultures express religious
beliefs. These have evolved into religions that, while distinct and different, share some elements
that could enhance sustainable living in the contemporary world.
Units of work including this core component should examine a minimum of four religions
selected from Hinduism, Judaism, Buddhism, Christianity and Islam. Because religions are
dynamic, they should be considered in both historical and contemporary forms.
Possible areas of inquiry
Aboriginal and Torres Strait Islander and colonial societies
World religions and peace
Human rights and world religions
Economic attitudes in different
religions
Engaged Buddhism
Christianity: old and new
Islam in the West
Hinduism today
Gender across world religions
Judaism across time
Tolerance and freedom of religion
Ideas and concepts to
investigate
Inquiry process and questions*
Framing
What are the beliefs and origins of this religion?
Developing religious literacy:
What signs, symbols, sacred texts and rituals are used in this
religion?
 founders, teachers and prophets,
beliefs, doctrines, key people and
personalities
What groups exist within this religion?
 religious and cultural diversity
What language or terminology do I need to learn to
understand this religion?
 diversity within particular religious
traditions
 sects, factions, orthodoxy,
liberalism, reformed and new
religious movements
 cultural contexts and religious
practices
Investigating
What approaches are available to assist in this investigation?
Examining religion:
What do adherents of this religion consider important or
essential?
 beliefs and history: stories, myths,
sacred texts, teachings, rituals,
symbols, materials and elements
What did the founder teach?
Are there any foundational stories underpinning this religion
and if so how are these stories recorded?
How have the texts/teachings changed over time?
Is there anything that Christian denominations have in
common?
16
 religious structures: institutional,
social and organisational structures
 sacred spaces and sacred times
 religious experience: the divine, the
sacred, ultimate reality
 moral and ethical codes
STUDY OF RELIGION SENIOR SYLLABUS
Ideas and concepts to
investigate
Inquiry process and questions*
How are relationships to the divine or ultimate reality
expressed?
Does this religion have a code of ethics?
Methodologies: feminist, sociological,
historical, typological,
phenomenological**
How is this religious group organised?
What methodologies are used to study religions?
Reasoning
What evidence has been uncovered and how can it be used?
What interrelationships have been identified?
Religious experience evokes
personal experiences and emotions
Does the data/information collected display bias?
Religion has a role to play in facing
global issues and challenges:
Does the hypothesis need reshaping?
 global ethics, justice, tolerance,
reconciliation, peace, ecology
What is the most effective way to present the evidence
gathered?
How reliable are the sources used to investigate this issue?
How do people experience this religion?
What contribution does this religion make to society?
 creating cultures of nonviolence
 tolerance, respect and appreciation
for others
 lived experience of believer
How have some people described their religious experience?
How might experiencing religious practices help develop
tolerance towards other religions?
To what extent are differences within a particular religious
tradition the result of doctrine or practice?
Doctrines, teachings and writings
Judging
How might the investigation be improved?
To what extent are some methodologies more useful for the
inquiry process than others?
What evidence has been gathered and what conclusions can be
drawn?
Most religions have a moral code to
guide the behaviour of their followers:
ethics, moral codes, values,
individual and community behaviour
Not all individuals are content with
every aspect of their religion
What evidence can be used to support or negate the
hypothesis?
Is the investigation complete or are there still unanswered
questions or further actions to be taken?
How does this religion express its values?
To what extent does this religion engage with society?
How does the structure of the religion reflect the teaching of
the founder?
What role do the media play in creating the image of a particular
religion?
How can religions work together to enhance the world?
How might religious conflict be avoided?
The media and religion:
 media’s influence on opinion and
media’s role in managing religious
diversity
 media representations of religion
Is a search for a common value perspective realistic in a
diverse world where conflict is common?
17
Global ethic (see bibliography for
Hans Küng’s works)
STUDY OF RELIGION SENIOR SYLLABUS
Ideas and concepts to
investigate
Inquiry process and questions*
What does it mean to be a religious citizen?
How might knowing about the religions of others help develop
a tolerant society?
Peacebuilding within and across
religions
How is the nature and significance of religion expressed in the
traditions you have studied?
Reflecting
How has my knowledge of religion increased?
In what way/s has my attitude towards religion and the religious other changed?
Has learning about another religion clarified my thinking about my own tradition?
*See Section 5 for details of the inquiry process.
** See Appendix 2: Educational approaches to the study of religion.
18
STUDY OF RELIGION SENIOR SYLLABUS
6.3
The nature and significance of religion
This component focuses on religion as a cultural and historical phenomenon common to most
societies. By exploring religion, students come to recognise its role in the quest for meaning and
purpose in the lives of individuals and communities.
Possible areas of inquiry
Religion and culture
Sacred texts
Individual and community religious expression
Ritual
Lifestyle and religion
Religion, values and ethics
Religion–state relationships
Ultimate questions
Ideas and concepts to
investigate
Inquiry process and questions*
Framing
How can religion affect the way an individual lives?
Can religion, culture and daily life operate independently
from each other?
What is religion?
Is there a specific language used to study religion?
Can you describe a religion as an outsider or must you be
an insider?
Religion has been an important
component in the lives of many people
through the ages:
 beliefs
 religious traditions
 spirituality
 commitment
 belonging
Investigating
What approaches/methodologies are available to assist in
this investigation?
In what ways do individuals and communities express their
religious beliefs?
Is there a specific language used to study religion?
How do groups pass on their beliefs and traditions?
What are some ways in which religions have addressed
significant questions?
What can sources and artefacts tell us about religion and
people’s religious expression?
How does understanding religious language assist the
investigation?
People express their religious beliefs in
a variety of ways:
 relationship with the sacred
 ritual and prayer
 teaching and preaching
 tradition
 symbols and artefacts
 buildings and spaces
 sacred texts
 values and ethics
 laws, moral codes
Reasoning
What evidence has been uncovered and how can it be
used?
What interrelationships have been identified?
Does the data/information collected display bias?
Does the hypothesis need reshaping?
What is the most effective way to present the evidence
gathered?
How reliable are the sources used to investigate this issue?
What relationships exist between religion and culture?
19
Religious investigations from different
perspectives:
 insiders/outsiders, believers/nonbelievers
 empathy/objectivity
 comparative/dialogical
 biased/unbiased
 binary oppositions (sacred/profane)
STUDY OF RELIGION SENIOR SYLLABUS
Ideas and concepts to
investigate
Inquiry process and questions*
Do religious believers present a biased view of religion?
How does the outsider interpret the insider’s beliefs and
practices?
Judging
How might the investigation be improved?
To what extent are some methodologies more useful for the
inquiry process than others?
What evidence has been gathered and what conclusions
can be drawn?
What evidence can be used to support or negate the
hypothesis?
Is the investigation complete or are there still unanswered
questions or further actions to be taken?
In what way does belief influence lifestyle?
Belief and lifestyle:
How does culture influence religious belief and practice?
 cultural adaptations of religious
beliefs and practices
How can religious beliefs contribute to the good of
humanity?
 relationships between individuals and
religious groups
How does individual behaviour reflect or reject group beliefs
and practices?
How does the group guide individual behaviour?
Reflecting
Do I need a new vocabulary to talk about religion?
Can talking about religion be objective?
What have I learnt about and from religion?
*See Section 5 for details of the inquiry process.
20
 religious citizenship
STUDY OF RELIGION SENIOR SYLLABUS
7. Details of topics
Schools must choose a minimum of four topics to develop into units of work. Each topic
selected must be studied in relation to more than one religious system. Each unit of work should
be studied for a minimum of half a semester and for no more than a whole semester. The topics
are:
1. Religion–state relationships
2. Ritual
3. Sacred texts
4. Ultimate questions
5. Religion, values and ethics
6. School-based topic.
This section suggests possible areas of inquiry for each topic, ways of integrating the core
components, and ideas and concepts to investigate. A topic may be explored through one or
more areas of inquiry.
7.1
Religion–state relationships
The topic focuses on the social, cultural and political implications of religious belief and
practice and the creative tension between the nation-state and religion.
It involves an examination of the interaction between religion and the social and political
aspects of government or state. It may involve investigating how nations use religion to promote
the state or whether the nation-state is a protector of religion. Most religions seek to shape, and
are shaped by, their social and political contexts. In different times and places this has led to
relationships of cooperation, domination or conflict between religion and the state.
Possible areas of inquiry
Religious freedom and the state
Religious states and the rights of the individual
Collusion and resistance
Religion and genocide
Religious minorities and the state
Nationalism and religion
Colonialism and Aboriginal and Torres Strait
Islander spiritualities and religions
Coexistence and conflict
Migration, religion and the state
Religious persecution and the state
Fundamentalism and the state
Anti-Semitism in Europe
Missionary activity and state intervention
Religion and social reform
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STUDY OF RELIGION SENIOR SYLLABUS
Suggestions for integrating core components
Australian religious perspectives
What is the history of religion–state relationships in Australia?
How does the Australian government relate to religions?
World religions
Possible case studies: Buddhism in Tibet; Islam and Indonesia; France and Catholicism
What religion–state relationship issues exist around the world?
The nature and significance of religion
To what extent are adherents of religions able to practice their beliefs in all countries?
What are the advantages and disadvantages of the separation of church and state?
Inquiry process and questions*
Ideas and concepts to investigate
Framing
What understandings of state and religion exist?
Different types of religion–state relationships
What does the concept of separation of religion and
state mean?
Separation of religion and state in the USA,
France, China, Australia
Which countries would you identify as religious or
secular states?
The influence of religion on the state in Northern
Ireland, Israel, Indonesia; religious states in
Saudi Arabia, Iran
Where in Australia and the world today do we see
religion and state interacting?
Freedom of religion
Why is it important to investigate religion–state
relationships?
Influence of religion on political aspects of
society and vice versa
Are there models and/or approaches used to
investigate religion–state relationships?
Education, welfare, immigration policies,
public/religious holidays as reflections of
religion–state relations
What is meant by a pluralist society?
Secular or religious rule
Investigating
What approaches/methodologies are available to
assist in this investigation?
Religion–state relationships in Timor, Israel, the
USA, France, Northern Ireland, India, Pakistan,
Indonesia, Turkey, Tibet, Poland, Russia
What is the relationship between religion and the
state in different countries today?
Has the relationship changed over time and if so
how?
Laïcité in France; Catholics in Ireland;
Mandaeans in Iraq; Baha'is in the Middle East;
Jews in Germany; Buddhists in Tibet
What examples are there of religious groups who
have been oppressed by political regimes? How
have groups dealt with oppression?
Religion has had an influence on capital
punishment, abortion, slavery, cloning,
conscription
What has been the impact of democracy/socialism/
communism on relations between religious groups
and states?
Religion has provided support to alleviate
suffering and poverty through almsgiving, social
justice and welfare agencies
How has religion influenced the state and vice
versa?
What has been the impact of religion–state
relationships on Aboriginal and Torres Strait
Islander spiritualities, religions and peoples?
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STUDY OF RELIGION SENIOR SYLLABUS
Inquiry process and questions*
Ideas and concepts to investigate
How has religion contributed to colonisation?
What interest does the government have in how
religious groups interact?
Government policies relating to discrimination,
religious practice, work practice, immigration
and multiculturalism
How and in what ways does society regulate the
religious life of its members?
Reasoning
What evidence has been uncovered and how can it
be used?
Religion has often exerted a major influence on
social and political issues:
What interrelationships have been identified?
 state religious laws
Does the data/information collected display bias?
 conscientious objection
Does the hypothesis need reshaping?
 freedom
What is the most effective way to present the
evidence gathered?
Religion has shown great resilience in times of
sociopolitical breakdown or political suppression
How reliable are the sources used to investigate
this issue?
Religion has at times been a rallying point for
dissent using activism and pronouncements by
leaders and movements:
What implications for religion–state relationships
can be ascertained from the data gathered?
 Solidarity (Poland)
What are key elements of the tension between
religious freedom and the responsibilities of the
state?
 nonviolence
 passive resistance (Gandhi)
 peace
What issues generate most debate about the
influence of religions on state legislation?
Should religion concern itself with social issues?
What impact do immigration policies have on
religious diversity?
What justification do some religious adherents give
for violence in the name of religion? Is such
violence defensible?
Extremist organisations claiming religious
affiliation have perpetrated sensational or
violent actions (such as hijacks, public
martyrdom, suicide)
How could state aid in education and health impact
on religious autonomy?
Judging
How might the investigation be improved?
To what extent are some methodologies more
useful for the inquiry process than others?
What evidence has been gathered and what
conclusions can be drawn?
What evidence can be used to support or negate
the hypothesis?
Is the investigation complete or are there still
unanswered questions or further actions to be
taken?
To what extent do religious leaders have the right to
comment on issues under consideration by the
state?
23
World religions and the state: Islam, Judaism,
Buddhism, Christianity, Hinduism
Differing attitudes of Judaism, Christianity and
Islam towards the state
STUDY OF RELIGION SENIOR SYLLABUS
Inquiry process and questions*
Ideas and concepts to investigate
How might knowing about the religions of others
help develop a tolerant society?
Dalai Lama, Pope Pius XII, Golda Meir, Kamal
Atatürk, Mary Robinson, Mahatma Gandhi
How do attitudes towards the state differ in
Judaism, Christianity and Islam?
Freedom of religion
Jewish diaspora and the state
How do religion–state relations affect individuals in
a society?
Religious traditions and human rights
What conclusions can be drawn from the evidence
gathered?
The Declaration on the Elimination of All Forms
of Intolerance and Discrimination Based on
Religion or Belief (1981)
How have religious traditions promoted human
rights?
United Nations and the influence of Pacem in
Terris
What influence has Vatican City and the World
Council of Churches had on world policy?
Reflecting
What have I learnt about religion–state relationships?
How can I apply my personal learning to current situations regarding religion–state relationships?
How has my understanding of religion–state relationships been changed, consolidated or developed?
*See Section 5 for details of the inquiry process.
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STUDY OF RELIGION SENIOR SYLLABUS
7.2
Ritual
This topic focuses on ritual in varied social and religious contexts, past and present. Ritual is the
practice or embodiment of beliefs expressed in structured action or prescribed procedures that
often link to the sacred. Rituals occur in a wide variety of situations including those in smallscale societies, traditional world religions and modern societies.
Possible areas of inquiry
Pilgrimages and ritual tourism
Rituals, symbols and power
Ritual in Aboriginal and Torres Strait Islander
communities
Rituals in world religions
Cyberrituals
Beliefs leading to ritual
Secular rituals and civil religion
Ritual shaping/expressing Australian identity
The arts in ritual
Ritual meditation and prayer
Ritual times and places
Revivalism and ritual
Ritual and life journeys
Suggestions for integrating core components
Australian religious perspectives
What rituals are important to Australian society today and why?
World religions
How do signs and symbols communicate the essence of different religions?
What similarities and differences are there between rituals of different religions?
The nature and significance of religion
Why do religious communities express their beliefs in ritual?
Inquiry process and questions*
Ideas and concepts to investigate
Framing
The significance of ritual for religion and society
What is a ritual?
Prayer and meditation rituals across religions
Why do we have rituals?
Rituals point people to the divine
Where do we see rituals?
Sacred/secular rituals, personal/public rituals,
small- and large-group rituals
What are some different types of rituals?
What are the similarities/differences between
personal, community and public rituals?
What are some approaches and models used for
analysing rituals?
Are there any uniquely Australian rituals?
What role does ritual play in Aboriginal and Torres
Strait Islander communities?
Australia and school communities have their own
distinctive secular rituals
Calendrical rituals, rites of passage, ceremonial
rituals, balance rites
Models and approaches used to analyse rituals
(refer to Lovat, van Gennep, Durkeim, Turner)
Ritual components such as time, place,
participants, divine power, ritual expert, initiated
community, set form, symbols, dress, transforming
role, hierarchical and role relations
Ritual plays a vital role in Aboriginal and Torres
Strait Islander communities
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STUDY OF RELIGION SENIOR SYLLABUS
Inquiry process and questions*
Ideas and concepts to investigate
How do sociologists, feminists, anthropologists,
historians and psychologists assist in examining
ritual?
Investigating
What approaches/methodologies are appropriate
in this investigation?
What are the rituals of the religion/s in question?
What signs and symbols are used in this ritual?
What are the characteristics and the purpose of
this ritual?
What type of ritual is this?
What model is appropriate to analyse the ritual?
Calendrical events celebrated through ritual,
Ramadan, Easter, Hanukkah, Diwali, Wesak,
other religious festivals/rituals
Cultural reinterpretations of rituals
Rites of personal devotion such as prayer,
meditation, prostration
Rites of passage in a range of religious and nonreligious contexts
How does this ritual incorporate sacred/religious/
secular texts?
Application of different models of ritual analysis
Essence and significance of a range of rituals from
one tradition or many
Has this ritual changed over time or place?
Insider/outsider views of ritual
What is the diversity of practice around this ritual?
Symbolic objects and symbols
How do rituals position people in their religious
tradition?
Secret, private, gender-specific and public rituals
What might be the effects of this ritual on insiders/
outsiders?
In what way/s is ritual a tangible aspect of social
life?
How does the ritual teach or tell the story of a
religion?
How does ritual express belief?
Terms used to describe rituals such as preliminal,
liminal, postliminal, communitas
Ecumenical and multifaith prayer such as World
Day of Prayer
Some rituals are linked to practice or
communication of the founder of the religion
Ritual conventions may reflect hierarchical
relationships between participants and leaders
Aspects of culture, age, gender, liberalism,
orthodoxy and fundamentalism influence ritual
Rituals reinforce key texts and dogmas —
Passover, Baptism, Salat
Reasoning
What evidence has been uncovered and how can
it be used?
Cultural particularity and cultural diversity within
rituals
What interrelationships have been identified?
Ritual and group identity: inclusion, exclusion,
privileging and marginalisation
Does the data/information collected display bias?
Does the hypothesis need reshaping?
There is often diversity within a religion as to how
rituals are carried out
What is the most effective way to present the
evidence gathered?
Rituals can change over time or stay the same for
many centuries
How reliable are the sources used to investigate
this issue?
Boundaries, sacred space, rituals of demarcation
and cleansing
Are some rituals more significant than others?
Ritual transformations — old status to new state of
being (such as darkness to light, marriage,
baptism, bar/bat mitzvah)
What impact do rituals have on religion and
society?
What impact do rituals have on groups and
individuals?
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STUDY OF RELIGION SENIOR SYLLABUS
Inquiry process and questions*
Ideas and concepts to investigate
What is unusual or unique about this ritual?
Which framework is most useful for analysing this
particular ritual?
What elements of this ritual separate sacred from
profane?
What do followers of the religion believe about
this ritual?
Which elements of the ritual attempt to transform
the participants?
What are the similarities and differences in ritual
practices within different branches of this religion?
How is this ritual similar to others?
Do different cultures/groups/religions use similar
rituals?
Is there anything in this ritual which might be
difficult for people of other religions or cultures to
understand?
How do religious groups attempt to meet the
spiritual and emotional needs of their members?
What happens when religious rituals fail to meet
practitioners’ needs?
Judging
How might the investigation be improved?
To what extent are some methodologies more
useful for the inquiry process than others?
Some sites and/or places are more suitable for
ritual than others
What evidence has been gathered and what
conclusions can be drawn?
What evidence can be used to support or negate
the hypothesis?
Is the investigation complete or are there still
unanswered questions or further actions to be
taken?
Rituals maintain, promote, challenge or change
world views in religion and society. How would
you justify this assertion?
What is the effect of inclusion and/or exclusion?
Is there any congruity between the rituals of
different religions/cultures?
In what way/s have secular rituals taken on
elements of religious rituals?
To what extent are rituals in this religion culturally
specific or universal?
Ritual has different connotations for insiders and
outsiders
Practice among three lineages of Buddhism,
Christian rituals in East and West
Globalisation of culture has affected the practice of
ritual in world religions
Civil religion can include naming ceremonies, civil
marriages, funerals and large public gatherings
involving government
How are cultural differences reflected in this
religion’s rituals?
Rituals may be adapted to local cultural practices
How does knowledge of sacred texts bring
understanding to ritual?
Ritual is usually based on sacred text, for example
Passover/Exodus
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STUDY OF RELIGION SENIOR SYLLABUS
Inquiry process and questions*
Ideas and concepts to investigate
Does this ritual (religious, cultural) construct
identity or merely reflect/express identity?
Will ritual always be necessary for human
beings/adherents of this religion? Why?
How is the nature and significance of religion
expressed in the rituals you have studied?
Reflecting
How has my understanding of ritual been changed or expanded?
In what way/s has my understanding of ritual in civil society developed?
What religious rituals appealed to me? Why?
What was the most challenging part of investigating this topic?
*See Section 5 for details of the inquiry process.
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STUDY OF RELIGION SENIOR SYLLABUS
7.3
Sacred texts
This topic focuses on the texts that are recognised as having special religious significance or as
being sacred. These texts may offer insights into life, provide guidance for living, instructions
from a founder to followers, or express a relationship between a people and the sacred. The
contemporary study of sacred texts is influenced by literary and critical theory and employs
hermeneutics — the study of interpretation.
Possible areas of inquiry
Readings and interpretations of texts
Translations of texts
Religion and texts
Sacred texts in Australia
Texts in context
Scriptures and strictures
Visual sacred texts
Sacred text as foundation for belief and doctrine
Social, cultural and political influences on text
Primary and secondary texts
Suggestions for integrating core components
Australian religious perspectives
How do sacred texts impact on Australian culture and lifestyle?
World religions
What roles do sacred texts have in different religions?
What similarities and differences are there between the sacred texts of religions?
The nature and significance of religion
How do sacred texts form and inform the adherents of a particular religion?
Inquiry process and questions*
Ideas and concepts to investigate
Framing
What are sacred texts?
What is the meaning of sacred? Of text?
Sacred, profane, secular, religious, irreligious,
insider, outsider views
Where would you find sacred texts?
What kinds of questions can we ask about
texts?
How does a text become sacred?
How does a community demonstrate that a text
is sacred?
How do religious groups record and transmit
their significant stories and experiences?
Sacred texts exist within religious communities and
traditions
Sacred texts may derive from historical events, oral
traditions or religious experience: artefacts,
expressive arts, legends, laws, hymns, chants,
rituals
How does the medium affect the message?
How can sacred texts, culture and life operate
independently from each other?
Do sacred texts express an Australian
spirituality?
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STUDY OF RELIGION SENIOR SYLLABUS
Inquiry process and questions*
What approaches might be available to study
sacred texts?
Ideas and concepts to investigate
Sacred texts have been important to the lives of
many people through the ages
Approaching the text — sociological, political,
theological, feminist, philosophical, literary
approaches
Investigating
What approaches/methodologies are available
to assist in this investigation?
What sacred texts exist in world religions?
What is the origin of the authority?
How do Aboriginal and Torres Strait Islander
people use sacred texts/cultural stories?
How are sacred texts constructed?
How are sacred texts interpreted?
How are sacred texts used?
How do groups pass on their texts, beliefs and
traditions?
Why are some texts considered sacred and
others not?
The sacred texts of the major religions: Hebrew
scriptures, Qur’an, Pali Canon, Vedas, Christian
scriptures, Aboriginal and Torres Strait Islander
sacred/cultural stories
People read and interpret text in a variety of ways:
author-centred, text-centred, reader-centred, worldcontext-centred**
A variety of beliefs and practices about the
sacredness of texts exist in most religions
People interpret sacred texts differently:
contextually, historically, mythically, legally,
fundamentally, literally
Exegesis: meaning, context, purpose
What are the criteria for inclusion of texts in the
canon?
In what ways is sacred information recorded?
How do individuals and communities use sacred
texts to express their religious beliefs?
Sacred texts use a variety of genres: history,
prophecy, poetry, myth, narrative, law, gospel,
epistle
Sacred texts include themes about life, death, pain,
suffering, belief, doubt, joy, sorrow
Reasoning
What evidence has been uncovered and how
can it be used?
What interrelationships have been identified?
Does the data/information collected display
bias?
Does the hypothesis need reshaping?
What is the most effective way to present the
evidence gathered?
How reliable are the sources used to investigate
this issue?
What does the evidence gathered suggest about
sacred texts?
What approaches or methods of reading and
analysing texts are available?
What is the significance of sacred texts for
individuals, communities or traditions?
Ways of reading sacred text: critical readings
(feminist, reader response), hermeneutical reading
Religious traditions acknowledge sacred texts as
being authoritative
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STUDY OF RELIGION SENIOR SYLLABUS
Inquiry process and questions*
What is the place of the individual in the
interpretation of texts?
If sacred texts are translated do they retain their
meaning, significance and sacred character?
What is religious truth? Are there other kinds of
truth?
What views are held about the origin and status
of sacred texts in this religion?
How are relationships to the divine expressed in
sacred text?
Ideas and concepts to investigate
Experiences communicated in sacred texts may
reflect and connect with personal experiences and
emotions of a reader
Sacred texts provide insights that may help people
respond to global issues and challenges, for
example ethics, justice, reconciliation
Concepts of authority, revelation, inspiration
Sacred texts provide guidance for living
Sacred texts were mainly written in patriarchal
times
How have some people used sacred text to
describe and interpret their religious
experience?
How are women portrayed in sacred texts and
does this reflect their role in contemporary
society?
Do males and females read sacred texts
differently?
Judging
How might the investigation be improved?
To what extent are some methodologies more
useful for the inquiry process than others?
What evidence has been gathered and what
conclusions can be drawn?
What evidence can be used to support or
negate the hypothesis?
Is the investigation complete or are there still
unanswered questions or further actions to be
taken?
Does the adherent have to fully understand the
contexts of the sacred text? Why?
What part does scripture play in public
gatherings of this religion?
In what ways does sacred text shape and inform
individual piety?
What role does sacred text play in forming the
particular identity of a religion?
How is truth expressed in this sacred text?
What is the place of the individual in the
interpretation of text?
To what extent are sacred texts human
constructs?
Can sacred texts provide us with criteria for
examining current issues?
Some sacred texts lay the foundation for belief and
doctrine such as life after death, resurrection,
reincarnation, belief in one god, prophecy
Sacred texts may include moral codes, practices
and laws
Sacred texts are subject to various interpretations:
 hermeneutics/interpretation
 contextual analysis
 liberalism/fundamentalism
 community of readers
Most religions develop belief systems and
recommend particular lifestyles based on sacred
texts
Feminists and others have challenged traditional
interpretations of texts
Which approach or method of reading and
analysing texts is most appropriate for this
study?
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STUDY OF RELIGION SENIOR SYLLABUS
Inquiry process and questions*
Ideas and concepts to investigate
In what ways are sacred texts used to legitimise
the existence and actions of various groups?
To what extent does the interpretation and
translation of sacred text need to relate to
present culture?
How is it possible for contemporary readers to
interpret ancient stories?
How is the nature and significance of religion
expressed in the sacred texts you have studied?
Reflecting
How did my study help me to read sacred texts differently?
What have I learnt about my reading of sacred texts?
What did I most appreciate about this topic?
*See Section 5 for details of the inquiry process.
**See Section 8.2 for more information on the four approaches to reading practice or see the English
Extension (Literature) senior syllabus, available from the QSA website <www.qsa.qld.edu.au>.
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STUDY OF RELIGION SENIOR SYLLABUS
7.4
Ultimate questions
This topic focuses on the large questions that people have long reflected on. These questions,
often called ultimate questions, concern the meaning and purpose of life, the value of the human
being, identity and destiny. This topic gives students opportunity to reflect on these large
questions and they may find in their search help from ideas on these questions expressed in the
arts, literature and culture.
Possible areas of inquiry
The idea of God, or gods, or the holy
Questions of meaning, purpose and destiny
Beliefs about the origin of the universe
Facing suffering and death
Creation stories
The existence of evil
Being human
Self-identity
Beliefs about living, dying and eternity
The challenge of the common good
Suggestions for integrating core components
Australian religious perspectives
How do the religious beliefs (ultimate questions) of adherents affect Australian culture?
World religions
How do religions explain the questions of origins, identity, purpose, destiny and the search for meaning?
The nature and significance of religion
How do my beliefs influence my lifestyle?
Inquiry Process and questions*
Ideas and concepts to investigate
Framing
What is an ultimate question?
Origins
Origins
What do the world religions say about the origin
of life?
Existence of God, gods or the holy
What is the origin of the universe?
How does your tradition describe God?
How do world religions describe the sacred?
Creation/evolution
Order/chaos
Theism/atheism
Natural/supernatural
Theodicy, cosmology
Scientific theories of origins
Identity
Identity
What does it mean to be human?
Self, others
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STUDY OF RELIGION SENIOR SYLLABUS
Inquiry Process and questions*
Ideas and concepts to investigate
How do I reach my potential?
Society
Am I totally free?
Spirituality and belief
How do I serve the community?
Conscience
Freedom, decision making and identity
Volunteers, citizenship and global concerns
Meaning and purpose
Meaning and purpose
What is the purpose of life? What are some
answers people have given to this?
Belief systems offer explanations of the meaning
and purpose of life through ideas such as moksha,
dharma, karma, existentialism, theodicy,
determinism, free will
What have the world religions said about the
meaning and purpose of life?
How do my actions and decisions shape my life?
Must there be suffering?
Ideas about suffering, pain, punishment, merit,
reward, sin, accident, roles/vocation/meaning, evil,
natural order, consequences
Why do bad things happen to good people?
People seek explanations for life’s contradictory
experiences, such as pain and pleasure, ill fortune
and good fortune, cruelty and kindness
Destiny
Destiny
Is there such a thing as human destiny?
Ideas about individual and corporate destiny,
common good, destiny myths, death, dying,
immortality and infinity, predestination, election,
enlightenment, reincarnation, transmigration,
oblivion
Can we control our destiny?
What happens when we die?
How do the world religions explain what happens
after death?
Where can I find answers to these questions?
How does religion help people make meaning?
Is all thinking equally valid?
Investigating
What approaches/methodologies are available to
assist in this investigation?
How do religious traditions answer questions
about meaning and purpose?
Are there divergent responses within and
between religious traditions to ultimate questions?
How have artists, musicians, philosophers,
scientists, mystics responded to such questions?
What insights can other disciplines such as
philosophy, psychology, biological/physical
sciences and sociology offer regarding ultimate
questions?
How do non-religious belief systems such as
humanism, Marxism and capitalism respond to
ultimate questions?
Creation stories and other religious myths, legends
and texts that give insight to the meaning of life
Religious, philosophical, scientific explanations of
the meaning and purpose of life
Religious explanations offer the prospect of perfect
states and resolutions in the afterlife
Identity is shaped by religious belief, practice and
the sense of belonging to a tradition
Theories of personal development in religion (refer
to Fowler, Kohlberg, Gilligan)
Ultimate questions are considered by disciplines
and ideologies other than Christianity
34
STUDY OF RELIGION SENIOR SYLLABUS
Inquiry Process and questions*
Ideas and concepts to investigate
Reasoning
What evidence has been uncovered and how can
it be used?
What interrelationships have been identified?
Does the data/information collected display bias?
Does the hypothesis need reshaping?
What is the most effective way to present the
evidence gathered?
How reliable are the sources used to investigate
this issue?
Why do the world religions explain creation or
origin differently?
How do religious beliefs and practice contribute to
the good of humanity?
Why are relationships to the divine expressed
differently in the world religions?
In what way do personal experiences and
circumstances promote questions about the
meaning and purpose of life?
How does authority or received tradition shape
our understanding of what it means to be human?
What is the relationship between the individual
and the community?
There are diverse and dissenting interpretations of
religious responses to questions of origins within
religious traditions
Literature and the arts provide examples of people
who have considered ultimate questions (William
Blake, Teresa of Avila, Helen Keller, Marc Chagall)
There are diverse and dissenting interpretations of
religious responses to ultimate questions within
other disciplines
Community life depends on active involvement of
individuals
How can religion affect the way an individual
lives?
How can texts bias attitudes toward meaning and
destiny?
Does the data provide a rich description of
ultimate questions?
Judging
How might the investigation be improved?
To what extent are some methodologies more
useful for the inquiry process than others?
What evidence has been gathered and what
conclusions can be drawn?
What evidence can be used to support or negate
the hypothesis?
Is the investigation complete or are there still
unanswered questions or further actions to be
taken?
What are the creation stories of your tradition
teaching?
Belonging to a religious tradition shapes individual
identity
What can be learnt from stories from other world
religions?
To what extent is spirituality part of the human
condition?
To be human is to be spiritual
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STUDY OF RELIGION SENIOR SYLLABUS
Inquiry Process and questions*
Do religion, the arts and science ask similar
questions, or are they searching for different
meanings?
To what extent has religion claimed to offer
authoritative answers to ultimate questions?
Is it possible to offer authoritative answers to
ultimate questions?
How could the investigation have been improved?
Ideas and concepts to investigate
Religious beliefs provide a way of dealing with the
challenges, difficulties and losses that arise in the
course of life
Responses to ultimate questions can be informed
by sacred texts, tradition, reason, the arts, science
and personal experience
Individuals, communities and religious traditions
justify answers to ultimate questions in a variety of
ways
Reflecting
How has this study contributed to my learning?
How have I begun to formulate my own position in relation to ultimate questions?
Do my responses to ultimate questions differ from those of believers of other religions?
How has this topic enabled me to understand the position of others in relation to ultimate questions?
*See Section 5 for details of the inquiry process.
36
STUDY OF RELIGION SENIOR SYLLABUS
7.5
Religion, values and ethics
This topic focuses on moral questions and ethical principles, and how these are incorporated
into everyday life. Relevant religious, historical and cultural traditions, norms and virtues are
examined. Students should acquire skills for ethical engagement in real-life contexts.
Possible areas of inquiry
Ethical frameworks and value systems
Secular law and religious ethics
Ethics and the common good
Ethics and technology
Ethics in religious traditions
The ethics of tolerance and inclusion of
minorities
Ethics in everyday life
Feminist ethics
The value of life
Contemporary ethical issues
Ethics and nonviolence/peace
Ethics and the professions
Suggestions for integrating core components
Australian religious perspectives
How are religious values and ethics reflected in the Australian way?
World religions
To what extent do world religions promote ethics and values?
The nature and significance of religion
How do religions transmit their values and ethics?
Inquiry process and questions*
Ideas and concepts to investigate
Framing
What is religion?
Religious moral codes
What are ethics and morals?
Ethical systems and frameworks such as
natural utilitarianism, altruism
Where are ethical codes and value systems found?
Defining values
What kinds of questions should be asked about values
and ethics?
Ethical behaviour and reasoning
How do ethical codes and value systems reflect religious
tradition?
Ethics and the law continually change
How can religion affect the way an individual lives?
Ethical behaviours such as altruism
How do religions encourage their members to live an
ethical life?
Ethics are developed in religious
traditions
37
Defining the common good
STUDY OF RELIGION SENIOR SYLLABUS
Inquiry process and questions*
Ideas and concepts to investigate
Investigating
What approaches/methodologies are available to assist in
this investigation?
What ethical frameworks exist?
In what cultural, historical and religious context did the
framework emerge?
What sacred texts have informed the ethics of this
religious tradition?
What other perspectives are held on this ethical issue?
What is the process by which religious traditions determine
or establish their ethical codes?
In what ways do religious traditions shape ethics?
Sources that have informed the ethical
frameworks in religious traditions
Ethical decisions are for the good of
humanity
Context shapes decision-making
processes
Different interpretations of ethical codes
may be used by adherents of the same
religious tradition
Ethical frameworks are developed within
particular contexts:
In what ways do religious or ethical rules influence
people’s lives?
 frameworks of ethical thinking
What is this religion’s code of ethics?
 value systems
How do people make ethical decisions?
Reasoning
What evidence has been uncovered and how can it be
used?
What interrelationships have been identified?
Does the data/information collected display bias?
Does the hypothesis need reshaping?
What is the most effective way to present the evidence
gathered?
How reliable are the sources used to investigate this
issue?
What constraints or particularities are there?
Religion has a role to play in facing
global issues and challenges:
What possibilities are there for informing, educating,
mobilising, mediating or resisting?
 global ethics, justice, tolerance,
reconciliation, peace, ecology
What is the process by which religious traditions determine
or establish their ethical codes?
 creating cultures of nonviolence
 respect and appreciation for others
Do people always think of moral codes, laws and
consequences before they act?
Ethical issues
Are there any commonly accepted values?
Are all voices heard in ethical debates?
Ethics are embedded in social
relationships
In what ways do my actions affect others?
Are ethics only a matter for moral deliberation of
individuals?
What strategies for change are appropriate?
What possible action could be taken?
What actions can be taken in response to the constraints?
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STUDY OF RELIGION SENIOR SYLLABUS
Inquiry process and questions*
Ideas and concepts to investigate
Judging
How might the investigation be improved?
To what extent are some methodologies more useful for
the inquiry process than others?
What evidence has been gathered and what conclusions
can be drawn?
What evidence can be used to support or negate the
hypothesis?
Is the investigation complete or are there still unanswered
questions or further actions to be taken?
What other perspectives are held on this ethical issue?
Does group action affect individual action?
Most religions develop belief systems
and particular lifestyles
Environmental ethics
Do individual decisions affect the group?
Are we all responsible for problems that face the planet?
Are interreligious cooperation and a global ethic necessary
for people and the earth?
To what extent does business have a social responsibility
to protect the environment?
Should life be preserved at all cost?
Frameworks for ethical encounters
evaluate ethical issues
Cultural adaptations of religious ethical
practice
The media play a part in influencing
opinion on ethical issues
Business ethics
How do ethical systems accommodate competing value
stances?
Bioethics, biotechnology, euthanasia,
cloning
How do religious beliefs contribute to the good of
humanity?
Is a search for a common value perspective realistic in a
diverse world where conflict is common?
Reflecting
Have my values and ethics changed through my study of religion and if so how?
How has this study helped me to evaluate alternative ethical theories?
*See Section 5 for details of the inquiry process.
39
STUDY OF RELIGION SENIOR SYLLABUS
7.6
School-based topic
If using a school-based topic schools should provide:
 an overview that outlines the scope of the study
 inquiry questions, concepts and ideas, and learning experiences for the study
 information indicating how the core components will be integrated in the study
 the specific areas of inquiry in the topic.
Scope of inquiry
Possible areas of inquiry:
Religion in action (health, community and
science)
Religion and the arts
Religion and social change
Religion and the environment
Religion and human rights
Religion and literature
Religions and peacebuilding
Women in religion
Integration of core components
Australian religious perspectives
Information on how the core component will be integrated in the study
World religions
Information on how the core component will be integrated in the study
The nature and significance of religion
Information on how the core component will be integrated in the study
Inquiry process and questions*
Ideas and concepts to investigate
Framing
Ideas and concepts that help students to:
Inquiry questions that help students to focus
research questions on issues and phenomena
connected to the topic
 explore knowledge, viewpoints, questions
and approaches
 outline and define the topic
 identify, focus and record key points of
investigation
Investigating
Ideas and concepts that help students to:
Inquiry questions that help students to understand
issues and phenomena connected to the topic
 identify and establish validity of sources
 identify methods of investigation
Examples:
 formulate research questions
What approaches/methodologies are available to
assist in this investigation?
40
STUDY OF RELIGION SENIOR SYLLABUS
Inquiry process and questions*
Ideas and concepts to investigate
Reasoning
Ideas and concepts that help students to:
Inquiry questions that help students to think about
gathered data
 establish facts from sources and data
 provide explanations and interpretations of
religious beliefs, values, practices and events
Examples:
What evidence has been uncovered and how can it
be used?
What interrelationships have been identified?
Does the data/information collected display bias?
Does the hypothesis need reshaping?
What is the most effective way to present the
evidence gathered?
How reliable are the sources used to investigate this
issue?
Judging
Inquiry questions that help students to reach
conclusions about issues and phenomena based on
evidence
Ideas and concepts that help students to:
 draw conclusions
 justify and present conclusions
Examples:
How might the investigation be improved?
To what extent are some methodologies more
useful for the inquiry process than others?
What evidence has been gathered and what
conclusions can be drawn?
What evidence can be used to support or negate the
hypothesis?
Is the investigation complete or are there still
unanswered questions or further actions to be
taken?
Reflecting
Ideas and concepts that help students to:
Inquiry questions that help students to think about
the influence the issues and phenomena
investigated have had on their own life
 think about the information they have learnt
and the conclusions they have reached and
how this has affected them
*See Section 5 for details of the inquiry process.
41
STUDY OF RELIGION SENIOR SYLLABUS
8. Learning experiences
8.1 Planning effective learning experiences
In an inquiry-based approach, several steps are required to plan effective learning experiences
for students. These include:
 devising classroom activities that enable students to engage in the inquiry process
 selecting and organising subject matter
 sequencing a number of questions, thought processes or experiences that, when focused on
the selected matter, promote the achievement of the unit or lesson objectives
 providing the forms of language appropriate to the subject area and the context of the
learning experience.
As religion finds expression both in the lives of individuals and in the functioning of
communities, an effective way of approaching inquiries may be to begin investigations at the
local level before moving to broader contexts.
The study may then reach out into other experiences and into the past. This allows scope for
attending to cultural, social and historical issues in the Australian context and broadening
understanding of such issues.
The learning experiences provide opportunities for students to develop the five key
competencies noted in the rationale: collecting, analysing and organising information;
communicating ideas and information; planning and organising activities; working with others
and in teams; and using technology. These key competencies may be developed through the
examples below. Some of these require the use of electronic technology.
8.2
General activities
The following classroom activities are suitable for senior secondary school students.
 Engage in discourse about, ask and respond to questions related to religious ideas.
 Read religious literature, for example sacred scriptures.
 Develop appropriate language and terminology and define terms related to a topic.
 Observe, collect, compile and record information and ideas from a variety of formats,
sources and contexts.
 Brainstorm possible areas of investigation, and debate or discuss issues raised
 Use de Bono’s Six Thinking Hats technique to review information critically.
 Investigate religions, analyse and interpret texts and graphic material, and synthesise and
evaluate evidence.
 Formulate and label maps, diagrams and charts.
 Conduct interviews and related field work such as visiting religious places, communities or
groups, and observing or participating in religious activities, such as rituals, ceremonies and
festivals.
 Participate in forums, actions or political movements that enhance understanding between
different communities.
42
STUDY OF RELIGION SENIOR SYLLABUS


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















Draw concept maps and summarise conclusions.
Create a graffiti wall to record ideas.
Use Venn diagrams and PMI charts to analyse information.
Write a report or essay.
View and critique relevant segments of film and TV documentaries.
Explore the meanings that are communicated through multimodal presentations such as
videotapes, films, electronic media, slides, posters, cartoons, pictures, photographs and texts.
Create computer simulations or use software packages.
Search the internet and media for information about selected topics.
Work through programmed materials.
Locate, select and organise information from books and from the internet that provide
evidence in support of an argument or hypothesis.
Select arguments which support the judgment.
Explore issues and themes by using stimulus material to give expression for creative work
such as story or myth writing, poetry, image-making, drama, mime, dance,
philosophical/metaphysical essay writing, art, roleplays and simulations.
Determine the requirements of assignments and tests by identifying qualifying phrases and
key nouns and verbs instructing you in what to do.
Follow appropriate ways of setting out assignments such as using a topic sentence to reflect
the theme and a conclusion that supports the judgments made.
Transform religion-related news stories into a conversational style of TV news script, debate
or drama.
Identify bias in the presentation of religious issues.
Roleplay the issues presented to a film director when confronted with religion–state relations
or ethical considerations.
Compile diagrammatic or artistic representations of important figures in different religions
noting how these figures approached common key aspects of religion.
Set up email communications with religious groups or student groups in other schools for the
purpose of exchanging information and ideas relating to religion.
Select and gather information from texts and draw conclusions relevant to the topic.
Use the four approaches to reading practice3:
 author-centred: biographical approach focusing on themes related to author’s life
 text-centred: emphasis on text as the place where meaning is found, focusing on the
literary features of the text and close scrutiny of language
 reader-centred: emphasis on reader as meaning maker, bringing experiential,
psychological, intertextual knowledge to reading, acknowledging a range of possible
meaning
 world-context-centred: context includes ideologies, discourses, institutions, practices,
texts.
3
Adapted from the English Extension (Literature) senior syllabus, available from the QSA website
www.qsa.qld.edu.au.
43
STUDY OF RELIGION SENIOR SYLLABUS
8.3
Ethnographic investigation
For the purposes of this syllabus, an ethnographic investigation is a method that seeks to answer
central questions concerning the ways of life of contemporary human beings. Ethnographic
questions generally concern the link between culture and behaviour, and how cultural processes
develop over time. In order to answer their research questions and gather research material,
ethnographers engage in observation to gain information about the daily life of the adherent
(everything from important ceremonies and rituals to ordinary things like meal preparation and
consumption). Ethnographers may record detailed field notes, conduct interviews based on
open-ended questions and gather any documents available to increase data.
Ethnography assumes the student is capable of understanding the cultural mores of the
phenomenon under study, has mastered the language or technical jargon of the phenomenon and
has based findings on comprehensive knowledge of it.
This is a form of research focusing on close field observation of a religious phenomenon. The
challenge is to describe the experiences of the insider while analysing the experience. Refer to
Table 3 for a sample process for Year 12 students.
Table 2: Applying the inquiry model to ethnographic investigation
Framing
 Become aware of issues relating to the investigation
 Outline and define the issue
 Identify a range of sources
 Explore knowledge, viewpoints and questions
Investigating
Before the interview/observation phase of the study, students should have significant background
information about the subject that will inform the questions used. This could include points of view
from peers, families, social groups and local communities
 Review literature relating to the investigation
 Identify appropriate resources
 Identify, focus and record key points of investigation
 Gather, collect, organise, sort and present data
 Develop a hypothesis to be tested through the investigation
 Establish a way of accessing the experiences of the insider
 Consider the protocols regarding ethical procedures that should be followed such as letter of
introduction, permission to record interviews, proofing of interview transcripts, parent/caregiver
notification
 Design questions for interview/s and observations
 Interview and observe
 Gather, collect, organise, sort and record data
Reasoning
 Analyse data (summarise, establish links)
 Speculate about sources by considering corroboration of evidence, authority and possible bias
 Propose/deduce interrelationships from the data
 Suggest a range of possible explanations and interpretations
 Review the hypothesis
 Present material in appropriate genre
Judging
44
STUDY OF RELIGION SENIOR SYLLABUS
 Draw conclusions about the hypothesis based on evidence
 Justify conclusions about the hypothesis using evidence
 Present decisions and conclusions
 Evaluate the effectiveness of the investigation
Reflecting
 What have I learnt from this ethnographic investigation?
 What connections can I see between this study and other studies I have already undertaken?
 How could this investigation have been improved?
 Do I need to act on this study?
Conditions
In Year 11 for formative assessment:
 Ethnographic investigation may be for the duration of the unit or part of a unit
 Ethnographic investigation should not be longer than a term (see Appendix 1 sample course of
study)
 Students may work in pairs
 The phenomenon researched may be school related
 Interviewees may be members of the school or local community
 The ethnographic investigation may encompass one or more assessment instruments
In Year 12 for summative assessment:
 The unit studied may relate specifically to the ethnographic investigation and may be for the
maximum duration of a term (see Appendix 1 sample course of study)
 Students work independently
 Students should research different phenomena where possible
 The phenomenon researched should be different from the one researched in Year 11
 Students should seek to interview people from the local or wider community or family. Care should
be taken to restrict the number of students interviewing the same person
 The ethnographic investigation may encompass one or more assessment instruments
45
STUDY OF RELIGION SENIOR SYLLABUS
Table 3: A sample process for an ethnographic investigation in Year 12 using a specific
topic of study (see Section 5, Table 1 for details of the inquiry process)
Inquiry
process
Activities relating to the topic of religion–state
relationships
Possible
assessment
instruments
(Not all the
possible
assessment
instruments need
be used)
Framing
Teacher:
Duration:
2 weeks
 Leads initial introduction to the topic (see
Section 7 for details of the religion–state
relationships topic):
 understanding what is meant by religion–
state relationships
Exploring background information for the ethnographic investigation
Information
used here could
include core
material of
World religions
Students:
 Decide on areas of interest within the topic
 Decide on available resources (human and
otherwise)
 Decide on the aspect of religion–state
relationships to be investigated after having
considered possible interviewees
 Frame questions about the investigation
Investigating
Teacher:
Duration:
6 weeks
 Leads students to general information about
religion–state relationships and the interview
process:
 language appropriate to the topic
 the relationship between religion and the
government in Australia
 influence of religion on politics
 the impact of democracy on religion and
vice versa
 general consideration of interview
questions
 general interview techniques and
protocols
 Students:
 Discover the particular language and technical
terms used relating to the specific
religious/cultural mores
 Research and compile information about the
specific investigation such as quotations,
descriptions, excerpts of documents, charts,
diagrams and artefacts. Present as research
assignment
 Gather information about culture that impinges
on present day practice in Australia
 Gather information about the effect of
contemporary life on religion
46
Students:
Complete a
research
assignment about
the relationship of
the selected
religion and the
state
STUDY OF RELIGION SENIOR SYLLABUS
Inquiry
process
Activities relating to the topic of religion–state
relationships
Possible
assessment
instruments
(Not all the
possible
assessment
instruments need
be used)
 Research appropriate processes for interviews
relating to the selected religion
 Research protocols for interviews (if intending to
approach an Indigenous person, please refer to
the Indigenous perspectives webpages on the
QSA website <www.qsa.qld.edu.au>
 Research and compile appropriate questions for
interviews
 Refine questions for interviews
 Interview an insider of the particular religion
under investigation
Reasoning
Students:
Students:
Duration:
1 week
 Analyse the information
Compile a report
using the
information
gathered in the
interview
 Reassess ideas about the investigation
 Refine hypothesis
 Compile a draft report
Ethnographic investigation
 Validate theories by returning to interviewees for
their reactions
 Finalise report taking into account interviewees’
responses
Judging
Students:
Students:
Duration:
1 week
 Reach conclusions
Give a multimodal
presentation. This
group or individual
presentation could
be a photographic
collage, a visual or
performing art
work, a child’s story
book. It could
include student’s
self-assessment
 Research further as required
 Present findings
Reflecting
Students:
Students:
 Complete a self-assessment to decide if the
investigation has changed them in any way
Complete a selfassessment that
could be included in
the multimodal
presentation or be
a non-assessed
learning activity
47
STUDY OF RELIGION SENIOR SYLLABUS
8.4
Learning experiences for topics
The following suggested learning experiences may be used within specific topics.
Religion–state relationships
 Examine the concept of the separation of church and state.
 Identify key elements of the tension between state aid for religion and religious autonomy
and freedom.
 Select countries that have different systems. Draw classification charts to contrast their
political, social and religious attributes. Show how these attributes affect daily life by writing
stories about students living in each of the countries. Alternatively write a story about a
student living in a country with a different system to Australia’s (the writer should discuss
how different their life would have been had they grown up in the other culture).
 Examine the constitutions of various countries such as Papua New Guinea, the UK,
Australia, the USA and Indonesia, as well as corresponding statements relating to religion
and the state.
 Explore the media’s perception of the place of religion in society and how this can shape
public perception of religion.
 Compare past and present maps, statistics and graphs related to patterns of religious
adherence.
 Differentiate between the role and influence of religion in a society in times of sociopolitical
stability and instability.
 Identify the history that may have contributed to the perspectives of a specific country and
generate a hypothesis that allows exploration of the religion–state relationship of that
country. Identify significant patterns and connections that may apply. Use a framework of
facts/evidence, claim, elaboration and qualifier with supporting details to prove (or disprove)
the hypothesis.
 Examine the Australian constitution with regard to its statements relating to religion and the
state and evaluate their implications. Draw conclusions and propose appropriate actions.
 Research a case study of Buddhism in Tibet, and the relationship of Buddhism with the state
of China.
 Investigate the relationship between the government and religion in Burma.
Ritual
 View, observe or re-enact family, common and religious rituals.
 Design and use criteria or flowcharts for ritual classification and structure.
 Describe and analyse rituals using comparing, classifying and reasoning techniques. Identify
and articulate errors that may occur due to information viewed from the perception of an
outsider.
 Select and prioritise elements to use in a ritual from a range of gathered possibilities.
 Examine a ritual from a variety of perspectives such as explorer, pilgrim, tourist.
 Use photos, documents and music to draw conclusions about religious rituals and customs of
various cultures.
 Present orally to the class a description of a religious/cultural ritual from their own or other
ethnic group.
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STUDY OF RELIGION SENIOR SYLLABUS
 Create interview questions to understand intergenerational change and use these to obtain
information from parents and grandparents regarding christenings, weddings and funerals in
which they participated as children.
 List, describe and categorise attributes common to many rituals such as rites of passage.
Develop questions suitable for an interview. Topics that may be used include theme,
participants, clothing, food, music, locale, symbols, historical perspective, oral history,
stories associated with the ritual.
 Compare gender roles and religious overtones in all aspects of the ritual (such as music)
using a Venn diagram. Complete an intercultural music/activity worksheet for bibliographic
information. Compare with another religion.
Sacred texts
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Locate sacred texts in works of art and critique them in light of contemporary scholarship.
Examine contemporary reinterpretations of sacred texts in film, theatre, music, art.
Create, compose or choreograph an Australian sacred text.
Converse with Aboriginal or Torres Strait Islander people to learn more about their traditions
and sacred texts/cultural stories.
Analyse a current event that has been influenced by messages derived from sacred texts.
Interpret texts through contextual analysis and techniques of literary criticism and distinguish
between cultural and religious values embedded in the text.
Critique an artistic piece and decide if the artist’s representation is supported by a scriptural
passage.
Explore the ways in which scripture and sacred texts have been represented in various forms.
Discover why religions emphasise different artistic forms when interpreting their sacred
texts.
Select artists who have taken artistic liberty with their religious representations and evaluate
the effect of their work.
Formulate a hypothesis about the work of an artist and its relationship to scripture.
Using stimulus materials, identify genres of texts such as myth, poetry, letter and historical
writing.
Research contemporary approaches to a variety of scriptural passages.
Ultimate questions
 Discover the variety of religious responses to key questions of meaning.
 Respond to stimuli (cinema, literature, multimedia, creative arts) that raise ultimate
questions.
 Examine their own outlook and how their answers to ultimate questions affect their actions
and lifestyle.
 Research a range of people in different areas of life (music, art, religion, science, literature)
to evaluate their contribution to answering one of the ultimate questions.
 Use de Bono’s Six Thinking Hats technique to explore an ultimate question.
 Use survey, interview and inquiry techniques to establish key questions about existence for
humans living in an age of scientific rationalism or postmodernism.
 Recognise similar patterns and motifs in creation and destiny myths, religion and other belief
systems.
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STUDY OF RELIGION SENIOR SYLLABUS
 Interpret messages about the nature and purpose of human existence from a variety of codes,
theories and myths across a number of religious traditions.
 Use thinking strategies to discern truths about existence through a systematic analysis of
texts, codes and theories.
 Draw together divergent views on existence/origins/destiny into a cohesive theory or visual
depiction.
Religion, values and ethics
 Collect examples of moral issues from the media.
 Discuss what makes an issue an ethical or moral issue. Identify issues that require ethical
decisions.
 Recognise and define different religious and secular ethical frameworks, and present them in
diagrammatic and tabular form for comparison. Decide on the relative worth of the theories
and estimate their ability to help resolve moral and ethical issues by applying two of the
frameworks to a contemporary ethical issue. Compare the outcomes to draw conclusions.
 Examine Kohlberg’s and Gilligan’s stages of moral development and analyse moral and
ethical issues accordingly.
 Investigate Australian citizens’ rights and responsibilities and discuss Australian virtues and
values.
 Explore ethical issues and the responses of different religious traditions.
 Research the teachings of Islam, Buddhism and Christianity as they relate to ethics.
 Extrapolate ethical religious issues using various ethical frameworks, such as the golden
rule, Noble Eightfold Path, Five Pillars of Islam, Ten Commandments.
 Gather and collect examples from popular culture (such as feature films and novels) that
demonstrate or conflict with one of the inquiry topics.
 Examine religious teachings on an ethical issue, such as stem cell use.
8.5
Learning experiences for core components
Australian religious perspectives
Aboriginal and Torres Strait Islander communities
 Watch a selection of video segments to introduce the topic. Students develop questions from
the video segment to prompt further enquiry.
 Use children’s books dealing with the topic to generate further questions.
 Use a jigsaw technique to research and share findings on Aboriginal spiritualities and Torres
Strait Islander beliefs.
 Research the impact of British settlement on Aboriginal spiritualities and Torres Strait
Islander religions: terra nullius, protection, assimilation, missions, stolen generation. Use a
variety of sources.
 Examine primary sources for bias, context, assumptions about Aboriginal spiritualities and
Torres Strait Islander beliefs and issues.
 Watch videos dealing with reconciliation. Make a list of Aboriginal and Torres Strait
Islander groups that are working to redress the impact of Western settlement and past
wrongs.
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STUDY OF RELIGION SENIOR SYLLABUS
Religion in the local community
 Use the street directory to graph the number of religions evident through religious buildings
and draw conclusions on the evidence collected.
 Explore and report on religious diversity in the local area.
 Create graphs indicating the demographics of religious groups in Australia.
 Research one of the religions in evidence in the local area in terms of history, beliefs,
numbers of believers, then present findings to the class.
 Discuss the relationship between religious belief, values, social justice and outreach action
and find examples in the local area.
 Read feature articles and reports from the local media that relate to religious activities in the
local area.
 Roleplay holding an interview about religion in the local community.
 Propose a model for outreach to young people in the local community.
Religious diversity in Australia
 Listen to people from a variety of faiths.
 Create graphs reflecting changes in religious affiliation over last 100 years (refer to data
from the Australian Bureau of Statistics).
 Understand the impact of the history of religious experience on modern Australian social
behaviour and psyche.
 Give reasoned explanations and interpretations of diversity and pluralist beliefs, values,
practices and events in Australia. Comment on how this diversity has affected the social
milieu in Australia.
 Predict the future impact of religious diversity at local and national levels.
World religions
 Sketch a map of the world and indicate where the major religions are predominant, using
capital letters (B = Buddhism, C = Christianity).
 Locate three different sources dealing with a religion, then compare and analyse the
information presented.
 Create short answer response questions and response to stimulus material questions similar
to some on the Queensland Core Skills test.
 Create a timeline showing, spatially, the development of five world religions.
 Observe on an interactive website the spread of five world religions.
 Complete an ongoing list of terms and explanations relating to specific religions.
 Select facts to support a hypothesis about religions.
 Compare past and present maps, statistics and graphs related to patterns of religious
adherence.
 Search the media, including the electronic media, for information about interfaith dialogue
and interactions among members of different world religions.
 Give reasoned explanations and interpretations of diversity and pluralist beliefs, values,
practices and events.
 Recognise and understand links between culture and religion, including the media, the law,
government policies and social mores.
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STUDY OF RELIGION SENIOR SYLLABUS
 Examine and respond to texts, graphic material, art and electronic media related to world
religions.
 Propose alternative cultures and models based on respect and tolerance as the basis of future
religious practice and observance.
Nature and significance of religion
 Brainstorm in groups and research why society studies religion. Prepare a statement of
findings.
 Imagine and describe life without religion.
 Explain terms associated with the analysis of religious experience.
 Explore and distinguish between definitions or perceptions of religion.
 Select information about religion’s association with various fields such as anthropology or
the arts.
 Identify personal and universal questions about the nature and significance of religion across
history.
 Discern how sociocultural, political, economic and environmental factors interact with belief
systems.
 Identify relationships among sacred texts, rituals and people’s experiences.
 Examine and respond to texts, graphic materials, art and electronic media that consider the
nature of religion.
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STUDY OF RELIGION SENIOR SYLLABUS
9. Assessment
The purposes of assessment are to provide feedback to students and parents about learning that
has occurred, to provide feedback to teachers about the teaching and learning processes, and to
provide information on which to base judgments about how well students meet the general
objectives of the course. In designing an assessment program, it is important that the assessment
instruments, conditions and criteria are compatible with the general objectives and the learning
experiences. Assessment then is an integral aspect of a course of study. It can be formative or
summative. The distinction between formative and summative assessment lies in the purpose for
which that assessment is used.
Formative assessment is used to provide feedback to students, parents, and teachers about
achievement over the course of study. This enables students and teachers to identify the
students’ strengths and weaknesses so students may improve their achievement and better
manage their own learning. The formative techniques used should be similar to summative
assessment techniques, which students will meet later in the course. This provides students with
experience in responding to particular types of instruments, under appropriate conditions. So
that students can prepare it may be that feedback on any early assessment instruments can be
used in a formative sense also to assist students’ preparation for later assessment instruments.
Summative assessment, while also providing feedback to students, parents and teachers, provides
cumulative information on which levels of achievement are determined at exit from the course of
study. It follows, therefore, that it is necessary to plan the range of assessment techniques and
instruments to be used, when they will be administered, and how they contribute to the
determination of exit levels of achievement. Students’ achievements are matched to the standards
of exit criteria, which are derived from the general objectives of the course. Thus, summative
assessment provides the information for certification at the end of the course.
9.1
Underlying principles of exit assessment
The policy on exit assessment requires consideration to be given to the following principles
when devising an assessment program for the two-year course of study.
 Information is gathered through a process of continuous assessment.
 Balance of assessments is a balance over the course of study and not necessarily a balance
over a semester or between semesters.
 Exit achievement levels are devised from student achievement in all areas identified in the
syllabus as being mandatory.
 Assessment of a student’s achievement is in the significant aspects of the course of study
identified in the syllabus and the school’s work program.
 Selective updating of a student’s profile of achievement is undertaken over the course of
study.
 Exit assessment is devised to provide the fullest and latest information on a student’s
achievement in the course of study.
These principles are to be considered together and not individually in the development of an
assessment program. Exit assessment must satisfy concurrently the six principles associated
with it.
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STUDY OF RELIGION SENIOR SYLLABUS
Continuous assessment
The major operating principle is “continuous assessment”. The process of continuous
assessment provides the framework in which all the other five principles of balance, mandatory
aspects of the syllabus, significant aspects of the course, selective updating, and fullest and
latest information exist and operate.
This is the means by which assessment instruments are administered at suitable intervals and by
which information on student achievement is collected. It involves a continuous gathering of
information and the making of judgments in terms of the stated criteria and standards
throughout a two-year course of study.
Decisions about levels of achievement are based on information gathered, through the process
of continuous assessment, at points in the course of study appropriate to the organisation of the
learning experiences. Levels of achievement must not be based on students’ responses to a
single assessment instrument at the end of a course or instruments set at arbitrary intervals that
are unrelated to the developmental course of study.
Balance
Balance of assessments is a balance over the course of study and not necessarily a balance
within a semester or between semesters.
Within the two-year course for Study of Religion it is necessary to establish a suitable balance
in the general objectives, assessment techniques and instruments/instruments, conditions and
across the criteria. The exit criteria are to have equal emphasis across the range of summative
assessment. The exit assessment program must ensure an appropriate balance over the course of
study as a whole.
Mandatory aspects of the syllabus
Judgment of student achievement at exit from a two-year course of study must be derived from
information gathered about student achievement in those aspects stated in the syllabus as being
mandatory, namely
 the general objectives of Knowledge and understanding, Evaluative processes and Research
and communication and
 the core components and selected topics.
The exit criteria and standards stated in sections 9.6 and 9.8 must be used to make the judgment
of student achievement at exit from a two-year course of study.
Significant aspects of the course of study
Significant aspects refer to those areas in the school’s course of study selected from the choices
permitted by the syllabus. Significant aspects can complement mandatory aspects or be in
addition to them. They will be determined by the context of the school and the needs of students
at that school to provide choice of learning experiences appropriate to the location of the school,
the local environment and the resources available.
The significant aspects must be consistent with the general objectives of the syllabus and
complement the developmental nature of learning in the course over two years.
Selective updating
In conjunction with the principle of fullest and latest information, information on student
achievement should be selectively updated throughout the course.
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STUDY OF RELIGION SENIOR SYLLABUS
Selective updating is related to the developmental nature of the course of study and operates
within the context of continuous assessment. As subject matter is treated at increasing levels of
complexity, assessment information gathered at earlier stages of the course may no longer be
representative of student achievement. The information therefore should be selectively and
continually updated (not averaged) to accurately reflect student achievement.
The following conceptions of the principle of selective updating apply:
 a systemic whole subject-group approach in which considerations about the whole group of
students are made according to the developmental nature of the course and, in turn, the
assessment program. In this conception, developmental aspects of the course are revisited so
that later summative assessment replaces earlier formative information
 an act of decision-making about individual students — deciding from a set of assessment
results the subset which meets syllabus requirements and typically represents a student’s
achievements, thus forming the basis for a decision about a level of achievement. In the
application of decisions about individual students, the set of assessment results does not have
to be the same for all students. However, the subset which represents the typical achievement
of a student must conform to the parameters outlined in the school’s work program.
Selective updating must not involve students reworking and resubmitting previously graded
assessment instruments. Opportunities may be provided for students to complete and submit
additional instruments. Such instruments may provide information for making judgments where
achievement on an earlier instrument was unrepresentative or atypical, or there was insufficient
information upon which to base a judgment.
Fullest and latest information
Judgments about student achievement made at exit from a school course of study must be based
on the fullest and latest information available. This information is recorded on a student profile.
“Fullest” refers to information about student achievement gathered across the range of general
objectives. “Latest” refers to information about student achievement gathered from the most
recent period in which the general objectives are assessed. As the assessment program in Study
of Religion is developmental, fullest and latest information will most likely come from Year 12.
Information recorded on a student profile will consist of the latest assessment data on
mandatory and significant aspects of the course, which includes the data gathered in the
summative assessment program that is not superseded.
9.2
Planning an assessment program
At the end of Year 12, judgments are made about how students have achieved in relation to the
standards stated in the syllabus for each of the criteria. These summative judgments are based
on achievement in each of the general objectives.
When planning an assessment program, schools must consider:
 general objectives (see Section 3)
 integration of the core components
 inquiry process (see section 5)
 the learning experiences (see Section 8)
 the underlying principles of assessment (see Section 9.1)
 a variety of assessment techniques and instruments over the two-year course (see Section
9.5)
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STUDY OF RELIGION SENIOR SYLLABUS
 conditions under which the assessment is implemented
 the exit criteria and standards (see sections 9.6 and 9.8)
 verification folio requirements, especially the number and the nature of student responses to
assessment instruments to be included (see Section 9.9)
 minimum assessment necessary to reach a valid judgment of the student’s standard of
achievement.
Students should be conversant with the assessment techniques and have knowledge of the
criteria to be used in assessment instruments.
9.3
Special consideration
Guidance about the nature and appropriateness of special consideration and special
arrangements for particular students may be found in the Authority’s Policy on Special
Consideration in School-based Assessments in Senior Certification (2006), available from
<www.qsa.qld.edu.au> under Assessment > Senior assessment > Special consideration. This
statement also provides guidance on responsibilities, principles and strategies that schools may
need to consider in their school settings.
To enable special consideration to be effective for students so identified, it is important that
schools plan and implement strategies in the early stages of an assessment program and not at
the point of deciding levels of achievement. The special consideration might involve alternative
teaching approaches, assessment plans and learning experiences.
9.4
Authentication of student work
It is essential that judgments of student achievement are made on accurate and authentic student
assessment information. Teachers should find ways to ensure that students’ work is their own,
particularly where students have access to electronic resources and when they are preparing
collaborative instruments.
The QSA information statement Strategies for Authenticating Student Work for Learning and
Assessment is available at <www.qsa.qld.edu.au> under Publications > Reports & papers >
QSA reports & papers. This statement provides information about various methods teachers can
use to monitor students’ work to ensure authentic instruments. Particular methods outlined
include:
 teachers seeing plans and a draft of the student’s work
 student production of and maintenance of documentation (including drafts) of the
development of the response
 student acknowledgement of all resources used. This will include text and source material
and the type of assistance received.
9.5
Assessment techniques
A variety of assessment techniques must be used over the course to demonstrate achievement in
the three assessable objectives.
Teachers need to ensure that assessment instruments:
 show broad engagement with the three core components
 integrate core components with topics
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STUDY OF RELIGION SENIOR SYLLABUS
 use part or all of the process of inquiry (see Section 5)
 are written in clear, unambiguous language, thereby ensuring that teacher and students have
the same understanding of the instrument
 become more challenging as the course progresses
 are accompanied by instrument-specific criteria and standards matrixes. These are developed
from the general objectives (see Section 3) and exit criteria (see Section 9.6)
 are designed to enable students to recognise, analyse, evaluate and synthesise ideas, concepts
and hypotheses about religion
 require appropriate referencing of sources.
9.5.1
Multimodal presentations
Multimodal presentations allow students to demonstrate their ability across the exit criteria.
These presentations should include forms such as dramatic presentations, orals, seminars, web
pages, debates, computer simulations, tutorials, audiovisual presentations, and presentations that
may combine visual and performing arts. Presentations should conform to accepted conventions
for the genre selected.
The presentations may be the result of an ethnographic investigation, research work or student
investigation, and may take a variety of forms, for example:
 a seminar presentation with accompanying key items of evidence followed by a question–
answer segment with the audience
 a debate in which an issue is formally evaluated according to the conventions of debate
 development of a video, website or computer software program which is interpretive and
interactive
 a folder of photographs that illustrate a legal situation with accompanying visual and
performing arts presentations
 any other suitable form, such as:
 interview
 song or poem with relevant comment
 TV documentary drama
 radio news report
 TV news report
 group discussion
 cartoon.
Assessment of multimodal presentations should be supported by an outline of the presentation
and a detailed criteria sheet. Sources and illustrations should be appropriately referenced.
All non-written responses must be accompanied by supporting documentary evidence of the
inquiry process.
The verification folio requires video samples of selected students’ multimodal presentations that
demonstrate a standard A and standard C (see Section 9.9).
9.5.2
Extended written responses
An extended response is a useful technique for assessing student achievement in using aspects
of the inquiry model such as investigating, reasoning and judging. Students should demonstrate
the ability to develop logical arguments using evidence to reach a conclusion or conclusions.
The extended response should not simply be a description of content.
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STUDY OF RELIGION SENIOR SYLLABUS
The instrument may take many forms, such as feature article, editorial, or persuasive, analytical
or argumentative essay. Other forms may be reports and response to stimulus. This technique
may test the full range of exit criteria.
Supervised essays (600 to 800 words)
Essays should be based on an unseen question completed under supervised examination
conditions. An unseen question is one in which the specific emphases and wording have not
been previously communicated to students. The instrument should clearly indicate whether any
stimulus material provided is seen or unseen. Time allowed should be appropriate to the word
length required.
Research assignments (1000 to 1200 words)
A research assignment results in a continuous piece of prose writing that analyses a hypothesis
and/or develops an argument. Research assignments may be presented in forms such as a feature
article, editorial, or persuasive, analytical or argumentative essay. The required form needs to be
indicated on the assessment instrument. The instruments should conform to accepted
conventions in terms of referencing sources and illustrations. Students are required to produce
referenced research notes or an annotated bibliography showing how they have used resources.
9.5.3
Responses to stimulus material
A response to stimulus usually requires reasoned judgments about specific questions which may
be answered in a specified length from short paragraphs to extended responses, such as essays.
They may be used to allow students to demonstrate their ability across the exit criteria. Stimulus
materials may include extracts from:
 formal published documents
 media reports, cartoons, advertisements
 statements, case studies
 tables, statistics, graphs, charts, maps, diagrams, mathematical calculations
 artefacts, religious sites, performing and visual artworks
 websites, slides, tapes, videos, CDs, DVDs, photographs, film segments, TV
 fiction and non-fiction, for example poetry and biographies.
9.5.4
Short response/s to unseen question/s under supervised
examination conditions
These are items where a single response does not exceed approximately 150 words. An
instrument may involve a variety of stimulus materials. Questions should be modelled on the
Queensland Core Skills Test Short Response paper. The following types of items may be
included:
 short answer
 paragraph response
 exercises using graphs, tables, diagrams, maps and data
 responses to unseen stimulus materials
 visual images, promotional materials.
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STUDY OF RELIGION SENIOR SYLLABUS
9.6
Exit criteria
The students’ exit levels of achievement will be determined according to their performance on
the following criteria, which reflect the three assessable categories of general objectives (see
Section 3).
9.6.1
Knowledge and understanding
This criterion refers to students’ abilities to recognise, recall and demonstrate that they
understand the meaning of key ideas and concepts from a range of sources and materials about
issues and phenomena related to religion. The criterion should include:
 ideas and key concepts outlined in core and elective topics
 ideas and key concepts investigated through the inquiry process.
Knowledge
This aspect of the criterion includes recognising and recalling key ideas and concepts about
religion from a range of sources and materials.
Understanding
This aspect of the criterion includes comprehending, explaining and applying key ideas and
concepts about religion in familiar and unfamiliar contexts drawing upon a range of materials,
issues and phenomena.
9.6.2
Evaluative processes
This criterion includes analysing, synthesising and evaluating information about religion to
demonstrate rigorous inquiry, reasoned judgment and critical comment.
Analysis
Analysis involves examining and dissecting information about religion from a variety of sources
to determine interrelationships. This includes:
 breaking information about religion into component parts
 recognising implicit meaning
 distinguishing between factual statements and value judgments
 examining information about religion
 interpreting interrelationships
 making deductions about viewpoints and values, relationships, categories and linkages.
Synthesis
Synthesis involves integrating ideas about religion to create a coherent whole or to make a new
entity. This includes:
 combining diverse and complex information
 composing or devising new ways of expressing understandings
 making deductions about viewpoints, values and/or relationships
 formulating a hypothesis to argue a case.
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STUDY OF RELIGION SENIOR SYLLABUS
Evaluation
Evaluation involves assessing ideas, texts, proposals and methods. This means determining the
authenticity, completeness, relevance and accuracy of ideas about religion. It includes:
 assessing evidence for validity and bias
 using evidence to draw conclusions
 testing a hypothesis against evidence
 justifying a hypothesis using evidence.
9.6.3
Research and communication
This criterion refers to the use of the inquiry process. This includes gathering, selecting, sorting,
organising and presenting information about religion.
Research
This aspect of the criterion includes:
 identifying and selecting an issue for inquiry
 framing questions about the issue and/or associated phenomena
 gathering and summarising information from primary and secondary sources relevant to the
scope and context of the inquiry
 using investigative techniques such as observations, surveys, interviews, commissioned
inquiries, and literature and media searches
 referencing research notes, in-text sources, and create bibliographies using an accepted
convention.
Communication
Communication involves the presentation of information about religion for intended audiences
(see section 10 Language Education). It includes:
 using religion-related terminology, definitions and documents
 organising and presenting information across a range of conditions and contexts in a variety
of modes
 using language conventions that are grammatically and technically correct like spelling,
punctuation, grammar, paragraph and sentence construction, layout and referencing.
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STUDY OF RELIGION SENIOR SYLLABUS
9.7
Determining exit levels of achievement
On completion of the course of study, the school is required to award each student an exit level
of achievement from one of the five categories:
Very High Achievement
High Achievement
Sound Achievement
Limited Achievement
Very Limited Achievement.
The school must award an exit standard for each of the criteria Knowledge and understanding,
Evaluative processes, Research and communication based on the principles of assessment
described in this syllabus. The criteria are derived from the general objectives described in
Section 3. The standards associated with the Knowledge and understanding, Evaluative
processes and Research and communication exit criteria are described in the matrix in Section
9.8. When teachers are determining a standard for each criterion, it is not always necessary for
the student to have met each descriptor for a particular standard; the standard awarded should be
informed by how the qualities of the work match the descriptors overall.
For Year 11, particular standards descriptors may be selected from the matrix and/or adapted to
suit the instrument. These standards are used to inform the teaching and learning process. For
Year 12 instruments, students should be provided with opportunities to understand and become
familiar with the expectations for exit. The exit standards are applied to the summative body of
work selected for exit.
The five key competencies referred to in the rationale (see Section 1) are embedded in the
descriptors in the standards matrix. The descriptors refer mainly to aspects of Knowledge and
understanding, Evaluative processes and Research and communication. When standards have
been determined in each of the criteria of Knowledge and understanding, Evaluative processes
and Research and communication the following table is used to award exit levels of
achievement, where A represents the highest standard and E the lowest. The table indicates the
minimum combination of standards across the criteria for each level.
Awarding exit levels of achievement
VHA
Standard A in any two criteria and no less than a B in the remaining criterion
HA
Standard B in any two criteria and no less than a C in the remaining criterion
SA
Standard C in any two criteria and no less than a D in the remaining criterion
LA
At least Standard D in any two criteria
VLA
Standard E in the three criteria
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STUDY OF RELIGION SENIOR SYLLABUS
9.8. Standards associated with exit criteria
Standard A
Standard B
Standard C
Standard D
Standard E
The student’s work has the
following characteristics:
The student’s work has the
following characteristics:
The student’s work has the
following characteristics:
The student’s work has the
following characteristics:
 knowledge and
understanding of key
ideas and concepts about
religion, drawing on a
divergent range of
materials, issues and
phenomena in familiar
and unfamiliar contexts.
 knowledge and understanding
of key ideas and concepts
about religion, drawing on a
diverse range of materials,
issues and phenomena in
familiar and unfamiliar
contexts.
 knowledge and
understanding of key
ideas and concepts about
religion, drawing on a
range of materials and
issues in familiar
contexts.
 knowledge of ideas and
concepts about religion
drawing on well-known
materials and issues in
familiar situations.
The student’s work has
the following
characteristics:
The student’s work has the
following characteristics:
The student’s work has the
following characteristics:
The student’s work has the
following characteristics:
The student’s work has the
following characteristics:
 critical analysis of diverse
explicit and implicit
information about
religion, and formation of
hypotheses.
 analysis of diverse explicit and
implicit information about
religion and formation of
hypotheses.
 analysis of explicit
information about religion
and formation of
straightforward
hypotheses.
 description and scant
analysis of simple and
familiar information about
religion, stating positions.
Evaluative processes
Knowledge and
understanding
Criterion
 synthesis of complex and
divergent ideas about
religion.
 evaluation of complex
ideas, texts and
approaches, and testing
of hypotheses, justified
using evidence and
critical reasoning.
 synthesis of complex ideas
about religion.
 evaluation of ideas and texts
and testing of hypotheses,
justified using evidence and
plausible reasoning.
 integration of ideas about
religion.
evaluation of ideas, texts
and hypotheses with basic
justification using evidence.
62
 integration of familiar
ideas about religion.
 evaluation of familiar
information and given
hypotheses with
superficial justification
using opinion rather than
evidence.
 awareness of ideas
about religion drawing
on materials in very
familiar situations.
The student’s work has
the following
characteristics:
 description of simple
and familiar
information about
religion.
 restatements of
information and
opinion.
 restatements of ideas
that may reflect the
topic rather than use
evidence.
STUDY OF RELIGION SENIOR SYLLABUS
63
STUDY OF RELIGION SENIOR SYLLABUS
Standard A
Standard B
Standard C
Standard D
Standard E
The student’s work has
the following
characteristics:
The student’s work has the
following characteristics:
The student’s work has the
following characteristics:
The student’s work has the
following characteristics:
 identification of a range of
issues and framing of wellconstructed research
questions.
 identification of issues
and framing of relevant
research questions.
 identification of familiar
issues and use of
rudimentary research
questions.
The student’s work has
the following
characteristics:
Research and communication
Criterion
 identification of a range
of diverse issues and
framing of wellconstructed and
pertinent research
questions.
 evidence of broad and
focused investigations
establishing the validity
of a wide range of
diverse sources.
 consistent and effective
presentation of
information, ideas and
concepts about religion
using a range of modes
and language with
discernment, for the
intended audience.
 evidence of focused
investigations establishing the
validity of a wide range of
sources.
 effective presentation of
information, ideas and
concepts about religion using
modes and language with
discernment, for the intended
audience.
 evidence of investigations
establishing the validity of
relevant sources.
 presentation of
information, ideas and
concepts about religion,
using appropriate modes
and language for the
intended audience.
64
 identification of known
issues and use of
questions.
 evidence of investigations
using familiar sources.
 evidence of use of
familiar sources.
 presentation of
information about
religion, using modes and
language that may suit
the intended audience.
 presentation of
information about
religion using
language that may
suit the intended
audience.
STUDY OF RELIGION SENIOR SYLLABUS
9.9
Requirements for verification folio
A verification folio is a collection of a student’s responses to assessment instruments on which
the level of achievement is based. Each folio should contain a variety of assessment techniques
demonstrating achievement in the criteria, Knowledge and understanding, Evaluative processes
and Research and communication, over a range of topics. The variety of assessment techniques
is necessary to provide a range of opportunities from which students may demonstrate
achievement.
For information about preparing monitoring and verification submissions schools should refer to
Moderation Processes for Senior Certification available at <www.qsa.qld.edu.au> under
Assessment > Senior assessment > Forms and procedures.
Student verification folios for Study of Religion must contain evidence of the following:
 the inquiry process (see section 5)
 ethnographic investigation
 integration of core components with topics.
 For purposes of verification a minimum of four and a maximum of six summative
assessment instruments of student responses from Year 12 should be included in the folio.
There should be evidence of:
 three assessment instruments, each of which assesses all of the exit criteria
 one assessment instrument based on an unseen question/s written under supervised
examination conditions (see Section 9.5)
 an extended written response (this should be a research assignment or report. See Section
9.5.2)
 response to stimulus material (see Section 9.5.3)
 a multimodal presentation (see Section 9.5.1).
An audio and/or visual record should be included in the folio of at least one student’s
multimodal presentation that demonstrates a standard A.
An audio and/or visual record of another student’s multimodal presentation should be
included that demonstrates a standard C.
In addition, each verification submission must contain:
 Form R5s or equivalent
 an individual student profile which is a summary of student achievement across the criteria
(see Section 9.10).
9.9.1
Post-verification assessment
In addition to the contents of the verification folio, there must be subsequent summative
assessment in the exit folio. If a multimodal instrument is used at this time, an audio and/or
visual record of students’ work should be available to support the standards awarded (see
Section 9.5.1).
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STUDY OF RELIGION SENIOR SYLLABUS
9.10 Sample student profile
Sample achievement should be recorded on a profile that identifies:
 the three criteria
 the units (core components and topics)
 the assessment techniques
 a method of identifying the assessment used for exit purposes
 standards for each criterion
 the overall standards for each criterion at verification and exit
 the assessment plan as implemented by the school.
Standards shown on the profile must be representative of the student’s achievement on each of
the exit criteria as demonstrated by student work in the folio.
The example that follows represents one way of recording the information.
66
STUDY OF RELIGION SENIOR SYLLABUS
Sample student profile, Year 11 and 12 —Study of Religion
1
Research &
Communication
Evaluative
Processes
Knowledge &
Understanding
Semester
Criteria
Unit indicating topic studied
Assessment instruments
Ritual: ritual times and places:
Group multimodal presentation
linked to an ethnographic
investigation
X
X
Short answer responses to
stimulus materials completed
under supervised conditions
X
X
X
X
X
X
X
X
 research essay
X
X
X
 multimodal presentation
X
X
X
Response to stimulus using
unseen questions under
supervised examination
conditions
X
X
Research assignment: feature
article for a newspaper/current
affair report or interview
X
X
 Australian religious perspectives
 Nature and significance of religion
X
 World religions
Sacred texts: texts in context:
 World religions
 Nature and significance of religion
 Australian religious perspectives
2
Religion–state relationships: religion
and genocide:
 Nature and significance of religion
 World religions
Religion–state relationships: Aboriginal
spiritualities and Torres Strait Islander
religions and colonialism
 Australian religious perspectives
Extended written response,
research essay (800 to 1000
words) about the links between
religion and ethics
A feature article of 800 to 1000
words that includes visual
elements or a current affairs
vignette
Standards achieved
Interim level of achievement
3
Ultimate questions: beliefs about living,
dying and eternity:
 World religions
 Nature and significance of religion
Ultimate questions: beliefs about the
origin of the universe:
Both assessment instruments
are linked to an ethnographic
investigation:
 Australian religious perspectives
 Nature and significance of religion
School-based topic: religion in action:
 Nature and significance of religion
 Australian religious perspectives
4
Religion, values and ethics: ethics in
everyday life:
 World religions
 Australian religious perspectives
Proposed standards at verification
Proposed level of achievement
67
X
4 (cont.)
STUDY OF RELIGION SENIOR SYLLABUS
Religion, values and ethics:
contemporary ethics:
Research essay
 Australian religious
perspectives
Exit standards
Exit level of achievement
68
X
X
X
STUDY OF RELIGION SENIOR SYLLABUS
10. Language education
It is the responsibility of all teachers to develop and monitor students’ abilities to use the forms
of language appropriate to their own subject areas. Their responsibility entails developing the
following skills:
 ability in the selection and sequencing of information required in the various forms (such as
reports, essays, interviews and seminar presentations)
 the use of technical terms and their definitions
 the use of correct grammar, spelling, punctuation and layout.
It is also essential that students studying religion are able to obtain, comprehend, analyse,
synthesise and present information and ideas through the use of language.
Language is not only the means of communication but also a vehicle that conveys the attitudes,
values, assumptions and prejudices of the people who use it and the times in which they live.
Language education in Study of Religion is concerned therefore not only with equipping
students with the skills to communicate effectively in suitable genres but also with helping them
develop a critical awareness of language use.
Study of Religion requires students to understand and use language in a variety of ways —
spoken, written, visual, diagrammatic and mathematical — and in a range of settings, including
books, journals, speeches, film, cartoons and various electronic media. Each language setting
has its own conventions and its own vocabulary to which students need to be sensitised.
Language can also be used to establish power relationships. Students should therefore be
involved in learning experiences that require them to comprehend and analyse such
relationships.
Teachers of the Study of Religion should plan to develop their students’ communication skills,
including their ability to:
 understand what they read and hear
 be critically aware of the way language can be used to exercise power
 use conventions applicable to maps, diagrams, graphs, statistics and references.
Activities that can enhance students’ use of language in Study of Religion include:
 accessing printed literature such as magazines, journals, newspapers and pamphlets
 using electronic media such as TV, radio, film and computer databases
 participating in oral experiences like debates, lectures from expert speakers, classroom
discussions, simulation activities
 identifying and understanding the purposes of learning activities and information sources
 relating new information to previous understandings and beliefs
 using models of ways in which information can be processed, for example, in critical
thinking, information processing, decision making, and problem solving
 providing learning activities for students to share and reflect upon their own attempts to
process information
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STUDY OF RELIGION SENIOR SYLLABUS
 using a variety of formats, such as written reports, statements, summaries, case studies,
media campaigns, explanations, illustrations, debates, oral presentations, discussions, radio
interviews, video presentations, field visits, demonstrations of a working model and
computer presentations
 critiquing ways information can be presented in each of the chosen formats and variations of
the models to reflect a range of purposes and audiences
 developing skills related to the selection of formats to match purpose and audience
 drafting, revising and proofreading written presentations or practising and revising
oral/visual presentations.
Meeting the language needs of the course must be an integral part of this subject.
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STUDY OF RELIGION SENIOR SYLLABUS
11. Quantitative concepts
and skills
Success in dealing with issues and situations in life and work depends on the development and
integration of a range of abilities, such as being able to:
 comprehend basic concepts and terms underpinning the areas of number, space, probability
and statistics, measurement and algebra
 extract, convert or translate information given in numerical or algebraic forms, diagrams,
maps, graphs or tables
 make use of calculators and computers
 use skills or apply concepts from one problem or one subject domain to another.
Students are to be encouraged to develop their understanding and to learn through the
incorporation — to varying degrees — of mathematical strategies and approaches to
instruments. Students should be presented with experiences that stimulate their mathematical
interest and hone those quantitative skills that contribute to operating successfully within each
of their subject domains.
Teachers, in the context of the Study of Religion, should encourage the use of quantitative skills
and understandings that were developed previously by their students. Within appropriate
learning contexts and experiences in the Study of Religion, opportunities are to be provided for
the revision, maintenance, and extension of such skills and understandings. Students studying
religion make use of a variety of numerical and other mathematical concepts and skills,
especially those relating to graphs and tables, statistics and maps. They will also make extensive
use of computer databases and software packages to manipulate and represent religion-based
data and concepts.
The distinctive nature of religion may require that new mathematical concepts be introduced
and new skills be developed for some students. All students need opportunities to practise the
quantitative skills and understandings that they have developed previously. Opportunities are to
be provided within appropriate learning contexts for the revision, maintenance and extension of
such skills and understandings.
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STUDY OF RELIGION SENIOR SYLLABUS
12. Educational equity
Equity means fair treatment of all. In developing work programs from this syllabus, schools
should incorporate the following concepts of equity.
All young people in Queensland have a right to gain an education that meets their needs, and
prepares them for active participation in creating a socially just, equitable and democratic global
society. Schools need to provide opportunities for all students to demonstrate what they know
and can do. All students, therefore, should have equitable access to educational programs and
human and physical resources. Teachers should ensure that particular needs of the following
groups of students are met: female students; male students; Aboriginal students; Torres Strait
Islander students; students from non–English-speaking backgrounds; students with disabilities;
students with gifts and talents; geographically isolated students; and students from low
socioeconomic backgrounds.
Subject matter chosen should include, whenever possible, the contributions and experiences of
all groups of people. Learning contexts and community needs and aspirations should also be
considered. In choosing appropriate learning experiences teachers can introduce and reinforce
non-racist, non-sexist, culturally sensitive and unprejudiced attitudes and behaviour. Learning
experiences should encourage the participation of students with disabilities and accommodate
different learning styles.
Resource materials used should recognise and value the contributions of both females and males
to society and include social experiences of both genders. Resource materials should also reflect
cultural diversity within the community and draw from the experiences of the range of cultural
groups in the community.
To allow students to demonstrate achievement, barriers to equal opportunity need to be identified,
investigated and removed. This may involve being proactive in finding the best ways to meet the
diverse range of learning and assessment needs of students. The variety of assessment techniques in
the work program should allow students of all backgrounds to demonstrate their knowledge and skills
related to the criteria and standards stated in this syllabus. The syllabus criteria and standards should
be applied in the same way to all students.
Teachers should consider equity policies of individual schools and schooling authorities, and
may find the following resources useful for devising an inclusive work program:
ACACA 1996, Guidelines for Assessment Quality and Equity, available from
<www.acaca.org.au>
ANTA 2004, A Guide to Equity and the AQTF, available from Australian Training Products Ltd
<www.atpl.net.au>
QSA 2006, Policy on Special Consideration in School-based Assessments in Senior
Certification, available from <www.qsa.qld.edu.au>
QSA 2006, Policy Statement: Equity, available from <www.qsa.qld.edu.au>
EQ 2005, Inclusive education statement, available from
<http://education.qld.gov.au/studentservices/>
EQ 2006, Education Policy and Procedures Register: Inclusive education, available from
<http://education.qld.gov.au/strategic/eppr/>
QSCC 2001, Equity Considerations for the development of curriculum and test material,
available from <www.qsa.qld.edu.au>
QCEC 2001, Inclusive Practices in Queensland Catholic Schools, available from
<www.qcec.qld.catholic.edu.au>
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STUDY OF RELIGION SENIOR SYLLABUS
13. Resources
Text and reference books
A wide variety of textbooks and resource materials that could be used as sources of information
about Study of Religion are available. Book suppliers provide information regarding current
publications.
Australian Association for the Study of Religions (ed.) 1999, Managing Religious Diversity:
From threat to promise, Erskineville, NSW.
Bell, C 1997, Ritual: Perspectives and dimensions, Oxford University Press, Oxford.
Bouma, G 2006, Australian Soul: Religion and spirituality in the 21st century, Melbourne,
Cambridge University Press.
Bouma, G (ed.) 1996, Many Religions, All Australian: Religious settlement, identity and
cultural diversity, Christian Research Association, Kew, Vic.
1994, Mosques and Muslim Settlement in Australia, Canberra, Bureau of Immigration,
Population and Multicultural Studies.
Braun, W & McCutcheon, R (eds) 2008, Introducing Religion, Equinox, London.
ISBN 101845532309.
Cahill, D, Dellal, H & Leahey, M 2004, Religion, Cultural Diversity and Safeguarding
Australia, Canberra, Dept of Immigration and Multicultural and Indigenous Affairs.
Derris, K & Gummer N (eds) 2007, Defining Buddhism(s): A reader, Equinox, London.
ISBN 101845532317.
Driver, T 1998, Liberating Rites: Understanding the transformative power of ritual, Westview,
Boulder.
Elliott, R & Tuohy, M 2006, Ethics and Morality in a Multicultural Society, Thomson/Social
Science Press, South Melbourne, Vic.
Fitzgerald, T (ed.) 2007, Religion and the Secular: Historical and colonial formations, Equinox,
London. ISBN 10184553266X.
Harvey, G (ed.) 2005, Ritual and Religious Belief: A reader, Equinox, London.
ISBN 101904768172.
Isherwood, L & Radford Reuther, R (eds) 2007, Weep Not For your Children: Essays on
religion and violence, Equinox, London. ISBN 101845532430.
Johnston, D 2007, Earth, Empire and Sacred Text: Muslims and Christians as trustees of
creation, Equinox, London. ISBN 101845532252.
Karaflogka, A 2007, E-Religion: A Critical appraisal of religious discourse on the World Wide
Web, Equinox, London. ISBN 101904768830.
Kessler, G 2006, Studying Religion: An introduction through cases, 2nd edn, McGraw Hill,
New York.
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STUDY OF RELIGION SENIOR SYLLABUS
King, A 2007, Indian Religions: Renaissance and renewal, Equinox, London.
ISBN 101845531698.
Knott, K 2005, The Location of Religion, Equinox, London. ISBN 101904568741.
Küng, H (ed.) 1991, Global Responsibility: In search of a new world ethic, Crossroads, New
York.
Küng, H (ed.) 1996, Yes to a Global Ethic, SCM Press, London.
Llewellyn, J (ed.) 2005, Defining Hinduism: A reader, Equinox, London. ISBN 101904768733.
McCutcheon, R 2007, Studying Religion: An introduction, Equinox, London.
ISBN 10184553011X.
Murphy, T (ed.) 2008, Defining Religion: A reader, Equinox, London. ISBN 101845530292.
Murphy, T 2007, Representing Religion: Essays in history, theory and crisis, Equinox, London.
ISBN 101845530918.
Ozalp, M 2004 101 questions you asked about Islam. Brandl & Schlesinger, Blackheath, NSW.
Rippin, A (ed.) 2007, Defining Islam: A reader, Equinox, London. ISBN 101845530626.
Ryan, M & Goldburg, P 2002, Recognising Religion: Study of religion for senior secondary
students, Social Science Press (now owned by Thompson Learning) NSW.
Smart, N 1996, Dimensions of the Sacred. An anatomy of the world’s beliefs. Harper Collins,
London.
Sutcliffe, S (ed.) 2008, What is Religious Studies? A reader in disciplinary formation, Equinox,
London. ISBN 101845530640.
World Wide Web
Some useful websites for a course in Study of Religion are listed below.
ABC TV — Compass <www.abc.net.au/compass>
ABC Radio National — Encounter <www.abc.net.au/rn/encounter>
ABC Radio National — Religion Report <www.abc.net.au/rn/talks/8.30/relrpt>
ABC Radio National — The Spirit of Things <www.abc.net.au/rn/relig/spirit>
Australian Bureau of Statistics <www.abs.gov.au>
Buddhist Studies WWW Virtual Library <www.ciolek.com/wwwvl-Buddhism.html>
Christian Research Association < http://www.cra.org.au>
Kauai's Hindu Monastery < www.himalayanacademy.com>
Islam 101 <www.islam101.com>
Judaism 101 <www.jewfaq.org>
Lutheran Church of Australia, Queensland District <www.qld.lca.org.au>
Wesleyan Methodist Church <www.wesleyan.org.au>
Publishers’ websites
Equinox publishing <www.equinoxpub.com>
Philip Allan <www.philipallan.co.uk>
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STUDY OF RELIGION SENIOR SYLLABUS
Newspaper reports
Many newspapers carry regular pages, columns and features about religion. Local newspapers
can also be a source of useful data. The compilation of news files on particular topics can
broaden the knowledge base of students and provide a valuable source of material for
developing assessment instruments.
Periodicals
Journals and periodicals provide current, relevant information. School librarians should be able
to provide assistance with identifying and locating other useful periodicals.
Electronic media and learning technology
A wide range of videos, DVDs and television recordings are available on a variety of topics
related to Study of Religion. A variety of computer software programs and CD-ROMs may be
useful for a course in Study of Religion, as learning tools, to gain access to information
presented in a variety of forms and to assist students in gaining ICT skills. Educational program
distributors are able to supply updated resource lists.
Organisations and community resources
A variety of government and community organisations provide personnel, advice, resources and
information to assist in constructing and implementing a course in Study of Religion.
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STUDY OF RELIGION SENIOR SYLLABUS
Appendix 1: Sample
courses of study
Sample course and assessment overview
1
Time
(weeks)
Semester
This sample is intended as a guide for teachers’ planning only. See the QSA website
<www.qsa.qld.edu.au> for work program requirements.
9
Units (indicating topics studied and integration
of core components)
Suggested assessment techniques,
conditions of implementation and
criteria
Ritual: ritual times and places
 Australian religious perspectives
 What rituals are important in Australian
society and why?
 Nature and significance of religion
 Why do religious communities express their
beliefs in ritual?
Group multimodal presentation
(knowledge and understanding,
evaluative processes, research and
communication) — associated with an
ethnographic investigation of rituals in
school/local community
 World religions
 How do the signs and symbols used in
ritual communicate the essence of world
religions?
9
Sacred texts: texts in context
 World religions
 What roles do sacred texts have in different
religions
 Nature and significance of religion
 How does the sacred text form and inform
the adherent of a particular religion?
Short answer responses to stimulus
materials completed under supervised
conditions (knowledge and
understanding, evaluative processes)
 Australian religious perspectives
 How are women portrayed in sacred texts
and does it reflect their role in
contemporary Australian society?
 What approaches might be available to study
sacred texts?
2
9
Religion–state relationships: religion and
genocide
 Nature and significance of religion
 Are all religious adherents able to practise
their beliefs in all countries?
 What is the situation in Australia?
76
Extended written response, research
essay (800 to 1000 words) (knowledge
and understanding, evaluative
STUDY OF RELIGION SENIOR SYLLABUS
 World religions
 Process of Inquiry – Holocaust (Shoah)
investigation
8
Religion–state relationships: Aboriginal
spiritualities and Torres Strait Islander religions
and colonialism
 Australian religious perspectives
 What has been the impact of religion–state
relationships on Aboriginal spirituality?
 What effect has Christian missionary
activity had on Aboriginal spiritualities?
 How do contemporary churches work in
partnership with Aboriginal communities?
3
8
 Nature and significance of religion
 How do beliefs of living, dying and eternity
affect lifestyles?
 Nature and significance of religion:
 How can questions about the origin of the
universe be informed by science and
religion?
 Australian religious perspectives:
 What services do religions provide for the
benefit of Australians? How accessible are
these services to all Australians regardless
of religious beliefs?
10
 Research essay (knowledge and
understanding, evaluative processes,
research and communication)
 Multimodal presentation (knowledge
and understanding, evaluative
processes, research and
communication)
School-based topic: religion in action
 Nature and significance of religion:
 Why do religious communities express their
beliefs in action?
4
Both assessment instruments in this
semester are linked to an ethnographic
investigation:
Ultimate questions: beliefs about the origin of
the universe
 Australian religious perspectives
 What can be learnt from creation stories of
Australian Indigenous peoples?
5
A feature article of 800 to 1000 words
that includes visual elements or a
current affairs vignette (knowledge and
understanding, evaluative processes,
research and communication)
Ultimate questions: beliefs about living, dying
and eternity
 World religions
 How do religions explain the questions of
living, dying and eternity?
5
processes, research and
communication)
Response to stimulus using unseen
questions under supervised
examination conditions (knowledge and
understanding, evaluative processes)
Religion, values and ethics: ethics in everyday
life
 World religions:
 To what extent do world religions promote
ethics and values?
 To what extent might a global ethic inform
our everyday ethical decisions?
 Australian religious perspectives:
 How are religious values and ethics
reflected in the Australian way?
77
Research assignment: feature article for
a newspaper/current affair report or
interview (knowledge and
understanding, evaluative processes,
research and communication)
STUDY OF RELIGION SENIOR SYLLABUS
 What approaches or frameworks might help us to
investigate ethics and values?
4
6
Religion, values and ethics: contemporary
ethical issues
 Australian religious perspectives
 How do ethical systems accommodate
competing value stances?
 Do individual decisions affect the group?
78
Research essay (knowledge and
understanding, evaluative processes,
research and communication)
STUDY OF RELIGION SENIOR SYLLABUS
Sample course overview for a composite Year 11 and 12 class
Semester
This sample is intended as a guide for teachers’ planning only. See the QSA website
<www.qsa.qld.edu.au> for work program requirements.
1/3
Year A Year 11 and 12 students
9 weeks
9 weeks
Sacred texts: as foundation for belief in
doctrine
Ritual: rituals in world religions
 World religions and Australian religious
perspectives
 How do religious groups record and
transmit their significant stories and
experiences
 Nature and significance of religion
 How have some people used sacred
text to describe and interpret their
religious experience
 World religions and Nature and significance of
religion
 How does the ritual teach or tell the story
of that religion
 Australian religious perspectives and Nature and
significance of religion
 What role does ritual play in Aboriginal
and Torres Strait Islander communities?
11 weeks
11 weeks
Ultimate questions: what does it mean to be
human?
School-based topic: religion and the arts
 Nature and significance of religion and World
religions
 What is the purpose of life? What are
some answers people and religions
have given to this?
2/4
Year B Year 11 and 12 students
 World religions
 How are the arts used in various world
religions to communicate meaning and
belief? (music, architecture, visual art,
drama, statuary)
 Australian religious perspectives
 How have the arts contributed to the
shaping of an Australian spirituality?
18 weeks
18 weeks
Religion, values and ethics: contemporary
ethical issues
Religion–state relationships: fundamentalism
and the state
 World religions and Australian religious
perspectives
 How do ethical codes and values
systems reflect religious traditions?
 How do religions respond to
contemporary ethical issues?
 World religions and Australian religious
perspectives
 How has religion influenced the state and
vice versa?
Religion, values and ethics: ethical
frameworks
 What examples are there of religious groups
who have been oppressed by political regimes?
How have groups dealt with oppression?
 Nature and significance of religion
 What ethical frameworks exist? Can
these be applied to all religions or are
some frameworks religion specific?
79
Religion–state relationships: the rights of the
individual
STUDY OF RELIGION SENIOR SYLLABUS
Assessment instruments
Year 11
Year 12
1. Extended written response (report: 600–800
words)
1. Extended written response (report, 1000–1200 words)
2. Multimodal presentation (relating to off-campus
ethnographic investigation)
2. Multimodal presentation (relating to on-campus
ethnographic investigation)
3. Extended written response (research assignment:
1000–1200 words)
3. Extended written response (research
assignment: 800–1000 words)
4. Written response to an unseen question and /or
stimulus materials completed under supervised
examination conditions (600–800 words)
4. Written response to an unseen question and /or
stimulus materials, completed under supervised
examination conditions (500–600 words)
5. Extended written response (supervised examination
600–800 words). To be completed in term 4.
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STUDY OF RELIGION SENIOR SYLLABUS
Appendix 2: Educational
approaches to the study of
religion
There are many ways of approaching the study of religion. Teachers may find it helpful, when
teaching particular units of work, to introduce students to several approaches. By using a variety
of approaches and analysing the approaches themselves, students should come to understand
that there are many ways of viewing the world’s religions. They should also come to realise that
observations made by outsiders about the religious beliefs and practices of the world’s religions
may not always be accepted by the insiders or adherents of those religions. Some useful
approaches in teaching units in Study of Religion are outlined here.
Sociological approaches
Sociological approaches aim to promote a greater understanding of society and people as social
beings. Users of these approaches attempt to stand outside and assess the value of religion and
its impact on society. Sociological approaches study religion in its full social context to assess
religion’s influence on a society’s laws, politics, education, the arts, customs and structures.
Feminist approaches
Feminist approaches critique patriarchal frameworks and androcentric (male-centred) influences
of religion. Such approaches seek to rediscover women’s voices, contributions and religious
roles.
Feminism has a bearing on interpreting religious scripture, on reforming and transforming
religious practice and structures, on questions of justice and peace, and on understandings of
spirituality. Contemporary critical feminism contains, both explicitly and implicitly, strong
social and political components.
Historical approaches
Historical approaches to the study of religion may begin with the founder(s) and follow
chronological patterns of development to the present day. These approaches emphasise the
nature, extent and effect of changes over time. Historical approaches may offer perspectives on
other approaches such as sociological or feminist approaches. Consideration may be given to the
ways in which different approaches are shaped by historical events and how they impact upon
each other.
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Phenomenological approaches
Phenomenological approaches emphasise impartial observation and analysis without the
influence of a person’s particular belief system. One phenomenological approach is that of
Ninian Smart (1996) who suggests seven dimensions to describe certain formal characteristics
of all religions. The seven dimensions are:
 ritual and practical — worship practices and prayer forms
 experiential and emotional — experiences of a special kind that profoundly influenced the
founders and reformers of religious traditions, but there was less of this type of experience among
later members
 mythological or narrative — significant stories describing the relationship between the
transcendent and the human or worldly realm
 doctrinal or philosophical — the series of doctrines and teachings that adherents are expected to
believe
 ethical and legal — key values espoused by believers specifying the behaviours expected of
adherents
 social and institutional — ways in which religious traditions are institutionalised and operate
 material — buildings, works of art and other creations as well as in the preservation of sacred
artefacts and sacred places.
Typological approach
The typological approach uses a technique of classification that begins with the home tradition
and stresses the need for careful translation of examples of our own culture to those in other
cultures. It emphasises the need to be aware that our starting assumptions and perspectives will
be challenged in uncomfortable ways by moving beyond our own cultural confines and theories
of religion.
Basil Moore and Norman Habel’s approach has eight components. Although many may think
this bears a remarkable similarity to Smart’s dimensions, the authors would argue that their
purpose is different. The typological components are:
 religious belief — a traditional profession about the realities of the sacred cosmos, its structure
and interplay between the mundane and the other-than-mundane forces in that cosmos
 religious experience — structured ways in which believers enter into relationships with an otherthan-mundane reality within the context of a particular religious tradition
 sacred stories — traditional narratives told in a religious context, and purporting to reveal a
sacred reality, moment or truth through the components, structure and telling of the narratives
 sacred text — authorised scripts, documents or books claiming to derive their basic authority
from a supernatural source and mediating and communicating truth necessary to life or salvation
 sacred ritual — traditional and ordered sequences of communal actions in which a sacred
purpose is thought to be achieved by means of an interplay between the sacred and the mundane
worlds
 social structure — institutionalised visible forms that express and maintain the life of the
religious community
 ethics — concerns of religious justification of social behaviour within the context of a particular
religious tradition
 religious symbols — traditional marks, objects, gestures, words, characters or events that purport
to mediate and communicate some sacred reality that the symbol, at a purely natural level, does
not possess.
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Appendix 3: Glossary
The Macquarie Dictionary 4th edition (2005) and the BBC website h2g2
<www.bbc.co.uk/dna/h2g2> are among the sources used to compile this glossary.
Adherent: someone who is firm in opinion, supporter, follower, advocate, disciple, devotee.
Agnostic: someone who believes that nothing is known, or likely to be known, of the existence
of god or of anything beyond material phenomena.
Assessment item: part of an assessment instrument.
Assessment instrument: the tool developed to assess student work. It may be comprised of
several parts.
Assessment techniques: the different forms used for assessment instruments.
Atheist: someone who believes there is no god.
Colonisation: to enter a nation or other landmass and to restructure it into a colony.
Component: a part of something that is greater.
Critical: to refer not to one's attitude toward the content but to ways of thinking that enable us
to recognise the assumptions and bias that we might impose.
Cross-cultural: combining, pertaining to, or contrasting two or more cultures or cultural
groups: cross-cultural studies; cross-cultural communication.
Cyberrituals: rituals that are performed online or in a virtual environment.
Discourse: the cultural and social practices through which individuals and groups use language
to establish their identities and membership of groups and to become aware that they are playing
socially meaningful roles.
Diversity: the state or fact of being diverse; difference; unlikeness.
Ecumenism: movement promoting unity among Christian churches or denominations.
Exegesis: critical explanation or interpretation of a text or portion of a text, especially of the
Bible.
Genres: Genres exhibit distinguishing structure, features and patterns that relate to cultural and
communication purposes. There are classes or categories of presentation modes having
particular forms, content, techniques, or the like. For example, the genre of a report; the genre
of a multimodal presentation.
Hierarchy: any system of persons or things ranked one above another.
Hypothesis: a tentative assumption made in order to draw out and test its logical or empirical
consequences.
Ideologies: the body of doctrine, myth, belief, etc., that guides an individual, social movement,
institution, class or large group.
Immortality: endless life or existence. Can be associated with beliefs about an afterlife.
Karma: from Hinduism, Buddhism. Action, seen as bringing upon oneself inevitable results,
good or bad, either in this life or in a reincarnation. In Hinduism one of the means of reaching
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Laïcité: French concept signifying the strict separation of church and state. The closest
approximation in English is secularism. However, that does not fully convey the importance of
laïcité in France, In 2004 a law, recommended by the Stasi Commission, forbade school
students from wearing any conspicuous religious or political signs or symbols, such as the
Islamic headscarf, the Jewish skullcap or large Christian crosses.
Moiety: Aboriginal and Torres Strait Islander Australians are grouped together into moieties.
These are clans of people, animals, plants and spirits. The skin name an Aboriginal and Torres
Strait Islander person is born with determines their moiety. Throughout Arnhem Land in
northern Australia there are two moieties, Yirritja (fire) and Dhuwa (water). A child’s moiety is
the opposite of her mother’s and the same as her father’s. When people get married they must
marry someone from the opposite moiety.
Moksha: from Buddhism, Hinduism, Jainism. Freedom from the differentiated, temporal, and
mortal world of ordinary experience.
Mythological: stories that a particular culture believes to be true and that use the supernatural to
interpret natural events and to explain the nature of the universe and humanity. In modern
usage, mythology is the body of myths from a particular culture or religion.
New religious movements (NRM): a religious faith, or an ethical, spiritual or philosophical
movement of recent origin that isn't part of an established denomination, church, or religious
body.
Nihilism: total rejection of established laws and institutions. Anarchy, terrorism, or other
revolutionary activity. Total and absolute destructiveness, especially toward the world at large
and including oneself.
Phenomena: a fact, occurrence, or circumstance observed or observable: to study the
phenomena of religion.
Political: exercising or seeking power in the governmental or public affairs of a state,
municipality. Fundamentally concerned with relationships: local, state, national and global.
Predestination: the action of God in foreordaining from eternity whatever comes to pass.
Prophecy: something that is declared by a prophet, especially a divinely inspired prediction,
instruction or exhortation.
Proselytise: to induce someone to convert to one's own religious faith.
Rationalism: the doctrine that reason alone is a source of knowledge and is independent of
experience. Human reason, unaided by divine revelation, is an adequate or the sole guide to all
attainable religious truth.
Reformation: the religious movement in the 16th century to reform of Roman Catholic Church
that led to the establishment of the Protestant churches.
Reincarnation: the belief that the soul, upon death of the body, comes back to earth in another
body or form.
Religious citizenship: one of the citizenships persons may exercise in a specific community,
nationally or internationally. Religious citizenship involves rights that individuals have,
capacities they may exercise in specific contexts, and obligations that they acquire. These may
relate to neighbours and groups locally and nationally. International responsibilities and
situations should be considered.
Revivalism: the spirit or activities characteristic of religious revivals. An attempt to reawaken a
faith.
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Sect: group of people forming a distinct unit within a larger group by virtue of certain
refinements or distinctions of belief or practice. A religious body, especially one that has
separated from a larger denomination. A faction united by common interests or beliefs.
Secular: of or pertaining to worldly things or to things that are not regarded as religious,
spiritual, or sacred; temporal.
Sociopolitical: of, pertaining to, or signifying the combination or interaction of social and
political factors.
Syncretism: the attempted reconciliation or union of different or opposing principles, practices,
or parties, as in philosophy or religion.
Theological: the study of the nature and will of God as revealed to humans.
Theism: the belief in one god as the creator and ruler of the universe, without rejection of
revelation.
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