Years Eleven and Twelve Content Descriptions
Sacred Texts
Old Testament
Examples of Connections to Senior Secondary Courses in Religion
Religious Knowledge and Deep Understanding
Old Testament texts need to be understood in their
proper historical and cultural contexts. Application of
Biblical criticism (exegesis) to Old Testament texts
enables a deeper understanding of the recurring
themes in the texts (e.g. covenant, liberation,
preferential option for the poor, restoration,
eschatology, parousia, judgement, hope and
redemption) and the intentions of the human authors.
The intention of the human author is important in
determining the nature of the truth revealed in the text
(e.g. historical truth, factual truth, religious truth). Old
Testament texts are used by the Church to form and
inform individuals, communities and traditions; assist
personal and communal prayer; and provide insights
into life and guidance for living (e.g. helping people to
respond to global, ethical and justice issues and
challenges).
Study Of Religion Syllabus (2008)
Skills
Apply biblical criticism to explore the particular
political, cultural, literary, social and geographical
contexts of Old Testament texts.
Examine recurring themes in Old Testament texts in
order to evaluate their capacity to impact on Australian
culture and lifestyle.
Certificate III in Christian Ministry and Theology
STOT17
1
Sacred Texts
Inquiry questions:

What is the significance of Christian sacred texts for individuals, communities or traditions?

What approaches or methods of reading and analysing Christian sacred texts are available?

How are women portrayed in Christian sacred texts and does this reflect their role in contemporary society?

In what ways does Christian sacred text shape and inform individual piety?

To what extent does the interpretation and translation of sacred text need to relate to present culture?
Religion and Ethics SAS (2004)
Sacred Stories
Dimensions with key ideas and questions
Personal:

Key figures from Christian sacred texts (e.g. Jesus, disciples) who inhabit the story of my life

Use of Christian sacred texts to shape and express meaning (e.g. about redemption, judgement, hope, resurrection)
Relational:

Historical, cultural, social and political dimensions of communities in Christian sacred texts

How are group identities shaped by Christian sacred texts? (e.g. institution of Eucharist, early Christian communities - synoptic
gospels)
Spiritual:

Stories of founders and followers in Christian sacred texts (Jesus, disciples, early Church)

How are Christian sacred texts used by the adherents of Christianity for preaching and teaching, for highlighting values and shared
traditions, and for framing ritual experiences?
Module 2: The Story
Topics:

3.1 People of the Land

3.2 You are my people, I am your God: The Pentateuch

3.3 Troublers of Israel: The Prophets

3.4 Puzzling Life: The Psalms and the Wisdom Books
Skills:

Outline the major sections of the Old Testament

Identify the relevance and application of the Bible today

Identify key aspects of biblical interpretation

Apply a framework for interpretation to a biblical text

Competently use standard theological reference material
YEARS 11 and 12 Content Descriptions
2014
New Testament
Examples of Connections to Senior Secondary Courses in Religion
Study Of Religion Syllabus (2008)
Religious Knowledge and Deep Understanding
Texts
The Reign of God is the focus of Jesus’ life and teaching. Sacred
Inquiry Questions:
The early Church preached Jesus’ life and teaching.

How are Christian sacred texts interpreted?

What interrelationships (e.g. synoptic gospels) have been identified?
New Testament texts need to be understood in their

What is the significance of Christian sacred texts for individuals, communities or traditions?
proper historical and cultural contexts. Application of

Does the adherent have to fully understand the contexts of the sacred text? Why?
Biblical criticism (exegesis) to New Testament texts

To what extent does the interpretation and translation of sacred text need to relate to present culture?
enables a deeper understanding of the audiences and

How are women portrayed in Christian sacred texts and does this reflect their role in contemporary society?
intentions of the human authors (e.g. the use of
Religion and Ethics SAS (2004)
common sources by the human authors of synoptic
Sacred Stories
gospels). The intention of the human author is
Dimensions with key ideas and questions
Personal:
important in determining the nature of the truth

Key figures from Christian sacred texts (e.g. Jesus, disciples) who inhabit the story of my life
revealed in the text (e.g. historical truth, factual truth,

Use stories of founders and experiences of followers to inform and form personal and family values and beliefs
religious truth). New Testament texts are used by the
Relational:
Church to form and inform individuals, communities

Historical, cultural, social and political dimensions of communities in Christian sacred texts

How are group identities shaped by Christian sacred texts? (e.g. institution of Eucharist, early Christian communities - synoptic
and traditions; assist personal and communal prayer;
gospels)
and provide insights into life and guidance for living
Spiritual:
(e.g. helping people to respond to global, ethical and

Stories of founders and followers in Christian sacred texts (Jesus, disciples, early Church)

How are Christian sacred texts used by the adherents of Christianity for preaching and teaching, for highlighting values and shared
justice issues and challenges).
traditions, and for framing ritual experiences?
Skills
Use biblical criticism to analyse and draw conclusions
about similarities, differences and contradictions in the
Synoptic Gospels (e.g. considering the nature of each
human author’s community, theological perspectives,
major themes and choice of source material).
Examine stories about Jesus and his teachings and
actions in New Testament texts (e.g. infancy narratives,
miracles, Beatitudes, parables, passion, death and
resurrection stories) in order to explore how Jesus’
teachings might be used to evangelise and critique
Australian culture and lifestyle.
Certificate III in Christian Ministry and Theology
Module 2: The Story
Topics:

4.1 From Jesus to Christ (focusing on the historical context of Jesus and the New Testament, and the Synoptic Gospels)

4.2 The Letters of Paul (providing opportunities to explore the world and letters of Paul and for reflecting on life in early Christian
communities)
Skills:

Outline the major sections of the New Testament

Discuss the identity and mission of Jesus Christ

Identify the relevance and application of the Bible today

Identify key aspects of biblical interpretation

Apply a framework for interpretation to a biblical text

Competently use standard theological reference material
STNT21
2
YEARS 11 and 12 Content Descriptions
2014
Christian Spiritual Writings and Wisdom
Examples of Connections to Senior Secondary Courses in Religion
Religious Knowledge and Deep Understanding
Contemporary Christian spiritual writings reflect the
signs of the times in the light of the Gospel and use a
variety of mediums and modes of communication to
reveal the mystery of God and of life.
Study Of Religion Syllabus (2008)
Skills
Identify and describe how the mystery of God and of
life is revealed through the message, mediums and
modes of contemporary Christian spiritual writers.
STCW12
Sacred Texts
Inquiry Questions:

How are sacred texts used and interpreted?

How do individuals and communities use sacred texts to express their religious beliefs?

What is religious truth? Are there other kinds of truth?

How are relationships to the divine expressed in sacred text?

How have some people used sacred text to describe and interpret their religious experience?
Ultimate Questions
Inquiry Questions:

How do I reach my potential?

What does it mean to be human?

Am I totally free?

What is the purpose of life? What are some answers people have given to this?

How do my actions and decisions affect my life?

Where can I find answers to these questions?

How does religion help make meaning?
Religion and Ethics SAS (2004)
Spirituality and Ritual
Dimensions with key ideas and questions
Personal:

What does spirituality mean to me?

Is everyone conscious of the spiritual dimensions of their lives?

Who taught you about spirituality?
Relational:

How do the arts challenge people’s ideas about life and faith?

Are spirituality and materialism compatible?

Do mainstream religious expressions of spirituality meet the needs of people in the modern age?
Spiritual:

How have the arts been used to express the struggle of faith?

What messages have people presented about personal faith and religious topics through the visual arts, drama, music, and film?
Certificate III in Christian Ministry and Theology
Module 1: Spirituality Today
Topics:

1. What is Spirituality?

2.2 Accents in Catholic Spirituality

4. Women’s Spirituality
Skills:

Read, analyse, interpret, discuss and compare contemporary writings on spirituality

Give a definition for spirituality
3
YEARS 11 and 12 Content Descriptions
2014



Recognise the relationship of spirituality to religion
Identify examples of spirituality in your school
Understand the nature and role of the Holy Spirit in Christian Spirituality
Suggested contemporary Christian spiritual writings:
C.S.Lewis
Edith Stein
Thomas Merton
Ronald Rolheiser
Henri Nouwen
Richard Rohr
Anthony de Mello
Megan McKenna
Parker Palmer
Joan Chittister
Matt Maher (music)
Mary Jane Miller (contemporary iconographer) www.modercatholiciconography.com
James Martin sj
Rob Bell (Nooma series)
Catholic Youth Ministry blog www.cymblog.com
Christian dance companies http://paradosiballetcompany.com
4
YEARS 11 and 12 Content Descriptions
2014
Years Eleven and Twelve Content Descriptions
Beliefs
Trinity: God, Jesus the Christ, Spirit
Religious Knowledge and Deep Understanding
Christians believe that Jesus freely embraced God’s
work of salvation which was accomplished through
his passion and death. Jesus’ obedience unto death
on behalf of all people brought about the
forgiveness of all sin. Christians believe redemption
is that freedom from sin and freedom for life which
God graciously gifts to the human person through
Jesus Christ.
Skills
Analyse the connections between the passion and
death of Jesus and the Christian belief of God’s work
of salvation.
Identify and describe how Christians believe the
paschal mystery of Jesus Christ provides ultimate
meaning for human existence.
BETR14
5
Examples of Connections to Senior Secondary Courses in Religion
Study Of Religion Syllabus (2008)
Possible Inquiry Questions
Sacred Texts
 How do individuals and communities use sacred texts to express their religious beliefs?
Ultimate Questions
 How does religion help people to make meaning?
Religion, Values and Ethics
 How can religion affect the way an individual lives?
Religion and Ethics SAS (2004)
Dimensions with key ideas and questions
Origins, Purpose and Destiny
Spiritual
 Is there a grand plan? Says who?
 What do Christians believe about God’s plan for human existence?
Good and Evil
Spiritual
 How do Christians understand the concept of salvation?
Certificate III in Christian Ministry and Theology:
Module 1: Spirituality Today
Topic: 1. What is Spirituality?
Module 2: The Story
Topic: 4.1 From Jesus to Christ
Skills:
 Understand the basis of Christian spirituality, and in particular spirituality as expressed in the Catholic tradition
 Be aware of the historical context of spirituality within the Church and in particular developments that occurred
through Vatican II
 Understand the nature and role of the Holy Spirit in Christian Spirituality
 Explain connections between God’s Revelation, Scripture and Tradition
 Discuss the identity and mission of Jesus Christ
 Identify the relevance and application of the Bible today
YEARS 11 and 12 Content Descriptions
2014
Religious Knowledge and Deep Understanding
Christians believe that the nature of God is revealed
in the Old Testament. The divine name, “I Am Who
Am”, is understood in the sense that God is the
fullness of being, every perfection, without origin
and without end. Christian tradition expresses the
riches of the divine name in a variety of terms such
as goodness, abounding in steadfast love,
trustworthiness, constancy, truth and faithfulness.
Study Of Religion Syllabus (2008)
Possible Inquiry Questions
Sacred Texts
 How are relationships to the divine expressed in sacred texts?
Religion and Ethics SAS (2004)
Dimensions with key ideas and questions
Gender and Spirituality
Spiritual
 What are some male and female images of God that are found in the various religious traditions?
BETR15
Certificate III in Christian Ministry and Theology:
Module 1: Spirituality Today
Topic:
 4.1 Seeing God anew: Perspectives on naming God
Module 2: The Story
Topic:
 3.2 ‘You are my people, I am your God’: The Pentateuch
Skills:
 Reflect on ways of naming God
 Explain connections between God’s Revelation, Scripture and Tradition
 Explore women’s and feminist insights on God, Scripture and Tradition
 Recognise the significance of the Bible as a source for theological beliefs
 Relate personal experience to a given theological theme or issue
Human Existence
Examples of Connections to Senior Secondary Courses in Religion
Religious Knowledge and Deep Understanding
Christians believe that God is the source of all
existence. God is revealed in the person of Jesus and
through all of creation. Knowledge and
understanding of God require both human reason
and faith.
Study Of Religion Syllabus (2008)
Ideas and concepts to investigate
Ultimate Questions
 Origins – existence of God/gods/the holy, creation/evolution, order/chaos
Skills
Use appropriate textual evidence to explain the
nature of God as revealed in Old Testament writings
(e.g., God is great - Isaiah 40: 12 – 17; God is one –
Deuteronomy 6:4; God abounds in steadfast love
and faithfulness – Exodus 34:6; God alone IS Exodus 3: 13 – 15).
Explain how the variety of terms for God used in
Christian tradition influences the ways in which
Australians understand the nature of the divine.
Skills
Explain what can be known about God as revealed
through all of creation (e.g. loving Creator,
providence, immanence, transcendence).
6
Religion and Ethics SAS (2004)
Dimensions with key ideas and questions
Spirituality and Ritual -Relational
 How do the arts challenge people’s ideas about God, life and faith?
Heroes and Role Models - Spiritual
 How do various religions view ‘Messianic’ heroes such as Jesus Christ and Buddha?
 What is the function of hero figures in different religious traditions?
YEARS 11 and 12 Content Descriptions
2014
Compare different ways humans come to a
knowledge and understanding of God (e.g. through
the person of Jesus, through the work of the Spirit,
through human reason; through faith, through
experience).
BEHE11
Religious Knowledge and Deep Understanding
Christians believe that faith is an authentic, free
human act made possible by grace. Faith seeks
understanding; it is not contrary to reason.
Skills
Describe the characteristics of a Christian
understanding of faith (i.e. faith as a grace; faith as a
human act; faith and understanding; freedom of
faith; necessity of faith; perseverance in faith).
Make connections between the Christian
understanding of faith and the personal, social and
spiritual dimensions of human experience.
BEHE12
7
Certificate III in Christian Ministry and Theology:
Module 2: The Story
Topic: 1.2 Is the Bible the ‘Word of God’?
Module 4: The Edge
Topics:
 1. Life Visions
 2. Can you prove God exists?
Skills:
 Explain connections between God’s Revelation, Scripture and Tradition
 Understand the role of worldview and be able to articulate some key elements of a Christian worldview
 Relate personal experience to a given theological theme or issue
 Develop skills to inquire deeply and think broadly about religion, culture and society while exploring ultimate
questions such as, ‘Is there a God?’
Study Of Religion Syllabus (2008)
Possible Inquiry Questions
Ultimate Questions
 How have artists responded to questions about human existence?
Religion and Ethics SAS (2004)
Spirituality and Ritual
Dimensions with key ideas and questions
Personal
 Is everyone conscious of the spiritual dimensions of their lives?
Certificate III in Christian Ministry and Theology
Module 1: Spirituality Today
Topics:
 1.1 What is Spirituality?
 1.5 Christian Spiritual Practices
Skills:
 Knowledge of Christian Spirituality
 Recognition that beliefs develop over time
 Awareness of how spirituality is expressed in particular circumstances (in the school, indigenous or feminist
spirituality)
 Awareness of the role of experience in spirituality/theology
YEARS 11 and 12 Content Descriptions
2014
Religious Knowledge and Deep Understanding
Christians believe God created the human person in
the image of God; as body animated by a spiritual
soul. The body and soul are truly one. According to
Catholic teaching, the human soul is individually
created for each person by God and infused at the
time of conception and is immortal.
Skills
Express the Christian understanding of the human
person as made in the image of God and animated
by a spiritual soul.
Apply Catholic teaching about the human soul to a
contemporary issue (e.g. reproductive technology,
euthanasia).
BEHE13
Study Of Religion Syllabus (2008)
Possible Inquiry Questions
Ultimate Questions
 What do the world religions say about the origin of life and the meaning and purpose of life?
Religion, Values and Ethics
 How can religion affect the way an individual lives?
 In what ways do religious traditions shape ethics?
Religion and Ethics SAS (2004)
Dimensions with key ideas and questions
Good and Evil
Personal
 What is it that gives every person a unique and intrinsic beauty, particularly when they are being true to themselves?
Ethics and Morality
Relational
 How are the beliefs of a particular religion reflected in their moral code or ethics?
Origins, Purpose and Destiny
Personal
 Who am I?
 How might I describe my personal origins and individual identity?
Certificate III in Christian Ministry and Theology:
Module 1: Spirituality Today
Topic:
1.1 What is Spirituality?
Module 3: Choices
Topic:
 1.1 Being just people
 3. Case Studies (application of ethics and Catholic social teaching in contemporary contexts)
Skills:
 Basic knowledge of Catholic fundamentals in spirituality (community & sacraments)
 Understanding the relationship of mind, body, soul and spirit, and how this relationship has been conceived over time
 Appreciate the connection of ethics to spirituality, to one’s view of the world (cosmology), human beings
(anthropology) and God (theology)
8
YEARS 11 and 12 Content Descriptions
2014
World Religions
Connections to Senior Secondary Courses in Religion
Study Of Religion Syllabus (2008)
Religious Knowledge and Deep
Possible Inquiry Questions
Understanding
Ritual
The major world religions have a role in  How have rituals changed over time or place?

How does ritual express belief?
the quest for meaning and purpose in
Sacred
Texts
the lives of individuals and

What sacred texts exist in world religions?
communities. Religious traditions, while
distinct and different, share some
Religion and Ethics SAS (2004)
distinguishing elements (e.g. attitudes, Sacred Stories
Relational
beliefs and practices) that have

What are the stories of the founders of different religious groups?
developed over time.

How are these stories used by the adherents of particular religions for preaching and teaching, for highlighting values and shared traditions, and for
Skills
Research and examine distinguishing
components of a religion (e.g. core
beliefs, sacred texts, rituals, key figures,
sacred space).
Examine and discuss ways in which the
spiritual writings of a religious tradition
inform and form individuals,
communities and traditions.
Analyse the connections between
ethical frameworks of a religious
tradition and responses to
contemporary issues.
Explore ways in which religious
traditions express their beliefs through
ritual and daily living.
BEWR12
framing ritual experiences?
Spirituality and Ritual
Relational

What are the characteristics of rituals?

What role does ritual play in celebrating special communal events?
Life Choices
Relational

What do different Religions teach about relationships?
Ethics and Morality
Spiritual

For what reasons do people base their morality or ethical decisions on religious teachings?
Heroes and Role Models
Spiritual

What is the function of hero figures in different religious traditions?
Religions of the World
Personal

What does it mean to be a member of a particular religious tradition?
Relational

What is the function of sacred texts in various religious traditions?
Spiritual

What is the function of prayer, ritual, worship and devotional practices in various religious traditions?
Certificate III in Christian Ministry and Theology:
Module 4: The Edge
Topics:

1.1 Life Visions

1.3 Are different religions really just different paths to the same God?
Skills:

9
Have a beginning understanding of differences between major world religions (Christianity, Judaism, Islam, Hinduism, Buddhism) and Australian
YEARS 11 and 12 Content Descriptions
2014
Indigenous religions

Develop skills to inquire deeply and think broadly about religion, culture and society while exploring ultimate questions such as: Is there a God? How
do we make sense of suffering? How do humans interact with the sacred?

10
Recognise some similarities and contrasts between a Christian worldview and another religious, indigenous or philosophical worldview
YEARS 11 and 12 Content Descriptions
2014
Years Eleven and Twelve Content Descriptions
Church
Liturgy and Sacraments
Examples of Connections to Senior Secondary Courses in Religion
Study Of Religion Syllabus (2008)
Religious Knowledge and Deep Understanding
Christian rituals embody beliefs that are expressed in structured Ritual
Possible Inquiry questions:
actions or codified norms/rites. In the Catholic Church, the

What are some approaches and models used for analysing rituals?

How does ritual express belief?
Sacraments or rituals of commitment (e.g. Marriage and Holy

How does the ritual incorporate sacred / religious / secular texts?
Orders) give expression to the creative love of God, and call

How does the ritual attempt to meet the spiritual and emotional needs of the participants?
believers to a genuine relationship, service of others and

In what way/s have secular rituals taken on elements of religious rituals (e.g. civil marriages, funerals)
building up of the Christian community. For Christians, marriage Ideas and concepts to investigate:

Rituals reinforce key texts and dogmas
is a covenant expressed as an intimate partnership of life and

Ritual transformations – old status to new state of being (such as marriage, Holy Orders)
love between man and woman, intended by God in creation.
Religion and Ethics SAS (2004)
Christian marriage presumes genuine freedom and
Spirituality and Ritual
understanding by both persons. In major Christian churches, the Dimensions with key ideas and questions
call to a ministry of word, liturgical and community leadership is Personal

What does ritual mean to me?
ritualised through a variety of ceremonies and rites (e.g.

What are rituals and ceremonies that mark major life events – marriage, death?
ordination, endorsement and election). In the Catholic Church,
Relational

How are symbols and rituals used to create bonds between people?
through the Sacrament of Holy Orders, bishops, priests and

What are people’s roles in the rituals of different religious traditions? Who is involved?
deacons are ordained to make Christ’s priesthood present

What are the characteristics of rituals?
through their service and leadership of God’s people. Christian

The role of rituals in celebrating special communal events
Spiritual
funerals express solidarity of the living and the dead
(Communion of Saints). They combine prayer for the forgiveness  Rituals contain the elements of purpose, structure, place, participants, objects/symbols

How important are signs and symbols?
of sin, for a merciful judgement, hope in resurrection, and

Symbols are special signs that point to deeper spiritual truths
gratitude for the blessings that came to others through the life

How do different belief systems view life events?
Certificate
III in Christian Ministry and Theology
of the deceased person.
Skills
Analyse some Christian rituals (e.g. marriage, Holy Orders,
funerals) using models of ritual analysis, to draw conclusions
about the beliefs being expressed and how they meet the
spiritual and emotional needs of believers.
Module 1: Spirituality Today
Topic:

2.2 The Sacraments: Putting flesh and bones on God’s love.
Skills:

Basic knowledge of Catholic fundamentals in spirituality (community & sacraments)

Awareness of differences in liturgy and sacraments between two denominations

Familiarity with the sacrament of marriage and consideration of some of the issues involved in being married in the
context of the Catholic community
CHLS16
11
YEARS 11 and 12 Content Descriptions
2014
Religious Knowledge and Deep Understanding
In major Christian traditions, some rituals are prepared
according to formal principles and rubrics. These rituals are
referred to as liturgy.
Liturgical adaptation is provided for in Christian traditions to
enable expression of the cultural diversity of believers and
encourage their active participation.
Skills
Investigate examples of Christian liturgy (e.g. Eucharist,
marriage, funerals) in order to identify some formal principles
and rubrics applied.
Critique examples of Christian liturgy for their capacity to
express the cultural diversity of believers and encourage their
active participation.
CHLS17
Study Of Religion Syllabus (2008)
Ritual
Possible Inquiry questions:
 To what extent are rituals in this religion culturally specific or universal?
Ideas and concepts to investigate:
 Cultural particularity and cultural diversity within rituals
 Christian rituals in East and West
Religion and Ethics SAS (2004)
Spirituality and Ritual
Dimensions with key ideas and questions
Relational
 How are symbols and rituals used to create bonds between people?
 What are people’s roles in the rituals of different religious traditions? Who is involved?
The Australian Scene
Focus:
Many religious traditions and belief systems have taken on a particularly Australian flavour.
Dimensions with key ideas and questions
Relational
 How does Religion fit into Australian culture?
 The relationship between Indigenous and non-Indigenous spiritualties
Certificate III in Christian Ministry and Theology
Module 1: Spirituality Today
Topic:
 2.2 The Sacraments: Putting flesh and bones on God’s love
Skills:
 Familiarity with the Vatican II document, Sacrosanctum Concilium: Constitution on the Liturgy;
identification of aspects of the document in your local context
 Awareness of differences in liturgy and sacraments between two denominations
12
YEARS 11 and 12 Content Descriptions
2014
People of God
Examples of Connections to Senior Secondary Courses in Religion
Religious Knowledge and Deep Understanding
Christians believe they are called through
Baptism (Latin vocātiō – ‘calling’) to use their
gifts in their profession, family life, Church and
civic commitments in the service of God and
for the sake of the greater common good. In
the Christian tradition, the response to this call
(one’s vocation) involves choosing from the
following four main states of life: that of a
single person; a married person; a celibate
member of a religious congregation (sister,
brother, priest); an ordained minister (e.g.
priest, deacon). For Catholic Christians,
Sacraments or rituals of commitment (e.g.
Marriage and Holy Orders) are particular
expressions of vocation and discipleship.
Christians believe the Holy Spirit empowers
them to live out Christ’s mission in the world.
Skills
Investigate how and why Christians
(individuals or groups, past or present) have
used their gifts in the service of God and for
the sake of the common good (e.g. social,
political or ethical reform; defence of human
rights; action for social justice; ecological
stewardship).
CHPG12
13
Study Of Religion Syllabus (2008)
Religion State Relationships
Possible Inquiry questions:
 How has religion influenced the state?
 Should religion concern itself with social issues?
 What has been the impact of religion–state relationships on Aboriginal and Torres Strait Islander spiritualties, religions and
peoples?
 To what extent have religious leaders commented on issues under consideration by the state?
 How have religious traditions promoted human rights?
 What influence has Vatican City and the World Council of churches had on world policy?
Ultimate Questions
Possible inquiry questions:
 How do I reach my full potential? How do I serve the community?
 What is the relationship between the individual and the community?
 How can religion affect the way an individual lives?
 To what extent is spirituality part of the human condition?
Ideas and concepts to investigate:
 Freedom, decision making and identity
 Community life depends on active involvement of individuals
 To be human is to be spiritual
Religion and Ethics SAS (2004)
Social Justice
Dimensions with key ideas and questions
Relational
 Outreach and welfare groups – e.g. St Vincent de Paul
 Who is responsible for social justice?
Spiritual:
 Links between beliefs and action
 Links between religious teaching and social justice issues (or lack of them) e.g. hospitals, education, welfare
 How do religions work to achieve changes in social systems?
 Religious teachings about justice
Origins, Purpose and Destiny
Dimensions with key ideas and questions
Personal
 Who am I? Why am I here? For what am I responsible?
 Where am I going? In my earthly life – beyond my earthly life?
Spiritual
YEARS 11 and 12 Content Descriptions
2014
 What purpose does life really hold? Does life have meaning?
 Is there a grand plan? Says who?
Life Choices
Dimensions with key ideas and questions
Personal
 Lifestyles, single life, marriage, sexuality, religious life
 What do I have to offer the world?
 Developing personal awareness and reflection
 Prayer, meditation, stillness as a lifestyle choice
Spiritual
 Implications of lifestyle choice for the wider community
 Achieving a balanced life – body, mind and spirit
Certificate III in Christian Ministry and Theology
Module 1: Spirituality Today
Topic:
 5. Christian Spiritual Practices
Module 3: Choices
Topics:
 2. “The Best Kept Secret” – Catholic Social Teaching
 3.2 Environmental Justice
Skills:
 Know a variety of ways in which Christians practice their spirituality
 Explore different types of Christian spiritualities
 Basic knowledge of a range of contemporary social issues, such as Australian refugee policy, reconciliation, human trafficking,
environmental issues
 Investigate how and why a person has applied Catholic social justice teaching in their life and/or work
Resources:
www.catholicozvocations.org.au
Catholic Vocations Ministry Australia (CVMA) is a joint committee of the Australian Catholic Bishops Conference and the
Australian Conference of Leaders of Religious Institutes (ACLRI).
http://www.catholicozvocations.org.au/Home/Catholic-Life/Vocation-Directory
An A – Z list of all the different Religious Orders in Australia.
http://bne.catholic.net.au/asp/index.asp?pgid=11439
Catholic Vocations, Brisbane Archdiocese
http://www.catholicpriesthood.com/
Brisbane Archdiocese website on Priesthood
14
YEARS 11 and 12 Content Descriptions
2014
Church History
Examples of Connections to Senior Secondary Courses in Religion
Religious Knowledge and Deep
Understanding
Awareness of history is an essential
dimension of any study about religion.
Historical knowledge is fundamental to
understanding and appreciating the purpose,
meaning and significance of religion in the
lives of individuals and communities.
Skills
Investigate patterns of belief and religious
traditions and the ways in which these
contribute to shaping and interpreting
people’s lives and experiences, past and
present.
Examine and account for significant
continuity and change in religions in a variety
of historical and cultural contexts.
CHCH10
Study Of Religion Syllabus (2008)
Religion-State Relationships
Inquiry questions:
• How has the relationship between religion and state changed over time and if so how?
• What has been the impact of religion–state relationships on Aboriginal and Torres Strait Islander spiritualties, religions and
peoples?
• To what extent have religious leaders commented on issues under consideration by the state?
Ritual
Inquiry questions:
 How has this ritual changed over time or place? How does ritual teach or tell the story of a religion?
Ultimate Questions
Inquiry questions:
 Are there divergent responses within and between religious traditions to ultimate questions over time?
 How have artists, musicians, philosophers, scientists, mystics responded to such questions?
Religion and Ethics SAS (2004)
The Australian Scene
Dimensions with key ideas and questions
Relational:
• Religious groups in Australian history; the influence of religions in Australia
Spiritual:
 How has Religion critiqued certain aspects of a culture e.g. the conscription debate in Australia; the Church and politics; the
education debate in Australia, the treatment of Indigenous peoples; environmental stewardship
Religions of the World
Dimensions with key ideas and questions
Relational:
 The spread of Christianity through colonisation
 Missionary movements and charitable organisations
 Wars fought in the name of Christianity; Historical roots of Christian denominations
Certificate III in Christian Ministry and Theology
Module 2: The Story
Topics:
 3.1 People of the Land
 4.1. From Jesus to Christ
 4.2 Letters of Paul
Module 3: Choices
Topics:
15
YEARS 11 and 12 Content Descriptions
2014
 1.1 Being just people
 2. “The Best Kept Secret” – Catholic Social Teaching
Skills:
 Awareness of what the Old Testament says about land and reflection on how these texts apply today, including the experience
of a Palestinian teenager
 Familiarity with the historical background to the time of Jesus and the way in which the earliest Christians remembered Jesus
and told his story
 Recognition that beliefs develop over time e.g. developments in understanding of conscience
 Shows awareness of the historical development of Church teachings
 Awareness of differences in ethical teachings among a range of denominations
16
YEARS 11 and 12 Content Descriptions
2014
Years Eleven and Twelve Content Descriptions
Christian Life
Moral Formation
Examples of Connections to Senior Secondary Courses in Religion
Religious Knowledge and Deep Understanding
Christian moral teaching provides guidelines
and limits regarding ethical and moral
responses to global issues and challenges, such
as justice, tolerance, reconciliation, peace,
ecology, nonviolence, respect and appreciation
for others.
Study Of Religion Syllabus (2008)
Skills
Analyse and appraise the contribution of
Christian moral teaching to global issues and
challenges.
CLMF15
Religion, values and ethics
Possible inquiry questions:

Do people always think of moral codes, laws and consequences before they act?

What role has Religion played in facing global issues and challenges, past and present?

How do religious beliefs contribute to the good of humanity?
Ideas and concepts to investigate:

Religious moral codes

Defining the common good

Religion has a role to play in facing global issues and challenges: justice, tolerance, reconciliation, peace, ecology, nonviolence, respect and
appreciation for others
Religion and Ethics SAS (2004)
Ethics and Morality
Dimensions with key ideas and questions
Personal

What do I understand to be right and wrong? Moral? Immoral? Amoral?

Do I need some guidelines and limits regarding ethical and moral matters?
Relational

Links between human rights and moral action; the law and moral action; social justice and moral action; Christian teaching and moral
action

Religions provide systematic approaches to address ethical issues
Spiritual:

Is there an absolute moral code?

Many people base their morality on God / religious teaching

Contributions of religious beliefs to moral reasoning

Sources of guidance in moral decision making
Certificate III in Christian Ministry and Theology
Module 3: Choices
Topics: 1.1 Being just people
Module 4: The Edge
Topics: 1.1 Life Visions
Skills:

Explore questions such as: What is ethics? What is morality? What are we doing when we act ethically or morally?

Develop strategies for making ethical decisions, including understanding how to draw on religious traditions and value systems

Apply Catholic social teachings to contemporary social issues

Understanding of the Christian worldview and the difference that a Christian worldview makes

Basic understanding of at least one of the following topics in Christian tradition: the place of religion in Australia today, evil and suffering
(theodicy), last things (eschatology)
17
YEARS 11 and 12 Content Descriptions
2014
Religious Knowledge and Deep Understanding
Christian teachings about good and evil (e.g.
the concepts of sin, freedom, conscience,
grace, virtues, human dignity and integrity,
identity, rights and responsibilities,
consequences) inform the personal, relational
and spiritual dimensions of human existence.
Skills
Examine Christian teachings about good and
evil and critically analyse their significance for
personal integrity and the good of community.
CLMF16
Study Of Religion Syllabus (2008)
Ultimate Questions
Possible inquiry questions:
 How can religion affect the way an individual lives?
 How do religious beliefs and practices contribute to the good of humanity?
 What is the relationship between the individual and the community?
Ideas and concepts to investigate:
 Conscience
 Freedom, decision making and identity
 Ideas about suffering, pain, punishment, merit, reward , sin, evil, consequences, common good
Religion and Ethics SAS (2004)
Good and Evil
Dimensions with key ideas and questions
Personal:
 Definitions of good and evil
 Concepts of personal evil and goodness in religions
Relational:
 Images of good and evil in society
 Definitions of good and evil from a range of perspectives
 Responses to suffering and evil in religions of the world
Spiritual:
 Religious beliefs about and images of good and evil
 Concepts of personal evil and goodness in religions
 Natural and moral evil
 Can evil ever be justified?
 Religious images of good and evil
Certificate III in Christian Ministry and Theology
Module 3: Choices
Topic: 1.1 Being just people
Module 4: The Edge
Topic: 2.2 Why Do Good People Suffer?
Skills:
 Understand, at a basic level, concepts such as ‘a good life’, conscience, freedom, sin, and character/virtues as they relate to
the area of ethics
 Understand the role of conscience in ethical decision making and in Catholic teaching
 Basic understanding of the question of evil and suffering, responses to evil and suffering and how suffering affects the way in
which people make sense of the world
18
YEARS 11 and 12 Content Descriptions
2014
Mission and Justice
Examples of Connections to Senior Secondary Courses in Religion
Religious Knowledge and Deep Understanding
Catholic social teaching proposes principles for
reflection; provides criteria for judgment and gives
guidelines for action in response to social justice
issues (e.g. world peace, environmental protection,
political freedom, capital punishment, human rights,
poverty, suffering, education, employment).
Study Of Religion Syllabus (2008)
Religion-State Relationships
Possible inquiry questions:
 How has religion influenced the state?
 Should religion concern itself with social issues?
 To what extent have religious leaders commented on issues under consideration by the state?
 How have religious traditions promoted human rights?
 What influence has Vatican City and the World Council of churches had on world policy?
Ideas and concepts to investigate:
 Religion has had an influence on capital punishment, abortion, slavery, cloning, conscription
 Religion has provided support to alleviate suffering and poverty through almsgiving, social justice and welfare
agencies
 Religious traditions and human rights
 United Nations and the influence of Pacem in Terris
 Religion has often exerted a major influence on social and political issues:
 state religious laws
 conscientious objection
 freedom
Religion and Ethics SAS (2004)
Social Justice
Dimensions with key ideas and questions
Personal
 How can I contribute to a just world?
Relational
 Define a just society
 Are all people’s rights equal?
 Social rights – individual v. group
 Outreach and welfare groups – e.g. St Vincent de Paul
 Who is responsible for social justice?
Spiritual:
 What is justice?
 Links between beliefs and action
 Links between religious teaching and social justice issues (or lack of them) e.g. hospitals, education, welfare
 Implications of religious ideas
 How do religions work to achieve changes in social systems?
 Religious teachings about justice
Skills
Examine and appraise the influence of Catholic social
teaching on life and societal issues (e.g. world peace,
environmental protection, political freedom, capital
punishment, human rights, poverty, suffering,
education, employment).
CLMJ12
Certificate III in Christian Ministry and Theology
19
YEARS 11 and 12 Content Descriptions
2014
Module 3: Choices
Topics:
 2. “The best kept secret” – Catholic Social Teaching
 3.1 Human Trafficking
 3.2 Environmental Justice
Skills:
 Basic knowledge of Christian ethics and Catholic social justice teaching
 Awareness of Church practice in the area of social justice and in relation to some ethical issues
 Basic knowledge of a range of contemporary social issues, such as Australian refugee policy, reconciliation, human
trafficking, environmental issues
Prayer and Spirituality
Examples of Connections to Senior Secondary Courses in Religion
Religious Knowledge and Deep Understanding
Prayer in the Christian tradition nurtures the spiritual
life of believers. Vocal prayer, meditative prayer and
contemplative prayer are ancient examples of this.
Study Of Religion Syllabus (2008)
Ritual
Possible areas of inquiry:
 pilgrimages and ritual tourism; ritual meditation and prayer; the arts in ritual
Possible inquiry questions:
 How does the ritual attempt to meet the spiritual and emotional needs of the participants?
 What is the diversity of practice around this ritual?
 How does ritual teach or tell the story of a religion?
Ideas and concepts to investigate:
 Rites of personal devotion such as prayer, meditation, prostration
 Prayer and meditation rituals across religions
 Symbolic objects and symbols
 Rituals point people to the divine
 Some rituals are linked to practice or communication of the founder of the religion
 Cultural particularity and cultural diversity within rituals
 There is often diversity within a religion as to how rituals are carried out.
 Boundaries, sacred space
Skills
Analyse and appraise the significance of prayer in the
Christian tradition in the lives of individuals and
communities (e.g. spiritual and emotional needs,
devotional life, personal search for meaning, cultural
identity, personal and communal wellbeing).
CLPS28
Religion and Ethics SAS (2004)
Religions of the World
Dimensions with key ideas and questions
Personal:
 the function of traditional Christian spiritualties in the personal search for meaning
Spiritual:
 The function of prayer, ritual, worship and the sacraments in the Christian tradition
 Developing a devotional life
20
YEARS 11 and 12 Content Descriptions
2014
 The role of the arts in developing a spirituality
Spirituality and Ritual
Dimensions with key ideas and questions
Personal:
 Do mainstream religious expressions of spirituality meet the needs of people in the modern age?
Spiritual:
 How important are signs and symbols?
 Symbols are special signs that point to deeper spiritual truths
Certificate III in Christian Ministry and Theology
Module 1: Spirituality Today
Topic:
 5. Christian Spiritual Practices
Skills:
 Know a variety of ways in which Christians practice their spirituality
 Explore different types of Christian spiritualities
 Become familiar with Catholic devotions and Marian Devotions
 Explore the role of pilgrimages in enhancing Christian spirituality
21
YEARS 11 and 12 Content Descriptions
2014