Religion and Ethics SAS 2014
Sample unit of work
Spirituality
The sample unit of work provides teaching strategies and learning experiences that facilitate
students’ demonstration of the dimensions and objectives of Religion and Ethics SAS 2014.
This sample demonstrates:
 organisation and development of a unit that could be used within a course of study
 aspects of the underpinning factors particular to this unit
 learning experiences that support the achievement of the objectives described in the
dimensions of this syllabus
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 alignment between core subject matter, learning experiences and assessment.
Unit overview
Title of unit: Spirituality
The unit description includes a title and a
paragraph that outlines the intent of the unit.
Unit description:
The purpose of this unit is to explore the role of spirituality in the human experience, as it gives
meaning and direction to people’s lives. This meaning can be expressed through the rituals and
symbols that individuals and communities use to reinforce and enhance their beliefs.
Time allocation:
Semester 1, 2, 3 or 4; 55 hours
A time requirement for the unit is indicated.
Dimensions and objectives
Knowing and understanding
By the conclusion of the course of study, students should:
 recognise and describe concepts, ideas and terminology about religion, beliefs and ethics
 identify and explain the ways religion, beliefs and ethics contribute to the personal, relational and
spiritual perspectives of life and society
 explain viewpoints and practices related to religion, beliefs and ethics.
Applying and examining
By the conclusion of the course of study, students should:
 organise information and material related to religion, beliefs and ethics
 analyse perspectives, viewpoints and practices related to religion, beliefs and ethics
 apply concepts and ideas to make decisions about inquiries
 use language conventions and features to communicate ideas and information, according to
purposes.
Producing and evaluating
By the conclusion of the course of study, students should:
 plan and undertake inquiries about religion, beliefs and ethics
 communicate the outcomes of inquiries, to suit audiences
 appraise inquiry processes and the outcomes of inquiries.
Religion and Ethics SAS 2014
Sample unit of work — Spirituality
Queensland Curriculum & Assessment Authority
February 2015
Page 2 of 7
Content to be taught
Concepts and ideas
Spirituality gives meaning and direction to people’s lives.
Individuals and communities establish roles and promote particular ways of living using rituals and
symbols that encourage the growth of a person’s spirituality.
Knowledge, understanding and skills
The knowledge, understanding and skills listed should be developed, showing integration of the core
areas.
Personal
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personal spirituality, experience and family background
symbols as reflections of those things that are important to us
the role of rituals in reinforcing central beliefs
symbolic meaning comes from life experiences, significant relationships, scripture and culture
Identified concepts and ideas, together with the
relevant knowledge, understanding and skills, are
traditional and less traditional expressions of spirituality, including Aboriginal expressions and
from the syllabus.
Relational
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Torres Strait Islander expressions of spirituality
characteristics of rituals
the role of ritual in major life transitions
Spiritual
 the role of spirituality in creating meaning and purpose
 the role of ritual in life events
 symbols as special signs that point to deeper spiritual truths
Religion and Ethics SAS 2014
Sample unit of work — Spirituality
Queensland Curriculum & Assessment Authority
February 2015
Page 3 of 7
Learning experiences
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Syllabus dimensions and objectives are delivered
recognising and describing concepts, ideas and
through learning experiences throughout the unit
terminology about the role of spirituality in the
of work.
human experience to identify the ways spirituality
gives meaning and direction to people’s lives
identifying and researching rituals in the local community and discussing how they reinforce that
community’s spirituality
surveying the student community about their understanding and perception of ‘spirituality’
surveying people in the local community about their understanding and perception of spirituality and
ritual, and the role spiritual and ritual play in giving meaning and direction to their lives
explaining viewpoints, practices about the role of spirituality and ritual in key life events
organising information and material to prepare a report or article about the role of spirituality, ritual and
symbol in people’s lives
organising and analysing perspectives, viewpoints and practices about a range of religions, belief
systems and cultures and explaining differences in viewpoints and practices about spirituality
using language conventions and features to communicate ideas and information about personal
experiences of spirituality and ritual, e.g. the role of ritual in life events and major life transitions
applying concepts and ideas to make decisions about the ways an understanding of spirituality can
influence an individual’s sense of meaning
inviting a member of a local religious community to explain their rituals, including the structure/form,
purpose/function, symbols used, and meaning for the particular community
analysing perspectives, viewpoints and practices related to the depiction of spirituality in contemporary
media to identify different attitudes towards spirituality, ritual and symbols
planning and undertaking inquiries into how rituals and symbols can encourage the growth of a person’s
spirituality
analysing and comparing secular and/or religious rituals from different cultures, religions and belief
systems that have the same purpose to identity differences in functions, viewpoints and practices,
e.g. birth rite / baptism, Christian mass/service, communion, confirmation, rite of passage, graduation,
marriage/wedding ceremony, funeral/burial service, religious festivals
appraising inquiry processes and the outcomes of inquiries into the concept of ritual practices as
expressions of spirituality
creating an original ritual from a regular family or school activity and leading others in the ritual
creating a film, brochure or webpage for adolescents that promotes awareness of the importance of
spiritual development
identifying and explaining key symbols of spiritual communities and personal spiritualities to investigate
the ways these symbols are seen as special signs that point to deeper spiritual truths
examining and interpreting art works to identify how spirituality is depicted
viewing films that show how spirituality gives meaning and direction to people’s lives, e.g. The Mission,
The Way, The Book Thief, Les Miserables, A Beautiful Mind, The Best Exotic Marigold Hotel, Field of
Dreams, The Horse Whisperer, Invictus (good for boys), The Eternity Man, What the Bleep Do We
Know!?
reading novels that depict the role of spirituality in creating meaning and purpose, e.g. The Camino,
Mutant Message Down Under, The Celestine Prophecy, Way of the Peaceful Warrior, The Alchemist
analysing and discussing how spirituality gives meaning to a chosen character’s life in a film or novel
viewing artworks that depict expressions of spirituality, e.g. works by Kandinsky, Rothko, Rassouli,
Pollock and the spiritual paintings of Aboriginal artists and Torres Strait Islander artists, e.g Nyawanday
(Casey Ross), Yumpululu Tjungarrayi, Joe Rootsey, Rosella Namok, Samantha Hobson, Lisa Michl, Roy
McIvor, Doris Platt, Fiona Omeenyo and Arthur Pambegan.
communicating the outcomes of inquiries into
Learning experiences show coverage of the core
spirituality by debating the role of spirituality in
and elective and support the assessment
local and global communities
possibilities indicated.
Religion and Ethics SAS 2014
Sample unit of work — Spirituality
Queensland Curriculum & Assessment Authority
February 2015
Page 4 of 7
Assessment
The following assessment tasks are suggestions only. Teachers may choose from techniques and the
options that follow, or devise alternate instruments, to suit their students’ needs and school context.
Assessment instrument 1: Project around spirituality and/or ritual
Dimensions assessed:
Knowing and understanding
Applying and examining
Producing and evaluating
Assessment technique:
Project
Assessment conditions:
Semester 1–2
Semester 3–4
Written component:
400–700 words
500–900 words
Spoken component:
1½ – 3½ minutes
2½ – 3½ minutes
Multimodal component:
2–4 minutes
3–6 minutes
Performance component:
Schools provide students with some continuous class time to develop the
performance components of the collection of work.
The length of this component will depend upon the nature of the task.
Product component:
Schools provide students with some continuous class time to develop the
product components of the collection of work.
The length of this component will depend upon the nature of the task.
The different components within a project can be
Option 1
delivered at different times throughout a unit of
Part A (performance component)
work. However, one overall result is given for the
Students create and lead their peers in an original
completed project.
ritual based on an established spirituality.
Part B (written component)
Students reflect on the process in a written journal.
Option 2
Part A (performance component)
Students prepare and lead a ritual based in the local community.
Part B (multimodal component)
Students reflect on the process in a presentation to their peers.
Option 3
Part A (product component)
Students survey their student community about their understanding and perception of ‘spirituality’. Using
the results, students create a film, brochure or webpage for adolescents that promotes awareness of the
importance of spiritual development.
Part B (written/spoken component)
Students reflect on the process and appraise the success and/or effectiveness of the film, brochure or
webpage.
Religion and Ethics SAS 2014
Sample unit of work — Spirituality
Queensland Curriculum & Assessment Authority
February 2015
Page 5 of 7
Assessment instrument 2: Investigation
Dimensions assessed:
Knowing and understanding
Applying and examining
Producing and evaluating
Assessment technique:
Investigation
Assessment conditions:
Semester 1–2
Semester 3–4
Written component:
500–800 words
600–1000 words
Spoken component:
2–4 minutes
3–4 minutes
Multimodal component:
3–5 minutes
4–7 minutes
Option 1 (choice of response mode)
Students investigate a local community ritual by observing and analysing how it reinforces that
community’s spirituality.
Option 2 (written response)
Students research and write a report comparing two different spiritualities.
Option 3 (multimodal response)
Students interview a person in the community and report on the role that spirituality plays in creating
meaning in that person’s life.
Option 4 (spoken response)
Students investigate spirituality in Australia and participate in a scripted debate based on the statement
‘Australians have no spirituality’.
Assessment instrument 3: Extended response to stimulus (choice of response mode)
Dimensions assessed:
Knowing and understanding
Applying and examining
Producing and evaluating
Assessment technique:
Extended response to stimulus
Assessment conditions:
Semester 1–2
Semester 3–4
Written component:
500–800 words
600–1000 words
Spoken component:
2–4 minutes
3–4 minutes
Multimodal component:
3–5 minutes
4–7 minutes
Option 1 — images and descriptions of religious symbols
Students are given a selection of religious symbols to examine and interpret. They write a magazine
feature article on ‘The significance of religious symbols in the community’, discussing how religious
symbols reflect the spirituality of a particular community. The student response may be presented as a
spoken or multimodal response.
Option 2 — a selected film, novel or artwork
Students examine how spirituality is depicted in a selected film, novel or art work and how spirituality
gives meaning to a chosen character’s life. The student response may be presented as a written, spoken,
or multimodal response.
Religion and Ethics SAS 2014
Sample unit of work — Spirituality
Queensland Curriculum & Assessment Authority
February 2015
Page 6 of 7
Assessment instrument 4: Examination — short responses
Dimensions assessed:
Knowing and understanding
Applying and examining
Assessment technique:
Examination
Assessment conditions:
Semester 1–2
Semester 3–4
Recommended duration:
60–90 minutes
60–90 minutes
Short response test:
50–150 words per item
(diagrams and workings not included
in word count)
50–250 words per item
(diagrams and workings not included
in word count)
The examination consists of a number of items that could require students to:
 recognise, describe and explain concepts, ideas, issues and viewpoints about spirituality, rituals and
symbols
 analyse, interpret and apply ideas and information about spirituality, rituals and symbols, e.g.
community and media attitudes, the role of spirituality in daily life, significance of spirituality in creating
meaning in life, the role of ritual
 respond to stimulus materials, for example:
 an unfamiliar ritual that students analyse in terms of its ability to reflect the spirituality of a
particular community
 an artwork that depicts a particular spirituality that students have to identify and discuss.
Religion and Ethics SAS 2014
Sample unit of work — Spirituality
Queensland Curriculum & Assessment Authority
February 2015
Page 7 of 7