Religion and Ethics 2014
Study plan for an Authority-registered subject area syllabus (sample)
Use this form to outline your school’s plan for teaching and assessing this Authority-registered subject. Please
complete this study plan on the computer. Do not worry if a table breaks over to a new page. Study plans are
available from the QCAA website www.qcaa.qld.edu.au.
Please note: Insert the school details in section1, the study plan in section 2 and student profile in section 3.
Section 1: School statement
School:
A Queensland school
School code:
123
Subject area syllabus:
Religion and Ethics
Subject code:
6408
School contact:
A teacher
Phone:
7654 0123
This is:
a new study plan
a resubmission of a nonapproved study plan
an amendment to an approved study plan
Application for approval
I, the principal/school moderator of [insert School Name] affirm the school has the resources to implement this
program of study. This school agrees to apply the principles of assessment as outlined in the subject area
syllabus, and to follow the procedures and conditions set by the QCAA for approval of the study plan and
certification of student achievement. The timetabled school time devoted to the study and assessment of this
subject is a minimum of 55 hours per semester (220 hours).
Check to indicate your agreement.
Principal / school moderator name: A principal
Date: 6/10/2014
Section 2: Course and assessment overview
Religion and Ethics is a four-semester course of study. Semesters 1 and 2 of the course are designed to allow
students to begin their engagement with the course content, i.e. the knowledge, understandings and skills of the
subject. Course content, learning experiences and assessment increase in complexity across the four semesters
as students develop greater independence as learners. Semesters 3 and 4 consolidate their learning.
The study area core underpins this SAS and is described through concepts and ideas and associated knowledge,
understanding and skills. The electives provide contexts through which students build on underpinning core
concepts and ideas.
Refer to the Study plan requirements. This is available at www.qcaa.qld.edu.au/30488-sp.html.
Fill in the columns as per the following:

units of work — unit title and outline of concepts and ideas

approximate time (Section 3.2 of the syllabus)

course organisation
 indicate the integration of core and electives (Sections 3.2.1 and 3.2.2 of the syllabus)
assessment description — identify the technique and describe the conditions of assessment, e.g. access to
resources, supervised/unsupervised (Section 4.4 of the syllabus).
14885

Ethics and morality
Personal
 factors contributing to a person’s moral stance
 my personal values
 the process of moral decision making
Relational
 factors that shape the responses to ethical situations in a
community
Spiritual
 morality based on religious teaching
 sources of guidance in moral decision making
**
**
**
**
Religion and Ethics 2014
Study plan for an Authority-registered subject area syllabus (sample)
30
25
1
2


Producing &
evaluating
Formative or Summative
Assessment no.
Spiritual
**
Investigation
Religious expression in Australia
 multimodal response
 3–5 minutes
 4 weeks class time
Applying & examining
1
**
Assessment
technique, description,
assessment conditions
Dimensions
Knowing &
understanding
The Australian scene
Personal
 my religious belief / spiritual heritage
Relational
 diverse expressions of religion, beliefs and spiritualities in
Australia and their contributions to shaping Australian society
Spiritual
 the various ways in which the sense of the sacred is expressed
in Australia
Relational
Personal
Semester
Elective title and integration of core perspectives
Approximate time (hours)
Show relative
emphasis of core
perspectives using
* / ** / ***
F
Examination
 short responses to unseen
questions
 50–150 words per item
 60 minutes

F 
Queensland Curriculum & Assessment Authority
October 2014
Page 2 of 6
Sacred stories
Personal
 sacred stories that inform the individual
 how sacred stories shape and express meaning for individuals
Relational
 family, community and national stories that generate ideas
Spiritual
 the ‘grand’ religious stories that have shaped our world
 stories of founders and followers of different religious groups
 Aboriginal stories and Torres Strait Islander stories and their
contributions to Australian identity
2
Spirituality
Personal
 personal spirituality, experience and family background
 symbols as reflections of the things that are important to us
 the role of rituals in expressing beliefs
 symbolic meaning comes from life experiences, significant
relationships, scripture and culture
Relational
 traditional and less traditional expression 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
*
**
***
30
3
Project
Sacred stories for children
 Part A: product component
 4 weeks of class time
 Part B: spoken component
 1½–3½ minutes
Producing &
evaluating
Applying & examining
Dimensions
Knowing &
understanding
Assessment
technique, description,
assessment conditions
Formative or Summative
Assessment no.
Spiritual
Relational
Personal
Semester
Elective title and integration of core perspectives
Approximate time (hours)
Show relative
emphasis of core
perspectives using
* / ** / ***
F
Extended response to stimulus
Religious symbols in the community
 Written response
e.g. magazine article
 stimulus provided
 written response, 500–800 words
 4 weeks class time
**
**
**
Religion and Ethics 2014
Study plan for an Authority-registered subject area syllabus (sample)
25
4
F
Queensland Curriculum & Assessment Authority
October 2014
Page 3 of 6
Religions of the world
Personal
 personal attitudes towards religions of the world
 personal tolerance and respect for other religions
Relational
 major religions of the world, their beliefs and practices
 inter-faith dialogue, respecting similarities and differences
Spiritual
 religious frameworks and the big questions of life
3
Good and evil
Personal
 personal concepts of good and evil
 essential ingredients of truth, beauty, good and evil and their
expressions in daily life
 sources of good and evil and personal responses
 the effect of good and evil on perceptions of self and others
Relational
 images of good, beauty, truth and evil in society
 ways of dealing with pain and suffering
Spiritual
 perspectives of good and evil, truth and beauty presented from
the perspectives of different religious traditions
 ways to holiness in response to good and evil
**
***
*
30
5
Project: Interfaith network —
Harmony Day
 Part A: product component
 4 weeks class time
 Part B: multimodal component
 3–6 minutes
Producing &
evaluating
Applying & examining
Dimensions
Knowing &
understanding
Assessment
technique, description,
assessment conditions
Formative or Summative
Assessment no.
Spiritual
Relational
Personal
Semester
Elective title and integration of core perspectives
Approximate time (hours)
Show relative
emphasis of core
perspectives using
* / ** / ***
S
Extended response to stimulus:
The good life
 written response, 600–1000
words
 stimulus provided
 4 weeks class time
***
*
**
Religion and Ethics 2014
Study plan for an Authority-registered subject area syllabus (sample)
25
6
S
Queensland Curriculum & Assessment Authority
October 2014
Page 4 of 6
4
Social justice
Personal
 personal rights and responsibilities
 dignity of the human person
 personal responses to social issues and injustices
Relational
 a just society and working for justice
 outreach and welfare groups
 social analysis
Spiritual
 religious teachings about justice
 links between religious teaching and social justice issues
*
***
**
Religion and Ethics 2014
Study plan for an Authority-registered subject area syllabus (sample)
7
Project: Social justice campaign
 Part A: product component
 4 weeks class time
 Part B: spoken component
 2 ½ – 3 ½ minutes
S
8
Examination
 short responses to unseen
questions
 50–250 words per item
 Completed over 2 lessons:
 Part A: 45 minutes
 Part B: 45 minutes
S
55
Producing &
evaluating
Applying & examining
Dimensions
Knowing &
understanding
Assessment
technique, description,
assessment conditions
Formative or Summative
Assessment no.
Spiritual
Relational
Personal
Semester
Elective title and integration of core perspectives
Approximate time (hours)
Show relative
emphasis of core
perspectives using
* / ** / ***
Queensland Curriculum & Assessment Authority
October 2014
Page 5 of 6
The Australian scene
1
Investigation
F
Ethics and morality
2
Examination
F
Sacred stories
3
Project
F
Spirituality
4
Extended response to
stimulus
F
Religions of the world
5
Project
S
Good and evil
6
Extended response to
stimulus
S
Social justice
7
Project
S
Social justice
8
Examination
S
Producing &
evaluating
Applying &
examining
Knowing &
understanding
Assessment instrument
Formative or
Summative
Semester
Unit
Assessment no.
Section 3: Student profile
1
2
Interim standards
Interim Level of Achievement
3
4
Exit standards
Exit Level of Achievement
Religion and Ethics 2014
Study plan for an Authority-registered subject area syllabus (sample)
Queensland Curriculum & Assessment Authority
October 2014
Page 6 of 6