Stage 5
Catholic Studies
Board Endorsed Course
First Credentialing Year: 2014
Final Credentialing Year: 2017
Submitted by the
Catholic Education Office Sydney.
This course supports the Religious Education in
Sydney Secondary Catholic Schools and in the dioceses of
Armidale
Bathurst
Lismore
Wollongong
Wilcannia/Forbes
p. 1 / 26
p. 2 / 26
Proposal Id.
ME14000001
Status
Endorsed
Description
Catholic Studies
Course Type
BEC Stage 5
KLA
Human Society & Its Environment
Subject Area
Human Society
Course Name
Catholic Studies
Life Skills
No
Start Year
2014
Renewal Year
2017
Contact Name
Louise Zavone
Telephone No.
02 9568 8207
Email Address
louise.zavone@syd.catholic.edu.au
eForm
Stage 5 Standard
Courses for this application will be selected from the
following list.
Course
Hours/ Years to
From To Selected
Units Complete
63044
100
1
10
10 Yes
63045
200
1
10
10 Yes
This proposal covers the following schools(s).
School Name
School
Name
5527
Mt Carmel Varroville
11044
McAuley Catholic College
10979
Bethlehem Col Ashfield
11046
Holy Trinity School
10987
Brigidine Coll Randwick
11055
La Salle Academy Lithgow
10995
Chevalier College Bowral
11057
Loreto Kirribilli
11001
Christian Bro/HS Lewisham
11070
Red Bend Catholic College
11002
St Mary's Cathedral Coll
11071
Marist College Kogarah
11009
Kincoppal-Rose Bay School
11072
Marist College Eastwood
11016
De La Salle Col Ashfield
11074
Marist College Penshurst
11018
De La Salle Col Caringbah
11075
Marist College Pagewood
11021
De La Salle Col, Revesby
11077
Marist College Nth Shore
11022
MacKillop Coll Bathurst
11081
St Joseph's Hunters Hill
11023
Domremy College Five Dock
11082
Marist Sisters' Woolwich
11024
Edmund Rice College
11083
St Patrick's Coll Su'land
11031
Holy Cross College Ryde
11089
Monte Sant Angelo Mercy C
p. 3 / 26
School Name
School Name
11094
Mount St Benedict College
11097
Mount St Joseph Milperra
11642 John Therry Catholic HS
11099
Mount St Patrick College
11666 St Joseph's HS Albion Par
11119
Our Lady/Mercy Burraneer
11675 John Paul Coll Coffs Harb
11128
Mary MacKillop College
11729 Holy Spirit Col Bellambi
11134
Our Lady of the Sacrd HtK
11770 Trinity Cath Coll Lismore
11139
Patrician Bros Fairfield
11771 Casimir Catholic College
11141
All Saints Catholic Boys
11785 Freeman Catholic College
11185
St Augustine's College
12002 Catholic Educ Office
11220
St Clare's College
13178 St John the Evangelist HS
11228
St Dominic's Coll Penrith
13440 St Joseph's Col Banora Pt
11253
St Gregory's College
13864 Aquinas Catholic College
11255
St Ignatius' College
13990 Bethany College Hurstvill
11265
St John's College (Dubbo)
14477 Trinity Cath Coll-Auburn
11267
St John's College Woodlaw
14493 St Paul's High School
11292
St Joseph's CS Oberon
77420 St Maroun's College
11297
St Joseph's Reg Coll
77523 St Philomena's School Mor
11393
St Mary's Coll (Gunnedah)
77695 La Salle Catholic College
11394
St Mary Star of the Sea
77699 Holy Spirit Coll Lakemba
11398
All Saints Girls (L/pool)
77700 Good Samaritan Catholic
11400
St Mary's Ctrl Wellington
77703 Magdalene Catholic High
11404
Rosebank College
77731 Xavier Catholic Ballina
11409
St Mary's HS Casino
77736 McCarthy College Tamworth
11431
St Matthew's Cent Mudgee
77893 Corpus Christi, Oak Flats
11455
St Patrick's Campbelltown
77907 Clancy Catholic
11457
St Patrick's Col St'field
78017 St Benedict's Catholic
11507
St Raphael's Central Sch
11509
St Scholastica's College
11526
O'Connor Catholic College
11527
St Ursulas Col Kingsgrove
11528
St Vincent's College
11546
Stella Maris College
11570
Waverley College
11578
St Paul's Coll Kempsey
11612
James Sheahan Cath Orange
11633
St John Bosco College
p. 4 / 26
1:
APPLICANT DETAILS :
Your Contact Details
First Name
* Louise
Last Name
* Zavone
Phone
* 02 9568 8207
Email (please ensure that this is accurate - all electronic notifications will be
sent to this address)
* louise.zavone@syd.catholic.edu.au
School Details
Number
12002
Name
Catholic Education Office
Street Address
38-40 Renwick Street
Suburb
LEICHHARDT
Postcode
2040
Phone
Fax
Principal's Name
Principal's Email
Step 2:
COURSE DETAILS :
COURSE NAME
Subject Area:
Human Society
Course Name:
Catholic Studies
COURSE HOURS
TIPS for selecting COURSE HOURS:

If you select the 200 hour option you should also select the 100 hour option to cater for students who may only
complete a single year of the course in Stage 5
200 Hours - Year 9 and/or Year 10
Y
100 Hours - Year 9 and/or Year 10
Y
p. 5 / 26
3:
RATIONALE AND AIM
RATIONALE
Why do students at your school need this course?
A principal reason for parents enrolling their children in Catholic schools is for their children to be educated in and
about the Catholic faith. This course focuses on the universality of the Catholic tradition - a common bond within
schools which are a part of this group application.
As such, this course provides an outcome based educational approach that is in keeping with current educational
practice and provides a solid basis for teachers to tailor individual learning experiences for students, while at the same
time meeting parental expectations. The outcomes of the course ensure that local issues pertinent to individual
schools and Diocesan communities can be firmly addressed, and that the resources of these groups can be fully
integrated into individual classroom programs. The course aims to achieve the holistic development of students by
helping them to make sense of everyday life experiences from a Catholic perspective.
AIM
What is the aim of the course?
What is the aim of the course?
This course has four main aims which are to assist students towards:
• making sense of everyday life experiences in the broader contexts of mystery, complexity, confusion and awe
• gaining access to and understanding of the traditions of the Catholic community, its story, its experiences and its
teachings
• celebrating with others the mystery and life of the Risen Christ
• responding to the activity of God in their lives and in the whole of creation.
The classroom Religious Education program that is developed in each diocese and school, achieves the above aims by
developing in each student an understanding and appreciation of:
* the Scriptures and the message of Jesus Christ and openness to their significance for living;
* the living Tradition of the Catholic Church and a willingness to participate in its mission;
* God and creation, awareness of the existence of good and evil, and a capacity to search effectively for meaning in
life;
* God in prayer, liturgy and the sacraments and a willingness to participate in both personal and communal prayer;
* Catholic moral teaching and an ability to work for justice in the world.
p. 6 / 26
4:
COURSE STRUCTURE OVERVIEW :
Module Explanation
The core modules are divided into 5 specific strands or areas of study. Strand A- Scripture & Jesus; Strand B- Church &
Community; Strand C- God, Religion & Life; Strand D- Prayer, Liturgy & Sacraments and Strand E- Morality and Justice.
Three units have been designed for each strand. Each unit is named to reflect the Strand, followed by the Stage level
and the module number in that strand. For example A5-1 refers to Strand A, Stage 5, Module 1. Individual schools are
able to determine the most appropriate pattern of study of these modules in each year of study. Students in Year 9
would study 8 core modules and students in Year 10 would study 7 core modules.
CORE Modules
Core Module #1

A5-1 Literary Forms in the Scriptures - 15 hours
Core Module #2

A5-2 Old Testament: Selected Texts - 15 hours
Core Module #3

A5-3 A Synoptic Gospel - 15 hours
Core Module #4

B5-1 Key Church Teachings - 15 hours
Core Module #5

B5-2 The Church in History - 15 hours
Core Module #6

B5-3 Australian Church History - 15 hours
Core Module #7

C5-1 Images of Good and Evil - 15 hours
Core Module #8

C5-2 Major Christian Denominations - 15 hours
Core Module #9

C5-3 Ancient and Indigenous Religions - 15 hours
Core Module #10

D5-1 Sacraments of Healing - 15 hours
Core Module #11

D5-2 Eucharist - 15 hours
Core Module #12

D5-3 Mary - 15 hours
Core Module #13

E5-1 Personal Moral Responsibility - 15 hours
Core Module #14

E5-2 Ten Commandments and Beatitudes - 15 hours
ELECTIVE Modules (optional)
Please enter TITLE and HOURS for each of the ELECTIVE (optional) modules. (e.g. Advanced Data Structures - 15 Hours)
Elective Module #1

Core Module 15: E5-3 Working for Justice in Australia - 15 hours
Please note: E5-3 is Core Module 15. The e-Document did not permit 15 core modules and so this module had to be
entered under the electives.
p. 7 / 26
5: COURSE OBJECTIVES AND OUTCOMES :
KS Objective 1 Students will develop:

knowledge and understanding of Scripture as a foundation of the Catholic Tradition
Outcome KS1.1 A Student:
o
recognises the types of writing in the Scriptures.
Outcome KS1.2 A Student:
o
locates and interprets Scripture passages in relation to a range of historical, social and ethical issues.
Outcome KS1.3 A Student:
o
o
o
identifies the content of selected Scripture and its implications for interpretation.
KS1.4 analyses and applies themes and messages in Scripture to contemporary society.
KS1.5 develops the skill of using Scripture as an historical point of reference.
KS Objective 2 Students will develop:

an understanding of the nature and mission of the Catholic Church (local and universal) throughout history
and in response to contemporary moral/social issues.
Outcome KS2.1 A student:
o
explains the nature and mission of the Catholic Church.
Outcome KS2.2 A student
o
investigates and researches important themes or periods in Church history.
Outcome KS2.3 A student:
o
o
o
identifies and demonstrates knowledge of the key teachings of the universal Catholic Church.
KS2.4 applies Catholic moral teachings to a variety of social justice and personal moral decision-making
issues.
KS2.5 outlines and explains the key sources and elements of the Catholic teaching with relation to
ethics, the nature of the Church and its mission in the world.
KS Objective 3 Students will develop:

skills in identification and analysis of Catholic and other religious responses to the nature of human
experience.
Outcome KS3.1 A student:
o
investigates the religious responses of a range of peoples and cultures.
Outcome KS3.2 A student:
o
identifies and describes the diverse beliefs and practices of Christianity.
Outcome KS3.3 A student:
o
o
o
researches and analyses the Catholic Christian response to images of good and evil.
KS3.4 poses questions related to the human search for meaning.
KS3.5 analyses the relationship between Catholic ways of making meaning and the ways provided by
other religious belief systems.
KS Objective 4 Students will develop:

knowledge and understanding of the development of Sacraments, liturgy and prayer as it is expressed both
personally and communally in the Catholic tradition.
Outcome KS4.1 A student:
o
describes the significance of Sacraments, liturgy and prayer within the Catholic tradition.
Outcome KS4.2 A student
o
investigates the changing patterns of religious expression within the Catholic tradition.
Outcome KS4.3 A student:
o
o
o
applies specific knowledge of liturgical structure to a variety of religious experiences.
KS4.4 understands liturgy as an expression of human experience in relation to the divine.
KS4.5 develops knowledge and skills related to prayer and prayer forms.
p. 8 / 26
VALUES and ATTITUDES (VA) OBJECTIVE and related OUTCOMES
VA Objective Students will develop: *

an appreciation of the lived tradition of the local and universal Catholic Church as a means of making sense
of the world.
Outcome VA1 A student: *
o
appreciates the breadth and wisdom of the Scriptures, their significance for life and the impact Jesus
and his teachings have in shaping attitudes and values.
Outcome VA2 A student:
o
appreciates that all people have the potential to effect change by accepting personal moral
responsibility and the challenge to work for justice in the world.
Outcome VA3 A student:
o
o
o
appreciates diverse responses to God's presence in the world and being open to the need to integrate
religion and life.
VA4 becomes aware that Sacraments, liturgy and prayer are personal and communal means of relating
with God.
VA5 challenges non-religious values and attitudes from the point of view of Catholic moral and social
teaching.
p. 9 / 26
6.1 CORE MODULE 1 -
A5-1 Literary Forms in the Scripture- 15 hours
DESCRIPTION
The focus of learning will be that any reader of the Bible must understand 'the sacred author's intention, taking into account the
conditions of their time and culture, and the literary genres in use at that time'. Truth can be expressed in a variety of ways, and
the Bible uses a range of literary forms to convey its central message. In this unit, students learn to identify different examples of
literary forms in the Old Testament, as well as in the New Testament writings.
OUTCOMES
Outcome 1
1.1 Recognises the types of writing in the Scriptures.
Outcome 2
1.2 Locates and interprets Scripture passages in relation to a range of historical, social and ethical issues.
Outcome 3
1.3 Identifies the content of selected Scripture and its implications for interpretation.
Outcome 4
1.5 Develops the skill of using Scripture as an historical point of reference.
Outcome 5
5.1 Appreciates the breadth and wisdom of the Scriptures; their significance for life and the impact Jesus and his teachings have
in shaping attitudes and values
CONTENT - Students LEARN ABOUT and LEARN TO
1 - Students learn about *
 the different types of truth and the variety of ways in which truths can be expressed in everyday language e.g. historical,
mathematical, scientific, proverbial, religious truths.
Students learn to
 categorise various truths according to their particular type.
2 - Students learn about
 the Catholic understanding of Biblical truth.
Students learn to
 identify and then give examples of literal and figurative language in common usage.
3 - Students learn about
 the various literary forms in the scriptures.
Students learn to
 locate passages which are examples of different types of writing.
4 - Students learn about
 the shortcomings in a literalist reading of various literary forms in the scriptures as understood by the Catholic Church.
Students learn to
 analyse texts open to a literalist interpretation in order to assign literary forms to them.
5 - Students learn about
 the religious truths found in various literary forms in the Old Testament.
Students learn to
 locate examples of various forms found in the Old Testament;
 classify the literary form of selected passages found in the Old Testament.
6 - Students learn about
 the Gospel, letters and Revelation as works of literature.
Students learn to
 distinguish between the different literary forms of Gospels, letters and Revelation.
7 - Students learn about
 the New Testament truths.
Students learn to
 compare the literary forms in the New Testament.
Students will be given the opportunity to share their views about the importance of literary forms in reading and understanding
what is written in the Bible. They will be exposed to the Catholic reasoning of challenging a strictly fundamentalist view of the
Scriptures.
p. 10 / 26
6.2 CORE MODULE 2 – A5-2 Old
Testament: Selected Texts- 15 hours
DESCRIPTION
In this unit, students explore the four categories of writings found in the Old Testament: Law, History, Prophets and Wisdom.
Students revisit the foundation stories of the Jewish people, and the major themes encapsulated in the books of the Pentateuch.
In the History books, they discover a religious interpretation of the events of Jewish history, particularly in the monarchy and exile
periods. They read the stories of particular prophets, and examine the nature of prophecy as a continuing attempt to create a just
world. Finally, they investigate the Wisdom writings, and apply particular proverbs and psalms to modern-day living.
OUTCOMES
Outcome 1
1.1 Recognises the types of writing in the Scriptures.
Outcome 2
1.3 Identifies the content of selected Scripture and its implications for interpretation.
Outcome 3
1.4 Analyses and applies themes and messages in Scripture to contemporary society.
Outcome 4
1.5 Develops the skill of using Scripture as an historical point of reference.
Outcome 5
5.1 Appreciates the breadth and wisdom of the Scriptures; their significance for life and the impact Jesus and his teachings have
in shaping attitudes and values.
CONTENT - Students LEARN ABOUT and LEARN TO
1 - Students learn about *
 the nature and composition of the Old Testament.
Students learn to
 explain the significance of the Old Testament for Christians when trying to understand the story of Jesus.
2 - Students learn about
 the major themes of the Old Testament and the four major categories into which these Scriptures are divided.
Students learn to
 use and distinguish between a range of primary and secondary sources relating to the Old Testament.
3 - Students learn about
 the Jewish idea of covenant contained in the Pentateuch.
Students learn to
 gather information on the different categories of the Old Testament.
4 - Students learn about
 the events of Jewish history and the Biblical themes of God's relationship with the Hebrew people.
Students learn to
 anaylse significant issues in the history of the Hebrew people in Biblical times.
5 - Students learn about
 the ways in which prophets worked to achieve a just society in the Old Testament.
Students learn to
 develop familiarity with religious concepts and language.
6 - Students learn about
 representative range of literary forms in the writings, and discuss their purpose.
Students learn to
 differentiate between the fundamentalist and Catholic interpretations of Biblical stories.
Students will be given the opportunity to consider the value of the teachings of the Old Testament to our modern world; form
opinions concerning the individual's responsibility to act in bringing about the ideal of the Kingdom; and to reflect the duty of
Catholics to challenge the way of living in the broader society.
p. 11 / 26
6.3 CORE MODULE 3
– A5-3 A Synoptic Gospel- 15 hours
DESCRIPTION
In this unit students will discuss the issues of authorship, audience and dating of a synoptic Gospel. This will contribute to a better
understanding of the Gospel as an expression of the faith of the early Christian community.
In comparing selected passages students will discuss the Gospel as a 'living story' and Good News for Christians today. Students
will recount Parable and Miracle stories which reflect Jesus' teaching on the Kingdom of God. They will consider the relevance of
the Passion, Death and Resurrection of Jesus for their lives.
In completing this unit students will be led to articulate and answer to Jesus' question in the Gospel: 'Who do you say I am?'
OUTCOMES
Outcome 1
1.1 Recognises the types of writing in the Scriptures.
Outcome 2
1.3 Identifies the content of selected Scripture and its implications for interpretation.
Outcome 3
1.4 Analyses and applies themes and message in Scripture to contemporary society.
Outcome 4
1.5 Develops the skill of using Scripture as an historical point of reference.
Outcome 5
5.1 Appreciates the breadth and wisdom of the Scriptures; their significance for life and the impact Jesus and his teachings have
in shaping attitudes and values.
CONTENT - Students LEARN ABOUT and LEARN TO
1 - Students learn about
 the Synoptic Gospels.
Students learn to
 sequence the process of Gospel writing.
2 - Students learn about
 the authorship, audience and dating of the Gospels.
Students learn to
 research information on authorship, audience and date of Synoptic Gospels.
3 - Students learn about
 the outline and structure of Gospel material.
Students learn to
 describe the structure of one Synoptic Gospel;
 identify the unique aspects this Gospel.
4 - Students learn about
 the identity of Jesus as portrayed in one Gospel.
Students learn to
 use Gospel material to illustrate the key characteristics of Jesus' identity.
5 - Students learn about
 Jesus' teaching on the Kingdom of God.
Students learn to
 locate, recount and interpret parable and miracle stories which reflect Jesus' teaching about the Kingdom of God;
 apply Jesus' teaching about the Kingdom of God in a variety of modern day situations.
6 - Students learn about
 Jesus' Passion, Death and Resurrection as presented in one Gospel.
Students learn to
 recount the main events in the Passion, Death and Resurrection of Jesus;
 analyse the roles of various characters in these events.
p. 12 / 26
6.4 CORE MODULE 4 – B5-1 Key Church
Teachings- 15 hours
DESCRIPTION
The focus of learning will be on the key teachings of the Catholic Church as stated in the Nicene Creed and the Apostles Creed; the
religious language used in the expression of beliefs and practices of the Catholic Church; and the role and relevance of the
Church's teachings in the lives of the students.
OUTCOMES
Outcome 1
2.2 Investigates and researches important themes or periods in Church history.
Outcome 2
2.3 Identifies and demonstrates knowledge of key teachings of the universal Catholic Church.
Outcome 3
2.5 Outlines and explains the key sources and elements of Catholic teaching with relation to ethics, the nature of the Church
and its mission in the world.
Outcome 4
4.1 Describes the significance of Sacraments, liturgy and prayer within the Catholic tradition.
Outcome 5
5.4 Becomes aware that Sacraments, liturgy and prayer are personal and communal means of relating with God.
CONTENT - Students LEARN ABOUT and LEARN TO
1 - Students learn about
 the Nicene and Apostles Creed
Students learn to
 recall the Catholic creedal statements, the Nicene Creed and the Apostles Creed and their origins.
2 - Students learn about
 the differences between personal and community belief.
Students learn to
 evaluate the purpose of a creedal statement for community beliefs.
3 - Students learn about
 the statements within the Nicene Creed that relate to God the Creator/Father.
Students learn to
 locate, examine and classify the key beliefs of the Nicene Creed which relate to God the Creator.
4 - Students learn about
 the beliefs expressed within the Nicene Creed relating to Jesus and his life, death and resurrection.
Students learn to
 research the Scriptural origins of titles used to describe Jesus in the creed.
5 - Students learn about
 the Catholic beliefs about the Holy Spirit as expressed in the Nicene Creed.
Students learn to
 illustrate and explain the symbols commonly used to represent the Holy Spirit.
6 - Students learn about
 the nature of the Catholic Church as expressed in the Nicene Creed.
Students learn to
 apply the role the Catholic Church has in its mission in the modern world.
7
- Students learn about
 the links between beliefs expressed in the Nicene Creed and the questions asked in today's society.
Students learn to
 use religious terminology as associated with the Nicene Creed.
Students will be given the opportunity to share their reflections on the Catholic teachings in relating to the nature of God and the
Trinity and suggest ways in which these are relevant images of God in today's world.
p. 13 / 26
6.5 CORE MODULE 5
– B5-2 The Church in History- 15 hours
DESCRIPTION
This unit provides an opportunity for students to explore a particular period or theme in Church history.
Throughout this study students will be encouraged to empathise with the experiences and opinions of the people involved in the
period or theme.
OUTCOMES
Outcome 1
2.1 Explains the nature and mission of the Catholic Church.
Outcome 2
2.2 Investigates and researches important themes or periods in Church history.
Outcome 3
2.3 Identifies and demonstrates the knowledge of the key teachings of the universal Catholic Church.
Outcome 4
2.5 Outlines and explains the key sources and elements of Catholic teaching with relation to ethics, the nature of the Church
and its mission in the world.
Outcome 5
5.2 Appreciates that all people have the potential to effect change by accepting personal moral responsibility and the challenge
to work for justice in the world.
CONTENT - Students LEARN ABOUT and LEARN TO
1 - Students learn about
 the history of the Catholic Church.
Students learn to
 construct a timeline showing an overview of Church history.
2 - Students learn about
 the major events, themes and movements which have significantly effected the history of the Church.
Students learn to
 identify pivotal moments in Church history.
3 - Students learn about
 one of these events, themes or movements in depth, including:
 the religious, social, political and cultural background;
 the key personalities involved;
 the main features;
 the response/reaction of the Church;
 the impact on Church teaching, practice and organisation then and now;
 the distinctive ideas which arose from this event, theme or movement
Students learn to
 compile information on a significant event/theme or movement in the Church including:
 evaluate the importance of the religious, social, political and/or cultural context of a particular period as a cause for
change;
 compile information on the key personalities involved in this theme/event or movement;
 analyse the causes which led to a shift in the ideas and/or teachings of a significant period in Church history;
 identify the effects of an event, theme or movement on Church history and its impact on Church teaching, practice and
organisation;
 recognise current Church teaching, practice and organisation as a product of the past;

identify the distinctive ideas that arose from this event, theme or movement
p. 14 / 26
6.6 CORE MODULE 6 – B5-3 Australian Church History- 15 hours
DESCRIPTION
In this unit, students learn about the history of the Church in Australia and people's experience of being Catholic, according to the
historical period into which they were born. They examine sectarianism and gain a greater appreciation of the ecumenical spirit
that exists in Australia today. Throughout the unit reference will be made to the major events, personalities and groups who
contributed to the emergence and development of the Catholic Church in Australia.
OUTCOMES
Outcome 1
2.1 Explains the nature and mission of the Catholic Church.
Outcome 2
2.2 Investigates and researches important themes or periods in Church history
Outcome 3
2.5 Outlines and explains the key sources and elements of Catholic teaching with relation to ethics, the nature of the Church
and its mission in the world.
Outcome 4
4.2 Investigates the changing patterns of religious expression within the Catholic tradition.
CONTENT - Students LEARN ABOUT and LEARN TO
1 - Students learn about
 the ways in which the Catholic Church is visible and active in Australian society today.
Students learn to
 analyse statistical information about numbers of Catholics, parishes, dioceses, schools, hospitals etc.
2- Students learn about
 the different spiritual/religious groups during the early years of European settlement (i.e. Aboriginal, Protestant, Roman
Catholic).
Students learn to
 investigate incidents of cooperation and conflict between Protestant and Catholic Australians and with Aboriginal
communities as the colony developed.
3 - Students learn about
 the major events, personalities and groups contributing to the emergence and development of the Australian Catholic
Church.
Students learn to
 outline major events, trends and individual/group contributions to Australian Church history.
4- Students learn about
 some major events, personalities and groups characterising different periods in the Australian Catholic Church.
Students learn to
 describe some of the events, rituals and practices which characterised different periods in the Australian Catholic story.
5 - Students learn about
 the experiences of ordinary Australian Catholics as their Church grew and changed.
Students learn to
 critique their own experience of "being a Catholic" in the light of the experiences of Catholics from the past.
6 - Students learn about
 some of the issues and challenges which confront the Australian Catholic Church today.
Students learn to
 compare a range of viewpoints on significant issues being faced by the Australian Catholic Church.
Students will be given the opportunity to listen to and affirm each other's stories about being Australian and being Catholic;
discuss the injustices that existed in the development of the Australian Catholic Church; and express their own hopes and concerns
about present and future involvement in the Australian Catholic Church.
p. 15 / 26
6.7 CORE MODULE 7
– C5-1 Images of Good and Evil- 15 hours
DESCRIPTION
During this unit, students examine the nature of good and evil, and the way that both these forces manifest themselves in our
daily lives. They identify sources of good and evil images in society, and evaluate the role of the media in promoting and reflecting
contrasting values in society. By comparing Gospel ideals with those promoted by the secular culture, students recognise the need
for Christian discernment. The Cross, as the ultimate symbol of Redemption, is a critical topic for discussion in this unit.
OUTCOMES
Outcome 1
1.4 Anaylses and applies themes and messages in Scripture to contemporary society.
Outcome 2
2.3 Identifies and demonstrates knowledge of the key teachings of the universal Church.
Outcome 3
3.3 Researches and analyses the Catholic Christian response to images of good and evil.
Outcome 4
5.3 Appreciates diverse responses to God's presence in the world and being open to the need to integrate religion and life.
CONTENT - Students LEARN ABOUT and LEARN TO
1 - Students learn about
 the nature of good and evil in various aspects of life.
Students learn to
 identify and discuss the presence of good and evil in a variety of life experiences.
2 - Students learn about
 a variety of sources which are responsible for creating good and evil images.
Students learn to
 categorise sources which promote good and evil images in society.
3 - Students learn about
 a range of contrasting images portrayed in the media.
Students learn to
 anaylse positive/negative images created by various media.
4 - Students learn about
Students learn to
 list positive and negative attitude and behaviour formed through contrasting images.
5 - Students learn about
 how images in the Gospel are compared with those promoted by secular culture.
Students learn to
 use a variety of sources to illustrate contrasting values promoted by secular culture and the Gospel.
6 - Students learn about
 the Christian concept of hope based on the triumph of good over evil.
Students learn to
 explain how symbols assist people to understand the Christian belief that goodness prevails.
This module develops the skill and value of discernment so that students can bring this to their deconstruction of secular culture.
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6.8 CORE MODULE 8 – C10-2 Major
Christian Denominations- 15 hours
DESCRIPTION
In this unit students will identify distinctive beliefs common to the major Christian denominations that exemplify the Christian
lifestyle. They will outline the historical developments that led to the emergence of the variety of denominations. An analysis of
the rites, practices and beliefs of a range of Christian denominations will contribute to the discussion of the richness of diversity
that exists within the tradition. Students will research and record examples of co-operation and dialogue among denominations as
well as outlining the progress of the ecumenical movement. In doing this they will be asked to justify the need for unity among
Christians.
OUTCOMES
Outcome 1
1.5 Develops the skills of using Scripture as the historical point of reference.
Outcome 2
2.2 Investigates and researches important themes or periods in Church history.
Outcome 3
3.2 Identifies and describes the diverse beliefs and practices of Christianity.
Outcome 4
3.5 Analyses the relationship between Catholic ways of making meaning and other religious belief systems.
Outcome 5
4.1 Describes the significance of sacraments, liturgy and prayer within the Catholic tradition.
CONTENT - Students LEARN ABOUT and LEARN TO
1 - Students learn about
 distinctive beliefs common to the major Christian denominations.
Students learn to
(multiple learn to statements can be added for each learn about statement)
 locate key Scripture which forms the basis of Christianity.
2 - Students learn about
 the historical developments which led to the emergence of a variety of denominations.
Students learn to
 compile a timeline of the historical development of the Christian churches;
 debate the issues which led to division or reconciliation between denominations.
3 - Students learn about
 the rites, practices and beliefs of the Protestant, Orthodox and Catholic traditions.
Students learn to
 analyse the rites, practices and beliefs of a range of Christian denominations.
4 - Students learn about
 areas of unity and diversity among the various denominations today.
Students learn to
 compare and contrast the range of major Christian denominations today;
 identify some common beliefs within the three main branches of Christianity.
5 - Students learn about
 progress of the Ecumenical movement and the search for unity among Christians.
Students learn to
 research and record examples of cooperation and dialogue among denominations.
This module recognises that the movement for ecumenism involves the local Church communities.
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6.9 CORE MODULE 9 – C10-3 Ancient and
Indigenous Religions- 15 hours
DESCRIPTION
In this unit students will explore the major questions addressed in ancient religions. It will also describe the spirituality and belief
systems of some of the world's indigenous peoples. In particular the unit discusses the elements of Aboriginal spirituality and its
connection to the natural environment. Students will research the religious responses and concepts of ancient and indigenous
peoples and cultures.
OUTCOMES
Outcome 1
3.1 Investigates the religious responses of a range of peoples and cultures.
Outcome 2
3.4 Poses questions related to the human search for meaning.
Outcome 3
5.3 Appreciates diverse responses to God's presence in the world and being open to the need to integrate religion and life.
CONTENT - Students LEARN ABOUT and LEARN TO
1 - Students learn about
 the various components of religions.
Students learn to
 develop a methodology for the study of religion.
2 - Students learn about
 the main religious concepts and questions which were addressed by one or more ancient religions.
Students learn to
 pose questions, research and communicate information on key aspects of an ancient religion.
3 - Students learn about
 the spirituality and belief systems of some of the world's indigenous peoples.
Students learn to
 use appropriate religious terminology as it relates to indigenous religion.
4 - Students learn about
 elements of Aboriginal Spirituality and its connection with the natural environment.
Students learn to
 use primary and secondary sources to learn about Aboriginal Spirituality.
5 - Students learn about
 the commonality between Aboriginal Spirituality, the dreaming and Catholic beliefs about creation and the Holy Spirit.
Students learn to
 evaluate the contribution made by Aboriginal Spirituality to contemporary understanding about nature and life.
6 - Students learn about
 the religious components within Aboriginal Spirituality.
Students learn to
identify and compare similarities and differences between Catholic and Aboriginal religious components.
The values inherent in this module contribute to a student’s appreciation of the rich and holistic nature of Aboriginal belief
systems, so that students may embrace reconciliation and value the presence of Aboriginal culture in Australia.
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6.10 CORE MODULE 10 – D5-1 Sacraments
of Healing- 15 hours
DESCRIPTION
This unit will focus on the sacraments of Penance and Anointing of the Sick as a celebration of the presence of God among us; and
how both sacraments are about God's healing. Students define ways in which the community is harmed by sin, and recognise the
power of Penance and Anointing to provide absolution of sin and conversion of heart. They explore the history of each of these
two sacraments, and their current usage.
OUTCOMES
Outcome 1
4.1 Describes the significance of Sacraments, liturgy and prayer within the Catholic tradition.
Outcome 2
4.2 Investigates the changing patterns of religious expression within the Catholic tradition.
Outcome 3
4.3 Applies specific knowledge of liturgical structure to a variety of religious experiences.
Outcome 4
4.4 Understands liturgy as an expression of human experience in relation to the divine.
Outcome 5
5.2 Appreciates that all people have the potential to effect change by accepting personal moral responsibility and the challenge
to work for justice in the world.
CONTENT - Students LEARN ABOUT and LEARN TO
1 - Students learn about
 the ways in which communities are harmed by various forms for sin.
Students learn to
 prioritise the various types and degrees of sin and the effects of sin on community.
2 - Students learn about
 the history and evolution of Reconciliation in the Catholic tradition.
Students learn to
 collect and contrast information about the development of the Sacrament.
3 - Students learn about
 the meaning of the three Rites of Reconciliation.
Students learn to
 design and present aspects of a Rite of Reconciliation.
4 - Students learn about
 the components of the Rites of Reconciliation, and their liturgical forms.
Students learn to
 distinguish between sacramental and non-sacramental forms of prayer.
5 - Students learn about
 the history and evolution of the Sacrament of Anointing of the sick.
Students learn to
 locate and analyse stories from Scriptures which relate to healing.
6 - Students learn about
 the purpose of the Sacrament of Anointing of the Sick.
Students learn to
 identify the reason and necessity for the Sacrament of Anointing.
7 - Students learn about
 the nature and structure of the Sacrament of Anointing of the Sick.
Students learn to
 plan for a ministry of service to those who are sick or suffering.
8 - Students learn about
 the ways in which communities are enhanced through healing and reconciliation.
Students learn to
 recognise the necessity for healing and reconciliation in their local and broader community.
Through this study, students will be able to develop their appreciation of healing and forgiveness as expressed through the
traditions of the Catholic Church. By being involved in ministry they will carry their knowledge and skills to praxis in a spirit of
service.
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6.11 CORE MODULE 11
– D5- 2 Eucharist- 15 hours
DESCRIPTION
This unit provides students with the opportunity to be open to the meaning and significance of the Eucharist in the sacramental
life of the Church. It explores the types and purpose of the various symbols used in the Eucharist. It also identifies the ritual
components of the Eucharistic celebration. In discussing the variety of names given to the Eucharist, students will come to a better
understanding of the theology of Christ's presence in the elements of bread and wine. They will also study the historical
development of the Eucharist. In particular students will propose practical ways in which the Eucharist affects the everyday lives of
believers.
OUTCOMES
Outcome 1
4.1 Describes the significance of Sacraments, liturgy and prayer within the Catholic tradition.
Outcome 2
4.2 Investigates the changing patterns of religious expression within the Catholic tradition.
Outcome 3
4.3 Applies specific knowledge of liturgical structure to a variety of religious experiences.
Outcome 4
4.4 Understands liturgy as an expression of human experience in relation to the divine.
Outcome 5
5.4 Becomes aware that Sacraments, liturgy and prayer are personal and communal means of relating with God.
CONTENT - Students LEARN ABOUT and LEARN TO
1 - Students learn about
 the Scriptural foundations of the Catholic Eucharist.
Students learn to
 locate and analyse stories from Scripture which relate to the Eucharist.
2 - Students learn about
 the types and purpose of various symbols used in the Eucharist.
Students learn to
 illustrate the types of symbols and symbolic actions used in the Eucharist.
3 - Students learn about
 the ritual components of Eucharistic celebration.
Students learn to
 relate Eucharistic ritual components to the ordinary events in their lives.
4 - Students learn about
 the variety of names associated with the Eucharist and their respective meanings and emphases.
Students learn to
 categorise and give reasons for the variety of names associated with the Eucharist.
5 - Students learn about
 the differences in the liturgy of the Eucharist through the centuries.
Students learn to
 construct a timeline showing examples in the development of the liturgy of the Eucharist.
6 - Students learn about
 Catholic beliefs about the connections between the Eucharist and the everyday actions of believers.
Students learn to
 compare views on the significance of Eucharist across age groups.
7 - Students learn about
 the relationship between symbols and lived experience.
Students learn to
 identify ways in which the Eucharist can be translated into an attitude for living.
 plan aspects of a Eucharistic liturgy.
Through this study students will make connections between the Eucharist, the life of the church and their experience of the sacred
in everyday life.
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Step 6.12 CORE MODULE 12 – D5-3 Mary- 15 hours
DESCRIPTION
This unit examines passages from the Gospels and Acts, constructing a picture of the role of Mary in the unfolding story of her son
Jesus. Students examine a range of visual images of Mary through the centuries, and choose their own favourite images of her.
They explore Church teachings about Mary and special prayers and expressions of devotion, and consider how Mary is a model of
discipleship for today's world. Finally, they delve into the historical and social circumstances of Marian apparitions.
OUTCOMES
Outcome 1
1.2 Locates and interprets Scripture passages in relation to a range of historical, social and ethical issues.
Outcome 2
2.3 Identifies and demonstrates knowledge of key teachings of the universal Catholic Church.
Outcome 3
4.2 Investigates the changing patterns of religious expression within the Catholic tradition.
Outcome 4
4.5 Develops knowledge and skills related to prayer and prayer forms.
Outcome 5
5.3 Appreciates diverse responses to God's presence in the world.
CONTENT - Students LEARN ABOUT and LEARN TO
1 - Students learn about
 a variety of Scriptural perspectives about Mary in each of the four Gospels.
Students learn to
 locate passages in Scripture in which Mary plays an active part.
2 - Students learn about
 the historical Mary.
Students learn to
 construct an historical picture of a Jewish woman from available evidence.
3 - Students learn about
 Church teachings and dogma about Mary.
Students learn to
 use appropriate religious terminology and critique people's beliefs about Marian apparitions and devotions.
4 - Students learn about
 the main ideas contained in liturgical forms related to Mary.
Students learn to
 construct a profile of Marian devotional practices.
5 - Students learn about
 aspects of Mary's person and tradition which serve as a model of discipleship for today's Catholics.
Students learn to
 Demonstrate characteristics of discipleship evident in Mary's life.
6 - Students learn about
 the range of visual images of Mary throughout the centuries.
Students learn to
 compare presentations and images of Mary across cultures and history.
7 - Students learn about
 the role of women as saints and heroines of Christianity.
Students learn to
 research female saints and heroines in the Catholic tradition.
Students learn to appreciate the valued and exalted status of Mary in the history of the tradition, and her role as a model for
Christian discipleship and service.
p. 21 / 26
6.13 CORE MODULE 13 – E5-1 Personal Moral Responsibility- 15 hours
DESCRIPTION
In this unit students will categorise a range of situations where Christians are called to follow their conscience.
They will define the term 'sin' and locate examples of sinfulness in the Scripture. In association with this they will discuss the
factors that limit and increase personal moral responsibility. Students will identify the sequence of stages involved in a moral
decision and use this process to solve a moral dilemma. In particular they will identify the Catholic perspective on a range of moral
issues and discuss the complexities of moral decision in contemporary society.
OUTCOMES
Outcome 1
1.4 Analyses and applies themes and messages in Scripture to contemporary society.
Outcome 2
2.4 Applies Catholic moral teachings to a variety of personal moral decision-making issues.
Outcome 3
2.5 Outlines and explains the key sources and elements of Catholic teaching with relation to ethics.
Outcome 4
3.4 Poses questions related to the human search for meaning.
Outcome 5
5.5 Challenges non-religious values and attitudes from the point of view of Catholic moral and social teaching.
CONTENT Students LEARN ABOUT and LEARN TO
1 - Students learn about
 values which motivate action and guide choices in developing moral responsibility.
Students learn to
categorise a range of situations where individuals are challenged to follow their conscience and act with conviction.
2 - Students learn about
 a Catholic understanding of sin.
Students learn to
 develop their understanding and definition of sin using examples of sinfulness in the Scriptures..
3 - Students learn about
 the factors which limit or increase personal moral responsibility.
Students learn to
 assess various levels of moral responsibility, including the degrees of freedom, knowledge and intention.
4 - Students learn about
 the sequence of stages involved in making moral decisions and the Catholic understanding of conscience.
Students learn to
 use a decision making process to solve a moral dilemma;
 relate moral standards to Scriptural sources.
5 - Students learn about
 Catholic perspectives on a range of issues requiring moral decision making.
Students learn to
 identify Catholic teaching on selected moral issues;
 explain the significance of particular moral issues for today's society.
Students will develop an attitude of responsibility for their actions. They will appreciate that people move through stages of moral
growth towards adult responsibility.
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6.14 CORE MODULE 14 –
E5-2 Ten Commandments and Beatitudes- 15 hours
DESCRIPTION
In this unit, students describe the content of the Commandments and Beatitudes, and appreciate them as an expression of God's
loving concern for people. By applying them to contemporary situations, students explore the relevance of Commandments and
Beatitudes to modern-day life.
OUTCOMES
Outcome 1
1.4 Analyses and applies themes and messages in Scripture to contemporary society.
Outcome 2
2.5 Outlines and explains the key sources and elements of Catholic teaching with relation to ethics.
Outcome 3
3.3 Researches and analyses the Catholic Christian response to images of good and evil.
Outcome 4
5.1 Appreciates the breadth and wisdom of the Scriptures, their significance for life and the impact Jesus and his teachings have
in shaping attitudes and values.
Outcome 5
5.5 Challenges non-religious values and attitudes from the point of view of Catholic moral teaching.
CONTENT - Students LEARN ABOUT and LEARN TO
1 - Students learn about
 the content of the 10 Commandments.
Students learn to
locate Scripture passages which describe the 10 Commandments.
2 - Students learn about
 the values and underpinning of each of the Commandments.
Students learn to
 anaylse contemporary issues which are addressed by the 10 Commandments.
3 - Students learn about
 the values and attitudes promoted by the Beatitudes.
Students learn to
 anaylse Gospel passages for evidence of attitudes and behaviour described in the Beatitudes.
4 - Students learn about
 how the Christian way of life is embodied in the Beatitudes.
Students learn to
 apply the Beatitudes to contemporary life situations.
5 - Students learn about
 a range of contemporary issues as related to the 10 Commandments and Beatitudes.
Students learn to
 compare values exemplified in the Commandments and Beatitudes with secular societal values.
p. 23 / 26
6.15
CORE MODULE 15 –
E5-3 Working for Justice in Australia – 15 hours
DESCRIPTION
In this unit students will define justice by classifying experiences of justice and injustice according to broader terminology, for
example, racism, sexism and violation of the right to life.
Students will identify examples of injustice in the local and broader communities. Catholic Social teaching will be applied to an
issue of injustice in order to suggest ways that communities can put Christian teaching into practice. Stories of resistance to
oppression will be analysed to describe ways in which people living with injustice struggle with it. The work of Catholic
organisations that work for justice will provide a stimulus for discussing how individuals and communities can implement Christ’s
teaching of justice and compassion.
OUTCOMES
Outcome 1
Locates and interprets Scripture passages in relation to a range of social and ethical issues. (1.2)
Outcome 2
Analyses and applies themes and messages in Scripture to contemporary society. (1.4)
Outcome 3
Applies Catholic moral teachings to a variety of social justice issues. (2.4)
Outcome 4
Researches and analyses the Catholic Christian response to images of good and evil. (3.3)
Outcome 5
Appreciates that all people have the potential to effect change by accepting personal moral responsibility and the challenge to
work for justice in the world. (5.2)
CONTENT - Students LEARN ABOUT and LEARN TO
1 - Students learn about
 defintions of justice and injustice
Students learn to
 recognise examples of injustice.
 classify experiences of justice and injustice evident in personal and social life.
2 - Students learn about
 examples of social injustice such as racism, sexism, political persecution, the crisis for refugees and asylum seekers and
environmental degradation.
Students learn to
 compile information on social justice issues from the media and other sources.
 assess validity and bias in the media.
3 - Students learn about
 central aspects of justice in the Scriptures.
Students learn to
 apply the message of Biblical passages and/or aspects of Catholic Social Teaching to an issue of injustice.
4 - Students learn about
 ways in which people living with injustice struggle against it.
Students learn to
 anaylse various stories of people who are marginalised.
5 - Students learn about
 the work of an individual or organisation working for justice in Australia.
Students learn to
 compile information on a range of organisations committed to achieving justice.
 recommend personal courses of action which promote justice.
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8
ASSESSMENT PLAN
Common grade scale
For awarding grades in a Stage 5 School Developed Board Endorsed Course, the Board's common grade scale is to be used.
A
The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition,
the student has achieved a very high level of competence in the processes and skills and can apply these skills to new
situations.
B
The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and
skills. In addition, the student is able to apply this knowledge and these skills to most situations.
C
The student has a sound knowledge and understanding of the main areas of the content and has achieved an adequate level of
competence in the processes and skills.
D
The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the
processes and skills.
E
The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited
competence in some of the processes and skills.
Assessment Task Outline
Provide an outline of the assessment tasks that you will use to formulate a grade for the Record of School Achievement. This
would typically be the assessment tasks undertaken in Year 10, or in Year 9 if the course is only delivered in that year.
TIPS for completing the ASSESSMENT TASK OUTLINE:
 Do not over-assess. We advise 3 to 5 tasks with weightings between 10% and 40%
 Ensure that your tasks are addressing the outcomes
 You don't need to include details of the tasks
Task 1 (with percentage weighting)

Research Task 25%
Task 2 (with percentage weighting)

Examination or Class Test 25%
Task 3 (with percentage weighting)

Presentation- ICT and/or Oral Task 25%
Task 4 (with percentage weighting)

Other Task such as a Written Report, Practical Tasks, Group Presentations, Journal Writing, Interview Reports
25%
Additional information regarding assessment of the course.
Tasks for this course are currently advised at 25% per task. These tasks may be increased or decreased by 5%
according to the nature of the task and its placement within the scope and sequence. A maximum of four tasks should
be provided for students in Year 9 and a maximum of four tasks for students in Year 10.
p. 25 / 26
9
COURSE EVALUATION
TIPS for completing the COURSE EVALUATION PROPOSAL:



What strategies will you use? - survey, consultation, anecdotal records, etc.
Who will be involved? - students, teachers, community, etc.
When will the evaluation take place? - continuously, end of each module / course, etc.
Please provide a brief description of how you propose to evaluate this course.
Teachers are required to use an evaluation form to record the effectiveness of the assessment tasks, teaching
strategies, resources and learning experiences for each module of work. An optional survey to evaluate each module
is also provided for students.
10
PRINCIPAL'S DECLARATION
This application cannot be submitted unless the Principal reads the following declaration and the check box is ticked.
I am satisfied that the school has appropriate staff and teaching resources to implement this course and that appropriate
levels of safety/supervision will be met for any practical and work placement components which are part of the course.
Principal's Name
*
Mr Anthony Cleary, Director RE & E
Principal's Approval
*
Y
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