Religious and Values Education
Unit Planner
Title: Visual Symbols in world religions
Key Learning Area(s): SOSE, The Arts, RE,
Year Level: level 4 (years 6,7)
Teacher(s): Jonathan Sargeant, Valerie Hoare, Sue Kloeden
Proposed duration: 1 term
1.Outcomes / Objectives:
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identify the nature and use of visual symbols

identify major visual symbols of Christianity, Islam, Judaism and Buddhism

explore the meanings behind visual symbols
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explain when and why the visual symbols would be used – their context and place

explore the significance of visual symbols for adherents to that faith
2.Resources:

local faith communities
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media – newspapers

web sites

“Dummies (or idiots) guide to world religions”

your friendly teacher librarian!

http://altreligion.about.com/blsymbols.htm

3.Key Questions:

What is a symbol?

What symbols are significant in your life?
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How and why are symbols important?

What are the major visual symbols associated with each of these faiths?

Why do some faiths use visual symbolism and others not?

When and why are the symbols used?

What are the meanings behind each of the major visual symbols?

How do faiths transmit the meanings of symbols to adherents?

How is the integrity of the symbol protected?
4. Activities:

Collect examples of symbols in your local community (including local media)

Students prepare a poster of symbols important in their lives (e.g. sporting team, club, clothing, family crests)

Discuss the question “is a logo a symbol?”

Symbol as visual metaphor: students identify significant facets of themselves and create symbolic representation of
that (one or a series of symbols)

Discuss the richness and profundity of meaning in those symbols and reflect on how that meaning is transmitted to
others

In groups, collect examples of symbols used in Christianity, Islam, Judaism and Buddhism (students work in small
groups, each group focusing on a particular faith)
o Research the meanings behind selected symbols
o Design questions for use in interviews of faith representatives
o Invite members of local faith communities to address the students on symbolism in that faith
o In groups, interview members of the faith communities in the local area in order to collect their
understandings of the chosen symbols

Discuss whether the understandings of symbols within a faith community are synchronous or varied? Why might this
be so?

Debate “multiple meanings behind symbols are a hindrance to faith development”

Analyse how faith traditions protect the integrity of their symbols

5. Assessment:

pre test – to determine what the students know about religious symbolism


work samples, conferencing and self and peer assessment – formative assessment collected throughout
the unit
culminating activity: in groups, create a presentation (multi media) illustrating your understandings of
symbolism and present them to the class
6. Evaluation: