Year 11 plan WACE Course of Study:2AB Religion and Life
Implementation year: 2014
Phase curriculum
focus and Year level
description
School name: St Luke’s College
Curriculum focus:
Semester One
The focus of this unit is the place of religion in society. You will study the place of religion in both past and present societies, the origins, development and traditions of religions.
The place of religion in Australian society particularly is researched and analysed. You will explore the impact and influences of religion on a contemporary society such as Australia. You will also examine the
reactions of people to religion, in particular how people understand the response of religion to their concerns, needs and questions
After completing this unit you will understand how people gather together in communities to uphold their religious values and celebrate their religious identity. You will have refined the skills required for
conducting, processing and communicating your findings about the interplay between religion and life.
UNIT LEARNING CONTEXT
The learning context for this program is religious belief and practice in Australian society, particularly Catholic belief and practice as well as the relationship between Catholicism and other Christian denominations.
Semester Two
The focus for this unit is people and religion. The unit explores the relationship between people and religion. It considers the solutions or
Responses offered by religion to problems that exist in society be these moral, ethical or social issues. The unit explores important issues that all people experience in their lives. It seeks to describe these experiences,
their causes and assess how religion addresses these issues. Students research and analyse how religions express a concern for justice and social justice in the world.
Students recognise that there is an ethical dimension to research. They demonstrate important elements of planning, conducting and communicating when processing information and conducting inquiries about people
and religion.
UNIT LEARNING CONTEXT
The learning context for this unit is people and religion. It examines the different responses people have to the questions and experiences they have in their lives and how religion plays an important part in their
responses to these issues. The unit develops an understanding of Catholic Church views on a variety of social issues and explains how the Church guides people in their decision making and responses to issues of
justice and morality that confront them in their daily lives.
Achievement standard
(From Schools
Curriculum and
Standards Authority)
Grade Descriptors:
A:
Demonstrates a clear, accurate and/or detailed understanding of the influence and/or role religion plays in society and/or in the lives of individuals.
Gathers and organises relevant information that is used effectively in a body of work and/or in support of concepts about the role religion plays in society and/or in the lives of people.
Provides explanations that are supported by relevant evidence and are used to develop a clear explanation of the role religion plays in society.
B:
Demonstrates and uses the ideas and concepts that are important for understanding the influence and/or role religion plays in society and/or in the lives of individuals.
Gathers suitable information that is organised and used to support ideas and/or arguments that relate to the role religion plays in society and/or in the lives of people.
Provides explanations that tend to focus on important ideas and are supported by an appropriate use of facts and/or details.
C:
Demonstrates a grasp of important details and/or a basic understanding of the ideas and concepts that relate to a study of the role religion plays in society and/or in the lives of individuals.
Gathers information that relates to ideas about the role of religion in society and/or in the lives of individuals, and begins to organise information that, at times, may be used uncritically or in support of
biased or stereotypical points of view.
Provides explanations that outline basic beliefs and values of religion and attempts to explain the connection between these and the impact religion has on society.
D:
Demonstrates a limited knowledge and/or understanding of the role religion plays in society and/or in the lives of individuals.
Gathers information that is not reviewed adequately for relevance, lacks adequate organisation and/or is not used correctly to support ideas/concepts related to the role religion plays in society and/or in the
lives of individuals.
Provides explanations that lack consistency, clarity or adequate detail about the role religion plays in society and/or in the lives of individuals.
E:
Demonstrates little or no knowledge and/or understanding of the role religion plays in society and/or in the lives of individuals.
Gathers information that is either not useful, is insufficient, is used incorrectly or is unrelated to the role religion plays in society and/or in the lives of individuals.
Provides explanations that are unclear, confused or irrelevant to understanding the role religion plays in society and/or in the lives of individuals.
Course Content
Semester One
This unit includes knowledge, understandings and skills to the degree of complexity described below.
The nature of religion
The search for meaning
the relationship between spirituality and religion
the relationship between important life events e.g. marriage, death and the questions people
ask about meaning and purpose in their lives
impact social attitudes have on how people respond to the meaning and purpose offered by
religion.
Religious belief systems
historical development of a religious belief or practice
the characteristics of the major divisions or denominations within a world religion.
Religious practices and structures
the nature and purpose of specific religious rituals.
Semester Two
This unit includes knowledge, understandings and skills to the degree of complexity described below.
The nature of religion
The search for meaning
a biography of a well-known religious person, past or present
impact that the search for meaning has on the choices people make and the way they relate with
others, and society.
Religious belief systems
the key features of a religious belief
how a particular religious belief relates to what people search for in life.
Religious practices and structures
a religious teaching and the role this plays in the lives of people and society
particular religious practices and the role these play in the lives of people.
The influence of religion
The influence of religion
The place of religion in society
the place of religion in Australian society today.
Religion in historical contexts
an important event, issue or person in the history of a religion in Australia.
Contemporary issues for religion
the nature of a contemporary issue in society to which a religion seeks to respond
response of a religion to an issue in contemporary society.
The place of religion in society
reasons for and against the involvement of religion in society.
Religion in historical contexts
how a religion interacted with an event or issue within a particular historical context.
Contemporary issues for religion
comparisons of societal and religious responses to an issue in contemporary society.
Religious inquiry and processes
Religious inquiry and processes
Investigative processes and research skills
how to construct inquiry questions
techniques for evaluating different types of evidence
ways to acknowledge intellectual property and copyright
methods of organising and recording data appropriate for the investigation.
Interpreting, analysing and synthesising
information
techniques for comparing and contrasting evidence
techniques for acknowledging differing perspectives and other interpretations
techniques to evaluate the extent of supporting evidence
techniques for summarising findings and constructing reasoned and informed arguments
and/or logical conclusions.
Forms of communication that present findings
and conclusions
how to communicate coherent and well-reasoned understandings that meet the needs of
a particular audience
techniques for acknowledging the ideas and work of others
how to refine the communication of ideas.
Investigative processes and research skills
how to refine inquiry questions
techniques for evaluating different types of evidence
ways to acknowledge intellectual property and copyright
methods of organising and recording data appropriate for the investigation.
Interpreting, analysing and synthesising information
techniques for recognising assumptions and/or drawing inferences from the data collected
techniques for acknowledging differing perspectives and other interpretations
techniques to evaluate the extent of supporting evidence
techniques for summarising findings and constructing reasoned and informed arguments and/or
logical conclusions.
Forms of communication that present findings and conclusions
how to communicate coherent and well-reasoned understandings that meet the needs of a particular
audience
techniques for acknowledging the ideas and work of others
how to refine the communication of ideas.
Teaching and learning
Unit overview
The above content will
be covered through the
context of the Key
Understandings
mandated by the
Bishops of Western
Australia
Semester 1
General capabilities
and cross-curriculum
priorities
Opportunities to engage with:
Key to general capabilities
and cross-curriculum
priorities
Semester 2
Week 1 – 3:
Week 4 – 7:
Week 8 – 9:
Week 10 – 12:
Week 13 - 16:
Literacy
The search for meaning
God’s revelation
Jesus the founder of the Church
Church History
Practicing Catholic Beliefs
Numeracy
Week 1 – 3
Week 4 – 5:
Week 6 – 8:
Week 9 – 13:
Week 14 – 16:
Opportunities to engage with:
Opportunities to engage with:
ICT capability
Critical and creative thinking
Aboriginal and Torres Strait Islander histories and cultures
Concern for goodness and justice
Conscience, morality and ethics
Church as Sacrament and servant
Morality and justice, an Australian focus
The Church and living a moral life
Personal and social capability
Asia and Australia’s engagement with Asia
Ethical behaviour
Sustainability
Intercultural understanding
Opportunities to engage with:
Develop assessment
Assessment
For advice and
guidelines on
assessments see School
Curriculum and
Standards Authority of
Western Australia
Semester 1
Semester 2
Assessment
Assessment
Weighting
Type of
Assessment
Task
Due Date
10%
1. Response
Exposition
Term 1 end of week
3
10%
2. Response
Analysis
A research and analysis
exercise on religious
practice in Australia
A document analysis
leading to an essay on the
historical development of a
religious belief and the
relevance of this belief to
contemporary Australian
society
15%
3. Response
Investigation
An investigation into
experience of sectarianism
and ecumenism in
Australian society
Term 2 week 4
15%
4. Common
Assessment
Exposition and
Analysis
A two hour examination of
unit content (Semester One)
Term 2 week 7
Make
judgments
and use
feedback
.
Moderation
Cross marking between all teachers and classes.
Use grade related descriptors when determining achievement standards.
Adjust cut off marks for grades and programmes if necessary.
Weighting
Type of Assessment
Task
Due Date
10%
5. Exposition
Gather information
about a person
engaged in social
justice. Under test
conditions, write an
essay clearly
explaining how this
person’s religious
identity and purpose
developed and
contributed to their life
and work.
Term 2 end of week 9
15%
6.Analysis
Under test conditions
analyse of an article
supplied by the
teacher and write an
essay that uses
relevant evidence to
describe the essential
and distinctive
elements of the
Catholic
understanding of what
it means to be morally
responsible
Term 3 end of week 7
10%
7. Investigation
Complete an
investigation and
prepare a report on
the origin and
development of
Catholic social
doctrine
Term 4 week 4
15%
8. Common
Assessment
Exposition and
Analysis
A three hour
assessment under
examination
conditions.
Term 4 week 7
Term 1 end of week
7
Cross marking between all teachers and classes.
Use grade related descriptors when determining achievement standards.
Adjust cut off marks for grades and programmes if necessary.-