Northlakes High School
HSIE
Student Booklet
Preliminary
Studies of Religion
2015
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YEAR 11 Preliminary – Studies of Religion
Scope and Sequence 2015
Week
1
27/1
Week
2
2/2
Week
3
9/2
Week
4
16/2
Week
5
23/2
Week
6
2/3
Week
7
9/3
Week
8
16/3
Week
9
23/3
Week 10
30/3
Religious Tradition 1:
Christianity
The Nature of Religion / Aboriginal
Task
#1
Week 1
20/4
Week 2
27/4
Week 3
4/5
Week 4
11/5
Week 5
18/5
Religious Tradition 2 - Islam
Week 6
25/5
Week 7
1/6
Week 8
8/6
Week 9
15/6
Week 10
22/6
Religious Tradition 3 - Judaism
Task
#2
Week 1
13/7
Week 2
20/7
Religion in
Australia pre
1945
Task
#3
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Week 3
27/7
Week 4
3/8
Religions of
Ancient Origin
- Nordic
Week
5
10/8
Week
6
17/8
Exam
Preparation
Week
7
24/8
Exams
Task
#4
Week
8
31/8
Week
9
7/9
Week 10
14/9
Religions of
Ancient Origin
- Aztec
STUDIES OF RELIGION - 2 UNIT
Preliminary 2015
Assessment Task Schedule
Task 1
Week: 7
Term: 1, 2015
Research
Task 2
Week: 5
Term: 2, 2015
In class source
analysis
Task 3
Week: 2
Term: 3, 2015
Research
Task 4
Week: 7/8
Term: 3, 2014
Preliminary Exam
Components
Weighting
Knowledge &
Understanding
40%
Source based
Skills
20%
Investigation &
Research
20%
10%
10%
Communication
20%
10%
10%
TOTAL MARKS:
100%
20%
20%
20%
40%
P2, P3, P4, P5,
P6, P7, P9
P1, P2, P5, P8,
P10
P1, P3, P4, P6,
P7, P9
P1, P2, P5, P8
Outcomes
Course Outline
Components:
1.
2.
3.
4.
5.
6.
7.
40%
20%
Nature of religion and beliefs
Religious Tradition Study: Christianity
Religious Tradition Study: Islam
Religious Tradition Study: Judaism
Religions of Ancient Origin: Aztecs
Religions of Ancient origin: Nordic
Religion in Australia pre-1945
A student:
P1 describes the characteristics of religion and belief systems
P2 identifies the influence of religion and belief systems on individuals and society
P3 investigates religious traditions and belief systems
P4 examines significant aspects of religious traditions
P5 describes the influence of religious traditions in the life of adherents
P6 selects and uses relevant information about religion from a variety of sources
P7 undertakes effective research about religion, making appropriate use of time and resources
P8 uses appropriate terminology related to religion and belief systems
P9 effectively communicates information, ideas and issues using appropriate written, oral and graphic forms
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Objectives and Outcomes
Objectives
Preliminary Outcomes
A student will develop
knowledge, understanding
and skills about:
A student:
the nature of religion and
belief systems in local and
global contexts
P1 describes the characteristics of religion and belief systems
the influence and
expression of religion and
belief systems in Australia
P3 investigates religious traditions and belief systems
religious traditions and
their adherents
P4 examines significant aspects of religious traditions
P5 describes the influence of religious traditions in the life of adherents
P2 identifies the influence of religion and belief systems on individuals and
society
effective gathering,
P6 selects and uses relevant information about religion from a variety of sources
analysing and synthesising
of information about
religion
effective evaluation and
application of findings from
research about religion
P7 undertakes effective research about religion, making appropriate use of time
and resources
communication of complex P8 uses appropriate terminology related to religion and belief systems
information, ideas and
P9 effectively communicates information, ideas and issues using appropriate
issues in appropriate forms written, oral and graphic forms
to different audiences and
in different contexts
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Content: Preliminary Course
Nature of Religion and Beliefs
16 indicative hours
The focus of this study is the nature of religion and beliefs, including Australian Aboriginal beliefs and
spiritualities, as a distinctive response to the human search for meaning in life.
This study introduces students to the essential concepts of Studies of Religion. It provides an understanding of the nature of
religion and the expression of religious thought and practice in various belief systems. In this part of the course, the religious
traditions illustrate the variety of beliefs about the relationship between the supernatural and the human, the search for
meaning and the ultimate goal of human life. Students also investigate the unique expression of spirituality by Aboriginal
peoples. These responses all demonstrate a relationship between beliefs and their adherents
Protocols when working with Aboriginal communities
In the topic Nature of Religion and Beliefs a significant area of study is Aboriginal beliefs and spiritualities. Where possible,
schools are encouraged to work with local/regional Aboriginal communities for this section of the course. See page 12 for
information about protocols when working with Aboriginal communities.
Outcomes
A student:
P1
describes the characteristics of religion and belief systems
P2
identifies the influence of religion and belief systems on individuals and society
P6
selects and uses relevant information about religion from a variety of sources
P8
uses appropriate terminology related to religion and belief systems.
Content
Students learn about:
Students learn to:
The Nature of Religion
religion as a worldview that:
acknowledges the supernatural dimension
has a belief in a divine being or powers beyond
the human and/or dwelling within the individual
characteristics of religion:
beliefs and believers
sacred texts and writings
ethics
rituals and ceremonies
the contribution of religion
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define the supernatural dimension
discuss a transcendent religious worldview which has a belief in a
divine power and/or powers beyond the human
discuss an immanent religious worldview which has a belief in a
divine being or powers dwelling within the individual
define the characteristics of religion
explore the ways in which these characteristics interact to create a
dynamic, living religion
appreciate the contribution of religion to:
individuals
society and culture
Australian Aboriginal Beliefs and Spiritualities –
The Dreaming
nature of the Dreaming
outline the nature of the Dreaming in relation to:
origins of the universe
sacred sites
stories of the Dreaming
symbolism and art
discuss the diversity of the Dreaming for Aboriginal peoples
recognise the importance of the Dreaming for the life of Aboriginal
peoples
investigate the inextricable connection of the Dreaming, the land and
identity
the inextricable connection of the Dreaming, the
land and identity
Religious Tradition Studies
This syllabus considers the five major religious traditions to be Buddhism, Christianity, Hinduism, Islam and Judaism.
The purpose of this section is to develop a comprehensive view of religious traditions as living religious systems that link
directly with the life of adherents. Elements raised in the Nature of Religion and Beliefs are covered in greater depth in the
study of a religious tradition. In a Religious Tradition Study, the particular focus is on the ways in which a religious tradition,
as an integrated belief system, provides a distinctive answer to the enduring questions of human existence.
The study of a particular religious tradition enables students to demonstrate an appreciation of the diversity of expression
within, and the underlying unity of the whole religious tradition. This study is essential preparation for the Religious Tradition
Depth Studies in the HSC course.
For reasons of equity and clarity, the content areas of study for each religious tradition are set out in a similar pattern.
Learning experiences are to be appropriate to the distinctive nature of each religious tradition. All aspects are interrelated
and the order in which they are listed need not determine the order of study.
Note:
Studies of Religion I students complete TWO Religious Tradition Studies of 22
indicative hours each.
Studies of Religion II students complete THREE Religious Tradition Studies of 22 indicative
hours each.
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Christianity
22 indicative hours
The focus of this study is Christianity, one of the major religious traditions, as a living religious system.
Outcomes
A student:
P3
investigates religious traditions and belief systems
P4
examines significant aspects of religious traditions
P5
describes the influence of religious traditions in the life of adherents
P6
selects and uses relevant information about religion from a variety of sources
P7
undertakes effective research about religion, making appropriate use of time and resources
P8
uses appropriate terminology related to religion and belief systems
P9
effectively communicates information, ideas and issues using appropriate written, oral and graphic forms.
Content
Students learn about:
Students learn to:
Origins

the historical and cultural context in
which Christianity began

outline the historical and cultural context in which
Christianity began

Jesus Christ

examine the principal events of Jesus’ life

explain why Jesus is the model for Christian life

describe the early development of Christian
communities after the death of Jesus

outline the unique features of:
– Anglicanism
– Catholicism
– Orthodoxy
– Pentecostalism
– Protestantism


the development of early Christian
communities
Christianity:
– Anglicanism
– Catholicism
– Orthodoxy
– Pentecostalism
– Protestantism
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Principal Beliefs

the divinity and humanity of Jesus
Christ

the death and resurrection of Jesus
Christ

the nature of God and the Trinity

Revelation


outline the principal beliefs regarding the divinity and
humanity of Jesus Christ

explain the importance of the death and resurrection of
Jesus Christ for Christians

outline the beliefs about the nature of God and of the
Trinity

examine the Christian understanding of revelation

describe the Christian understanding of salvation

identify the importance of the Bible in Christianity

examine extracts from the Bible which demonstrate the
principal beliefs of Christianity

outline the principal ethical teachings in:
– the Ten Commandments
– the Beatitudes
– Jesus’ commandment of love

describe the importance of ethical teachings in the life of
adherents

describe the different types of personal prayer
Salvation
Sacred Texts and Writings

Bible
Core Ethical Teachings

the Ten Commandments

New Testament ethics
– the Beatitudes
– Jesus’ commandment of love
Personal Devotion

Prayer
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Islam
22 indicative hours
The focus of this study is Islam, one of the major religious traditions, as a living religious system.
Outcomes
A student:
P3
investigates religious traditions and belief systems
P4
examines significant aspects of religious traditions
P5
describes the influence of religious traditions in the life of adherents
P6
selects and uses relevant information about religion from a variety of sources
P7
undertakes effective research about religion, making appropriate use of time and resources
P8
uses appropriate terminology related to religion and belief systems
P9
effectively communicates information, ideas and issues using appropriate written, oral and graphic forms.
Content
Students learn about:
Students learn to:
Origins

pre-Islamic Arabia as the cultural and
historical context for the development of
Islam

the Prophet Muhammad

the development of Islam under the
leadership of the Four Rightly Guided
Caliphs
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
outline the social conditions and religious
practices that existed in pre-Islamic Arabia

examine the principal events in
Muhammad’s life

explain why the Prophet Muhammad as
the final messenger is the model for
Muslim life

describe the development of Islam after
the death of Muhammad under the
leadership of the Four Rightly Guided
Caliphs, accounting for the emergence of
the Sunni and the Shi’ia
Principal Beliefs

the articles of faith explained in the Aqida
as:
– Tawhid
– Angels
– Books of Allah
– Rusul
– Akhira
– Fate/predestination
Sacred Texts and Writings

Islamic jurisprudence
– the Qur’an
– the Sunna and Hadith
– ijma’ – consensus among religious
leaders
– qiyas – comparison with teachings of
the Qur’an or Hadith
Expression of Faith

outline the implications of Tawhid for
Muslim belief

examine the role of the Books of Allah and
prophecy in Islam

outline the principal beliefs about Angels,
life after death and fate/predestination

identify the importance of:
– the Qur’an
– the Hadith

examine extracts from the Qur’an and
Hadith which demonstrate the principal
beliefs of Islam

outline the principal ethical teachings
within Islam

outline the process of Islamic
jurisprudence

describe the importance of ethical
teachings in determining that which is:
– halal
– haraam

outline each of the Five Pillars
the Qur’an and Hadith
Core Ethical Teachings


the Five Pillars as the expression of the
faith of Islam
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Judaism
22 indicative hours
The focus of this study is Judaism, one of the major religious traditions, as a living religious system.
Outcomes
A student:
P3
investigates religious traditions and belief systems
P4
examines significant aspects of religious traditions
P5
describes the influence of religious traditions in the life of adherents
P6
selects and uses relevant information about religion from a variety of sources
P7
undertakes effective research about religion, making appropriate use of time and resources
P8
uses appropriate terminology related to religion and belief systems
P9
effectively communicates information, ideas and issues using appropriate written, oral and graphic forms.
Content
Students learn about:
Origins



Abraham and the Covenant
Moses, the Exodus and the giving of
the Torah
Modern Judaism
– Conservative Judaism
– Orthodox Judaism
– Progressive Judaism
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Students learn to:

outline the life of Abraham

describe the Covenant with the Patriarchs, including the
promises of a People and a Land

outline the story of the Exodus and the giving of the Law at
Sinai, including the Ten Commandments

outline the unique features of:
– Conservative Judaism
– Orthodox Judaism
– Progressive Judaism
Principal Beliefs

belief in a single God who is the
creator and ruler of the universe

the concept of a moral law prescribed
by God

the idea of the Covenant
Sacred Texts and Writings

the Hebrew Scriptures
– the Hebrew Bible
– the Talmud
Core Ethical Teachings

the Commandments of the Torah

the Prophetic Vision

the Book of Proverbs – wisdom,
righteousness, purity and generosity
of spirit
Observance

Shabbat
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
discuss the belief in the one God and the attributes of God

outline the concept of a divinely inspired moral law

identify the importance of the Covenant for the Jewish people

identify the importance of the:
– the Hebrew Bible
– the Talmud

examine extracts from the Hebrew Scriptures which
demonstrate the principal beliefs of Judaism

outline the principal ethical teachings of Judaism:
– the Commandments of the Torah
– the Prophetic Vision, including social justice and Tikkun
Olam – the repair of the world
– the Book of Proverbs – wisdom, righteousness, purity
and generosity of spirit

describe the importance of ethical teachings in the life of
adherents

describe the importance of Shabbat
Additional content for SOR II Preliminary Course
Religions of Ancient Origin
22 indicative hours
The focus of this study is the response of religions of ancient origin to the human search for ultimate meaning and purpose.
The five religious traditions of Buddhism, Christianity, Hinduism, Islam and Judaism are NOT to be studied.
Outcomes
A student:
P1
describes the characteristics of religion and belief systems
P2
identifies the influence of religion and belief systems on individuals and society
P6
selects and uses relevant information about religion from a variety of sources
P7
undertakes effective research about religion, making appropriate use of time and resources
P8
uses appropriate terminology related to religion and belief systems
P9
effectively communicates information, ideas and issues using appropriate written, oral and graphic forms.
Content
Students are to select TWO religions of ancient origin to study from the following:
 Aztec or Inca or Mayan
 Celtic
 Nordic
 Shinto
 Taoism
 an Indigenous religion from outside Australia.
Students learn about:
Students learn to:
The nature of TWO religions of ancient origin in
relation to:
For each of the TWO religions of ancient origin

origins of the universe

principal beliefs

supernatural powers and deities


outline the principal beliefs concerning the origins
of the universe

identify the principal beliefs of the religion

identify and describe the role of the supernatural
powers and deities in the religion

discuss the relationship between sacred spaces
and the beliefs of the religion

identify the principal rituals and examine their
significance for the individual and community

explain the relationship between the religion and
its society

explain how the religion provides a distinctive
response to the search for meaning
rituals

influence in the society

human search for meaning
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Additional content for SOR II Preliminary Course
Religion in Australia pre-1945
16 indicative hours
The focus of this study is the establishment and development of religious traditions in Australia pre-1945.
Outcomes
A student:
P2
identifies the influence of religion and belief systems on individuals and society
P3
investigates religious traditions and belief systems
P5
describes the influence of religious traditions in the life of adherents
P6
selects and uses relevant information about religion from a variety of sources
P7
undertakes effective research about religion, making appropriate use of time and resources
P8
uses appropriate terminology related to religion and belief systems
P9
effectively communicates information, ideas and issues using appropriate written, oral and graphic forms.
Content
Students learn about:
Students learn to:
Religious traditions in Australia pre-1945

arrival and establishment of
Christianity and TWO other religious
traditions in Australia

issues related to the development of
Christianity in Australia pre-1945:
– sectarianism
– social welfare

the contribution of ONE religious
tradition in Australia to each of the
following pre-1945:
– rural and outback communities
– education
– public morality
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
outline the arrival and establishment of
Christianity and TWO other religious
traditions in Australia

examine the impact of sectarianism on the
relationship among Christian denominations
in Australia pre-1945

examine the contribution of Christianity to
social welfare in Australia pre-1945

discuss the role of ONE religious tradition in
rural and outback communities pre-1945

outline the contribution of ONE religious
tradition to the provision of education in
Australia pre-1945

examine initiatives taken by ONE religious
tradition in Australia in the area of public
morality pre-1945
Studies of Religion I & II – Performance Band descriptions
The typical examination performance in this band:
Band 6
 demonstrates comprehensive knowledge and understanding of the influence of religion and its
expression in Australian society, including Aboriginal beliefs and spiritualities
 demonstrates comprehensive knowledge and understanding of religious traditions and their significance
for adherents
 demonstrates comprehensive understanding of concepts and issues relevant to religion and beliefs
 demonstrates comprehensive analysis, synthesis and evaluation of relevant sources and research
findings
 communicates complex information in oral and written forms, using terminology appropriate to Studies of
Religion
Band 5
 demonstrates thorough knowledge and understanding of the influence of religion and its expression in
Australian society, including Aboriginal beliefs and spiritualities
 demonstrates thorough knowledge and understanding of religious traditions and their significance for
adherents
 demonstrates thorough understanding of concepts and issues relevant to religion and beliefs
 demonstrates thorough analysis and evaluation of relevant sources and research findings
 communicates information clearly in oral and written forms, using terminology appropriate to Studies of
Religion
Band 4
 demonstrates sound knowledge and understanding of the influence of religion and its expression in
Australian society, including Aboriginal beliefs and spiritualities
 demonstrates sound knowledge and understanding of religious traditions and their significance for
adherents
 demonstrates sound understanding of concepts and issues relevant to religion and beliefs
 demonstrates sound evaluation of relevant sources and research findings
 communicates information in oral and written forms, using some terminology appropriate to Studies of
Religion
Band 3
 demonstrates basic knowledge of the influence of religion and its expression in Australian society,
including Aboriginal beliefs and spiritualities
 demonstrates basic knowledge of religious traditions and their significance for adherents
 demonstrates basic understanding of issues relevant to religion and beliefs
 demonstrates basic use of sources and research findings
 communicates information, using limited terminology appropriate to Studies of Religion
Band 2
 demonstrates limited knowledge of religion in Australian society, including some Aboriginal beliefs and
spiritualities
 demonstrates limited knowledge of religious traditions
 demonstrates limited understanding of issues relevant to religion and beliefs
 communicates limited information using some relevant terminology
Band 1
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Glossary from the syllabus
ACCOUNT
State reasons for, report on, explain. Give an account of, narrate a series of events or transactions
ANALYSE
Identify components and the relationship between them, draw out and relate implications
APPLY
Use, utilise, employ in a particular situation
APPRECIATE
Make a judgment about the value of. Include evidence/examples
ASSESS
Make a judgment of value, quality, outcomes, results or size. Give your opinion with facts.
CALCULATE
Ascertain / determine from given facts, figures or information
CLARIFY
Make clear or plain
CLASSIFY
Arrange or include in classes / categories
COMPARE
Show how things are similar or different (hint – use a Venn diagram)
CONSTRUCT
Make, build, put together items or arguments
CONTRAST
Show how things are different or opposite
CRITICALLY
(analyse / evaluate) Add a degree or level of accuracy, depth, knowledge and understanding, logic,
questioning, reflection and quality to analysis/evaluation
DEDUCE
Draw conclusions
DEFINE
State meaning and identify essential qualities
DEMONSTRATE
Show by example
DESCRIBE
Provide characteristics and features of the item / concept
DISCUSS
Identify issues and provide points for and/or against
DISTINGUISH
Recognise and indicate as being distinct or different from, to note differences
between things
EVALUATE
Make a judgment and give your opinion based on criteria, determine the value of
EXAMINE
Inquire into, find out the facts
EXPLAIN
Relate cause and effect, make the relationships between things evident, provide the why and/or how
about the item / concept
EXTRACT
Choose relevant and/or appropriate details
EXTRAPOLATE
Infer from what is known
IDENTIFY
Recognise and name
INTERPRET
Draw meaning from
INVESTIGATE
Plan, inquire into and draw conclusions about
JUSTIFY
Support an argument or conclusion with evidence and examples
OUTLINE
Sketch in general terms, indicate the main features of
PREDICT
Suggest what may happen based on available information
PROPOSE
Put forward a point of view, idea, argument or suggestion for consideration or action
RECALL
Present remembered ideas, facts or experiences
RECOMMEND
Provide reasons in favour
RECOUNT
Retell a series of events
SUMMARISE
Concisely express the relevant details
SYNTHESISE
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Putting together various elements to make a whole
1.7 General information
Guidelines for contact with various groups
This material has been provided for use by teachers who wish to invite guest speakers or to plan excursions. It
contains points of etiquette to be considered when approaching representatives of particular groups or religious
traditions.
Aboriginal community involvement
Aboriginal communities are located throughout Australia, but they may not exist in every school’s home area.
Individual Aboriginal people may not be accessible to some schools, consequently not every school will have
access to a local Aboriginal community or individual. Where immediate access to Aboriginal people is not readily
available, schools should look further afield for this type of support, turn to the nearest Aboriginal organisation for
advice, refer to the regional Aboriginal Education Consultative Group, Aboriginal education officers from the DET
or at least seek resources originating from Aboriginal people or organisations.
All meetings involving guests to your school should begin with a recognition of country. See Syllabus (page 12)
for protocols when working with
Aboriginal communities.
Christianity
If information about a particular denomination is required, the first point of contact could be the local church or the
central offices of that denomination.
In addition, the Christian Research Associations publication A Yearbook for Australian Churches contains a
directory of all Australian denominations and includes telephone and fax numbers.
Christian churches can be found in most suburbs and towns. Many Christian denominations are organised into
parishes, normally under the care of a priest or minister or centred around a church. The parish/church is often a
centre of faith education and community and welfare support.
A church is a place set aside for individual and communal prayer. Churches vary in their décor and use of space
according to their understanding of worship. They usually contain the symbol of the cross, a table, sometimes
referred to as an altar, a lectern and a pulpit. Many protestant churches tend to be simply decorated and place an
emphasis on the pulpit. Most Catholic churches emphasise the altar and are more ornate. Most Orthodox
churches are highly decorated with icons and candles and have a screen or iconostasis in front of the altar.
Since a church is a sacred space visitors should show respect in the way in which they dress and behave. It is
always wise for teachers to ask advice from the relevant person about points of etiquette relating to a particular
church. Men should remove their hats upon entering a church. Students should speak softly and only when
necessary. They should remain in the body of the church and not enter the sanctuary unless invited.
Islam
The mosque is the point around which the whole life of the Muslim community revolves. Mosques are never
decorated with statues or pictures of people as this is considered a form of idolatry. They are often simple
buildings, the inside of which is one common space. Men and women are physically separated by a partition,
balcony, curtain etc, or women pray behind the men.
When visiting a mosque the following general guidelines should be observed:
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


shoes must be removed before entering the mosque
stay in a group, do not wander
visitors should be modestly dressed. Women should cover their hair and wear long loose clothing.
Having a guide is the most effective way of visiting a mosque; this can be arranged by contacting the community
centre prior to the visit. This will also enable students to have questions answered that otherwise may not have
been.
When inviting Muslims to speak at your school consider:
 the time of day – does it conflict with prayer times?
 the length of time of visit – does a place of prayer need to be made available? If so adequate facilities for
washing need to be available near by
 any food offered must be halal
 be conscious of times of the year of special religious significance such as Ramadan.
Judaism
Visitors are welcome at synagogues or temples but teachers are advised that they are not open for random visits,
so an appointment must be made. Services are held on Friday evenings and Saturday mornings, and the
evening before and on the day of Festivals.
When visiting a synagogue men are required to have their heads covered. Women should be modestly dressed,
preferably in a skirt or dress with their shoulders covered. A service will last between two and three hours, but
worshippers are admitted at any time. You should never turn your back on the Ark where the scrolls are kept.
There are no pictures or statues in the synagogue as they are prohibited by the Second Commandment.
If you intend to offer refreshments to a Jewish visitor at the school, the Jewish dietary laws should be observed
and only kosher biscuits or fruit or a vegetarian platter should be offered with tea or coffee.
Check a Jewish calendar to ensure that proposed dates for visits do not fall during festivals or fasts.
Websites
Some useful websites for Study Guides and Strategies:
www.hsc.csu.edu.au
www.boardofstudies.nsw.edu.au
www.boredofstudies.org
www.studygs.net
www.tale.edu.au
www.cli.nsw.edu.au
(Each of the universities websites also has tips and guides, so try a search under their names.)
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