Religion and Ethics SAS 2014
Sample unit of work
Indigenous Australian spiritualities
The sample unit of work provides teaching strategies and learning experiences that facilitate
students’ demonstration of the dimensions and objectives of Religion and Ethics SAS 2014.
This sample demonstrates:
 organisation and development of a unit that could be used within a course of study
 aspects of the underpinning factors particular to this unit
 learning experiences that support the achievement of the objectives described in the
dimensions of this syllabus
141184
 alignment between core subject matter, learning experiences and assessment.
Unit overview
Title of unit: Indigenous Australian spiritualities
The unit description includes a title and a
paragraph that outlines the intent of the unit.
Unit description:
The purpose of this unit is to explore the major aspects of Aboriginal spiritualities and Torres Strait
Islander spiritualities, the spiritual significance of concepts such as the Dreaming and connections to
country/place, and how the spiritualities of the original Australians can inform a truly authentic Australian
spirituality.
Time allocation:
Semester 1, 2, 3 or 4; 55 hours
A time requirement for the unit is indicated.
Dimensions and objectives
Knowing and understanding
By the conclusion of the course of study, students should:
 recognise and describe concepts, ideas and terminology about religion, beliefs and ethics
 identify and explain the ways religion, beliefs and ethics contribute to the personal, relational and
spiritual perspectives of life and society
 explain viewpoints and practices related to religion, beliefs and ethics.
Applying and examining
By the conclusion of the course of study, students should:
 organise information and material related to religion, beliefs and ethics
 analyse perspectives, viewpoints and practices related to religion, beliefs and ethics
 apply concepts and ideas to make decisions about inquiries
 use language conventions and features to communicate ideas and information, according to
purposes.
Producing and evaluating
By the conclusion of the course of study, students should:
 plan and undertake inquiries about religion, beliefs and ethics
 communicate the outcomes of inquiries, to suit audiences
 appraise inquiry processes and the outcomes of inquiries.
Religion and Ethics SAS 2014
Sample unit of work —Indigenous Australian spiritualities
Queensland Curriculum & Assessment Authority
February 2015
Page 2 of 7
Content to be taught
Concepts and ideas
The world view and spiritualities of Aboriginal peoples and Torres Strait Islander peoples are integral to,
and interrelated with, all aspects of their lives and are extraordinarily diverse and complex.
While Indigenous beliefs and cultural practices vary according to region, all groups share in a common
worldview that the land and other natural phenomena possess living souls.
Aboriginal spirituality derives from the notion of the interconnectedness of the elements of the earth and
the universe, animate and inanimate, whereby people, the plants and animals, landforms and celestial
bodies are interrelated1. Aboriginal people view life as a web of interrelationships where man and nature
are partners; landscape, animals and people are connected.
Torres Strait Islanders are seafaring and trading peoples and their spirituality and customs reflect their
connectedness with the sea.
Central concepts of Indigenous knowledges include respect, deep listening, reciprocity, community
responsibility, understanding of cross-generational resonance, and an understanding of open and closed
knowledge.
There are protocols associated with Indigenous knowledges and for connecting with local communities.
Notes:
Protocols should be observed by both teachers and students.
Indigenous Australians are Aboriginal peoples and/or Torres Strait Islander peoples, who identify as, and
are accepted as an Aboriginal person or Torres Strait Islander person in the community in which they live,
or have lived.
Knowledge, understanding and skills
The knowledge, understanding and skills listed should
Identified concepts and ideas, together with the
be developed, showing integration of the core areas.
relevant knowledge, understanding and skills, are
Personal
from the syllabus.
 functions of Aboriginal spiritualities and
Torres Strait Islander spiritualities in the personal search for meaning
 importance of one’s personal life story in establishing identity
 personal connections to country/place
Relational
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holistic nature of Aboriginal spiritualities and Torres Strait Islander spiritualities
relationships of these spiritualities to language groups
connections to and relationships with country/place, including the people, ancestors, flora and
fauna, sea, sky and constellations
impact of social and political history of the last two centuries
impact of the Land Rights Movement and legislation on contemporary spiritualities
Spiritual
 origins and diversity of Aboriginal spiritualities and Torres Strait Islander spiritualities
 Aboriginal peoples’ and Torres Strait Islander peoples’ understanding of country/place as a spiritual
experience, as opposed to European concepts of ownership
 interconnectedness of all aspects of human life, past and present, and the natural world
 the importance of sacred stories and sites for Aboriginal peoples and Torres Strait Islander peoples,
and the protocols for engaging with and sharing these stories.
Note: There are protocols for sharing that must be observed, as some stories may be secret men’s or secret
women’s stories. Permission from Elders / local community members must be sought.
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influence of Christianity on traditional and contemporary spiritualities,
e.g. the impact of Aboriginal missionaries and mission stations; the impact of the acceptance of
missionaries and Christianity into the Torres Strait (The Coming of Light).
1Grieves,
V 2009, Aboriginal Spiritualty: Aboriginal philosophy. The basis of Aboriginal social and emotional
wellbeing, Cooperative Research Centre for Aboriginal Health, Discussion Paper Series 9
Religion and Ethics SAS 2014
Sample unit of work —Indigenous Australian spiritualities
Queensland Curriculum & Assessment Authority
February 2015
Page 3 of 7
Learning experiences
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showing respect for Aboriginal peoples and
Syllabus dimensions and objectives are delivered
Torres Strait Islander peoples by observing cultural
through learning experiences throughout the unit
and community protocols in all engagements with
of work.
the people and their knowledges
recognising and describing concepts, ideas and
terminology related to the diversity and complexity of Aboriginal spiritualities and Torres Strait Islander
spiritualities
identifying and explaining how Aboriginal spiritualities and Torres Strait Islander spiritualities
contribute to personal, relational and spiritual perspectives
using language conventions and features to communicate ideas and information about the worldviews
of Aboriginal peoples and Torres Strait Islander peoples and the interconnectedness of all aspects of
human life, past and present, and the natural world
analysing perspectives, viewpoints and practices related to the spiritual significance of concepts such
as the Dreaming and connections to country/place
viewing Aboriginal artworks and/or Torres Strait Islander artworks to identify the spirituality
represented in the work
viewing films that depict Aboriginal spirituality and/or Torres Strait Islander spirituality, e.g. Ten
Canoes, Samson and Delilah, to analyse how spirituality has been represented through the film’s
composition and use of artistic elements
viewing Awakening: Stories from the Torres Strait (Queensland Museum) online to identify and explain
viewpoints and practices related to Torres Strait Islander spiritualities
organising information and material about the way Aboriginal spiritualities and/or Torres Strait Islander
spiritualities are expressed through art
applying concepts and ideas to make decisions about the representation of Aboriginal spiritualities
and Torres Strait Islander spiritualities in films, novels and/or artworks
with permission:
inviting a local community member/s to talk about the importance of rituals as an on-going part of
Aboriginal and/or Torres Strait Islander spirituality
inviting a local community member/s to speak about Aboriginal spiritualities and/or Torres Strait
Islander spiritualities
inviting a local community member/s to tell their sacred stories and to speak about the importance of
sacred stories and sites for Aboriginal peoples and Torres Strait Islander peoples, and the protocols
for sharing such stories
visiting places of spiritual significance to Aboriginal peoples and Torres Strait Islander peoples with a
community member/s
visiting museum exhibitions and displays (e.g. the Dandiiri Maiwar Aboriginal and Torres Strait
Islander Cultures Centre at the Queensland Museum) to explore the impact of Government
legislation/policies and Christian Missions on the spiritualities of Aboriginal peoples and Torres Strait
Islander peoples
visiting cultural centres to learn about Aboriginal spiritualities and Torres Strait Islander spiritualities
participating in a dialogue circle process to explore ideas about Aboriginal spirituality and Torres Strait
Islander spirituality, e.g. the concept of deep listening, the Dreaming, connectedness with
country/place
exploring rituals and ceremonies, such as the celebration of life, to identify and explain the ways
Aboriginal spiritualities contribute to the personal, relational and spiritual perspectives of a particular
community
exploring how and why certain Aboriginal rituals and Torres Strait Islander rituals have been
incorporated into public and religious celebrations, e.g. smoking ceremonies, fire ceremonies, water
ceremonies, ritual dancing, singing of song in traditional language, Acknowledgement of / Welcome to
Country
investigating the influences of Aboriginal spiritualities and/or Torres Strait Islander spiritualities on the
Australian way of life, e.g. in the Arts, on official occasions, in tourism
exploring understandings of the Dreaming, the land, purpose and impact of European settlement
through art works
planning and undertaking inquiries into Aboriginal spiritualities and Torres Strait Islander spiritualities,
e.g. exploring South East Queensland language groups and their histories
Religion and Ethics SAS 2014
Sample unit of work —Indigenous Australian spiritualities
Queensland Curriculum & Assessment Authority
February 2015
Page 4 of 7
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communicating the outcomes of inquiries, e.g. how Aboriginal spirituality or Torres Strait Islander
spirituality is expressed through art
appraising processes and the outcomes of
Learning experiences show coverage of the core
inquiries into Aboriginal spiritualities and
and elective and support the assessment
Torres Strait Islander spiritualities
possibilities indicated.
Assessment
The following assessment tasks are suggestions only. Teachers may choose from techniques and the
options that follow, or devise alternate instruments, to suit their students’ needs and school context.
Assessment instrument 1: Project — Indigenous sacred stories
Dimensions assessed:
Knowing and understanding
Applying and examining
Producing and evaluating
Assessment technique:
Project
Assessment conditions:
Semester 1–2
Semester 3–4
Written component:
400–700 words
500–900 words
Spoken component:
1½ – 3½ minutes
2½ – 3½ minutes
Multimodal component:
2–4 minutes
3–6 minutes
Performance component:
Schools provide students with some continuous class time to develop the
performance components of the collection of work.
The length of this component will depend upon the nature of the task.
Product component:
Schools provide students with some continuous class time to develop the
product components of the collection of work.
The length of this component will depend upon the nature of the task.
Invite a local community member/s to tell their
The different components within a project can be
sacred stories.
delivered at different times throughout a unit of
Part A (product component)
work. However, one overall result is given for the
Students compile a booklet of these stories, with
completed project.
permission.
Note: As part of this engagement with the local community, schools and students must show respect for
the community, their country/place, knowledge and sacred stories. They need to accept that there is open
and closed knowledge defined and owned by the community. The sacred stories shared with and
recorded by the students should be given back to the community in the booklet/s developed.
Part B (spoken/written component)
Students reflect on the stories then analyse and discuss how they illustrate the spirituality of that
community.
Religion and Ethics SAS 2014
Sample unit of work —Indigenous Australian spiritualities
Queensland Curriculum & Assessment Authority
February 2015
Page 5 of 7
Assessment instrument 2: Investigation
Dimensions assessed:
Knowing and understanding
Applying and examining
Producing and evaluating
Assessment technique:
Investigation
Assessment conditions:
Semester 1–2
Semester 3–4
Written component:
500–800 words
600–1000 words
Spoken component:
2–4 minutes
3–4 minutes
Multimodal component:
3–5 minutes
4–7 minutes
Students create a presentation based on a written record of research exploring the question ‘How is
Aboriginal spirituality or Torres Strait Islander spirituality expressed through art?’ Students are required to
select an Aboriginal art work or Torres Strait Islander art work, explain the work (e.g. context, creation,
artist’s intention), and analyse it in terms of its symbolism, colour, items in the painting that add meaning
to the artwork, the positioning of figures, etc. The presentation should conclude with an analysis and
discussion of the Aboriginal spirituality or Torres Strait Islander spirituality represented in the art work,
and a personal response to the piece.
Assessment instrument 3: Extended response to stimulus
Dimensions assessed:
Knowing and understanding
Applying and examining
Producing and evaluating
Assessment technique:
Extended response to stimulus
Assessment conditions:
Semester 1–2
Semester 3–4
Written component
500–800 words
600–1000 words
Spoken component
2–4 minutes
3–4 minutes
Multimodal component
3–5 minutes
4–7 minutes
Stimulus material: a film that depicts Aboriginal spirituality and/or Torres Strait Islander spirituality,
e.g. Ten Canoes
Students view the film and prepare a written response, analysing the representation of spirituality in the
film and the perspectives, viewpoints and practices shown.
The student response may also be presented as a spoken or multimodal response.
Religion and Ethics SAS 2014
Sample unit of work —Indigenous Australian spiritualities
Queensland Curriculum & Assessment Authority
February 2015
Page 6 of 7
Assessment instrument 4: Examination — short responses
Dimensions assessed:
Knowing and understanding
Applying and examining
Assessment technique:
Examination
Assessment conditions:
Semester 1–2
Semester 3–4
Recommended duration:
60–90 minutes
60–90 minutes
Short response test:
50–150 words per item
(diagrams and workings not included
in word count)
50–250 words per item
(diagrams and workings not included
in word count)
The examination consists of a number of items that could require students to:
 recognise, describe and explain concepts, ideas, issues and viewpoints about:
 Aboriginal spiritualities and Torres Strait Islander spiritualities
 relationships of these spiritualities to language groups
 the connections to and relationships with country/place
 origins and diversity of Aboriginal spiritualities and Torres Strait Islander spiritualities
 Aboriginal peoples’ and Torres Strait Islander peoples’ understanding of country/place as a
spiritual experience
 interconnectedness of all aspects of human life and the natural world
 analyse, interpret and apply ideas and information about Aboriginal spiritualities and Torres Strait
Islander spiritualities
 respond to stimulus materials, e.g. identifying Indigenous spirituality in an Aboriginal artwork or Torres
Strait Islander artwork.
Religion and Ethics SAS 2014
Sample unit of work —Indigenous Australian spiritualities
Queensland Curriculum & Assessment Authority
February 2015
Page 7 of 7