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Contents
1
Introduction ______________________________________ 1
1.1
Pathways .................................................................................................. 1
Rationale ________________________________________ 4
3.1
3.2
3.3
3.4
4.1
4.2
4.3
4.4
5.1
5.2
5.3
5.4
6.1
6.2
6.3
6.4
7.1
7.2
7.3
7.4
1 Introduction
Study of Religion is one of 14 Humanities and Social Sciences subjects offered at a postcompulsory schooling level in Queensland. Senior Humanities and Social Sciences Learning
Area subjects include:
general subjects:
- Aboriginal & Torres Strait Islander Studies
- Accounting
- Ancient History
- Business
- Economics
- Geography
- Legal Studies
- Modern History
- Philosophy & Reason
- Study of Religion
applied subjects:
- Business Studies
- Religion & Ethics
- Social & Community Studies
- Tourism.
The subject Study of Religion is a unitised course of study.
Units 1 and 2 are foundational learning for Units 3 and 4. Students should complete Units 1 and 2
before beginning Units 3 and 4.
Only the results from Units 3 and 4 will contribute to the Australian Tertiary Admissions Rank
(ATAR) calculations.
Each unit has been planned to require 55 hours of teaching and learning including assessment.
1.1 Pathways
Study of Religion is a general subject suited to students who are interested in pathways beyond
Year 12 that lead to work, vocational education or tertiary studies. A course of study in Study of
Religion can establish a basis for further education and employment in the fields of anthropology,
the arts, education, journalism, politics, psychology, sociology, theology and social work.
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General*
Applied*
Business Studies
Accounting
Ancient History
Business
Tourism
Economics
Geography
Legal Studies
Modern History
Study of Religion
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Study of Religion
Unit 1
Sacred texts and
religious writings
Topic 1:
Sacred texts
Topic 2:
Abrahamic
traditions
Assessment
Foundational:
Unit 2
Religion and
ritual
Unit 3
Religious ethics
Topic 1:
Life cycle rituals
Topic 2:
Calendrical rituals
Topic 1:
Religion and the
state
Topic 2:
Religion and
human rights
Topic 1:
Social ethics
Topic 2:
Ethical
relationships
Assessment
Foundational:
Unit 4
Religion, rights
and the state
Assessment
Assessment
Summative internal 1:
Examination
Summative internal 3:
Inquiry response
Summative internal 2:
Inquiry response
Summative external:
Examination
Students will have opportunities in Units 1 and 2 to respond to the types of assessment they will
encounter in Units 3 and 4.
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2 Rationale
Study of Religion is the investigation and study of religious traditions and how religion has
influenced, and continues to influence peoples lives. As religions are living traditions, a variety of
religious expressions exists within each tradition. Religious beliefs and practices also influence
the social, cultural and political lives of people and nations. Students become aware of their own
religious beliefs, the religious beliefs of others, and how people holding such beliefs are able to
co-exist in a pluralist society.
In this subject, students study the five major world religions of Judaism, Christianity, Islam,
Hinduism and Buddhism. These religions are explored through sacred texts that offer insights into
life and the rituals that mark significant moments and events in the lives of individuals. This
provides the foundations for understanding religious ethics within real-life contexts, as well as the
role religion plays in society and culture. The course is complemented by studying Aboriginal
spiritualities and Torres Strait Islander religion.
Throughout the course of study, students will engage with an inquiry approach to learning about
the worlds five major religions, their central beliefs and practices, and their influence upon
people, society and culture. As a result, a logical and critical approach to understanding the
influence of religion should be developed, with judgments supported through valid and reasoned
argument. This contributes to the development of a range of transferable thinking and processing
skills that will assist students to live and work successfully in the 21st century.
Study of Religion allows students to develop critical thinking skills, including those of analysis,
reasoning and evaluation, as well as communication skills that support further study and postschool participation in a wide range of fields. The subject also enables them to become more
informed citizens, as religion continues to function as a powerful dimension of human experience.
Through recognising the factors that have contributed to different forms of religious expression,
students should develop an appreciation of the religious diversity that exists globally, and an
empathy and respect for the ways in which people think, feel and act religiously.
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3 Course overview
Study of Religion is a unitised course of study. Subject matter, learning experiences and
assessment increase in complexity across the four units as students develop greater
independence as learners.
Units 1 and 2 allow students to begin engaging with the course subject matter. Units 3 and 4
consolidate student learning.
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Students need to learn and use knowledge and skills of reading, viewing and listening to
understand and learn the content of Study of Religion. Students need to learn and use the
knowledge and skills of writing, composing and speaking to convey the Study of Religion content
they have learnt.
To understand and use Study of Religion content, teaching and learning strategies include:
defining subject-specific terminology to make meaning of Study of Religion language and texts
comprehending language and texts to make literal and inferred meanings about Study of
Religion content
using Study of Religion ideas and information in classroom, real-world and/or lifelike contexts
to progress their own learning.
To analyse and evaluate Study of Religion content, teaching and learning strategies include:
drawing conclusions about the purpose and audience of Study of Religion language and texts
analysing the ways language is used to convey ideas and information in Study of Religion
texts
transforming language and texts to convey Study of Religion ideas and information in
particular ways to suit audience and purpose.
Relevant aspects of literacy knowledge and skills are embedded in the syllabus objectives, unit
objectives and subject matter, and instrument-specific marking guides for Study of Religion.
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Associated skills
Associated skills
critical thinking
creative thinking
communication
collaboration and
teamwork
relating to others
(interacting with others)
recognising and using
diverse perspectives
participating and
contributing
community connections
adaptability/flexibility
management (self,
career, time, planning
and organising)
character (resilience,
mindfulness, open- and
fair-mindedness, selfawareness)
leadership
citizenship
cultural awareness
ethical (and moral)
understanding
ICT skills
analytical thinking
problem solving
decision making
reasoning
reflecting and evaluating
intellectual flexibility
innovation
initiative and enterprise
curiosity and imagination
creativity
generating and applying
new ideas
identifying alternatives
seeing or making new
links
Relevant aspects of 21st century skills are embedded in the syllabus objectives, unit objectives
and subject matter, and instrument-specific marking guides for Study of Religion.
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Inquiry-based learning
An inquiry approach involves 1:
a method of learning, initiated by questions or problems
personal construction of a students own knowledge. That is, knowledge that is new to the
student
an active approach to learning where students have the central role
the teacher acting as a facilitator
developing self-directed learning over time, as students assume increasing responsibility for
their learning.
Inquiry is based on a cluster of pedagogical approaches that are driven by inquiry or research
(Aditomo et al. 2013). The common key stages in an inquiry process are2:
forming and describing the inquiry activity
finding valid and reliable information and data for the defined inquiry activity
analysing and processing the information and data selected
evaluating the analysed information and data to make meaning and draw conclusions.
Reflection is the crucial mental activity that connects the four inquiry stages. As students progress
in their inquiry, they develop more meaning about previous understandings and inquiry decisions.
Consequently, students should be encouraged to view stage decisions and activities as formative
and therefore worthy of reflection and revision (Marzano & Kendall 2007). They actively
participate in both the linear stages of inquiry, and in the recursive and reflective nature of inquiry
(Aditomo et al. 2013).
1
The core elements are stated by Spronken-Smith and Walker (2010, p. 726) and supported by references to
Justice et al. (2007), Khan and ORourke (2004) and Weaver (1989).
2
Inquiry is a process and a set of skills. It has several steps or stages (Vajoczki, Watt & Vine 2011). This is
supported by the range of inquiry models used in Australian schools, as identified by Bateman (2014) as the
Integrated Inquiry Approach (Murdoch 1998), the 5Es (Hackling, Peers & Prain 2007), TELSTAR (Department of
Education 1994) and the Action Research Model (Stringer 2009).
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Engaging students in inquiry tasks and processes is critical to successful outcomes using an
inquiry pedagogy. This is the self-system as described by Marzano and Kendall (2007, ch. 3), an
interrelated arrangement of attitudes, beliefs and emotions that determine both motivation and
attention. Accordingly, the classroom climate is critical in developing responsive and active
learners who feel comfortable in taking learning risks and are willing to invest the time and effort
in critiquing previous decisions.
Explanation
Critical thinking
(Vajoczki, Watt & Vine 2011)
Collaborative learning
(Justice et al. 2007; Vajoczki, Watt & Vine
2011)
The skills involved in metacognition and self-regulated learning are intended outcomes of an
inquiry approach (Aditomo et al. 2013; Justice et al. 2007; Spronken-Smith & Walker 2010).
Inquiry requires students to be aware of their thinking and decisions at each stage in the learning
process, develop a positive attitude and value the crucial mental activity of reflection, and
therefore do more than follow set procedures and mimic examples without understanding.
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Description
Teaching for or
through inquiry
Structured
For
Guided
Through
Open
Through
Scaffolding is a practical element of teaching inquiry (Spronken-Smith & Walker 2010). More
structure and greater guidance will be required when students are beginning the course of study.
Classroom learning may involve activities and experiences that focus on particular stages of the
inquiry process so that these are explicitly taught; it is not necessary that students undertake all
stages of an inquiry approach each time in order to develop mastery, confidence and
independence. Consequently, the role of scaffolding is temporal, and this reflects the
developmental complexity of the course of study in Queensland senior syllabuses.
These approaches are not mutually exclusive. An open approach (teaching through inquiry) might
be undertaken as an extension from a generalised application activity that students have
previously undertaken (teaching for inquiry). Students need to have achieved the relevant
foundational understanding and skills before undertaking an open inquiry task. This capacity
needs to be built over time through the course of study with teachers closely monitoring student
progress.
Based on Spronken-Smith and Walker (2010, p. 726), which built on the problem-solving approach of Staver
and Bay (1997)
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Stages
Explanation
Strategies
Stage 1:
Forming
the inquiry
propose a hypothesis
Stage 2:
Finding
sources
and
information
Stage 4:
Evaluating
the
analysed
evidence
analysis
draw conclusions and make
judgments
reflect across the inquiry stages to
make meaning or the process used,
including any flaws or omissions
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2.
3.
4.
5.
6.
evaluate and draw conclusions about the significance of religion for individuals and
its influence on people, society and culture
When students evaluate and draw conclusions about the significance of religion for
individuals and its influence on people, society and culture, they make judgments about the
importance of religion for believers and the way it shapes people, society and culture.
7.
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3.4.3 Assessment
Best fit statement
The instrument-specific marking guide (ISMG) outlines the descriptors students will meet to be
awarded a mark.
The marker assessing student work must choose the mark that overall best matches the work
being assessed. Where a student response has qualities associated with different marks, the
marker uses a best-fit approach by choosing the mark that overall best matches the evidence in
the student response.
Where there is a two mark range the marker decides if the best fit is the higher or lower mark of
the range. If the evidence matches all the descriptors or (where possible) some higher
descriptors, then the higher mark is awarded. If the evidence does not match all the descriptors or
(where possible) matches some of the lower descriptors, the lower mark is awarded.
It is worth noting that the highest mark does not require a flawless response.
Authentication
Schools and teachers should have in place strategies for ensuring that work submitted for
assessment is the students own. Where aspects of school-based assessment are completed
outside class time, teachers must monitor and record each students progress through to
completion. This may include regular sightings of the student work by the teacher and keeping of
records, or the students demonstrating their understanding of the task at the time of submission
of the work.
The following strategies are useful to ensure authentication of student work:
tasks kept secure prior to administration to avoid unauthorised prior release to students, e.g.
tasks not sent electronically without due care
task design that provides each student with the opportunity to develop a unique response, e.g.
choice of focus within topics, different data sets
rotation of questions or tasks from year to year to ensure that students are unable to use
student work from a previous year
use of technologies or other strategies to identify plagiarism or copied responses
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significant classroom time is spent on the task so the teacher is familiar with a students work
and can regularly monitor/discuss aspects of the work with student
students may document specific stages of work, starting with an early part of the task such as
topic choice, list of resources and/or preliminary research
filing copies of students work at given stages in its development
students to acknowledge tutors, if they have them, and to discuss and show the work done
with tutors. Similar advice applies if students receive regular help from a family member.
student declaration that the work is their own, and prepared without the substantive assistance
of others.
Teacher feedback
Formal assessment has a formative purpose, to assist students in attaining higher levels of
understanding and skills, across the four units of the course. Therefore, formal assessment
feedback occurs at two main times:
when preparing for the task or at one or two critical points in a research task, ensuring that the
response and its parts only receive feedback once
at the completion of the task during the marking process, so students can learn more about
their performance and how to improve in subsequent assessment.
Teachers should be aware of effective forms of feedback and students need to know how to act
on feedback. Consequently, forms of feedback should be incorporated within pedagogical
practice. The feedback provided by teachers must be aligned to the developmental nature of the
syllabus, that is, more extensive and explicit feedback is acceptable for Units 1 and 2, while less
extensive and more conceptual feedback is appropriate for Units 3 and 4.
For equity and authentication purposes, it is important for teachers and students to have a
common understanding of feedback that is appropriate and acceptable as part of unsupervised
assessments.
The following outlines conceptual feedback when preparing for a research assessment within
Units 3 and 4:
one formal draft or outline
feedback may be given orally or in writing, and should not be extensive. For example, 5-10
minutes of oral discussion or written guidance comments on areas within the response that
require further attention, do not address the task or are incorrect. Specific corrections should
not be dictated in either oral or written form
some errors with the conventions of communication may be highlighted to indicate that the
whole draft requires more careful editing, e.g. specific errors found in one paragraph only. All
errors beyond one paragraph should not be corrected or specifically indicated to the student.
brief assistance in the form of prompting and general advice from another person or source
which leads to the student making their own decisions about refinements and/or self-correction
is acceptable. Where this assistance is not brief or where it is extensive, the authenticity of the
student response is at risk of not being their own work as a whole or in part. All extensive
assistance must be declared by the student to the teacher. The school is responsible for
applying their own authentication procedures in order to make a decision about the
authenticity of student work. Students may be required to resubmit the response, in whole or
part, within the original deadlines. Ultimately, it is the students responsibility to ensure the
work they submit is their own.
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describe the characteristics of religion and religious traditions through identifying sacred texts
and religious writings in Judaism, Christianity, Islam, Hinduism, Buddhism and Aboriginal
spiritualities
2.
3.
4.
analyse the perspectives within religious traditions that relate to ways in which sacred texts
and religious writings are interpreted
5.
consider and organise information about sacred texts and religious writings through
interpreting sources and deciding on their validity
6.
evaluate and draw conclusions about the influence and significance of sacred texts and
religious writings on religion and religious individuals
7.
create responses that communicate ideas or arguments using their understandings of sacred
texts and religious writings.
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describe the characteristics of religion and religious traditions through identifying rituals and
their features within a religious tradition
2.
3.
4.
analyse perspectives within religious traditions regarding religious rituals and their purpose
5.
consider and organise information about religious rituals and their purpose through
interpreting sources and deciding on their validity
6.
evaluate and draw conclusions about the significance of religious rituals and their influence
on people, society and culture
7.
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describe the nature of religious ethics within the context of religious traditions
2.
3.
differentiate between the ways in which beliefs in religious traditions influence ethical
decision making
4.
analyse the perspectives of religious ethical responses within religious traditions and
expressions
5.
consider and organise information about religious ethics by interpreting information from
sources and deciding on their validity
6.
evaluate and draw conclusions about the significance of religious ethical stances and its
influence on people, society and culture
7.
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Objectives to be assessed
This assessment technique is used to determine student achievement in the following objectives:
1.
describe the distinguishing features of religious traditions that inform religious ethics
2.
3.
differentiate between religious traditions, with reference to beliefs that influence ethical
decision making on a social ethical issue
4.
analyse perspectives within and across religious traditions that influence responses to a
social ethical issue
6.
evaluate and draw conclusions about religious ethical stances and the influence on the
response made by adherents to a social ethical issue
7.
Examination specifications
Description
The student is required to analyse the perspectives of religious ethical responses to one social
ethical issue. The issue is selected from the list of examples provided in Topic 1 Social ethics.
Ethical principles and theories as understood within two of the worlds major religions are to be
evident in the student response. Students are also required to use the unseen stimulus materials
that are to be provided with the examination paper. The student response is in the form of an
analytical essay that is handwritten.
Extended response
constructed using one item; the item is a response to an unseen question or hypothesis
requires sustained analysis, synthesis and evaluation to fully answer a question or hypothesis
Weighting
This instrument has a weighting of 25%.
Conditions
time: 2 hours + perusal (15 minutes)
length:
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Marks total 25
6 marks
8 marks
6. evaluate and draw conclusions about religious ethical stances and their
influence on the response made by adherents to a social ethical issue
8 marks
3 marks
When stimulus materials are used, they will be succinct enough to allow students sufficient time to engage with
them.
Unseen materials or questions are not copied from information or texts that students have previously been
exposed to or have directly used in class.
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56
distinguishing features of religious traditions and the ways in which religious traditions shape and
inform the nature of religious ethics are relevant and correctly identified; the explanations are
detailed and precise throughout the response.
34
distinguishing features of religious traditions and the ways in which religious traditions shape and
inform the nature of religious ethics are identified; explanations are provided but with some errors
and/or omissions throughout the response.
12
features associated with religious traditions are stated; there is a lack of detail and/or relevance,
with major omissions and/or inaccuracies evident throughout the response.
3 differentiate between religious traditions, with reference to beliefs that influence ethical
decision making on a social ethical issue
4. analyse perspectives within and across religious traditions that influence responses to a social
ethical issue
Marks
78
thorough and accurate differentiation and analysis of perspectives within and across religious
traditions; the perspectives identified are convincingly supported through well-reasoned arguments
informed by an in-depth understanding of religious beliefs and perspectives that influence
responses to a social ethical issue; stimulus material is used effectively in the response.
56
substantial and accurate differentiation and analysis of perspectives within and across religious
traditions; the perspectives identified are supported through arguments informed by a considered
understanding of religious beliefs and perspectives that influence responses to a social ethical
issue; stimulus material is used competently in the response.
34
differentiation between and analysis of perspectives within and across religious traditions is
evident; the perspectives identified are informed by an understanding of religious beliefs and
perspectives that influence responses to a social ethical issue; stimulus material is evident but
may not be relevant to the response.
12
statements on a perspective or perspectives within religious traditions are evident; these are
based on an oversimplified and/or erroneous understanding of religious perspectives and/or
beliefs that influence a religious ethical response; stimulus material is either not used or its use is
irrelevant to the response.
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6. evaluate and draw conclusions about religious ethical stances and their influence on the
response made by adherents to a social ethical issue
Marks
78
discerning judgments are made about the extent to which religious ethics influence responses by
adherents to a social ethical issue; judgments are supported by accurate, logical, thorough and
well-justified arguments that clearly respond to the question or hypothesis.
56
considered judgments are made about the extent to which religious ethics influence responses by
adherents to a social ethical issue; judgments are supported by accurate, logical and reasoned
arguments that respond to the question or hypothesis; some minor inaccuracies or omissions
influence the arguments established.
34
judgments are made about the extent to which religious ethics influence responses by adherents
to a social ethical issue; judgments are supported by basic reasons in response to the question or
hypothesis; some major inaccuracies or omissions influence the arguments established.
12
a statement(s) on how religion influences responses to a social ethical issue is made; the
statement(s) is based on a simplified and/or erroneous understanding of religious ethics.
the response is succinct with ideas or arguments related to the question or hypothesis conveyed
fluently and logically; genre and language conventions are adhered to with minimal errors in
spelling, grammar and punctuation throughout the written response.
the response conveys ideas or arguments that are related to the question or hypothesis; genre and
language conventions are generally adhered to but with some errors in spelling, grammar and
punctuation evident throughout the written response.
the response has significant errors in genre and language conventions that impede communication
of ideas or arguments related to the question or hypothesis.
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Objectives to be assessed
This assessment technique is used to determine student achievement in the following objectives:
2.
4.
analyse perspectives within a world religion that influence an individuals response to the
contemporary ethical issue selected
5.
6.
evaluate and draw conclusions about the influence of religious ethics on an individual
individuals response to a contemporary ethical issue
7.
Weighting
This instrument has a weighting of 25%.
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Supporting evidence
Students are required to maintain a written record of their research or investigative practices. This
includes the development of their hypothesis, information and data from the sources located,
annotations on the validity of the sources, and a draft of their response to the inquiry. At least 58
reference sources should be evident, with brief reasons for their use being evident within the
annotations. Supporting evidence may also include a record of teacher feedback and/or teacherstudent discussions, e.g. on the development of the students hypothesis.
Conditions
written: 15002000 words
duration: 4 weeks (approximately 30% of the time allocated to Unit 3)
other:
- authentication strategies as implemented by the school (see Section 3.4.3)
- one draft only and on which teacher advice is provided.
Marks total 25
6 marks
6 marks
3 marks
6 marks
4 marks
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34
understanding of a world religion and its ethical view on the contemporary ethical issue; there are
some inaccuracies or omissions in the identification and explanation of the ways in which a world
religion informs an individuals response.
12
narrow understanding of a world religion and its ethical view on the contemporary ethical issue;
there are major inaccuracies and/or omissions in the identification and explanation of the ways in
which a world religion informs an individuals response.
4. analyse perspectives within a world religion that influences an individuals response to the
contemporary ethical issue selected
Marks
thorough and accurate analysis of perspectives within a world religion that influence an individuals
response to the contemporary ethical issue; the perspectives identified are convincingly supported
through well-reasoned arguments informed by an in-depth understanding of religious ethics and
relevant ethical teachings.
substantial and accurate analysis of perspectives within a world religion that influence an individuals
response to the contemporary ethical issue; the perspectives identified are supported through
reasoned arguments informed by a considered understanding of religious ethics and relevant ethical
teachings.
accurate analysis of perspectives within a world religion that influence an individuals response to
the contemporary ethical issue; the perspectives identified are supported through arguments
informed by an understanding of religious ethics and relevant ethical teachings.
analysis of perspectives within a world religion that influence an individuals response to the
contemporary ethical issue; the perspective(s) identified is informed by a basic understanding of
religious ethics and ethical teachings.
12
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evidence of the use of a diverse range of valid primary and secondary sources. These sources are
effectively used in response to the hypothesis.
evidence of the use of valid primary and secondary sources. These are used in response to the
hypothesis.
6. evaluate and draw conclusions about the influence of religious ethics on an individuals
response to a contemporary ethical issue
Marks
discerning judgments are made about the extent to which an individuals response to the
contemporary ethical issue is shaped by religious ethics, approaches to ethical decision making,
and ethical teachings related to the world religion; judgments are supported by accurate, logical,
thorough and well-justified arguments that are clearly related to the hypothesis.
considered judgments are made about the extent to which an individuals response to the
contemporary ethical issue is shaped by religious ethics, approaches to ethical decision making,
and ethical teachings related to the world religion; judgments are supported by accurate, logical and
reasoned arguments that are clearly related to the hypothesis.
valid judgments are made about the extent to which an individuals response to the contemporary
ethical issue is shaped by religious ethics, approaches to ethical decision making, and ethical
teachings related to the world religion; judgments are supported by relevant and reasoned
arguments that are related to the hypothesis; some minor inaccuracies or omissions influence the
arguments established.
a judgment(s) is made about the extent to which an individuals response to the contemporary
ethical issue is shaped by religious ethics, approaches to ethical decision making, and/or ethical
teachings related to the world religion; judgments are supported by basic reasons that may relate to
the hypothesis; some major omissions or inaccuracies influence the arguments established.
12
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the response is succinct, with ideas or arguments conveyed fluently and logically in relation to the
hypothesis devised; genre, language and recognised referencing conventions are adhered to with
minimal errors in spelling, grammar and punctuation throughout the response.
23
the response conveys ideas or arguments that are related to the hypothesis devised; genre,
language and recognised referencing conventions are generally adhered to but with some errors in
spelling, grammar and punctuation evident throughout the response.
the response has significant errors in genre, language and/or referencing conventions that impede
communication of ideas or arguments.
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describe the characteristics of religion and religious traditions that shape responses to
events or issues
2.
3.
differentiate between religious traditions through recognising, within and across religious
traditions, responses to events or issues
4.
analyse perspectives within religious traditions that have shaped responses to past and
present events or issues and the reasons for these
5.
consider and organise information about the interaction between religion, the state and
society through interpreting information from sources and deciding on their validity
6.
evaluate and draw conclusions about the significance of religion and its interaction with the
state
7.
create responses that communicate ideas or arguments using their understandings of the
relationship between religion, society and the state.
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Objectives to be assessed
This assessment technique is used to determine student achievement in the following objectives:
2.
demonstrate an understanding of the ways in which religion has interacted with the state
within the context selected
4.
analyse the perspectives that influenced religions interaction with the state within the context
selected
5.
consider and organise information about the interaction between religion, the state and
society
6.
evaluate and draw conclusions about the interaction between religion and state and its
influence on shaping societys response within the context selected
7.
Weighting
This instrument has a weighting of 25%.
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Supporting evidence
Students are required to maintain a written record of their research or investigative practices. This
includes the development of their hypothesis, information and data from the sources located,
annotations on the validity of the sources, and a draft of their response to the inquiry. At least 58
reference sources should be evident with brief reasons for their use being evident within the
annotations. Supporting evidence may also include a record of teacher feedback and/or teacherstudent discussions, e.g. on the development of the students hypothesis.
Conditions
written: 15002000 words
duration: 4 weeks (30% of the time allocation for Unit 4)
other:
- authentication strategies as implemented by the school (see Section 3.4.3)
- one draft only and on which teacher advice is provided.
Marks total 25
6 marks
4. analyse the perspectives that influenced religions interaction with the state
within the context selected
6 marks
5. consider and organise information about the interaction between religion, the
state and society
3 marks
6. evaluate and draw conclusions about the interaction between religion and state
and its influence on shaping societys response within the context selected
6 marks
4 marks
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substantial understanding of the ways in which religion has interacted with the state within a
particular context; there are minor inaccuracies in the identification and explanation of the religionstate relationship and interaction.
34
understanding of the ways in which religion has interacted with the state within a particular context;
there are some inaccuracies or omissions in the identification and explanation of the religion-state
relationship and interaction.
12
narrow understanding of the ways in which the religion-state relationship and interaction within a
particular context; there are major inaccuracies and/or omissions in the identification and
explanation of the religionstate relationship and interaction.
4. analyse the perspectives that influenced religions interaction with the state in the context
selected
Marks
thorough and accurate analysis of perspectives that have influenced religions interaction with the
state in a particular context; the perspectives identified are convincingly supported through wellreasoned arguments informed by an in-depth understanding of the religion-state relationship and
interaction.
substantial and accurate analysis of perspectives that have influenced religions interaction with the
state in a particular context; the perspectives identified are supported through reasoned arguments
informed by a considered understanding of the religion-state relationship and interaction.
accurate analysis of perspectives that have influenced religions interaction with the state in a
particular context; the perspectives identified are supported through arguments informed by an
understanding of the religion-state relationship and interaction.
analysis of perspectives that have influenced religions interaction with the state in a particular
context; the perspective(s) identified is informed by a basic understanding of the religion-state
relationship and interaction.
12
statements on a perspective or perspectives associated with religions interaction with the state in a
particular context are evident; these are based on an oversimplified and/or erroneous understanding
of the religion-state relationship and/or interaction.
The response does not match the above descriptors.
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5. consider and organise information about the interaction between religion, the state and society
Marks
evidence of the use of a diverse range of valid primary and secondary sources; these sources are
effectively used in response to the hypothesis.
evidence of the use of valid primary and secondary sources; these sources are used in response to
the hypothesis.
6. evaluate and draw conclusions about the interaction between religion and state and its
influence on shaping societys response within the context selected
Marks
discerning judgments are made about the extent to which the interaction between religion and state
has shaped societys response within a particular context; judgments are supported by accurate,
logical, thorough and well-justified arguments that are clearly related to the hypothesis.
considered judgments are made about the extent to which the interaction between religion and state
has shaped societys response within a particular context; judgments are supported by accurate,
logical and well-reasoned arguments that are clearly related to the hypothesis.
valid judgments are made about the extent to which the interaction between religion and state has
shaped societys response within a particular context; judgments are supported by relevant and
reasoned arguments that are related to the hypothesis; some minor inaccuracies or omissions
influence the arguments established.
a judgment(s) is made about the extent to which the interaction between religion and state has
shaped societys response within a particular context; the judgment(s) is supported by basic reasons
that may relate to the hypothesis; some major inaccuracies or omissions influence the arguments
established.
12
the response is succinct with ideas or arguments conveyed fluently and logically in response to the
hypothesis devised; genre, language and recognised referencing conventions are adhered to with
minimal errors in spelling, grammar and punctuation throughout the response.
23
the response conveys ideas or arguments that are related to the hypothesis devised; genre,
language and recognised referencing conventions are generally adhered to, but with some errors in
spelling, grammar and punctuation evident throughout the response.
the response has significant errors in genre, language and/or referencing conventions that impede
communication of ideas and arguments.
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Objectives to be assessed
This assessment technique is used to determine student achievement in the following objectives:
1.
describe the distinguishing features of religious traditions that shape views on rights
2.
3.
4.
6.
evaluate and draw conclusions about the influence of religion on responses to human rights
issues
7.
create responses that communicate ideas or arguments within sentences and short
paragraphs on religion and human rights.
Examination specifications
Description
The student is required to respond to a number of short items related to Topic 2 Religion and
rights. The items will allow students to use their understandings of the five major world religions
in order to explain the ways in which religious traditions have shaped perspectives on rights. In
particular, there will be a focus human rights and the influence of religion on societys response to
human rights issues. Students will also be required to use the unseen stimulus materials that are
to be provided with the examination paper to support their arguments. Responses are
handwritten.
Short response
consists of a number of items that ask students to respond to the following activities:
- short items requiring sentence or short paragraph responses
- responding to unseen stimulus materials
- interpreting ideas and information
where applicable, students are required to write in full sentences, constructing a response that
may have one or several paragraphs so that ideas are maintained, developed and justified
the majority of items within the examination should require students to use the stimulus
materials provided
the assessment instrument comprises:
- Section A: two short items with each requiring sentence responses and/or short paragraph
responses of no more than 50100 words
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- Section B: two short items with each requiring a short paragraph response of 100150
words
- Section C: two short items with each requiring a short paragraph response of 200250
words.
Weighting
This instrument has a weighting of 25%.
Conditions
time: 2 hours + perusal (15 minutes)
length:
- written paragraph responses, 50250 words per item (8001000 words in total)
- other types of item responses, e.g. drawing, labelling and calculating, should allow students
to complete the response in the set time
other:
- unseen stimulus
- stimulus materials will be succinct enough to allow students sufficient time to engage with
them
- stimulus materials should be presented in both text-based formats, e.g. excerpts from
reference books, journals, media articles and visual forms, e.g. cartoons, diagrams,
graphical representations, illustrations, tables
- stimulus materials need to reflect the five major world religions and subject matter within
Topic 2: Religion and rights
- scaffolding provided within the items should model the range of cognitions required to
respond; it should not specify or lead the student through a series of steps dictating a
solution or the knowledge to be used.
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Marks total 25
Section A
1. describe the distinguishing features of religious traditions that shape views on
human rights
2. demonstrate understanding of the ways in which religions inform
understandings of human rights
6 marks
Section B
3. differentiate between religious perspectives on human rights
4. analyse perspectives within and across religious traditions on human rights
8 marks
Section C
6. evaluate and draw conclusions about the influence of religion on responses
to human rights issues
8 marks
3 marks
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Explanation
A
analyse
examine or consider something in order to explain and interpret it, for the
purpose of finding meaning or relationships and identifying patterns, similarities
and differences
apply
appraise
appreciate
argue
assess
C
calculate
categorise
clarify
classify
comment
communicate
compare
comprehend
conduct
consider
construct
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Term
Explanation
contrast
create
bring something into being or existence; produce or evolve from one's own
thought or imagination; reorganise or put elements together into a new pattern or
structure or to form a coherent or functional whole
critique
D
decide
deduce
define
give the meaning of a word, phrase, concept or physical quantity; state meaning
and identify or describe qualities
demonstrate
derive
describe
design
produce, e.g. a plan, simulation, model, project; plan; plan or fashion; form or
conceive in the mind
determine
develop
devise
differentiate
discriminate
discuss
distinguish
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Term
Explanation
document
evaluate
examine
experiment
try out or test new ideas or methods, especially in order to discover or prove
something; undertake or perform a scientific procedure to make a discovery, test
a hypothesis or demonstrate a known fact
explain
explore
express
extrapolate
G
generate
H
hypothesise
I
identify
implement
infer
derive or conclude something from evidence and reasoning, rather than from
explicit statements; listen or read beyond what has been literally expressed;
imply or hint at
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Term
Explanation
interpret
investigate
J
judge
justify
M
make decisions
select from available options; weigh up positives and negatives of each option
and consider all the alternatives to arrive at a position
manipulate
modify
change the form or qualities of; make partial or minor changes to something
O
organise
P
predict
propose
put forward (e.g. a point of view, idea, argument, suggestion) for consideration
or action
prove
R
realise
create or make (e.g. a music, artistic or dramatic work); actualise; make real or
concrete; give reality or substance to
recall
recognise
reflect (on)
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Term
Explanation
resolve
S
sequence
sketch
solve
find an answer to, explanation for, or means of dealing with (e.g. a problem);
work out the answer or solution to (e.g. a mathematical problem); obtain the
answer(s) using algebraic and/or numerical and/or graphical methods
structure
summarise
give a brief statement of a general theme or major point(s); express the details;
present ideas and information in fewer words and in sequence
symbolise
synthesise
T
test
U
understand
use
operate or put into effect; apply knowledge or rules to put theory into practice
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Explanation
Aboriginal
spiritualities
adherents
accurate
basic
fundamental
Buddhism
calendrical rituals
canon
list or measuring rod; Canon of scripture is the title given to the official
list of writings that constitute the sacred text of a tradition
Christianity
the religion founded on the belief in the one and only God, who is
transcendent, and the creator of all things, and on belief in the sanctity
and teachings of Jesus Christ and mainly divided between Roman
Catholic, Protestant, and Eastern Orthodox Churches
competently
considered
contextual
interpretation
an analysis of the text that begins with the text itself and uses tools to
investigate the text in order to understand its meaning
convincing
culture
deontological ethics
from the Greek word deon meaning duty; a way of approaching ethics
which emphasises duty and obligation
descriptive ethics
dharma
in Hinduism, the eternal law of the cosmos, inherent in the very nature of
things and expressed in right behaviour by humans, including adherence
to the social order; in Buddhism, it is interpreted as universal truth or law
detailed
discerning
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Term
Explanation
ethics of care
fluently
fundamental
interpretation
accepts that the biblical texts are literally true and that the Bible is
without error or contradiction
Greater Jihad
Hinduism
the dominant religion of India, evolved from the teaching of the Vedas,
comprising a complex body of religious, social, cultural, and
philosophical beliefs, and characterised by a system of divinely ordained
caste
incarnation
initiation rites
Islam
Judaism
the Jewish religion, deriving its authority from the precepts of the
Hebrew Scriptures and the teaching of the rabbis as expounded in the
Talmud; it is founded on belief in the one and only God, who is
transcendent, the creator of all things, and he source of all
righteousness, and in the duty of all Jewish people to bear witness to
this belief
karma
Ketubim
literal interpretation
logical/logically
minimal
moksha
a Hindu concept that refers to the release from the cycle of rebirth
impelled by the law of karma
moral codes
narrow
nation-state
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Term
Explanation
natural law
Nevim
nirvana
normative ethics
Pali Canon
also known as Tipikatka, the sacred writings that contain the teaching of
the Buddha; literally three baskets
pilgrimages
precise
predestination
Quran
reasoned
logical and sound; based on logic or good sense; logically thought out
and presented with justification
reincarnation
relevant
religion
religion-less state
religious traditions
a grouping of stories, beliefs, etc. that have been part of the culture of a
group of people for a long time; in the context of this syllabus it refers to
the traditions of Judaism, Christianity, Islam, Hinduism and Buddhism
religious state
a nation-state that has adopted a particular religion and uses the religion
as a foundation for its political institutions and laws
Revelation
ritual
sacred
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Term
Explanation
sacred texts
religious texts that are the texts which various religious traditions
consider to be sacred, or central to their religious tradition
Salvation
secular
secular state
state religion
statement
substantial
succinct
TaNak
teleological ethics
texts
theocracy
thorough
Torah
first five books of the Jewish Bible, also known as the Law or the
Pentateuch
ultimate questions
Upanishad
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Term
Explanation
valid
vedas
the four ancient texts that constitute the oldest and most sacred stratum
of Hindu sacred writings: the Rig Veda, Sama Veda, Yajur Veda, and
Atharva Veda
virtue
virtue ethics
a branch of ethics that is person rather than action based; exploring the
virtue or moral character of the person carrying out an action, rather than
the ethical duties, rules or consequences of particular actions
well-justified
well-reasoned
logical and sound; based on logic or good sense; logically thought out
and presented with justification; guided by reason; well-grounded;
considered
well-structured
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