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REL ATAR UNIT ONE Syllabus content Focus Questions THE NATURE OF RELIGION The search for meaning • The concept of religion and being religious • • • Religious inquiry and learning skills Terms and concepts • use terms and concepts in appropriate contexts to demonstrate relevant knowledge and understanding Research • frame questions to guide inquiry and develop a coherent research plan for inquiry • identify, locate and organise relevant information from a range of relevant sources • practise ethical scholarship when conducting research Analysis and use of sources • identify the origin, purpose and context of particular sources • analyse, interpret and synthesise evidence from different types of sources to develop and sustain an academic argument • evaluate the reliability, usefulness and contestable nature of sources to develop informed judgements that support an academic argument • analyse and evaluate different interpretations and points of view Explanation and communication • develop reasoned and supported conclusions • develop texts that integrate appropriate evidence from a range of • What is meant by the concept ‘religion’? What are examples of some world religions? How do we know someone is ‘religious’? What are some indicators of being religious? TERMS: Religion Religious Spirituality Religious affiliation Religious adherence Religious sign Religious symbols Religious celebrations Religious characteristics Religious beliefs Religious identity Religious observance Religious teaching Religious practice Religious rituals Religious faith expressions Religious events Christian denominations Atheism Secularism Agnosticism Humanism Mod Two: Religion and Religiosity Key ideas The concept of religion A concept of religion can be developed by observing religious organisations to get an idea or general under-standing about them. Religion is a gathering of people who share common beliefs about their experiences of God or gods As a result religions: Develop particular ideas about God or gods Share common understandings about basic human questions, such as the purpose of life, life after death, and what it means to be a human being Share memories which have been handed down through genera-tions Worship using common rituals and prayers Develop codes of behaviour based upon their understanding of how the divine expects them to beDescribing religion Although religions differ in many ways they still tend to share and express the experience of the divine in some basic way. They all have sacred places, sacred signs and symbols, rituals, sa-cred objects, religious writings and religious leaders. The development of religion Some religions believe in one God while others believe in more than one God. Some religions believe the divine to be kind and merciful while others believe in a harsh and Suggested Outline of Learning Lesson planning (2 weeks) Assessment The concept of religion and being religious • Define key terms in the syllabus dot point • Different definitions of ‘religion’ • Develop a working definition of key terms such as religion and spirituality • Ways of describing religion • Characteristics most religions share in common and examples of these characteristics in some of the different world religions • Describing religiosity, for instance: identity, participation, affiliation, adherence Lesson 1 :Introduction to the concept of ‘religion’ Introduce the unit, syllabus and module Analyse the dot point Define key terms, including meaning and purpose Definitions of religion and spirituality (handout – see lib guide) Access libguide: http://cms.ceo.wa.libguides.com/smc11arel1 HOMEWORK Research the meanings of the key TERMS for this module Explanation The format for explanations can be: structured short written responses, extended writing such as reports and essays, oral and/or multimedia presentations including speeches and/or seminar presentations. Teaching and Learning Review and define the key words in the syllabus dotpoint Explore different definitions of religion, discussing similarities and differences Research different viewpoints about the role religion and spirituality plays in people’s lives Identify what students know about different religions; note misconceptions and incorrect understandings Outline characteristics most religions share in common and locate specific examples from a range of different religions for each characteristic. Record findings. Discuss the limitations the use of such characteristics may present for Lesson 2 - The concept of religion Module 2 student handout In class inquiry – (see lib guide) Lesson 3 - Describing religion Module 2 student handout Lesson 4 - The development of religion Module 2 student handout HOMEWORK Research the religions of ancient Rome and Greece Lesson 5 - The main characteristics of religion Module 2 student handout Lesson 6 - Religions of the world including Aboriginal Spirituality Module 2 student handout SOURCE ANALYSIS WORKSHEET (see Lib Guide) HOMEWORK Research the key beliefs of one main religion Source analysis Students respond to questions based on one or more sources. Sources can include: religious teachings and practices (extracts from stories, sacred texts and writings, oral traditions, speeches, symbols, artwork, rituals); newspapers (extracts from reportage, analysis, editorials, letters, opinion columns, cartoons); radio, television, video and film (news, current affairs, documentaries, dramas, comedy); and/or websites. The format for source analysis can include: structured short written responses and/or extended written answers. 4% Investigation Students use the religious inquiry and learning skills to plan, conduct and communicate the results of an inquiry. Research formats can include: Lesson 7 - The relationship between other religions and written reports, oral presentations or multimedia Catholicism presentations, or a Module 2 student handout combination of these. Lesson 8 - Being religious Module 2 student handout REVIEW AND REVISION – (see Lib guide) HOMEWORK Research examples of ‘being religious’ Examination Typically conducted at the end of each semester and/or unit. In preparation for Unit 3 and Unit 4, the examination should reflect the examination design • • sources to explain, support and/or refute arguments communicate understanding by selecting and using text forms appropriate to purpose and audience apply appropriate referencing techniques accurately and consistently judgemental God. Some religions believe that all people are equal while others believe they are not equal. The main characteristics of religion One way of describing religions is to look at the common characteristics such as: Beliefs and practices Rituals, practices, events and cele-brations Leadership and rules Customs and traditions Religions of the world There are a number of world religions including Baha'i, Buddhism, Christian-ity, Confucianism, Hinduism, Islam, Jainism, Judaism, Shinto, Sikhism, Taoism, and Zoroastrianism. Aboriginal Spirituality One common feature of Aboriginal spirituality is the importance of ‘country’. The relationship between other religions and Catholicism Since the Second Vatican Council in the 1960s the Catholic Church has endeavoured to reach out to and maintain a dialogue with people of other faiths. Being religious Being religious is a deeply personal matter. Recognising a person as reli-gious and understanding what being religious looks like requires both an understanding of a particular religion and a willingness to consider a range of different ‘measures’ of religiosity. developing an understanding of religion in general and of particular religions Locate and analyse a range of sources that describe something about “being religious” Teach suitable skills for working with such documents Compile a list of the different ways “being religious” might be understood; define where necessary each term brief included in the ATAR Year 12 syllabus for this course. Suggested extension/supplementary work • Section One - Source analysis Questions consist of parts which can range from short to more extended answers. Questions require the candidate to refer to source material, which can include: extracts from religious manuscripts, news media and/or journal articles. Materials can be in the form of text, images, graphs and/or cartoons. Section Two - Short answer Questions can be in parts and can require the candidate to respond to quotations and/or propositions. Section Three – Essay Questions can require the candidate to respond to quotations and/or propositions.