YEAR 11 Religion and Ethics: SCOPE AND SEQUENCE STCW12 ... · YEAR 11 Religion and Ethics: SCOPE AND SEQUENCE YEAR 11 R&E TERM 1 TERM 2 TERM 3 TERM 4 I C / Q U IRY Meaning and Purpose

YEAR 11 Religion and Ethics: SCOPE AND SEQUENCE

YEAR 11 R&E TERM 1 TERM 2 TERM 3 TERM 4

TOP

IC /

IN

QU

IRY

Meaning and Purpose

Elective 6

Ethics and Morality Elective 2

Spirituality

Elective 13

Religions of the World

Elective 9

CO

RE

CO

NTE

NT

STCW 12 BEHE11 BEHE12

For descriptions of the above Strands please see attached Content Descriptions.

BEHE13 For descriptions of the above Strands please see attached Content Descriptions.

STCW12

CHLS16 For descriptions of the above Strands please see attached Content Descriptions.

CHCH10

BEWR12 For descriptions of the above Strands please see attached Content Descriptions.

UN

IT S

YN

OP

SIS

Personal

desires that drive us

identity and belonging

reaching out

Relational

faith development theories

loving relationships

Spiritual

religious traditions

spiritual guides and seekers

spiritual practices

development of a mature personal spirituality

Personal factors contributing to

a person’s moral stance my personal values the process of moral

decision making

Relational factors that shape the

responses to ethical situations in a community

Spiritual morality based on

religious teaching

sources of guidance in

moral decision making

Personal

personal spirituality, experience and family background; symbols as reflections of the things that are important to us;

the role of rituals in

expressing beliefs; symbolic meaning comes from life experiences, significant relationships, scripture and culture

Relational

traditional and less traditional expression of spirituality; characteristics of rituals; the role of ritual in major life transitions

Spiritual the role of spirituality in creating meaning and purpose; the role of ritual and symbols in life events;

Personal

personal attitudes towards religions of the world

personal tolerance and respect for other religions

Relational

major religions of the world, their beliefs and practices

inter-faith dialogue, respecting similarities and differences

Spiritual

religious frameworks and the big questions of life

ASS

ESSM

ENT

INVESTIGATION

Multimodal presentation investigating how spiritual

traditions inform and direct individual lives using

a specific Spiritual Guide chosen from an approved

list Assessable components: Digital 3-5 minutes

INVESTIGATION

Research, compilation of information relating to a specific moral issue, leading to Summary of arguments, religious teaching and personal views with evaluation and commentary on specific material collected Assessable components: Written Essay 500-800 words

PROJECT

Preparation and performance of a Christian Liturgy of the Word for a specific occasion and audience. Creating and producing a Poster illustrating the religious foci of the performed liturgy 4 weeks’ class time Assessable components: Performance Product

PROJECT

Report on participant observation of a religious event at a local place of worship. Oral Presentation on particular features of the observed religious event. 4 weeks’ class time Assessable components: Written 400-700 words, Spoken 1½ – 3½ minutes EXAMINATION

Assessable components: Short responses to unseen questions and visual stimuli 50–150 words per item Completed over 2 lessons: Part A and Part B: 45 min

RELIGIOUS LIFE OF THE SCHOOL

Religious Identity & Culture Ethos of St. Mary’s College and the Mercy Charism (ICE) Authentic Christian community (ICC) Sense of the Sacred through Pastoral Care Prayers, College Masses, Liturgies on Assembly (ICS)

Evangelisation & Faith Formation Living the Gospel. Explicit teaching on the Gospel Values of Love of God, Self, Others, and Creation(EFG) Spiritual Formation through learning the Christian Prayers and homilies from College Chaplain (EFF) Witness to the wider community. Encouragement to join outreach groups such as Little Kings, and Rosies. (EFW)

Prayer & Worship Christian prayer through explicit teaching of the common catholic prayers. (PWP) Celebration of liturgy and sacraments with Weekly Eucharist and Term-time Major Eucharistic Celebrations (PWL) Ritualising everyday life through PC Prayer. Prayer before classes, Prayer before lunch. Decoration of PC Room with religious symbols created by PC students. Retreats and Camps give opportunities for prayer and celebration (PWR)

Social Action & Justice Justice in the school community through teaching students our Behaviour Policy based on mutual respect and care, and Restorative Justice. (SJS) Action for justice through participation in Charity Appeals such as Caritas, Vinnies, Camp Crystal etc., Membership of Social Justice Group and Student Representative Council (SJA) Reflection on action for Justice through reflection on success of our Social Justice Campaigns (SJR)

SIGNIFICANT DAYS/CELEBRATIONS

Opening Eucharist. Lent and Easter Liturgies Weekly Eucharist in the College Chapel

May: The Month of Mary ANZAC Day Weekly Eucharist in the College Chapel

Mercy Week Assumption Eucharist Weekly Eucharist in the College Chapel

Year 12 Farewell Advent/Christmas Assembly Weekly Eucharist in the College Chapel

YEAR 12 Religion and Ethics: SCOPE AND SEQUENCE

YEAR 12 R&E TERM 1 TERM 2 TERM 3 TERM 4

TOP

IC/I

NQ

UIR

Y

The Australian Scene Elective 1

Sacred Stories Elective 11

Social Justice Elective 12

Heroes and Role Models Elective 4

CO

RE

CO

NTE

NT

CHCH10 CHPG12 BEWR12 CHLS 17 For descriptions of the above Strands please see attached Content Descriptions.

STOT17 STNT21 STCW12 BEWR12 BETR 15 For descriptions of the above Strands please see attached Content Descriptions.

BEHE12

For descriptions of the above Strands please see attached Content Descriptions.

CHPG12

STCW12 For descriptions of the above Strands please see attached Content Descriptions.

U

NIT

SY

NO

PSI

S Personal

my religious belief / spiritual heritage

Relational

diverse expressions of religion, beliefs and spiritualities in Australia and their contributions to shaping Australian society

Spiritual

the various ways in which the sense of the sacred is expressed in Australia

our changing religious landscape

Personal

sacred stories that inform the individual

how sacred stories shape and express meaning for individuals

Relational

family, community and national stories that generate ideas

Spiritual

the ‘grand’ religious stories that have shaped our world

stories of founders and followers of different religious groups

Aboriginal stories and Torres Strait Islander stories and their contributions to Australian identity

Personal

personal rights and responsibilities

dignity of the human person

personal responses to social issues and injustices

Relational

a just society and working for justice

outreach and welfare groups

social analysis Spiritual

religious teachings about justice

links between religious teaching and social justice issues

Personal

What makes a role model

Choosing a role model Relational

heroes: literary, unsung

remembering and commemorating role models

Spiritual

religions and role models

saints, bodhisattvas, prophets on whom we can model our lives

ASS

ESSM

ENT

INVESTIGATION.

Informative essay 600-1000 words.

Presentation of research relating to religious belief in Australia and the changing religious landscape

PROJECT.

Part A: Creating and producing an illustrated children’s book on a sacred story reflecting an indigenous spirituality. Part B: Students orally reflect to the class on their self-assessment of the quality and success of the written task. 4 weeks’ class time. Assessable components: Written 500-900 words Spoken 2 ½ – 3 ½ minutes

EXAMINATION Extended Responses to Stimulus

Essay responses to article or film focusing on a social justice issue Supervised and done in class- time

Assessable components: Written: 50-250 words per item

INVESTIGATION

Part A – presentation of research relating to the life of a significant individual highlighting the person’s values and vision Assessable components: Written 600-1000 words

Part B – artistic response to the life of the chosen person e.g. artwork, poetry, illustrated story











YEAR 11 Study of Religion: SCOPE AND SEQUENCE

YEAR 11 SOR TERM 1 TERM 2 TERM 3 TERM 4

TOP

IC/I

NQ

UIR

Y ORIGINS OF RELIGION AND

INDIGENOUS SPIRITUALITY BUDDHISM SACRED TEXTS AND HEBREW

SCRIPTURES SACRED TEXTS AND CHRISTIAN

SCRIPTURES

Co

nte

nt

BEHE12 Christian understanding of Faith and human experience CHCH10 Historical knowledge helps appreciates patterns of belief in religious traditions BEWR12Religious traditions, while distinct, share some distinguishing elements For full descriptions of the above Strands please see attached Content Descriptions.

CHCH10Historical knowledge helps appreciates patterns of belief in religious traditions BEWR12Religious traditions, while distinct, share some distinguishing elements For full descriptions of the above Strands please see attached Content Descriptions.

STOT17 Biblical criticism of Old Testament texts. Biblical criticism helps explore cultural, political, historical contexts of the Old Testament BEWR12Religious traditions, while distinct, share some distinguishing elements For full descriptions of the above Strands please see attached Content Descriptions.

STNT21Biblical criticism of New Testament texts BEWR12 Spiritual writings from individuals and communities BETR15 Richness of the divine on OT and NT For full descriptions of the above Strands please see attached Content Descriptions.

UN

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OP

SIS

Students apply the Seven Dimensions of Religion by Ninian Smart to an understanding of the nature of the Religious Experience of Humankind. Students explore the Ultimate Existential Questions facing homo-sapiens. Ritual: Forms and orders of ceremonies (private and/or public) (often regarded as revealed) Narrative and Mythic: stories (often regarded as revealed) that work on several levels. Sometimes narratives fit together into a fairly complete and systematic interpretation of the universe and human's place in it.

Experiential and emotional: dread, guilt, awe, mystery, devotion, liberation, ecstasy, inner peace, bliss (private)

Social and Institutional: belief system is shared and attitudes practiced by a group. Often rules for identifying community membership and participation (public) Ethical and legal: Rules about human behaviour (often regarded as revealed from supernatural realm)

Students study the Buddhist Religion, Ritual: Forms and orders of ceremonies (private and/or public) (often regarded as revealed) Narrative and Mythic: stories (often regarded as revealed) that work on several levels. Sometimes narratives fit together into a fairly complete and systematic interpretation of the universe and human's place in it. Experiential and emotional: dread, guilt, awe, mystery, devotion, liberation, ecstasy, inner peace,

bliss (private) Social and Institutional: belief system is shared and attitudes practiced by a group. Often rules for identifying community membership and participation (public)

Ethical and legal: Rules about human behaviour (often regarded as revealed from supernatural realm) Doctrinal and philosophical: systematic formulation of religious

This unit focuses on significant religious sacred texts. Reading and analysing through biblical criticism will offer insights into the texts. Reading and interpreting texts across Christian and Jewish scriptures offers direction and support for adherents.

This unit focuses on significant religious sacred texts. Reading and analysing through biblical criticism will offer insights into the texts. Reading and interpreting texts across Christian and Jewish scriptures offers direction and support for adherents.

Doctrinal and

philosophical: systematic formulation of religious teachings in an intellectually coherent form Material: ordinary objects or places that symbolize or manifest the sacred or supernatural.

teachings in an intellectually coherent form Material: ordinary objects or places that symbolize or manifest the sacred or supernatural

A

SSES

SMEN

T

Short Response to Stimulus Exam

Report

Multi-Modal Presentation

Research Assignment











YEAR 12 Study of Religion: SCOPE AND SEQUENCE

YEAR 12 SOR TERM 1 TERM 2 TERM 3 TERM 4

TOPIC/INQUIRY Ritual Ritual Values and Ethics Ultimate questions

CO

NTE

NT

Secular and Religious Rituals. Ethnographic Research.

Types of Rituals Components of Religious Rituals Rites of Passage CHCH10 Historical knowledge helps appreciates patterns of belief in religious traditions BEWR12Religious traditions, while distinct, share some distinguishing elements

Sacraments in the Catholic Tradition Sacraments in the Catholic Tradition Sacraments in the Catholic Tradition Eucharist BEWR12Religious traditions, while distinct, share some distinguishing elements CHLS16 Liturgy and Sacraments CHLS17 Liturgy and Sacraments

What are Ethics? Ethical Theories. Ethical Issues, Frameworks, Religious Traditions; e.g. Christianity, Buddhism, Bioethics, Peace, Justice, Labour, Ecology.

God, Purpose and Destiny. Death, Dying and the Afterlife. God Suffering and Evil Love, Identity and Destiny STOT17 Sacred Texts OT STNT21 Sacred Texts NT BEHE11, BEHE12, BEHE13 Beliefs: Human Existence

U

NIT

SY

NO

PSI

S

Students explore Public and Private, secular and religious Rituals.

Students explore the development, nature and elements of the Sacraments of the Catholic Church, focusing on the Eucharist.

Students explore ways societies and cultures express their religious beliefs in diverse ways, particularly with regard to beliefs on ultimate questions about living, suffering, dying and destiny, origins of humankind and the universe. Beliefs from Buddhism, Hinduism, Islam, Judaism and Christianity will be investigated.

Students explore ways societies and cultures express their religious beliefs in diverse ways, particularly with regard to beliefs on ultimate questions about living, suffering, dying and destiny, origins of humankind and the universe

A

SSES

SMEN

T

Multimodal Presentation

Field Studies Ritual Report

Extended Written Response: Essay

Extended Written Response: Expository Essay






New Testament






YEAR 11-12 Content Description

Sacred Texts

Religious Knowledge and Deep Understanding Old Testament texts need to be understood in their proper historical and cultural contexts. Application of Biblical criticism (exegesis) to Old Testament texts enables a deeper understanding of the intentions of the human authors, and the recurring themes in the texts (e.g. covenant, liberation, preferential option for the poor, restoration, eschatology, parousia, judgement, hope, and redemption).

The intention of the human author is important in determining the nature of the truth revealed in the text (e.g. historical truth, factual truth, religious truth).

Old Testament texts are used by the Church to form and inform individuals, communities and traditions; assist personal and communal prayer; and provide insights into life and guidance for living (e.g. helping people to respond to global, ethical and justice issues and challenges).

Skills Apply Biblical criticism to explore the particular political, cultural, literary, social and geographical contexts of Old Testament texts.

Examine recurring themes in Old Testament texts in order to evaluate their capacity to impact on Australian culture and lifestyle.

STOT17

Religious Knowledge and Deep Understanding The Reign of God is the focus of Jesus’ life and teaching. The early Church preached Jesus’ life and teaching. New Testamenttexts need to be understood in their proper historical and cultural contexts. Application of Biblical criticism (exegesis) toNew Testament texts enables a deeper understanding of the audiences and intentions of the human authors (e.g. the use of common sources by the human authors of synoptic Gospels).

The intention of the human author is important in determining the nature of the truth revealed in the text (e.g. historical truth, factual truth, religious truth).

New Testament texts are used by the Church to form and inform individuals, communities and traditions; assist personal and communal prayer; and provide insights into life and guidance for living (e.g. helping people to respond to global, ethical and justice issues and challenges).

Skills

Old Testament

http://www.rec.bne.catholic.edu.au/Pages/Religious-Education.aspx











Use Biblical criticism to analyse and draw conclusions about similarities, differences and contradictions in the synoptic Gospels (e.g. considering the nature of each human author’s community, theological perspectives, major themes and choice of source material).

Examine stories about Jesus and his teachings and actions in New Testament texts (e.g. infancy narratives; miracles; Beatitudes; parables; passion, death and resurrection stories) in order to explore how Jesus’ teachings might be used to evangelise, and to critique Australian culture and lifestyle.

STNT21

Religious Knowledge and Deep Understanding Contemporary Christian spiritual writings reflect the signs of the times in the light of the Gospel, and use a variety of mediums and modes of communication to reveal the mystery of God and of life.

Skills Identify and describe how the mystery of God and of life is revealed through the message, mediums and modes of contemporary Christian spiritual writers.

STCW12

Beliefs

Trinity: God, Jesus the Christ, Spirit

Religious Knowledge and Deep Understanding Christians believe that Jesus freely embraced God’s work of salvation which was accomplished through his passion and death. Jesus’ obedience unto death on behalf of all people brought about the forgiveness of all sin.

Christians believe redemption is that freedom from sin and freedom for life which God graciously gifts to the human person through Jesus Christ.

Skills Analyse the connections between the passion and death of Jesus and the Christian belief of God’s work of salvation.

Identify and describe the Christian belief that the paschal mystery of Jesus Christ provides ultimate meaning for human existence.

BETR14

Religious Knowledge and Deep Understanding Christians believe that the nature of God is revealed in the Old Testament. The divine name, “I Am Who Am”, is understood in the sense that God is the fullness of being, every perfection, without origin and without end.

Christian tradition expresses the riches of the divine name in a variety of terms such as goodness, abounding in steadfast love, trustworthiness, constancy, truth and faithfulness.

Skills Use appropriate textual evidence to explain the nature of God as revealed in Old Testament writings (e.g., God is great - Isaiah 40:12-17; God is one - Deuteronomy 6:4;

Christian Spiritual Writings and Wisdom















World Religions

God abounds in steadfast love and faithfulness - Exodus 34:6; God alone IS - Exodus 3:13-15).

Explain how the variety of terms for God used in Christian tradition influences the ways in which Australians understand the nature of the divine.

BETR15

Religious Knowledge and Deep Understanding Christians believe that God is the source of all existence. God is revealed in the person of Jesus and through all of creation. Knowledge and understanding of God require both human reason and faith.

Skills Explain what can be known about God as revealed through all of creation (e.g. loving Creator, providence, immanence, transcendence).

Compare different ways humans come to a knowledge and understanding of God (e.g. through the person of Jesus, through the work of the Spirit, through human reason; through faith, through experience).

BEHE11

Religious Knowledge and Deep Understanding Christians believe that faith is an authentic and free human act made possible by grace. Faith seeks understanding; it is not contrary to reason.

Skills Describe the characteristics of a Christian understanding of faith (i.e. faith as a grace; faith as a human act; faith and understanding; freedom of faith; necessity of faith; perseverance in faith).

Make connections between the Christian understanding of faith and the personal, relational, and spiritual dimensions of human experience.

BEHE12

Religious Knowledge and Deep Understanding Christians believe that God created the human person in the image of God; as body animated by a spiritual soul. The body and soul are truly one. According to Catholic teaching, the human soul is individually created for each person by God, infused at the time of conception, and is immortal.

Skills Express the Christian understanding of the human person as made in the image of God and animated by a spiritual soul. Apply Catholic teaching about the human soul to a contemporary issue (e.g. reproductive technology, euthanasia).

BEHE13

Religious Knowledge and Deep Understanding The major world religions have a role in the quest for meaning and purpose in the lives of individuals and communities. Religious traditions, while distinct and different, share some distinguishing elements (e.g. attitudes, beliefs and practices) that have developed over time.

Human Existence


Skills Research and examine distinguishing components of a religion (e.g. core beliefs, sacred texts, rituals, key figures, sacred space).

Examine and discuss ways in which the spiritual writings of a religious tradition inform and form individuals, communities and traditions.

Analyse the connections between ethical frameworks of a religious tradition and responses to contemporary issues. Explore ways in which religious traditions express their beliefs through ritual and daily living.

BEWR12

Church

Liturgy and Sacraments

Religious Knowledge and Deep Understanding Christian rituals embody beliefs that are expressed in structured actions or codified norms/rites. In the Catholic Church, the Sacraments of Commitment (Marriage and Holy Orders) give expression to the creative love of God, and call believers to a Genuine relationship, service of others, and building up of the Christian community.

For Christians, marriage is a covenant expressed as an intimate partnership of life and love between man and woman, intended by God in creation. Christian marriage presumes Genuine freedom and understanding by both persons. In major Christian churches, the call to a ministry of word, liturgical and community leadership is ritualised through a variety of ceremonies and rites (e.g. ordination, endorsement and election). In the Catholic Church, through the Sacrament of Holy Orders, bishops, priests and deacons are ordained to make Christ’s priesthood present through their service and leadership of God’s people. Christian funerals express solidarity of the living and the dead (Communion of Saints). They combine prayer for the forgiveness of sin and for a merciful judgement; hope inresurrection; and gratitude for the blessings that came to others through the life of the deceased person.

Skills Analyse some Christian rituals (e.g. Marriage, Holy Orders, funerals) using models of ritual analysis, to draw conclusions about the beliefs being expressed, and how they meet the spiritual and emotional needs of believers.

CHLS16

Religious Knowledge and Deep Understanding In major Christian traditions, some rituals are prepared according to formal principles and rubrics. These rituals are referred to as liturgy.

Liturgical adaptation is provided for in Christian traditions to enable expression of the cultural diversity of believers and encourage their active participation.

Skills Investigate examples of Christian liturgy (e.g. Eucharist, marriage, funerals) in order to identify some formal principles and rubrics applied.

Critique examples of Christian liturgy for their capacity to express the cultural diversity of believers and encourage their active participation.

CHLS17





Religious Knowledge and Deep Understanding Christians believe they are called through Baptism (Latin vocátió - ‘calling’) to use their gifts in their profession, family life, Church and civic commitments in the service of God and for the sake of the greater common good. In the Christian tradition, the response to this call (one’s vocation) involves choosing from the following four main states of life: that of a single person; a married person; a celibate member of a religious congregation (sister, brother, priest); an ordained minister (e.g. priest, deacon). For Catholic Christians, Sacraments of Commitment (Marriage and Holy Orders) are particular expressions of vocation and discipleship. Christians believe the Holy Spirit empowers them to live out Christ’s mission in the world.

Skills Investigate how and why Christians (individuals or groups, past or present) have used their gifts in the service of God and for the sake of the common good (e.g. social, political or ethical reform; defence of human rights; action for social justice; ecological stewardship).

CHPG12

Religious Knowledge and Deep Understanding Awareness of history is an essential dimension of any study about religion. Historical knowledge is fundamental to understanding and appreciating the purpose, meaning and significance of religion in the lives of individuals and communities.

Skills Investigate patterns of belief and religious traditions, and the ways in which these contribute to shaping and interpreting people’s lives and experiences, past and present.

Examine and account for significant continuity and change in religions in a variety of historical and cultural contexts.

CHCH10

Christian Life

Moral Formation

Religious Knowledge and Deep Understanding Christian moral teaching provides guidelines and limits regarding ethical and moral responses to global issues and challenges, such as justice, tolerance, reconciliation, peace, ecology, nonviolence, respect and appreciation for others.

Skills Analyse and appraise the contribution of Christian moral teaching to global issues and challenges.

CLMF15

Religious Knowledge and Deep Understanding Christian teachings about good and evil (e.g. the concepts of sin, freedom, conscience, grace, virtues, human dignity and integrity, identity, rights and responsibilities, consequences) inform the personal, relational and spiritual dimensions of human existence.

People of God

Church History


Mission and Justice

Prayer and Spirituality

Skills Examine Christian teachings about good and evil and critically analyse their significance for personal integrity and the good of

community. CLMF16

Religious Knowledge and Deep Understanding Catholic social teaching proposes principles for reflection, provides criteria for judgment, and gives guidelines for action in response to social justice issues (e.g. world peace, environmental protection, political freedom, capital punishment, human rights, poverty, suffering, education, employment).

Skills Examine and appraise the influence of Catholic social teaching on life and societal issues.

CLMJ12

Religious Knowledge and Deep Understanding Prayer in the Christian tradition nurtures the spiritual life of believers. Vocal prayer, meditative prayer and contemplative prayer are ancient examples of this.

Skills Analyse and appraise the significance of prayer in the Christian tradition (vocal, meditative and contemplative) in the lives of individuals and communities (e.g. spiritual and emotional needs, devotional life, personal search for meaning, cultural identity, personal and communal wellbeing).

CLPS26

Documents

YEAR 11 Religion and Ethics: SCOPE AND SEQUENCE STCW12 ... · YEAR 11 Religion and Ethics: SCOPE AND SEQUENCE YEAR 11 R&E TERM 1 TERM 2 TERM 3 TERM 4 I C / Q U IRY Meaning and Purpose