experiences that prompt people to ask questions about the ... web viewexperiences that prompt...

IMCC RELIGIOUS EDUCATION PROGRAM

YEAR 11 Religion & Life General 2017

Week Module Syllabus content Lesson content Resources Focus Questions

1-2 Unit 1Mod 1

Experiences that prompt people to ask questions about the meaning and purpose of life

Examples of religious answers to life’s questions and experiences

Introduction- Handout copies of all relevant course documents (unit

outline, assessment outline, school assessment policy, etc.) Refer to course title and ask students what they think this

course is about? Discuss responses Identify the main features of the syllabus:

o Three content organiserso Each with a series of sub-organiserso Followed by a list of dot-pointso Note the generic skills

Introduce the first syllabus dot-point: o experiences that prompt people to ask questions

about the meaning and purpose of life o examples of religious answers to life’s questions and

experiences

Teach students how to:o Identify key wordso how each word relates to each othero how each dot-point relates to a sub-organiser and

content organiser

Brainstorm some examples of what types of experiences

Unit outlineAssessment OutlinePPT- explaining the course

What experiences prompt people to look for meaning in their life?

What questions do such experiences prompt?

What are some answers to the questions people ask about the meaning of life?

What are some religious answers?

What are some answers a particular religion offers?

get people reflecting upon the meaning of their lives; group and classify this list.

Review some examples of people who have had experiences that have led them to search for meaning; identify the events that trigger questioning, the type of questions they ask; how they look for meaning; what they discover; introduce skill- identify, locate and organising relevant information to answer the question that is being asked.

Create a simple chart that compares these examples

Outline how Catholic’s understand the experience of searching for meaning, emphasising two key points:

o the search for meaning can lead people to Godo the search for meaning finds fulfilment only by

knowing and relating with god ACTIVITY: Create a table listing the three (3) broad

categories- listing for each the life experience, questions and leave space for religious answers.

Religious Answers to to life’s questions- introduce that Jesus is the religious answer to life’s questions- through his actions, life and teachings.

Students complete a biography of Jesus including his teachings and scripture references.

Students then complete the religious answers to the table from a previous lesson with scripture references to the questions that they have on their tables.

http://www.catholic.com

http://www.calledtocommunion.com/2009/08/a-catholic-reflection-on-the-meaning-of-suffering/

Module Skills Links with prior and future

Glossary / Vocabulary:Meaning & purpose

Links to scripture/church documents:Catechism of the Catholic Church (CCC) 33, 34




http://www.catholic.com/

http://www.catholic.com/

Use correct religious terms and concepts

Communicate ideas or understandings suitable for a set purpose and audience

learning: Mystery CCC 27CCC 1776

Assessment 1:

Assessment Type: Explanation (Short answer test)Unit Content: Experiences that prompt people to ask questions about the meaning and purpose of life & Examples of religious answers to life’s questions and experiencesWeighting: 5% Timing: Term 1, Week 3 (Monday)


3-5 2 A definition of religion

An overview of the main characteristics of a religion

A definition of religion Ask students to write their definition of religion; review a

collection of dictionary definitions Discuss what these different definitions share in common

and why is it difficult to come up with an agreed definition Propose a working definition and have students add this to

their word list

An overview of the main characteristics of a religion Brainstorm as a class a list of religions of the world; correct

or group when appropriate Form students into groups and each group to come up with

five things (characteristics) all religion have or that can be recognised in any religion; pool and refine this list

Introduce a suitable set of characteristics for describing different religions

Model to the class, using Christianity as an example, how to use these characteristics to describe a religion; illustrate

• What does the term ‘religion’ mean?

• What are some examples of religions?

• What are some common characteristics used to describe religions?

• What do these characteristics look like for one religion?

An overview of the role religion plays in society

where to gather suitable information about a religion and how to use such information

Form groups of four and arrange for each member of the group to be allocated a different religion to research; individually they locate relevant information for each characteristic as it relates to their particular focus religion (Buddhism, Hinduism, Judaism, Islam)

Each group discusses the similarities and differences between these religions (including Christianity); each group then shares a summary of their comments with the class while the teacher records the main points on a chart; once completed students copy the chart

An overview of the role religion plays in society Study a map (and/or similar sources) of the local area and

identify where there are examples of religion in the local area; name the particular religions for example and identify the different activities these religions are involved in; group and classify these activities

Review a range of media examples that illustrate the role of religion in society; group and classify these examples

Discuss the different roles religion plays in society Examine a case-study of how a religion plays a role in

society

• What are some of the different roles religion plays in society?

• What are some examples of how religion participates in society?

Module Skills

Illustrate where to gather suitable information about a religion and how to use such information

Identify different points of view

Identify and use evidence from different types of sources to support a point of view

Links with prior and future learning:

Glossary / Vocabulary:ReligionDenominationRituals, practices, events and celebrationsCustoms and traditionsRoles of religion in society- Religious, Social, Cultural & Political

Links to scripture/church documents:Catechism of the Catholic Church (CCC) 843, 844

Assessment 2:

Assessment Type: Source AnalysisUnit Content: How a religion plays a role in societyWeighting: 5%Timing: Term 1, Week 6 (Monday)

Week Module Syllabus content Lesson content Resources

Focus Questions

6-10 3An overview of the foundation and development of a religion

The major

An overview of the foundation and development of a religion Define key terms in the syllabus dot point Recall with students what they know about the foundation

and development of Christianity Clarify and outline with the class the foundation of

Christianity: o use a suitable map to locate the region where

Palestine is located and briefly place first century Palestine into its historical context;

o place Jesus within this context and those who initially spread his message- Students are to draw on their knowledge from Module 1.

Overview the major periods in the history of Christianity

o the early church up until the conversion of the Emperor Constantine

o Constantine’s conversion and the split of the Church into eastern and western churches

o the church in the west during the middle ageso the Reformationo Post-Reformation Christianity.

Outline how the Church understands the highs and lows of its own history

The major divisions or denominations within a world religion Define key terms in the syllabus dot point Use a framework for describing differences within a world

religion, e.g. beliefs, practices, leadership, history, culture, rules, interpretation

Explore a particular case study of a religious division

When and where was a particular religion founded?

What are some of the major events or developments in the history of this religion?

divisions or denominations within a world religion

o Examine or create a chart that identifies the similarities and differences that exist between the main divisions or denominations within a world religion

o Describe how the division came abouto Identify the reasons for this division

Introduce and outline how Ecumenism is a practical response by Christianity to the important issue of divisions within Christianity

What are the major divisions or denominations within a world religion?

Why do these divisions exist?

What characterises these different divisions or denominations?

How do religions respond to these divisions or denominations?

Module Skills

Develop and follow a research plan when conducting an inquiry

Identify, locate and organise relevant information from relevant sources

Practise ethical scholarship when conducting research

Develop texts that accurately


Glossary / Vocabulary:EcumenismEcumenical Council

Links to scripture/church documents:

Assessment 3:

Assessment Type: InvestigationUnit Content: an overview of the foundation and development of a religionWeighting: 15% Timing: Handed out Week 7, Monday; Due date: Week 9, Monday

Assessment 4:

use evidence to explain, support or refute arguments


Assessment Type: Explanation (Common Assessment Task)Unit Content: an overview of the main characteristics of a religion & the major divisions or denominations within a world religion Weighting: 5% Timing: Week 10, Monday


Term 2

1-3

4 The key features of a religious practice, ritual, celebration or event

Define key terms in the syllabus dot point

Define and illustrate with simple examples each of the following:

• religious practice• religious ritual• religious celebration • religious events

Explore the main features of Baptism noting the main rituals used during the Rite of Baptism for Children

o Highlight signs and symbols of the ritual of Baptism

What are religious practices, rituals, celebrations and events?

What are the key features of one religious ritual?

Module Skills

Develop texts that accurately use evidence to explain, support or refute arguments



Glossary / Vocabulary: Links to scripture/church documents:

Assessment 5: Assessment Type: Explanation Unit Content: The key features of a religious practice, ritual, celebration or eventWeighting: 5% Timing: Term 2, Week 3 Monday


4-5 5 An overview of a current social issue and the response of a religion to this issue

Define key terms in the syllabus dot point Brainstorm a list of current social issues

o Identify what students know about some of these issues

o Review what students might know about how a religion might or does respond to some of these issues

Access the Caritas website- overview Catholic Social Teaching Access the Australian Catholic Bishops Conference 2015–

2016 Social Justice Statement, “For those who’ve come across the seas- Justice for Refugees and Asylum Seekers”o Overview the main features of the issues of refugees

What are some examples of current issues in society?

What are some general reasons why religions respond to social issues?

What are the main features of one current social issue?

What is the response of a religion to this particular issue?

and asylum seekerso Overview the reasons why and how they respond

Catholicism responds to the issue.

Module Skills



Evaluate the usefulness of different sources


Glossary / Vocabulary:Asylum Seeker, Refugee, Dignity of the Human, Solidarity, Preferential option for the poor, The common good, Subsidiarity

Links to scripture/church documents:Catholic Social Teaching

Assessment 6: Assessment Type: Source AnalysisUnit Content: an overview of a current social issue and the response of a religion to this issueWeighting: 10% Timing: Term 2, Week 5


8-9 Unit 2Mod 1

Challenges people encounter when dealing with moral and ethical issues

Challenges people encounter when dealing with moral and ethical issues

Discuss what the ‘good life’ might look like and mean

Learning activity: record discussion using mind-map.o Guide students to think outside superficial answers,

and look at service aspects of the ‘good life’o Students to colour code each of the ideas listed, group

as material or service

What is morality? What is ethics? What are some examples

of moral or ethical issues? What do people typically

find challenging about moral and ethical issues?

What is challenging about dealing with moral and ethical issues?

o Define morality & ethicso List examples of moral and ethical decisions that

directly affect the community, the Nation and ourselves

o Why do morality and ethics have an impact on our ability to live a ‘good life’?

Discuss the Catholic Understanding of moral and ethical decision making

Module Skills

Develop texts that accurately use evidence to explain, support or refute arguments




Assessment 7:

Assessment Type: ExplanationUnit Content: Challenges people encounter when dealing with moral and ethical issuesWeighting: 10% Timing: Term 2, Week 10


Term 2

wk 10- Term

3 wk 2

2 The key features of a religious belief and/or teaching

An overview of the history of a religious belief and/or teaching

The key features of a religious belief and/or teachingIntroduce the key beliefs of “all people are made in the image and likeness of God”

o Analysis the book of Genesis- highlighting the foundation of this belief- Within these analyses we will explore related

concepts.o Introduce the concept of the Dignity of the Human and

how this links with the foundations of “all people are made in the image and likeness of God”

An overview of the history of a religious belief and/or teaching Identify, teach and have students use specific techniques

and processes required for learning course content addressed in this module; explicitly link these with the units religious inquiry and learning skills

Outline the origins and development of Catholic social teaching

Construct a suitable timeline to represent the key moments in this history

Briefly discuss the relevance of these teachings for today

Module Skills

Develop and



follow a research plan when conducting an inquiry

Identify, locate and organise relevant information from relevant sources

Practise ethical scholarship when conducting research

Assessment 8Assessment Type: InvestigationUnit Content: An overview of the history of a religious belief and/or teachingWeighting: 15% Timing: Term 3, Week 3 (Monday)


Wk 3-Wk5

3 How a religion responds to a current social justice issue

How a religion responds to a current social justice issue

Introduce the focus of the unit Key terms in the syllabus dot point Definition of social justice Examples of social justice issues in the world today The features of a current social justice issue How a religion responds to this current social justice issue

What is a social justice issue?

What are some example of social justice issues

What is a current social justice issue?

How does a religion respond to this issue; what does it do, how and why?

What are some examples that illustrate how a religion responds to a current social justice issue?

Module Skills Links with prior and future





learning:Assessment 9Assessment Type: Source Analysis (Common Assessment Task)Unit Content: how a religion responds to a current social justice issue Weighting: 10% Timing: Term 3, Week 6 (Monday)


6-8 4 Ways people identify with and/or belong to a religion

Ways people identify with and/or belong to a religion

Define “being religious” and “belonging” to a religion Examples of religiosity and some different measures of

religiosity Define and use concepts like religious affiliation, religious

observance and religious adherence

What does it means to be “religious” and “belong” to a religion?

How do people show they belong to or identify with a religion?

Module Skills

Develop texts that accurately use evidence to explain, support or refute



Assessment 10Assessment Type: ExplanationUnit Content: ways people identify with and/or belong to a religion

arguments


Weighting: 10% Timing: Term 3, Week 10 (Monday)


5 The place of religion in Australian society

The place of religion in Australian society

Examples of religion in Australian society How people see the involvement of religion in Australian

society

an overview of the history of religion in Australia

The key moments in the history of religion in Australia Key people, events and issues A timeline to represent the key moments in this history

What does religion look like in Australia?

How is religion viewed in Australian society?

What place does religion have in Australian society, past and present?

What religions are in Australia?

When did each religion arrive in Australia?

For each religion in Australia, what are some of the main people, events or issues that have occurred

since it arrived and settled in Australia?

What does a timeline of religion in Australia look like?

Module Skills






Assessment 11Assessment Type: Source AnalysisUnit Content: the place of religion in Australian society & an overview of the history of religion in AustraliaWeighting: 10% Timing: Term 4, Week 3 (Monday)

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