Religion and Ethics SAS 2014

Transcription

1 Sample unit of work Spirituality The sample unit of work provides teaching strategies and learning experiences that facilitate students demonstration of the dimensions and objectives of. This sample demonstrates: organisation and development of a unit that could be used within a course of study aspects of the underpinning factors particular to this unit learning experiences that support the achievement of the objectives described in the dimensions of this syllabus alignment between core subject matter, learning experiences and assessment

2 Unit overview Title of unit: Spirituality The unit description includes a title and a paragraph that outlines the intent of the unit. Unit description: The purpose of this unit is to explore the role of spirituality in the human experience, as it gives meaning and direction to people s lives. This meaning can be expressed through the rituals and symbols that individuals and communities use to reinforce and enhance their beliefs. Time allocation: Semester 1, 2, 3 or 4; 55 hours A time requirement for the unit is indicated. Dimensions and objectives By the conclusion of the course of study, students should: recognise and describe concepts, ideas and terminology about religion, beliefs and ethics identify and explain the ways religion, beliefs and ethics contribute to the personal, relational and spiritual perspectives of life and society explain viewpoints and practices related to religion, beliefs and ethics. By the conclusion of the course of study, students should: organise information and material related to religion, beliefs and ethics analyse perspectives, viewpoints and practices related to religion, beliefs and ethics apply concepts and ideas to make decisions about inquiries use language conventions and features to communicate ideas and information, according to purposes. By the conclusion of the course of study, students should: plan and undertake inquiries about religion, beliefs and ethics communicate the outcomes of inquiries, to suit audiences appraise inquiry processes and the outcomes of inquiries. Page 2 of 7

3 Content to be taught Concepts and ideas Spirituality gives meaning and direction to people s lives. Individuals and communities establish roles and promote particular ways of living using rituals and symbols that encourage the growth of a person s spirituality. Knowledge, understanding and skills The knowledge, understanding and skills listed should be developed, showing integration of the core areas. Personal personal spirituality, experience and family background symbols as reflections of those things that are important to us the role of rituals in reinforcing central beliefs symbolic meaning comes from life experiences, significant relationships, scripture and culture Relational Identified concepts and ideas, together with the relevant knowledge, understanding and skills, are traditional and less traditional expressions of spirituality, including Aboriginal expressions and from the syllabus. Torres Strait Islander expressions 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 in life events symbols as special signs that point to deeper spiritual truths Page 3 of 7

4 Learning experiences recognising and describing concepts, ideas and terminology about the role of spirituality in the human experience to identify the ways spirituality gives meaning and direction to people s lives identifying and researching rituals in the local community and discussing how they reinforce that community s spirituality surveying the student community about their understanding and perception of spirituality surveying people in the local community about their understanding and perception of spirituality and ritual, and the role spiritual and ritual play in giving meaning and direction to their lives explaining viewpoints, practices about the role of spirituality and ritual in key life events organising information and material to prepare a report or article about the role of spirituality, ritual and symbol in people s lives organising and analysing perspectives, viewpoints and practices about a range of religions, belief systems and cultures and explaining differences in viewpoints and practices about spirituality using language conventions and features to communicate ideas and information about personal experiences of spirituality and ritual, e.g. the role of ritual in life events and major life transitions applying concepts and ideas to make decisions about the ways an understanding of spirituality can influence an individual s sense of meaning inviting a member of a local religious community to explain their rituals, including the structure/form, purpose/function, symbols used, and meaning for the particular community analysing perspectives, viewpoints and practices related to the depiction of spirituality in contemporary media to identify different attitudes towards spirituality, ritual and symbols planning and undertaking inquiries into how rituals and symbols can encourage the growth of a person s spirituality analysing and comparing secular and/or religious rituals from different cultures, religions and belief systems that have the same purpose to identity differences in functions, viewpoints and practices, e.g. birth rite / baptism, Christian mass/service, communion, confirmation, rite of passage, graduation, marriage/wedding ceremony, funeral/burial service, religious festivals appraising inquiry processes and the outcomes of inquiries into the concept of ritual practices as expressions of spirituality creating an original ritual from a regular family or school activity and leading others in the ritual creating a film, brochure or webpage for adolescents that promotes awareness of the importance of spiritual development identifying and explaining key symbols of spiritual communities and personal spiritualities to investigate the ways these symbols are seen as special signs that point to deeper spiritual truths examining and interpreting art works to identify how spirituality is depicted viewing films that show how spirituality gives meaning and direction to people s lives, e.g. The Mission, The Way, The Book Thief, Les Miserables, A Beautiful Mind, The Best Exotic Marigold Hotel, Field of Dreams, The Horse Whisperer, Invictus (good for boys), The Eternity Man, What the Bleep Do We Know!? reading novels that depict the role of spirituality in creating meaning and purpose, e.g. The Camino, Mutant Message Down Under, The Celestine Prophecy, Way of the Peaceful Warrior, The Alchemist analysing and discussing how spirituality gives meaning to a chosen character s life in a film or novel viewing artworks that depict expressions of spirituality, e.g. works by Kandinsky, Rothko, Rassouli, Pollock and the spiritual paintings of Aboriginal artists and Torres Strait Islander artists, e.g Nyawanday (Casey Ross), Yumpululu Tjungarrayi, Joe Rootsey, Rosella Namok, Samantha Hobson, Lisa Michl, Roy McIvor, Doris Platt, Fiona Omeenyo and Arthur Pambegan. communicating the outcomes of inquiries into spirituality by debating the role of spirituality in local and global communities Syllabus dimensions and objectives are delivered through learning experiences throughout the unit of work. Learning experiences show coverage of the core and elective and support the assessment possibilities indicated. Page 4 of 7

5 Assessment The following assessment tasks are suggestions only. Teachers may choose from techniques and the options that follow, or devise alternate instruments, to suit their students needs and school context. Assessment instrument 1: Project around spirituality and/or ritual Project Written component: words words Spoken component: 1½ 3½ minutes 2½ 3½ minutes Multimodal component: 2 4 minutes 3 6 minutes Performance component: Schools provide students with some continuous class time to develop the performance components of the collection of work. The length of this component will depend upon the nature of the task. Product component: Schools provide students with some continuous class time to develop the product components of the collection of work. The length of this component will depend upon the nature of the task. Option 1 The different components within a project can be delivered at different times throughout a unit of Part A (performance component) work. However, one overall result is given for the Students create and lead their peers in an original completed project. ritual based on an established spirituality. Part B (written component) Students reflect on the process in a written journal. Option 2 Part A (performance component) Students prepare and lead a ritual based in the local community. Part B (multimodal component) Students reflect on the process in a presentation to their peers. Option 3 Part A (product component) Students survey their student community about their understanding and perception of spirituality. Using the results, students create a film, brochure or webpage for adolescents that promotes awareness of the importance of spiritual development. Part B (written/spoken component) Students reflect on the process and appraise the success and/or effectiveness of the film, brochure or webpage. Page 5 of 7

6 Assessment instrument 2: Investigation Investigation Written component: words words Spoken component: 2 4 minutes 3 4 minutes Multimodal component: 3 5 minutes 4 7 minutes Option 1 (choice of response mode) Students investigate a local community ritual by observing and analysing how it reinforces that community s spirituality. Option 2 (written response) Students research and write a report comparing two different spiritualities. Option 3 (multimodal response) Students interview a person in the community and report on the role that spirituality plays in creating meaning in that person s life. Option 4 (spoken response) Students investigate spirituality in Australia and participate in a scripted debate based on the statement Australians have no spirituality. Assessment instrument 3: Extended response to stimulus (choice of response mode) Extended response to stimulus Written component: words words Spoken component: 2 4 minutes 3 4 minutes Multimodal component: 3 5 minutes 4 7 minutes Option 1 images and descriptions of religious symbols Students are given a selection of religious symbols to examine and interpret. They write a magazine feature article on The significance of religious symbols in the community, discussing how religious symbols reflect the spirituality of a particular community. The student response may be presented as a spoken or multimodal response. Option 2 a selected film, novel or artwork Students examine how spirituality is depicted in a selected film, novel or art work and how spirituality gives meaning to a chosen character s life. The student response may be presented as a written, spoken, or multimodal response. Page 6 of 7

7 Assessment instrument 4: Examination short responses Examination Recommended duration: minutes minutes Short response test: words per item (diagrams and workings not included in word count) words per item (diagrams and workings not included in word count) The examination consists of a number of items that could require students to: recognise, describe and explain concepts, ideas, issues and viewpoints about spirituality, rituals and symbols analyse, interpret and apply ideas and information about spirituality, rituals and symbols, e.g. community and media attitudes, the role of spirituality in daily life, significance of spirituality in creating meaning in life, the role of ritual respond to stimulus materials, for example: an unfamiliar ritual that students analyse in terms of its ability to reflect the spirituality of a particular community an artwork that depicts a particular spirituality that students have to identify and discuss. Page 7 of 7