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© VCAA 2015

RELIGION AND SOCIETY Victorian Certificate of Education Study Design

VCE RELIGION AND SOCIETY STUDY DESIGN DRAFT FOR CONSULTATION

© VCAA 2015

Contents

3 Introduction 3 Scope of study

3 Rationale

4 Aims

4 Structure

4 Entry

4 Duration

5 Changes to the study design

5 Monitoring for quality

5 Safety and wellbeing

5 Employability skills

5 Legislative compliance

6 Assessment and reporting 6 Satisfactory completion

6 Levels of achievement

7 Authentication

8 Unit 1: People, religion and spirituality

8 Areas of study and Outcomes

12 Assessment

13 Unit 2: Religion and ethics


16 Assessment

17 Unit 3: The search for meaning


20 School-based Assessment

22 Unit 4: Continuity, challenge and change 22 Areas of study and Outcomes

24 School-based Assessment

25 External Assessment


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Introduction

SCOPE OF STUDY

The ideas and practices of religions are some of the ways for individuals to discover answers to the big

questions of life, find meaning for their personal existence and ways of coping with crises of life from a

universal to a personal scale. In this study, religions are defined as a community organised around ideas

related to ultimate reality, consequent practices and rules of behaviour. Adherence to those ideas,

practices and rules can form an important part of human existence and determine membership of the

religion and the transmission of meaning from generation to generation, both individual and collective.

Religious communities and traditions of belief and practice are developed and evolve over time with the

participation and contribution of members and interactions with society. Some religions achieve

continuity, new religious movements can develop into religious traditions, and others decline, disappear,

or parts are assimilated into other religions, allowing their ideas to live on.

This study proposes that religions can be understood to have interrelated characteristics or

aspects, which guide students through their study of one or many religious traditions.

Students study these aspects of religion:

Beliefs

Stories

Spaces, places, artefacts and times

Texts

Rituals

Symbols

Social structures

Ethics

Spiritual experience

The aspects presented above provide a useful framework for analysis, but each tradition has its own

emphases on different aspects which can give a religious tradition or denomination its distinctiveness.

RATIONALE

Religions allow members to discover meaning and purpose for their lives. They have a significant role in the development and maintenance of culture over time. Religions can offer people ways for living cooperatively and responsibly. They can enable adherents to understand themselves, their world, their society and its values, the times they live in and how to participate in a community. The world views of religions can also inspire individuals and groups with certain principles and ideals to change society; to address injustices and to construct value systems for new social developments; to leave a religion and participate in new religious movements or to maintain traditional stances in established religions.


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VCE Religion and Society enables students to grapple with the great questions of human

existence. It aims to engender understanding and respect for the world views of participants

in various religions. It promotes acknowledgement of the role of religions in shaping historical

and contemporary times. It respects and encourages open inquiry, without partiality toward

one religion or another, in consideration of the personal and collective experience of the

students.

AIMS

This study enables students to:

understand the nature and purpose of religions, and other worldviews, in the development of human history.

explain the process of interaction between society and religions in general as they influence each other.

demonstrate an understanding of the interplay between society and individual identity formation through membership of religious traditions.

reflect on the interaction between society and the collective identity engendered by religious traditions and challenges within society.

reflect on the capacity of religions to provide ways of making meaning of significant life experiences for individuals

elucidate the contribution made by religions to debate about important religious, cultural, political, social and ethical issues over time

STRUCTURE

The study is made up of four units:

Unit 1: People, Religion and Spirituality

Unit 2: Religion and ethics

Unit 3: The search for meaning

Unit 4: Continuity, challenge and change

Each unit deals with specific content contained in areas of study and is designed to enable

students to achieve a set of outcomes for that unit. Each outcome is described in terms of key

knowledge and key skills.

ENTRY

There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior

to undertaking Unit 4. Units 1 to 4 are designed to a standard equivalent to the final two years

of secondary education. All VCE studies are benchmarked against comparable national and

international curriculum.

DURATION

Each unit involves at least 50 hours of scheduled classroom instruction over the duration of a

semester.


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CHANGES TO THE STUDY DESIGN

During its period of accreditation minor changes to the study will be announced in the VCAA

Bulletin. The Bulletin is the only source of changes to regulations and accredited studies. It is

the responsibility of each VCE teacher to monitor changes or advice about VCE studies

published in the Bulletin.

MONITORING FOR QUALITY

As part of ongoing monitoring and quality assurance, the VCAA will periodically undertake an

audit of VCE Religion and Society to ensure the study is being taught and assessed as

accredited. The details of the audit procedures and requirements are published annually in

the VCE and VCAL Administrative Handbook. Schools will be notified if they are required to

submit material to be audited.

SAFETY AND WELLBEING

It is the responsibility of the school to ensure that duty of care is exercised in relation to the

health and safety of all students undertaking the study. Being a study of religions,

denominations and new religious movements an awareness of cultural sensitivity should be

exercised. Respect for the cultural myths and lore of religions should be demonstrated.

EMPLOYABILITY SKILLS

This study offers a number of opportunities for students to develop employability skills. The

Advice for teachers provides specific examples of how students can develop employability

skills during learning activities and assessment tasks.

LEGISLATIVE COMPLIANCE

When collecting and using information, the provisions of privacy and copyright legislation,

such as the Victorian Information Privacy Act 2000 and Health Records Act 2001, and the

federal Privacy Act 1988 and Copyright Act 1968, must be met.

http://www.vcaa.vic.edu.au/Pages/correspondence/index.aspx

http://www.vcaa.vic.edu.au/Pages/correspondence/index.aspx

http://www.vcaa.vic.edu.au/Pages/schooladmin/handbook/handbook.aspx


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Assessment and reporting

SATISFACTORY COMPLETION

The award of satisfactory completion for a unit is based on the teacher’s decision that the

student has demonstrated achievement of the set of outcomes specified for the unit.

Demonstration of achievement of outcomes and satisfactory completion of a unit are

determined by evidence gained through the assessment of a range of learning activities and

tasks.

Teachers must develop courses that provide appropriate opportunities for students to

demonstrate satisfactory achievement of outcomes.

The decision about satisfactory completion of a unit is distinct from the assessment of levels

of achievement. Schools will report a student’s result for each unit to the VCAA as S

(Satisfactory) or N (Not Satisfactory).

LEVELS OF ACHIEVEMENT

Units 1 and 2

Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for

school decision. Assessment of levels of achievement for these units will not be reported to

the VCAA. Schools may choose to report levels of achievement using grades, descriptive

statements or other indicators.

Units 3 and 4

The VCAA specifies the assessment procedures for students undertaking scored assessment

in Units 3 and 4. Designated assessment tasks are provided in the details for each unit in the

VCE study designs.

The student’s level of achievement in Units 3 and 4 will be determined by School-assessed

Coursework (SACs) and/or School-assessed Tasks (SATs) as specified in the VCE study

designs, and external assessment.

The VCAA will report the student’s level of achievement on each assessment component as a

grade from A+ to E or UG (ungraded). To receive a study score the student must achieve two

or more graded assessments and receive S for both Units 3 and 4. The study score is

reported on a scale of 0–50; it is a measure of how well the student performed in relation to all

others who took the study. Teachers should refer to the current VCE and VCAL

Administrative Handbook for details on graded assessment and calculation of the study score.

Percentage contributions to the study score in VCE Religion and Society are as follows:




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• Unit 3 School-assessed Coursework: 25 per cent

• Unit 4 School-assessed Coursework: 25 per cent

• End-of-year examination: 50 per cent.

Details of the assessment program are described in the sections on Units 3 and 4 in this

study design.

AUTHENTICATION

Work related to the outcomes of each unit will be accepted only if the teacher can attest that,

to the best of their knowledge, all unacknowledged work is the student’s own. Teachers need

to refer to the current VCE and VCAL Administrative Handbook for authentication procedures.



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Unit 1: People, religion and spirituality

In this unit students explore the origins of religion, identifying the nature and purpose of religion past and

present. They investigate the contribution of religion generally to the development of human society and

then focus on the role of religious traditions over time in shaping personal and group identity. Students

examine how religious traditions are affected and changed by individuals, groups and new ideas. The

unit provides the opportunity for students to understand the often complex relationships that exist

between individuals, groups, new ideas, religious traditions and the Australian society in which they live.

Throughout this unit at least two religious traditions should be studied. Different religious traditions may

be selected for each area of study. Religions to be studied are to be chosen from more than one of the

following groups:

Religions of Prehistory (associated with, for example, Lascaux, Gobekli Tepe,

Stonehenge, Jericho)

Religions of ancient civilisations (for example, Sumerian, Mesopotamian, Babylonian,

Egyptian, Canaanite, Roman, Greek)

Primal religions (for example, Australian Aboriginal religions, Torres Strait Island religions,

Maori religion, religions of the Pacific islands, Native American religions)

Asian religions (for example, Buddhism, Hinduism, Sikhism, Jainism, Taoism,

Confucianism, Shintoism)

Abrahamic religions (for example, Judaism, Christianity and Islam)

New religious movements

AREA OF STUDY 1

Religion through the ages

In this area of study students investigate the ways that religion relates to human society from

its origins to today. Religion has been an integral part of the development and complexity of

human societies as cultural knowledge and understanding was passed from generation to

generation through a process of socialisation. As people spread across the globe they

encountered and exchanged religious and cultural ideas. Some religious traditions have

negotiated with challenging philosophical movements, political regimes, legal structures,

scientific ideas, colonization, national myths, globalization, secularization, technological

developments and historical events. Negotiations could involve religious traditions taking

various roles to endorse, modify or resist, or adopting a resistant role to the spread of ideas

and movements in society. Other religions may have lost the authority and power to explain

crises for their society and were abandoned, whereas others adapted and were resilient or

were reestablished as new religious movements. Some religions were able to adopt similar

beliefs and ideas from other religions whilst retaining their distinctiveness. Religions to be

studied are chosen from more than one of the following groups:


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Religions of Prehistory

Religions of Ancient Civilisations

Primal religions

Asian religions

Abrahamic religions

New religious movements

Outcome 1

On completion of this unit the student should be able to identify and discuss the roles that

religion has played and continues to play in society

To achieve this outcome the student will draw on key knowledge and key skills outlined in

Area of Study 2.

Key knowledge

the roles that religion plays in society, considering these questions:

- How has religion played a major role in some key events in history?

- How have developments in technology, philosophy and science impacted on the roles

of religion in society?

- Which other ideas and movements have influenced and are influencing the roles of

religion in society?

the reasons for some ancient religions or their ideas ceasing to exist

the reasons that some ideas from one religion become part of another religion

Key skills

analyse the roles that religion plays in society, considering these questions:

- How has religion played a major role in some key events in history?

- How have developments in technology, philosophy and science impacted on the roles

of religion in society?

- Which other ideas and movements have influenced and are influencing the roles of

religion in society?

explain why some ancient religions or their ideas cease to exist

explain why some ancient religious ideas become part of other religions

interpret and synthesise source material

AREA OF STUDY 2

The nature and purpose of religion

In this area of study students are introduced to the nature and purpose of religion in a general

manner and identify the aspects common to religions. They explore and explain the

interrelation of the aspects generally. They explore why these aspects are common to all

religions studied. They also identify how these common aspects may vary between religions.

They consider brief examples from a range of religions to support their study and investigate

in detail:

At least two different religious traditions or

Two denominations within one religious tradition or

One religious tradition and one new religious movement


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Students study these aspects of religion:

Beliefs

Stories

Spaces, places, artefacts and times

Texts

Rituals

Symbols

Social structures

Ethics

Spiritual experience

Outcome 2

On completion of this unit the student should be able to explain the aspects of religion and

discuss the nature and purpose of religion


Area of Study 1.

Key knowledge

the nature and purpose of religion, considering:

- the kind of questions and life experiences to which religions respond

- the other needs to which religions respond

- the extent to which religions can satisfy these needs

aspects common to religion generally and their relationship to each other

the varying importance of aspects across different religions

Key skills

identify the kind of questions and life experiences to which religions respond

identify the other needs to which religions respond

analyse the extent to which religions can satisfy these needs

define the aspects common to religion generally

describe the relationship of the aspects to each other

explain the varying importance of aspects across different religions


AREA OF STUDY 3

Religion in Australia

This area of study begins with an overview of religions in Australia, past and present. Then

students explore how the communities and later institutions of these religions perceived

themselves and expressed their collective identity in Australia. This collective identity may

have been cohesive or it could have been expressed differently by religious communities

within the tradition. They explore the influence of religions upon the development of social

infrastructure in Australia, considering factors such as laws governing use of the land, the

provision of education, welfare and the impact of government policies. Part of this exploration

should include the interfaith and ecumenical initiatives between and within religions in

Australia. It should also examine the impact on Australian religious composition of the

increase in secularisation and other recent trends.

They consider examples both past and present from a range of religions in Australia and

investigate in detail:


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At least two different religious traditions or

Two denominations within one religious tradition or

One religious tradition and one new religious movement

Outcome 3

On completion of this unit the student should be able to discuss the presence of religions in

Australia, past and present.


Area of Study 3.

Key knowledge

the distribution of and adherence to major religions in Australia past and present

the role of religion in providing social infrastructure in Australian society

the impact of recent religious and non-religious trends on Australian religious composition

the impact of government policies on the religious composition of Australian society over

time

the expression of collective identity by religions in Australia through relevant aspects of

religion, including:

- beliefs - stories - spaces, places, artefacts and times - texts - rituals - symbols - social structures - ethics - spiritual experience

describe tensions that can occur between members of a religion over issues of authority, freedom,

interpretation of beliefs and teachings and behaviour

interfaith and ecumenical interaction in Australia and reasons for these

interactions between different religions with wider Australian society and reasons for this

Key skills

suggest explanations for the data on the distribution of and adherence to major religions in

Australia past and present

explain the role of religion in providing social infrastructure in Australian society

describe the impact of recent religious and non-religious trends on Australian religious

composition

explain the impact of government policies on the religious composition of Australian

society over time

outline the expression of collective identity by religions in Australia through relevant

aspects of religion, including:

- beliefs - stories - spaces, places, artefacts and times - texts - rituals - symbols - social structures - ethics - spiritual experience

describe tensions that can occur between members and a religion over issues of authority, freedom,

interpretation of beliefs and teachings and behaviour

describe interfaith and ecumenical interaction in Australia and reasons for these


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explain interactions between different religions with wider Australian society and reasons

for this


ASSESSMENT

The award of satisfactory completion for a unit is based on whether the student has

demonstrated the set of outcomes specified for the unit. Teachers should use a variety of

learning activities and assessment tasks that provide a range of opportunities for students to

demonstrate the key knowledge and key skills in the outcomes.

The areas of study, including the key knowledge and key skills listed for the outcomes, should

be used for course design and the development of learning activities and assessment tasks.

Assessment must be a part of the regular teaching and learning program and should be

completed mainly in class and within a limited timeframe.

All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of

achievement in Units 1 and 2 are a matter for school decision.

For this unit students are required to demonstrate three outcomes. As a set these outcomes

encompass the areas of study in the unit.

Suitable tasks for assessment in this unit may be selected from the following:

reports

debates

identification exercises

analytical exercises

essay

written exercises

annotated charts

Where teachers allow students to choose between tasks they must ensure that the tasks they

set are of comparable scope and demand.


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Unit 2: Religion and ethics

Human attitudes, behaviour, traditions and institutions are formed by diverse, even conflicting

influences. These are negotiated by the individual, because choosing which values to live by in principle

and in practice, is fundamental to being human. Ethics is a discipline that investigates the various

methods for making ethical decisions; it involves reflection on what ‘right’ and ‘wrong’, and ‘good’ and

‘bad’ mean when applied to human decisions and actions. Ethics is concerned with discovering

principles that guide practical moral judgment. Ethics is particularly concerned with the justification for

moral choices – identifying the arguments and analysing the reasoning behind moral judgements and

choices. Ethical questions are raised at the personal, family, local, wider community, national and global

level.

Unlike morality, ethics is not just a matter of individual awareness and personal decision-making. Family,

community and traditional connections tie people together and provide an ethical background to guide

what individuals do, supporting some choices and disapproving of others. This background is enmeshed

with the dominant religious and philosophical traditions of the times. Today, religious and philosophical

traditions interact with powerful alternative sources of moral values represented in the media and

popular culture. Nevertheless, society still relies on cultural heritages that contain a variety of ethical

perspectives as well as numerous values centred on human dignity and basic justice. These various

values remain fundamental to legal and social systems, and constitute the everyday categories of ethical

discourse in the modern world. They are taken by the individuals and groups that hold them to be the

starting point and common ground for ethical discussion in societies where multiple world views coexist.

In this unit students also study various approaches to ethical decision-making in at least two religious

traditions and their related philosophical traditions in detail. Then they explore ethical issues in the light

of their investigations into ethical decision-making and ethical perspectives, and moral viewpoints in

society.

AREA OF STUDY 1

Ethical thinking

In this area of study students are introduced to the nature of ethical decision-making in

societies where multiple world views coexist. Ethical decision-making refers to the selection of

methods and principles which guide it. Students explore the influences on and the concepts

underpinning ethical decision-making. Some approaches to ethical decision-making are

discussed such as ‘ought’ ethics, character ethics and outcome ethics as well as theories

leading to and derived from these approaches. These approaches and theories are based on

differing sources of ethical authority which include: varying emphasis on duties, laws (secular

and religious), divinity, social order, tradition, logic, responses to crises, love, fear, absolutism,

relativism, subjectivism, emotionalism, social justice, corporation, institution, the common

good, natural law, poetic justice, anarchy, ‘scientism’, and pragmatism.


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Outcome 1

On completion of this unit the student should be able to able to explain ethical

decision-making in societies where multiple world views coexist.


Area of Study 1.

Key knowledge

understanding of concepts used in ethics and ethical decision-making, such as ‘good’,

‘bad’, ‘right’ and ‘wrong’

the way competing ideas, values, principles and rights in societies where multiple world

views coexist influence ethical decision-making

factors involved in the process of ethical decision-making, such as reasoning, conscience,

intuition, common sense, assumptions, authorities, world views, values, ethical principles

and the competing rights and responsibilities of individuals, groups and society

a variety of approaches to ethical decision-making and the theories that arise from them,

Key skills

define the concepts used in ethics and ethical decision-making, such as ‘good’, ‘bad,’

‘right’ and ‘wrong’

describe the ways that competing ideas, values, principles and rights in societies where

multiple world views coexist influence ethical decision-making

define the factors and explain their role in the process of ethical decision-making, such as

reasoning, conscience, intuition, common sense, assumptions, authorities, world views,

values, ethical principles and the competing rights and responsibilities of individuals,

groups and society

explain a variety of approaches to ethical decision-making and the theories that arise from

them,


AREA OF STUDY 2

Religion and ethics

In this area of study, students examine ethical viewpoints, moral judgements and the

decision-making methods of at least two religious traditions in which multiple worldviews

coexist. They also explore the philosophical traditions which have contributed to the religions’

understanding of ethics. Certain authorities, values, norms, ideas, and ethical principles

inform broad ethical perspectives and in turn ethical decision-making within religious and

philosophical traditions. The other aspects of religion inform the ethical process and final

decision and may assist in the communication of a decision to and its reception by the

religious community.

Outcome 2

On completion of this unit the students should be able to explain the ethical viewpoints and

moral judgements of at least two religious traditions and the philosophical traditions which

have influenced them in societies in which multiple worldviews coexist.


Area of Study 2.

Key knowledge

the authorities, values, norms, ideas, and principles informing ethical perspectives and

ethical decision-making of at least two religious traditions in societies in which multiple

worldviews coexist


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the philosophical traditions that have influenced the understanding of ethics of the religious

traditions

the moral judgements of religious traditions which are derived from their ethical viewpoints

and their decision-making processes.

Key skills

identify the authorities, values, norms, ideas, and principles informing ethical perspectives

and ethical decision-making of at least two religious traditions in societies in which multiple

worldviews coexist

outline the philosophical traditions that have influenced the understanding of ethics of the

religious traditions

explain how moral judgements of religious traditions derive from their ethical viewpoints

and their decision-making processes

interpret and synthesise source material.

AREA OF STUDY 3

Ethical issues in society

This area of study builds on the knowledge of concepts, approaches, methods and traditions

associated with ethical perspectives and ethical decision-making explored in Areas of Study 1

and 2. Students apply this knowledge to an examination of debates about ethical issues

conducted in the public arena of societies in which multiple world views coexist, focusing on

two or more ethical issues. The analysis should encompass an explanation of why the issue

is regarded as an ethical issue; identification of contributors to the debate, including religious

traditions; the worth and influence of participants’ contribution; the basis of ethical

perspectives and moral viewpoints used in the debates; and the methods involved in the

ethical decision-making process.

Outcome 3

On completion of this unit the student should be able to analyse and evaluate two or more

debates on ethical issues in societies in which multiple world views exist.


Area of Study 3.

Key knowledge

why the issues are ‘ethical issues’

the religious and non-religious individuals, groups and traditions in societies where multiple

world views exist that contribute to debate about ethical issues

the ethical perspectives and moral viewpoints presented in the arguments by those

participating in the debates, including the ideas, values and ethical principles on which the

various ethical perspectives and moral viewpoints rest

the authorities that are used to justify ethical perspectives and moral viewpoints in the

debates

the ethical decision-making methods involved in the debate process and their strengths

and weaknesses

the worth and influence of the various participants’ contributions to the debates.

Key skills

justify why the issues are ‘ethical issues’

identify the religious and non-religious individuals, groups and traditions in pluralist society

that contribute to debate about ethical issues


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explain the ethical perspectives and moral viewpoints presented in the arguments by those

participating in the debates, including the ideas, values and ethical principles on which the

various ethical perspectives and moral viewpoints rest

identify the authorities that are used to justify ethical perspectives and moral viewpoints in

the debates

outline the ethical decision-making methods involved in the debate process and their

strengths and weaknesses

evaluate the worth and influence of the various participants’ contributions to the debates.


ASSESSMENT



learning activities and assessment tasks that provide a range of opportunities for students to


The areas of study, including the key knowledge and key skills listed for the outcomes, should

be used for course design and the development of learning activities and assessment tasks.

Assessment must be a part of the regular teaching and learning program and should be

completed mainly in class and within a limited timeframe.

All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of

achievement in Units 1 and 2 are a matter for school decision.

For this unit students are required to demonstrate three outcomes. As a set these outcomes

encompass the areas of study in the unit.

Suitable tasks for assessment in this unit may be selected from the following:

reports

debates

identification exercises

analytical exercises

essay

written exercises

annotated charts

Where teachers allow students to choose between tasks they must ensure that the tasks they

set are of comparable scope and demand.


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Unit 3: The search for meaning

Over time and cultures, humanity has sought to understand the why and how of existence. In this quest

for meaning humans have consistently posed big questions of life such as: Where did we come from? Is

there someone or something greater than us – an ultimate reality? What is the purpose of our

existence? How should we live? Why do we die? Is there anything beyond death? In response to this

quest for meaning, religions have developed answers in the form of various beliefs and practices that

have offered ways of establishing meaning and purpose – not only for human existence, but also for all

that exists. Such religious beliefs and practices have also attempted to explain the nature of

relationships between humans, between humans and the rest of the natural world, and between humans

and ultimate reality.

In this unit students begin by studying the religious beliefs developed by one or more than one religious

tradition in response to the big questions of life. They explore the ways in which these religious beliefs

create meaning for religious traditions and their members. The religious beliefs of any religion arise from

the beliefs held about ultimate reality, and these in turn inform particular beliefs about human existence;

about its meaning, purpose in life and destiny. Religious beliefs may be expressed through the other

aspects of religion, such as stories, spaces, places, artifacts and times, texts rituals, symbols, social

structures, ethics, spiritual experience.

Religious tradition/s and denomination/s will be chosen from one or more of the following traditions:

Buddhism, Christianity, Hinduism, Islam, Judaism

In Unit 3 students undertake a general investigation of the religious traditions. Within this investigation

they focus on a religious tradition/s or denomination/s for each area of study, investigating particular

example/s in detail that demonstrate many of the characteristics discovered in the general investigation

of religion for each area of study.

AREA OF STUDY 1

Finding meaning In this area of study, students are introduced to the purpose of religion generally in the human search for meaning. Students then explore the purpose of a particular religious tradition/s or denominations /s of one tradition in societies where multiple world views coexist. Students study in detail a range of beliefs of the tradition/s or denomination/s. Beliefs are ideas that offer answers to the big questions of life according to a religious worldview. In this study students define the beliefs under certain categories and explore the connection of the beliefs to each other. In some religions there is a hierarchy of beliefs. Other traditions may have a less structured approach to defining their beliefs. Students investigate how the beliefs of the religious tradition are intended to assist followers to find meaning and purpose for their lives.


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Outcome 1

On completion of this unit the student should be able to define the purpose of religion, and

explain the nature of religious beliefs and their intended meaning for adherents


Area of Study 1.

Key knowledge the purpose of religion generally

the nature of religious beliefs generally

For the selected religious tradition/s or denomination/s: • a range of religious beliefs related to the following categories:

- ultimate reality - the nature and purpose of human life - the meaning of suffering and death - life after death - the relationship between ultimate reality and humanity - the relationship between humans - the relationship between human life and the rest of the natural world

• connections between these beliefs • how the religious tradition/s or denomination/s intend these beliefs to give meaning to the

lives of adherents.

Key skills define the purpose of religion generally

define the nature of beliefs generally

For the selected religious tradition/s or denomination/s: • describe a range of religious beliefs related to the following categories of belief:

- ultimate reality - the nature and purpose of human life - the meaning of suffering and death - life after death - the relationship between ultimate reality and humanity - the relationship between humans - the relationship between human life and the rest of the natural world

• outline the connections between beliefs • explain how the religious tradition/s or denomination/s intend these beliefs to give meaning

to the lives of adherents • interpret and synthesise source material.

AREA OF STUDY 2

Expressing meaning This area of study builds on the knowledge of religious beliefs, developed in Area of Study 1. Students first explore the relationship between religious beliefs and their expression in other aspects of religion generally. Students then study how the meaning of beliefs, expressed through other aspects of religion, are demonstrated in a particular religion/s or denomination/s. The expression of the belief in some aspects may have evolved in substantial ways, or its expression in other aspects may have remained relatively unchanged. The meaning derived from these expressions can be profound or ordinary. Although the meaning of expressions can vary for individuals, the general interpretation presented by the religious tradition/s or denomination/s of the expression of the belief should be the focus of this area of study. Students focus on one or two beliefs as they are expressed in other aspects relevant to the particular beliefs of the selected religious tradition/s or denomination/s.


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Outcome 2 On completion of this unit the student should be able to explain how the expression of beliefs in other aspects of religion is intended to foster meaning for adherents


Area of Study 2.

Key knowledge

the aspects of religion and their relationship to each other generally

For the selected religious tradition/s or denomination/s:

how a particular religious belief/s is expressed through the other aspects of religion: - stories - spaces, places, artefacts and times - texts - rituals - symbols - social structures - ethics - spiritual experience

the role of the aspects in engendering and nurturing meaning

Key skills define the aspects of religion and their relationship to each other generally

For the selected religious tradition/s or denomination/s:

describe how a particular religious belief/s is expressed through the other aspects of religion: - stories - spaces, places, artefacts and times - texts - rituals - symbols - social structures - ethics - spiritual experience

explain the role of aspects in engendering and nurturing meaning


AREA OF STUDY 3

Life experience, religious beliefs and faith

This area of study focuses on the role of religion in the significant life experiences of an

adherent. These experiences may inform, reinforce or change the person’s realisation of

meaning. This can result in such outcomes as: recommitment to a religious tradition after not

being actively involved; gaining a deeper understanding; reducing involvement; increasing

commitment; remaining steadfast; losing faith; developing a personal eclecticism or

syncretism (where followers of a religion are encouraged to participate in the communal

expressions of other religious traditions). Students investigate how an individual’s adherence

to and understanding of the religious belief/s and related expressions within a religious

tradition/s or denomination/s may change as a consequence of a significant personal life

experience. Students begin by considering the relationship between different types of

significant life experience and religious expressions generally. They then undertake a detailed

study of one particular significant life experience of an active member of a religious tradition/s

or denomination/s, or a member who has lapsed in observance. The one significant life

experience may be a single event at a particular time or over an extended period. The person

and experience studied must be published in accessible biographical or autobiographical


© VCAA 2015 20

material. Finally students explore the impact on the person’s adherence to and understanding

of the religious belief/s and related expressions.

Outcome 3

On completion of this unit the student should be able to discuss the interplay between religion

and significant life experience.


Area of Study 3.

Key knowledge

• the relationship between a range of life experiences and religious beliefs and related

expressions through the aspects generally

• a significant life experience of a particular person from within a religious tradition/s or

denomination/s:

- an active member at the time of the experience, or

- a lapsed member at the time of the experience who, as a result of the experience has

recommitted themselves to being a member of a religious tradition

• the level of adherence to and understanding of the religious belief/s and related

expressions of the religious tradition/s or denomination/s prior to their experience

• the influence of the religious belief/s and related expressions on the member’s

interpretation of a life experience

• the person’s adherence to and understanding of the religious belief/s and related

expressions as a result of their significant life experience.

Key skills

describe the relationship between a range of life experiences and religious beliefs and

related expressions through the aspects generally

• describe a significant life experience of a particular person from within a religious

tradition/s

• outline the level of adherence to and understanding of the religious belief/s and related

expressions of the religious tradition/s or denomination/s prior to their experience

• explain the influence of the religious belief/s and related expressions on the ember’s

interpretation of a life experience

• analyse the person’s adherence to and understanding of the religious belief/s and related

expressions as a result of their significant life experience


SCHOOL-BASED ASSESSMENT

Satisfactory completion



learning activities and assessment tasks to provide a range of opportunities for students to


The areas of study and key knowledge and key skills listed for the outcomes should be used

for course design and the development of learning activities and assessment tasks.

Assessment of levels of achievement

The student’s level of achievement in Unit 3 will be determined by School-assessed

Coursework. School-assessed Coursework tasks must be a part of the regular teaching and


© VCAA 2015 21

learning program and must not unduly add to the workload associated with that program.

They must be completed mainly in class and within a limited timeframe.

Where teachers provide a range of options for the same School-assessed Coursework task,

they should ensure that the options are of comparable scope and demand.

The types and range of forms of School-assessed Coursework for the outcomes are

prescribed within the study design. The VCAA publishes Advice for teachers for this study,

which includes advice on the design of assessment tasks and the assessment of student

work for a level of achievement.

Teachers will provide to the VCAA a numerical score representing an assessment of the

student’s level of achievement. The score must be based on the teacher’s assessment of the

performance of each student on the tasks set out in the following table.

Contribution to final assessment

School-assessed Coursework for Unit 3 will contribute 25 per cent to the study score.

Outcomes Marks allocated* Assessment tasks

Outcome 1

On completion of this unit the student should

be able to define the purpose of religion, and

explain the nature of religious beliefs and their

intended meaning for adherents

40 For each outcome, one task selected from the following:

Report

Essay

Case study

Analytical exercises

Structured questions

Extended responses.

Outcome 2 On completion of this unit the student should be able to explain how the expression of beliefs in other aspects of religion is intended to foster meaning for adherents

30

Outcome 3

On completion of this unit the student should

be able to discuss the interplay between

religion and significant life experience

30

Total marks 100

*School-assessed Coursework for Unit 3 contributes 25 per cent.

External assessment

The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination,

which will contribute 50 per cent.


© VCAA 2015 22

Unit 4: Continuity, challenge and change

The focus of Unit 4 is the interaction over time of religions and the societies of which they are a part.

Religions are living institutions that participate and contribute in many ways, both positively and

negatively, to wider societies – stimulating and supporting society; as levers for change or resisting

changes in those societies. Religions also change over time. Changes may occur in the form of growth,

achieving as zenith, diversification, decline or stagnation. In the interaction of religion and society there

are often significant challenges to various aspects of religion arising from the needs and insights of their

membership, and from changes in wider society. The overall purpose of religions dealing with

challenges is to retain integrity, authenticity and thus identity: to thrive, dominate, merely survive or

evolve and thus achieve continuity of the religion in some form. The aspects of religion provide a

framework for understanding these changes that happen as religions over time take particular stances

and consequent responses to challenges. The impetus for these changes in society may come from

religious traditions themselves or from other groups, individuals, events or movements within wider

society.

In this unit students explore continuity, challenge and change in religion generally over time and then a

specific study of one challenge to a religious tradition/s or denomination/s.

Religious tradition/s and denomination/s will be chosen from one or more of the following traditions:

Buddhism, Christianity, Hinduism, Islam, Judaism

AREA OF STUDY 1

The impetus for continuity in religion

In this area of study, students begin to investigate how and why religious traditions have

survived the types of significant challenges to them generally from their inception to the

present. Religion is in a continual process of engagement and negotiation with trends, ideas

and events in society that may influence it to adopt various stances for, against or of

indifference. A stance is a principled perspective which may be expressed in various ways.

The impetus for religion/s or denomination/s to take a stance can come from a variety of

sources. The ability of a religion/s or denomination/s to adopt different stances may be

determined by beliefs, authority structures, official teachings, rulings of religious law, tradition

and community attitudes. Students consider how some aspects of religion are likely to be

challenged, such as distinctive beliefs, rituals, religious actions or practices, the interpretation

of texts, the application of laws, the nature and role of authority, and the manner of

participation within the social structure of the religious tradition. Then students study a

religious tradition/s or denomination/s and develop an overview of a range of significant

challenges and the stance taken by the religious tradition/s or denomination/s during its

existence.


© VCAA 2015 23

Outcome 1

On completion of this unit the student should be able to discuss the drive for continuity in, and

stances taken by, religion as it is challenged.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of

Study 1.

Key knowledge

reasons for maintaining continuity in religions generally

challenges to religions generally over time

- the sources of the challenges

- what makes a challenge significant

- aspects of religion challenged and why

the types of stances adopted by religions and why

an overview of significant challenges faced by a religious tradition/s or denomination/s

from the past to the present including:

- the sources of those challenges

- what in the religion/s or denomination/s is being challenged

- what makes the challenges significant to the religion/s or denomination/s

- the stances taken by the religious tradition/s or denomination/s to each of those

challenges.

Key skills

identify reasons for maintaining continuity in religions generally

describe challenges to religions generally over time

- the sources of the challenges

- what makes a challenge significant

- aspects of religion challenged and why

explain the types of stances adopted by religions generally

describe significant challenges faced by a tradition/s or denomination/s from the past to

the present including:

- the sources of those challenges

- what in the religion/s or denomination/s is being challenged

- what makes the challenges significant to the religion/s or denomination/s

- the stances taken by the religious tradition/s or denomination/s to each of those

challenges


AREA OF STUDY 2

Achieving continuity in religion Students study one significant challenge to a religious tradition/s or denomination/s and the stance/s and consequent responses used to achieve continuity of their tradition. Each tradition has its own understanding of continuity and how it is to be achieved. There may be multiple understandings of continuity within a particular tradition. Stances and consequent responses to the challenge may vary and may or may not produce desired effects of continuity. The selected challenge can be related to a particular time in the religious tradition/s or denomination/s past or present, or a challenge which has recurred and is then studied over a period of time. The challenge should be at a stage where a range of evaluations have been made by commentators. Students investigate the broader context/s leading to the challenge, the source/s of the challenge, and the stances and consequent responses adopted by the religious tradition/s or denominations to the challenge which may resist or implement change in order to achieve continuity. They also examine the impact of the responses on the religious


© VCAA 2015 24

tradition/s or denomination/s themselves, on its relationship with wider society and with other religious traditions.

Outcome 2

On completion of this unit students should be able to analyse how a religious tradition/s or

denomination/s has achieved continuity in response to a significant challenge, and analyse

the outcome for the religious tradition/s or denomination/s and its relationship with society.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of

Study 2.

Key knowledge

a particular significant challenge faced by a religious tradition/s or denomination/s:

- the broader context/s of the particular challenge

- the sources of the significant challenge

- how specific aspects of religion were challenged

- the stances and consequent responses adopted by the religion in relation to the

challenge - how the responses of the religion/s or denomination/s resisted change to achieve continuity of

the challenged aspects and/or - how the responses of the religion/s or denomination/s implemented change to achieve continuity

of the challenged aspects

the impact of the responses on the religious traditions or denomination/s themselves, on their relationship with wider society and with other religious traditions.

Key skills

analyse a particular significant challenge faced by a religious tradition/s or denomination/s:

- the broader context/s of the particular challenge - the sources of the significant challenge - how specific aspects of religion were challenged - the stances and consequent responses adopted by the religion in relation to the

challenge - how the responses of the religion/s or denomination/s resisted change to achieve continuity of

the challenged aspects and/or - how the responses of the religion/s or denomination/s implemented change to achieve continuity

of the challenged aspects

analyse the impact of the responses on the religious traditions or denomination/s themselves, on their relationship with wider society and with other religious traditions


SCHOOL-BASED ASSESSMENT

Satisfactory completion



learning activities and assessment tasks to provide a range of opportunities for students to


The areas of study and key knowledge and key skills listed for the outcomes should be used

for course design and the development of learning activities and assessment tasks.

Assessment of levels of achievement

The student’s level of achievement in Unit 4 will be determined by School-assessed

Coursework. School-assessed Coursework tasks must be a part of the regular teaching and


© VCAA 2015 25

learning program and must not unduly add to the workload associated with that program.

They must be completed mainly in class and within a limited timeframe.

Where teachers provide a range of options for the same School-assessed Coursework task,

they should ensure that the options are of comparable scope and demand.

The types and range of forms of School-assessed Coursework for the outcomes are

prescribed within the study design. The VCAA publishes Advice for teachers for this study,

which includes advice on the design of assessment tasks and the assessment of student

work for a level of achievement.

Teachers will provide to the VCAA a numerical score representing an assessment of the

student’s level of achievement. The score must be based on the teacher’s assessment of the

performance of each student on the tasks set out in the following table.


School-assessed Coursework for Unit 4 will contribute 25 per cent to the study score.

Outcomes Marks allocated* Assessment tasks

Outcome 1

On completion of this unit the student

should be able to discuss the drive for

continuity in, and stances taken by,

religion as it is challenged.

40

For each outcome one task selected from the following:

Report

Essay

Case study

Analytical exercises

Structured questions

Extended responses.

Outcome 2

On completion of this unit students

should be able to analyse how a

religious tradition/s or denomination/s

has achieved continuity in response to

a significant challenge, and analyse the

outcome for the religious tradition/s or

denomination/s and its relationship with

society.

60

Total marks 100

*School-assessed Coursework for Unit 4 contributes 25 per cent.

EXTERNAL ASSESSMENT

The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination.


The examination will contribute 25 per cent.

End-of-year examination

Description

The examination will be set by a panel appointed by the VCAA. All the key knowledge and

key skills that underpin the outcomes in Units 3 and 4 are examinable.


© VCAA 2015 26

Conditions

The examination will be completed under the following conditions:

• Duration: 2 hours.

• Date: end-of-year, on a date to be published annually by the VCAA.

• VCAA examination rules will apply. Details of these rules are published annually in the

VCE and VCAL Administrative Handbook.

• The examination will be marked by assessors appointed by the VCAA.

Further advice

The VCAA publishes specifications for all VCE examinations on the VCAA website.

Examination specifications include details about the sections of the examination, their

weighting, the question format/s and any other essential information. The specifications are

published in the first year of implementation of the revised Units 3 and 4 sequence together

with any sample material.


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