Religion and Ethics SAS (2014) Sample unit of work: Sacred ...



Religion and Ethics SAS 2014Sample unit of workSacred storiesThe sample unit of work provides teaching strategies and learning experiences that facilitate students’ demonstration of the dimensions and objectives of Religion and Ethics SAS 2014.This sample demonstrates:organisation and development of a unit that could be used within a course of studyaspects of the underpinning factors particular to this unitlearning experiences that support the achievement of the objectives described in the dimensions of this syllabus alignment between core subject matter, learning experiences and assessment.Unit overview324040531750The unit description includes a title and a paragraph that outlines the intent of the unit.00The unit description includes a title and a paragraph that outlines the intent of the unit.Title of unit: Sacred storiesUnit description:The purpose of this unit is to help students recognise and explore sacred stories, their nature, content and purpose. In this unit, sacred stories are seen as those stories that have an enduring place in religious communities, e.g. the Quran, the Tanakh, and the New Testament.Students will have opportunity to appreciate the difference between influential and sacred stories. Influential stories are personal experiences (e.g. a car accident), family experiences (e.g. about great grandpa’s disposition), national and international events (settlement of Australia, ANZAC, the Holocaust) that have shaped individuals, nations and eras. Sacred stories are stories that people turn to, to glimpse the transcendent, to conserve a faith tradition, to be authoritatively guided, or to address life’s big questions.324040516510A time requirement for the unit is indicated.00A time requirement for the unit is indicated.Time allocation:Semester 1, 2, 3 or 4; 55 hoursContent to be taughtConcepts and ideasSacred stories shape and guide lives and are often ‘revealed’.Sacred stories bind communities.In the telling and retelling of significant stories, people find meaning and purpose in life.Influential stories, such as experiences of individuals, families, communities or nations, can be the catalyst for change, can hold people back, or inspire people to do great things.Knowledge, understanding and skillsThe knowledge, understanding and skills listed should be developed, showing integration of the core areas.Personalhow sacred stories shape and inform the individualhow sacred stories express meaning for individualsinfluential figures, events from the past and present who have influenced my lifeRelationalsacred stories that inform relationships with othersthe importance of sacred stories for Aboriginal peoples and Torres Strait Islander peoples in connecting with ancestors, community and country/place, and in maintaining family relationshipsfamily, community and/or national events/incidents that generate ideasSpiritualthe ‘grand’ religious stories that have shaped our world, e.g. Abraham and Moses, Buddha, Jesus, Muhammadstories of founders and followers of different religious groupsthe importance of sacred stories for Aboriginal peoples and Torres Strait Islander peoples, and the protocols for engaging with and sharing these storiesthe contributions of Aboriginal stories and Torres Strait Islander stories to the Australian identity2880360151130Learning experiences show coverage of the core and elective and support the assessment possibilities indicated.00Learning experiences show coverage of the core and elective and support the assessment possibilities indicated.Note: There are protocols for sharing that must be observed, as some stories may be secret men’s or secret women’s stories. Permission from Elders must be sought.3244215114935Syllabus dimensions and objectives are delivered through learning experiences throughout the unit of work.00Syllabus dimensions and objectives are delivered through learning experiences throughout the unit of work.Learning experiencesrecognising and describing concepts, ideas and terminology contained in sacred and influential stories and explain how they shape and inspire people and reinforce common beliefsidentifying and explaining the ways sacred stories shape and guide lives by surveying community members to identify the way/s sacred stories express meaning for individualsorganising information and material about the ways Christianity, Judaism and Islam express and interpret their creation storiesexplaining viewpoints and practices contained in sacred stories to determine what makes them ‘sacred’, e.g. their (said) origins, (said) nature, function, scope, effects and influenceslistening to members of different religious traditions speak about their sacred stories and analysing perspectives, viewpoints and practicesapplying concepts and ideas to make decisions about the way individual experiences shape future lives, habits, dispositions and characterusing language conventions and features to communicate ideas and information, e.g. by relating sacred stories to children or adolescentsrecognising and explaining how influential stories might shape individualsviewing episodes of the ABC program Australian Story, e.g. ‘Saving Trooper Gebhardt’ or ‘Wayne Bennett’, and Compass, e.g. ‘Lifers’, ‘Life, Hope, Dreams’, ‘Archie Roach’visiting a religious community to interview members about their viewpoints and practices relating to sacred stories, e.g. how they are used and understood, their effects and influence, their nature and originsinviting a guest speaker from the local community to tell their influential story and to discuss how their personal experiences have influenced and shaped their lifeinterviewing a close family member about their personal story or family stories to reflecton the influence these storyies have or have had on personal/family values and beliefsretelling a personal family story in a medium of choice, such as visual artwork, song or role play, to highlight aspects of the story that have shaped your own lifeinviting a local Aboriginal Elder or Torres Strait Islander Elder or community member to tell their sacred stories and to speak about the importance of sacred stories for Aboriginal peoples and Torres Strait Islander peoples, and, with permission, the protocols for sharing such storieslistening to relevant episodes of ABC Radio National podcasts, e.g. The Spirit of Things, to hear insiders of religious traditions talk about the sacred stories of their traditionsexamining different interpretations of sacred stories depicted in and through creative and performing artsreading chapters or acting out scenes from sacred stories to assist in recognising and describing concepts, ideas and identifying how they express meaning for individualsplanning and undertaking inquiries into sacred stories, e.g. by discussing the appropriateness of certain sacred stories for childrencommunicating the outcomes of inquiries, e.g. explaining how Aboriginal artists and/or Torres Strait Islander artists use symbols in their artworks to pass down traditional knowledges or practices within a familyexploring sacred stories in depth, such as the story of Paul the Apostle of the New Testament (his life, his letters, his message and its effects and influence), or stories of founders and followers of different religious groups, to identify how these stories have impacted upon religious communitiescomparing different interpretations of the same sacred story, e. g. the birth of Jesus, the story of creation, the exodus, or the story of a significant figure, e.g. Abraham, Buddha, Jesus, Mohammed, Moses, Noahappraising inquiry processes and the outcomes of inquiries into the value of sacred stories for children, adolescents and/or adults, or explaining the process of rewriting a sacred story for a particular audienceAssessmentThe 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 — creating a children’s storyDimensions assessed:Knowing and understandingApplying and examiningProducing and evaluatingAssessment technique:ProjectAssessment conditions:Semester 1–2Semester 3–4Written component:400–700 words500–900 wordsSpoken component:1? – 3? minutes2? – 3? minutesMultimodal component:2–4 minutes3–6 minutesPerformance 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.1731645187960The different components within a project can be delivered at different times throughout a unit of work. However, one overall result is given for the completed project.00The different components within a project can be delivered at different times throughout a unit of work. However, one overall result is given for the completed project.The length of this component will depend upon the nature of the task.Part A (product component)Students create a children’s story book that re-presents a sacred story in a contemporary way for primary school children.Part B (spoken component)Students deliver a presentation explaining the process of writing the story book and an appraisal of the outcome. This may take the form of a panel discussion, Q & A session or ‘Book Club’ presentation.Assessment instrument 2: InvestigationDimensions assessed:Knowing and understandingApplying and examiningProducing and evaluatingAssessment technique:InvestigationAssessment conditions:Semester 1–2Semester 3–4Written component:500–800 words600–1000 wordsSpoken component:2–4 minutes3–4 minutesMultimodal component:3–5 minutes4–7 minutesStudents interview a significant person in their life and analyse how that person’s life experiences have influenced and shaped the student’s own life, habits, character and dispositions. Students develop a written transcript of the interview and provide a presentation, focusing on the impact of the significant person on their life.Assessment instrument 3: Extended response to stimulus (choice of response mode)Dimensions assessed:Knowing and understandingApplying and examiningProducing and evaluatingAssessment technique:Extended response to stimulusAssessment conditions:Semester 1–2Semester 3–4Written component:500–800 words600–1000 wordsSpoken component:2–4 minutes3–4 minutesMultimodal component:3–5 minutes4–7 minutesStimulus materials: a selection of Christmas cards depicting the birth of Jesus.Students examine the different interpretations of the story of the birth of Jesus through the various depictions on the cards and present an analysis in a written mode of their choice.Assessment instrument 4: Examination — short responsesDimensions assessed:Knowing and understandingApplying and examiningAssessment technique:ExaminationAssessment conditions:Semester 1–2Semester 3–4Recommended duration60–90 minutes60–90 minutesShort response test50–150 words per?item(diagrams and workings not included in word count)50–250 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 contained in sacred and influential storiesanalyse, interpret and apply ideas and information about the nature, content and purpose of sacred and influential storiesrespond to stimulus materials, for example:an unfamiliar sacred story that students analyse in terms of its setting, structure, characters, context, message etc., and its ability or potential to influence the ways by which people behave towards each otheran artwork depicting a sacred story that students have to identify and discussa comparison of two versions/interpretations of the same sacred story. ................
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