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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
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)
Week Module Syllabus content Lesson content Resources Focus Questions
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
Links with prior and future learning:
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
Communicate ideas or understandings suitable for a set purpose and audience
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
Week Module Syllabus content Lesson content Resources Focus Questions
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
Communicate ideas or understandings suitable for a set purpose and audience
Links with prior and future learning:
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
Week Module Syllabus content Lesson content Resources Focus Questions
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
Identify different points of view
Identify and use evidence from different types of sources to support a point of view
Evaluate the usefulness of different sources
Links with prior and future learning:
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
Week Module Syllabus content Lesson content Resources Focus Questions
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
Communicate ideas or understandings suitable for a set purpose and audience
Links with prior and future learning:
Glossary / Vocabulary: Links to scripture/church documents:
Assessment 7:
Assessment Type: ExplanationUnit Content: Challenges people encounter when dealing with moral and ethical issuesWeighting: 10% Timing: Term 2, Week 10
Week Module Syllabus content Lesson content Resources Focus Questions
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
Links with prior and future learning:
Glossary / Vocabulary: Links to scripture/church documents:
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)
Week Module Syllabus content Lesson content Resources Focus Questions
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
Glossary / Vocabulary: Links to scripture/church documents:
Identify different points of view
Identify and use evidence from different types of sources to support a point of view
Evaluate the usefulness of different sources
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)
Week Module Syllabus content Lesson content Resources Focus Questions
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
Links with prior and future learning:
Glossary / Vocabulary: Links to scripture/church documents:
Assessment 10Assessment Type: ExplanationUnit Content: ways people identify with and/or belong to a religion
arguments
Communicate ideas or understandings suitable for a set purpose and audience
Weighting: 10% Timing: Term 3, Week 10 (Monday)
Week Module Syllabus content Lesson content Resources Focus Questions
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
Identify different points of view
Identify and use evidence from different types of sources to support a point of view
Evaluate the usefulness of different sources
Links with prior and future learning:
Glossary / Vocabulary: Links to scripture/church documents:
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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