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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
13 Areas of study and Outcomes
16 Assessment
17 Unit 3: The search for meaning
17 Areas of study and Outcomes
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.
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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
To achieve this outcome the student will draw on key knowledge and key skills outlined in
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
interpret and synthesise source material
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.
To achieve this outcome the student will draw on key knowledge and key skills outlined in
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
interpret and synthesise source material
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.
To achieve this outcome the student will draw on key knowledge and key skills outlined in
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,
interpret and synthesise source material
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.
To achieve this outcome the student will draw on key knowledge and key skills outlined in
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.
To achieve this outcome the student will draw on key knowledge and key skills outlined in
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.
interpret and synthesise source material.
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 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
To achieve this outcome the student will draw on key knowledge and key skills outlined in
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
To achieve this outcome the student will draw on key knowledge and key skills outlined in
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
interpret and synthesise source material
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
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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.
To achieve this outcome the student will draw on key knowledge and key skills outlined in
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
interpret and synthesise source material
SCHOOL-BASED ASSESSMENT
Satisfactory completion
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 to provide a range of opportunities for students to
demonstrate the key knowledge and key skills in the outcomes.
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
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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.
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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.
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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
interpret and synthesise source material.
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
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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
interpret and synthesise source material.
SCHOOL-BASED ASSESSMENT
Satisfactory completion
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 to provide a range of opportunities for students to
demonstrate the key knowledge and key skills in the outcomes.
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
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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 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.
Contribution to final assessment
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.
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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.