VCE Religion and Society Revised Study 2011-2015

1. VCE Religion and SocietyRevised Study 2011-2015

2. Introduction to the Study Design • The eight aspects of religion as outlined in the introduction to the study design: • religious literature has been changed to religious writings • reference to creeds has been removed from beliefs to religious writings. • The eight aspects are now a more explicit feature across the course.

3. Unit 1 – Religion in Society A new group of traditions has been added – religions of ancient civilisations. Each area of study has a general as well as specific focus with detailed examples from one or more religious tradition/s that demonstrate a range of characteristics discovered in the general investigation. Read the area of study introductions as well as Key knowledge and Key skills.

4. Unit 1 Area of Study 1 - Outline • Students study: • the nature of religion and its purpose • features common to religions • contributions of religion in general, both positive and negative, to the development of human society. • Use specific traditions to illustrate the importance of the eight aspects and to illustrate other aspects of the area of study.

5. Unit 1 – Area of Study 1 The religious world

6. Unit 1 - Area of Study 2 - Outline • National and global distribution of major religions. • Expression of collective identity through their history and relevant aspects of religion. • Interactions with other traditions and the wider society.

7. Unit 1 – Area of Study 2 – Religious traditions in Australia

8. Unit 1 – Area of Study 3Religious identity and life experience • At least two traditions must be studied. • The member studied can be a person or a group and the focus is between this member and their religious tradition. • Students now evaluate the extent to which the expectations, judgments and involvement of members can contribute to the development of a religious tradition.

9. Unit 1 – Area of Study 3 – Religious identity and life experience

10. Unit 2 – Ethics and Morality • The distinction between ethics and morality has been made clear for the purposes of this study. • The areas of study follow a similar pattern, but there is now less overlap. • The focus in each area of study is pluralist society.

11. Unit 2 – Area of Study 1 Ethical method in pluralist society • Students are now required to explain rather than analyse ethical decision making. • A broader range of factors involved in the process of decision-making beyond conscience have been included.

12. Unit 2 – Area of Study 2Religion and morality in pluralist society • This outcome now focuses only on developing understanding of the ethical perspectives and moral viewpoints of at least two religious traditions, with application to ethical issues in Outcome 3. • Reference to application to ethical issues has been removed from the outcome.

13. Unit 2 – Area of Study 3 – Contemporary ethical issues • Like the other outcomes, this also has a pluralist society context. • The area of study builds on Areas of Study 1 and 2 and so contributors to at least one debate selected should be from a religious tradition. • Students are now required to analyse and evaluate two or more debates on ethical issues.

14. Assessment • The marks allocated across outcomes have not changed.

15. Unit 3 – Search for meaning • A general investigation for each area of study. • Detailed examples from one or more than one religious tradition that demonstrate a range of characteristics discovered in the general investigation. • Read the area of study introductions as well as Key knowledge and Key skills.

16. Units 3 – Outcome 1 The term ‘core beliefs’ is no longer used. Rather, consider: Beliefs common to members and focusing on ultimate reality the nature and purpose of human life the meaning of life and death the relationship between ultimate reality and humanity the relationship between humans the relationship between human life and the rest of the natural world.

17. For each belief, consider: what the belief is how it is related to ultimate reality, the nature and purpose of human life how the belief is distinctive for that tradition how each religious belief is expressed through the relevant aspects of religion what the beliefs mean for the way members are to lead their lives. Unit 3 – Outcome 1

18. Unit 3 – Area of Study 1 Meaning in religious traditions

19. Unit 3 – Area of Study 2Maintaining continuity of religious beliefs • Builds on the knowledge of religious beliefs developed in Area of Study 1. • Includes a consideration of religious traditions generally as well as specifically.

20. Unit 3 – Outcome 2

21. Unit 3 – Outcome 2 • For religious traditions generally students investigate: • reasons for maintaining continuity of religious beliefs concerning ultimate reality etc • internal and external factors that can promote action to maintain continuity • ways of maintaining continuity (students must know all the ways listed in the Key knowledge).

22. Unit 3 – Outcome 2 • The maintenance of continuity of religious beliefs in a specific religion/s - reasons for maintaining continuity - internal and/or external factors - the way/s of maintaining continuity used in response to the factors.

23. Unit 3 Outcome 2 • Note that the outcome requires analysis of the maintenance of religious beliefs for continuity • What does analysis mean in this case? • clear description of the ways of maintaining continuity • explaining the strengths and weaknesses of the choice of method/s • applying understanding of relevant aspects of religion.

24. Unit 3 – Area of Study 3Significant life experience and religious belief • Students study the relationship between a range of significant life experiences and religious beliefs generally and then study a specific example. • The member studied can be a person or a group. • The member must be a member of the tradition at the time of the experience.

25. Unit 3 – Outcome 3

26. Unit 4 – Challenge and response • The focus is the interaction of religious traditions and the societies of which they are a part. • Historical and contemporary contexts have been retained.

27. Unit 4 – Area of Study 1 Historical challenges to religious traditions • A range of significant internal and external challenges that have faced religious traditions generally. • An historical overview for a tradition/s. • Investigation of a detailed example. This should be at a stage where a range of evaluations have been made by commentators.

28. Unit 4 – Area of Study 2Contemporary challenges and their impact • ‘Modern society’ should be interpreted as multicultural, pluralist and democratic. • The response of a religious tradition to a challenge may be manifest through a religious community or be broader. • The challenge selected may have a history but the focus is the current context. • Impacts should be apparent and able to be evaluated.

29. Unit 4 – Outcome 1

30. Unit 4 – Area of Study 2 • Examine contemporary challenges generally, • then a specific contemporary challenge, including: • the vision implied in the religious beliefs • the nature of the issue • the relationship between the issue and the vision • cause and response (described and analysed) • impact of the response on the tradition and wider society (evaluated).

31. Unit 4 – Outcome 2

32. Assessment • The marks allocated across outcomes have not changed. • Oral presentation has been added to assessment task types.

33. Contact Details • Victorian Curriculum and Assessment Authority • (VCAA) • Monica Bini • Curriculum Manager, Humanities and Social Sciences • Ph: (03) 9651 4575 • Fax: (03) 9651 4324 • Email: bini.monica.m@edumail.vic.gov.au • www.vcaa.vic.edu.au