the new studies of religion syllabus l.
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The New Studies of Religion Syllabus. Implementation Package: Session One. This session of the implementation package explores the following aspects of the New Syllabus:. Overview of course structure Features of the new syllabus

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The New Studies of Religion Syllabus

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the new studies of religion syllabus

The New Studies of Religion Syllabus

Implementation Package:

Session One

this session of the implementation package explores the following aspects of the new syllabus
This session of the implementation package explores the following aspects of the New Syllabus:
  • Overview of course structure
  • Features of the new syllabus
  • A process for comparing the old and new syllabi to assist teachers in programming for Preliminary Course implementation in 2006.
the following tables
The following tables:
  • Provide an overview of the content of the Preliminary and HSC Course
  • Show indicative hours for each component of the course
  • Highlight additional 2 Unit topic areas
  • Highlight significant features of the syllabus content pages
significant features of the new syllabus
Significant Features of the New Syllabus
  • Content
  • Assessment
  • Religious Traditions
  • Chiasmic structure
  • 2 Unit additional material
  • Incorporating current material

Buddhism22 indicative hours

The focus of this study is Buddhism, one of the major religious traditions, as a living religious system.

An overview linking key

features and issues to the

content of the study


The outcomes

are linked to the


  • A student:
  • P3investigates religious traditions and belief systems
  • P4examines significant aspects of religious traditions
  • P5describes the influence of religious traditions in the life of adherents
  • P6 selects and uses relevant information about religion from a variety of sources
  • P7 undertakes effective research about religion, making appropriate use of time and resources
  • P8uses appropriate terminology related to religion and belief systems
  • P9 effectively communicates information, ideas and issues using appropriate written, oral and graphic forms.


Content expressed

as Students learn

about statements in

conjunction with

Students learn to


  • Outcomes focused: breadth and depth are clearly indicated
  • Clarity of what students are required to do:

LEARN ABOUT – content

LEARN TO DO – application of skills via glossary terms

assessment syllabus p53ff
ASSESSMENT ~ Syllabus p53ff
  • Succinct explanation of what is required

and suggested (note the difference!)

  • Encourages flexibility and creativity –

student centred, assessment for and of


  • Provides scope for meaningful research.

When developing a schedule of assessment tasks, there should be a balance across:

- the assessment of knowledge and understanding and

skills outcomes

- types of assessment tasks such as research, written

response, analysis of stimulus material, oral presentation,

and test/examination tasks.

Oral tasks might include:

- a formal oral presentation before a selected audience

- a viva voce

Research might involve:

- formulating an hypothesis or a set of questions on a topic

locating and organising information from a variety of

sources (these could include written, audiovisual,

multimedia sources or questionnaire, interview,

observation data collected by the student)

- analysing and organising the data or source material

evaluating the findings communicating the findings.


Preliminary Course

The suggested components and weightings for the Preliminary Course are set out below.

Studies of Religion I

Studies of Religion II

hsc course13
HSC Course

Studies of Religion I

Studies of Religion II

religious traditions
The integrity of individual traditions is paramount

The new syllabus is not a comparative study of traditions

Studies of Religion I students now study two traditions in Preliminary and HSC

Studies of Religion II study threetraditions in Preliminary and HSC

Religious Traditions
chiasmic structure
Preliminary Course

HSC Course

There is far greater continuity between Preliminary and HSC content

In particular Religious Traditions in HSC build on Preliminary

Consider Christianity…

Chiasmic Structure
Christianity: Preliminary

Students learn about:


the historical and cultural context in which Christianity began

Jesus Christ

the development of early Christian communities


- Anglicanism

- Catholicism

- Orthodox

- Pentecostalism

- Protestantism

Principal Beliefs

the divinity and humanity of Jesus Christ

the death and resurrection of Jesus Christ

the nature of God and the Trinity



Sacred Texts and Writings


Core Ethical Teachings

Ten Commandments

New Testament ethics

the Beatitudes

Jesus’ Commandment of love

Personal devotion


Christianity: HSC

Students learn about:

Significant People and Ideast

he contribution to Christianity of ONE significant person OR school of thought drawn from:

- Paul of Tarsus

- Hildegard of Bingen

- Martin Luther

- Catherine Booth

- Pope John XXIII

- Billy Graham

- Dennis Bennett

- Sarah Maitland

- Liberation Theology

- Feminist Theology

- Another person or school of thought significant

to Christianity

The effect of that person OR school of thought on Christianity


ONE of the following areas of ethical teaching in Christianity:

- bioethics

- environmental ethics

- sexual ethics

Significant practices in the life of adherents

ONE significant practice within Christianity drawn from:

- baptism

- Marriage ceremony

- Saturday/Sunday worship

2 unit additional content
SOR II students additional content is:

- distinct from 1 Unit

- diverse

- explores the continuity of religious

expression throughout the ages

- considers the role of religion in

the global context

2 Unit Additional Content
incorporating current material
Most current resources will be used in the new Syllabus

Use the ‘Syllabus Comparison’ pages to highlight these areas

Incorporating Current Material