The New Studies of Religion SyllabusThe New Studies of Religion Syllabus

Implementation Package:Implementation Package:

Session TwoSession Two

This session will:This session will:

Examine the assessment requirements of Examine the assessment requirements of the Syllabusthe Syllabus

Consider approaches to skill developmentConsider approaches to skill development

Examine aspects of resourcing the new Examine aspects of resourcing the new Syllabus Syllabus

Considering AssessmentConsidering Assessment

Assessment Assessment forfor learning learning

Acknowledges that assessment Acknowledges that assessment should occur as a regular part should occur as a regular part of teaching and learning and of teaching and learning and that the information gained that the information gained from assessment activities can from assessment activities can be used to shape the teaching be used to shape the teaching and learning process. and learning process.

Assessment Assessment ofof learninglearning

Assessment for accountability Assessment for accountability purposes, to determine a purposes, to determine a student's level of performance student's level of performance on a specific task or at the on a specific task or at the conclusion of a unit of teaching conclusion of a unit of teaching and learning. The information and learning. The information gained from this kind of gained from this kind of assessment is often used in assessment is often used in reporting.reporting.

Source: Curriculum CorporationSource: Curriculum Corporation

How can assessment promote personal How can assessment promote personal achievement in Studies of Religion?achievement in Studies of Religion?

© Schulz 1977© Schulz 1977

What are the requirements of the Studies of What are the requirements of the Studies of Religion Syllabus in terms of assessment?Religion Syllabus in terms of assessment?

1.1. Assessment components and weightings for the Preliminary Assessment components and weightings for the Preliminary course are suggested. course are suggested. T/FT/F??

2.2. It is suggested that 4 – 6 tasks are sufficient to assess the It is suggested that 4 – 6 tasks are sufficient to assess the SOR II HSC course. SOR II HSC course. T/FT/F??

3.3. Class tests, term tests and trial examinations should not Class tests, term tests and trial examinations should not exceed 60% of the HSC assessment program. exceed 60% of the HSC assessment program. T/FT/F??

4.4. SOR II students will complete 20 multiple choice questions in SOR II students will complete 20 multiple choice questions in the HSC exam. the HSC exam. T/FT/F??

5.5. SOR I students will complete one extended response SOR I students will complete one extended response question worth 15 marks and one response in parts worth 20 question worth 15 marks and one response in parts worth 20 marks in the HSC exam. marks in the HSC exam. T/FT/F? ?

6.6. SOR I and II students will be able to use the same religious SOR I and II students will be able to use the same religious tradition to answer TWO questions in the HSC exam. tradition to answer TWO questions in the HSC exam. T/FT/F??

7.7. Religion and Non-Religion (SOR II) is the only section of the Religion and Non-Religion (SOR II) is the only section of the HSC exam that will be based on stimulus material. HSC exam that will be based on stimulus material. T/FT/F??

8.8. Religion and Peace (SOR II) will be examined in three non-Religion and Peace (SOR II) will be examined in three non-dependent parts worth 20 marks in total in the HSC exam. dependent parts worth 20 marks in total in the HSC exam. T/FT/F??

1.1. Assessment components and weightings for the Preliminary Assessment components and weightings for the Preliminary course are suggested. course are suggested. TRUETRUE

2.2. It is suggested that 4 – 6 tasks are sufficient to assess the It is suggested that 4 – 6 tasks are sufficient to assess the SOR II HSC course. SOR II HSC course. FALSE (3-5)FALSE (3-5)

3.3. Class tests, term tests and trial examinations should not Class tests, term tests and trial examinations should not exceed 60% of the HSC assessment program. exceed 60% of the HSC assessment program. FALSE (50%)FALSE (50%)

4.4. SOR II students will complete 20 multiple choice questions in SOR II students will complete 20 multiple choice questions in the HSC exam. the HSC exam. TRUETRUE

5.5. SOR I students will complete one extended response SOR I students will complete one extended response question worth 15 marks and one response in parts worth 20 question worth 15 marks and one response in parts worth 20 marks in the HSC exam. marks in the HSC exam. FALSE (Other way around)FALSE (Other way around)

6.6. SOR I and II students will be able to use the same religious SOR I and II students will be able to use the same religious tradition to answer TWO questions in the HSC exam. tradition to answer TWO questions in the HSC exam. FALSE FALSE (If they do they will be in serious trouble!)(If they do they will be in serious trouble!)

7.7. Religion and Non-Religion (SOR II) is the only section of the Religion and Non-Religion (SOR II) is the only section of the HSC exam that will be based on stimulus material. HSC exam that will be based on stimulus material. FALSEFALSE

8.8. Religion and Peace (SOR II) will be examined in three non-Religion and Peace (SOR II) will be examined in three non-dependent parts in worth 20 marks in the HSC exam. dependent parts in worth 20 marks in the HSC exam. FALSE FALSE (Extended response)(Extended response)

Skill Development in Studies of ReligionSkill Development in Studies of Religion

What are some of the ways we can improve What are some of the ways we can improve

our students’ skills?our students’ skills?

A sample process using the Glossary based on:A sample process using the Glossary based on:

Preliminary Christianity Depth StudyPreliminary Christianity Depth Study

Related OutcomesRelated Outcomes

A student :A student :

P6P6 selects and uses relevant information selects and uses relevant information about about religion from a variety of sourcesreligion from a variety of sources

P8P8 uses appropriate language and uses appropriate language and terminology terminology associated with religion and associated with religion and belief systemsbelief systems

Preliminary - ChristianityPreliminary - Christianity

Students learn aboutStudents learn aboutOriginsOrigins

the historical and the historical and cultural context in cultural context in which Christianity which Christianity beganbeganJesus ChristJesus Christ

Students learn toStudents learn tooutline the historical outline the historical and cultural context in and cultural context in which Christianity which Christianity beganbeganexamine the principal examine the principal events of Jesus’ lifeevents of Jesus’ lifeexplain why Jesus explain why Jesus is the model for is the model for Christian lifeChristian life

One of the difficulties confronting teachers is moving students from the ability to:

outline and describe

to the higher order skills such as:

analyse and explain

EXPLAINEXPLAIN Relate cause and effect:Relate cause and effect:

‘‘make the relationships between things make the relationships between things evident; provide why and/how’evident; provide why and/how’

The The yellowyellow section of the glossary explanation is the section of the glossary explanation is the definition and procedure that is relevant in this example.definition and procedure that is relevant in this example.

An approach to extending skillsAn approach to extending skills

The syllabus expects that students can The syllabus expects that students can explainexplain the reasons why Jesus represents the model of the reasons why Jesus represents the model of Christian life for all adherents. Christian life for all adherents. Most students will be able to outline or describe Most students will be able to outline or describe some principal events of Jesus’ life.some principal events of Jesus’ life.More able students will immediately access the More able students will immediately access the higher order skill of explaining. higher order skill of explaining. To provide an opportunity for more students to To provide an opportunity for more students to understand the expectation of the glossary terms understand the expectation of the glossary terms a step by step approach is suggested.a step by step approach is suggested.

Skill Development ProcessSkill Development Process

1.1. Students research features of Jesus' ministry that Students research features of Jesus' ministry that illustrate his role as the model for Christian life: illustrate his role as the model for Christian life: his teachings, actions and manner with people.his teachings, actions and manner with people.

2.2. In small groups, students discuss their findings In small groups, students discuss their findings and table reasons why and how each of the and table reasons why and how each of the features supports the idea of Jesus being a features supports the idea of Jesus being a model for Christian life.model for Christian life.

3.3. As a class, discuss the features of an explanatory As a class, discuss the features of an explanatory text using the Glossary Guidetext using the Glossary Guide

4.4. Students write individual responses using the Students write individual responses using the correct features of an articulate, explanatory correct features of an articulate, explanatory text.text.

5.5. In small groups students peer assess In small groups students peer assess responses – choose the best to share with responses – choose the best to share with class.class.

6.6. Discuss the features of these scripts that Discuss the features of these scripts that distinguish them as exemplar or above distinguish them as exemplar or above average.average.

7.7. Students re-do individual responses. Students re-do individual responses.

Skill development process cont.Skill development process cont.

Key words in relation to skill requirementsKey words in relation to skill requirements

Skills in analysis and critical thinking: Skills in analysis and critical thinking: analyse, distinguish, examine, analyse, distinguish, examine, explain, extract, explain, extract,

investigateinvestigate

Skills in application and performance: Skills in application and performance: demonstrate, discuss, apply, demonstrate, discuss, apply, calculate, and constructcalculate, and construct

Knowledge, recall and understanding: Knowledge, recall and understanding: define, describe, define, describe, explainexplain, give an , give an account, identify, outline, account, identify, outline,

recall, recall, recountrecount

Skills in evaluation: Skills in evaluation: appreciate, assess, discuss, evaluate, justify, predict, appreciate, assess, discuss, evaluate, justify, predict, account for account for

Skills in problem solving: Skills in problem solving: apply, calculate, clarify, compare, contrast, apply, calculate, clarify, compare, contrast, construct, deduce, demonstrate, investigate, construct, deduce, demonstrate, investigate,

predict, propose, recommend predict, propose, recommend

Skills in synthesis and creative thinking: Skills in synthesis and creative thinking: classify, extrapolate, interpret, classify, extrapolate, interpret, summarise, synthesise summarise, synthesise

Skill Development and Your StudentsSkill Development and Your Students

Preliminary Topic: Preliminary Topic:

The Nature of ReligionThe Nature of Religion

and Beliefsand Beliefs

Discuss:Discuss:

What approaches canWhat approaches can

be taken in terms of:be taken in terms of:

assessment assessment forfor and and

assessment assessment ofof learninglearning

to enhance students’to enhance students’

skill levels?skill levels?

Resourcing the Studies of Religion SyllabusResourcing the Studies of Religion Syllabus

The majority of resources currently being used will be The majority of resources currently being used will be incorporated into the new syllabus. This was a incorporated into the new syllabus. This was a requirement of the initial writing brief.requirement of the initial writing brief.

New editions of New editions of Living Religions Living Religions and the accompanying and the accompanying interactive websiteinteractive website and and Studies of Religion Studies of Religion will be will be published in 2005. The draft programs that form part of published in 2005. The draft programs that form part of this package are page referenced to these two new this package are page referenced to these two new editions.editions.

Draft programs for the Preliminary Course form part of Draft programs for the Preliminary Course form part of this package.this package.

Similar programs will be developed for the HSC Course. Similar programs will be developed for the HSC Course.

Areas for consideration in relation to resources:Areas for consideration in relation to resources:

1.1. What current resources What current resources have been most have been most beneficial in teaching beneficial in teaching Studies of Religion?Studies of Religion?

2.2. How do these relate to How do these relate to the areas of the new the areas of the new syllabus?syllabus?