Religion and Ethics SAS (2014) Sample unit of work: Good ...



Religion and Ethics SAS 2014Sample unit of workGood and evilThe sample unit of work provides teaching strategies and learning experiences that facilitate students’ demonstration of the dimensions and objectives of Religion and Ethics SAS 2014.This sample demonstrates:organisation and development of a unit that could be used within a course of studyaspects of the underpinning factors particular to this unitlearning experiences that support the achievement of the objectives described in the dimensions of this syllabus alignment between core subject matter, learning experiences and assessment.Unit overview324040538100The unit description includes a title and a paragraph that outlines the intent of the unit.00The unit description includes a title and a paragraph that outlines the intent of the unit.Title of unit: Good and evilUnit description:The purpose of this unit is to guide students through inquiries into the realities of goodness, truth, beauty, evil and suffering in our world. Students investigate the perspectives of Christianity and other worldviews on ‘the good life’ and evaluate how these perspectives may be applied in everyday life. They consider their own vision of ‘the good life’ and the reason they hold this view. The inquiries should challenge students to raise questions stimulated by these concepts and to discuss the implications.The unit is structured in two parts.‘The good life’Students explore the different forms that goodness, truth and beauty can take. They reflect on these concepts, their origins, and the extent to which they can be subjective or objective. Perspectives on ‘the good life’ from Christian and non-Christian worldviews will be examined and how these perspectives can be applied in everyday life.Evil and sufferingStudents engage with examples of evil and suffering in our world, analysing types, causes, complexities and responses. Perspectives on evil and suffering from Christian and non-Christian worldviews will be examined and responses to the question of ‘how a loving, almighty God could allow evil and suffering?’ will be considered. Students will reflect on whether meaning or good can come from suffering, and whether life lessons can be learnt from it.324040516510A time requirement for the unit is indicated.00A time requirement for the unit is indicated.Time allocation:Semester 1, 2, 3 or 4; 55 hoursDimensions and objectivesKnowing and understandingBy the conclusion of the course of study, students should:recognise and describe concepts, ideas and terminology about religion, beliefs and ethicsidentify and explain the ways religion, beliefs and ethics contribute to the personal, relational and spiritual perspectives of life and societyexplain viewpoints and practices related to religion, beliefs and ethics.Applying and examiningBy the conclusion of the course of study, students should:organise information and material related to religion, beliefs and ethicsanalyse perspectives, viewpoints and practices related to religion, beliefs and ethicsapply concepts and ideas to make decisions about inquiriesuse language conventions and features to communicate ideas and information, according to purposes.Producing and evaluatingBy the conclusion of the course of study, students should:plan and undertake inquiries about religion, beliefs and ethicscommunicate the outcomes of inquiries, to suit audiencesappraise inquiry processes and the outcomes of inquiries.Content to be taughtConcepts and ideasAn understanding of the realities of goodness, truth and beauty and evil and suffering provides ways for people to make sense of life and to find direction on how to live.Religions and worldviews provide perspectives on ‘the good life’ and evil and suffering.Religion, beliefs and ethics can help us understand and finding meaning in a world characterised by good and evil.Knowledge, understanding and skills3240405106045Identified concepts and ideas, together with the relevant knowledge, understanding and skills, are from the syllabus.00Identified concepts and ideas, together with the relevant knowledge, understanding and skills, are from the syllabus.The knowledge, understanding and skills listed should be developed, showing integration of the core areas.Personalpersonal concepts of ‘the good life’, evil and sufferingunderstandings of the virtues of goodness, truth and beautysources and nature of goodness, truth and beautysources of good and evil, and personal responses to good and evilsources of human suffering and personal responses to suffering and deathRelationalhow society/contemporary media depicts goodness, truth and beautyhow personal perspectives on ‘the good life’ and evil and suffering affect othershow the perspectives of religions and worldviews on ‘the good life’ and evil and suffering affect othersways of dealing with pain and sufferingresponsibilities toward others in enhancing their good and alleviating their sufferingSpiritualperspectives of religions and worldviews on ‘the good life’ and evil and suffering, and how these could apply in everyday lifenatural and moral evilderiving meaning and life lessons from sufferingresponses of religions and worldviews to the question of ‘why bad things happen to good people’3312795-105410Syllabus dimensions and objectives are delivered through learning experiences throughout the unit of work.00Syllabus dimensions and objectives are delivered through learning experiences throughout the unit of work.Learning experiencesrecognising and describing concepts, ideas and terminology about goodness, truth, beauty, evil and suffering, e.g. through discussing stories of sufferingusing a range of sources, researching the concepts of goodness, truth, beauty, evil and suffering to recognise, describe and understand related concepts, ideas and terminology discussing stories of goodness, evil and sufferingreflecting on symbols of suffering and hope and asking personal questions about evil and sufferingidentifying and explaining the how the realities of good and evil, truth and beauty, provide ways for people to make sense of the good and bad aspects of human existenceexplaining viewpoints and practices related to ‘the good life’ and evil and suffering, including their own viewpoints, those of classmates and those of people widely regarded as ‘great’ in our culture e.g. Mother Theresa, Nelson Mandelaorganising information about truth, beauty, good, evil and suffering, and their expressions in daily lifeanalysing perspectives, viewpoints and practices related to ‘the good life’ and evil and suffering, such as a class line up about whether goodness, truth and beauty are objective or subjective or case studies/film reviews about examples of evil and sufferingapplying concepts and ideas to make decisions about inquiries into good and evil such as creating a code of conduct that demonstrates the values of having a worldview of ‘the good life’using language conventions and features to communicate ideas and information about ‘the good life’ and evil and suffering, according to purposesplanning and undertaking inquiries about good and evil, e.g. the vision of the ‘good life’ as described in Christianity, Humanism and other worldviewscommunicating the outcomes of inquiries about ‘the good life’ and evil and suffering, to suit audiences, e.g. researching and presenting a debate about whether a good God can exist in a world with so much evil and sufferingappraising inquiry processes and the outcomes of inquiries into evil and suffering, how people make sense of and respond to evil and suffering, and life lessons that can be learntinvestigating and analysing a variety of viewpoints about ‘the good life’ and evil and suffering, including personal viewpoints, those of classmates and those of people widely regarded as ‘great’ in our culture, e.g. Mother Theresa, Nelson Mandela examining responses to evil and suffering by people with a non-Christian worldview (e.g. Jews, Buddhists and Atheists) and comparing these with views of people with a Christian worldviewinterpreting these different worldviews and comparing how the followers make sense of, and respond to, evil and sufferinginviting a guest speaker, e.g. a local community newspaper reporter or media personalilty, to discuss media representations of good, beauty, evil and suffering and the challenges involvedinviting a health professional or victim of crime to discuss their perceptions of and responses to good, evil and sufferingexamining case studies or reading film reviews that provide examples of goodness, truth and beauty, or evil and suffering to identify and discuss different viewpointsviewing films that depict the realities of good and evil/suffering, and/or truth and beauty, e.g. the Harry Potter series, Schindler’s List, The Dark Knight, The Hunger Games, to discuss the perspectives, viewpoints and worldviews portrayedreading novels that explore the concepts of good and evil/suffering, and/or truth and beauty, e.g. the Harry Potter series, The Book Thief, ‘The Hunger Games’, to identify and discuss the various interpretations of these concepts and the responses of a selected character/sviewing artworks that show images of good and evil/suffering, and/or truth and beauty, e.g. The Eyes of a Witness (a collection by David Olère), Guernica (Picasso), works by Kollwitz and Rothkolistening to songs that send a message about good, evil and/or suffering in the world, e.g. Imagine, Heal the World, to identify and discuss the perspectives and worldviews portrayedcreating a code of conduct that demonstrates the values of a worldview regarding ‘the good life’324040529515Learning experiences show coverage of the core and elective and support the assessment possibilities indicated.00Learning experiences show coverage of the core and elective and support the assessment possibilities indicated.researching and presenting a debate about whether a good God can exist in a world with so much evilAssessmentThe following assessment tasks are suggestions only. Teachers may choose from techniques and the options that follow, or devise alternate instruments, to suit their students’ needs and school context.Assessment instrument 1: Project — analysis of a film or novelDimensions assessed:Knowing and understandingApplying and examiningProducing and evaluatingAssessment technique:ProjectAssessment conditions:Semester 1–2Semester 3–4Written component:400–700 words500–900 wordsSpoken component:1? – 3? minutes2? – 3? minutesMultimodal component:2–4 minutes3–6 minutesPerformance component:Schools provide students with some continuous class time to develop the performance components of the collection of work.The length of this component will depend upon the nature of the task.Product component:Schools provide students with some continuous class time to develop the product components of the collection of work.The length of this component will depend upon the nature of the task.Part A (written component)Students write an analysis of a film or novel that depicts suffering.Part B (product or performance component)Students write a song or create a piece of artwork that reflects the outcome of their analysis.Part C (spoken component)3364230142875The different components within a project can be delivered at different times throughout a unit of work. However, one overall result is given for the completed project.00The different components within a project can be delivered at different times throughout a unit of work. However, one overall result is given for the completed project.Students present an ‘artist’s statement’ that explains and justifies their response.Assessment instrument 2: Investigation (choice of response mode)Dimensions assessed:Knowing and understandingApplying and examiningProducing and evaluatingAssessment technique:InvestigationAssessment conditions:Semester 1–2Semester 3–4Written component:500–800 words600–1000 wordsSpoken component:2–4 minutes3–4 minutesMultimodal component:3–5 minutes4–7 minutesThe student response may be presented as a written, spoken or multimodal response.Option 1Students investigate examples of evil and suffering in the world. They examine responses to evil and suffering by people with a non-Christian worldview (e.g. Jews, Buddhists and Atheists) and a Christian worldview. They interpret these different worldviews and compare how the followers make sense of, and respond to, evil and suffering. Students evaluate the life lessons that can be learnt and how evil and suffering can affirm and challenge personal worldviews.Option 2Students present a personal response to the question ‘Why do bad things happen to good people?’ Using their research to support the response, they make comparisons between their personal worldview and the worldviews studied throughout the unit.Assessment instrument 3: Extended response to stimulus (choice of response mode)Dimensions assessed:Knowing and understandingApplying and examiningProducing and evaluatingAssessment technique:Extended response to stimulusAssessment conditions:Semester 1–2Semester 3–4Written component:500–800 words600–1000 wordsSpoken component:2–4 minutes3–4 minutesMultimodal component:3–5 minutes4–7 minutesStimulus material: a film/s that depicts the realities of good and evil/suffering, and/or truth and beauty.Students review the film/s and discuss the perspectives and viewpoints portrayed.The student response may be presented as a written, spoken or multimodal response.Assessment instrument 4: Examination — short responsesDimensions assessed:Knowing and understandingApplying and examiningAssessment technique:ExaminationAssessment conditions:Semester 1–2Semester 3–4Recommended duration:60–90 minutes60–90 minutesShort response test:50–150 words per?item(diagrams and workings not included in word count)50–250 words per?item (diagrams and workings not included in word count)The examination consists of a number of items that could require students to:recognise, describe and explain concepts, ideas, issues and viewpoints about goodness, truth, beauty, evil and sufferinganalyse, interpret and apply ideas and information on ‘the good life’ and evil and sufferingrespond to stimulus materials, e.g. pictures, cartoons, text, that portray views on goodness, truth, beauty, evil and suffering. ................
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