Religion and Ethics SAS 2014

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1 Sample unit of work Good and evil The sample unit of work provides teaching strategies and learning experiences that facilitate students demonstration of the dimensions and objectives of. This sample demonstrates: organisation and development of a unit that could be used within a course of study aspects of the underpinning factors particular to this unit learning experiences that support the achievement of the objectives described in the dimensions of this syllabus alignment between core subject matter, learning experiences and assessment

2 Unit overview Title of unit: Good and evil The unit description includes a title and a paragraph that outlines the intent of the unit. Unit 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 suffering Students 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. Time allocation: A time requirement for the unit is indicated. Semester 1, 2, 3 or 4; 55 hours Dimensions and objectives By the conclusion of the course of study, students should: recognise and describe concepts, ideas and terminology about religion, beliefs and ethics identify and explain the ways religion, beliefs and ethics contribute to the personal, relational and spiritual perspectives of life and society explain viewpoints and practices related to religion, beliefs and ethics. By the conclusion of the course of study, students should: organise information and material related to religion, beliefs and ethics analyse perspectives, viewpoints and practices related to religion, beliefs and ethics apply concepts and ideas to make decisions about inquiries use language conventions and features to communicate ideas and information, according to purposes. By the conclusion of the course of study, students should: plan and undertake inquiries about religion, beliefs and ethics communicate the outcomes of inquiries, to suit audiences appraise inquiry processes and the outcomes of inquiries. Page 2 of 7

3 Content to be taught Concepts and ideas An 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 skills The knowledge, understanding and skills listed should be developed, showing integration of the core areas. Personal personal concepts of the good life, evil and suffering understandings of the virtues of goodness, truth and beauty sources and nature of goodness, truth and beauty sources of good and evil, and personal responses to good and evil sources of human suffering and personal responses to suffering and death Identified concepts and ideas, together with the relevant knowledge, understanding and skills, are from the syllabus. Relational how society/contemporary media depicts goodness, truth and beauty how personal perspectives on the good life and evil and suffering affect others how the perspectives of religions and worldviews on the good life and evil and suffering affect others ways of dealing with pain and suffering responsibilities toward others in enhancing their good and alleviating their suffering Spiritual perspectives of religions and worldviews on the good life and evil and suffering, and how these could apply in everyday life natural and moral evil deriving meaning and life lessons from suffering responses of religions and worldviews to the question of why bad things happen to good people Page 3 of 7

4 Syllabus dimensions and objectives are delivered Learning experiences through learning experiences throughout the unit recognising and describing concepts, ideas and of work. terminology about goodness, truth, beauty, evil and suffering, e.g. through discussing stories of suffering using 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 suffering reflecting on symbols of suffering and hope and asking personal questions about evil and suffering identifying 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 existence explaining 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 Mandela organising information about truth, beauty, good, evil and suffering, and their expressions in daily life analysing 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 suffering applying 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 purposes planning and undertaking inquiries about good and evil, e.g. the vision of the good life as described in Christianity, Humanism and other worldviews communicating 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 suffering appraising 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 learnt investigating 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 worldview interpreting these different worldviews and comparing how the followers make sense of, and respond to, evil and suffering inviting 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 involved inviting a health professional or victim of crime to discuss their perceptions of and responses to good, evil and suffering examining case studies or reading film reviews that provide examples of goodness, truth and beauty, or evil and suffering to identify and discuss different viewpoints viewing 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 portrayed reading 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/s viewing 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 Rothko listening 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 portrayed creating a code of conduct that demonstrates the values of a worldview regarding the good life researching and presenting a debate about whether a good God can exist in a world with so much evil Learning experiences show coverage of the core and elective and support the assessment possibilities indicated. Page 4 of 7

5 Assessment The 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 novel Project Written component: words words Spoken component: 1½ 3½ minutes 2½ 3½ minutes Multimodal component: 2 4 minutes 3 6 minutes Performance component: Product 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. 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) Students present an artist s statement that explains and justifies their response. The 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. Page 5 of 7

6 Assessment instrument 2: Investigation (choice of response mode) Investigation Written component: words words Spoken component: 2 4 minutes 3 4 minutes Multimodal component: 3 5 minutes 4 7 minutes The student response may be presented as a written, spoken or multimodal response. Option 1 Students 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 2 Students 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) Extended response to stimulus Written component: words words Spoken component: 2 4 minutes 3 4 minutes Multimodal component: 3 5 minutes 4 7 minutes Stimulus 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. Page 6 of 7

7 Assessment instrument 4: Examination short responses Examination Recommended duration: minutes minutes Short response test: words per item (diagrams and workings not included in word count) 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 suffering analyse, interpret and apply ideas and information on the good life and evil and suffering respond to stimulus materials, e.g. pictures, cartoons, text, that portray views on goodness, truth, beauty, evil and suffering. Page 7 of 7

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