1. VCE Religion and Society Revised 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.
The study has undergone a minor review.
You will see things that have always been in the course made more explicit and explained in greater detail and you will see much that is familiar.
This presentation is an overview of changes – it should not replace a close reading of the study design. A sample set of exam questions will be published and an assessment handbook has been put online for further support.

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.
The term ‘general investigation’ refers to the investigation of religions in general, where ‘religions’ is a generalisation of religions around the world.

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.
This is a new area of study. The current Area of Study 1 has now been incorporated into Area of Study 2.
The role of this area of study is to orientate students to the location of religion in society. It aims to engage students with deeper considerations of the role of religion rather than simply a descriptive task of the current spread of a tradition/s.
Note that general discussion of religion is required as far as practicable, where specific traditions may be used to illustrate general points.
Traditions selected for study should reflect religion both historically and in the present.

5. Unit 1 – Area of Study 1 The religious world
Current Outcome 1
( )
Revised Outcome 1
( )
Describe generally the core beliefs and practices of at least two religious traditions, their origins and geographical distribution
Explain the role of religion in society

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.
Distribution of religion around the world will still be covered.
Note that the expression of collective identity has been broadened – looked at now through history and relevant aspects of religion.
The current key skill of how religious leaders shape identity has now been absorbed into this broader study and should only be done if relevant.

7. Unit 1 – Area of Study 2 – Religious traditions in Australia
Current Outcome 2
( )
Revised Outcome 2
( )
Describe the current distribution of religions in Australia, and a variety of ways in which particular religious communities express their collective identity and interact with other traditions and the wider society.
Explain the expression of collective identity of particular religious traditions in Australia, and the interaction of these traditions with other religious traditions and wider society.
At least two religious traditions should be selected for study and they should be traditions that can be found in Australia.
The introduction refers to the influence of the history of the religious tradition on collective identity and this could be the history of that tradition in Australia or more broadly if it is relevant to collective identity today.
The wording ‘religious communities’ has been taken out of the outcome, but the introduction acknowledges that collective identity could be cohesive, or pluralistic, as expressed by different religious communities within the tradition.
Collective identity should be approached from the context of the religious tradition in Australia. How does the tradition perceive itself in Australia? What is it to be an Australian member of the tradition? Students can explore how the tradition portrays its perception of itself to the wider Australian society through relevant aspects of religion and how this can influence and be influenced by the perception that the wider Australian society may have of the tradition.
Note that wider society has been defined as the wider national society of which they are a part.
Interactions with other traditions and wider society no longer requires analysis but rather explanation -
(next slide)

8. Unit 1 – Area of Study 3 Religious 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.
Second dot point on slide: is reflected in the outcome, which now specifies ‘members as individuals or as specific communities’.
Third dot point on slide: the focus is on the tradition rather than community, with members being individuals or communities.

9. Unit 1 – Area of Study 3 – Religious identity and life experience
Current Outcome 3
( )
Revised Outcome 3
( )
Recognise and discuss the interplay between a person’s individual identity and their religious community
Recognise and discuss the interplay between the identity of members, as individuals or as specific communities, and their religious tradition
There is a key knowledge dot point that reads: ‘the personal meaning and identity that is found and further developed through engagement with relevant aspects of religion…’
And another dot point says ‘ways selected aspects of religion can assist members through important life passages and events’
The first dot point concerns the meaning and identity that might have been there in the beginning and then what it changed to. The ways refers to how the selected aspects assisted members in changing their personal meaning and identity – so what did it change to and why and how? It could be that some of the dot points are taught concurrently, if that suits; remember that they are not necessarily designed to be taught in a lock step fashion.

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.
Ethics is taken to mean the investigation of methods for making ethical decisions and the principles that guide moral judgment as well as investigation of the meaning of moral terms. Ethics is also concerned with the justification of moral decisions.
Morality refers to practical judgment. Ethics may inform practical moral judgments.

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.
Key values in Australian society has been removed.
Principles and ideas linked to human rights has been absorbed into other key knowledge points.
Note that from a philosopher’s point of view, concepts used in ethics are contestable. Students are required to define these concepts and the most rigourous approach would be to do so in terms of the theories studied and for the contentious nature of these terms in a pluralist society to be recognised.
Contentious does not mean that there are no right and wrong answers. It is just that there may be different positions held, each with its own strengths and weaknesses.

12. Unit 2 – Area of Study 2 Religion 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.
A notable inclusion to the Key knowledge here is ‘reasons why the issues are ethical issues’. This may require some groundwork with students back in Area of Study 1. What kind of things are the concepts of ethics applied to?

14. Assessment The marks allocated across outcomes have not changed.
The range of assessment tasks has not changed for Units 1 and 2. Note that student performance should be based on a selection of assessment tasks. Therefore one task should not be set to assess an entire outcome.

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.
The nature of general investigations is detailed in each area of study and refers to a generalisation of religions around the world.
Exam questions can be drawn from introductions as well as key knowledge and key skills. Introductions can set contexts and describe the approach to areas of study.

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.
Ambiguities have been removed – so now we have relationship between humans, and relationship between human life and the rest of the natural world, as well as the relationship between ultimate reality and humanity.
The term core beliefs is no longer used. Students can use the term religious belief but should be aware, and make clear where and as appropriate, the particular character of the belief.
Next slide

17. Unit 3 – Outcome 1 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.
So any one belief studied should be related to all of these elements. Students study a range of such beliefs. They must be able to explain, for any one belief, how the belief is related to each element, how it is expressed through the relevant aspects of the religion and what it means for how members are to lead their lives. Their explanation incorporates the distinctive meaning of that belief for the particular religious tradition studied. For example, the Abrahamic religious traditions believe in one God, but if you are doing the Catholic tradition you would have to be able to explain the distinctive nature of that belief for the Catholics.
This is outlined in the introduction to this area of study.
This is also useful information if you want to consider preparation of students for Units 3 and 4 if you are a teacher of Units 1 and 2.
In Units 1 and 2 you should select beliefs that are relevant to the context of the area of study. So in Area of Study 1, beliefs selected would be those related to fulfilling the nature and purpose of religion. Of course preparing students for 3 and 4 may also play a role.
How the beliefs are related to each other should also be covered.

18. Unit 3 – Area of Study 1 Meaning in religious traditions
Current Outcome 1
( )
Revised Outcome 1
( )
Explain and evaluate the significance of a range of core beliefs within one or more religious tradition/s.
Explain the nature, purpose and expression of religious beliefs generally and for one or more than one religious tradition.
Students now have to explain rather than explain and evaluate.
They need to explain rather than describe a range of beliefs, explain the expression of the beliefs and the implications for how members of the tradition are to lead their lives.

19. Unit 3 – Area of Study 2 Maintaining 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.
Next slide

20. Unit 3 – Outcome 2 Current Outcome 2 (2006-2010) Revised Outcome 2
( )
Explain continuity and maintenance of a core religious belief or beliefs within one or more tradition/s.
Analyse the maintenance of religious beliefs for continuity in religious traditions.
Note that the outcome now says ‘analyse’.

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).
Students need to be able to:
Identify the reasons for maintaining continuity generally
Describe internal and external factors that have affected religions generally
Analyse all the ways of maintaining continuity of religious beliefs i.e. reaffirmation, application to new circumstances, reinterpretation and reformulation.

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.
The effects of the new applications has been removed from the Key knowledge.
Students here have to also identify reasons, describe the external and/or internal factors and analyse the way or ways under study in the specific tradition.
The key skill on ‘evaluate how current expressions of religious beliefs may have been influenced by reaffirmation, reformulation and/or new applications’ has been removed.
Next slide

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. The member studied can be a person or a group.
Unit 3 – Area of Study 3 Significant 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.
This information is explained in the introduction to this outcome.

25. Unit 3 – Outcome 3 Current Outcome 3 (2006-2010) Revised Outcome 3
( )
Draw conclusions about the interplay between religious beliefs and significant life experiences.
Explain and draw conclusions about the interplay between religious beliefs and significant life experiences.
The key knowledge now has more detail:
There is reference to the relationship between a range of significant life experiences and religious belief generally.
‘A range of significant life experiences’ in the current study has been unpacked into two key knowledge points:
Summarise a significant life experience of a person or group within the religious tradition studied
Outline the belief in and understanding of the religious beliefs of the religious tradition held by the person or group prior to their significant life experience
‘understand the processes of reinterpretation, change and growth in the way core beliefs are understood by the individual as a result of such experiences’ in the current study has been re expressed as:
‘explain the process of change in the way religious beliefs are understood by the person or group as a result of their significant life experience’

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 2 Contemporary 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 Current Outcome 1 (2006-2010) Revised Outcome 1
(2011 – 2015)
Analyse how one or more religious tradition/s responded to a significant internal or external challenge, and evaluate the outcome for the tradition/s.
Analyse how one or more than one religious tradition/s responded to a significant internal or external challenge, and evaluate the outcome for the religious tradition/s.
The outcome is obviously very similar.
When considering challenges to traditions generally it is worth bearing in mind that the key knowledge states ‘significant’ challenges. Further, students need to identify the challenges, and compile an historical overview for one or more than one religious tradition. The words ‘significant’, ‘identify’ and ‘overview’ should help to show how you can contain this part of the area of study.
‘An understanding of what was being challenged and why’ has been unpacked to consider the relevant aspects of religion that were being challenged and why and how these aspects were challenged. So students identify the aspect or aspects and explain how and why they were challenged.
‘evaluate the significance of the responses’ in the key skills of the current study has been unpacked in the revised study to ‘evaluate the nature and extent of the impact of the responses of the religious tradition/s’.

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).
The contemporary challenge selected may have a history but students focus on its current context. The challenge should be at a stage where its impact on the tradition and on the wider society is apparent and able to be evaluated. This information is in the introduction to the area of study.

31. Unit 4 – Outcome 2 Current Outcome 2 (2006-2010) Revised Outcome 2
( )
Analyse the interplay between religious beliefs and the vision of each tradition for society, and the way one or more specific issues are confronted in attempting to implement the vision.
Analyse the interplay between religious beliefs and their developed vision of religious tradition/s for society in response to contemporary challenge.
More detail has been added to the Key knowledge.
Students ought to be able to explain how the vision of the religious tradition stems from religious beliefs concerning ultimate reality, the nature and purpose of human life and so on (the list) and in turn how that vision is articulated in ethical principles and moral values.

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

33. Contact Details Victorian Curriculum and Assessment Authority (VCAA)
Monica Bini
Curriculum Manager, Humanities and Social Sciences
Ph: (03)
Fax: (03)