1. The New Studies of Religion Syllabus Implementation Package: Session Two

2. This session will: Examine the assessment requirements of the Syllabus Consider approaches to skill development Examine aspects of resourcing the new Syllabus

3. Considering Assessment Assessment for learning Acknowledges that assessment should occur as a regular part of teaching and learning and that the information gained from assessment activities can be used to shape the teaching and learning process. Acknowledges that assessment should occur as a regular part of teaching and learning and that the information gained from assessment activities can be used to shape the teaching and learning process. Assessment of learning Assessment for accountability purposes, to determine a student's level of performance on a specific task or at the conclusion of a unit of teaching and learning. The information gained from this kind of assessment is often used in reporting. Assessment for accountability purposes, to determine a student's level of performance on a specific task or at the conclusion of a unit of teaching and learning. The information gained from this kind of assessment is often used in reporting. Source: Curriculum Corporation Source: Curriculum Corporation

4. How can assessment promote personal achievement in Studies of Religion? © Schulz 1977

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

6. 1. Assessment components and weightings for the Preliminary course are suggested. T/F? 2. It is suggested that 4 – 6 tasks are sufficient to assess the SOR II HSC course. T/F? 3. Class tests, term tests and trial examinations should not exceed 60% of the HSC assessment program. T/F? 4. SOR II students will complete 20 multiple choice questions in the HSC exam. T/F? 5. SOR I students will complete one extended response question worth 15 marks and one response in parts worth 20 marks in the HSC exam. T/F? 6. SOR I and II students will be able to use the same religious tradition to answer TWO questions in the HSC exam. T/F? 7. Religion and Non-Religion (SOR II) is the only section of the HSC exam that will be based on stimulus material. T/F? 8. Religion and Peace (SOR II) will be examined in three non- dependent parts worth 20 marks in total in the HSC exam. T/F?

7. 1. Assessment components and weightings for the Preliminary course are suggested. TRUE 2. It is suggested that 4 – 6 tasks are sufficient to assess the SOR II HSC course. FALSE (3-5) 3. Class tests, term tests and trial examinations should not exceed 60% of the HSC assessment program. FALSE (50%) 4. SOR II students will complete 20 multiple choice questions in the HSC exam. TRUE 5. SOR I students will complete one extended response question worth 15 marks and one response in parts worth 20 marks in the HSC exam. FALSE (Other way around) 6. SOR I and II students will be able to use the same religious tradition to answer TWO questions in the HSC exam. FALSE (If they do they will be in serious trouble!) 7. Religion and Non-Religion (SOR II) is the only section of the HSC exam that will be based on stimulus material. FALSE 8. Religion and Peace (SOR II) will be examined in three non- dependent parts in worth 20 marks in the HSC exam. FALSE (Extended response)

8. Skill Development in Studies of Religion What are some of the ways we can improve our students’ skills? A sample process using the Glossary based on: Preliminary Christianity Depth Study

9. Related Outcomes A student : P6selects and uses relevant information about religion from a variety of sources P8uses appropriate language and terminology associated with religion and belief systems

10. Preliminary - Christianity Students learn about Origins the historical and cultural context in which Christianity began Jesus Christ Students learn to outline the historical and cultural context in which Christianity began examine the principal events of Jesus’ life explain why Jesus is the model for Christian life

11. 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

12. EXPLAIN Relate cause and effect: ‘make the relationships between things evident; provide why and/how’ The yellow section of the glossary explanation is the definition and procedure that is relevant in this example.

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

14. Skill Development Process 1. Students research features of Jesus' ministry that illustrate his role as the model for Christian life: his teachings, actions and manner with people. 2. In small groups, students discuss their findings and table reasons why and how each of the features supports the idea of Jesus being a model for Christian life. 3. As a class, discuss the features of an explanatory text using the Glossary Guide

15. 4. Students write individual responses using the correct features of an articulate, explanatory text. 5. In small groups students peer assess responses – choose the best to share with class. 6. Discuss the features of these scripts that distinguish them as exemplar or above average. 7. Students re-do individual responses. Skill development process cont.

16. Key words in relation to skill requirements Skills in analysis and critical thinking: analyse, distinguish, examine, explain, extract, investigate Skills in application and performance: demonstrate, discuss, apply, calculate, and construct Knowledge, recall and understanding: define, describe, explain, give an account, identify, outline, recall, recount Skills in evaluation: appreciate, assess, discuss, evaluate, justify, predict, account for Skills in problem solving: apply, calculate, clarify, compare, contrast, construct, deduce, demonstrate, investigate, predict, propose, recommend Skills in synthesis and creative thinking: classify, extrapolate, interpret, summarise, synthesise

17. Skill Development and Your Students Preliminary Topic: The Nature of Religion and Beliefs Discuss: What approaches can be taken in terms of: assessment for and assessment of learning to enhance students’ skill levels?

18. Resourcing the Studies of Religion Syllabus The majority of resources currently being used will be incorporated into the new syllabus. This was a requirement of the initial writing brief. New editions of Living Religions and the accompanying interactive website and Studies of Religion will be published in 2005. The draft programs that form part of this package are page referenced to these two new editions. Draft programs for the Preliminary Course form part of this package. Similar programs will be developed for the HSC Course.

19. Areas for consideration in relation to resources: 1. What current resources have been most beneficial in teaching Studies of Religion? 2. How do these relate to the areas of the new syllabus?