The scientific theory of the origin of the universe seems to contradict much of what is claimed in some religious texts for example, Jewish and Christian texts. Many mainstream faith traditions now accept that the scientific theory is the most plausible account of how the universe physically came into being and how life evolved, but also argue that the textual explanations express important truths and offer an elucidation of the meaning of the universe.
There are some people within religious traditions who continue to insist on a literal interpretation of their sacred texts. There are also some in the scientific community who argue that the science now completely negates the content and value of those sacred texts. Most who belong to faith traditions, attempt to integrate these different accounts the scientific and the religious , claiming that they both express truth but serve different purposes and functions.
In this topic, learners will explore the difficult questions and dialogue concerning the relationship between the religious and scientific traditions concerning whether: the scientific understanding and interpretation of the world is antithetical to religious belief; the need for belief in an ultimate reality has been superseded by science; despite tensions, conflicts and paradoxes, science and religion can complement each other, rather than conflict; whether religious and scientific beliefs can co-exist harmoniously; scientists and religious believers approach issues from different presuppositions, consequently mutual communication and dialogue is rendered profoundly challenging.
Religious and secular traditions understand and interpret suffering in a variety of ways. Some frame the problem in terms of the existence of an omnipotent, omniscient and omnibenevolent divine being, while others do not frame the presence of suffering in terms of the existence of a god at all.
In this topic, learners will think about the place of suffering in the world and will examine different responses to questions that are offered by theists and non-theists. Learners study different beliefs, ideas and arguments about suffering, and also consider how people respond to suffering at a practical level. Learners will provide an overview of at least one religious tradition and the ways in which core beliefs provide guidelines about: how one ought to live; how humans may relate to the world around them; how human beings may view suffering, death and the afterlife and the historical context in which religious traditions developed.
Studies include an analysis of formal statements of belief, myths and stories, sacred texts and religious writings, sacred rituals, symbols, social structures, ethical teachings and principles oral and written, and the religious experience or spirituality of groups and individuals. Learners will produce a minimum of two written responses to this study.
This will be at least one research essay of — words. Recommended total word limit: words. Learners will explore a significant challenge encountered by a religious tradition or belief system by examining key people, events and the influence of political, social, cultural, technological and historical forces.
They will discuss the impact of the significant challenge on the religious tradition and the response of the religious tradition to that challenge.
Learners will research and discuss in detail a contemporary ethical debate and explain the impact on ethical decision making by analysing the philosophical underpinnings of two 2 ethical frameworks. They will explain the complexities surrounding ethical decisions analysing public discussion on ethical debates and develop supported viewpoints on contemporary ethical issues in pluralist society. This will be at least 1 research essay of — words. Learners will research a chosen topic to develop an Extended Depth Study of — words that will be internally assessed.
Through systematic research, conversation and exchange of ideas, learners will critically analyse source material to synthesise responses to key inquiry questions posed by the learner that inform the direction of the study. This may include issues of authorship, textual criticism and the relevance and purpose of sources.
Learners will analyse of how the social, political and religious contexts of societies influenced the formation of traditions and canonical texts. Learners will analyse the worldviews of two religious traditions and compare and evaluate the significance of the historical, socio-cultural, socio-political and religious contexts impacting on worldview in contemporary society. Studies will evaluate the ways in which religious traditions respond to specific challenges; the impact on continuity of religious traditions; the interaction between religious and secular communities; how faith supports individuals and communities and how private faith and public reason intersect.
Learners will define and analyse the different ways of understanding how the universe came into being, explore some of the conversations and dialogues that are taking place between theist and non-theist perspectives in the contemporary world and consider whether religious beliefs and scientific beliefs about the origins of the universe can co-exist harmoniously. Learners will investigate the way a specific religious community or communities have confronted the question of human suffering.
They will outline at least one theist and at least one non-theist way of explaining and interpreting the existence of suffering in the world and engage with some of the conversations and dialogues that are taking place between theist and non-theist thinkers concerning this question in a contemporary context. Learners will demonstrate an appreciation and understanding of the complexity of this issue and evaluate the various ways people respond to suffering at a practical, experiential level.
Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment — as part of the learning program — is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course.
Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement. Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.
Internal assessment of all criteria will be made by the provider. The ratings obtained from the external assessments will be used in addition to internal ratings from the provider to determine the final award. Process — TASC gives course providers feedback about any systematic differences in the relationship of their internal and external assessments and, where appropriate, seeks further evidence through audit and requires corrective action in the future.
For further information, see the current external assessment specifications and guidelines for this course which can be found in the Supporting Documents below.
The assessment for Studies of Religion Level 3 will be based on the degree to which the learner can:. The learner listens and responds to the ideas of others in discussion. In oral discussion the learner:. The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 13 ratings 8 from the internal assessment, 5 from the external assessment. The minimum requirements for an award in Studies of Religion Level 3 are as follows:.
In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course. Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration. Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.
A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course. Version 1 — Accredited on 14 July for use from 1 January to 31 December Version 1.
Core statements of belief are formally expressed in worship, rituals and other practices. The myths, narratives and stories that make statements about and explain the supernatural or sacred are an interrelated aspect of religious traditions.
Myths, narratives and stories may also explain morality, theology and mystical experience for adherents. These stories make sense of life, provide access to the scriptures and celebrate tradition. These texts also contain the key narratives that give the tradition its distinctive shape and flavour.
Sacred texts occupy a unique place in most religious traditions and usually serve as a foundation for its social structures, its values, rituals and beliefs. These texts usually contain the key stories that give the tradition its distinctive shape and flavour.
Texts are problematic documents, however, as there are often conflicting views concerning methods of interpretation and analysis. Rituals are a form of structured action or prescribed procedures that are designed to open up the individual person or community to the action of the sacred.
Rituals are an essential component of every major religious belief system and these may include prayer, modes of dress, asceticism, rites of passage and calendrical rites. Symbols of religious expression are invested with meaning that helps define the principles and practice of a particular tradition. Certain figures, marks, symbols or icons signify a religious message, meaning or divine being such as the cross in Christian Faith. Life experience shapes identity in a profound way, and for large numbers of people in Australia and throughout the world, being part of a religious tradition is a significant aspect of their life experience.
Affiliation to a particular tradition contributes to the shape of individual identity and worldview. There is always an ongoing dynamic or dialogue between the individual and beliefs, structures and practices of the tradition. There exists a dynamic interplay between beliefs and personal experience and the ways in which this creative relationship can lead to reinterpretation and transformation both of the individual and, on occasion, the tradition as well.
Level 3 TCE credit points Course code REL Course span — Course status live. Reading and writing standard Yes. Mathematics standard No. Computers and internet standard No. Add to course plan. Back to Top. Download PDF. In undertaking this course learners will engage with others in the classroom or in an online environment to participate in discussion on religious and ethical beliefs and perspectives. This course has a complexity level of 3. This course has a size value of This course is based on the following pre-suppositions: that in an academic setting religions have to be subjected to rigorous analysis and critique that even within religions there often exists a plurality of interpretations of particular beliefs and perspectives that learner achievement is based entirely on the ability to understand, analyse and evaluate the religious traditions under study, not on their adherence to the beliefs and values of any tradition.
The course includes an introduction and five studies. Studies One, Two and Three are compulsory. The learner will gain key knowledge and understanding of: the role of religion in society in specific social contexts how faith responses vary devotee, indifferent, atheist, agnostic the expression of religious traditions and sub-traditions in society.
For at least one religious tradition the learner will gain key knowledge and understanding of: what the tradition believes about the nature of the divine and the metaphysical what the tradition understands to be the purpose and meaning of human existence. Learners will investigate the alignment of religious traditions with normative ethical systems in key categories of chosen ethical perspectives such as deontological, teleological or virtue ethics : action-based theories focus upon the actions a person performs.
Actions are judged morally right based upon how well they conform to a set of guiding principles or duties when actions are judged morally right based upon their consequences, it is considered teleological or consequentialist virtue ethics emphasizes the virtues, or moral character, in contrast to the approach which emphasises duties or rules deontology or that which emphasises the consequences of actions consequentialism.
How do ethical responses to environmental issues differ? Discuss in relation to human rights violations how have religious traditions responded to events such as a war, rebellion or political turmoil? How have opposing ethical perspectives contributed to resolution or impeded the resolution of the event or issue?
How have ethical perspectives impacted on one of these debates? Are their responses mutually exclusive? The learner will gain key knowledge and understanding of: foundational texts from at least one religious tradition and how they became canonical for that religion sociocultural conditions, institutions and worldviews of the society out of which the tradition emerged and developed during its foundational period the significance of major themes in foundational texts questions of authorship, alternate readings and textual criticisms how to examine and investigate the place and use of scripture in a believing community and the ways in which texts can help adherents interpret life experiences the way texts have provided, and continue to provide, practical and moral guidance.
Topic 2: Religion and Worldview This topic investigates the impact of contemporary issues on worldview and the search for meaning in contemporary society, such as Australia alternative contemporary societies may be studied. The religious traditions may be investigated through a specific identified context or challenge. Examples of inquiries may include: how religious beliefs contribute to self-understanding as a being, with both a metaphysical and physical reality how human nature possesses personal, communal and moral qualities how attributed divine qualities — such as eternal, omnipotent, omniscient, merciful, loving etc.
Is the world created or autonomous, chaotic or orderly, matter or spirit? Topic 3: Religion and Science: The Origin of the World as we Know it Scientific advances have now provided a sophisticated account of how the universe came into being. Examples of inquiries may include: is the relationship between religion and science characterised by conflict or by concord? Is one antithetical to the other? Read the version log for Studies of Religion I Stage 6 syllabus and assessment changes.
There are changes to assessment requirements for this subject for the HSC. These changes affect the published Assessment and Reporting requirements. Please ensure you follow the school-based assessment advice for the HSC.
Common grade scale for Preliminary courses. Performance band descriptions. Standards materials. Students explore the origins, beliefs and ethical principles of two major world religions Christianity and Islam.
In the HSC course, students develop their knowledge and understanding of Christianity and Islam, studying significant people, practices and ethical issues. Course Description.
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