Beliefs and Values Unit

8/8/2019 Beliefs and Values Unit

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WHAT DO THEY BELIEVE? BELIEFS AND VALUESOF THE PEOPLE IN OUR LOCAL COMMUNITY

STUDIES OF ASIA UNIT YEAR 6

LATER CHILDHOOD BAND of DEVELOPMENT

BIG QUESTIONS

Should all religions be allowed to be practised in Australia?

How does religion impact on life in Australia?

What would happen in the class if we knew more about each other’s beliefs?

What would happen in Australia if people had a greater understanding of each other’s beliefs?

ATTITUDES AND VALUES

In this unit students have opportunities to:

• develop and demonstrate respect for different cultures, beliefs and value systems

• value acting with integrity, compassion and respect

• appreciate human diversity.

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UNIT DESCRIPTION

There are many people from other countries who have come to Australia and in particular, Canberra.When they came they brought with them their cultural diversity. In this unit students learn about how

Australia is composed of rich, diverse cultures who live differently from one another and believe indifferent things. They practise different religions and celebrate in different ways. The unit focuses on the

major religions practised in Australia and the beliefs which underpin them.NB It may be a good idea for the teacher to send a note home to parents before beginning this unit. This

will ensure that parents have a clear understanding of the aims and objectives of the unit.

BIG UNDERSTANDINGSWhat do you want your students to learn? Why does that learning matter?It is important to understand about religion even if you are not religious yourself.

Religion permeates many people’s lives and shapes their identity.

Australia is a more diverse place because of people’s different beliefs. Most people find this diversityinteresting.

Although religions appear to be different, there are many similarities in their beliefs when we look at themclosely.



OUTCOMESAt the end of this unit students will be able to:

• Identify which religions are practised in Australia

• Develop an awareness of the values and beliefs underpinning the different religions practised inAustralia

• Understand and appreciate the diversity of people’s belief systems

• Develop informed attitudes and behaviour towards people of other religions

•Develop intercultural skills and understandings.

FOCUS ESSENTIAL LEARNING ACHIEVEMENTS

ELA 15: The student communicates with intercultural understandingIn the later childhood band of development, students have opportunities to understand and learn about:

1. diverse cultural practices and lifestyles and how they compare with their own culture (e.g.language, religion, food, dress, celebrations, rituals, traditions, family relationships),

2. how and why people celebrate cultural events according to their religion, culture, race or location.

In the later childhood band of development, students have opportunities to learn to:

6. locate points of similarity as a first step to entering into another's frame of reference.

ELA 4: The student acts with integrity and regard for othersIn the later childhood band of development, students have opportunities to:

1. discuss what integrity encompasses(e.g. honesty, trustworthiness)2. discuss ethical concepts (e.g. fairness, compassion)

3. consider what being honest, trustworthy, considerate and respectful means in terms of their ownbehaviour and actions4. define actions that are wrong within personal contexts

RELATED ELAs

ELA 1: The student uses a range of strategies to think and learnIn the later childhood band of development, students have opportunities to:

3. ask questions and search for answers

ELA 2: The student understands and applies the inquiry process9. use interviews and simple surveys to ask people for information and opinions.10.conduct searches for information using a range of sources.11.evauate the accuracy, relevance and credibility of data or information.

ELA 5: The student contributes to group effectivenessIn the later childhood band of development, students have opportunities to:

2. participate in a range of groups to complete specified tasks within a given timeframe.

3. divide the workload effectively in a group by following guidelines for roles

7.communicate ideas and opinions effectively in a group situation

ELA 8: The student listens and speaks with purpose and effect

3. listen and speak in discussions, conversations and oral presentations using language and content

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to suit the audience and context

4. listen actively and constructively providing positive and encouraging feedback to speakers

7. prepare and give short oral presentations and experiment with techniques to engage listeners

ASSESSMENTWhat would constitute evidence that they know or can do?

What are you going to get the studentsto do or produce?

1. Group research task – each student chooses areligion which interests them and in groups of four they research the religion. Their research is guidedby a series of topics which need to be addressed. Assessment for learning

2. Using the research they have carried out eachgroup makes an oral presentation to the class.Students take on the role of a holy person from thereligion explaining the beliefs, values and practicesof the chosen religion. Students may use Power Point, any visual materials they find, eg DVDs,video clips etc Assessment of learning

3. Journal entries - ongoing – guided questions toassist - Assessment for and of learning

4. Interview – assessment for learning 5. Report - assessment of learning - Peer assessment

6. End of unit reflection: Written response toquestions - What would our school look like if people knew more about each other’s beliefs?What would Australia be like if people knew moreabout each other’s beliefs?

Summative assessment

How well do you expect them to do it?

Group work rubric used to assess this part of thetask.

Presentation rubric used to assess this task.

Interview rubric and Writing rubric used toassess this task.

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PURPOSE TEACHING AND LEARNING ACTIVITIES RESOURCES

Links to ELA 1.3

To introduce the topicand to elicit students’prior knowledge(Background Knowledge) through abrainstorm andreferences to family,community and previousexperience.

To ensure DeepUnderstanding of themost important conceptin the unit – the meaningof the word belief.

To allow for SubstantiveCommunicationthrough open endedquestions and small andwhole group discussionabout the term belief.

To compare multiple

meanings of the word(Metalanguage).

Lesson 1 Beliefs

Teacher writes the word belief on the whiteboard (or smart board if you have one) andasks students the focus question What is a belief? Working with students responses develop a class definition and write it up on the board.

Dictionary definition: that which is believed, an accepted opinion. A conviction of thetruth or reality of a thing; a conviction, principle. ( Macquarie Dictionary)

If students are having difficulty responding the teacher can guide them with questionssuch as: Can you touch a belief? Where do beliefs come from?

Divide students into small groups. Ask them to brainstorm some beliefs. Students shouldwrite down these beliefs and one person should be ready to report back to the class.

Write the beliefs on the board. Can any of them be grouped together? For example,religious beliefs.

Get students to draw the following table in their books.

I believe….. I believe…but I don’t believe….

Individually, place the beliefs from the board in the appropriate column. Choose one toshare with a partner.

Discussion: who taught you these beliefs, some beliefs are private and people do notwish to share them, people’s beliefs should be respected, beliefs are important to peopleand are a part of them. Religious beliefs form the basis of different religions.

WhiteboardDictionariesExercise books

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Links to ELA 4.1, 4.2,4.3, 4.4 and ELA 15.1

ELA 2.9 (survey)

Students engage inHigher Order Thinking.They are given a seriesof situations in which

they are required tomake choices and justifytheir actions. They arerequired to make judgements about rightbehaviours anddemonstrate DeepUnderstanding of values that are importantin every day life.

Problematic Knowledge is a featureof the lesson as studentsare required to exploreassumptions andchallenge and questionknowledge.

Specialised resourcesare selected to buildDeep Knowledge.

Clear connections aremade with students’ prior knowledge and Knowledge Integrationis required to completethe survey activity.

Lesson 2 Values

Students should imagine themselves in the following situations:

• You have bought something and the shopkeeper has unknowingly given you toomuch change,

• You can join the “cool” group at school if you do something nasty to somebody theydon’t like but you do like,

• There is a black snake in your backyard,

• There is a new student at school who you really strongly dislike and who is alwaystrying to chat to you,

• Your mother does not want you to go to a birthday party because your grand mother is coming to visit.

What would you do in each situation? Students decide individually and then share their responses with a partner.

Whole class discussion of students’ different values and views of appropriate behaviour in each situation.

Class brainstorm – five sets of values or types of behaviour that are important in dailylife and who taught them these values.

Hand out Attachment A which is a simplified version of the Eightfold Path of Buddhism.Do not tell the students the source of the document. As a class compare the values andbeliefs in the document with the class list on the board and find any similarities.Are there many? Why or why not? Tell students the source of the document and elicit

students’ prior knowledge of Buddhism. Are there Buddhists in Australia? In the class? In the local community?

Individually students make a list of the different religions they know of in Australia.Report back to the class as a whole and teacher lists them on the board.(Possible answers may be Catholicism, Christianity, Anglican, Hinduism, Buddhism,Sikh, Islam, Judaism, Shintoism, Taoism)

Put up the table in Attachment B on the overhead or smart board.Which is the most popular religion in Australia? Why?

Attachment A – The EightfoldPath of Buddhism handout.

A Thai Journey

Table with major religionspractised in Australia.

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Social Support isdeveloped throughcooperative learning,turn taking, sharingideas and activelistening.

Why are there many different religions practised in Australia? What might “other” include? What are the different religions practised by the students in our class?

OPTIONAL FOLLOW UP ACTIVITY: Conduct a class survey of religions practisedand/or school survey to determine the diversity of the community in which the studentslive.

Links to ELA 5.2ELA 15.1 and 15.6

Deep Knowledge andDeep Understandingof rules followed bystudents in their everyday lives.

Student Direction:students are able tonegotiate who they willwork with and whichreligion they will readabout. They are askedto provide input intothe kinds of information that theywould like to find out.

Expectations arehigh as all studentsare participating inchallenging work.

The questions askedby the teacher requireHigher Order Thinking .

Lesson 3 RulesTeacher asks the following three questions of the class:What is a rule?Who makes rules?

How many different sets of rules do you follow?

Activity: Students draw or paste a picture of themselves on an A3 sheet of paper. Drawa series of concentric circles around the picture. Students write in each circle the sets of rules that they follow starting with the closest to them, for example, personal rules, familyrules, religious rules, class rules, school rules, community rules.

Discuss in small groups where they placed certain rules. Depending on the culturaldiversity of the class and the religions practised by the students religious rules may beplaced in varying positions. Encourage students to question each other about anyreligious rules they follow.

Divide the class into five groups. Give each group a set of rules from a different religion.See Attachment C Students read the rules and discuss, using a dictionary to look upthe meaning of any unfamiliar words or concepts. Put the following focus questions onthe board:

Does the religion have a rule about marriage? Does the religion have a rule about respecting other people’s property? Does the religion have a rule about telling the truth? Does the religion have a rule about respecting human life? Does the religion have a rule about respecting animal life? Does the religion have a rule about respecting your parents? Does the religion have a rule about believing in God? Does the religion have a rule about possessions? Does the religion have a rule about eating?

Are there any other rules?

Photos of studentsA3 paper Attachment C RULES

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Report back to whole class.

Whole class discussion:Why don’t all religions have the same set of rules?

Are there any rules that are similar in different religions? Is there anything that you would like to know more about? What questions could we ask to find out more about the religions practised in Australia?

Links to ELA 15.1 and15.2ELA 5.2

Students are able toexercise control over thereligion that they aregoing to research andhow they will presenttheir information to theclass (Student Direction).

SubstantiveCommunication aboutthe concepts and ideasrelated to the completionof the task and theExplicit Quality Criteriafor completing the task inthe form of rubrics.

Lesson 4

Students will be working in small groups to find out more about the different religions.Print the cards with the names of the different religions on coloured cards (AttachmentD) and laminate them.

Ask students to choose a card with the name of the religion they wish to find moreabout. Students group together according to the card they have chosen.

Give each group a copy of the book The Really Big Beliefs Project or if you do not haveenough copies of the book photocopy the appropriate chapters onto A3 paper.Hand out pages related to the religion chosen by each group as well as a short list of useful websites for each religion to enable them to get started.

Explain to the class that they will be working with the others in their group to researchthe religion they have chosen and then make a presentation to the class.See hand outs at Attachment E.

Class discussion about the task and the criteria according to which it will be assessed.

The Really Big Beliefs Project

List of websites.Attachment E

Links to ELA 5.2, 5.4and 5.7ELA 2.10 and 2.11

Student Direction todelegate tasks to groupmembers and decide onan original format for their presentation.

Lessons 5 - 8Group workIt may be helpful to take the class to the library, encourage them to use a street directoryto look up places of worship in the local area and look at maps to identify places of worship.Teacher can use the Cooperative Learning Rubric at Attachment F to assess theeffectiveness of each group’s collaboration.

Encourage students to visit the place of worship outside of school to take photos and /or collect any information available.

InternetMapsSchool libraryAttachment F

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Student Self Regulation is evident as

students are required todemonstrate autonomyand initiative inregulating their researchin order to be ready topresent to the class.

Social Support –collaboration and teamwork are a feature of thistask.High Expectations –

students areaccountable for their contribution – as will beassessed according tothe Explicit Quality Criteria in the rubric.

Links to ELA 8.3, 8.4and 8.7

ELA 15.1 and 15.2

Students’ Engagement is enhanced due to thefact that they must listenactively and fill in a gridbased on thepresentations.

SubstantiveCommunication isevident in the follow updiscussion.Deep Knowledge and Deep Understanding of the fundamentalsimilarities betweenreligions.Knowledge Integration – presentation skills are

Lessons 8 and 9Students in each group present their research to the class.The class fills in the information grid – Attachment G.Students are assessed by the teacher using the rubric for presentations.Attachment H.

After each presentation ask the group to use different coloured pins, flags or post-its tomark the places of worship that they have located in the local area on a large map.Anything not available in the local area could be stuck around the map with arrows.

The information can be used as a basis for discussion. Which religions or beliefs have

all the necessary requirements close by? Why is this? Which religions have to travel thefurthest to worship?

It would also be helpful to have a large map of the world to locate the countries wherethe religions are predominantly practised.

Discussion questions: Why is it important to learn about different religions? Why arethere many similarities between the beliefs and practices of the different religions? Arestudents at our school tolerant of each other’s beliefs?

Large local map and map of theworldRubricsAttachments G and HJournalsData projector and computer Video recorder and/or DVDplayer for presentations.

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needed to succeed inthis task.

Journal entry providing a personal response/reflection about the above questions.

Links to ELA 8.7

SubstantiveCommunication tosustain the interview for the required length of time.

Explicit Quality Criteriaare given to studentsand the teacher ensuresthat the class has ashred understanding of what is expected.

Lesson 10Hand out the summative assessment task. Students will conduct an interview with aperson who practises one of the religions that has been studied. The teacher shouldinvite a number of guests to the school to be interviewed. These may include parents,community members and other staff members. It may be useful to contact local placesof worship to find the required number of people. This task will need to be plannedcarefully and in advance.

See task sheet at Attachment I.

The interview will be filmed and watched by the class who will assess it according to firstfour criteria in the rubric at Attachment J.

To prepare students for the task ask the following questions:What makes a good interview? What makes a good interview question?

View interviews by television presenters such as Rove and Andrew Denton.

After viewing compare the two presenters’ interview techniques and discuss what makesthem good interviewers. Develop a list of characteristics of good television presenters.

Recorded interviews bytelevision presenters such asRove and Andrew Denton.Attachments I and J.

Links to ELA8.3, 8.4 and8.7

ELA 15.1, 15.2 and 15.6

Higher Order Thinking is required to develop aset of questions whichwill elicit the informationrequired.Discussion of whatmakes a good questionand a good interviewinvolves Substantive

Lesson 11In class, students develop their own set of interview questions to find out about theperson they will be interviewing’s religious beliefs and practices.

Brainstorm the types of information that they will need to find out.For example: fundamental beliefs, any special clothing worn, prayers recited, signs andsymbols, places of worship, places and books that are sacred to the person, ritualsaround food and cleansing, beliefs about the afterlife and any festivals or holy days thatthey celebrate etcWhat is it like being a ……. in Australia?Do you have a place to worship in Canberra and if you don’t how do you cope with this?How do you celebrate special days? Do you do it differently to people in……..? Specialfoods – is it easy to find what you need?

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Communication.

Students design their own interview includingnumber and type of questions (Student Direction)

Narrative will befeatured in the interviewsas the interviewees telltheir stories.

Discuss techniques to avoid offending the person they are interviewing and how to put the person at ease.

Lesson 12Conduct the interviews. Some people will need to be interviewed more than once toensure every student gets the opportunity to complete the task.Another student can film the interview.You will need access to more than one video camera.

Guests to be interviewed.Several video cameras.

Links to ELA 8.4

Peer assessmentinvolves Higher Order Thinking and buildsDeep Knowledge andDeep Understanding of the criteria, content andfeatures of a goodinterview in order toprovided constructivefeedback.

Lesson 13Watch the interviews and ask students to assess their peers with the interview rubric.Peer assessment .

Homework task: write a written summary / report of the interview you conducted.To do this when they watch their interview students may need to make some additionalnotes.

Television.

Students show throughtheir writing that they

have internalisedconcepts and developeddeep understandingsof the content that hasbeen studied during theunit. They use Higher Order Thinking toorganise content, explaintheir point of view andprovide justifications.The guiding questions

Lesson 14 Making ConclusionsHand in written reports.

Class discussion: Why is it important to understand about religion and about other people’s beliefs even if we are not religious ourselves?

Reflective journal entry.Ask students to write a one page personal response to the following questions:

What would our school look like if people knew more about each other’s beliefs? What would Australia be like if people knew more about each other’s beliefs?

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have multiple possibleanswers. Significanceis high as students makeclear connections to their immediate environment.

Link to ELA 15.1Lessons 15 and 16Optional end of unit activities could be an excursion to a mosque or temple in the localarea or inviting a meditation or yoga teacher to the school to conduct workshop withstudents.

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ATTACHMENTS A and B

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THE RULESATTACHMENT C

CHRISTIANITY: THE TEN COMMANDMENTS(Note: Different wording is often used to describe the rules set out below)

1. You shall love the Lord your God with all your heart, and all your soul, and with all your mind.

2. You shall not take the name of the Lord your God in vain.3. Keep holy the Sabbath Day.

4. Honour your father and mother.5. You shall not kill.

6. You shall not commit adultery.7. You shall not steal.

8. You shall not bear false witness against your neighbour.9. You shall not covet your neighbour's wife.

10. You shall not covet your neighbour's goods.

BUDDHISM: THE TEACHINGS OF THE BUDDHATHE EIGHTFOLD PATH

1. Understanding the teachings of the Buddha2. Having good thoughts about how you should treat people3. Not using words to hurt people (by telling lies or gossip)

4. Not doing wrong things, such as killing or stealing5. Having a job that doesn't hurt other people

6. Working hard at being as good as you can be7. Understanding how important it is to be peaceful and wise

8. Clearing your mind so you can think good thoughtsTHE FIVE PRECEPTS 1. not to kill or harm any living things

2. not to steal3. not to commit adultery

4. not to lie5. not to drink alcohol or take drugs

ISLAM: THE FIVE PILLARS OF ISLAMAll Muslims must carry out the following five duties:1 Faith (Shahada)

Every Muslim believes in the greatness and oneness of God. Anyone who says (and believes)the following words can become a Muslim: There is no god worthy of worship except Allah and Muhammad is his messenger.2 Prayer (Salat)Muslims must pray five times a day. This prayer is a direct link between the worshipper andGod. Before prayer, Muslims must follow a special ritual of washing, known as ‘wudu'.3 Charity (Zakat)As everything belongs to God, Muslims should give up a share of their wealth each year toothers who are less fortunate. This act of charity will cleanse them from selfishness and greed.4 Fasting (Saum)Every year in the month of Ramadan, all Muslims go without food or drink from first light untilsunset. The fast is to remind Muslims how difficult it is to be poor, hungry and thirsty in a hot

place. It also reminds them to thank God for his gift of the Quran, and to grow spiritually.5 Pilgrimage (Hajj)Muslims have a duty to try to make the journey to the Ka'bah in Mecca at least once in their lives. About two million people go to Mecca each year.

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ATTACHMENT C

JUDAISM: RULES FOR LIVING AND THE TENCOMMANDMENTSRULES FOR LIVING

Jewish people must carry out certain requirements in their daily lives:m they must circumcise male children eight days after their birthma boy must celebrate his bar mitzvah at 13, marking his acceptance into thecommunitym they must marry and start a familym they must pray in the synagoguem they must keep the Sabbath day holym they must strictly follow the laws of diet laid down in the Bible, only eating foodthat is kosher.

The Ten Commandments1. I am the Lord thy God, who brought thee out of the land of Egypt, out of the house of

slavery.2. Thou shalt have no other gods before Me. Thou shalt not make unto thee a gravenimage, nor any manner of likeness, of any thing that is in heaven above, or that is in theearth beneath, or that is in the water under the earth; Thou shalt not bow down untothem, nor serve them; for I the Lord thy God am a jealous God, visiting the iniquity of the fathers upon the children unto the third and fourth generation of them that hate Me;And showing mercy unto the thousandth generation of them that love Me and keep Mycommandments.3. Thou shalt not take the name of the Lord thy God in vain; for the Lord will not hold himguiltless that taketh His name in vain.4. Remember the Sabbath day to keep it holy. Six days shalt thou labour, and do all thy

work. But the seventh day is the Sabbath in honour of the Lord thy God; on it thou shaltnot do any work, neither thou, nor thy son, nor thy daughter, thy manservant nor thymaidservant, nor thy cattle, nor thy stranger that is within thy gates; For in six days theLord made the heavens and the earth, the sea, and all that is in them, and rested on theseventh day; therefore the Lord blessed the Sabbath day, and hallowed it.5. Honour thy father and thy mother; in order that thy days may be prolonged upon theland which the Lord thy God giveth thee.6. Thou shalt not kill.7. Thou shalt not commit adultery.8. Thou shalt not steal.9. Thou shalt not bear false witness against thy neighbour.

10. Thou shalt not covet thy neighbour's house; thou shalt not covet thy neighbour's wife,nor his manservant, nor his maidservant, nor his ox, nor his ass, nor any thing that isthy neighbour's

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ATTACHMENT D

BUDDHISM

HINDUISM

JUDAISM- 15 -



ATTACHMENT D

ISLAM

CHRISTIANITY

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GROUP WORK

Which religion would you like to know more about? Choose one of the religions practised in Australia.

Choose a card with the name of your religion on it and then join the other students whohave chosen the same card.

You will be forming a group of four to conduct your research.

PART 1: You will have four lessons to research your chosen religion and you should focus onthe following topics: the origin of the religion including it’s founder, any special clothing worn,special prayers recited, signs and symbols, places of worship, places and books that aresacred, rituals around food and cleansing, beliefs about the afterlife, any festivals or holy daysthat are celebrated and how they are celebrated.

How many people in Australia practise the religion? Which countries have they come from originally? How do these people maintain their beliefs or continue to practise their religion? Do they have a designated place of worship here in Canberra and if not what do they do?

Each member of the group should also choose one other interesting piece of information thatyou discover during your research. Use the grid to help you focus.

PART 2 : Imagine that you are holy people from the religion you have chosen. For example: a priest, monk, rabbi, imam or Brahmin. You have to make a presentation to explain your religionto a group of outsiders who know very little about it (in this case it will be the class) focusing on

the above points.

You should also explain whether you do things differently to others practising the religion inanother country. For example, in Australia do you have access to a place of worship, to anyspecial foods you may need, can you celebrate festivals easily?

How do other Australians view you? Are you well accepted?

Try to make your presentation as original as possible. You may use power point or video or DVD clips that you may find in the library or on the internet. You can dress up. Use your creativity and imagination! You will be assessed according to the attached rubric

ATTACHMENT E

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ATTACHMENT E GROUP RESEARCHRELIGION

What are the

origins of the

religion?

Does it have anysacred books?

Where do peopleworship?

Are there anyimportant signsand signs &symbols?

Prayer

Are there anyplaces that aresacred to thereligion?

Practice in the

homes

Rituals aroundfood &Cleansing

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Festivals & holy

days

Beliefs about the

afterlife

Special clothing

How many people

practise the

religion in

Australia?

Which countries do

they come from

originally?

Are they able to

practise their

religion in

Australia? E.g. arethere places of

worship in

Canberra?

Other interesting

information

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COOPERATIVE LEARNING RUBRIC

Name: _________________________ Class: _____________________________ Date: ___________________________

Criteria Exceptional Admirable Acceptable Can do better

Group participation All students

enthusiasticallyparticipate.

At least ¾ of the

students in the groupparticipate actively.

Half the members of the

group confer or presentideas.

One person in the group

actively participated.

Shared responsibility Responsibility for tasksis shared evenly.

Responsibility is sharedby most members of thegroup.

Responsibility is sharedby half the members of the group.

Exclusive reliance onone person.

Quality of interaction Excellent listening andleadership skillsexhibited; studentsreflect awareness of others’ views andopinions in their discussions.

Students showadeptness in interacting;lively discussion centreson the task.

Some interaction takesplace, some evidence of discussion of alternatives; however,often group membersare working in isolationfrom each other.

Little interaction; verybrief conversations andlittle or no collaboration.Some students weredistracted and off task.

Roles within the group Each student has a

clearly defined role andset tasks to carry out;group members performroles effectively andharmoniously.

Each student assigned

a role but roles notclearly defined enoughto be consistentlyadhered to.

Students were assigned

roles and set tasks tocomplete but this wasnot consistently adheredto.

No effort made to assign

roles to group members.

Individual advice for group work: ______________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________

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ATTACHMENT F

ATTACHMENT G

INFORMATION GRIDRELIGION Hinduism Buddhism Islam Judaism Christianity

Where

does the

religion

come

from?Practice in

the home

Places of worship

Signs &symbols

Prayer

Sacredplaces

Sacredbooks

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Ritualsaroundfood &Cleansing

Festivals &

holy days

Beliefsabout the

Afterlife

Special

clothing

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ATTACHMENT G

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PRESENTATION RUBRICName: _________________________ Class: _____________________________ Date: ___________________________

Criteria Exceptional Admirable Acceptable Amateur

Organisation I presented my information in alogical, interesting sequencethat was easy to follow. Mytransitions from one piece of information to the next weresmooth.

I presented my information in athoughtful manner and mosttransitions were easy to followbut at times ideas were unclear.I need to improve my transitionsfrom idea to idea.

I did not present my informationin a coherent manner which waseasy for the audience to follow. I

jumped around form one idea toanother.

I presented my information in achoppy, confusing format whichwas hard to follow and distractedthe audience.

Content / research My information was completelyaccurate and very detailed. Iwent above and beyond whatwas expected to research the

topic, bringing in personal ideasto enhance my presentation.

My information was almostalways accurate and wellresearched. I used a variety of additional materials but did not

bring in a personal perspective.

I used the material provided inan acceptable manner but didnot make an effort to consult anyadditional resources. My

information was basic.

I did not use the resourcesprovided effectively and did littleor no fact gathering on the topic.

Creativity My presentation was extremelyclever and presented withoriginality. I used costumes,props and/or other materials tocapture the audience’s attention.

My presentation was clever inplaces and was uniquelypresented. I used a variety of materials.

My presentation showed littleoriginality and very few originaladditional materials were usedto engage the audience.

My presentation showed littlecreativity and energy and did nothave any original touches. It wasrepetitive.

Presentation mechanics I engaged the audience andmaintained this throughout theentire presentation. I used agreat variety of colourful andclear visual aids and multimedia.

My presentation was wellorganised and interesting to theaudience. It was presented in awell organised manner withsome use of visual aids.

My presentation was interestingto the audience at times,however I did not have enoughvisual or multimedia aids to keepthe audience engaged.

My presentation was notorganised effectively and wasdifficult for the audience tofollow. I did not use any visualaids.

Eye contact I maintained eye contact withthe audience and use my noteseffectively.

I maintained eye contact most of the time but frequently read mynotes.

I occasionally used eye contact,but still read most of mypresentation.

I read all of my presentation anddo not make eye contact.

Speaking skills I used a clear voice and correctprecise pronunciation so that theaudience could hear me andfollow my presentation. I hadgood posture and wasenthusiastic and confident.

My voice was clear and mypronunciation was good,however I speak too fast andneeded to slow my pace. I wasnot as confident as I could havebeen.

My voice was quite clear but Imispronounced a few key termsand the audience members haddifficulty hearing mypresentation. I used little or noexpression.

I mumbled and incorrectlypronounced some terms. I spoketoo quietly for students at theback of the class to hear. Myposture was not good.

ATTACHMENT H

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INTERVIEW

Some members of the local community who practice one of the religions we have been learning about will be coming to the school. Your task is to interview them to find out more about the impact of the religion and their beliefs on their daily lives.

STEPS

1. What questions are you going to ask the person? What exactly would you want to find out?Prepare a list of the questions you will ask the person.

Some examples may include: the origins of the religion including it’s founder, any special clothing they have to wear, any special prayersrecited and when they are recited, signs and symbols, places of worship, places and books that are sacred to the person, rituals around foodand cleansing, beliefs about the afterlife and any festivals or holy days that they celebrate.

Try to find out what it is like being a member of that religion in Australia. Is it easy or are there some difficulties. Do their husband or wifepractise the same religion and if not what are the issues

Try to avoid any questions that might offend the person you are interviewing.

2. We will video the interview and watch it in class. You will be assessed by your teacher and your class mates on your interview techniquesaccording to the criteria in the attached rubric.

3. Finally you will be required to summarise your findings in a written report which you will hand in to your teacher.

ATTACHMENT I

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ATTACHMENT J

INTERVIEW RUBRIC

1. 2. 3. 4. 5. SCORE

Preparationbefore theinterview.

No preparation was made.. A few questions were prepared,however there was little attemptto go beyond the examplequestions discussed in class.

An adequate number of questions, most of whichrelated in some way to thereligion, was prepared.

A comprehensive list of questions, some of which wereoriginal, relating the religionresearched was prepared.

A comprehensive list of originalquestions and supplementaryquestions relating directly to thereligion of the person to beinterviewed was prepared.Background knowledge of theperson, if known, was included.

Establishingrapport

No attempt was made toestablish rapport with theperson.

The student introduced himself and began to ask questions.

The student introduced himself,briefly mentioned the purposeof the interview and began withan easy question.

The student introduced himself,explained the purpose of theinterview and began with aneasy open ended question.

The student introduced himself,explained the purpose of theinterview, made eye contact,smiled encouragement, andbegan with an easy, openended question.

Manner The student interrupted or hurried the person beinginterviewed and forgot to thankthem at the end.

The student made an attemptto be polite. Listened, andthanked the person at the endof the interview.

The student was polite. Triedto make eye contact andnodded encouragementoccasionally. Listened, andthanked the person at the endof the interview.

The student was polite andtried to put the person at easewith the situation. Made someeye contact and noddedencouragement occasionally.Listened, didn’t interrupt andthanked the person at the endof the interview.

The student was friendly andpolite, putting the person atease with the situation. Madeeye contact and noddedencouragement. Listened,didn’t interrupt and thanked theperson at the end of theinterview.

Matter The student asked the person afew questions.

The student asked the person areasonable number of appropriate questions.

The student asked appropriatequestions and tried toencourage the person to givemore detail.

The student asked appropriatequestions, clarified comments,and encouraged the person togive more detail. Asked somesupplementary questions.

The student asked appropriatequestions, rephrasing them if necessary, clarified comments,summarised what was said andencouraged the person to givemore detail. Asked relevantsupplementary questions basedon what the person said.

KnowledgegainedREPORTSUMMARY

The student cannot summarisethe information provided andquestions answered by theperson who was interviewed.

The student can summariselimited amount informationprovided and questionsanswered by the person whowas interviewed

The student summarisesinformation provided andquestions answered by theperson who was interviewedbut can only make limitedconnections between the

interview and the topic as awhole..

The student can explain theinformation provided by theperson in detail and can makesome connections to topic as awhole.

The student can explain andsummarise the informationprovided and the person’sviews in detail. The student canalso evaluate the significanceof the interview to the topic as a

whole.

Writing Disorganised andunsophisticated report which attimes uses inappropriatevocabulary and only simplesentences. The content is notconveyed effectively and theerrors in spelling andpunctuation distract the reader.Details of the person beinginterviewed are not developed.

A direct and usually clear reportwhich uses basic vocabularyand sentence structures thatare rarely complex and oftenrepetitive.The report lacks organisationand contains spelling andpunctuation errors which affectthe readers ability to get a clear pictures of the experiences of the person being interviewed.

Quite well developed anddetailed report using agenerally good variety of vocabulary and sentencestructures. A sound attempt tostructure the report and toprovide relevant details thatconvey the personality andexperience of the person beinginterviewed. There are somespelling and punctuation errors.

Clear and thoughtful reportwhich is logically organised,uses a wide range of vocabulary and includesrelevant details that convey thepersonality and experience of the person being interviewed.There are minor spelling andpunctuation errors.

Engaging, creative and originalreport which uses precise andsophisticated vocabulary andvaried sentence structure.Relevant and intriguing use of detail to convey the personalityand experience of the personbeing interviewed.Correct spelling andpunctuation used.

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WEBSITES

Introduction to Islam in Australiahttp://www.racismnoway.com.au/classroom/factsheets/26.htmlIntroduction to Christianity in Australiahttp://www.racismnoway.com.au/classroom/factsheets/30.htmlIntroduction to Buddhism in Australia

http://www.racismnoway.com.au/classroom/factsheets/25.htmlIntroduction to Hinduism in Australiahttp://www.racismnoway.com.au/classroom/factsheets/35.htmlIntroduction to Judaism in Australiahttp://www.racismnoway.com.au/classroom/factsheets/27.htmlIntroduction to Indigenous Beliefshttp://www.racismnoway.com.au/classroom/factsheets/51.htmlIntroduction to Sikhism in Australiahttp://www.racismnoway.com.au/classroom/factsheets/31.html

Catholic Churchhttp://www.catholic.org.au/Anglican Church

http://www.anglican.org.au/Pentecostal Churchhttp://www.abc.net.au/religion/stories/s820631.htmhttp://www.upca.org.au/believe.htmUniting Church of Australia

http://www.uca.org.au/Presbyterian Churchhttp://www.presbyterian.org.au/Orthodox Churches of Australia

http://www.abc.net.au/religion/stories/s817554.htm

Buddhism in Australiahttp://www.buddhanet.net/aus_buds.htmBaptist Union of Australia

http://www.baptist.org.au/Lutheran Church of Australiahttp://www.lca.org.au/index.cfmAustralian Christian Churches

http://www.austchristianchurches.com.au/Australian Federation of Islamic Councilshttp://www.afic.com.au/Hindu Council of Australia

http://www.hinducouncil.com.au/Executive Council of Australian Jewryhttp://www.ecaj.org.au/Jehovah’s Witness

http://www.watchtower.org/http://www.churchesofchrist.org.au/Taoismhttp://www.historyforkids.org/learn/china/philosophy/taoism.htmShinto

http://www.kids.net.au/encyclopedia-wiki/sh/Shinto

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http://www.racismnoway.com.au/classroom/factsheets/31.html

http://www.racismnoway.com.au/classroom/factsheets/31.html



REFERENCES

Barnard, E. and Cho, T. (2005). The Really Big Beliefs Project, Curriculum Corporation

Biggs, J. (2003). Aligning teaching and assessing to course objectives. Paper presented at the Teaching

and Learning in Higher Education: New Trends and Innovations, University of Aveiro, 13-17 April.

McTighe.J., & Thomas,R..S. (2003). Backward design for forward action. Educational leadership, 60(5),

52-55.

NSW DET (2004) Quality Teaching in NSW Public Schools: An assessment practice guide. Professional

Support and Curriculum Directorate, NSW Department of Education and Training

NSW DET (2004) Quality Teaching in NSW Public Schools: Continuing the discussion about

assessment practice. Professional Support and Curriculum Directorate, NSW Department of

Education and Training

NSW DET (2ND edn, 2006) Quality Teaching in NSW Public Schools: A classroom practice guide.

Professional Support and Curriculum Directorate, NSW Department of Education and Training

Print, M. (1993). Chapter 3: The curriculum process. Curriculum development and design (pp60-92). St Leonards: Allen & Unwin

Triolo, R. and Lewis, R. (1998). A Thai Journey , Curriculum Corporation

Documents

Beliefs and Values Unit