| Overview | Students learn about religion as a worldview that acknowledges the supernatural dimension and has a belief in a divine being or powers beyond the human and/or dwelling within the individual |
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| Summary : | A worldview refers to the way in which a particular group of people or an individual views the world. The four elements of a worldview are meaning, purpose, belonging and identity. Religions have their own worldview - they tell adherents how they should view the world. |
| Supernatural Dimension | Students learn to define the supernatural dimension |
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| Summary : | A supernatural dimension refers to a power or being that is beyond human limitation and comprehension. Most religions have a supernatural dimension, such as Christianity, whose supernatural dimension is the existence of God in the Trinity. |
| Religious Worldviews | Students learn to discuss a transcendent religious worldview which has belief in a divine power and/or powers beyond the human and discuss an immanent religious worldview which has a belief in divine being of powers dwelling within the individual |
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| Notes: Transcendent Religious Worldview
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| Summary : | Religious worldviews can be further divided into transcendent and immanent. A transcendent worldview refers to one in which the supernatural being is beyond the human world, an example of which is the Jewish God. An immanent religious worldview refers to the presence of the supernatural being in or within the world, an example is Jesus Christ, who walked the world. Religions may contain both transcendent and immanent elements. |
| Overview | Students learn about the characteristics of religion: beliefs and believers, sacred texts and writings, ethics, rituals and ceremonies |
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| Summary : | Religion provides a sense of meaning and identity to adherents through the four elements of beliefs & believers, sacred texts & writings, ethics and rituals & ceremonies. |
| Beliefs and Believers | Students learn to define the characteristics of religion |
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| Summary : | Beliefs refer to the acceptance of something that exists and believers are those who abide by these beliefs. Christianity's beliefs include the Trinity and Jesus Christ, while Judaism's beliefs include the Covenant and the existence of the sole God. |
| Sacred Texts and Writings | Students learn to define the characteristics of religion |
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| Summary : | Sacred texts can be either oral or written and provide the foundation for beliefs and ethics of a religion, guiding adherents and maintaining the principal beliefs. Christianity's sacred texts comprise of the Bible, while Judaism's sacred texts include the Tanakh |
| Ethics | Students learn to define the characteristics of religion |
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| Summary : | Ethics refer to the guide that informs adherents of how to live their lives in a manner according to the principal beliefs of the religion. Christianity's ethics include the 10 Commandments, Jesus' Commandment of Love and the Beatitudes. |
| Rituals and Ceremonies | Students learn to define the characteristics of religion |
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| Summary : | A ritual or ceremony refers to a system of gestures or actions performed in a particular manner that link adherents to their supreme beings in a physical way. Christianity's rituals include sacraments and the mass, while Judaism's rituals include the Shabbat and the Passover. |
| A Dynamic, Living Religion | Students learn to explore the ways in which these characteristics interact to create a dynamic, living religion |
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| Summary : | A dynamic, living religion refers to a religion which constantly refreshes itself to engage and maintain contemporary adherents. These religions are immersed in daily activity and can survive the test of time. While the beliefs and ethics of a religion rarely change, the interpretation of them done through the adherents does, forming a religion that constantly refreshes itself to suit modern need. |
| Overview | Students learn to appreciate the contribution of religion to individuals, society and culture |
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| Summary : | Religions provide a sense of meaning and purpose to adherents through answering the five enduring questions of human existence - who am I, what is my purpose, is there a supreme being, why is there pain and suffering and is there life after death. |
| Who am I/What is my Purpose | Students learn to appreciate the contribution of religion to individuals, society and culture |
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| Summary : | This question leads adherents to consider their true meaning in life. Religions answer this question through providing a supreme being that adherents can align themselves and their actions to. |
| Is There a Supreme Being | Students learn to appreciate the contribution of religion to individuals, society and culture |
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| Summary : | Most religions include a supreme being, which affirms the existence of a transcendent world. Religions answer this question through their belief. |
| Why is there Pain & Suffering | Students learn to appreciate the contribution of religion to individuals, society and culture |
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| Summary : | Humans consider the presence of suffering and pain on earth, and its purpose. Religions answer this question by detailing the nature of God, human existence and the nature of humanity. |
| Is there Life after Death | Students learn to appreciate the contribution of religion to individuals, society and culture |
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| Summary : | Humans consider what happens to them after their die, tying in with the question of 'what is my purpose in life'. Religions often encompass the belief in the afterlife or what happens as a result of their actions whilst on Earth. |
| Religion, Human Morality and Society & Culture | Students learn to appreciate the contribution of religion to individuals, society and culture |
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| Summary : | Religions form the basic understanding of society through formulating ethical and moral systems for humans. The moral precepts that guide religions can often be seen in actions of our world and elements of religion can be seen in law, government and justice systems. Religion can also be used as a catalyst for change, due to their dynamic and widespread nature. |
| Overview | Recognise the importance of the Dreaming for the life of Aboriginal peoples |
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| Summary : | The Dreaming is a truly immanent concept that influences Aboriginal life in all aspects, through the concept of kinship and relationships. It is a metatemporal concept, meaning aspects of the past, present and future combine to form what is known as reality today. |
| Nature of the Dreaming | Outline the nature of the Dreaming in relation to the origins of the universe, sacred sites, stories of the Dreaming, symbolism and art |
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| Summary : | The Dreaming serves as a connection between the Ancestral spirits and the Aboriginal people, communicated in an oral form. As such, the Dreaming justifies existence and provides guidance to adherents on every aspect of their life. |
| Origins of the Universe | Outline the nature of the Dreaming in relation to the origins of the universe, sacred sites, stories of the Dreaming, symbolism and art |
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| Summary : | The Dreaming explains the creation of the world by the Ancestral Spirits, explaining why things are made the way they are the acceptable behaviour of humans. |
| Sacred Sites and Stories | Outline the nature of the Dreaming in relation to the origins of the universe, sacred sites, stories of the Dreaming, symbolism and art |
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| Summary : | Whilst all land is sacred to Aboriginal people, places where Ancestral beings reside or places of rituals are especially important and are given the name 'sacred site'. An example of one such site is Uluru. The Dreaming stories provide 'law' for the Aboriginal people - an ethical system obeyed by all people. |
| Kinship | Outline the nature of the Dreaming in relation to the origins of the universe, sacred sites, stories of the Dreaming, symbolism and art |
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| Summary : | Kinship is shaped by the Dreaming and is a central concept to all Aboriginal people. It dictates a network of reciprocal obligations, inclusive of treatment of land, behaviour and the transmitting of the Dreaming from elder to child. Therefore, kinship dictates all aspects of Aboriginal life and ensures that the spirituality remains alive and refreshed. |
| Symbolism, Art and Diversity | Outline the nature of the Dreaming in relation to the origins of the universe, sacred sites, stories of the Dreaming, symbolism and art and discuss the diversity of the Dreaming for Aboriginal people |
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| Summary : | The Dreaming is largely an oral tradition - it is communicated across generations through employing the use of symbolism and art. Mediums for conveyance include song, poetry, dance and art. Aboriginal people often use the words mother and country to describe the land, with the latter referring to their local area. |
| Inextricable Connection of the Land, Identity and Dreaming | Investigate the inextricable connection of the Dreaming, the land and identity |
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| Summary : | The land, identity and Dreaming are inextricable - the land is a physical medium through which the Dreaming is conveyed and house ancestral spirits. Further, the Dreaming influences kinship, providing the Aboriginal people with a sense of identity. Much emphasis is placed on the land, with Aboriginal people believing it to be part of a large family and they have custodianship over it. |
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