Studies of Religion
Stage 6
Syllabus
April 2005
Studies of Religion Stage 6 Syllabus
Content
Students learn about: Students learn to:
Religious traditions in Australia pre-1945
• outline the arrival and establishment of
• arrival and establishment of Christianity and TWO other religious
Christianity and TWO other religious traditions in Australia
traditions in Australia
• examine the impact of sectarianism on the
• issues related to the development of relationship among Christian denominations
Christianity in Australia pre-1945: in Australia pre-1945
– sectarianism
– social welfare • examine the contribution of Christianity to
social welfare in Australia pre-1945
• the contribution of ONE religious • discuss the role of ONE religious tradition in
tradition in Australia to each of the rural and outback communities pre-1945
following pre-1945:
– rural and outback communities • outline the contribution of ONE religious
– education tradition to the provision of education in
– public morality Australia pre-1945
• examine initiatives taken by ONE religious
tradition in Australia in the area of public
morality pre-1945
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Studies of Religion Stage 6 Syllabus
9 Content: HSC Course
SOR I Duration SOR II Duration
(indicative (indicative
hours) hours)
Religion and Belief Systems 16 Religion and Belief Systems 16
in Australia post-1945 in Australia post-1945
Religious Tradition Depth 22 Religious Tradition Depth 22
Study 1 Study 1
Religious Tradition Depth 22 Religious Tradition Depth 22
Study 2 Study 2
Religious Tradition Depth 22
Study 3
Religion and Peace 22
Religion and Non-Religion 16
Total 60 hours Total 120 hours
NOTE:
For the purposes of this syllabus the Religious Traditions are considered to be the five
major Religions of Buddhism, Christianity, Hinduism, Islam and Judaism.
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Studies of Religion Stage 6 Syllabus
Religion and Belief Systems in Australia post-1945 16 indicative hours
The focus of this study is religious expression in Australia’s multicultural and
multifaith society since 1945. The study includes an appreciation of Aboriginal spiritualities
and their contribution to an understanding of religious beliefs and religious expression in
Australia today.
Protocols when working with Aboriginal Communities
In the topic, Religion and Belief Systems in Australia post-1945 a significant area
of study is Aboriginal beliefs and spiritualities. Where possible schools are encouraged to
work with local/regional Aboriginal communities for this section of the course. See page 12
for information of protocols when working with Aboriginal communities.
Outcomes
A student:
H1 explains aspects of religion and belief systems
H2 describes and analyses the influence of religion and belief systems on individuals
and society
H3 examines the influence and expression of religion and belief systems in Australia
H4 describes and analyses how aspects of religious traditions are expressed by their
adherents
H5 evaluates the influence of religious traditions in the life of adherents
H6 organises, analyses and synthesises relevant information about religion from a
variety of sources, considering usefulness, validity and bias
H8 applies appropriate terminology and concepts related to religion and belief systems
H9 coherently and effectively communicates complex information, ideas and issues
using appropriate written, oral and graphic forms.
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Studies of Religion Stage 6 Syllabus
Content
Students learn about: Students learn to:
Contemporary Aboriginal Spiritualities
• Aboriginal spirituality as determined by • discuss how Aboriginal spirituality is
the Dreaming determined by the Dreaming
– kinship
– ceremonial life
– obligations to the land and people
• issues for Aboriginal spiritualities in • discuss the continuing effect of
relation to: dispossession on Aboriginal
– the effect of dispossession spiritualities in relation to:
– the Land Rights movement – separation from the land
– separation from kinship groups
– the Stolen Generations
• outline the importance of the following
for the Land Rights movement:
– Native Title
– Mabo
– Wik
• analyse the importance of the
Dreaming for the Land Rights
movement
Religious expression in Australia – 1945 to
the present
• the religious landscape from 1945 to • outline changing patterns of religious
the present in relation to: adherence from 1945 to the present
– changing patterns of religious using census data
adherence
– the current religious landscape • account for the present religious
landscape in Australia in relation to:
– Christianity as the major religious
tradition
– immigration
– denominational switching
– rise of New Age religions
– secularism
• religious dialogue in multi-faith • describe the impact of Christian
Australia ecumenical movements in Australia
– ecumenical movements within – The National Council of Churches
Christianity – NSW Ecumenical Council
– Interfaith dialogue • evaluate the importance of interfaith
dialogue in multifaith Australia
– The relationship between • examine the relationship between
Aboriginal spiritualities and Aboriginal spiritualities and religious
religious traditions in the process traditions in the process of
of Reconciliation Reconciliation
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Studies of Religion Stage 6 Syllabus
35
Studies of Religion Stage 6 Syllabus
Religious Traditions Depth Studies
This syllabus considers the five major religious traditions to be Buddhism, Christianity,
Hinduism, Islam and Judaism.
The purpose of this section is to develop a comprehensive view of religious traditions as
living religious systems that link directly with the life of adherents. Elements of a religious
tradition raised in the Preliminary course are covered in greater depth in the HSC study. In
a Religious Tradition Depth Study, the particular focus is on the ways in which a religious
tradition, as an integrated belief system, provides a distinctive answer to the enduring
questions of human existence.
The study of a particular religious tradition enables students to demonstrate an
appreciation of the diversity of expression within, and the underlying unity of, the whole
religious tradition.
For reasons of equity and clarity, the content areas of study for each religious tradition are
set out in a similar pattern. Learning experiences are to be appropriate to the distinctive
nature of each religious tradition. All aspects are interrelated and the order in which they
are listed need not determine the order of study.
Note:
Studies of Religion I students complete TWO Religious Tradition Depth Studies of
22 indicative hours each.
Studies of Religion II students complete THREE Religious Tradition Depth Studies
of 22 indicative hours each.
36
Studies of Religion Stage 6 Syllabus
Christianity 22 indicative hours
The focus of this study is the contribution of significant people, ideas, practices and ethical
teachings to an understanding of Christianity as a living religious tradition. The study of
Christianity is to be of the WHOLE tradition where applicable.
Outcomes
A student:
H1 explains aspects of religion and belief systems
H2 describes and analyses the influence of religion and belief systems on individuals
and society
H4 describes and analyses how aspects of religious traditions are expressed by their
adherents
H5 evaluates the influence of religious traditions in the life of adherents
H6 organises, analyses and synthesises relevant information about religion from a
variety of sources, considering usefulness, validity and bias
H7 conducts effective research about religion and evaluates the findings from the
research
H8 applies appropriate terminology and concepts related to religion and belief systems
H9 coherently and effectively communicates complex information, ideas and issues
using appropriate written, oral and graphic forms.
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Studies of Religion Stage 6 Syllabus
Content
Students learn about: Students learn to:
Significant People and Ideas
• the contribution to Christianity of ONE • explain the contribution to the development
significant person OR school of thought, and expression of Christianity of ONE
other than Jesus, drawn from: significant person OR school of thought,
other than Jesus, drawn from:
– Paul of Tarsus
– Paul of Tarsus – Hildegard of Bingen
– Hildegard of Bingen – Martin Luther
– Martin Luther – Catherine Booth
– Catherine Booth – Pope John XXIII
– Pope John XXIII – Billy Graham
– Billy Graham – Dennis Bennett
– Dennis Bennett – Sarah Maitland
– Sarah Maitland – Liberation Theology
– Liberation Theology – Feminist Theology
– Feminist Theology – another person or school of thought
– another person or school of thought significant to Christianity
significant to Christianity
• analyse the impact of this person OR
• the effect of that person OR school of school of thought on Christianity
thought on Christianity
Ethics
• describe and explain Christian ethical
• ONE of the following areas of ethical teachings on bioethics OR environmental
teaching in Christianity: ethics OR sexual ethics
– bioethics
– environmental ethics
– sexual ethics
Significant practices in the life of adherents
• describe ONE significant practice within
• ONE significant practice within Christianity drawn from:
Christianity drawn from: – Baptism
– Baptism – Marriage ceremony
– Marriage ceremony – Saturday/Sunday worship
– Saturday/Sunday worship
• demonstrate how the chosen practice
expresses the beliefs of Christianity
• analyse the significance of this practice
for both the individual and the Christian
community
40
Studies of Religion Stage 6 Syllabus
Islam 22 indicative hours
The focus of this study is the contribution of significant people, ideas, practices and ethical
teachings to an understanding of Islam as a living religious tradition. The study of Islam is
to be of the WHOLE tradition where applicable.
A student:
H1 explains aspects of religion and belief systems
H2 describes and analyses the influence of religion and belief systems on individuals
and society
H4 describes and analyses how aspects of religious traditions are expressed by their
adherents
H5 evaluates the influence of religious traditions in the life of adherents
H6 organises, analyses and synthesises relevant information about religion from a
variety of sources, considering usefulness, validity and bias
H7 conducts effective research about religion and evaluates the findings from the
research
H8 applies appropriate terminology and concepts related to religion and belief systems
H9 coherently and effectively communicates complex information, ideas and issues
using appropriate written, oral and graphic forms.
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Studies of Religion Stage 6 Syllabus
Content
Students learn about:
Students learn to:
Significant People and Ideas
• the contribution to Islam of ONE significant • explain the contribution to the development
person OR school of thought, other than and expression of Islam of ONE significant
Muhammad and the Four Rightly Guided person OR school of thought, other than
Caliphs, drawn from: Muhammad and the Four Rightly Guided
Caliphs, drawn from:
– Khadijah Bint Khuwaylid – Khadijah Bint Khuwaylid
– A’isha Bint AbuBakar – A’isha Bint AbuBakar
– Fatima Al Zahra – Fatima Al Zahra
– Imam Malik – Imam Malik
– Imam Abu Hanifa – Imam Abu Hanifa
– Imam Al-Shafi – Imam Al-Shafi
– Abu ali Hussein Ibn Sina – Abu ali Hussein Ibn Sina
– Rabi’a al-Adawiyya – Rabi’a al-Adawiyya
– Al-Ghazali – Al-Ghazali
– Sayyid Maududi – Sayyid Maududi
– Sayyid Qutb – Sayyid Qutb
– another person or school of thought – another person or school of thought
significant to Islam significant to Islam
• the effect of that person OR school of • analyse the impact of this person OR school
thought on Islam of thought on Islam
Ethics
• ONE of the following areas of ethical • describe and explain Islamic ethical
teaching in Islam: teachings on bioethics OR environmental
– bioethics ethics OR sexual ethics
– environmental ethics
– sexual ethics
Significant practices in the life of adherents
• ONE significant practice within Islam drawn • describe ONE significant practice within
from: Islam drawn from:
– Friday prayer at the mosque – Friday prayer at the mosque
– Funeral ceremony – Funeral ceremony
– Hajj – Hajj
• demonstrate how this practice expresses the
beliefs of Islam
• analyse the significance of this practice for
both the individual and the Muslim
community
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Studies of Religion Stage 6 Syllabus
Judaism 22 indicative hours
The focus of this study is the contribution of significant people, ideas, practices and ethical
teachings to an understanding of Judaism as a living religious tradition. The study of
Judaism is to be of the WHOLE tradition where applicable.
Outcomes
A student:
H1 explains aspects of religion and belief systems
H2 describes and analyses the influence of religion and belief systems on individuals
and society
H4 describes and analyses how aspects of religious traditions are expressed by their
adherents
H5 evaluates the influence of religious traditions in the life of adherents
H6 organises, analyses and synthesises relevant information about religion from a
variety of sources, considering usefulness, validity and bias
H7 conducts effective research about religion and evaluates the findings from the
research
H8 applies appropriate terminology and concepts related to religion and belief systems
H9 coherently and effectively communicates complex information, ideas and issues
using appropriate written, oral and graphic forms.
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Studies of Religion Stage 6 Syllabus
Content
Students learn about: Students learn to:
Significant People and Ideas
• the contribution to Judaism of ONE • explain the contribution to the
significant person or school of development and expression of
thought, other than Abraham or Judaism of ONE significant person
Moses, drawn from: OR school of thought, other than
Abraham or Moses, drawn from:
– Isaiah – Isaiah
– Hillel (and Shamai) – Hillel (and Shamai)
– Beruriah – Beruriah
– Rabbi Solomon Isaac (Rashi) – Rabbi Solomon Isaac (Rashi)
– Moses Maimonides – Moses Maimonides
– Kabbalah – Kabbalah
– The Hassidim – The Hassidim
– Moses Mendelssohn – Moses Mendelssohn
– Abraham Geiger – Abraham Geiger
– Rabbi Isaac Abraham Hacohen – Rabbi Isaac Abraham Hacohen
Kook (Rav Kook) Kook (Rav Kook)
– Jewish Feminism – Jewish Feminism
– another person or school of – another person or school of
thought significant to Judaism thought significant to Judaism
• the effect of that person OR school of • analyse the impact of this person OR
thought on Judaism school of thought on Judaism
Ethics
• ONE of the following areas of ethical • describe and explain Jewish ethical
teaching in Judaism: teachings on bioethics OR
– bioethics environmental ethics OR sexual
– environmental ethics ethics
– sexual ethics
Significant practices in the life of
adherents
• ONE significant practice within • describe ONE significant practice
Judaism drawn from: within Judaism drawn from:
– death and mourning – death and mourning
– marriage – marriage
– Synagogue services – Synagogue services
• demonstrate how this practice
expresses the beliefs of Judaism
• analyse the significance of this
practice for both the individual and
the Jewish community
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Studies of Religion Stage 6 Syllabus
Additional content for SOR II HSC Course
Religion and Peace 22 indicative hours
The focus of this study is the distinctive response of religious traditions to the issue of
peace.
Outcomes
A student:
H1 explains aspects of religion and belief systems
H2 describes and analyses the influence of religion and belief systems on individuals
and society
H5 evaluates the influence of religious traditions in the life of adherents
H6 organises, analyses and synthesises relevant information about religion from a
variety of sources, considering usefulness, validity and bias
H7 conducts effective research about religion and evaluates the findings from the
research
H8 applies appropriate terminology and concepts related to religion and belief systems
H9 coherently and effectively communicates complex information, ideas and issues
using appropriate written, oral and graphic forms.
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Studies of Religion Stage 6 Syllabus
Content
The whole study is to be completed within the same TWO religious traditions
Students learn to:
Students learn about:
The understanding of peace in TWO
religious traditions
• peace expressed through sacred • investigate the understanding of peace
texts for TWO religious traditions and how it is informed through significant
drawn from: writings within sacred texts for TWO
religious traditions drawn from:
– Buddhism – Sutta Pitaka, – Buddhism – Sutta Pitaka,
Dhammapada Dhammapada
– Christianity – the New Testament – Christianity – the New Testament
– Hinduism – Bhagavad Gita – Hinduism – Bhagavad Gita
– Islam – Qur’an and Hadith – Islam – Qur’an and Hadith
– Judaism – the Prophetic vision of – Judaism - the Prophetic vision of
peace on Earth peace on Earth
• principal teachings about peace in • outline the principal teachings about
TWO religious traditions peace in TWO religious traditions
• the contribution of TWO religious
traditions to peace in the context of:
– the individual – means of • demonstrate how TWO religious
achieving inner peace traditions guide the individual in
achieving inner peace
– the world – means of achieving • discuss how TWO religious traditions are
world peace contributing to world peace
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Studies of Religion Stage 6 Syllabus
Additional content for SOR II HSC Course
Religion and Non-Religion 16 indicative hours
The focus of this study is the human search for meaning through religion and non-religion.
Outcomes
A student:
H1 explains aspects of religion and belief systems
H2 describes and analyses the influence of religion and belief systems on individuals
and society
H6 organises, analyses and synthesises relevant information about religion from a
variety of sources, considering usefulness, validity and bias
H7 conducts effective research about religion and evaluates the findings from the
research
H8 uses appropriate terminology and concepts related to religion and belief systems
H9 coherently and effectively communicates complex information, ideas and issues
using appropriate written, oral and graphic forms.
Content
Students learn about: Students learn to:
The religious dimension in human history
• the expression of the religious • identify the following expressions of
dimension in human history the religious dimension in human
history:
– animism
– polytheism
– monotheism
• the significance of the religious • evaluate the place of the religious
dimension in human history dimension in human history to
provide:
– meaning and purpose for the
individual
– social cohesion
– social transformation
• the global distribution of the five • investigate statistical data of the
major religious traditions current global distribution of the five
major religious traditions
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Studies of Religion Stage 6 Syllabus
New religious expression
• the rise of new religious expression • recognise the reasons for the rise of
and spiritualities new religious expressions as people:
– search for personal fulfilment
– seek ethical guidelines
– seek to clarify their relationship
with society
• the influences on the growth of new • explain how the following have
religious expressions and influenced the growth of new religious
spiritualities expressions and spiritualities:
– the rise of materialism
– scientific progress
– growth of ecological awareness
– disenchantment with ‘traditional’
religious practice and guidance
Non-Religious Worldviews
• the human search for personal • outline the essential features of
fulfilment through non-religious Atheism and Agnosticism
practices:
– Agnosticism • outline the positions of:
– Atheism – Rational Humanism
– Humanism – Scientific Humanism
• discuss how Agnosticism, Atheism
and Humanism determine the
aspirations and behaviour of
individuals
The Difference between Religious and
Non-Religious Worldviews
• the response of ONE religious • compare the response of ONE
and ONE non-religious belief religious and ONE non-religious belief
system to: system to:
– the concept of the transcendent – the concept of the transcendent
– the human person – the human person
– social responsibility – social responsibility
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Studies of Religion Stage 6 Syllabus
10 Course Requirements
Studies of Religion I
For the Preliminary course:
• 60 indicative hours are required to complete this course.
For the HSC course:
• 60 indicative hours are required to complete this course.
Studies of Religion II
For the Preliminary course:
• 120 indicative hours are required to complete this course.
For the HSC course:
• 120 indicative hours are required to complete this course.
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Studies of Religion Stage 6 Syllabus
11 Assessment and Reporting
Advice on appropriate assessment practice in relation to the Studies of Religion I and
Studies of Religion II courses is contained in Assessment and Reporting in Studies of
Religion I Stage 6 and Assessment and Reporting in Studies of Religion II Stage 6. These
documents provide general advice on assessment in Stage 6 as well as the specific
requirements for the Preliminary and HSC courses. The documents contain:
• suggested components and weightings for the internal assessment of the Preliminary
course
• mandatory components and weightings for the internal assessment of the HSC course
• the HSC examination specifications, which describe the format of the external HSC
examination.
The documents and other resources and advice related to assessment in Stage 6
Studies of Religion are available on the Board’s website at
[Link]/syllabus_hsc
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Studies of Religion Stage 6 Syllabus
12 Post-school Opportunities
The study of Stage 6 Studies of Religion provides students with knowledge, understanding
and skills that form a valuable foundation for a range of courses at university and other
tertiary institutions.
In addition, the study of Stage 6 Studies of Religion assists students to prepare for
employment and full and active participation as citizens. In particular, there are
opportunities for students to gain recognition in vocational education and training.
Teachers and students should be aware of these opportunities.
12.1 Recognition of Student Achievement
Wherever appropriate, the skills and knowledge acquired by students in their study of HSC
courses should be recognised by industry and training organisations. Recognition of
student achievement means that students who have satisfactorily completed HSC courses
will not be required to repeat their learning in courses in TAFE NSW or other Registered
Training Organisations (RTOs).
Registered Training Organisations, such as TAFE NSW, provide industry training and
issue qualifications within the Australian Qualifications Framework (AQF).
The degree of recognition available to students in each subject is based on the similarity of
outcomes between HSC courses and industry training packages endorsed within the
Australian Qualifications Framework. Training packages are documents that link an
industry’s competency standards to AQF qualifications. More information about industry
training packages can be found on the National Training Information Service (NTIS)
website ([Link]).
Recognition by TAFE NSW
TAFE NSW conducts courses in a wide range of industry areas, as outlined each year in
the TAFE NSW Handbook. Under current arrangements, the recognition available to
students of Studies of Religion in relevant courses conducted by TAFE is described in the
HSC/TAFE Credit Transfer Guide. This guide is produced by the Board of Studies and
TAFE NSW and is distributed annually to all schools and colleges. Teachers should refer
to this guide and be aware of the recognition available to their students through the study
of Stage 6 Studies of Religion. This information can be found on the TAFE NSW website
([Link]/mchoice).
Recognition by other Registered Training Organisations
Students may also negotiate recognition into a training package qualification with another
Registered Training Organisation. Each student will need to provide the RTO with
evidence of satisfactory achievement in Stage 6 Studies of Religion so that the degree of
recognition available can be determined.
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