WHAT DO THEY BELIEVE?

BELIEFS AND VALUES

OF THE PEOPLE IN OUR LOCAL COMMUNITY
STUDIES OF ASIA UNIT
YEAR 6
LATER CHILDHOOD BAND of DEVELOPMENT

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 in
different 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.

BIGBIG QUESTIONS
UNDERSTANDINGS
What do you want your students to learn? Why does that learning matter?
Should all religions be allowed to be practised in Australia?
It is important to understand about religion even if you are not religious yourself.
How does religion impact on life in Australia?
Religion permeates many people’s lives and shapes their identity.
What would happen in the class if we knew more about each other’s beliefs?
Australia
What wouldis ahappen
more diverse placeifbecause
in Australia of people’s
people had a greaterdifferent beliefs. Most
understanding people
of each findbeliefs?
other’s this diversity
interesting.

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

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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 OUTCOMES
At 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 in
Australia
• 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 understanding

In 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 others
In 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 own
behaviour and actions
4. define actions that are wrong within personal contexts

RELATED ELAs

ELA 1: The student uses a range of strategies to think and learn

In 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 process

9. 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 effectiveness

In 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

ASSESSMENT
What would constitute evidence that they know or can do?

What are you going to get the students How well do you expect them to do it?
to do or produce?

1. Group research task – each student chooses a Group work rubric used to assess this part of the
religion which interests them and in groups of four task.
they research the religion. Their research is guided
by a series of topics which need to be addressed.
Assessment for learning

2. Using the research they have carried out each Presentation rubric used to assess this task.
group makes an oral presentation to the class.
Students take on the role of a holy person from the
religion explaining the beliefs, values and practices
of 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 to

assist -Assessment for and of learning

4. Interview – assessment for learning Interview rubric and Writing rubric used to
5. Report - assessment of learning - assess this task.
Peer assessment

6. End of unit reflection: Written response to

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?

Summative assessment

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 PURPOSE TEACHING AND LEARNING ACTIVITIES RESOURCES

Links to ELA 1.3 Lesson 1 Beliefs

To introduce the topic
Teacher writes the word belief on the whiteboard (or smart board if you have one) and Whiteboard
and to elicit students’
prior knowledge asks students the focus question What is a belief? Dictionaries
(Background Working with students responses develop a class definition and write it up on the board. Exercise books
Knowledge) through a
brainstorm and Dictionary definition: that which is believed, an accepted opinion. A conviction of the
references to family, truth or reality of a thing; a conviction, principle. ( Macquarie Dictionary)
community and previous
experience. If students are having difficulty responding the teacher can guide them with questions
such as: Can you touch a belief? Where do beliefs come from?
To ensure Deep
Understanding of the
Divide students into small groups. Ask them to brainstorm some beliefs. Students should
most important concept
in the unit – the meaning write down these beliefs and one person should be ready to report back to the class.
of the word belief.
Write the beliefs on the board. Can any of them be grouped together? For example,
To allow for religious beliefs.
Substantive
Communication Get students to draw the following table in their books.
through open ended
questions and small and I believe….. I believe…but I don’t believe….
whole group discussion
about the term belief.

To compare multiple
meanings of the word
(Metalanguage). Individually, place the beliefs from the board in the appropriate column. Choose one to
share with a partner.

Discussion: who taught you these beliefs, some beliefs are private and people do not
wish to share them, people’s beliefs should be respected, beliefs are important to people
and are a part of them. Religious beliefs form the basis of different religions.

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 Lesson 2 Values

Links to ELA 4.1, 4.2, Students should imagine themselves in the following situations: Attachment A – The Eightfold
4.3, 4.4 and ELA 15.1 • You have bought something and the shopkeeper has unknowingly given you too Path of Buddhism handout.
much change,
ELA 2.9 (survey) A Thai Journey
• You can join the “cool” group at school if you do something nasty to somebody they
Students engage in don’t like but you do like,
Higher Order Thinking. • There is a black snake in your backyard, Table with major religions
They are given a series • There is a new student at school who you really strongly dislike and who is always practised in Australia.
of situations in which trying to chat to you,
they are required to • Your mother does not want you to go to a birthday party because your grand mother
make choices and justify is coming to visit.
their actions. They are
required to make
judgements about right What would you do in each situation? Students decide individually and then share their
behaviours and responses with a partner.
demonstrate Deep
Understanding of Whole class discussion of students’ different values and views of appropriate behaviour
values that are important in each situation.
in every day life.
Class brainstorm – five sets of values or types of behaviour that are important in daily
Problematic life and who taught them these values.
Knowledge is a feature
of the lesson as students Hand out Attachment A which is a simplified version of the Eightfold Path of Buddhism.
are required to explore
assumptions and
Do not tell the students the source of the document. As a class compare the values and
challenge and question beliefs in the document with the class list on the board and find any similarities.
knowledge. 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?
Specialised resources In the local community?
are selected to build
Deep Knowledge. 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.
Clear connections are (Possible answers may be Catholicism, Christianity, Anglican, Hinduism, Buddhism,
made with students’ Sikh, Islam, Judaism, Shintoism, Taoism)
prior knowledge and
Knowledge Integration
is required to complete Put up the table in Attachment B on the overhead or smart board.
the survey activity. Which is the most popular religion in Australia? Why?

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 Why are there many different religions practised in Australia?
Social Support is What might “other” include?
developed through What are the different religions practised by the students in our class?
cooperative learning,
turn taking, sharing
OPTIONAL FOLLOW UP ACTIVITY: Conduct a class survey of religions practised
ideas and active
listening. and/or school survey to determine the diversity of the community in which the students
live.

Lesson 3 Rules
Links to ELA 5.2 Teacher asks the following three questions of the class: Photos of students
ELA 15.1 and 15.6 What is a rule? A3 paper
Who makes rules? Attachment C RULES
Deep Knowledge and How many different sets of rules do you follow?
Deep Understanding
of rules followed by Activity: Students draw or paste a picture of themselves on an A3 sheet of paper. Draw
students in their every a series of concentric circles around the picture. Students write in each circle the sets of
day lives. rules that they follow starting with the closest to them, for example, personal rules, family
rules, religious rules, class rules, school rules, community rules.
Student Direction:
students are able to Discuss in small groups where they placed certain rules. Depending on the cultural
negotiate who they will diversity of the class and the religions practised by the students religious rules may be
work with and which placed in varying positions. Encourage students to question each other about any
religion they will read religious rules they follow.
about. They are asked
to provide input into Divide the class into five groups. Give each group a set of rules from a different religion.
the kinds of See Attachment C Students read the rules and discuss, using a dictionary to look up
information that they the meaning of any unfamiliar words or concepts. Put the following focus questions on
would like to find out. the board:

Expectations are Does the religion have a rule about marriage?

high as all students Does the religion have a rule about respecting other people’s property?
are participating in Does the religion have a rule about telling the truth?
challenging work. Does the religion have a rule about respecting human life?
Does the religion have a rule about respecting animal life?
The questions asked Does the religion have a rule about respecting your parents?
by the teacher require Does the religion have a rule about believing in God?
Higher Order Does the religion have a rule about possessions?
Thinking. Does the religion have a rule about eating?
Are there any other 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?

Lesson 4
Links to ELA 15.1 and
15.2 Students will be working in small groups to find out more about the different religions. The Really Big Beliefs Project
ELA 5.2 Print the cards with the names of the different religions on coloured cards (Attachment
D) and laminate them. List of websites.
Students are able to
Attachment E
exercise control over the
religion that they are Ask students to choose a card with the name of the religion they wish to find more
going to research and about. Students group together according to the card they have chosen.
how they will present
their information to the Give each group a copy of the book The Really Big Beliefs Project or if you do not have
class (Student enough copies of the book photocopy the appropriate chapters onto A3 paper.
Direction). 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.
Substantive
Communication about Explain to the class that they will be working with the others in their group to research
the concepts and ideas
the religion they have chosen and then make a presentation to the class.
related to the completion
of the task and the See hand outs at Attachment E.
Explicit Quality Criteria
for completing the task in Class discussion about the task and the criteria according to which it will be assessed.
the form of rubrics.

Lessons 5 - 8
Links to ELA 5.2, 5.4 Group work
and 5.7 It may be helpful to take the class to the library, encourage them to use a street directory Internet
ELA 2.10 and 2.11 to look up places of worship in the local area and look at maps to identify places of Maps
worship. School library
Student Direction to Teacher can use the Cooperative Learning Rubric at Attachment F to assess the
delegate tasks to group Attachment F
effectiveness of each group’s collaboration.
members and decide on
an original format for
their presentation. Encourage students to visit the place of worship outside of school to take photos and /or
collect any information available.
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Student Self
Regulation is evident as
students are required to
demonstrate autonomy
and initiative in
regulating their research
in order to be ready to
present to the class.

Social Support –
collaboration and team
work are a feature of this
task.
High Expectations –
students are
accountable for their
contribution – as will be
assessed according to
the Explicit Quality
Criteria in the rubric.
Lessons 8 and 9
Links to ELA 8.3, 8.4 Students in each group present their research to the class. Large local map and map of the
and 8.7 The class fills in the information grid – Attachment G. world
Students are assessed by the teacher using the rubric for presentations. Rubrics
ELA 15.1 and 15.2 Attachment H. Attachments G and H
Students’ Engagement Journals
is enhanced due to the After each presentation ask the group to use different coloured pins, flags or post-its to Data projector and computer
fact that they must listen mark the places of worship that they have located in the local area on a large map. Video recorder and/or DVD
actively and fill in a grid Anything not available in the local area could be stuck around the map with arrows. player for presentations.
based on the
presentations. The information can be used as a basis for discussion. Which religions or beliefs have
Substantive all the necessary requirements close by? Why is this? Which religions have to travel the
Communication is furthest to worship?
evident in the follow up
discussion. It would also be helpful to have a large map of the world to locate the countries where
Deep Knowledge and
the religions are predominantly practised.
Deep Understanding of
the fundamental
similarities between Discussion questions: Why is it important to learn about different religions? Why are
religions. there many similarities between the beliefs and practices of the different religions? Are
Knowledge Integration students at our school tolerant of each other’s beliefs?
– presentation skills are
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needed to succeed in
this task.
Links to ELA 8.7
Substantive
Communication to
sustain the interview for
the required length of
time.
Explicit Quality Criteria
are given to students
and the teacher ensures
that the class has a
shred understanding of
what is expected.
Links to ELA8.3, 8.4 and
8.7
ELA 15.1, 15.2 and 15.6
Higher Order Thinking
is required to develop a
set of questions which
will elicit the information
required.
Discussion of what
makes a good question
and a good interview
involves Substantive
Journal entry providing a personal response/reflection about the above questions.
Lesson 10
Hand out the summative assessment task. Students will conduct an interview with a Recorded interviews by
person who practises one of the religions that has been studied. The teacher should television presenters such as
invite a number of guests to the school to be interviewed. These may include parents, Rove and Andrew Denton.
community members and other staff members. It may be useful to contact local places Attachments I and J.
of worship to find the required number of people. This task will need to be planned
carefully 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 first
four 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 makes
them good interviewers. Develop a list of characteristics of good television presenters.
Lesson 11
In class, students develop their own set of interview questions to find out about the
person 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 and
symbols, places of worship, places and books that are sacred to the person, rituals
around food and cleansing, beliefs about the afterlife and any festivals or holy days that
they celebrate etc
What 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……..? Special
foods – is it easy to find what you need?
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Communication. Discuss techniques to avoid offending the person they are interviewing and how to put
the person at ease.
Students design their
own interview including Lesson 12
number and type of
Conduct the interviews. Some people will need to be interviewed more than once to Guests to be interviewed.
questions (Student
Direction) ensure every student gets the opportunity to complete the task. Several video cameras.
Another student can film the interview.
Narrative will be You will need access to more than one video camera.
featured in the interviews
as the interviewees tell
their stories.

Lesson 13
Links to ELA 8.4 Watch the interviews and ask students to assess their peers with the interview rubric. Television.
Peer assessment.
Peer assessment
involves Higher Order Homework task: write a written summary / report of the interview you conducted.
Thinking and builds To do this when they watch their interview students may need to make some additional
Deep Knowledge and
notes.
Deep Understanding of
the criteria, content and
features of a good
interview in order to
provided constructive
feedback.
Students show through Lesson 14 Making Conclusions
their writing that they Hand in written reports.
have internalised Class discussion: Why is it important to understand about religion and about other
concepts and developed people’s beliefs even if we are not religious ourselves?
deep understandings
of the content that has
been studied during the Reflective journal entry.
unit. They use Higher Ask students to write a one page personal response to the following questions:
Order Thinking to
organise content, explain What would our school look like if people knew more about each other’s beliefs?
their point of view and What would Australia be like if people knew more about each other’s beliefs?
provide justifications.
The guiding questions

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have multiple possible
answers. Significance
is high as students make
clear connections to their
immediate environment.
Lessons 15 and 16
Link to ELA 15.1 Optional end of unit activities could be an excursion to a mosque or temple in the local
area or inviting a meditation or yoga teacher to the school to conduct workshop with
students.

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ATTACHMENTS A and B

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 THE RULES
ATTACHMENT 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 BUDDHA

THE EIGHTFOLD PATH
1. Understanding the teachings of the Buddha
2. Having good thoughts about how you should treat people
3. Not using words to hurt people (by telling lies or gossip)
4. Not doing wrong things, such as killing or stealing
5. Having a job that doesn't hurt other people
6. Working hard at being as good as you can be
7. Understanding how important it is to be peaceful and wise
8. Clearing your mind so you can think good thoughts
THE FIVE PRECEPTS
1. not to kill or harm any living things
2. not to steal
3. not to commit adultery
4. not to lie
5. not to drink alcohol or take drugs

ISLAM: THE FIVE PILLARS OF ISLAM

All 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 and
God. 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 to
others 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 until
sunset. 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 TEN

COMMANDMENTS
RULES FOR LIVING
Jewish people must carry out certain requirements in their daily lives:
m they must circumcise male children eight days after their birth

m a boy must celebrate his bar mitzvah at 13, marking his acceptance into the

community
m they must marry and start a family

m they must pray in the synagogue

m they must keep the Sabbath day holy

m they must strictly follow the laws of diet laid down in the Bible, only eating food

that is kosher.
The Ten Commandments
1. 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 graven
image, nor any manner of likeness, of any thing that is in heaven above, or that is in the
earth beneath, or that is in the water under the earth; Thou shalt not bow down unto
them, 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 My
commandments.
3. Thou shalt not take the name of the Lord thy God in vain; for the Lord will not hold him
guiltless 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 shalt
not do any work, neither thou, nor thy son, nor thy daughter, thy manservant nor thy
maidservant, nor thy cattle, nor thy stranger that is within thy gates; For in six days the
Lord made the heavens and the earth, the sea, and all that is in them, and rested on the
seventh 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 the
land 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 is
thy neighbour's

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ATTACHMENT D

BUDDHISM

HINDUISM

JUDAISM
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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 who
have 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 on
the 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 are
sacred, rituals around food and cleansing, beliefs about the afterlife, any festivals or holy days
that 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 that
you 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 religion
to 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 in
another country. For example, in Australia do you have access to a place of worship, to any
special 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 RESEARCH
RELIGION

What are the

origins of the
religion?
Does it have any
sacred books?

Where do people
worship?

Are there any

important signs
and signs &
symbols?

Prayer

Are there any

places that are
sacred to the
religion?

Practice in the
homes

Rituals around
food &
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. are
there 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 At least ¾ of the Half the members of the One person in the group
enthusiastically students in the group group confer or present actively participated.
participate. participate actively. ideas.

Shared responsibility Responsibility for tasks Responsibility is shared Responsibility is shared Exclusive reliance on
is shared evenly. by most members of the by half the members of one person.
group. the group.

Quality of interaction Excellent listening and Students show Some interaction takes Little interaction; very
leadership skills adeptness in interacting; place, some evidence of brief conversations and
exhibited; students lively discussion centres discussion of little or no collaboration.
reflect awareness of on the task. alternatives; however, Some students were
others’ views and often group members distracted and off task.
opinions in their are working in isolation
discussions. from each other.
Roles within the group Each student has a Each student assigned Students were assigned No effort made to assign
clearly defined role and a role but roles not roles and set tasks to roles to group members.
set tasks to carry out; clearly defined enough complete but this was
group members perform to be consistently not consistently adhered
roles effectively and adhered to. to.
harmoniously.

Individual advice for group work: ______________________________________________________________________________________

_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
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ATTACHMENT F

ATTACHMENT G
INFORMATION GRID
RELIGION Hinduism Buddhism Islam Judaism Christianity
Where
does the
religion
come
from?
Practice in
the home

Places of
worship

Signs &
symbols

Prayer

Sacred
places

Sacred
books

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Rituals
around
food &
Cleansing

Festivals &
holy days

Beliefs
about the
Afterlife

Special
clothing

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ATTACHMENT G

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PRESENTATION RUBRIC
Name: _________________________ Class: _____________________________
Criteria Exceptional
Organisation I presented my information in a
logical, interesting sequence
that was easy to follow. My
transitions from one piece of
information to the next were
smooth.
Content / research My information was completely
accurate and very detailed. I
went above and beyond what
was expected to research the
topic, bringing in personal ideas
to enhance my presentation.
Creativity My presentation was extremely
clever and presented with
originality. I used costumes,
props and/or other materials to
capture the audience’s attention.
Presentation mechanics I engaged the audience and
maintained this throughout the
entire presentation. I used a
great variety of colourful and
clear visual aids and multimedia.
Eye contact I maintained eye contact with
the audience and use my notes
effectively.
Speaking skills I used a clear voice and correct
precise pronunciation so that the
audience could hear me and
follow my presentation. I had
good posture and was
enthusiastic and confident.
ATTACHMENT H
Admirable
I presented my information in a
thoughtful manner and most
transitions were easy to follow
but at times ideas were unclear.
I need to improve my transitions
from idea to idea.
My information was almost
always accurate and well
researched. I used a variety of
additional materials but did not
bring in a personal perspective.
My presentation was clever in
places and was uniquely
presented. I used a variety of
materials.
My presentation was well
organised and interesting to the
audience. It was presented in a
well organised manner with
some use of visual aids.
I maintained eye contact most of
the time but frequently read my
notes.
My voice was clear and my
pronunciation was good,
however I speak too fast and
needed to slow my pace. I was
not as confident as I could have
been.
Date: ___________________________
Acceptable
I did not present my information
in a coherent manner which was
easy for the audience to follow. I
jumped around form one idea to
another.
I used the material provided in
an acceptable manner but did
not make an effort to consult any
additional resources. My
information was basic.
My presentation showed little
originality and very few original
additional materials were used
to engage the audience.
My presentation was interesting
to the audience at times,
however I did not have enough
visual or multimedia aids to keep
the audience engaged.
I occasionally used eye contact,
but still read most of my
presentation.
My voice was quite clear but I
mispronounced a few key terms
and the audience members had
difficulty hearing my
presentation. I used little or no
expression.
Amateur
I presented my information in a
choppy, confusing format which
was hard to follow and distracted
the audience.
I did not use the resources
provided effectively and did little
or no fact gathering on the topic.
My presentation showed little
creativity and energy and did not
have any original touches. It was
repetitive.
My presentation was not
organised effectively and was
difficult for the audience to
follow. I did not use any visual
aids.
I read all of my presentation and
do not make eye contact.
I mumbled and incorrectly
pronounced some terms. I spoke
too quietly for students at the
back of the class to hear. My
posture was not good.
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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 prayers
recited and when they are recited, signs and symbols, places of worship, places and books that are sacred to the person, rituals around food
and 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 wife
practise 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 techniques
according 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
1.
Preparation No preparation was made..
before the
interview.
Establishing No attempt was made to
rapport establish rapport with the
person.
Manner The student interrupted or
hurried the person being
interviewed and forgot to thank
them at the end.
Matter The student asked the person a
few questions.
Knowledge The student cannot summarise
gained the information provided and
REPORT questions answered by the
SUMMARY person who was interviewed.
Writing Disorganised and
unsophisticated report which at
times uses inappropriate
vocabulary and only simple
sentences. The content is not
conveyed effectively and the
errors in spelling and
punctuation distract the reader.
Details of the person being
interviewed are not developed.
INTERVIEW RUBRIC
2.
A few questions were prepared,
however there was little attempt
to go beyond the example
questions discussed in class.
The student introduced himself
and began to ask questions.
The student made an attempt
to be polite. Listened, and
thanked the person at the end
of the interview.
The student asked the person a
reasonable number of
appropriate questions.
The student can summarise
limited amount information
provided and questions
answered by the person who
was interviewed
A direct and usually clear report
which uses basic vocabulary
and sentence structures that
are rarely complex and often
repetitive.
The report lacks organisation
and contains spelling and
punctuation errors which affect
the readers ability to get a clear
pictures of the experiences of
the person being interviewed.
3.
An adequate number of
questions, most of which
related in some way to the
religion, was prepared.
The student introduced himself,
briefly mentioned the purpose
of the interview and began with
an easy question.
The student was polite. Tried
to make eye contact and
nodded encouragement
occasionally. Listened, and
thanked the person at the end
of the interview.
The student asked appropriate
questions and tried to
encourage the person to give
more detail.
The student summarises
information provided and
questions answered by the
person who was interviewed
but can only make limited
connections between the
interview and the topic as a
whole..
Quite well developed and
detailed report using a
generally good variety of
vocabulary and sentence
structures. A sound attempt to
structure the report and to
provide relevant details that
convey the personality and
experience of the person being
interviewed. There are some
spelling and punctuation errors.
4.
A comprehensive list of
questions, some of which were
original, relating the religion
researched was prepared.
The student introduced himself,
explained the purpose of the
interview and began with an
easy open ended question.
The student was polite and
tried to put the person at ease
with the situation. Made some
eye contact and nodded
encouragement occasionally.
Listened, didn’t interrupt and
thanked the person at the end
of the interview.
The student asked appropriate
questions, clarified comments,
and encouraged the person to
give more detail. Asked some
supplementary questions.
The student can explain the
information provided by the
person in detail and can make
some connections to topic as a
whole.
Clear and thoughtful report
which is logically organised,
uses a wide range of
vocabulary and includes
relevant details that convey the
personality and experience of
the person being interviewed.
There are minor spelling and
punctuation errors.
5. SCORE
A comprehensive list of original
questions and supplementary
questions relating directly to the
religion of the person to be
interviewed was prepared.
Background knowledge of the
person, if known, was included.
The student introduced himself,
explained the purpose of the
interview, made eye contact,
smiled encouragement, and
began with an easy, open
ended question.
The student was friendly and
polite, putting the person at
ease with the situation. Made
eye contact and nodded
encouragement. Listened,
didn’t interrupt and thanked the
person at the end of the
interview.
The student asked appropriate
questions, rephrasing them if
necessary, clarified comments,
summarised what was said and
encouraged the person to give
more detail. Asked relevant
supplementary questions based
on what the person said.
The student can explain and
summarise the information
provided and the person’s
views in detail. The student can
also evaluate the significance
of the interview to the topic as a
whole.
Engaging, creative and original
report which uses precise and
sophisticated vocabulary and
varied sentence structure.
Relevant and intriguing use of
detail to convey the personality
and experience of the person
being interviewed.
Correct spelling and
punctuation used.
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- 27 -
 WEBSITES
Introduction to Islam in Australia
http://www.racismnoway.com.au/classroom/factsheets/26.html
Introduction to Christianity in Australia
http://www.racismnoway.com.au/classroom/factsheets/30.html
Introduction to Buddhism in Australia
http://www.racismnoway.com.au/classroom/factsheets/25.html
Introduction to Hinduism in Australia
http://www.racismnoway.com.au/classroom/factsheets/35.html
Introduction to Judaism in Australia
http://www.racismnoway.com.au/classroom/factsheets/27.html
Introduction to Indigenous Beliefs
http://www.racismnoway.com.au/classroom/factsheets/51.html
Introduction to Sikhism in Australia
http://www.racismnoway.com.au/classroom/factsheets/31.html

Catholic Church
http://www.catholic.org.au/
Anglican Church
http://www.anglican.org.au/
Pentecostal Church
http://www.abc.net.au/religion/stories/s820631.htm
http://www.upca.org.au/believe.htm
Uniting Church of Australia
http://www.uca.org.au/
Presbyterian Church
http://www.presbyterian.org.au/
Orthodox Churches of Australia
http://www.abc.net.au/religion/stories/s817554.htm
Buddhism in Australia
http://www.buddhanet.net/aus_buds.htm
Baptist Union of Australia
http://www.baptist.org.au/
Lutheran Church of Australia
http://www.lca.org.au/index.cfm
Australian Christian Churches
http://www.austchristianchurches.com.au/
Australian Federation of Islamic Councils
http://www.afic.com.au/
Hindu Council of Australia
http://www.hinducouncil.com.au/
Executive Council of Australian Jewry
http://www.ecaj.org.au/
Jehovah’s Witness
http://www.watchtower.org/
http://www.churchesofchrist.org.au/
Taoism
http://www.historyforkids.org/learn/china/philosophy/taoism.htm
Shinto
http://www.kids.net.au/encyclopedia-wiki/sh/Shinto

- 28 -
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

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