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- Title: Draft for Pilot 2023
- Description: Religious Studies Learning Matrix
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- Description: Religious Studies Learning Matrix
Past Matrices:
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- Title: Draft for Pilot 2022
- Description: Religious Studies Learning Matrix
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- Draft for Pilot 2022.pdf
- Description: Religious Studies Learning Matrix
[ File Resource ]
- Title: Draft for Pilot 2023
- Description: Religious Studies Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-04/RS%20Learning%20Matrix_0.pdf?VersionId=CXetH4N.KF3X712TEH93VdD_gfMy7Lja
- File Extension: pdf
- File Size: 866KB
- Draft for Pilot 2023.pdf
- Description: Religious Studies Learning Matrix
[ File Resource ]
- Title: Draft for Pilot 2022
- Description: Religious Studies Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-12/RS%20Learning%20Matrix%20Pilot%202022.pdf?VersionId=FtOg1wMI5WPALEBgFImHXY3OGUDfPDXI
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- Description: Religious Studies Learning Matrix
What is Religious Studies about?
[ Video Resource ]
- Title: Religious Studies
- Description: Religious Studies Subject Expert Group members discuss their experiences in the Review of Achievement Standards
- Video Duration: 5 minutes
- Video URL: https://player.vimeo.com/video/571924997
- Transcript: In conversation with Lisa Jenkins Andrew Murray Transcript below: I suppose there's the introduction of big ideas
In conversation with
Lisa Jenkins
Andrew Murray
Transcript below:
I suppose there's the introduction of big ideas, which obviously is a different concept for the achievement Standards. And the introduction of assessment and learning matrices. Plus we've got some really important inclusions for students with a consistency, knowing what credits they're going to have every year. How there's 60 for every year.
For me, what I'm seeing is some deeper learning experiences for our students. The ability to go deeper. It's not about the assessment any longer. It's about the skills. The other thing which I'm seeing is an exploration of who we are as a people. Development of local curriculum. An examination of our faith as New Zealanders and the way that we can explore that in terms of our students moving forward into the workforce. Keeping in mind that whole idea of education to employment and these new Standards are giving our students that opportunity to be people of New Zealand.
Perhaps by no fault of anybody what was seen previously is, this is the curriculum, and then this is the Māori bit, which is going to be added, I see a real weave. Not only do I see this weave, it's a reflection of who we are as a nation now. It's also something that there's a connectivity, I suppose. Between each level, where there's a foundation, a building at that first level. And there's that weave all the way through, so those connections can be made by our students.
The thing that is really on top for me is that it's not about karakia in the classroom, it's not about singing a waiata. It's about a reflection that these things are who we are as New Zealanders. I think our students, our teachers, our communities are going to have a greater understanding of that. I think, when we worked as a SEG, we very much wanted that to be weaved in. That was a really good analogy to use, because that's how I feel we've ended up with it. Even though that is one particular big question that's really dedicated to that, it doesn't stop there. It does feed through and it is an opportunity for students to come back to. And self-reflect, and include in any of the assessments that are there for the internals or externals.
What I loved about being part of the SEG is it was real inquiry. There were no right or wrong answers, and we had the ability to get it wrong. We had the ability to get it right, which you'll see in the products that we've finally produced. There was that ability to have deep conversations. What I've talked about with our students is that ability of inquiry and deep learning. That was modeled really well by the SEG. There was room for deep conversation amongst a diversity of our teachers, who deliver religious studies in New Zealand.
But don't you think also that it wasn't just about the teachers? That we also had such big diversity within the SEG? That we incorporated a lot of other RE specialists? I don't know about how you felt, but I really felt the weight, and the challenge of our sector on our shoulders. I must congratulate Ministry on their openness to add people to the team. Early on when we had discussions and we had that voice that was perhaps missing, Ministry were really open to saying, Andrew, who do we need to add? And we had that discussion, and we added people.
Advice to teachers, I think, be open. Be open to inquiry. Be open to deeper learning experiences. Be open to taking the best of what was and reinvent the best of the new. It's not simply fitting in what we've done into the new. Because what we're seeing coming through with our tamariki is a new type of student. A new student that's used to learning different things in the classroom. It's a different learning experience. Let's be about the learning experience, not the content.
I agree. I think that the one thing I feel empowered about is making a really fun experience. My advice for teachers would just be, enjoy it, and do things, and make innovative changes that perhaps you felt you weren't able to do before. I think it's an amazing opportunity to get away from being in any formal setup. Like you said, the 21st century learner is going to come away from formal examinations, and be more about different forms of assessment.
Subject-specific terms can be found in the glossary.
Religious Studies explores the historical and contemporary significance of religious and spiritual worldviews, which encompasses communities, practices, beliefs and narratives. In this subject, ākonga will develop a crucial understanding of te ao Māori and Pacific worldviews, and develop whakaaetanga and whakaute of diversity. They will learn about how religious and spiritual traditions have developed over time, space, and place, and they will explore the significance of these developments for diverse communities in Aotearoa New Zealand and the Pacific.
Ākonga will explore how historical, cultural, and social contexts inform the development of religious and spiritual communities in Aotearoa New Zealand and the Pacific. They will explore significant factors that have influenced the development of religious and spiritual traditions, such as social migration, cultural context and missionary influence. They will explore the nature of religious and spiritual traditions in local and global contexts, and will appreciate that diversity exists both within and between religious and spiritual traditions.
Ākonga can consider how religious and spiritual narratives, beliefs, and practices may have developed over time to help navigate questions about the origins, purpose, and meaning of life. In Religious Studies, ākonga can explore a range of ways to understand religion and spirituality from different perspectives, whether that be according to time and place, or who or what is held to be divine, such as polytheism, or animism.
In Religious Studies, ākonga can develop an understanding of significant people and ideas associated with different religious and spiritual beliefs and practices. They can explore how religious and spiritual beliefs about the seen and unseen worlds have been present throughout human history, and why this is important.
Engaging in this subject will enhance the ability of ākonga to make sense of why societies and communities have developed in a particular way over time and get a better understanding of the interactions between society and diverse religious and spiritual beliefs, practices, and cultures. Ākonga will develop an understanding of how their own beliefs and identities are shaped.
Religious and spiritual traditions can both be understood in terms of the ‘seven characteristics'; experience, narratives, ritual, beliefs, moral and ethical teachings, social organisation, and material expression. Taken together, these characteristics identify and define what constitutes a ‘religion’ and are often shared with spiritual traditions.
The term 'spirituality' is added to be inclusive of the worldviews of tāngata whenua, including individuals and groups who may not identify as 'religious'. Spiritual traditions can share the seven characteristics of religion, however they may have less emphasis on social organisation. 'Spirituality' can broadly refer to a way of being and perceiving the world. Ākonga of Religious Studies will understand that religious and spiritual worldviews are diverse, dynamic, and interconnected.
Ākonga of Religious Studies can attain knowledge and skills that can lead to diverse future pathways, including work and study in community services, academia, government, international relations, law, and policy.
Subject-specific terms can be found in the glossary.
Religious Studies explores the historical and contemporary significance of religious and spiritual worldviews, which encompasses communities, practices, beliefs and narratives. In this subject, ākonga will develop a crucial understanding of te ao Māori and Pacific worldviews, and develop whakaaetanga and whakaute of diversity. They will learn about how religious and spiritual traditions have developed over time, space, and place, and they will explore the significance of these developments for diverse communities in Aotearoa New Zealand and the Pacific.
Ākonga will explore how historical, cultural, and social contexts inform the development of religious and spiritual communities in Aotearoa New Zealand and the Pacific. They will explore significant factors that have influenced the development of religious and spiritual traditions, such as social migration, cultural context and missionary influence. They will explore the nature of religious and spiritual traditions in local and global contexts, and will appreciate that diversity exists both within and between religious and spiritual traditions.
Ākonga can consider how religious and spiritual narratives, beliefs, and practices may have developed over time to help navigate questions about the origins, purpose, and meaning of life. In Religious Studies, ākonga can explore a range of ways to understand religion and spirituality from different perspectives, whether that be according to time and place, or who or what is held to be divine, such as polytheism, or animism.
In Religious Studies, ākonga can develop an understanding of significant people and ideas associated with different religious and spiritual beliefs and practices. They can explore how religious and spiritual beliefs about the seen and unseen worlds have been present throughout human history, and why this is important.
Engaging in this subject will enhance the ability of ākonga to make sense of why societies and communities have developed in a particular way over time and get a better understanding of the interactions between society and diverse religious and spiritual beliefs, practices, and cultures. Ākonga will develop an understanding of how their own beliefs and identities are shaped.
Religious and spiritual traditions can both be understood in terms of the ‘seven characteristics'; experience, narratives, ritual, beliefs, moral and ethical teachings, social organisation, and material expression. Taken together, these characteristics identify and define what constitutes a ‘religion’ and are often shared with spiritual traditions.
The term 'spirituality' is added to be inclusive of the worldviews of tāngata whenua, including individuals and groups who may not identify as 'religious'. Spiritual traditions can share the seven characteristics of religion, however they may have less emphasis on social organisation. 'Spirituality' can broadly refer to a way of being and perceiving the world. Ākonga of Religious Studies will understand that religious and spiritual worldviews are diverse, dynamic, and interconnected.
Ākonga of Religious Studies can attain knowledge and skills that can lead to diverse future pathways, including work and study in community services, academia, government, international relations, law, and policy.
Big Ideas and Significant Learning
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Religious Studies Big Idea.
The Social Sciences Learning Area curriculum, including its whakatauākī , inform this subject's Significant Learning – learning that is critical for students to know, understand, and do in relation to a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their learning at Levels 6, 7, and 8.
The Learning Area's whakatauākī is:
Unuhia te rito o te harakeke kei whea te kōmako e kō?
Whakatairangitia – rere ki uta, rere ki tai;
Ui mai koe ki ahau he aha te mea nui o te ao,
Māku e kī atu he tangata, he tangata, he tangata!Remove the heart of the flax bush and where will the kōmako sing?
Proclaim it to the land, proclaim it to the sea;
Ask me, “What is the greatest thing in the world?”
I will reply, “It is people, people, people!”Nā, Meri Ngāroto, Te Aupōuri (1830s)
This whakatauākī reflects the importance of people and the sacredness of connectedness, reflected in the metaphor of the harakeke. Each harakeke is diverse with multiple uses, which resonates with the diversity that can be seen in expressions of religious and spiritual communities. Religious Studies acknowledges the importance of people and life's big questions.
Religious studies recognises the need for preservation and respect for our diverse communities, as it is the responsibility of Religious Studies to promote guardianship and protection of people and the diverse beliefs and experiences they bring.
Unuhia is a metaphor that reflects a constant stirring, which resonates with the constant movement and change of people and society, as kaupapa keep moving forwards.
Tāngata are like the kōmako, proclaiming their narratives, experiences, and beliefs, to be passed on to others and to future generations.
Religious Studies also recognises the importance of acknowledging the sacred or tapu. You must not remove the heart of the flax, or the wairua from the people. Religious Studies is not about humanism, rather, it is about empathising with people of diverse faiths and understanding what it means to be human. People are spiritual, intellectual, and social beings. Religious Studies endeavors to explore the complexity of people and their connections to each other, to te taiao, atua and to the sacred.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Levels 6, and indicative learning for Levels 7 and 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.
There are five Big Ideas in Religious Studies. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Religious Studies Big Idea.
The Social Sciences Learning Area curriculum, including its whakatauākī , inform this subject's Significant Learning – learning that is critical for students to know, understand, and do in relation to a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their learning at Levels 6, 7, and 8.
The Learning Area's whakatauākī is:
Unuhia te rito o te harakeke kei whea te kōmako e kō?
Whakatairangitia – rere ki uta, rere ki tai;
Ui mai koe ki ahau he aha te mea nui o te ao,
Māku e kī atu he tangata, he tangata, he tangata!Remove the heart of the flax bush and where will the kōmako sing?
Proclaim it to the land, proclaim it to the sea;
Ask me, “What is the greatest thing in the world?”
I will reply, “It is people, people, people!”Nā, Meri Ngāroto, Te Aupōuri (1830s)
This whakatauākī reflects the importance of people and the sacredness of connectedness, reflected in the metaphor of the harakeke. Each harakeke is diverse with multiple uses, which resonates with the diversity that can be seen in expressions of religious and spiritual communities. Religious Studies acknowledges the importance of people and life's big questions.
Religious studies recognises the need for preservation and respect for our diverse communities, as it is the responsibility of Religious Studies to promote guardianship and protection of people and the diverse beliefs and experiences they bring.
Unuhia is a metaphor that reflects a constant stirring, which resonates with the constant movement and change of people and society, as kaupapa keep moving forwards.
Tāngata are like the kōmako, proclaiming their narratives, experiences, and beliefs, to be passed on to others and to future generations.
Religious Studies also recognises the importance of acknowledging the sacred or tapu. You must not remove the heart of the flax, or the wairua from the people. Religious Studies is not about humanism, rather, it is about empathising with people of diverse faiths and understanding what it means to be human. People are spiritual, intellectual, and social beings. Religious Studies endeavors to explore the complexity of people and their connections to each other, to te taiao, atua and to the sacred.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Levels 6, and indicative learning for Levels 7 and 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.
There are five Big Ideas in Religious Studies. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
Big Idea Body:
Identities and experiences are influenced by internal and external factors, including interactions with and within diverse cultures and belief systems. These factors include the introduction of new beliefs. Religious migration and colonisation are examples of factors, which impacted – and continue to impact – individual and collective identities in Aotearoa New Zealand and the Pacific.
Fai'aki e 'ilo 'oua 'e fai'ake e ifo
Knowing, not by tasting.
This is a Tongan proverb that relates to this Big Idea and our whakatauākī, highlighting the importance of people. It signifies exploring one's own biases to know ourselves and our actions. It is important to note that Religious Studies is not limited to understanding how social connections influence our identity, but includes the importance of connections to the sacred or tapu, such as the centrality of atua in te ao Māori, or one's relationship with papatūānuku.
Identities can be influenced by religious and spiritual beliefs and practices
Identities and experiences are influenced by internal and external factors, including interactions with and within diverse cultures and belief systems. These factors include the introduction of new beliefs. Religious migration and colonisation are examples of factors, which impacted – and continue to impact – individual and collective identities in Aotearoa New Zealand and the Pacific.
Fai'aki e 'ilo 'oua 'e fai'ake e ifo
Knowing, not by tasting.
This is a Tongan proverb that relates to this Big Idea and our whakatauākī, highlighting the importance of people. It signifies exploring one's own biases to know ourselves and our actions. It is important to note that Religious Studies is not limited to understanding how social connections influence our identity, but includes the importance of connections to the sacred or tapu, such as the centrality of atua in te ao Māori, or one's relationship with papatūānuku.
Big Idea Body:
While no two religious groups are the same, some characteristics, such as rituals and symbols, are commonly found in many religious and spiritual traditions. These characteristics may change over time. They can serve as a window into the historical experiences of a religious or spiritual tradition. Exploring the meaning of some of these characteristics can allow ākonga to understand what people believe and why.
Characteristics of a religious or spiritual tradition may change in response to a significant historical event or person who impacted religious or spiritual communities. These impacts can be either positive or negative, and can influence the moral and ethical principles of religious or spiritual communities.
Religious and spiritual traditions draw on historical experiences that are interpreted over time
While no two religious groups are the same, some characteristics, such as rituals and symbols, are commonly found in many religious and spiritual traditions. These characteristics may change over time. They can serve as a window into the historical experiences of a religious or spiritual tradition. Exploring the meaning of some of these characteristics can allow ākonga to understand what people believe and why.
Characteristics of a religious or spiritual tradition may change in response to a significant historical event or person who impacted religious or spiritual communities. These impacts can be either positive or negative, and can influence the moral and ethical principles of religious or spiritual communities.
Big Idea Body:
While our religious and spiritual beliefs can shape our individual and collective identities, our unique history and diversity as a nation also leads to distinctive ways of understanding religious and spiritual traditions. The migration of Pacific and other communities brings unique experiences and perspectives that shape religious and spiritual understandings in Aotearoa New Zealand. The signing of Te Tiriti o Waitangi is an historical event that influences how we understand and shape religious and spiritual traditions in Aotearoa New Zealand and the Pacific. It is vital that ākonga can explore the impact of colonialisation on the religious and spiritual traditions of Māori and Pacific peoples. Religious Studies provides ākonga the opportunity to explore and connect with the religious and spiritual traditions of their local communities through different worldviews, particularly te ao Māori and Pacific worldviews.
Ākonga understanding of the religious and spiritual traditions unique to Aotearoa New Zealand and the Pacific is meaningfully achieved by inviting iwi, hapū, and whānau to share their cultural narratives. A new language unique to the religious and spiritual understandings of Aotearoa New Zealand and the Pacific can be explored through these local connections, such as the meaning and significance of whakapono, wairua and hāhi. Ākonga will explore the significance of vā, relating to the sacred space and harmony between relationships, and tapu from a Pacific worldview. Our diversity shapes our religious and spiritual communities and can guide our responses to challenging times both historically and in contemporary society in Aotearoa New Zealand and the Pacific.
Understanding how our unique history and diversity impacts understandings of religious and spiritual traditions, helps to build awareness and respect for different cultural perspectives. This awareness and respect developed through the study of religious and spiritual traditions, helps to foster participation and connection to our local communities and build relationships that honour our diverse worldviews.
Aotearoa New Zealand and the Pacific's unique history and diversity leads to distinctive ways of understanding religious and spiritual traditions
While our religious and spiritual beliefs can shape our individual and collective identities, our unique history and diversity as a nation also leads to distinctive ways of understanding religious and spiritual traditions. The migration of Pacific and other communities brings unique experiences and perspectives that shape religious and spiritual understandings in Aotearoa New Zealand. The signing of Te Tiriti o Waitangi is an historical event that influences how we understand and shape religious and spiritual traditions in Aotearoa New Zealand and the Pacific. It is vital that ākonga can explore the impact of colonialisation on the religious and spiritual traditions of Māori and Pacific peoples. Religious Studies provides ākonga the opportunity to explore and connect with the religious and spiritual traditions of their local communities through different worldviews, particularly te ao Māori and Pacific worldviews.
Ākonga understanding of the religious and spiritual traditions unique to Aotearoa New Zealand and the Pacific is meaningfully achieved by inviting iwi, hapū, and whānau to share their cultural narratives. A new language unique to the religious and spiritual understandings of Aotearoa New Zealand and the Pacific can be explored through these local connections, such as the meaning and significance of whakapono, wairua and hāhi. Ākonga will explore the significance of vā, relating to the sacred space and harmony between relationships, and tapu from a Pacific worldview. Our diversity shapes our religious and spiritual communities and can guide our responses to challenging times both historically and in contemporary society in Aotearoa New Zealand and the Pacific.
Understanding how our unique history and diversity impacts understandings of religious and spiritual traditions, helps to build awareness and respect for different cultural perspectives. This awareness and respect developed through the study of religious and spiritual traditions, helps to foster participation and connection to our local communities and build relationships that honour our diverse worldviews.
Big Idea Body:
Significant narratives are an integral part of how individuals and communities organise and communicate ideas and messages. Significant narratives and texts can communicate profound symbolic ideas and give an account of a religious belief's origins. Many narratives and texts about religious beliefs and messages can be interpreted as guidance on moral and ethical conduct in daily life. The diverse interpretations of these narratives and texts about conduct can influence how people express religious beliefs and how the beliefs are exhibited through informal or structured practices. There is a dynamic relationship between beliefs and practices and their expressions in narratives and texts, both can inform each other over time.
Religious and spiritual traditions are influenced by significant narratives and texts
Significant narratives are an integral part of how individuals and communities organise and communicate ideas and messages. Significant narratives and texts can communicate profound symbolic ideas and give an account of a religious belief's origins. Many narratives and texts about religious beliefs and messages can be interpreted as guidance on moral and ethical conduct in daily life. The diverse interpretations of these narratives and texts about conduct can influence how people express religious beliefs and how the beliefs are exhibited through informal or structured practices. There is a dynamic relationship between beliefs and practices and their expressions in narratives and texts, both can inform each other over time.
Big Idea Body:
An individual and community's approach to contemporary ethical issues can be informed by their religious beliefs and understandings. This can include diverse perspectives on the ethics of an historical event or issue, as well as a range of views on contemporary issues and events that raise ethical questions and dilemmas. A religious understanding may be used by an individual or community to tie narratives, texts, and teachings together to help them make sense of an ethical issue. This may in turn inform how or why that individual or community communicates their perspective. Tensions can arise as to how an individual or community applies their social and cultural understandings to their perspective on an ethical issue, as well as their religious understanding.
Religious and spiritual traditions can inform the way that individuals and communities engage with contemporary issues
An individual and community's approach to contemporary ethical issues can be informed by their religious beliefs and understandings. This can include diverse perspectives on the ethics of an historical event or issue, as well as a range of views on contemporary issues and events that raise ethical questions and dilemmas. A religious understanding may be used by an individual or community to tie narratives, texts, and teachings together to help them make sense of an ethical issue. This may in turn inform how or why that individual or community communicates their perspective. Tensions can arise as to how an individual or community applies their social and cultural understandings to their perspective on an ethical issue, as well as their religious understanding.
Key Competencies in Religious Studies
Developing Key Competencies through Religious Studies
Learning in Religious Studies provide meaningful contexts for developing Key Competencies from The New Zealand Curriculum. These Key Competencies are woven through, and embedded in, the Big Ideas and Significant Learning. Students will engage with critical thinking and analysis, explore different perspectives through Religious Studies and develop their understanding of the role of Religious Studies in society.
Thinking
Students of Religious Studies will:
- explore how and why the understandings and practices of different religious and spiritual traditions can be identified and classified
- develop a holistic approach to knowledge requiring māramatanga
- understand different interpretations of 'religion', and why people might define or identify themselves as religious or spiritual
- learn to think critically about the claim that a range of internal and external forces influenced the origin and development of religious and spiritual beliefs and traditions
- gain insight into diverse worldviews and attitudes relating to religious and spiritual understandings and practices, and their influence on society, cultures, and the environment
- learn to think critically about one's own experiences, prejudices, identities, and culture in order to develop knowledge and understanding of one's own worldview
- understanding hauora and fonofale in the context of religion and spirituality.
Using language, symbols, and texts
Students of Religious Studies will:
- learn to identify and analyse religious language, symbols, and texts
- develop the capacity to interpret religious and spiritual information and narratives
- develop a rich, discipline-specific vocabulary for talking about people's diverse conceptualisations of belief and practice, and one that includes te ao Māori and Pacific worldviews and languages
- gather information and ideas, ask questions, and examine current issues.
Relating to others
Students of Religious Studies will:
- develop an understanding of what people believe and do, and why
- develop the capabilities of empathy and tolerance
- consider the ways that people make decisions and participate in social actions
- develop values related to whanaungatanga, such as manaakitanga, whakaaetanga, and whakaute
- learn about how individuals and communities bring their religious beliefs and practices to their social and cultural approaches to ethical issues
- learn about the mana involved in communicating religious and spiritual ideas that require pono
- recognising and connecting with cultural community bases
- making connections to learn about different traditions.
Managing self
Students of Religious Studies will:
- reflect on their own beliefs, practices, and codes of conduct
- reflect on how their personal and whānau identities might have been influenced by religious beliefs and practices
- understand and draw on their own ahurea tuakiri
- think about how their perspectives on an issue or event can be informed by religious or spiritual understandings and practices.
Participating and contributing
Students of Religious Studies will:
- participate and contribute in communities of practice, whether that be as an active participant or outside observer
- develop skills involving collaboration, such as whakawhanaungatanga and manaakitanga
- gain insight into the social and cultural role of religious and spiritual communities
- develop appreciation for religious and spiritual traditions
- participate in social and ethical issues.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Developing Key Competencies through Religious Studies
Learning in Religious Studies provide meaningful contexts for developing Key Competencies from The New Zealand Curriculum. These Key Competencies are woven through, and embedded in, the Big Ideas and Significant Learning. Students will engage with critical thinking and analysis, explore different perspectives through Religious Studies and develop their understanding of the role of Religious Studies in society.
Thinking
Students of Religious Studies will:
- explore how and why the understandings and practices of different religious and spiritual traditions can be identified and classified
- develop a holistic approach to knowledge requiring māramatanga
- understand different interpretations of 'religion', and why people might define or identify themselves as religious or spiritual
- learn to think critically about the claim that a range of internal and external forces influenced the origin and development of religious and spiritual beliefs and traditions
- gain insight into diverse worldviews and attitudes relating to religious and spiritual understandings and practices, and their influence on society, cultures, and the environment
- learn to think critically about one's own experiences, prejudices, identities, and culture in order to develop knowledge and understanding of one's own worldview
- understanding hauora and fonofale in the context of religion and spirituality.
Using language, symbols, and texts
Students of Religious Studies will:
- learn to identify and analyse religious language, symbols, and texts
- develop the capacity to interpret religious and spiritual information and narratives
- develop a rich, discipline-specific vocabulary for talking about people's diverse conceptualisations of belief and practice, and one that includes te ao Māori and Pacific worldviews and languages
- gather information and ideas, ask questions, and examine current issues.
Relating to others
Students of Religious Studies will:
- develop an understanding of what people believe and do, and why
- develop the capabilities of empathy and tolerance
- consider the ways that people make decisions and participate in social actions
- develop values related to whanaungatanga, such as manaakitanga, whakaaetanga, and whakaute
- learn about how individuals and communities bring their religious beliefs and practices to their social and cultural approaches to ethical issues
- learn about the mana involved in communicating religious and spiritual ideas that require pono
- recognising and connecting with cultural community bases
- making connections to learn about different traditions.
Managing self
Students of Religious Studies will:
- reflect on their own beliefs, practices, and codes of conduct
- reflect on how their personal and whānau identities might have been influenced by religious beliefs and practices
- understand and draw on their own ahurea tuakiri
- think about how their perspectives on an issue or event can be informed by religious or spiritual understandings and practices.
Participating and contributing
Students of Religious Studies will:
- participate and contribute in communities of practice, whether that be as an active participant or outside observer
- develop skills involving collaboration, such as whakawhanaungatanga and manaakitanga
- gain insight into the social and cultural role of religious and spiritual communities
- develop appreciation for religious and spiritual traditions
- participate in social and ethical issues.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Connections
Learning about religious and spiritual traditions and how they engage with Te Tiriti o Waitangi allows ākonga of Religious Studies to make connections with how Te Tiriti o Waitangi is engaged in other subjects. Religious studies provide a range of social and cultural understandings that can be applied to other subjects in the social sciences. Religious studies covers a broad range of knowledge about people, culture and societies over time at both the macro and micro level. Connections with other subjects may include Social Studies, History, Art history, Geography, and the subjects under the Learning Area of Learning Languages.
Learning about religious and spiritual traditions and how they engage with Te Tiriti o Waitangi allows ākonga of Religious Studies to make connections with how Te Tiriti o Waitangi is engaged in other subjects. Religious studies provide a range of social and cultural understandings that can be applied to other subjects in the social sciences. Religious studies covers a broad range of knowledge about people, culture and societies over time at both the macro and micro level. Connections with other subjects may include Social Studies, History, Art history, Geography, and the subjects under the Learning Area of Learning Languages.
Learning Pathway
Religious Studies provide a range of skills that can lead to multiple career and learning pathways for ākonga. Students of Religious Studies develop highly transferable skills such as critical thinking, cultural sensitivity, and social and interpersonal skills. Engaging in Religious Studies allows ākonga to reflect on their own identity and their place within the wider community. They learn practical and highly valuable skills that encourages making community connections and taking action in ethical and moral issues that affect our communities and society. Anyone choosing a pathway into industry training or employment, that requires cooperation, empathy, understanding, and social engagement, will have a strong foundation of such skills.
Those who choose to undertake tertiary study can use the critical thinking skills and knowledge they developed in Religious studies to pursue a range of career pathways, such as work in the government sector as a researcher or policy analyst, non-governmental organisations (NGOs), humanitarian work, social work, project management, or journalism.
Religious Studies provide a range of skills that can lead to multiple career and learning pathways for ākonga. Students of Religious Studies develop highly transferable skills such as critical thinking, cultural sensitivity, and social and interpersonal skills. Engaging in Religious Studies allows ākonga to reflect on their own identity and their place within the wider community. They learn practical and highly valuable skills that encourages making community connections and taking action in ethical and moral issues that affect our communities and society. Anyone choosing a pathway into industry training or employment, that requires cooperation, empathy, understanding, and social engagement, will have a strong foundation of such skills.
Those who choose to undertake tertiary study can use the critical thinking skills and knowledge they developed in Religious studies to pursue a range of career pathways, such as work in the government sector as a researcher or policy analyst, non-governmental organisations (NGOs), humanitarian work, social work, project management, or journalism.
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- Title: RS L1 Course Outline 2
- Description: Religious Studies Course Outline 2
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- Title: RS L1 Course Outline 1
- Description: Religious Studies Course Outline 1
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- Description: Religious Studies Course Outline 1
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- Title: RS L1 Course Outline 2
- Description: Religious Studies Course Outline 2
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- Description: Religious Studies Course Outline 2
Introduction to Sample Course Outlines
Sample Course Outlines are being produced to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. An example of how a year-long Religious Studies course could be constructed using the new Learning Matrix and Achievement Standards is provided here. It is indicative only and does not mandate any particular context or approach.
Sample Course Outlines are being produced to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. An example of how a year-long Religious Studies course could be constructed using the new Learning Matrix and Achievement Standards is provided here. It is indicative only and does not mandate any particular context or approach.
Assessment Matrix
Conditions of Assessment for internally assessed standards
These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:
- specific requirements for all assessments against this Achievement Standard
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic.
Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.
The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.
Gathering Evidence
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Achievement Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Achievement Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
A separate assessment event is not needed for each Achievement Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Achievement Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio).
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
The evidence for all parts of this assessment may be presented in te reo Māori, English, or New Zealand Sign Language.
Ensuring Authenticity of Evidence
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.
Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student’s use of a journal or photographic entries to record progress.
These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:
- specific requirements for all assessments against this Achievement Standard
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic.
Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.
The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.
Gathering Evidence
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Achievement Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Achievement Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
A separate assessment event is not needed for each Achievement Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Achievement Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio).
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
The evidence for all parts of this assessment may be presented in te reo Māori, English, or New Zealand Sign Language.
Ensuring Authenticity of Evidence
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.
Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student’s use of a journal or photographic entries to record progress.
Assessor involvement during the assessment event is limited to providing guidance to students. If taking an inquiry approach, assessors may guide students in their inquiry with in-class discussions and guidance for gathering primary evidence outside of the classroom. Assessors may assist students by guiding their selection of the religious or spiritual community to be used for the Assessment Activity, and by monitoring and guiding the early direction of the student’s work. This includes teacher guidance on the appropriateness of the selected community, and whether there are any cultural or personal safety issues that could arise from focusing on that community for the assessment.
Students may consider both primary and secondary sources (if available). Students may access appropriate technology and resources.
Assessor involvement during the assessment event is limited to providing guidance to students. Assessors may assist students by guiding the selection of the significant narrative and its connection to a religious or spiritual tradition, and by monitoring and guiding the early direction of student’s work.
Students may research and gather information for this assessment individually or in groups. Students may have the opportunity to work on assessments both in and out of class time.
Students may access appropriate technology and resources.