Study of Religion

Work program requirements

A work program is the schools plan of how the course will be delivered and assessed, based on the schools
interpretation of the syllabus. It allows for the special characteristics of the individual school and its students.
The schools work program must meet syllabus requirements and indicate that there will be sufficient scope and depth of
student learning to reflect the general objectives and meet the exit criteria and standards. Work program requirements
are outlined below.

Outline of intended student learning

Course organisation

Publication date: April 2008

The course organisation should show the structure of the schools proposed course, and the way in
which it is organised and sequenced. It should be evident from the course organisation that the
school has planned a coherent course of study, and that the requirements as laid down in section
four (4) of the syllabus will be met. It should be evident from the course organisation that the school
is able to plan a course of appropriate breadth and scope.
The course organisation must demonstrate:

a minimum of four topics and the time allocation for each topic

how core components are integrated into each topic

each topic is studied for at least half a semester (approximately 8-10 weeks) and no more
than a semester (approximately 16-20 weeks)

a minimum of four of the following religions is to be studied over the course: Hinduism,
Judaism, Buddhism, Christianity and Islam

each topic is studied in relation to more than one religious system (p. 21).
In order to demonstrate that the scope and depth of student learning meets syllabus requirements,
the schools proposed course should include a more detailed exploration of the course organisation.
This will be done through the provision of a sample unit. This sample unit will be a detailed outline
of one of the areas of inquiry. Please refer to sections 5, 6, 7 and 8 of the syllabus document. All
schools are required to submit in their work programs an outline of one sample unit. If a school
chooses to include a school-based topic in their work program, the sample unit must be derived
from the school-based topic.
The sample unit must demonstrate evidence of the following:

rationale a brief explanation of how the unit links to the theme

that it is based on a topic with the core integrated

a minimum of five weeks of coherent study of an area of inquiry

a detailed outline of student learning for one of the areas of inquiry

an outline of the inquiry process and questions specific to the sample unit it should
be evident that the inquiry process has been adapted to the schools context and
resources

an outline of the ideas and concepts that are specific to the sample unit

learning experiences that offer students the opportunity to demonstrate the assessable
general objectives.

Queensland Studies Authority

Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004
Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email: office@qsa.qld.edu.au; Website: www.qsa.qld.edu.au

Assessment plan

The assessment plan provides an indication of the range and balance of assessment tasks used to
gather information about student achievement for the two-year course of study. It should ensure
verification folio and exit requirements are met, as outlined in section 9.9 of the syllabus, and
indicate that teaching, learning and assessment will continue to the end of the course. The
assessment plan must conform to the underlying principles of exit assessment outlined in section
9.1 of the syllabus. The assessment overview and a sample student profile may be presented in an
integrated format.
The assessment overview must indicate:
the range of techniques used
the balance conditions of implementation of instruments
the criteria applicable to each technique
that it conforms to the underlying principles of assessment (section 9.1).
The student profile (section 9.10) must be compatible with the assessment overview and:
uniquely identify each instrument and the semester it is applied
indicate the criteria being assessed by each instrument
show summative assessment instruments completed after verification
show standards awarded for individual assessment instruments
indicate whether instruments are formative or summative
show overall standards awarded for each criterion and the proposed level of
achievement at monitoring
show overall standards awarded for each criterion and the proposed level of
achievement at verification

show overall standards awarded for each criterion and the level of achievement at exit.

Page 2 of 2