Levels 11 & 12 All Strands
Level descriptors reflect the strand specific enduring understandings by describing key knowledge, understanding and learning processes aligned to levels of learning achievement.
They explain the content to be taught and promote engagement in analysis, synthesis and evaluation.
Achievement standards indicate the quality of learning (the extent of knowledge, the depth of understanding and the sophistication of skills) students should typically demonstrate by a particular point in their schooling.
|
Level Descriptor |
Learning Process |
Achievement Standard |
|
Strand: Christian Ethics – Personal and Social |
||
|
Created in the image and likeness of God, human persons are called to authentic relationships with others, the world and for those in faith, God. |
Identify and investigate contemporary moral issues in relation to self and relationships with other persons. |
Analyse the contribution that Catholic moral teachings can make to the development of authentic relationships for human flourishing.
|
|
For Christians, life within a global community means a call to respect and act for justice for all of creation in co-operation with other religions and non-religious organisations. |
Explore and articulate the ways in which the Church and its teachings support Christians to act with justice within the local and global community. |
Investigate a deliberate Christian response to the call for responsible action for justice on behalf of creation.
|
|
Strand: Church and Tradition |
||
|
As the Catholic community hands on its teachings and practices from generation to generation, God’s self-communication is made present in light of the signs of the times. |
Identify and explore examples of God’s self-communication in the Scriptures by drawing upon faith and reason. |
Analyse how Scripture, with the integration of faith and reason continues to guide the Church and the lives of Christians.
|
|
The Catholic Church recognises the value of each person’s life. For many Christians their life’s call expresses and finds fulfillment in service to God, others and all of creation. |
Discern, differentiate and describe the characteristics of a Christian life lived consciously in service for the good of others and creation with those of a life lived in service for the good of others and creation. |
Investigate the lives of those who are called to dedicate themselves to a life of Christian service. |
|
In light of recognition by the Church that all are created in the image of God, Christians are called to care for the marginalised and vulnerable of the world; this understanding finds expression as a preferential option for the poor. |
Critically examine the Catholic Social principle of preferential option for the poor in light of contemporary social and personal issues that affect the marginalised and vulnerable of the world. |
Identify those you consider to be marginalised and vulnerable, both locally and globally; then articulate ways in which Catholic social teaching of preferential option for the poor addresses their right to flourish.
|
|
Strand: God, Religion and Society |
||
|
In cultural terms, the arts, sciences and humanities offer ways for exploring the fundamental questions of life and for people of faith, ways for exploring the mystery of God. |
Investigate some ways in which the arts, sciences and humanities enable exploration of the fundamental questions of life while at the same time enabling people of faith to engage with the mystery of God. |
Investigate and identify ways in which the arts, sciences and humanities could help address the fundamental questions of life and the mystery of God.
|
|
In a pluralising and secular culture, people’s spirituality, customs and way of life are informed by their particular religious and/or non-religious worldviews. |
Investigate different religious traditions and non-religious worldviews in Australia and compare their responses to everyday issues. |
Compare and analyse the effect of a religious and non-religious worldview for a person, in terms of everyday life. |
|
Prayer, Liturgy and Sacraments |
||
|
Christianity has a rich heritage of different styles of prayer. Prayer is both reflective and active, in accord with the varied circumstances and dimensions of a person’s and/or community’s relationship with God. |
Explore different forms of Christian prayer articulating ways in which these prayer forms could nourish and deepen a Christian’s and/or another’s way of being in the world, either personally or in community. |
Investigate different styles of Christian prayer and their potential for influencing a person’s and/or community’s life for the common good. |
|
The spiritual life which is given expression in different religious traditions and worldviews, may be enriched through participation in rituals. |
Investigate the rituals of different religious traditions and worldviews and how they enriched the life of the follower. |
Analyse the rituals of different religious traditions and worldviews and how they contribute to the spiritual life of the follower and community.
|
|
Scripture, Israel and Jesus |
||
|
Jesus’ life, death and resurrection are central to the Christian’s search for meaning and identity. |
Identify the key teachings and lived examples of Jesus Christ and how they continue to influence and shape the lives of Christians today. |
Investigate how Jesus Christ is central to the Christian’s search for meaning and identity.
|
|
The Scriptures are alive, inspired, revealed, interpreted and guided by tradition, biblical scholarship and the lived experience of God's people in their context. |
Identify some key understandings and beliefs from the Old and New Testaments and evaluate the significance of these understandings and beliefs for Christians and others today.
|
Use the Three Worlds of the Text approach to analyse a passage of Scripture from either the Hebrew and Christian texts, indicating in each case how the Word of God is revealed, interpreted and guided in terms of biblical scholarship and the lived experience of believers.
|