Levels 7 & 8 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 |
||
|
From the Christian perspective, human beings are made in the image of God and through informed conscience can make choices enabling them to grow in the likeness of God. Other religions and philosophies also inform choices made by human persons. |
Explore the concept of an informed conscience and explain how it relates to an understanding of being made in the image and likeness of God. |
Investigate and explain how choices informed by the Christian tradition and supported by an informed conscience, can contribute to a person’s growing in the likeness of God.
|
|
As free agents of thought and action, when humans participate in sinfulness and moral evil, humanity is diminished. Being made in the image of God calls for the continual conversion of persons and cultural structures informed by the Gospel. Other religions and worldviews also provide direction for human life choices. |
Interpret the concept of sin and redemption from the Christian perspective and explore another tradition for its understandings. |
Explain the impact that personal and communal decisions and actions have for good and evil in the world, in light of the Catholic tradition in particular and other traditions and philosophies in general. |
|
Informed by Catholic social teaching, Christian life is located in a community of dialogue and cooperation. |
Critique the principles of Catholic social teaching and evaluate their contribution to the greater good. |
Analyse the principles of Catholic social teaching and how those principles lived out in a community of co-operation contribute to the greater good. |
|
Strand: Church and Tradition |
||
|
Inspired by the Holy Spirit, the early Christian community (Jews and Gentiles) responded to Jesus’ call to promote the Reign of God. |
Analyse the scriptural, historical and cultural context of the early Christian community (Jews and Gentiles) and how the Holy Spirit inspired and supported that community through periods of growth and challenge. |
Examine and articulate how the Holy Spirit inspired and enabled the early Christian community to endure, and to influence the world informed by an understanding of the Reign of God.
|
|
Although imperfect, the Church reveals the enduring presence of God and the call of community to the prophetic mission of Jesus. |
Investigate the history and current works of Catholic institutes and/or organisations that work for the mission of the Church. |
Investigate the work of Catholic institutes and/or organisations as a response to God’s call as partners in the mission of the Church. |
|
Mary’s commitment to God’s call, finds expression in the world today. |
Identify expressions of Christian discipleship today that reflect characteristics of Mary as the first disciple with influence for people of any religious belief or philosophy. |
Explore the characteristics of Mary’s discipleship that influence the lives of people today. |
|
Strand: God, Religion and Society |
||
|
Biblical revelation speaks of God, and for Christians, this reality is expressed as a Trinity of divine persons - Father, Son and Holy Spirit. |
From the perspective of the Christian faith, explore the mystery of the Trinity as a relationship of mutual love amongst the Father, Son and Holy Spirit; a relationship into which all is invited. |
Explore the mystery of God through an understanding of Trinity as a relationship of mutual love.
|
|
Christians who in faith describe God as a Trinity of persons, are challenged to find ways of respectful engagement with those of other faith traditions and worldviews in ways that promote the common good for all. |
Identify and discuss challenges and possibilities for discerning the common good in a plural society. |
Examine how Christians work respectfully with those of other worldviews to promote the common good of all. |
|
Religion and systems of belief are a human response to the mystery of creation, the journey of life and what it means to be human. |
Supported by evidence, propose how religious or other philosophies of life address what it means to be human. |
Compare and contrast different systems of belief in what it means to be human. |
|
Prayer, Liturgy and Sacraments |
||
|
As Christian communities have formed through time, their identity and offering of praise to God has been expressed through prayer, liturgy and sacraments. Each sacrament has its own history, symbols and rituals reflecting local customs. |
Examine the rituals, symbols and history of the Christian sacraments of initiation, healing and loving service with a view to appreciating the sense of communal praise to God and identity they enable. |
Articulate the historic as well as the symbolic, ritualistic and the life giving nature of the sacraments for Christian communities now.
|
|
Christians believe that various prayer forms enable people to grow in relationship with God, others and creation. |
Investigate various forms of Christian prayer and prayer in other traditions, reflecting upon prayer as a means both of deepening the Christian’s relationship with God and peoples’ relationships with each other. |
Explain how prayer can invite a relationship with others and for Christians a particular relationship with God and creation. |
|
Scripture, Israel and Jesus |
||
|
The Bible is a recognised collection of inspired religious texts interpreted through literary form, historical and cultural context, and the human author’s intention and God’s dream for the world. |
Distinguish the different literary forms which make up the Old and New Testament, reflect upon the sacred significance of the Bible for people within its time and for our time and identify one way in which God’s dream for the world helps people now. |
Analyse a range of Scripture passages in each classifying: literary forms, the historical and cultural context, the author’s intention, taking into account how these passages can inform the lives of people from the perspective of God’s dream for the world.
|
|
Scripture gives witness to a people’s developing experience of and relationship with a faithful God, which is covenantal. People of faith witness their relationship with God through the lives they choose to live. |
Explore the concept of covenant in the Old and New Testament and investigate how people, in spite of their infidelity, persist in trying to live their lives in ‘right relationship’ with God, self, others and creation. |
Engage with Scripture to explore the nature of covenant relationship in the Old and New Testaments. |
|
A central theme of the life of Jesus, a Jew of his time, was to proclaim the ‘Reign of God’ as an expression of God’s dream for the world. Christians are called to allow the Reign of God to shape their lives and their work in and for the world. |
Research Scripture passages which inform and present the teachings of Jesus to guide the flourishing of people in their daily lives. |
Describe the Jewishness of Jesus and link the reign of God proclaimed by Jesus with the invitation to live a Christian life informed by God’s dream for the world. |