Stage 1 | Subject outline | Version control

Spiritualities, Religion, and Meaning Stage 1
Subject outline

Version 1.0
Accredited in June 2021 for teaching at Stage 1 from 2022.  Editorial changes may be made during the implementation process.
Stage 1 Religion Studies will be taught for the last time in 2022.

Stage 1 | Subject outline | Performance standards

Performance standards

Stage 1 performance standards for Spiritualities, Religion, and Meaning can be viewed below. You can also download in Word format [DOC 28KB].

To learn more about what performance standards are, how they are used, and other general information, see performance standards and grades.

  Exploration and Analysis Action and Reflective Practice
A

Development and sharing of a perceptive understanding of spiritual and/or religious perspectives, using a range of highly appropriate inquiry and communication skills.

Insightful analysis of ways in which spiritual and/or religious perspectives influence communities.

Perceptive evaluation of how personal and shared meaning is influenced by spiritual and/or religious concepts, experiences, and beliefs.

Well‑considered design of social‑justice actions, drawing on the principles of one or more spiritual or religious traditions.

Sustained and productive collaboration with others.

Perceptive evaluation of the impact of personal and shared actions, using reflective practice.

B

Development and sharing of a considered understanding of spiritual and/or religious perspectives, using a range of appropriate inquiry and communication skills.

Considered analysis of ways in which spiritual and/or religious perspectives influence communities.

Thoughtful evaluation of how personal and shared meaning is influenced by spiritual and/or religious concepts, experiences, and beliefs.

Considered design of social‑justice actions, drawing on the principles of one or more spiritual or religious traditions.

Focused collaboration with others.

Thoughtful evaluation of the impact of personal and shared actions, using reflective practice.

C

Development and sharing of a competent understanding of spiritual and/or religious perspectives, using inquiry and communication skills.

Competent analysis of ways in which spiritual and/or religious perspectives influence communities.

Reflection, with some evaluation, of how personal and shared meaning is influenced by spiritual and/or religious concepts, experiences, and beliefs.

Competent design of social‑justice actions, drawing on the principles of one or more spiritual or religious traditions.

Some collaboration with others. 

Some evaluation of the impact of personal and shared actions, using reflective practice.

D

Demonstration of some understanding of a spiritual and/or religious perspective.

Description of one or more ways in which spiritual and/or religious perspectives influence communities.

Some reflection of how personal and/or shared meaning is influenced by spiritual/religious concepts, experiences, and beliefs.

Partial design of social‑justice actions, drawing on the principles of a spiritual or religious tradition.

Occasional collaboration with others.

Description of the impact of personal and/or shared actions.

E

Demonstration of a limited understanding of a spiritual and/or religious perspective.

Limited description of a way in which a spiritual and/or religious perspective influences communities.

Limited description of how personal and/or shared meaning is influenced by a spiritual or religious concept, experience, or belief.

Attempted design of a social‑justice action.

Attempted collaboration with others.

Limited description of personal actions.