Assessment Type 1: Representations

For a 10‑credit subject, students complete one or two representations tasks.

For a 20‑credit subject, students complete three representations tasks.

Students develop and demonstrate understanding of the influence of spiritual and/or religious perspectives on a community within a local, national, or global context, by engaging with representations. These representations could include religious and spiritual texts, traditions and images, other portrayals such as documentaries, feature films, artworks, iconography, artefacts, cartoons, and photos, or online sources.

As part of a class exploration of a big idea, and in consultation with teachers, students select one or more sources and identify spiritual and/or religious perspectives. Students analyse how these representations influence a community or communities and share their insights in a number of ways.

Examples of tasks may include, but are not limited to:

• an original script or recorded performance of an imagined interview with an artist/creator of an artwork on the theme of ‘After life’ (Religions, spiritualities, and ultimate questions)
• a director’s cut analysing a portion of a film adaptation of a story from the Bible (Story, visions, and futures).
• a vlog about depictions of evil in 20th century art (Evil and suffering)
• a discursive essay regarding one or more icons photographed on a visit to a Greek Orthodox church, and the significance of this artwork within the Greek Orthodox community (Religions, spiritualities, and ultimate questions)
• a multimedia presentation reflecting on the concept of Mercy and its depiction in the Buddha Goddess statue on Sellicks Hill (Community, justice, and diversity)
• a recorded discussion with a peer, a small group, or a teacher, unpacking the spiritual and/or religious perspectives from a documentary or series regarding origins of life on earth (Life, the universe, and integral ecology).

A representations task should be a maximum of 1000 words if written, a maximum of 6 minutes if oral, or the equivalent in multimodal form.

For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criterion:

• exploration and analysis.