Assessment Type 2: Connections

For a 10‑credit subject, students complete one connections task.

For a 20‑credit subject, students complete one or two connections tasks.

In this task, students collaborate with others to develop, apply, and reflect on their understanding of some spiritual and/or religious principles that underpin social‑justice actions in the school or broader community. They make connections to the big idea in focus, and research and engage in dialogue with teachers, peers, and others. Students engage in reflective practice to evaluate their collaboration and the impact of their engagement in these actions.

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

• organising a group to participate in a social‑justice event or program at school or in the community
• developing a real or virtual event/program to advocate or provide support for the work of an organisation or spiritual/religious community (e.g. Human Appeal, St Vincent de Paul Society, Tearfund)
• visiting and engaging with a spiritual or religious centre that provides community outreach, and evaluating its impact (e.g. a Baha’i Centre of Learning, a Christian charity shop, a Hare Krishna meal centre)
• volunteering for a length of time at a service organisation (e.g. Meals on Wheels, the Salvation Army, Uniting SA Aged Care), and reflecting on the significance of volunteering from a spiritual or religious perspective
• developing an educational resource exploring a social‑justice issue or principle for a specific audience (such as a Church youth group or a class in a younger year level), and reflecting on feedback to determine the effect on the audience.

Student evidence of individual and collaborative product and process may include:

• annotated photos
• posters
• screenshots of social‑media posts
• a PowerPoint presentation
• an action plan
• meeting minutes
• digital chat/feed recording collaborative decisions and reflections
• multi‑authored documents with colour coding or tags for clarity
• a blog, vlog, or journal reflections on the collaborative process and product development.

A connections task should be a maximum of 1000 words if written, or 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 criteria:

• exploration and analysis
• action and reflective practice.