Stage 2 | Subject outline | Version control

Spiritualities, Religion, and Meaning Stage 2
Subject outline

Version 1.0
Accredited in June 2021 for teaching at Stage 2 from 2022.  Editorial changes may be made during the implementation process.
Stage 2 Religion Studies will be taught for the last time in 2022.

Stage 2 | Subject outline | School assessment | Assessment Type 1: Reflective Analysis

Assessment Type 1: Reflective Analysis (40%) 

For a 10‑credit subject, students complete two reflective analysis tasks.

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

In this assessment, students engage in reflective analysis to respond to a source or stimulus related to a big idea.

The source or stimulus could take the form of a:

  • guest speaker
  • place
  • event
  • experience
  • article
  • blog
  • documentary
  • speech.

A reflective analysis could include:

  • analysis of the personal and communal meaning of the source/stimulus from one or more spiritual and/or religious perspectives
  • consideration of strategies for transformative action or advocacy in response to the stimulus
  • reflection on the possible impact of personal or shared actions.

Examples include, but are not limited to:

  • visiting a place of spiritual and/or religious significance such as a Church, Dreaming site, Mosque, Synagogue or Temple to investigate the big idea of Growth, belonging and flourishing. Students reflect on the personal and communal meaning of the place,  and how it generates a sense of connectedness
  • inviting a guest speaker to reflect on the issue of environmental refugees (Life, the universe, and integral ecology). Students reflect on the theme from one or more spiritual or religious perspectives, and consider strategies for transformative action 
  • reading an article on Reconciliation, analysing the meanings of reconciliation as a Christian sacrament as well as a socio‑political movement. Students consider possible actions to facilitate reconciliation within a community (Community, justice, and diversity)
  • watching a documentary on capital punishment, and reflecting on the Christian social-justice principle of human dignity (Community, justice and diversity). Students consider strategies for transformative action or advocacy in response to the documentary
  • listening to a guest speaker on meditation, and analysing its significance from different spiritual and/or religious perspectives (e.g. Buddhist, Christian or Hindu meditative practices). Students consider the possible impact of daily meditative practice (Spiritualities, religions, and ultimate questions).

Each reflective analysis should be a maximum of 1000 words if written, a maximum of 6 minutes if an oral presentation, or the equivalent in multimodal form.

Students may present their reflective analysis in a number of ways, including a written or oral presentation, vlog, audio recording, or other multimedia format.

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.