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 2: Connections

Assessment Type 2: Connections (30%) 

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

For a 20‑credit subject, students complete one connections task.

Students explore a concept or issue from a spiritual or religious perspective related to a big idea. They may develop a new or enriched understanding by connecting with others, e.g. peers, community members, elders, or online communities. They may also engage in other forms of research. Applying these insights, students undertake a task or activity in collaboration with others. They engage in reflective practice to evaluate the impact of their shared action and their learning about spiritual and/or religious concepts, ideas, and beliefs.

Students provide evidence of their exploration, collaborative action, and reflective practice. This could be in a range of forms, including annotated photos or images, vlogs, blogs, interview transcripts, PowerPoint presentations, action plans, and meeting minutes. Multimodal evidence is encouraged.

Evidence for each student’s connections task must be assessed individually, and it must demonstrate the student’s individual role in, and contribution to, the task.

For a 10‑credit subject, a connections task should be a maximum of 1000 words if written, or maximum of 6 minutes if oral, or the equivalent in multimodal form.

For a 20‑credit subject, a connecting task should be a maximum of 2000 words if written, a maximum of 12 minutes if oral, or the equivalent in multimodal form.

Examples include, but are not limited to:

  • preparing and leading a spiritual or religious ceremony, such as a smoking ceremony or a Christian liturgy, in a school or community group; reflecting on the way that spiritual and/or religious experiences and beliefs foster belonging and connectedness
  • collaborating in a community cultural art project that promotes diversity and inclusion; reflecting on the role that spiritualities and religions have in fostering positive interreligious dialogue
  • assisting in a school or community social justice program such as a breakfast club, community garden or homeless outreach; reflecting on the spiritual and/or religious perspectives that underpin and/or motivate people to be involved in such activities
  • sustaining a spiritual or religious leadership role in a school or community; reflecting on the individual and shared outcomes of undertaking this service
  • volunteering or engaging in a service‑learning placement for a length of time (e.g. Coastcare, Life Care SA or the St Vincent de Paul Society); evaluating the social, spiritual, and other benefits to all participants (those who serve and those being served)
  • researching and presenting a short workshop on how Seventh Day Adventists characterise a personal quest to flourish (Growth, belonging, and flourishing). Students nominate a specific audience, such as a Year Eight class or a community group, collecting audience feedback to inform their reflective practice.

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.