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Contents
Page
INTRODUCTION v
Page
FEEDBACK ON TASKS 57
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Introduction
The purpose of this study guide is to explain the policy that underlies the
Religion Studies Curriculum and to clarify its application in the classroom.
It is important that you have an integrated understanding of all aspects of
Religion Studies, including supporting policies and aims, so that your teach-
ing practice stems from a full appreciation of the values and vision of the
subject. This study guide will help you to achieve this, step by step. You are
advised to work through the guide sequentially, ie in the order in which the
explanations and tasks appear in the guide, so that your learning is based
on a clear and logical understanding of the policy material.
All necessary policy documents and other materials are located in Tutorial
Letter 103. These documents should be seen as appendices to this study
guide.
Appendix 1: The National Policy on Religion and Education (2003)
Appendix 2: National Curriculum Statement (Religion Studies) (NCS-RS)
Appendix 3: Learning Programme Guidelines (Religion Studies) (LPG-RS)
Appendix 4: Assessment (Religion Studies)
You should read the sections of the documents when indicated. This will
ensure that you become fully conversant with the Religion Studies discourse.
Each study unit explains the theoretical and historical development of the
concepts in the curriculum, as well as providing assistance with the im-
plementation of the curriculum in the classroom. The guide comprises four
study units. Each study unit concludes with a summative task. You can find
self-assessment sheets for each summative task in the section Feedback
on tasks, from page 64 onwards. Of course, your learning will be greatly
enhanced if you do the task without consulting the self-assessment sheet
until you have finished it!
Each section should take three weeks to complete. Try not to rush through
the sections without fully grasping their tenets.
Enjoy your studies!
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STUDY UNIT 1
1
The Bill of Rights forms the basis of ten fundamental values in the Consti-
tution. These are embedded in the Curriculum and outcomes-based educa-
tion policy. As such, they form the basis of the Critical and Developmental
Outcomes. They are
democracy
social justice and equity
freedom of person, belief and expression
non-racism and non-sexism
human dignity (Ubuntu)
an open society
responsibility and accountability
mutual respect
the rule of law
reconciliation
Using the table below, fill in the centre and right-hand columns.
3 Respect for
openness
5 Adherence to
accountability
6 Social honour
These core values of education, which delineate all teaching and learning
practices, are aimed at recognising and developing the potential of each
learner. In this regard, the South African Schools Act bases all teaching
and learning on the values of inclusivity, environmental and social justice,
taking into account poverty redress and the adherence to equality around
issues of race, gender, language, age and disability.
The South African Education Policy Act 27 of 1996 provides a set of cross-
learning area goals or outcomes based on the Constitutions 10 fundamental
values. These are divided into two categories: Critical Outcomes and De-
velopment Outcomes. Both sets of outcomes originated in the SA Qualifica-
tions Act of 1995 and the National Qualifications Framework (NQF) policy
statement.
The designing of the Curriculum took place between 1996 and 1997. In 1998,
Curriculum 2005 (C2005) was launched by the then Minister of Education,
Professor Sibusiso Bengu. Then, in 2000, former Minister of Education
Kader Asmal commissioned a review of Curriculum 2005. The findings of
the commission were published in 2002 in a report entitled A South African
Curriculum for the twenty-first century report of the review committee
on Curriculum 2005. In the same year, C2005 was revised in the Revised
National Curriculum Statement (RNCS). This document established the RNCS
as policy and the RNCS was implemented in the Foundation Phase in 2004.
Read the Critical and Developmental Outcomes below and then complete
the task that follows.
Apply what you have learnt about values to the task set out above in
Task 1.1.
Analyse the Critical and Developmental Outcomes to identify their
underlying values. Be aware that these outcomes are skills-based, but
these skills cannot be developed without first developing the underly-
ing values.
The Critical Outcomes require learners to be able to
identify and solve problems and make decisions using critical and
creative thinking
Value: ____________________________________________________
work effectively with others as members of a team, group, organisa-
tion and community
Value: ____________________________________________________
organise and manage themselves and their activities responsibly and
effectively
Value: ____________________________________________________
collect, analyse, organise and critically evaluate information
Value: ____________________________________________________
communicate effectively using visual, symbolic and/or language skills
in various modes
Value: ____________________________________________________
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We will look at how the principles of the Critical and Developmental Outcomes
are implemented when we look at the Religion Studies Learning Outcomes
and Assessment Standards.
Although, as you will see later, the Curriculum is driven by the integrated
learning of knowledge, skills, values and attitudes, values development is
seen to be crucial if learning is to have an ethical basis. This is more sig-
nificant in subjects such as Life Orientation, History and Religion Studies
because these subjects are inherently values-driven.
and values that society most needs for its healthy functioning. The role
of education is to marry the individual needs of learners with those of soci-
ety. Consequently, OBE operates through a process of transparent consensus
between the learner and society.
In a nutshell, Outcomes-Based Education is
outcomes-driven
values-oriented
learner-centred and differentiated according to learner needs and abilities
relevant
the integration of knowledge, skills, values and attitudes
the appropriately balanced use of various teaching, learning and assess-
ment strategies
a principle of authentic assessment that adheres to transparency and
evidence
Assessment strategies
These principles inform all teaching and learning. The educational process
is structured in terms of the integration of four OBE categories of learning:
skills, knowledge, values and attitudes (SKVAs). All Learning Outcomes and
Assessment Standards are developed from the interconnected functions
of SKVAs and the Constitutional values. These are set developmentally at
age-appropriate levels according to learning bands, phases and grades.
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The table below shows the knowledge, skills, values and attitudes in Learn-
ing Outcome 1 Religion Studies and the linked Assessment Standards.
When preparing a unit plan for a Learning Outcome, it is a good idea to
begin by doing this exercise. It will sharpen your focus for planning around
questions based on what (knowledge), how (teaching strategies) and why
(values and attitudes).
Indoctrination
Syncretism
Religious dialogue
Religious conflict
Learning Outcome 1
Variety of religions
The learner is able to
demonstrate knowledge
and understanding of a
variety of religions and
how they relate to one
another
Assessment standards
The learner is able to
identify various clusters
of religions in the world
provide a historical
overview of the origins
of a number of religions
Learning Outcome 2
Common features of
religion as a generic and
unique phenomenon
The learner is able to
analyse, relate and
systematise universal
dimensions of religion
Assessment standards
(First Assessment
Standard)
The learner is able to
consult Assessment
Standards in the
NCS Religion Studies
document (see tutorial
letter 103)
Learning Outcome 3
Topical issues in society
The learner is able to
reflect critically and
constructively on topical
issues in society from
a Religion Studies
perspective and apply
such insight
12
Assessment standards
(First Assessment
Standard)
The learner is able to
consult Assessment
Standards in the
NCS Religion Studies
document (see tutorial
letter 103)
Learning Outcome 4
Research into and
across religions
The learner is able to
apply skills of research
into religion as a social
phenomenon and across
religions
Assessment standards
(First Assessment
Standard)
The learner is able to:
consult Assessment
Standards in the
NCS Religion Studies
document (see tutorial
letter 103)
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STUDY UNIT 2
2
This study unit will outline the values and principles inherent in the Na-
tional Policy on Religion and Education, 2003 (hereafter referred to as the
Policy). It is crucial to understand the principles and values embedded
in this policy to ensure the correct teaching and learning process in your
classroom.
In each section of the study unit, reference will be made to the relevant ar-
ticles in the Policy for that section. Please refer to these articles as you work
through the study unit. There is a quick-reference guide to salient articles
in the Policy at the end of the study unit, but it is important that you study
the actual document (appendix 1 in TL 103) to get a deeper understanding
of the Policy and its underlying theoretical frameworks.
Please note that the National Policy on Religion and Education (the Policy)
provides guidelines for the religion component of the Life Orientation learn-
ing area and the new FET subject Religion Studies (the shadowed boxes in
the table above).
The constitutional values are expressed in the Policy as follows (article 14):
Respect for equality. The education process in general, and this policy
specifically, must aim at the development of a national democratic culture
with respect for the value of all of our peoples diverse cultural, religious
and linguistic traditions.
Tolerance. Religion in education must contribute to the advancement of
interreligious toleration and interpersonal respect among adherents of
different religious or secular world-views in a shared civil society.
Respect for diversity. In the interest of advancing informed respect for
diversity, educational institutions have a responsibility for promoting
multi-religious knowledge, understanding and appreciation of religions
in South Africa and the world.
Respect for openness. Schools, together with the broader society, play a
role in cultural formation and transmission, and educational institutions
must promote a spirit of openness in which there shall be no overt or
covert attempt to indoctrinate pupils into any particular belief or religion.
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From the early 1990s to 2002 various commissions and policy documents
investigated the theoretical options to find the most appropriate approach
to religion and education for the new democratic country. To make amends
for South Africas apartheid history, the model had to include notions of in-
clusivity, freedom and unity. In the early 1990s the matter of religion was
considered in the National Education Policy and a few years later, during
1993/4, at the National Education and Training Forum. In the same year
religion was considered directly in the Consultation around the Ministerial
Committee on Religious Education. Finally, in 2002, the Standing Advisory
Committee on Religion and Education paved the way for the National Policy
on Religion and Education in 2003, which was announced by the then Min-
ister of National Education, Professor Kader Asmal.
2.4.2 How the Constitution informs the National Policy on Religion and
Education (articles 5, 22, 23, 28 & 70)
In the previous section we saw how the Constitution provides the values
base for the Curriculum. Now we will explore how these values are ex-
pressed in the Policy.
The constitutional rights of citizens are broken down into more specific
freedoms, namely
of conscience
of thought
of opinion
of belief
of religion
from unfair discrimination
from coercion (ideological and religious)
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Work effectively
with others as
members of a team,
group, organisation
and community.
20
Organise and
manage themselves
and their activities
responsibly and
effectively.
Collect, analyse,
organise and
critically evaluate
information.
Communicate
effectively using
visual, symbolic
and/or language
skills in various
modes.
Use science
and technology
effectively and
critically, showing
responsibility
towards the
environment and
the health of others.
Demonstrate an
understanding of
the world as a set
of related systems
by recognising that
problem-solving
contexts do not exist
in isolation.
Developmental
Outcomes
Reflect on and
explore a variety of
strategies to learn
more effectively.
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Participate as
responsible citizens
in the life of local,
national and
global communities.
Be culturally
and aesthetically
sensitive across
a range of social
contexts.
Explore education
and career
opportunities.
Develop
entrepreneurial
opportunities.
2.6.2 How is Religion Education taught? (articles 19, 21, 23, 25 & 26)
Religion Education can be approached from a view of religion and spiritu-
ality that considers the sacred, transcendent and spiritual dimensions of
human life; alternatively, from a view of religion as a social phenomenon
with traditions, institutions and practices.
Religion Education must be taught within a framework of inclusivity. It
encompasses all religious beliefs in South Africa, all cultural groups, all
levels of authority in the education system (district, provincial and national),
interdisciplinary approaches and all schools, public and private (articles 9
& 15).
Religion Education must be taught in such a way that learners
achieve religious literacy acquire the skills and knowledge frameworks
to understand different religions (article 19)
are able meet goals and outcomes of the general curriculum (observation,
listening, reading, writing and thinking) (article 19)
learn about the rich and diverse South African religious heritage (articles
23 & 25)
grow spiritually, both in terms of their own beliefs and ethics and in
terms of their treatment and understanding of others (articles 19 & 25)
The Policy on Religion and Education derives its focus from the National
Qualifications Framework (NQF) vision for education in South Africa, namely
to produce literate, creative and critical citizens.
The NCS explains literacy in different capacities:
cultural literacy
ethical literacy
cultural analysis
ethical debate
formulation and clarification of values
2.6.3 Why is Religion Education in the Curriculum? (articles 5, 7, 14, 18, 19,
21, 26, 31 & 36)
The Constitution is founded on the social and personal development of citi-
zens. On a spiritual level, this means that our society and its citizens have
the right to become happier through individual and social efforts. We can
only become happier by accepting that our interests are inextricably linked
(article 26). The Religion Education policy is established on the idea that
all South Africas religions must be taught in a fair and balanced manner
so that all learners will understand one anothers cultures and defining
beliefs (article 5).
Values
constitutional values articles 8 & 11
individual rights of association articles 13 & 28
constitutional values expressed in the RE policy articles 8, 11 & 14
relationship between RE and constitutional values articles 3, 4, 5,
8, 11, 12, 14, 22, 23, 28 & 70
values independent of religion article 9
shared civic values article 14
RE in the classroom
religious literacy articles 19, 26 & 27
critical reflection articles 21 & 26
trained teachers article 34
materials articles 46 & 47
Learning Outcome 1
Variety of religions
The learner is able to
demonstrate knowledge and
understanding of a variety
of religions and how they
relate to one another
Assessment Standards
The learner is able to
identify various clusters of
religions in the world
STUDY UNIT 3
3
3.1 INTRODUCTION
In study unit 2 we looked at how the National Policy on Religion and Educa-
tion (2003) (hereafter referred to as the Policy) informed Life Orientation
and Religion Studies. In this study unit we will focus on teaching the new
FET subject, Religion Studies, in the classroom.
In this unit we will refer to our discussion of the Constitution in study unit
1, together with the explanations of OBE and Learning Outcomes. As we
proceed through this study unit, reference will be made to relevant sec-
tions in previous study units. You should return to those sections to revise
the central ideas in them so that you will be properly informed for tasks in
this study unit.
You will also be introduced to the Learning Programme Guidelines for Re-
ligion Studies (LPG-RS) (appendix 3 in Tutorial Letter 104), which outlines
the necessary developmental progression of knowledge, skills and values
through the FET grades.
natural sciences
media
leisure
fundamentalism
education
art
leadership
international relations
euthanasia
proselytisation
substance abuse
death
suicide
kinship systems
divorce
crime and violence
Religion Studies
(1) studies religion as part of culture and civic life
(2) is constructed in accordance with accepted academic procedures
(3) educates learners as members of the human family and citizens of
the world
(4) is situated in the South African and African contexts
(5) affirms the learners own religion, as well as those to which they do
not belong
(6) develops appreciation of and respect for their own traditions, as well
as those of their fellow citizens
(7) facilitates inclusive historical understanding and develops higher-order
skills of discovering relationships and dealing with complexity
(8) is socially relevant and transformative
31 SDRELSD/1
(9) is critical
(10) is creative
3.4.1 Purpose
The purpose of Religion Studies, as described in the NCS, is as follows:
Religion Studies enhances the constitutional values of citizenship,
human rights, equality, and freedom from discrimination, freedom
of conscience, religion, thought, belief and opinion. Religion Studies
contributes to the holistic development of the intellectual, physical,
social, emotional and spiritual aspects of the learner. The purpose is
the enhancement of knowledge, skills, attitudes and values necessary
34
NOTE
An effective lesson is one where knowledge, skills and values have been
clearly transferred to each of the levels: policy, relational and personal.
On the lines provided below, explain how you would define the pur-
pose of LO 1, LO 2, LO 3 and LO 4.
Learning Outcome 1
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Learning Outcome 2
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Learning Outcome 3
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Learning Outcome 4
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and blind spots concerning different religions, because this will influence
how you teach those religions and facilitate discussions about issues in the
classroom.
Diversity
Inclusivity
Freedom of speech
Freedom of belief
Social justice
Citizenship
Christianity
Judaism
Islam
Hinduism
Buddhism
African religion
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As you work through the LPG, you will be asked to think honestly and criti-
cally about how the NCS can be applied meaningfully in your classroom.
Your reflections must include your own experience, your motivation to teach
the subject and your understanding of the subject.
The LPG scheme is clearly laid out in the LPGRS document.
39 SDRELSD/1
The logic that holds the outcomes together is the basic right of all citizens
to enjoy happiness and avoid unnecessary hardship. The four Learning
Outcomes teach awareness of the needs of all humanity (Learning Outcome
1); the connectedness of all humanity (Learning Outcome 2); and the essen-
tial translation of human rights into responsibility towards others (Learning
Outcomes 3 and 4).
Therefore, when developing a work schedule and lesson plans, it is important
to teach Learning Outcomes and Assessment Standards in an integrated
way. While a lesson may have a dominant Learning Outcome and related
assessment standards, there will also be related Learning Outcomes that
you can address.
You should also endeavour to make connections between Religion Stud-
ies and the skills and knowledge learners will have gained from Learning
Outcome 2 in Life Orientation; this will enable them to make the link be-
tween GET and FET.
Neither promote
nor undermine any
religion.
41 SDRELSD/1
Do not confuse
Religion Studies
with religious
instruction.
Address issues of
inclusivity.
Use learners
backgrounds as an
invaluable resource.
Encourage learners
to speak freely and
confidently about
their own views and
issues.
Encourage and
organise first-
hand experience of
various religions.
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(2) In your experience, what questions are learners asking in the Religion
Studies classroom?
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43 SDRELSD/1
Following the example of a lesson plan on the next page, design a lesson
for Grade 10. If this was an assignment for this module, the marks indi-
cated would give you an idea of the importance of the different aspects.
Provide the lesson with a lesson plan sheet (see below). (10 marks)
Elaborate on the content of the lesson in detail give
the facts (this section should cover at least 5 to 6 pages).
Any textbook for Religion Studies or introductory book
on religions of the world will be useful. (60 marks)
Design at least two appropriate activities to coincide with
the competencies for Grade 10 (see NCS-RS, pages 4647
of appendix 2). (20 marks)
Indicate clearly how you intend to assess whether the
outcomes have been reached and include any assessment
tools that you are planning to use (eg rubrics or test pa-
pers). (10 marks)
44
Main Learning
Outcome(s)
Assessment
Standard(s)
Related Learning
Outcomes &
Assessment
Standards
Content
Topic
Approximate contact
time
STUDY UNIT 4
4
Teaching practice
4.1 INTRODUCTION
In this study unit we will look at the four Learning Outcomes and related
Assessment Standards. We will focus on how to apply the National Policy on
Religion and Education (2003), the NCS and OBE to the Learning Outcomes
and Assessment Standards across Grades 10, 11 and 12.
We will focus on how to teach the four Learning Outcomes holistically and
apply these to the related Assessment Standards. Learners will be able to
contextualise their own beliefs in relation to the totality of world religions.
They will also see the patterns that shape their own beliefs in the context
of the patterns that shape others religious beliefs.
These three NCS outcomes are expressed through the Learning Outcomes
and Assessment Standards.
In the spaces provided below, show how each of the three key outcomes
in the NCS are developed across the Religion Studies Learning Outcomes
and Assessment Standards in Grades 10, 11 and 12. Refer to the Learn-
ing Outcomes and Assessment Standards provided at the beginning of
this study unit.
1 Grade 10
Enrichment and empowerment of learners eg
LO 1 (AS 10.1.1, 10.1.2)
LO 2 (AS 10.2.1, 10.2.2)
LO 3 (AS 10.3.1)
LO 4 (AS 10.4.1)
2 Grade 11
Enrichment and empowerment of learners
LO 1
LO 2
LO 3
LO 4
3 Grade 12
Enrichment and empowerment of learners
LO 1
LO 2
LO 3
LO 4
Religion Studies
(1) studies religion as part of culture and civic life
(2) is constructed in accordance with accepted academic procedures
(3) educates learners as members of the human family and citizens of
the world
(4) is situated in the South African and African contexts
(5) affirms the learners own religions, as well as those to which they do
not belong
(6) develops appreciation of and respect for their own traditions, as well
as those of their fellow citizens
(7) facilitates an inclusive historical understanding and develops higher-
order skills of discovering relationships and dealing with complexity
(8) is socially relevant and transformative
(9) is critical
(10) is creative
Definition
Inductive reasoning: General understanding is inferred from particular
empirical instances.
Reasoning takes place from the specific (eg case studies), and results
are generalised to the whole population.
Definition
Deductive reasoning: This is logic based purely on reason. If the premises
are agreed on, the conclusion has to be accepted.
For example:
All bachelors are unmarried men.
George is unmarried.
Therefore George is a bachelor.
Deductive reasoning has a number of limitations and cannot be applied
to all cognitive processes.
Definition
Holism being open to the present context in its totality and unique
nature
51 SDRELSD/1
The holistic study of religions and religion takes into account that religions
are made up of people who share a common set of beliefs that have evolved
through different historical contexts and epochs. Eastern religions, for
example, tend to have a more monistic (that is, unified) understanding of
reality than Western religion, which has led to a more holistic understand-
ing of society. The theism (belief in a God that is separate from humanity)
that runs through Western religion has tended to establish a more dualistic
and individualistic understanding of society.
It is tempting to view the universal elements (such as myth, ritual, ethics)
in religion as substantial objects in their own right. But viewing religion as
an object of study diminishes the values of the researcher as well as of the
believers. This is not to deny the commonalities between religions; but it
is important to retain the idea, even in Learning Outcome 2, that religions
amount to humanitys shared understanding of the world and should not
be viewed as a values-free object of study. For this reason it is important
to acknowledge the skills referred to in the Learning Outcome, namely
analyse, relate and systematise. If these skills are put into practice, they
should result in a holistic understanding of religion.
Under the headings below, you are required to work with three cat-
egories, instead of the two categories that apply to Learning Outcome
1 (specific religions) and Learning Outcome 2 (universal elements of
religion). A third category, religious experience, is placed in between
the two Learning Outcomes. The aim of the task is to help you reflect
on applying principles 7 and 8 to Learning Outcomes 1 and 2.
Principles 7 and 8 are as follows:
7 facilitates an inclusive historical understanding and develops higher-
order skills of discovering relationships and dealing with complexity
8 is socially relevant and transformative
52
African
religion
Hinduism
Buddhism
Judaism
Christianity
Islam
53 SDRELSD/1
Task 4.2.2
Now note where similarities exist between religions in any of the ar-
eas outlined above.
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Can these religions be grouped in terms of related ideas about God, evil
and suffering, the path to salvation, purpose of salvation, ritual and
time? If so, how?
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religious freedom
religions relationship with the media,
it is crucial to teach learners to be open to the issue being studied in its to-
tality and unique nature, that is, holistically. This means that learners need
to be able to see how peoples responses to situations are created by the
signs and symbols people live by. As members of the human family, learners
should be made aware of their shared human nature, such as feelings of care,
motives to protect life and needs for food and shelter, which will facilitate
the understanding of religious people and their issues on their own terms.
The skills, values and knowledge obtained in Learning Outcomes 1 and 2
form the basis for Learning Outcomes 3 and 4. Learners must be shown that
the patterns recognised in various religions and the universal dimensions
of religions will assist in their coming to understand issues in religion and
developing theories and insightful ways of understanding religion through
their own research. The patterns they observed while studying their own
religion can assist them in seeing interreligious similarities and reviewing
previously held assumptions about religion.
Studying religion involves constantly changing and re-evaluating opinions
and understandings seeing new connections and relationships between
religious ways of viewing the world. This approach is based on deductive
logic, as defined earlier: the testing of theories against empirical situations
and patterns. Deductive logic calls for the researcher to bring his or her
personal understandings into relationship with conditions and contexts in
the external world. The relationship between the subjective interior world
and the external world defines the journey into critical and creative thought
that learners take in their search for meaning (NCS principles 9 and 10).
This task will help you to plan lessons incorporating Learning Outcomes
3 and 4 in a way that is holistically informed. It will also help you to
apply principle 2 in your teaching practice.
Principle 2: Religion Studies is constructed in accordance with accepted
academic procedures.
Choose an issue from the following list:
gender
fundamentalism
liberalism
scientific and intellectual challenges to religion
social challenges to religion
environmental ethics
religion and sexuality
religious freedom
religions relationship with the media
56
Now write short notes for a lesson where you take a hypothesis relating
to your chosen issue within a particular religion (for example, men and
women have equal rights in Hinduism, or the media in South Africa
treats all religions with respect) and plan how you will conduct research
into whether this premise is viable or not.
This task unites Learning Outcomes 3 and 4 by focusing your attention
on the experiences of people within religion. It also calls for a holistic
approach to the study of religion in that the researcher cannot separate
himself or herself from the issue being researched. Rather, the research
has to be conducted with a view to keeping the researchers own views
in mind, as well as those of the religion being studied.
The aim of this task is for researchers to theorise their own values and
test them against empirical research.
That brings us to the end of this guide and we hope that it has helped you
to deepen your understanding of Religion Studies and hone your teaching
skills.
The following pages will provide you with some feedback on the tasks that
were included in the study units.
57 SDRELSD/1
F E E D B A C K O N TA S K S
Study unit 1
Personal response
All teaching and learning incorporates knowledge, skills, values and attitudes
in a fully integrated manner. Working in the tables on the following pages,
identify the knowledge, skills and values for each of the Religion Studies
Learning Outcomes and Assessment Standards. Notice the progression of
the KSVAs as you identify them.
Extract the Religion Studies knowledge, skills, values and attitudes per
grade from the Learning Outcomes and linked Assessment Standards for
Grades 10, 11 and 12. If you need more space, create your own tables and
fill them in using as much detail as you can.
Please note: The answers provided below are for all of the Assessment
Standards for Learning Outcome 1 only. Your answers for Learning Outcomes
2, 3, 4 should follow a similar pattern.
Assessment Standards
We know this when the learner is able to
Study unit 2
Values
constitutional values articles 8 & 11
individual rights of association articles 13 & 28
constitutional values expressed in the RE policy articles 8, 11 & 14
relationship between RE and constitutional values articles 3, 4, 5,
8, 11, 12, 14, 22, 23, 28 & 70
values independent of religion article 9
shared civic values article 14
RE in the classroom
religious literacy articles 19, 26 & 27
critical reflection articles 21 & 26
trained teachers article 34
materials articles 46 & 47
Learning Outcome 1 9 20 21
Variety of religions 23 44 18
The learner is able to 45
demonstrate knowledge and understand-
ing of a variety of religions and how they
relate to one another
Assessment Standards 19 20 18
The learner is able to 44
identify various clusters of religions in the
world
Study unit 3
A: B: C:
Constitutional Religion Education Religion Studies principles
principles principles
On the lines provided below, explain how you would define the purpose of
LO 1, LO 2, LO 3 and LO 4.
Personal response
Personal response
Personal response
This lesson is adapted from one in OBE for FET Religion Studies Gr 10 by
HC Steyn et al. 2006. Pretoria: Nasou.
Your own lesson does not have to be as extensive but you should include
content, activities and assessment strategies.
A lesson plan
Grade Grade 10
Main LO 1
Learning
Outcome(s)
Assessment AS 6
Standard(s)
Related LO 4
Learning
Outcomes &
Assessment
Standards
Content Defining the terms below with regard to religions and their
interaction:
tolerance
respect
dialogue
conflict
fundamentalism
pluralism
propaganda
indoctrination
syncretism
Approximate 3 hours
contact time
In any given society where more than one religious tradition is present,
interaction between different religions is bound to take place. In order to
understand what religious interaction entails, we will now look at some of
the fundamental concepts that characterise this process. We will look at the
occurrence of religious conflict and the concepts of religious fundamen-
talism and religious pluralism. We will also deal with the phenomena of
religious propaganda and indoctrination, as well as religious syncretism.
71 SDRELSD/1
Given the above definitions of tolerance and respect, the questions that come
to mind are: Is tolerance (in the sense of endurance) enough and is respect
(esteem and honour) always possible?
Teachers notes:
Allow learners to express their own opinions, but guide the discussions
in order for learners to see the complexities involved in these appar-
ently simple terms.
Assessment
Type Formative assessment
Method Observation
Form of assessment Discussion
Tool See group discussion rubric at end of lesson.
I will know that learners have achieved the Assessment Standards for
this activity when they are able to participate in a discussion on the
relevant terms.
Integration Life Orientation
Interreligious dialogue
Intolerance of people from other religions can pave the way for religious
conflict, of which there are many examples around the world, both in his-
tory and in contemporary society. Such conflict usually involves a power
struggle with one group seeking to control and manipulating the others. It
is not always easy to determine the true causes of conflict in society, but
political alliances, economic differences and ethnic battles often come into
the picture. However, conflict in India, Lebanon, Nigeria, Northern Ireland,
Pakistan and Palestine have shown that religious differences contributed
to the conflict, even if they were not the sole cause.
74
Teachers notes:
This is a most challenging research activity because it deals with a
topic that will be largely unfamiliar, so the learners will need plenty of
support. I will need plenty of resources in the class for them to consult
(both historical resources and contemporary ones such as newspapers
and magazines).
I will know that learners have fully achieved the Assessment Standards
for this activity when they have written an essay on religious conflict
that includes material from their own research.
Integration History, First Additional Language
Fundamentalism
Fundamentalism is a movement aimed at maintaining strict adherence to
the founding principles of all religious traditions. It involves resistance to
modern trends and the desire to protect the faith against secular influences.
One of the main points of criticism of fundamentalism is that it fails to
acknowledge that modern life sometimes poses serious challenges to reli-
gious ideals. According to this argument, fundamentalists become selec-
tive in what they believe and practise. For instance, the book of Exodus in
the Old Testament of the Bible dictates that when a mans brother dies, he
must marry his widowed sister-in-law. According to the critics, few, if any,
fundamentalist Christians adhere to this doctrine, despite the fact that it
is not contradicted in the New Testament.
76
FUNDAMENTALISTS
ENTALISTS BELIEVE
Im a Christian fundamentalist, so I
think the only way to be a Christian is
to do exactly what the people did
who first followed Jesus when
he was alive on earth
earth.
Im a fundamentalist Muslim, so I
think the only way to be a Muslim is to do ex-
actly what the people did who first followed
Muhammad when he was alive on
earth.
Religious pluralism
Fact file: Religious pluralism
During the second half of the twentieth century there have been tremendous
migrations of peoples from one country to another, both as immigrants and
refugees. It is estimated that 2 per cent of the entire world population today
lives outside its country of origin. These migrations have also caused the
religious landscape in many countries to change. In Britain, for instance,
there are 200 000 Sikhs, more Muslims than Methodists and more Jews
per kilometre in the town of Redbridge than in the state of Israel! Similar
changes have taken place in France, Germany, the Netherlands and the
USA. Of course, South Africa is and has always been a country of great
religious diversity.
77 SDRELSD/1
Teachers notes:
It should be easy for learners to compile a list of South African religions.
For example, use the broad term Christianity, rather then mentioning a
long list of distinct churches. In this activity learners should try to inter-
nalise the pluralistic nature of South African society by reflecting on the
religions of which they have some personal experience, however slight.
Assessment
Type Formative assessment
Method Task-based
Form of assessment Discussion
Tool Rubric 11
I will know that learners have achieved the Assessment Standards for
this activity when they are able to participate in discussions on the
pluralistic nature of the South African society.
Integration Life Orientation
Teachers notes:
Learners can discuss a few examples of both political and religious
propaganda to get the discussion going.
Assessment
Type Formative assessment
Method Observation
Form of assessment Discussion
Tool Rubric on group discussions below
I will know that learners have fully achieved the Assessment Standards
for this activity when they are able to take part in a class discussion on
the topics indicated.
Integration History, First Additional Language
Syncretism
The concept syncretism has been coined to describe the mixing of ele-
ments from different religious sources. It is often viewed in a negative light.
relevant to question.
4 Question largely ad- 8088 7079 6069
dressed. Rich content.
Content relevant to
question.
3 Question partially 6069 5059 4049
addressed. Omissions
and sometimes irrel-
evant content.
2 Question inadequately 4049 3039 2029
addressed. Omissions
in coverage. Some ir-
relevant content.
1 Question not ad- 2029 2029
dressed. Content
sparse and irrelevant.
83 SDRELSD/1
Mark sheet
Weighting Your Weighting Your Total
mark mark
1 Structure 3
Is there an introduc-
tion and a conclusion?
Are there rel- 3
evant headings and 9
subheadings?
Does each con- 3
cept have its own
subsection?
2 Content
dialogue 8
conflict 8
fundamentalism 8
pluralism 8
propaganda & 8
indoctrination
syncretism 7
3 Independence & 10
originality
Logical argument 30
Are differences taken 10
seriously?
Suggestions for pro- 10
motion of good civil
relationships
4 Technical presentation 6 6
Grammar, spelling and
neatness
TOTAL 100 100
84
Learners 1 2 3 4 5 6
respond to questions
Study unit 4
In the spaces provided below, show how each of the three key outcomes
in the NCS are developed across the Religion Studies Learning Outcomes
and Assessment Standards in Grades 10, 11 and 12. Refer to the Learning
Outcomes and Assessment Standards provided at the beginning of this
study unit to help you.
i Grade 10
Enrichment and empowerment of learners
eg
LO 1 (ASs 10.1.1, 10.1.2)
LO 2 (ASs 10.2.1, 10.2.2)
LO 3 (AS 10.3.1)
LO 4 (AS 10.4.1)
Enhancement of interpersonal relationships
LO 1 (AS 10.1.4)
LO 2 (ASs 10.2.2, 10.2.3, 10.2.4, 10.2.5, 10.2.6)
LO 3 (ASs 10.3.1, 10.3.2)
LO 4 (ASs 10.4.1, 10.4.3)
Contribution to an open and democratic society
LO 1 (AS 10.1.4)
LO 2 (ASs 10.2.2, 10.2.6)
LO 3 (ASs 10.3.1, 10.3.2, 10.3.3)
LO 4 (ASs 10.4.1, 10.4.3)
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ii Grade 11
Enrichment and empowerment of learners
LO 1 (AS 11.1.2)
LO 2 (AS 11.2.2)
LO 3 (ASs 11.3.1, 11.3.2, 11.3.3, 11.3.4)
LO 4 (ASs 11.4.1, 11.4.2)
Enhancement of interpersonal relationships
LO 1 (ASs 11.1.2, 11.1.3, 11.1.4)
LO 2 (AS 11.2.2)
LO 3 (AS 11.3.4)
LO 4 (ASs 11.4.1, 11.4.2)
Contribution to an open and democratic society
LO 1 (ASs 11.1.2, 11.1.3, 11.1.4)
LO 2 (AS 11.2.2)
LO 3 (ASs 11.3.1, 11.3.2, 11.3.3, 11.3.4)
LO 4 (AS 11.4.1)
iii Grade 12
Enrichment and empowerment of learners
LO 1 (AS 12.1.4)
LO 2 (ASs 12.2.1, 12.2.2, 12.2.3, 12.2.4, 12.2.5, 12.2.6)
LO 3 (ASs 12.3.1, 12.3.2, 12.3.3)
LO 4 (ASs 12.4.1, 12.4.2)
Enhancement of interpersonal relationships
LO 1 (ASs 12.1.1, 12.1.4)
LO 2 (AS 12.2.1)
LO 3 (AS 12.3.1)
LO 4 (AS 12.4.1)
Contribution to an open and democratic society
LO 1 (ASs 12.1.3, 12.1.4)
LO 2 (ASs 12.2.1, 12.2.3, 12.2.6)
LO 3 (ASs 12.3.1, 12.3.2, 12.3.3)
LO 4 (ASs 12.4.1, 12.4.2)
86
Under the headings below, you are required to work with three cat-
egories, instead of the two categories that apply to Learning Outcome
1 (specific religions) and Learning Outcome 2 (universal elements of
religion). A third category, religious experience, is placed in between
the two Learning Outcomes. The aim of task is to help you reflect on
applying principles 7 and 8 to Learning Outcomes 1 and 2.
Principles 7 and 8 are as follows:
7 facilitates an inclusive historical understanding and develops higher-
order skills of discovering relationships and dealing with complexity
8 is socially relevant and transformative
Nature of Ultimate Path to Ultimate Reality Goal of life Purpose of ritual and Understanding of time Understanding of
Reality practices creation
African Supreme being who is Living a life respectful of Achieving a full and Showing reverence to Time is continuous God created the
religion creator and sustainer ancestors, clan, family, complete life ancestors, com- across material and world and continues
of all things nature and God munity and God spiritual realms to sustain creation
Hinduism Brahman the one Yoga (the path of Release (moksha) Purification and enli- Cyclical; time is an The world and cos-
Reality knowledge, action and vening the experience illusion mos are an illusion
devotion) of inner divinity dreamt by Brahma
Buddhism Emptiness sunyata Eightfold path Nirvana To free the mind from Time is a concept Mind created realm
attachment established by the at- that contains a mix-
tached mind through ture of half-truths
sensory experience and delusion
Judaism One God who created Covenant relationship To live in obedience to Purification and to Time is linear. God God created the
the world; transcend- with God based on a the Torah enact the covenant fulfils his promise world
ent but immanent, om- promise made by God. If relationship to Jews through the
87
Christianity One God. Accepting Jesus Christ as Ultimate reunion with To remind Christians of Time is linear. Reward God created the
saviour and following the God in heaven the meaning in birth, and punishment at world
God is a Trinity
teachings of Jesus death and resurrection Judgement Day
God became flesh and of Jesus Christ
experienced human
suffering. Through his
suffering, humanitys
sins can be forgiven
Islam Allah (God) is one Submission to the will of Return to Allah in Purification, spiritual Time is linear. All will Allah created the
and is Allah heaven and moral training be judged at end of world. Everything
completely transcend- time and good people happens according to
ent. He is merciful, will be accepted into Allahs will
omniscient, omnipo- paradise
tent and good
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88
Now note where similarities occur between religions in any of the areas
outlined above.
Hinduism and Buddhism see time as circular.
Judaism, Christianity and Islam see time as linear with a beginning
and an end.
God is seen in theistic terms (a Creator separate from creation) by
Judaism, Christianity and Islam.
Ultimate reality in Hinduism and Buddhism is the only truth; nothing
else exists in reality.
Judaism, Christianity, Islam and African Religion see ritual and reli-
gious practice as a unifying, lived experience with God.
Hinduism and Buddhism see ritual and religious practice as a way of
enabling people to see past the delusory nature of the world so that
the truth can be experienced.
Can these religions be grouped in terms of related ideas about God, evil
and suffering, the path to salvation, the purpose of salvation, ritual and
time? If so, how?
89 SDRELSD/1
Western/theistic Eastern/monistic
Judaism, Christianity, Islam Hinduism, Buddhism
Evil and suffering are due to sin- Evil and suffering are due to hu-
ning against the law of God man ignorance and self-delusion