The Really Big Beliefs
Project
A Train-the-Trainer Professional
Learning Programme
Access this programme at: www.asiaeducation.edu.au/bigbeliefsbook/
The Really Big Beliefs Project: Professional Learning Programme
2
© Commonwealth of Australia 2005
This work is copyright. It may be reproduced in whole or in part for study or training
purposes subject to the inclusion of an acknowledgment of the source and no
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inquiries concerning reproduction and rights should be addressed to Commonwealth
Copyright Administration, Attorney General’s Department, Robert Garran Offices,
National Circuit, Barton ACT 2600 or posted at http://www.ag.gov.au/cca
Disclaimer
The views expressed herein do not necessarily represent the views of the Australian
Government Department of Education, Science and Training.
This product was funded by the Australian Government through the Department of
Education, Science and Training under the Quality Outcomes Programme.
The Really Big Beliefs Project: Professional Learning Programme
3
Contents
Acknowledgements
4
Background
5
Programme audience
Programme rationale
Programme aims
Planning to deliver the programme
Presenter expertise
Some important considerations for presenters
Resources required
The Really Big Beliefs Project Professional
Learning Programme
Patterns of delivery
Presenters’ guidelines
Session 1: Believe it or Not!
Session 2: Australia Today
Session 3: The Really Big Beliefs Project
Session 4: Community of Communities
5
5
5
6
6
6
6
8
8
14
14
18
22
27
The Really Big Beliefs Project: Professional Learning Programme
Acknowledgements
Project Advisory Group
Martin Ryan, Religious Education Adviser, Catholic Education Office, Ballarat
Anne Cloonan, Lecturer, Faculty of Education, Deakin University
Jillian Kennedy, Lecturer, Faculty of Education, Australian Catholic University
Project Management
Maureen Welch, Director, Asia Education Foundation
Kurt Mullane, Manager, Professional Learning
Writer
Lucy Carroll, School Adviser – Curriculum, Catholic Education Office Melbourne,
Southern Region
Review team
Jan Kiernan, Department of Education, Tasmania
Marcia Rouen, Department of Education and the Arts, Queensland
Pamela Stewart, Department of Education and Training, WA
Jennifer Ure, Department of Employment, Education and Training, NT
Jill Wilson, Asia Education Foundation
Editorial
Carla Neale, Asia Education Foundation
Desktop Publishing
Carla Neale, Asia Education Foundation
4
The Really Big Beliefs Project: Professional Learning Programme
5
Background
This train-the-trainer professional learning programme is intended to:
• Extend teachers’ knowledge about beliefs and give them confidence to
undertake a study of beliefs in the classroom,
• Provide valuable support for teachers in dealing with some of the complex
issues related to beliefs and their practice in Australia, and
• Introduce teachers to The Really Big Beliefs Project curriculum resource.
The sessions are designed to assist teachers in the implementation of an inquirybased approach, underpinned by the principles of intercultural learning and reflect
the National Framework for Values Education in Australian Schools.
Programme audience
The expected audience for this programme is teachers of upper primary and lower
secondary students. The content of The Really Big Beliefs Project curriculum
resource links with a range of learning areas and curriculum focuses that suits an
integrated inquiry-based approach to learning.
It is anticipated that the participants will have varying degrees of knowledge about
the range of beliefs outlined in the text and of contemporary practice in Australia.
Participants will also have varying experience of teaching about beliefs in schools, as
well as varying degrees of knowledge and understanding of the cultures and peoples
of Asia, and their contributions to, and impact on, Australia.
Programme rationale
The Really Big Beliefs Project train-the-trainer professional learning programme
seeks to increase the capacity of participants to deliver subsequent professional
learning programmes relating to the text in their own settings. The professional
learning programme models sound pedagogy relating to teacher professional
development and adult learning principles.
Programme aims
The professional learning programme aims to:
• Increase knowledge and understanding of the beliefs featured in The Really
Big Beliefs Project curriculum resource;
• Skill teachers to comfortably and effectively explore these beliefs in the
classroom using the text;
• Explore contemporary practice in Australia;
• Make links with local curriculum priorities and national initiatives including
civics and citizenship and values education; and
• Encourage participants to deliver subsequent professional learning
programmes
The Really Big Beliefs Project: Professional Learning Programme
6
Planning to deliver the programme
Presenter expertise
Presenters should be thoroughly familiar with The Really Big Beliefs Project
curriculum resource and with the suggested web links and resources listed at the end
of each session’s delivery notes. Web resources are available at
www.asiaeducation.edu.au/bigbeliefsbook.
Some important considerations for presenters
As participants will come from a variety of backgrounds and come with many
perspectives on belief, it is important that presenters be prepared for a range of
responses and deal with the material sensitively. The presenter’s role is to facilitate
understanding about belief rather than be an expert. Presenters are encouraged to
identify and access people who can confidently and appropriately present information
and lead discussion about various beliefs as part of the professional learning
programme.
The Really Big Beliefs Project curriculum resource is not intended as an
encyclopaedia of belief and cannot hope to be fully representative. It presents Emma
and Tom’s inquiries and discoveries about belief in their local context. The Really Big
Beliefs Project text is a starting point and a model for student investigation of belief.
A range of alternatives has been suggested to support presenters in the delivery of
this professional learning programme (see Patterns of delivery). The nature of the
session presented will be determined by the time allocation, the composition of the
particular audience and their needs, and whether the focus is on supporting teachers
to facilitate student learning or offering an adult experience about belief.
Regardless of the format of delivery chosen, it is important that presenters explain
the context of this project. This information can be found on page 14 Session 1:
Believe It or Not! under the ‘Introduction and aims’ section.
Resources required
The professional learning programme assumes that participants will have access to a
copy of The Really Big Beliefs Project curriculum resource.
Listed below are the resources that presenters will need.
Essential resources
Session 1: Believe It or Not!
• Overhead projector
• OHT 1, 2 & 3
• Name tags
• Photocopies of Lesson 1
• Posters with questions from Resource 3
• Markers
The Really Big Beliefs Project: Professional Learning Programme
• Photocopies of Resource 1a, b & c;
2 and 4
7
• Copies of The Really Big Beliefs Project
curriculum resource - at least one
between two
Session 2: Australia Today
•
•
•
•
Overhead projector
OHT 4,5,6,7 & 8
Photocopies of Tables 3.1 & 3.2
Photocopies of Resources 5 & 6
• Photocopies of Lesson 6
• Packets of coloured markers
• Large sheets of plain and coloured paper
Session 3: The Really Big Beliefs Project
• Overhead projector
• OHT 9, 10 & 11
• Multiple photocopies of Resource 7
– cut into strips
• Photocopies of Resources 8 & 9, 1 a & b
• Photocopies of Lessons 4, 2, 5 & 9
• Copies of The Really Big Beliefs Project
curriculum resource - at least one
between two
Session 4: Community of Communities
• Overhead projector
• OHT 12, 13 & 14
• Photocopies of lessons 3, 7, 8 &
10
• Photocopies of resources 1c, 9 & 11
• Sample news items
• Copy of report: Religion, Cultural
Diversity and Safeguarding Australia
Additional resources
Further resources that presenters will find useful in preparing for the delivery of The
Really Big Beliefs Project professional learning programme are listed at the end of
the delivery notes for each session. Many of these resources would also support
participants in their preparation of teaching and learning strategies to suit their
contexts.
The Really Big Beliefs Project: Professional Learning Programme
8
The Really Big Beliefs Project Professional
Learning Programme
Patterns of delivery
A range of flexible options has been suggested for the delivery of this professional
learning programme. These include:
•
•
•
•
•
One-day programme;
Half-day programmes;
Two-hour workshops;
Conference presentation; and
Staff meeting session.
Each option has a particular focus. Presenters are encouraged to select the option
that best meets the needs of the audience and the time available. The one-day and
half-day programmes incorporate a visit of a guest speaker. It is important that in
each session presenters highlight the web-based materials and also make space for
reference to local curriculum priorities and national initiatives.
One-day Programme
Focus: A detailed exploration of The Really Big Beliefs Project and
contemporary practice of belief in Australia
Time
Length
of
Session
(min)
Session title and components
8.30 – 9.00
30
Registration and coffee
9.00 – 10.00
60
Session 1: Believe It or Not!
Introduction / Aims (5 mins)
The Really Big Beliefs Project Mini Quiz (15 mins) [or]
Tuning In to the Text (10 mins)
Ultimate Concerns and Worldview (25 mins)
Working with Students on the topic of Beliefs (15 mins)
10.00 – 11.20
80
Session 2: Australia Today
Introduction – Current Profile of Australia (5 mins)
Unpacking the Census Data (15 mins)
Major Beliefs in Australia (30 mins)
Constructing a Multi-Faith Australia (30 mins)
11.20 – 11.40
20
Morning Tea
The Really Big Beliefs Project: Professional Learning Programme
11.40 – 1.10
90
9
Session 3: The Really Big Beliefs Project
Introduction – Working with The Really Big Beliefs
Project curriculum resource (5 mins)
Mapping Emma & Tom’s Interviews and Experiences
(25 mins)
A Comparative Study of Belief (30 mins)
Other Starting Points for Investigation (10 mins)
Web Links and Resources (15 mins)
Links Across the Curriculum (5 mins)
1.10 – 2.00
50
Lunch
2.00 – 3.10
70
Session 4: Community of Communities
Introduction – Exploring Beliefs in the Local Community
(5 mins)
Guest Speaker (invite to be present for lunch) (30 mins)
Beliefs Close to Home (25 mins)
Beliefs in the Local Community (10 mins)
3.10 – 3.20
10
Afternoon tea
3.20 – 4.00
40
Session 4: Community of Communities (continued)
Beliefs in the News (20 mins)
Reflecting on Belief (20 mins)
4.00 – 4.15
15
Where to From Here?
Evaluation
Close of Programme
Half-day Programmes
Half-day Programme: Alternative 1
Focus: An exploration of personal beliefs and those that exist in the local
community
Time
Length
of
Session
(min)
Session title and components
9.00 – 10.30
90
Believe It or Not! (55 mins)
Introduction / Aims
Tuning In to the Text
Ultimate Concerns and Worldview
The Really Big Beliefs Project: Professional Learning Programme
10
Working with Students on the topic of Beliefs
The Really Big Beliefs Project (selected components
only)
A Comparative Study of Belief (30 mins)
Links Across the Curriculum (5+ mins)
10.30 – 11.00
30
Morning Tea
11.00 – 1.00
120
Community of Communities
Introduction – Exploring Beliefs in the Local Community
Guest Speaker (invite to morning tea)
Beliefs Close to Home
Beliefs in the Local Community
Beliefs in the News
Reflecting on Belief
Final Reflection & Evaluation
1.00
Close Programme
Half-day Programme: Alternative 2
Focus: Input on the current profile of belief in Australia and a focus on the text
Time
Length
of
Session
(min)
Session title and components
9.00 – 10.30
90
Australia Today (60 mins)
Introduction – Current Profile of Australia
Unpacking the Census Data
Major Beliefs in Australia
Constructing a Multi-Faith Australia (leave until later in
programme)
Community of Communities (30 mins)
Guest Speaker (invite to stay for morning tea)
10.30 – 11.00
30
Morning Tea
11.00 – 1.00
120
The Really Big Beliefs Project (80 mins)
Introduction – Working with The Really Big Beliefs
Project text
A Comparative Study of Belief
Other Starting Points for Investigation
Web Links and Resources
Links Across the Curriculum
The Really Big Beliefs Project: Professional Learning Programme
11
Australia Today (30 mins)
Constructing a Multi-Faith Australia
Final Reflection & Evaluation (10 mins)
1.00
Close Programme
Two-hour workshops
Two-hour workshop Example 1
Focus: Using The Really Big Beliefs Project text with students
Length of
Session
Session
15 mins
Believe it or Not! (One component only)
The Really Big Beliefs Project Mini-Quiz
60 mins
The Really Big Beliefs Project
Introduction – Working with The Really Big Beliefs Project text
Mapping Emma & Tom’s Interviews and Experiences (omit)
A Comparative Study of Belief
Other Starting Points for Investigation
Web Links and Resources
15 mins
Links Across the Curriculum (increase focus on this component)
30 mins
Community of Communities (selected components only)
Reflecting on Beliefs (20 mins)
Final Reflection (10 mins)
Two-hour workshop Example 2
Focus: Current profile of beliefs in Australia with the text as a backdrop
Length of
Session
Session
10 mins
Believe it or Not! (One component only)
Tuning In to the Text
80 mins
Australia Today
Introduction – Current Profile of Australia
Unpacking the Census Data
Major Beliefs in Australia
Constructing a Multi-Faith Australia
The Really Big Beliefs Project: Professional Learning Programme
20 mins
12
The Really Big Beliefs Project (selected components only)
Web Links and Resources (10 mins)
Links Across the Curriculum (10 mins)
10 mins
Community of Communities (one component only)
Final Reflection & evaluation
Conference Presentation
Focus: Current profile of beliefs in Australia and an introduction to the text
and web based materials
Note: These sessions would need to be adapted for the size of the audience and the
venue. Materials from the relevant OHTs and resource pages can be used to create
a PowerPoint presentation and/or supplied as handouts.
Length of
Session
Session
45 mins
Australia Today (selected components only)
Introduction – Current Profile of Australia (incorporate questions
from resource 4 to tune participants in to the topic) (5 mins)
Unpacking the Census Data (15 mins)
The Really Big Beliefs Project (selected components only)
Web Links and Resources (highlight the text as part of this
component) (15 mins)
Links Across the Curriculum (5 mins)
Believe it or Not! (One component only)
Working with students on the topic of beliefs (5 mins)
The Really Big Beliefs Project: Professional Learning Programme
Staff Meeting
Focus: An introduction to the text and an basic exploration of belief
Length of
Session
60 mins
Session
Believe It or Not!
Introduction / Aims (5 mins)
The Really Big Beliefs Project Mini Quiz (15 mins) [or]
Tuning In to the Text (10 mins)
Ultimate Concerns and Worldview (25 mins)
Working with Students on the topic of Beliefs (15 mins)
13
The Really Big Beliefs Project: Professional Learning Programme
14
Presenters’ guidelines
Session 1: Believe it or Not!
Time
Activity/Input
5 mins
Introduction and Aims
Resources
required
In recent times, international events have had the
capacity to create local social disharmony. The Really
Big Beliefs Project is a response to this, aiming to
support teachers in the work of developing student
understanding and tolerance of diversity.
The resource is not intended as an encyclopaedia of
belief and cannot hope to be fully representative. The
Really Big Beliefs Project presents Emma and Tom’s
explorations of a range of individual people’s beliefs
and is a starting point and model for student
investigation of belief.
In this text the term ’beliefs’ is used to describe: spiritual
beliefs, systems of meaning and belief, faith, religion,
secular belief and worldview. The text explores each
character’s personal expression and practice of their
belief. The characters demonstrate varying levels of
identification with and observance of their beliefs. The
order in which these beliefs are presented in the text
are a reflection of the children’s relationships and the
connections they have made in organising their project.
Explain to participants that the following activities are
designed to introduce The Really Big Beliefs Project
curriculum resource and the supporting web based
materials.
Outline the Aims of this session using OHT 1.
OHT 1
Explain that all sessions are designed to assist
teachers in the implementation of an inquiry-based
approach, underpinned by the principles of intercultural
learning and reflect the National Framework for Values
Education in Australian Schools.
Refer briefly to Resource 1a, 1b & 1c, which provide
background information on each of these notions.
Resource
1a, b & c
The Really Big Beliefs Project: Professional Learning Programme
15 mins
The Really Big Beliefs Project Mini-Quiz
Distribute copies of the curriculum resource and
Resource 2.
Ask participants to work with a partner/small group to
discover the answer to as many of the mini-quiz
questions as possible within 10 minutes.
Share responses as a whole group.
Or
Or Alternative Activity
10 mins
Tuning In to the Text
Distribute copies of The Really Big Beliefs Project
curriculum resource and Resource 2 (Alternative).
Ask participants read pages 4 & 5 of The Really Big
Beliefs Project. Then working with a partner, complete
the table on Resource 2. Share responses as whole
group.
25 mins
15
The Really
Big Beliefs
Project
curriculum
resource
Resource 2
Resource 2
(Alternative)
Big Questions
Refer participants to The Really Big Beliefs Project
resource and Tom’s comment about Mr Winters (page
4-5). He asked them why they thought people felt the
need to ‘believe’ in something outside their everyday
lives. These were referred to as ‘Big Questions’ about
the meaning of life.
Present participants with examples of ‘Big Questions’
on OHT 2. Ask participants to spend a moment
individually reflecting on their own response to these
questions.
OHT 2
Presenters are encouraged to choose one of the
following three options that they feel best meets the
needs of the group.
Option 1
Write the questions from Resource 3 on charts and
place them around the room. Ask participants to work
in small groups to consider how members of the
Australian community might answer these questions.
Discuss and record potential responses, even if they
are not beliefs that they themselves hold. Quickly rotate
through the questions, adding beliefs not mentioned by
a previous group.
Resource 3
The Really Big Beliefs Project: Professional Learning Programme
16
Option 2
This option requires web access or the printing out of
information from the World View Sampler:
http://www.teachingaboutreligion.org/WorldviewDiversit
y/worldview_sampler.htm
Assign pairs or small groups to investigate one of the
major beliefs presented (Non-religious, Buddhist,
Christian, Hindu, Muslim, Jewish, Sikh, Taoist & Deist).
Ask that the pairs/groups read the information and
create a ‘Who am I?’ e.g.
Who am I?
I do not believe in an omnipotent creator God.
I believe that the sacred teachings have been
handed down in a collection of writings known
as the ‘Three Baskets’.
Our founder was an Indian Prince.
I am a… (Buddhist)
Participants read their ‘Who am I’ clues aloud and see if
others can guess the belief it represents.
Option 3
This option requires copies of I Believe This, edited by
John Marsden. This is a collection of essays by 100
eminent Australians articulating their beliefs.
Assign different essays to pairs of participants.
Presenters may wish to choose from the following
suggestions:
Taj Aldin Alhilali – Spiritual leader of Australia’s Muslim
community pg.12
Tim Costello – CEO World Vision and former Baptist
Minister pg.58
Tristan Giblin – Teenage Christian perspective pg. 102
Elisabeth Hepburn – Loreto Sister and Director of
Ministry and Ethics for Catholic Health Australia pg. 135
Peter Jensen – Anglican Archbishop of Sydney pg. 150
William Jonas - Worimi man and Aboriginal and Torres
Strait Islander Social Justice Commissioner pg. 157
Francis Macnab – Founder of Cairnmillar Institute and
Executive Minister of St Michael’s Uniting Church
Melbourne pg. 191
Man Chien Shih – Minster for Fo Guang Shan Buddhist
Temples in Australia and New Zealand pg. 287
Cao Van Nguyen – Jesuit Priest and Director of Jesuit
Refugee Services pg. 326
Ask that pairs read the essay and reflect on the
following questions:
How does this person view the world?
What events or experiences do you think may have
shaped these views?
I Believe
This
Marsden, J.
(Ed.)
(2004).
The Really Big Beliefs Project: Professional Learning Programme
17
Select a significant quote to share with the group.
15 min
As a result of Options 1, 2 or 3 reflect with the group on
the diversity of beliefs recorded. Introduce the definition
of worldview on OHT 3.
OHT 3
Discuss the questions on Resource 4 as a group and
record a response for the following:
A worldview is developed by…
It can be altered by…
It is perpetuated through...
Ask groups to share their responses to one of the
statements.
Resource 4
Working with Students on the topic of Beliefs
Refer participants to Lesson 1: Believe it or Not!, part of
the web based materials supporting The Really Big
Beliefs Project, at:
Lesson 1
www.asiaeducation.edu.au/bigbeliefsbook/activities.html
Allow a short time to read through the suggested
activities and discuss with a partner.
Highlight question 6 and the approach taken to ensure
that students’ beliefs are respected.
Discuss question 10. Ask participants how they might
manage this task.
Develop a list of suggested protocols for working with
students on the topic of beliefs.
Additional resources
Marsden, J. (Ed.) (2004). I Believe This. Random House Australia: Sydney
Websites
www.teachingaboutreligion.org/
This web site provides academic information and teaching materials related to
teaching about religion in public schools
www.asiaeducation.edu.au/bigbeliefsbook/
Contains the web-based materials to support The Really Big Beliefs Project text
http://atozteacherstuff.com/pages/1875.shtml and
http://www.trinity.wa.edu.au/plduffyrc/teaching/collablearning.htm
Contain strategies to introduce protocols for student discussion and support
cooperative learning
http://www.education.tas.gov.au/english/key.htm
Articulates three key learning processes of reflection, negotiation and collaboration
Session 1: OHT 1
Session 1: Believe It or Not!
AIMS
• Introduce the principles underpinning the
professional learning workshops
• Familiarise participants with the context, layout and
text features of The Really Big Beliefs Project text
• Create space for participants to consider their own
beliefs and those of others and how they have come
to hold them
• Introduce the connection to the web based activities
Session 1: OHT 2
Exploring ‘Big Questions’
! What can give meaning to my life? Does it have purpose?
! What happens to me at my death?
! Does my daily conduct matter in the long run?
! How far out does the universe go? How did it begin, or did
it?
! How was it that we humans came about here on earth?
! What is good and bad?
! How should I be treating others?
! How should I be living my life?
! How can I know?
Such concerns as these appear to be universal – not so much
culturally imparted, as ‘givens’ of human existence.
Each thinking individual seeks an understanding of reality and
meaning that satisfies the heart and mind.
Some individuals find their satisfaction in the answers provided by
some form of religion. For others, keeping to a non-religious
worldview is satisfying.
Source: www.teachingaboutreligion.org/CriticalConcepts/ultimate_concerns
Session 1: OHT 3
Worldview
Worldview (Noun), from the German Weltanshauung:
• The overall perspective from which one sees and interprets
the world
• A collection of beliefs about life or the universe held by an
individual or a group
A worldview, whether religious or nonreligious, is personal insight
about reality and meaning, often termed a ‘life understanding’.
Each of us has a worldview. It is our own discernment. It develops
in part because we have sought some understanding of our own
significance.
Source: www.teachingaboutreligion.org/WorldviewDiversity/wvdiversity.htm
Session 1: Resource 1a
Basic Overview of Integrated-Inquiry Process
(K. Murdoch 2004)
Selection of topic
A generative topic that allows for the
development of broad, overarching
understandings, links learning areas, has
relevance to students and lends itself to direct
experience/first hand data. May be teacher
selected or negotiated with students.
Generative question/s
What’s the unit really about? What is the key
idea? A big question (or 2) that can be displayed
in the classroom.
Understandings, skills &
values
What do we want the students to understand by
the end of the unit? What is important to know
about this? What key skills and values will be
enriched through this inquiry? (What will students
understand? What do we want them to be able to
do?)
Tuning in
Engagement and gathering prior knowledge, pre
assessment, questions for inquiry, and goal
setting. Sometimes students will require
immersion or ‘front loading’ in the topic if little is
known/experienced.
Finding out
Experiences, research and texts that add to
knowledge base – emphasis on gathering data
first hand and in a range of ways (often shared
experiences).
Sorting out
Organising, analysing and communicating the
information gathered using a range of learning
areas eg. through maths, arts, English, drama,
music, technology etc.
Going further
Raising new questions, extending experiences,
challenging assumptions – may be individually
negotiated. Students follow personal inquiry into
own questions – initiated earlier in the unit.
Drawing conclusions
Stating understandings – what do we now know?
How do we feel? High level thinking about the
topic. Identifying avenues for action and
application. Generalising (should be done
throughout).
Reflecting and acting
Now what? Taking action. Reflecting on the unit
- what, how and why learning has come about.
What did I learn about this topic? What did I learn
about myself? What should I/we do now? What do
we still want to learn?
Why take an inquiry-based approach?
An investigation of belief is an investigation into the ‘big questions’ people ask
in order to find meaning and purpose in their lives. A study of beliefs requires
a reflexive approach. The Really Big Beliefs Project curriculum resource is an
excellent vehicle for facilitation of this questioning and investigation process.
“An integrative and inquiry-based approach to curriculum design enhances
opportunities for students to develop skills, values and understandings in an
authentic, rigorous and engaging way.”
Murdoch K. & Hamston J. (1999). Knowing Me, Knowing You: Exploring
identity and difference through an integrated curriculum. Dellasta Pub. Pty Ltd:
Melbourne.
Session 1: Resource 1b
PEDAGOGICAL PRINCIPLES FOR DEVELOPING
INTERCULTURAL UNDERSTANDING
What is Active Construction?
Principle:
Active Construction
Application in learning
Elaboration
Learning involves the
purposeful and active
construction of
knowledge within a
socio-cultural context of
use.
Exploring culture through
active engagement.
Learners:
• participate in a
range of tasks in
which they discover
and create meaning
in interaction with
people, texts and
technologies
• develop personal
ways of responding
to linguistic and
cultural difference
• explore the culturally
conditioned nature
of human behaviour.
Developing a personal,
intercultural space with
multiple dimensions.
Teachers:
• support students in
making connections
in their learning
• encourage
interaction with
peers and others;
• encourage ‘noticing’
• give time for
formulating
questions,
observing,
discovering,
discussing and
experimenting
• select / design tasks
that stimulate
student interest and
extend their thinking
about language and
culture.
What is Making Connections?
General Principle
Application in learning
Elaboration
Learning is based on
previous knowledge and
requires challenges to
initial conceptions that
learners bring. The
challenges lead to new
insights through which
learners make
connections, to reorganise
and extend their existing
framework of knowledge.
Comparing languages and
cultures and drawing
connections and building
the relevant bridges
between home and target
language and culture.
Learners:
• develop ways to re-think
their initial conceptions,
to transform themselves
(identity) and their
knowledge.
• combine learning of
language and culture
with learning across the
curriculum.
• develop a growing
understanding of
language, culture, and
values and their
interdependence.
Comparing existing
knowledge of language
and culture against new
input.
Teachers:
• begin tasks with
understanding that
learners bring from
home
or their local
community; draw upon
the diversity of their
learners.
• provide scaffolding
through interactive
questioning, instruction,
resources,
technologies.
• offer alternative
explanations.
• encourage learners to
observe, predict,
compare, explain,
integrate, inquire.
• encourage interaction
and connections across
texts and contexts.
• show learners how
bridges are made.
What is Social Interaction?
General Principle
Application in learning
Elaboration
Learning is based on
previous knowledge and
requires challenges to
initial conceptions that
learners bring.
Communicating across
linguistic and cultural
boundaries and
recognising them as
boundaries and why they
are constructed.
Learners:
• engage in interactive
talk and questioning
with the teacher and
others through which
they are encouraged to
notice forms,
processes, and
strategies in the context
of tasks.
• work towards reciprocal
relationships, directly
exploring more than one
culture, conceptual
systems, sets of values,
linguistic and cultural
boundaries; seeing their
own and others’
cultures in a
comparative light.
• recognise that social
interaction is central to
communication.
The challenges lead to
new insights through
which learners make
connections, to reorganise
and extend their existing
framework of knowledge
Communicating about
linguistic and cultural
difference and similarity.
Engaging with new
conceptual systems
through language.
Teachers:
• promote social
involvement of all
learners.
• value and promote
discussion, thinking,
inquiry,
experimentation.
• listen to and build upon
student responses.
• guide conversation to
include learners’ views,
judgments, rationales.
• draw upon multiple
ideas, knowledge,
beliefs, values,
behaviours.
What is Reflection?
General Principle
Application in learning
Elaboration
Learning involves
becoming aware of the
processes underlying
thinking, knowing, and
learning through
conscious awareness and
reflection.
Reflecting critically and
constructively on linguistic
and cultural differences
and similarities, and
questioning dichotomies.
Learners:
• reflect critically on
language, culture,
knowing, and learning.
• develop the capability to
reflect on and engage
with difference,
developing ways of
modifying behaviour.
• monitor their own
production and the
effects of their own
production on others.
• question stereotypes.
• develop a
metalanguage for
discussing the
relationship between
language and culture.
• understand the need for
that metalanguage
development.
Reflecting critically and
constructively on their own
intercultural behaviour.
Articulating the multiple
dimensions of their own
intercultural space and
identity.
Teachers:
• encourage new learning
through language and
about language.
• promote reflection on
linguistic and cultural
concepts.
• create an intercultural
space for engaging with
cultures, without
students abandoning
their primary culture(s).
• discuss goals,
processes, judgments
with learners.
• provide clear and
accurate feedback.
• foster the development
of intercultural
sensitivity.
What is Responsibility?
General Principle
Application in learning
Elaboration
Learning depends on
learners’ attitudes and
disposition towards
learning.
Accepting responsibility for
contributing to successful
communication across
languages and cultures.
Learners:
• seek and respond to
feedback on their own
learning.
• take responsibility for
their own learning.
• show willingness to
interact with people
from diverse languages
and cultures.
• develop awareness of
the validity of diverse
value and conceptual
systems.
• recognise the need to
decentre from their own
cultural perspective.
• understand the
naturalness of multiple
perspectives.
Accepting responsibility for
developing an intercultural
perspective.
Teachers:
• support the setting of
personal goals.
• foster engagement with
difference.
• foster awareness
of generalisations
(i.e. ‘cultural
reductionism’).
• foster co-operative
learning.
• develop awareness of
the ethical uses of
knowledge.
• encourage selfmonitoring and selfassessment.
• demonstrate
understanding through
personal attitudes and
behaviours.
Ref: Liddicoat, A., Papademetre, L., Scarino, A. & Kohler, M. (2003). Report
on Intercultural Language Learning. Department of Education, Science and
Training: Canberra.
Session 1: Resource 1c
Nine Values for Australian Schooling
1. Care and Compassion – Care for self and others
2. Doing Your Best – Seek to accomplish something worthy and
admirable, try hard, pursue excellence
3. Fair Go – Pursue and protect the common good where all people are
treated fairly for a just society
4. Freedom – Enjoy all the rights and privileges of Australian citizenship
free of unnecessary interference or control, and stand up for the rights
of others
5. Honesty and Trustworthiness – Be honest, sincere and seek the truth
6. Integrity – Act in accordance with principles of moral and ethical
conduct, ensure consistency between words and deeds
7. Respect – Treat others with consideration and regard, respect another
person’s point of view
8. Responsibility- Be accountable for one’s own actions, resolve
differences in constructive, non-violent and peaceful ways, contribute to
society and civic life, take care of the environment
9. Understanding, Tolerance and Inclusion - Be aware of others and their
cultures, accept diversity within a democratic society, being included
and including others
Commonwealth of Australia (2005). National Framework for Values Education
in Australian Schools (p.4). Department of Education Science and Training:
Canberra.
Session 1: Resource 2
The Really Big Beliefs Project Mini-Quiz
What beliefs are presented in the
book?
Name three things about Emma
Name three things about Tom
Who is Mr Winters?
List the places Emma and Tom visit
on field trips
What text genres are used in the
book?
What initial features did you notice
about the book?
Record something that you have
noticed about the book
Session 1: Resource 2 (Alternative)
Tuning In to the Text
Read pages 4-5 of The Really Big Beliefs Project text and complete the
following table.
What Tom says about …
What Emma says about …
Emma
Tom
The topic for investigation
The topic for investigation
Session 1: Resource 3
Questions for posters
! What can give meaning to my life? Does it have purpose?
! What happens to me at my death?
! How far out does the universe go? How did it begin, or did it?
! How was it that we humans came about here on earth?
! What is good and bad?
! How should I be treating others?
Session 1: Resource 4
Tuning in to our own beliefs
In groups, reflect on and discuss the following:
!
What beliefs do we hold? What about those of our parents? Our
children?
!
Where have these beliefs come from? How have these beliefs
been formed? How have they changed? How do I live these
beliefs?
!
Which comes first: family or belief?
!
Is it possible to only follow certain beliefs of a particular faith?
What are the consequences of this?
!
How do we deal with those who don’t share our beliefs?
!
How do our beliefs shape our identity?
As a result of your discussion, complete the following statements:
A worldview is developed by…
It can be altered by…
It is perpetuated through...
The Really Big Beliefs Project: Professional Learning Programme
18
Session 2: Australia Today
Time
Activity/Input
5 min
Current Profile of Australia
Resources
required
Show participants aims for this session on OHT 4.
OHT 4
Share the following quote from the Report Religion,
Cultural Diversity and Safeguarding Australia ‘Australia exists in a very religious world even
though Australia itself is a strongly secular nation.’
(p.6).
Australian
Multicultural
Foundation
report
Religion,
Cultural
Diversity &
Safeguarding
Australia
The Report is available at:
www.amf.net.au/rsch_research_beliefDiversityCohesion.shtml
Information about Australia’s religious profile has been
derived from the Report. Show participants the report.
Share aims of this Report on OHT 5.
OHT 5
Explain that this Report had been commissioned by the
Australian government as a result of two main
concerns:
1. Recent overseas conflicts have put Australia’s
social harmony at risk
2. Religious extremism has the potential to destroy
the fabric of Australia’s civil, pluralist and
democratic society. (Adapted from Pg.8 of the
Report).
15 min
Unpacking the Census Data
Ask participants to brainstorm with a partner the major
beliefs in Australia.
Show OHT 6. Ask participants to predict the current
percentage of each group in the population.
OHT 6
Provide a copy of Table 2.1 The size and proportion of
selected Australian religious groups in the 1947, 1991,
1996, 2001 Censuses. Ask participants to read and
interpret the table with a partner.
Table 2.1
Provide of copy of Table 2.2 Changes in Australia’s
religious profile 1996 – 2001. Ask the participants to
make observations about the growth rates of Christians,
Buddhists, Hindus, Jews, Muslims and the No Belief
category. The figures must also be considered in light of
Table 2.2
The Really Big Beliefs Project: Professional Learning Programme
19
the percentage of the population.
Ask participants to use OHT 7 to examine the data
provided in the Tables.
Pose the following questions for discussion:
What is this data telling us?
How might you use this data with students or with
adults?
5 min
OHT 7
Note to presenters:
In some settings it may be necessary to provide
information to support discussion about the current
diversity of belief in Australia.
Explain that this level of diversity of belief in Australia
has come about due to a number of factors and is
protected by two key documents – the Declaration of
Human Rights 1948 and the Australian Constitution.
Show OHT 8, highlighting the international and national
perspectives.
30 min
OHT 8
(optional)
Major Beliefs in Australia
Ask participants to consider and share their own
knowledge and experience of Christianity, Buddhism,
Hinduism, Judaism and Islam. Reflect on the
percentage of the Australian population of each
religious group.
Discuss the following with a partner:
Christians believe…Buddhists believe…Hindus
believe…Jews believe…Muslims believe…
Refer participants to the web based materials Lesson 6:
The Rules. Allow a short time to read the document
www.asiaeducation.edu.au/bigbeliefsbook/activities.html
Explain that in order to expand our knowledge of these
religious groups, we will begin at step 6 of the lesson.
Divide participants into the 5 groups. Ask each group to
move to a different station where they will find the ‘rules’
of one of these religions.
Group members are required to familiarise themselves
with the rules for their allotted religion.
Ask the following questions, giving a few moments for
group discussion, then ask one person from each group
to answer, giving the rule if appropriate.
Lesson 6
The Really Big Beliefs Project: Professional Learning Programme
•
•
•
•
•
•
•
•
•
•
20
Does the religion have a rule about marriage,
or respecting marriage?
Does the religion have a rule about
respecting other people’s property?
Does the religion have a rule about telling the
truth?
Does the religion have a rule about
respecting human life?
Does the religion have a rule about
respecting all forms of life?
Does the religion have a rule about
respecting your parents?
Does the religion have a rule about believing
in God?
Does the religion have a rule about
possessions?
Does the religion have a rule about eating?
Give an example of another rule that we
haven’t talked about yet, from the religion.
Ask participants to reflect on participation in this activity.
What understandings have been developed? At what
stage during the unit might it be undertaken? How might
it be adapted?
30 min
Constructing a Multi-Faith Australia
Explain to participants that the Australian Multicultural
Foundation Report has made recommendations for
constructing a multi-faith Australia and the crucial role
that education can play in this process.
Distribute this section of the Report (Resource 5).
Resource 5
Ask participants to read independently, completing a
double entry journal as they go. Use Resource 6.
Reflect on the quotes and questions raised.
Which statements resonated?
How might these questions be answered?
Resource 6
Ask participants to form groups of 2-4 people. Provide
markers and large sheets of plain and coloured paper.
Coloured
markers
Groups can choose to respond to this information in
one of the following ways:
• Design a proposal for the national sacred space
in Canberra
• Design a symbol for multi-faith Australia
• Write a creed for multi-faith Australia.
Large sheets
of plain and
coloured
paper
Allow 15 minutes for this task. Display the finished
work.
The Really Big Beliefs Project: Professional Learning Programme
Ask participants to reflect on how these activities might
be used as part of the Taking Action phase of a student
inquiry into beliefs and multi-faith Australia.
Additional resources
Websites
www.asiaeducation.edu.au/bigbeliefsbook/
Contains the web-based materials to support The Really Big Beliefs Project text
http://www.amf.net.au/rsch_research_beliefDiversityCohesion.shtml
Australian Multicultural Foundation report Belief, Cultural Diversity & Safeguarding
Australia
The following web links provide information about the historical and contemporary
practice of these beliefs in Australia.
Introduction to Islam in Australia
http://www.racismnoway.com.au/classroom/factsheets/26.html
Introduction to Christianity in Australia
http://www.racismnoway.com.au/classroom/factsheets/30.html
Introduction to Buddhism in Australia
http://www.racismnoway.com.au/classroom/factsheets/25.html
Introduction to Hinduism in Australia
http://www.racismnoway.com.au/classroom/factsheets/35.html
Introduction to Judaism in Australia
http://www.racismnoway.com.au/classroom/factsheets/27.html
Introduction to Indigenous Beliefs
http://www.racismnoway.com.au/classroom/factsheets/51.html
Introduction to Sikhism in Australia
http://www.racismnoway.com.au/classroom/factsheets/31.html
21
Session 2: OHT 4
Session 2: Australia Today
AIMS
• Explore contemporary practice in Australia
• Increase knowledge and understanding of the beliefs
featured in The Really Big Beliefs Project text
Session 2: OHT 5
Religion, Cultural Diversity and Safeguarding
Australia (2004)
The aims of the Report were:
• To profile the current religious diversity in Australia
and map the extent of inter-faith dialogue and
cooperation
• To examine the contribution that religious groups
make to the development of civic values
• To identify current and emerging issues
• To document and analyse recent occurrences of
racist and bigoted attacks
• To suggest policy and programme initiatives
• To investigate the feasibility of Australian inter-faith
bodies and structures to advise government
• To investigate structures to establish an electronic
network for information transmission
Session 2: OHT 6
Religious Identification in Australia
Census Categories
CHRISTIAN
Anglican
Baptist
Catholic
Lutheran
MPCRU (Methodist, Presbyterian,
Congregational and Uniting Churches)
Orthodox
Pentecostal
Other Christian
BUDDHIST
HINDU
JEWISH
ISLAMIC
OTHER
NO BELIEF
Session 2: OHT 7
Identifying group statistics
Refer to Table 2.2 and complete the following statements
•
The group with the highest growth rate is
•
The group in greatest decline is
•
The group with a high percentage of population but
declining growth rate is
•
There are more _____________ than _____________
•
There are about the same number of ____________
as ______________
•
___________ make up _____% of the population
whilst _________ make up ____% of the population
Session 2: OHT 8 (Optional)
International Perspective
Religious freedom is a paramount right enshrined in the
1948 United Nations Declaration of Human Rights,
reiterated in several other international conventions and
covenants including the 1981 Declaration on the
Elimination of All Forms of Intolerance and of
Discrimination Based on Belief or Belief.
This so called ‘Belief Declaration’ is designed to protect
individuals and religious groups from undue intervention
by the state in religious matters
National Perspective
Section 116 of the Australian Constitution states ‘The
Commonwealth shall not make any law for establishing
any belief, or for imposing any religious observance, for
prohibiting the free exercise of belief, and no religious
test shall be required as a qualification for any office or
public trust under the Commonwealth.’
Source: Religion, Cultural Diversity and Safeguarding Australia (2004) p. 96
Session 2: Resource 5
Religion, Cultural Diversity and Safeguarding Australia (2004), pp 124127, Australian Multicultural Foundation: Melbourne.
Constructing a Multi-Faith Australia.
The central finding of this study is that Australia’s changing religious profile requires
some changes as part of the process of constructing a multi-faith Australia. The use
of the Our Father to commence each parliamentary day is largely a symbolic issue,
yet its importance is undeniable in acknowledging that religiosity of the majority of
Australians. The suggestion of a rotational system of prayers and readings by each
of the major faith communities was received by religious leaders in the consultations
as an acceptable way forward. It is suggested that the readings be selected in turn by
the seventeen faith communities represented on the Advisory Council, including the
‘no religion’ group. It is further suggested that each parliamentary day conclude with
the Our Father in deference to the central role of Christianity in Australia’s
development as a nation.
Accordingly, it is recommended that:
Both Houses of the Commonwealth Parliament consider the proposal that each
parliamentary day commence with a prayer or reading selected by Australia’s faith
communities on a rotational basis and that it conclude each day with the Our Father.
The complex set of issues concerning signs, symbols and sacred places was
continually raised during data collection as outlined in chapter six. Addressing issues
such as the use of the Christian cross, the nature of public oaths and affirmations
and the appropriateness of selected physical locations for multi-faith services of
celebration, mourning and remembrance will require complex and inclusive solutions
adaptable to many types of circumstances, including when Australia’s head of state
who is also head of the Church of England is present. It is of note that almost half of
the respondents in the public consultation (47%) strongly disagreed with the
proposition, ‘Christian rather than multi-faith services should be held on occasions of
national celebration and national and international tragedy’. Only 4 per cent strongly
agreed. Appropriate protocols reflecting Australia’s religious unity-in-diversity need
to be further developed in a process of collaboration between the Government and
Australia’s religious leaders when consulted during the annual forum. As well, the
possibility of developing a national sacred space in Canberra needs to be placed on
the national agenda in the medium to longer term.
Accordingly, it is recommended that:
The Commonwealth Parliament should consider developing appropriate protocol for
multi-faith services and pageants for times of celebration, remembrance and tragedy
that takes account of Australia’s multi-faith and secular society, and examines the
feasibility of developing a sacred space in Canberra for such occasions.
The study uncovered legitimate concerns about the material of several websites of
faith communities, particularly their links to racist websites offshore. At this stage, it is
appropriate that a process of self-regulation remain in place but the issue needs to
be monitored by the Council for Multicultural Australia.
Accordingly, it is recommended that:
All faith communities are encouraged to put in place mechanisms for a continual
monitoring of their websites for materials or links whose content might damage the
harmony of Australia’s multi-faith society.
A theme that remained in the background of the research but whose potential was
ever-present concerns the role of local government in generating multi-faith harmony
and inter-faith interaction. The audit of inter-faith initiatives highlighted this point.
Some local government authorities have established interfaith consultative networks
for local religious leaders. Criterion for membership should be based on the places of
worship physically located within the physical boundaries of the LGA though some
flexibility may need to be exercised. It is suggested that the network of local religious
leaders come together with local government social development officers under the
chairship of a nominated councillor, not for inter-faith dialogue, but to work on
community projects, campaigns and festivals for local community betterment as part
of building up the local social capital.
Accordingly, it is recommended that:
The Council for Multicultural Australia, in association with Australia’s religious
leaders, encourage all local government bodies to sponsor and establish a network
of local religious leaders with places of worship located within their boundaries and it
is suggested the network meets at least twice a year.
The tension between the creation of the ethos of a publicly funded religious agency
and employment justice remains a problematic issue, brought into focus during the
consultation with open differences between the nation’s religious leaders. The
attitude that religious agencies, even though they receive public funds partly or
wholly for their educational, welfare, occupational and other activities, are not publicly
accountable beyond a financial audit, as was argued to the research team, remains
problematic to government and other religious leaders. At the same time, creation of
a proper religious ethos comes within the right to religious freedom, which, however,
is not an absolute right. Discussion is currently held back by a failure to
operationalise and particularize the concept of ‘religious organizational ethos’,
including its creation and maintenance, and the failure to differentiate different types
of agencies (e.g. the religious ethos in a school is different from the religious ethos in
an employment agency).
Accordingly, it is recommended that:
The Council for Multicultural Australia should consider commissioning papers and
research to examine the issue of employment practice within religious agencies with
a view to producing a publicly acceptable protocol for the different types of religious
agencies.
Educating in and for a Multi-Faith Australia
Consultees continually emphasized the centrality of education, as well as the role of
the media in recognizing religion as an asset and a resource, and in constructing a
multi-faith society built around its Christian core.
Accordingly, it is recommended that:
The Commonwealth Minister for Education should consider inviting all universities
offering media and journalism courses to include a subject on Australia’s culturally
diverse, multi-faith society and that all such universities respond within twelve
months.
Education was not a central focus of this study, and more research needs to be done
in both the schooling and tertiary education sectors. Recent press coverage has
focused unfairly on Muslim schools and their teaching content whereas all schools,
whether government or private, religious or non-denominational, need to be asked
about their treatment of religious issues in their curricula, and in the case of religious
schools, about their treatment of other world faiths. Within the tertiary sector, issues
in need of research include religion and university legislation, the link between
universities and colleges of divinity, chaplaincy and the provision for students,
provision of sacred spaces for Australian and international students and, lastly,
course content, particularly in the arts and social science areas.
Accordingly, it is recommended that:
The Commonwealth Minister for Education should consider sponsoring a research
program on the teaching about other world faiths in religious schools, and the
Minister invite his State counterparts to report on the teaching on the world’s faiths in
their schools’ curriculum in preparation for Australian students to live and work in a
multi-faith society within and beyond Australia. The Commonwealth Minister for
Education should consider sponsoring a research program to examine the place of
religion in universities and TAFE Colleges.
In Conclusion
God, globalisation and social cohesion are all major topics, especially in a world
where there is a new kairos, a new moment of history when new dangers and new
opportunities lie before Australia. The new approach to international order and to the
safeguarding of Australia includes taking seriously the resurgence of religion in all its
diversity (Thomas 2002). Martyrdom, whether self or inflicted, occurs at the extremist
of terrorist times. Self-martyrdom in particular is an act of despair; an act that
hopelessly hopes the world will take notice of their motivations and their grievances.
Memories of oppression, abuse and hatred will always come back to haunt us, even
destroy us, if they are not dealt with constructively and with hope. And with vision. In
the face of immense provocation, especially of Bali, we as Australians must be
rigorous in our thinking and be imaginative in our solutions.
The four current challenges for all religious traditions, besides the central one of
dealing with cultural pluralism and religious extremism, are these: (1) the
development of an ecological consciousness that recognizes the sacredness of the
universe and the dangers of the exploitation of the world’s non-renewable resources
(2) the doctrinal and inpractice commitment to the equality of male and female in and
beyond their religious structures and the development of a feminist sensitivity that is
not about power but about distributive justice, about care and nurturance and the
importance of civilty and human relatedness (3) commitment to the spiritual and the
mystical, not being too distracted by their social and political lobbying activities and
their welfare and educational initiatives and (4) the commitment to social justice that
recognizes all men and women have an inherent human dignity.
No one religion is without sin or fault and, as Archbishop Tutu has said, there can be
no future without forgiveness. As Hans Kung, one of the driving forces behind the
Parliament of the World’s Religions, says, what is needed is “religiosity with a
foundation but without fundamentalism; religiosity with religious identity, but without
exclusivity; religiosity with certainty of truth, but without fanaticism”, a new religious
cosmopolitanism. All the great religious figures of history have been teachers - and
education is at the core of the multifaith agenda. Extremists are highly selective from
the faith traditions they embrace. Over the past fifty years, in a bipartisan way,
Australia has become a multicultural and multi-faith lighthouse; despite the issues
documented in this report, it remains so despite the provocations of New York and
Bali. Australia needs to have, firstly, co-operative leadership between our ethnic and
religious communities and secondly, co-operation between its civic and religious
leaders as Australia moves from being a Christian to a multifaith society. Imagination
is at the core of globalisation.
Session 2: Resource 6
Double Entry Journal
1. Read the text
2. Jot down quotes/words or ideas that are important or interesting. Limit
to 8-10 entries.
3. When finished reading and making notes, move to the other column
and reflect on each entry. What did this make you think about? What
questions does this raise? Why is this important?
Quotes and notes
Source: Australia Kaleidoscope p. 39
Questions and reflections
Session 2: Table 2.1
Table 2.1
The Size and Proportion of Selected Australian Religious Groups in the
1947, 1991, 1996, 2001 Consenses.
1947
Religious
Identification
1991
1996
2001
‘000s
%
‘000s
%
‘000s
%
‘000s
%
2957
36
3953
31
3903
22
3881
20.7
114
1.5
176
1.4
295
1.7
309
1.7
1570 20.7
3443
27
4799
27
5002
26.7
0.9
197
1.5
250
1.4
250
1.3
1678 22.1
2199
17.2
2011
11.3
1887
10.1
CHRISTIAN
Anglican
Baptist
Catholic
Lutheran
MPCRU*
Orthodox
67
17
0.2
339
2.7
497
2.8
529
2.8
-
-
-
-
175
1
195
1
Other Christian
270
3.8
683
5.4
653
4.4
711
3.7
Total Christian
6673
70.6 12764
68
Pentecostal
88 10990
86.2 12583
BUDDHISTS
-
-
-
-
200
1.1
358
1.9
HINDUS
-
-
-
-
67
0.4
95
0.5
32
0.4
62
0.5
80
0.5
84
0.4
MUSLIMS
-
-
22
0.2
201
1.1
282
1.5
OTHER
4
0.1
14
0.1
69
0.4
92
0.5
Sub-Total
36
0.5
99
0.8
617
3.5
911
4.8
NOT
ADEQUATELY
DESCRIBED
19
0.2
29
0.2
54
0.3
352
1.9
NO RELIGION
26
0.3
856
6.7
2949
16.5
2905
15.5
825 10.9
781
6.1
1551
8.7
1836
9.8
JEWS
NOT STATED
Total Population
7579
12756
17753
18769
Source: Australian Bureau of Statistics, taken from Australian Multicultural Foundation report
Religion, Cultural Diversity & Safeguarding Australia
*Note: MPCRU combines the data for the Methodist, Presbyterian, Congregational and
Uniting Churches. The Uniting Church was formed in 1977 in a merger of Congregational,
Methodist and about half of the Presbyterians.
Session 2: Table 2.2
Table 2.2
Changes in Australia’s Religious Profile 1996-2001.
1996
Religious Identification
2001
1996-2001
‘000s
%
‘000s
%
Growth Rate
3903
21.99
3881
20.68
-0.57
295
1.66
309
1.65
4.75
Brethren
22
0.12
19
0.10
-12.28
Catholic
4799
27.03
5002
26.65
4.22
Churches of Christ
75
0.42
61
0.33
-18.25
Jehovah’s Witness
83
0.47
81
0.43
-2.81
Latter Day Saints
45
0.25
50
0.27
10.65
250
1.41
250
1.33
0.15
31
0.18
36
0.19
15.90
Orthodox
497
2.80
529
2.82
6.52
Pentecostal
175
0.98
195
1.04
11.37
Presbyterian/
Reformed
676
3.81
638
3.40
-5.57
Salvation Army
74
0.42
71
0.38
-3.67
Seventh Day Adventist
53
0.30
54
0.29
2.26
1335
7.52
1249
6.65
-6.46
Other Christian
253
1.43
324
1.72
27.95
Total Christian
12583
70.55
12764
68.00
1.44
200
1.13
358
1.91
79.07
HINDUS
67
0.38
95
0.51
41.91
JEWS
80
0.45
84
0.45
5.25
201
1.13
282
1.50
40.17
69
0.39
92
0.50
33.33
NO RELIGION
2949
16.48
2905
15.48
-1.5
NOT STATED
1551
8.67
1836
9.78
18.4
54
0.31
352
1.88
551.9
(71)
(0.4)
CHRISTIAN
Anglican
Baptist
Lutheran
Oriental Christian
Uniting
BUDDHISTS
MUSLIMS
OTHER
INADEQUATE
DESCRIPTION
(JEDI)
National Population
17753
18769
5.7
Source: Australian Bureau of Statistics, taken from Australian Multicultural Foundation report
Religion, Cultural Diversity & Safeguarding Australia
The Really Big Beliefs Project: Professional Learning Programme
22
Session 3: The Really Big Beliefs Project
Time
Activity/input
5 min
Working with The Really Big Beliefs Project
curriculum resource
Resources
required
Explain to participants that this workshop is designed to
model strategies for working with The Really Big Beliefs
Project curriculum resource.
Show aims of session using OHT 9.
OHT 9
Suggest that there are a number of ways to read and reread the resource depending on the particular approach
teachers wish to take. These include:
• Read to the class
• Read independently or in groups
• Read in one sitting or serially
• Read to ‘tune’ students in
• Re-read sections to ‘find out’ and begin to ‘sort
out’ with access to support materials for further
exploration
• Read to model the project based approach
taken by Emma & Tom.
25 min
Mapping Emma & Tom’s Interviews and
Experiences
Explain that one of the more challenging aspects of The
Really Big Beliefs Project resource may be keeping
track of Emma & Tom’s web of relationships, interviews
and experiences.
Prior to a closer examination of the text, suggest that
the following mapping exercise of the book contents be
undertaken. The purpose of this exercise is to cross
reference the large amount of information presented to
prepare students for later comparative study.
Ask participants to form two groups. Each group will
map a particular aspect of the book. Either:
• Characters – List the name, relationship to
Emma or Tom, the belief they represent and
relevant page numbers; or
• Beliefs – List the belief, and the people and
places associated with them in the book and
relevant page numbers.
Allow groups time to locate the relevant information.
Multiple
copies of
The Really
Big Beliefs
Project text
The Really Big Beliefs Project: Professional Learning Programme
Ask participants looking at the same aspect to compare
their findings and then record information for display
using the cards on Resource 7.
23
Resource 7
- Multiple
copies, cut
into strips
Construct a large visual display with this information.
This chart can be kept on display for the duration of the
unit of study providing a quick reference overview of the
text.
Beliefs
Christianity
Judaism
Islam
Buddhism
Hinduism
Secular
Taoism
Shinto
30 min
Characters
A Comparative Study of Belief
The web-based materials also acknowledge that the
large amount of information could be a challenge for
students. One of the web-based lessons is designed to
help students to process and organise the information in
the text.
Make copies of, and distribute, Lesson 4: Major Beliefs.
www.asiaeducation.edu.au/bigbeliefsbook/activities.html
Allow a short time for participants to read the lesson.
Explain that the lesson asks that students construct
their own table design to undertake a comparative study
of beliefs.
Ask participants to brainstorm the kinds of information
that could be included in such a table. Record these
ideas and then use the categories on Resource 8 as a
checklist.
Explain that we can now investigate belief using The
Really Big Beliefs Project resources in two ways.
Option 1 – A Comparative Study of Belief
(Requires multiple web access)
Divide the group into five. Allocate one of the following
beliefs to each group: Buddhism, Christianity, Hinduism,
Islam and Judaism
Lesson 4
The Really Big Beliefs Project: Professional Learning Programme
Participants use Resource 8 to investigate a belief using
the ‘More Information’ page of The Really Big Beliefs
Project website. Allow time for information gathering.
Groups record the information on OHT 10 for reporting
back to the whole group.
24
Resource 8
– one per
participant
OHT 10 –
one copy
per group
Option 2 – The Characters and their Beliefs
Allocate different characters to each participant. They
then use the text to explore how this character
expresses and practices their beliefs. Ask participants
to record this information on Resource 8 (alternative).
Allow time for information gathering. Groups record the
information on OHT 10 (alternative) for reporting back to
the whole group.
Share the questions for reflection from Lesson 4 on
OHT 11.
Invite participants to reflect individually and then discuss
as a group.
10 min
Resource 8
(alternative)
- one per
participant
OHT 10
(alternative)
– one copy
per
character
OHT 11
Other starting points for investigating beliefs
The web-based materials
www.asiaeducation.edu.au/bigbeliefsbook/activities.html
also contain other starting points for investigating beliefs
using The Really Big Beliefs Project resource.
Divide the group into three. Ask participants in each
group to read, reflect and then report back briefly on the
following web-based classroom activities:
• Lesson 2: The Designment
• Lesson 5: Belief into Action
• Lesson 9: Celebrations.
Ask that participants consider the knowledge, skills and
behaviours that are being developed through
participation in each of these activities.
The Really Big Beliefs Project resource is in itself a
model of student investigation of belief. Ask participants
to consider how Emma & Tom have structured their
project. What elements have they included? What
elements would teachers expect students to include if
they were to undertake a project such as this?
Lessons 2,
5&9
The Really Big Beliefs Project: Professional Learning Programme
15 min
25
Web Links and Resources
This segment is designed to highlight other resources
that will support student investigations of belief. Two
possible approaches are outlined here, the web-based
option the most preferred.
1. If web access is available
• Ask participants to explore the web-based
materials designed to support The Really Big
Beliefs Project resource. Go to
www.asiaeducation.edu.au/bigbeliefsbook/
• Talk participants through the basic structure of
the web site. Ask pairs to spend a short time
looking at the Links, More Information and
Bibliography sections of the web site. Discuss
how this information might be used to support
student inquiry.
• Direct participants to the official web links for
beliefs in Australia included in the additional
resources – distribute and refer to Resource 9
for a list of these.
Resource 9
2. Alternatively, if web access is not available, ensure
that participants are aware of the web site designed to
support The Really Big Beliefs Project resource and the
materials they can expect to find when they visit the
site.
Focus on the Australia Kaleidoscope curriculum
resource and present the strategies used to scaffold
students’ understanding of content and structural and
linguistic features of text.
Copy of:
Refer to Resource 10. Ask participants to compare this
critical literacy approach with the stages of inquiry and
principles of intercultural learning (Resources 1 a & b).
Resource
10
Resource 1
a&b
Share examples of different strategies from the chapter
in Australia Kaleidoscope on Belief:
• Looking Ahead – ECG pg. 30
• Looking Behind – Comparative data chart,
Surveying others pg.31
• Looking Beyond – Mini contracts pg.32
• Looking Within – Discussion starters pg.33.
Australia
Kaleidoscope
The Really Big Beliefs Project: Professional Learning Programme
5 min
Links across the curriculum
Ask participants to consider how an investigation of
belief can be incorporated into their local curriculum,
with particular reference to:
•
•
•
•
•
•
English
Society and Environment
Religious Education
Australia Asia Engagement
Global Perspectives
Values Education.
Note to presenter: When delivering this session
locally, set aside more time to link to local frameworks
and initiatives.
26
Session 3: OHT 9
Session 3: The Really Big Beliefs Project
AIMS
• Skill teachers to effectively explore beliefs presented
in The Really Big Beliefs Project text with students
• Model strategies for student investigations of belief
Session 3: OHT 10
Comparative Study of Belief
Belief
Places of worship
Rites of Passage
Signs & symbols
Practice in the home
Prayer
Sacred places
Sacred books
Rituals around food &
cleansing
Beliefs about the
afterlife
Festivals & holy days
Founder
Leader / teacher
Special clothing
Other
Session 3: OHT 10 (Alternative)
The Characters and their Beliefs
Character and their
Belief
Places of worship
Rites of Passage
Signs & symbols
Practice in the home
Prayer
Sacred places
Sacred books
Rituals around food &
cleansing
Beliefs about the
afterlife
Festivals & holy days
Founder
Leader / teacher
Special clothing
Other
Session 3: OHT 11
Reflect on the following statements & questions
and then discuss as a group:
Different beliefs have similar elements
• Which things do most of the beliefs have in
common?
• Why might different beliefs have things in common?
How has your view of belief been affected by the activity?
• Which beliefs did you already know something
about? Why?
• Which beliefs would you like to find out more about?
• How could you do this?
Session 3: Resource 7
Characters – List the name, relationship to Emma or Tom, the belief they
represent and relevant page numbers
Beliefs – List the belief, and the people and places associated with them in
the book and relevant page numbers
Character
Relationship
Belief
Pages
Belief
People present
Place
Pages
Session 3: Resource 8
Comparative Study of Belief
Belief
Places of worship
Rites of Passage
Signs & symbols
Practice in the home
Prayer
Sacred places
Sacred books
Rituals around food &
cleansing
Beliefs about the
afterlife
Festivals & holy days
Founder
Leader / teacher
Special clothing
Other
Session 3: Resource 8 (Alternative)
The Characters and their Beliefs
Character and their
Belief
Places of worship
Rites of Passage
Signs & symbols
Practice in the home
Prayer
Sacred places
Sacred books
Rituals around food &
cleansing
Beliefs about the
afterlife
Festivals & holy days
Founder
Leader / teacher
Special clothing
Other
Session 3: Resource 9
Official web links for beliefs in Australia
Many of the following web links are the official websites of these beliefs in Australia.
Most contain a section about belief as well as contact details of places of worship
around Australia.
Catholic Church
http://www.catholic.org.au/
Anglican Church
http://www.anglican.org.au/
Pentecostal Church
http://www.abc.net.au/religion/stories/s820631.htm
http://www.upca.org.au/believe.htm
Uniting Church of Australia
http://www.uca.org.au/
Presbyterian Church
http://www.presbyterian.org.au/
Orthodox Churches of Australia
http://www.abc.net.au/religion/stories/s817554.htm
Buddhism in Australia
http://www.buddhanet.net/aus_buds.htm
Baptist Union of Australia
http://www.baptist.org.au/
Lutheran Church of Australia
http://www.lca.org.au/index.cfm
Australian Christian Churches
http://www.austchristianchurches.com.au/
Australian Federation of Islamic Councils
http://www.afic.com.au/
Hindu Council of Australia
http://www.hinducouncil.com.au/
Executive Council of Australian Jewry
http://www.ecaj.org.au/
Jehovah’s Witnesses
http://www.watchtower.org/
Salvation Army
http://www.salvos.org.au/
Churches of Christ
http://www.churchesofchrist.org.au/
Taoism
http://www.historyforkids.org/learn/china/philosophy/taoism.htm
Shinto
http://www.kids.net.au/encyclopedia-wiki/sh/Shinto
Session 3: Resource 10
Strategies to scaffold students’ understanding
of the content and structural and linguistic
features of text
Hamston, J. & Murdoch, K (2004). Australia Kaleidoscope (p.4). Curriculum
Corporation: Melbourne.
Looking Ahead
Prepare to read the text
Looking Behind
Examine, critique and understand the
context of the text
These strategies help support students
by exploring some of the key concepts,
structures and vocabulary prior to
reading. These strategies also aim to
activate prior knowledge, feelings and
values associated with the topic.
These strategies are designed to focus
on comprehension – helping students
derive meaning from the text. They also
encourage students to read and think
critically about what they are reading and
about the structure, organisation and
writing style.
Looking Beyond
Explore beyond the text
Looking Within
Reflect and connect
These activities promote research into
related content and encourage students
to expand their understandings of the
issues raised. This is often done by
consulting other texts, seeking opinions
or engaging in activities that move across
the curriculum. These strategies also
promote independence, choice and
negotiation.
These strategies are designed to link
students with the text (and the issues
raised by it) at a personal level. They
include strategies to help explore feelings
and emotions, to connect with their own
lives, to form and justify opinions.
The Big Beliefs Project: Professional Learning Programme
27
Session 4: Community of Communities
Time
Activity/input
5 min
Introduction
Resources
required
Explain to participants that this workshop will provide
strategies for exploring the beliefs that exist in their local
communities.
OHT 12
Show the aims of the session with OHT 12.
25 min
Beliefs Close to Home
Refer participants to the teaching activities at:
www.asiaeducation.edu.au/bigbeliefsbook/activities.html
and explain that these will be a focus of this session.
Distribute Lesson 3: Question and Answer to participants
and allow a short time to read.
Lesson 3
Ask participants to think about the interviews in The
Really Big Beliefs Project resource in the light of the
questions presented in Lesson 3 on OHT 13. (If you have
previously undertaken ‘Mapping Emma & Tom’s
Interviews & Experiences’ refer participants back to the
chart constructed earlier).
OHT 13
Ask participants to work in pairs and choose one of the
interviews from the resource. Write questions that they
think formed the basis of the interview. What questions
may not have been asked? How did Emma & Tom find
their interviewees? What advice might you give students
in sourcing interviewees?
Multiple
copies of
The Really
Big Beliefs
Project text
Ask that participants find a new partner. Each person
spends five minutes in the ‘hot seat’ being interviewed
about their beliefs by their partner. Change roles after
five minutes.
Ask participants to reflect on their own feelings on being
in the position of articulating beliefs. Discuss the following
questions as a whole group:
• What issues arose whilst undertaking this
exercise?
• How might these issues be addressed?
• How can teachers support students in conducting
effective interviews?
The Big Beliefs Project: Professional Learning Programme
Highlight Lesson 7: The New Student, which challenges
students to consider how inclusive they are of those who
are different.
28
Lesson 7
Allow participants a short time to read and reflect on how
they might use an activity such as this with students.
10 min
Beliefs in the Local Community
Distribute Lesson 8: Where Can I…?
Lesson 8
Explain that this lesson provides activities for exploring
the beliefs of the local community. Allow a short time for
participants to read it through.
Highlight that Activity 4 makes mention of that fact that
some preliminary work on the part of the teacher may be
required.
Refer to Resource 11, which lists a series of strategies
for preparing to make community links. Discuss the
suggested strategies and share new ideas with the
group.
30 min
Resource
11
Guest Speaker
As a result of the preliminary strategies highlighted in
Resource 11, invite a local religious leader to speak to
participants. Alternatively, invite a staff member, parent,
grandparent or friend to share their beliefs. Encourage
this person to bring with them photographs or objects
that will help in explaining their beliefs.
Prior to the session, brief the guest speaker on the
purpose of the visit, ask how they wish to be addressed
and if they have any requirements. Provide them with
Resource 8 (in Session 3) as an indication of the sorts of
areas that participants wish to know more about.
It is the presenter’s role to encourage questions from the
participants and ensure that the speaker is comfortable.
After the visit, reflect on the experience of hearing the
words of the guest speaker. Make recommendations on
how teachers might go about managing visits of guest
speakers with students. Consider at what point during the
unit of inquiry that the visit of the guest speaker might
take place.
Resource 8
The Big Beliefs Project: Professional Learning Programme
20 min
29
Beliefs in the News
Suggest that as part of the study of belief, students and
teachers can begin a collection of ‘news’ items about
belief.
News items can be sourced from: local, national or
international newspapers; articles or exhibitions
brochures from arts and cultural organisations; radio, film
and TV. See the Additional Resources section below for
suggested links.
Share the quote from pg 103 of the Report Religion,
Cultural Diversity and Safeguarding Australia on OHT 14.
OHT 14
Ask participants to consider how belief is presented in
the media. One powerful way to address issues and
dilemmas about belief as they arise is to take a critical
literacy approach.
Distribute samples of previously collected news items to
small groups of participants. Ask that they read the article
and then consider the critical literacy questions in
Resource 12. In pairs, create an activity based on the
news item for each of the four stages of working with text
as highlighted in Australia Kaleidoscope – Looking
Ahead, Looking Behind, Looking Beyond, Looking Within.
(Refer to Resource 10, in Session 3).
Resource
12
Ask participants to consider these news items in the light
of the Nine Values for Australian Schooling on Resource
1c.
Explain that a critical literacy approach may be a useful
lens through which to explore the values and how they
are represented in the media.
Resource
1c
Complete the following sentence
• This article demonstrates/does not demonstrate
the value of _________
because_______________________________
Ask participants to reflect on their experiences of
implementing critical literacy approaches.
15 min
Reflecting on Belief
This concluding section of the workshop aims to make
space for participants to reflect on their own attitudes
towards belief and the value of tolerance that underpins
multi-faith Australia.
Resource
10
Samples of
news items
The Big Beliefs Project: Professional Learning Programme
Distribute Lesson 10: What Do We Think? from the web
based materials. Allow a short time for participants to
read through the activities.
Explain that we will undertake Activity 3 Walk/Stand/Talk.
At one side of the room display a sign saying “Strongly
Agree”. At the other side place a sign saying “Strongly
Disagree”. Ask participants to arrange themselves along
an imaginary line between the signs according to how
they feel about each of the statements. They walk to a
place, stand in position and talk to the people on either
side to see if they’re in the right place. If not, they walk,
stand and talk again, until everybody is happy. Pause
after each statement and reflect on the challenges in
finding where you belong on the line.
Choose one of the statements from the classroom
activity:
• I really enjoyed The Really Big Beliefs
Project curriculum resource.
• I learnt a lot about beliefs from the
resource.
• It’s important to understand about beliefs,
even if you’re not religious.
• People should be free to practise any
belief in Australia.
• Australia is a more interesting place
because of all our different beliefs.
• Beliefs are different on the surface, but
similar underneath.
Add another statement from a teacher perspective:
• I feel confident about undertaking a study
of belief with students
Ask participants reflect on how they would undertake this
activity with students.
Suggest other potential activities that reflect on personal
beliefs for the Reflection phase of inquiry, such as:
• Read extracts from John Marsden (Ed.) (1996),
This I Believe, and (2004) I Believe This, where
prominent Australians have written short essays
on their own beliefs. Write your own statement of
beliefs. Contribute to a class/school collection
inviting contributions from members of the school
community; or
• Listen to the lyrics of songs such as Affirmation –
Savage Garden or You Gotta Be – Desiree. What
do these songs tell us about the beliefs and
30
Lesson 10
The Big Beliefs Project: Professional Learning Programme
31
worldview the songwriters? Find other songs that
share the beliefs of the songwriter.
10 min
Final Reflection
Undertake a think-pair-share exercise with participants
focussing on the following questions
1. How might you use The Really Big Beliefs Project
resource with students?
2. At the end of a unit of inquiry about belief using
The Really Big Beliefs Project resource, what
understandings would you expect students to
have developed?
3. In what ways would you ask students to express
these understandings?
Ask participants to turn to the evaluation sheet (Resource
13). Emphasise the importance of the reflective time at
the end of the programme and the opportunity for
participants to complete the evaluation.
Additional Resources
Websites
www.asiaeducation.edu.au/bigbeliefsbook/
Contain the web-based materials to support The Really Big Beliefs Project text
http://www.education.tas.gov.au/english/critlit.htm#whatkinds
Contains background information and sample questions for critical literacy
http://www.abc.net.au/
ABC online – a source of up to date news and current affairs. Transcripts of many
issues are available for downloading
http://www.abc.net.au/compass/
ABC Compass - a TV programme devoted to faith, values and ethics
http://news.sbs.com.au/insight/
SBS Insight – current affairs issues debated by a live audience
http://www.curriculum.edu.au/accessasia/network/
Asia Ed Net - a national collaborative project for all educators interested in studies of
Asia and Asian languages.
Session 4: OHT 12
Session 4: Community of Communities
AIMS
• Increase knowledge and understanding of the beliefs
held by those known to us
• Explore contemporary practice of belief in Australia,
making links to the local context
• Consider the implications for the future of ‘multi-faith’
Australia
Session 4: OHT 13
Use the following questions as the basis of a
class discussion.
• Which of the interviews in The Really Big Beliefs
Project text did you enjoy the most?
• Why?
• Which of the interviews or experiences helped
you learn the most about a particular religion or
belief system?
• Which interviews do you think Tom and Emma
enjoyed the most?
• Why?
• Which interviews helped Tom and Emma learn
the most?
• What makes a good interview?
• What makes a good interview question?
Session 4: OHT 14
Faith Communities and the Media
“ Among the more concerned faith leaders,
there was a pervasive feeling that the media
was biased against all forms of religion,
promoting a secularist agenda rather than
reflecting a civil view of society to which faith
communities made significant contributions.”
Source: Religion, Cultural Diversity and Safeguarding Australia
Report , p. 103
Session 4: Resource 11
Beliefs in the Local Community
Some preliminary strategies for teachers
Use the Internet
• Look at the local council web site for reference to inter-faith initiatives or
programmes
• Look up the faith community online. Make a shortlist of relevant sites
Use a street directory
• Use the index to look up places of worship in the local area
• Look at the local maps to identify places of worship
Write a letter to local places of worship and/or council
• Explain the purpose of the study the students are undertaking
• Request permission to visit the site with students if possible
• Ask if a leader/group member could be available to conduct a tour onsite
• Alternatively, ask if a leader/group member could be available to give a talk at
the school
• Check if it is possible to photograph or film the visit
• Ask if there are any special considerations / observances that students and
teachers need to be aware of prior to the visit
Visit the places of worship with staff that will be working with students on this topic
• In place of a staff meeting, visit the place of worship
• Invite a local faith leader to speak with staff
• Invite a member of council involved with inter-religious dialogue to speak to
staff
Plan for the class to construct a list of questions
• The questions can be asked as part of a group visit or interview by a small
group/ pair or posted / emailed to the leader
Plan a ‘race around the community’
• Students equipped with clues and digital cameras make their way to various
places of worship in the community.
• Explain that students will need to consider seeking advanced permissions to
take photos of sites/people prior to the event.
Contact the local press
• Inform them of the beliefs project students are undertaking
Make links with another school
• Approach a local Islamic school
• Read this article to see how this can be done
http://www.theage.com.au/news/education-news/australian-students-under-theminaret/2005/06/10/
Develop a glossary of ‘belief’ terms
• Inter-faith, multi-faith…
Session 4: Resource 12
What kinds of critical questions can we ask of texts?
These questions can be asked of most spoken, written, visual, multimedia and
performance texts. They encourage students to question beliefs that are often
taken for granted.
Critical Literacy Questions
Textual purpose(s)
What is this text about? How do we know?
Who would be most likely to read and/or view this text and why?
Why are we reading and/or viewing this text?
What does the composer of the text want us to know?
Textual structures and features
What are the structures and features of the text?
What sort of genre does the text belong to?
What do the images suggest?
What do the words suggest?
What kind of language is used in the text?
Construction of characters
How are children, teenagers or young adults constructed in this text?
How are adults constructed in this text?
Why has the composer of the text represented the characters in a
particular way?
Gaps and silences
Are there ‘gaps’ and ‘silences’ in the text?
Who is missing from the text?
What has been left out of the text?
What questions about itself does the text not raise?
Power and interest
In whose interest is the text?
Who benefits from the text?
Is the text fair?
What knowledge does the reader/viewer need to bring to this text in
order to understand it?
Which positions, voices and interests are at play in the text?
How is the reader or viewer positioned in relation to the composer of
the text?
How does the text depict age, gender and/or cultural groups?
Whose views are excluded or privileged in the text?
Who is allowed to speak? Who is quoted?
Why is the text written the way it is?
Whose view: whose reality?
What view of the world is the text presenting?
What kinds of social realities does the text portray?
How does the text construct a version of reality?
What is real in the text?
How would the text be different if it were told in another time, place or
culture?
Interrogating the composer
What kind of person, and with what interests and values, composed the
text?
What view of the world and values does the composer of the text
assume that the reader/viewer holds? How do we know?
Multiple meanings
What different interpretations of the text are possible?
How do contextual factors influence how the text is interpreted?
How does the text mean?
How else could the text have been written?
How does the text rely on inter-textuality to create its meaning?
Source: http://www.education.tas.gov.au/english/critlit.htm#whatkinds
Session 4: Resource 13
Programme evaluation
Strongly
agree
1.
Strongly
disagree
The content of the workshop:
•
created enthusiasm for the teaching of beliefs
5
4
3
2
1
•
Increased my understanding of The Really Big Beliefs
Project curriculum resource
5
4
3
2
1
•
increased my knowledge and understanding of beliefs
as practised in Australia
5
4
3
2
1
•
prepared me for the delivery of subsequent
professional development, through the provision of a
structured and effective model.
5
4
3
2
1
2.
The processes used:
•
were varied
5
4
3
2
1
•
provided opportunities for individual reflection
5
4
3
2
1
•
provided opportunities to discuss and share
5
4
3
2
1
•
created a supportive learning environment.
5
4
3
2
1
3.
The resources, OHTs and PowerPoint presentation
(if used) were:
•
well presented
5
4
3
2
1
•
easy to understand.
5
4
3
2
1
4.
I will use most of the content of this workshop in
the delivery of subsequent professional
development.
5
4
3
2
1
Highlights of the workshop:
The workshop could be enhanced by:
Other comments:
Thank you for your participation and completing this evaluation
form.

I write more in sadness that criticism, reflecting on my membership of

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For personal use only