The Face of Religion in the New Millennium.

A multi media resource supporting the Religion teacher and student. The series aims to make a contribution towards an improved knowledge and understanding of religious cultures which will lead to a greater appreciation and sensitivity to the issues of eco-justice, peace and sustainability.
The series takes you on a journey in search of the divine as enunciated through the diverse religions and cultures of the world.

The Face of Buddhism in the New Millennium

The story concerning the rise of Buddhism in Australia is a story of a resilient religion that has survived against the odds. So, how is it possible for a 2,500 year old philosophy, which began 500 years before Christianity and one thousand years before Islam, to be now relevant to 21st Century Australia?

Considering all the other ancient religions, the sun worshippers of Ancient Egypt, the human sacrifices of the South American Mayans, the Druids of Medieval England, Buddhism has outlasted them all. What is the quality, the treasure that is Buddhism which has captured the imagination of contemporary Australians.

The answer is found in Buddhism’s quest to find freedom for oneself and for all living things. In this era of anxiety and fear demonstrated by the individual need for material wealth and consumerism, a society always wanting. At the same time we seek happiness and some measure of peace in our lives. Buddhists believe that this craving for things or desire within us leads to frustration and suffering. To free oneself from this suffering and difficult life is the purpose of the Buddhist life. Buddhism maintains that the craving and desire must be overcome if one is to live a happy life and Buddhism offers a way to achieve this.

The Face of Islam in the New Millennium

The nature of world events since 11 September 2001, the Bali bombing, the war in Afghanistan and Iraq, Tampa and refugees has heightened the profile of Islam like never before. It is important, therefore, that in studying Islam a balanced view of the tradition is pursued allowing for a positive face to emerge. After-all, what makes a tradition religious is that it offers a way of bringing human existence to the fullness of life. Situated within a social justice framework this study is about keeping the integrity and discovering some of the unique truths which underpin the religious tradition of Islam.

Crisis of meaning?

Explore the concept of meaning in light of what it means to be a child of the 21st century. The resource poses a series of questions to role play/simulate in seeking answers to live more meaningful lives in this new time.

Coming Soon

Part Three: Conflict and the Monothesistic Religions
Ethics and Cosmology
Big Ideas Resource Book: The integrated curriculum for the middle years

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Learning and Teaching Resources - downloadable freebies

Middle Years sample Integrated Unit (cross-curriculum) - Aiming High

This sample unit is designed following the principles and philosophy of the middle years of schooling: relevance, theme approach, engagement (fun), cooperative learning, ICT, learner centred, activity based. This unit targets Year 8 Humanities, integrating English, History, Geography, the Arts, Personal Development.

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Middle Years sample integrated cross-curriculum Lesson Plan - Wake up now! - Global Warming

This sample lesson plan draws on and adapts the 5Es approach to lesson planning: Engaging, Explaining, Exploring, Elaborating and Evaluating. It is organised around the teacher being the manager of student learning time in blocks. Therefore, the time indicated is indicative only not prescriptive and is offered as a guide only.

Lesson plans need to be a functional document that you can use on your feet (if necessary and especially for a beginning teacher) and not to go into pages and pages relegating the lesson plan as dysfunctional.

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Environment Day (4 June) Ritual/Liturgy

A contemporary focus on the elements of earth, air, water and fire. Can be used with both young people and adult groups. The facilitator needs to adapt accordingly being mindful of creating the space to ensure meaningful participation and discernment.

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Am I a Child of the 21st Century? Ritual/Liturgy

This ritual attempts to capture the wisdom of hope in light of the terror the world has experienced in the first ten years of the new decade, the new millennium. Based on the poem by John Marsden (1997) as he looked through a child's eyes toward the new century with renewed hope. The facilitator needs to be sensitative to his/her audience and adapt music and readings accordingly. Again, it is about creating the space to ensure meaningful participation and a sense that all of us are part of it and have a responsibility as citizens of the earth not to sit by and let 'bad' things happen. We remember these events so as to ensure they do not happen again.

A multi-media version is available at $35 plus GST and P & H. Refer order form above.

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What is learning?

Something for the pre-service and beginning teacher as you come to understand your motivation to become a teacher. To become that effective teacher, not just the good teacher!

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A designer of a wholesome curriculum

As a designer, the middle school teacher is redefining the meaning of curriculum through an emphasis on social interaction, cross curriculum thinking, and the use of digital media. It is a design of curriculum that cherishes the values of democracy, equity and justice, and personal values and attributes such as honesty, resilience and respect for others. The middle school teacher as designer of a wholesome curriculum is bringing a new vitality to the middle school space providing opportunities for elevating young people and allowing them to find their “own voice”. The emergence of the designer metaphor sees the middle school teacher not only as one who brings about change, but a teacher who creates a climate of receptivity in the classroom where new ideas are welcomed and imaginations are allowed to flow and a curriculum that has depth and rigour, is relevant and connects to the real world of the learner.

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