Overview
In this unit, students engage in curriculum planning processes for the teaching of religion. They use the Diocesan Religion Curriculum of the Rockhampton Diocese as a framework for identifying appropriate knowledge, understanding and skills for a specific class of learners and for selecting and designing teaching and learning strategies and assessment and evaluation processes for a unit of work. Students reflect on their personal understandings of content from the Belief Strand of the curriculum and justify the selection of resources and teaching and learning strategies that portray images of God in ways that are responsive to the diverse and pluralistic religious backgrounds of learners in contemporary Catholic schools.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2021
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student evaluations
Recorded lectures provided clarification and engagement
Maintain recorded lectures as unit learning resources
Feedback from Student evaluations
Detailed feedback on assessment supported learning
Continue to provide feedback that supports learning
- Critically reflect on the impact of language and images in the portrayal of religious concepts.
- Assess personal understandings of faith concepts to identify possible challenges and appropriate support structures for implementation of the Religion curriculum.
- Evaluate resources for their suitability for use in contemporary and inclusive religious education.
- Respond to the complex characteristics of diverse class groups to design teaching and learning, assessment and evaluation processes that incorporate the knowledge, skills and understandings of the Religion curriculum
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Practical and Written Assessment - 50% | ||||
| 2 - Practical Assessment - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | ||||
| 2 - Communication | ||||
| 3 - Cognitive, technical and creative skills | ||||
| 4 - Research | ||||
| 5 - Self-management | ||||
| 6 - Ethical and Professional Responsibility | ||||
| 7 - Leadership | ||||
| 8 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Practical and Written Assessment - 50% | ||||||||
| 2 - Practical Assessment - 50% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
k.aprile@cqu.edu.au
Module/Topic
My religious background, experiences and practices
Chapter
eReading list - Week 1
Events and Submissions/Topic
Module/Topic
The contemporary context
Chapter
eReading list - Week 2
Events and Submissions/Topic
Module/Topic
What is Religious Education?
Chapter
eReading list - Week 3
Events and Submissions/Topic
Module/Topic
Resourcing Religious Education
Chapter
eReading list - Week 4
Events and Submissions/Topic
Module/Topic
Pedagogy in Religious Education
Chapter
eReading list - Week 5
Events and Submissions/Topic
Module/Topic
No tutorial
Chapter
Events and Submissions/Topic
Module/Topic
Student engagement in Religious Education
Chapter
eReading list - Week 6
Events and Submissions/Topic
Module/Topic
Content and skills in Religious Education
Chapter
eReading list - Week 7
Events and Submissions/Topic
Module/Topic
Differentiation in Religious Education
Chapter
eReading list - Week 8
Events and Submissions/Topic
Module/Topic
Assessment of Religious Education
Chapter
eReading list - Week 9
Events and Submissions/Topic
Module/Topic
Chapter
eReading list - Week 10
Events and Submissions/Topic
Module/Topic
How to plan a prayer experience
Chapter
eReading list - Week 11
Events and Submissions/Topic
Module/Topic
Review
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Practical and Written Assessment
-
To prepare for this task, select a focus for a unit of work that teaches Knowledge, Understanding and Skills from the Religion curriculum at a particular year level in the primary school.
Identify the year level and specific focus for teaching and learning from the curriculum document and select a resource that you might use to teach the content of the unit. You should record these details on a cover page to your assessment task and include a copy of the selected resource.With reference to the unit focus and selected resource, use unit materials and independent research to critically reflect on:
- The characteristics of learners and learning in contemporary the contemporary educational landscape.
- How teachers can respond to the contemporary context (secularisation, pluralisation, detraditionalization and individualisation).
- Inquiry and dialogue as preferred pedagogical approaches for teaching religious education in the contemporary classroom.
- How Religious Education in Catholic schools develops students’ knowledge and understanding of Christianity and its unfolding story within contemporary Australian and global society.
Note:
Use the task description as subheadings to structure your submission.
Evidence of engagement with unit materials must be apparent in your submission.
Length: 2000 words.
Week 7 Monday (30 Aug 2021) 11:45 pm AEST
Feedback on this assessment task will be returned following moderation and in sufficient time to allow for academic support and advice as necessary and to inform responses for Assessment Task 2.
Understanding of the ways in which characteristics of contemporary learners and learning environments influence planning and teaching in Religious Education
Knowledge of contemporary approaches to teaching Religious Education that are responsive to diversity
Critical reflection on sources of professional learning for teachers of Religious Education
Critical evaluation of content and resources for teaching Religious Education in primary or early years contexts
- Critically reflect on the impact of language and images in the portrayal of religious concepts.
- Assess personal understandings of faith concepts to identify possible challenges and appropriate support structures for implementation of the Religion curriculum.
- Evaluate resources for their suitability for use in contemporary and inclusive religious education.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Self-management
- Ethical and Professional Responsibility
2 Practical Assessment
Critically reflect on the planning decisions made within a learning sequence (unit of work) in Religious Education .
Scaffolding:
1. Select Religious Education curriculum to form the basis of a learning sequence (unit) that you will plan, teach and evaluate.
You will need to submit a copy of your religious education learning sequence or unit of work. It must contain the following:
- Achievement standard statement, knowledge and skills (content descriptors), links to other curriculum areas (such as The Arts and Technologies), profile of learners in the classroom (including religious backgrounds of students and specific modifications or adjustments to the learning environment to meet NCCD requirements), assessment, guide to making judgements (achievement standard elaborations), teaching strategies and resources.
Note that there is no word limit for this component of the task.
2. Submit a critical reflection which must contain the following:
- Justify how, according to contemporary literature, planning decisions and strategies in the learning sequence respond to classroom complexity and the pluralistic context of contemporary society.
- Evaluate the suitability of resources for teaching the knowledge and skills in the learning sequence.
- Describe sources of professional knowledge of teachers of Religious Education and how these contribute to the successful teaching and assessment of Religious Education.
Length of the critical reflection 1500 words.
Note:
Evidence of engagement with course materials must be apparent in your submission.
Review/Exam Week Monday (11 Oct 2021) 11:45 pm AEST
Feedback on this task will be returned to students following moderation and in accordance with university policy on certification of grades.
Knowledge and understanding of the content, planning processes and teaching approaches underpinning Religious Education
Understanding of the impact of context on teaching and learning in Religious Education
Justification of design choices for promoting inclusive engagement and religious literacy
Use of communication and presentation modes that reflect the beliefs and practices of the broader Catholic school community
- Evaluate resources for their suitability for use in contemporary and inclusive religious education.
- Respond to the complex characteristics of diverse class groups to design teaching and learning, assessment and evaluation processes that incorporate the knowledge, skills and understandings of the Religion curriculum
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Ethical and Professional Responsibility
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
