CV76 - Graduate Certificate in Religious Education

Previous Viewing Term 2 2020 Next Term
Overview

Course Overview

The Graduate Certificate in Religious Education develops the professional knowledge, practice and identity of teachers as educators in religion and religious practices and as significant partners of Christian faith communities in Catholic schools. The course has a specific focus on the guidelines, learning framework and religion curriculum of the Rockhampton Diocese of Catholic Education in Queensland but has broad applicability for current or aspiring teachers who wish to gain knowledge of Christian belief systems and rituals for the purpose of teaching in religiously affiliated schools throughout Australia. The units in this course satisfy the requirements of the Catholic Education system for full accreditation to teach in Catholic schools in Australia.

Career Information

Graduates of the course are eligible for accreditation to teach religion in a Catholic school which is a condition for permanent employment within the sector. The award has general applicability for employment in schools affiliated with Christian religious traditions. Completion of the course creates opportunities for articulation into Masters courses to pursue particular research interests.

Course Details
Duration 0.5 years full-time or 1 years part-time
Credit Points that Must be Earned 24
Number of Units Required CQUniversity uses the concept of credits to express the amount of study required for a particular course and individual units. The number of units varies between courses. Units in postgraduate courses normally consist of 6 points of credit or multiples thereof (e.g. 12, 18, 24).
Expected Hours of Study One point of credit is equivalent to an expectation of approximately two hours of student work per week in a term.
Course Type Postgraduate Award
Qualification (post nominal) GradCertRelEd
AQF Level Level 8: Graduate Certificate

Admission Codes

Domestic Students
Tertiary Admission Centre Codes (TAC) Codes
Not Applicable
International Students
CRICOS Codes
Not Applicable
Where and when can I start?
Units offered internally at the below campuses may be delivered using a combination of face-to-face and video conferencing style teaching.
Units offered via MIX mode are delivered online and require compulsory attendance of site-specific learning activities such as on-campus residential schools, placements and/or work integrated learning. See Course Features tab for further information. Online units are delivered using online resources only.
Please Click Here for more information.
The following tables list the courses availabilities by location and term. Directing your pointer over your preferred location will provide further information if this course is not available for the full duration. Please be sure to also check individual unit availability by location and term prior to enrolling.

Domestic Availability

Term 2 - 2021

Online

Term 1 - 2021

Online

Term 2 - 2020

Online

Term 1 - 2020

Online

Term 2 - 2019

Online

Term 1 - 2019

Online

Term 2 - 2018

Distance

Term 1 - 2018

Distance

Term 2 - 2017

Distance

Term 1 - 2017

Distance

Term 2 - 2016

Distance

Term 1 - 2016

Distance
Show All

International Availability

Term 2 - 2021

Sorry, no international availabilities found.

Term 1 - 2021

Sorry, no international availabilities found.

Term 2 - 2020

Sorry, no international availabilities found.

Term 1 - 2020

Sorry, no international availabilities found.

Term 2 - 2019

Sorry, no international availabilities found.

Term 1 - 2019

Sorry, no international availabilities found.

Term 2 - 2018

Sorry, no international availabilities found.

Term 1 - 2018

Sorry, no international availabilities found.

Term 2 - 2017

Sorry, no international availabilities found.

Term 1 - 2017

Sorry, no international availabilities found.

Term 2 - 2016

Sorry, no international availabilities found.

Term 1 - 2016

Sorry, no international availabilities found.
Show All
For any problems regarding admissions availability for the selected course please contact 13 CQUni (13 27 86) or send us an email at http://contactus.cqu.edu.au/
What do I need to start?
Entry Scores
Entry scores are not available, please contact the Student Advice Team for more information.
Entry Requirements

Prospective students must have successfully completed an accredited initial teacher education course offered by an Australian university or an initial teacher education course recognised for the purposes of eligibility for teacher registration in an Australian state or territory.

Security Requirements
No information available at this time
Health Requirements
No information available at this time
Assumed Knowledge
No information available at this time
Fees and Charges
Course Features

Awards and Accreditation

Interim Awards Not applicable
Exit Awards Not applicable
Professional Accreditation Not applicable
Learned Society Accreditation Not applicable

Residential School Requirements

No Residential School for this course.

Practicum/Work Placement

Not applicable

Previous Enrolments

Year Number of Students
2020 21
2019 27
2018 22
2017 20
2016 16
Inherent Requirements
There are Inherent Requirements (IRs) that you need to be aware of, and fulfil, to achieve the core learning outcomes of the units and course. IRs are the essential capabilities, knowledge, behaviours and skills that are needed to complete a unit or course.

Please note that in some instances there may be similarities between course, entry and inherent requirements.

If you experience difficulties meeting these requirements, reasonable adjustments may be made upon contacting accessibility@cqu.edu.au. Adjustment must not compromise the academic integrity of the degree or course chosen at CQUniversity or the legal requirements of field education.

Ethical Behaviour

Examples are:

  • Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
  • Treating personal information obtained in educational settings as private and confidential.
  • Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
  • Demonstrating the applicable codes of conduct and ethics as they apply in the practice of education.
  • Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.
Behavioural Stability

Examples are:

  • Being reflective with personal behaviours appropriate for professional performance, and being positive and receptive to processing constructive feedback on your academic progress.
  • Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference.
  • Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.
Legal Compliance

Examples are:

  • Complying with legislative and regulatory requirements for teaching. eg Codes of Ethics for teachers, and the Australian Professional Standards for Teachers (Proficient Career Stage).
  • Complying with relevant child protection and safety legislation.
  • Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
  • Understanding and adhering to professional policy around the use of social media.
Communication Skills (Verbal, Non-verbal, Written and Technology)

Examples area:

  • Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
  • Listening to other's point of view and actively participating in discussion activities related to the course.
  • Using language that is appropriate to the context of the individual, group or workplace.
  • Establishing rapport with a wide range of educational stakeholders from differing socio-cultural environments in a wide range of contexts associated with teaching.
  • Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
  • Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
  • Clearly communicating the intended message and documenting information in a written form that meets legal and educational requirements.
Cognitive Abilities (Knowledge and Cognitive Skills, Literacy and Numeracy)

Examples are:

  • Conceptualising and using appropriate knowledge in response to academic assessment items.
  • Completing academic learning activities and assessment tasks within reasonable set timeframes.
  • Reading and interpreting curriculum, Diocesan and Church documents to plan for the effective teaching and learning of Religion in Catholic school settings.
  • Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Education and the Arts.
  • Reading and accurately interpreting information related to Catholic schooling contexts and the teaching of Religious Education in pluralistic settings.
Relational Skills

Examples are:

  • Rapidly building rapport with other students/colleagues/school-based personnel in order to engage them professionally.
  • Displaying empathy and respect for multiple points of view.
  • Maintaining confidentiality in all contexts.
Reflective Skills

Examples are:

  • Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
  • Identifying when your practice may be negatively affected by personal experience and/or reactions.
Sustainable Performance

Examples are:

  • Appropriately and actively participating in activities related to the course of study, which could be either on-line or require site visits to Catholic school settings.
Interpersonal Engagement

Examples are:

  • Relating positively and effectively to a wide variety of stakeholders.
  • Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
  • Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
  • Creating cultural competence, sensitivity and willingness to work with a vast array of people from various backgrounds.
  • Recognising others as sentient human beings with rights that must not be violated.
  • Recognising others in the workplace as ends in themselves and never exclusively as a means to an end.
  • Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practices and observations.
  • Interacting and engaging with individuals and groups in a respectful and culturally competent manner in a wide variety of contexts.
Information and Communication Technology (ICT) Abilities

Examples are:

  • Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
  • Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras.
  • Using a range of digital tools to create presentations and construct digital portfolios of evidence for the purposes of course assessment.
  • Demonstrating an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Core Learning Outcomes
  • 1. Appraise the nature and purpose of religious education in contemporary educational, social and cultural contexts.
  • 2. Apply professional knowledge and judgment to the design of teaching, learning, assessment and evaluation plans for religious education in P-10 Catholic school settings.
  • 3. Analyse the historical development and theological, liturgical, pastoral and practical principles underpinning Christian belief systems, practices, foundational texts and rituals.
  • 4. Critically appraise the identity formation and personal and professional responsibilities of teachers as partners in the religious education of the Catholic faith community.
  • 5. Communicate responsibly and sensitively to support the engagement and inclusive participation of diverse stakeholder groups in the rituals and faith celebrations of Catholic schools.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5
1. KNOWLEDGE Have specialised knowledge within a systematic and coherent body of knowledge that may include the acquisition and application of knowledge and skills in a new or existing discipline or professional area
2. SKILLS Have cognitive skills to review,analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems
3. SKILLS Have cognitive skills to think critically and to generate and evaluate complex ideas
4. SKILLS Have specialised technical and creative skills in a field of highly skilled and/or professional practice
5. SKILLS Have communication skills to demonstrate an understanding of theoretical concepts
6. SKILLS Have communication skills to transfer complex knowledge and ideas to a variety of audiences
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to make high level, independent judgements in a range of technical or management functions in varied specialised contexts
8. APPLICATION OF KNOWLEDGE & SKILLS Be able to initiate, plan, implement and evaluate broad functions within varied specialised technical and/or creative contexts
9. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for personal outputs and all aspects of the work or function of others within broad parameters
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
Number of units: 4 Total credit points: 24

The Graduate Certificate in Religious Education develops specific knowledge of the Religion curriculum of the Rockhampton Diocese of Catholic Education in Queensland and satisfies the requirements of the Catholic Education system for full accreditation to teach in Catholic schools in all Australian jurisdictions.

Year 1 - Term 1
Students must complete the following compulsory units:
RELG20002 Foundational Religious Texts
RELG20003 Liturgical Celebrations and Prayer
Year 1 - Term 2
Students must complete the following compulsory units:
RELG20004 The Catholic School Identity
RELG20005 The Contemporary Religious Educator

More Details
There is no additional information for this course.