EDCU13021 - Teaching Religious Education in a Catholic School

General Information

Unit Synopsis

In this unit, you will plan for, implement and evaluate teaching and learning in Religious Education. You will reflect on your understandings of the selected curriculum content and skills and identify challenges to teaching Religion in the contemporary classroom context. In consultation with a supervising teacher, you will implement a short learning cycle that embeds inquiry-based learning and dialogical pedagogy. In addition, you will plan an experience that invites students to participate in an aspect of the religious life of the school. Your planning, implementation and evaluation of teaching and learning in Religious Education will acknowledge classroom complexity and the diverse religious backgrounds of students in Catholic schools. Classroom planning decisions, implementation techniques and evaluation of resources regarding their suitability for use with a specific class will be justified.

Details

Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2024

Term 2 - 2025 Profile
Mixed Mode

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).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate 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.

Assessment Tasks

Assessment Task Weighting
1. Presentation 50%
2. Presentation and Written Assessment 50%

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

Past Exams

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Previous Feedback

Term 2 - 2024 : The overall satisfaction for students in the last offering of this course was 100.00% (`Agree` and `Strongly Agree` responses), based on a 9.09% response rate.

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.

Source: Student emails
Feedback
The assessment check-in tutorial was a useful refresher
Recommendation
Maintain the use of an assessment check-in tutorial
Action Taken
An additional tutorial was scheduled prior to the submission of the final assessment for the unit.
Source: Student feedback
Feedback
Content was relevant and supported knowledge and skills required during placements
Recommendation
Maintain connections between coursework and authentic teaching tasks
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Identify inquiry and dialogue as preferred pedagogical approaches for teaching Religious Education in the contemporary classroom
  2. Evaluate ways in which the suitability of resources and teachers' professional knowledge base contribute to the successful teaching and assessment of content and skills in Religious Education
  3. Design, implement and evaluate a short learning cycle for a specific class using Religious Education curriculum documents
  4. Justify planning decisions and strategies for teaching religion that are responsive to classroom complexity and the pluralistic context of contemporary society
  5. Discuss how Religious Education in Catholic schools develops students' knowledge and understanding of Christianity and complements the students' invitational participation in the religious life of the school.

Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus area of:

1.1 Physical, social and intellectual development and characteristics of students

1.2 Understand how students learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.3 Curriculum, assessment and reporting

2.5 Literacy and numeracy strategies

3.4 Select and use resources

3.5 Use effective classroom communication

3.6 Evaluate and improve teaching programs

6.1 Identify and plan professional learning needs

6.2 Engage in professional learning and improve practice

6.4 Apply professional learning and improve student learning

7.2 Comply with legislative, administrative and organisational requirements

7.4 Engage with professional teaching networks and broader communities

Outcomes combine these standards with the knowledge and understanding required to be eligible for accreditation to teach in a Catholic school.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Presentation • • •
2 - Presentation and Written Assessment • • • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Communication • • • •
2 - Problem Solving • • • • •
3 - Critical Thinking • • • • •
4 - Information Literacy • • •
7 - Cross Cultural Competence • • • • •
8 - Ethical practice • • • •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10