EDCU13021 - Teaching Religious Education in a Catholic School

General Information

Unit Synopsis

In this unit, pre-service teachers plan for, implement and evaluate teaching and learning in Religious Education using the Religion Curriculum of the Rockhampton Diocese. You will reflect on your own understandings of aspects of the Belief strand of the curriculum and identify challenges and approaches to teaching religion and expressing religious beliefs that acknowledge classroom complexity and the diverse and pluralistic religious backgrounds of students in Catholic schools. You will justify curriculum design choices and evaluate resources for their suitability for use with a specific class. In consultation with your supervising teacher, you will implement a unit and a classroom ritual or prayer celebration. Following planning and implementation, you will evaluate stakeholder responses to the images and language of God embedded in your planning and the construction of genres for worship, celebration and prayer experiences that reflect the beliefs and practices of the wider faith community.

Details

Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution 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 2 - 2020

Term 2 - 2020 Profile
Mixed Mode
Term 2 - 2021 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. Written Assessment 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 - 2019 : The overall satisfaction for students in the last offering of this course was 4.5 (on a 5 point Likert scale), based on a 13.33% 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: Feedback from supervising teachers
Feedback
Unit content prepared students for effective classroom practice
Recommendation
Maintain explicit links between unit content and the teaching and learning framework for Catholic Education.
Action Taken
Alignment between the unit content and the teaching and learning framework was maintained and identified for students.
Source: Student evaluations
Feedback
High quality support from the unit tutor
Recommendation
Retain schedule for Zoom tutorials and continue to provide timely responses to student queries and requests for support throughout the unit
Action Taken
High levels of support were maintained throughout the unit and placement where assessment was enacted
Source: Student evaluations
Feedback
The intensive teaching schedule prior to commencement of placements made continuous review necessary during the placement
Recommendation
Schedule a review zoom session prior to submission of the final assessment task for the unit.
Action Taken
A zoom session was scheduled prior to submission of the final assessment task
Source: Student evaluations
Feedback
Assessment was practical and relevant to classroom practice
Recommendation
Maintain practical focus of assessment tasks
Action Taken
Nil.
Unit learning Outcomes

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

  1. Evaluate the impact of resources, support networks and teachers’ personal and professional knowledge base on approaches to teaching religion and expressing religious beliefs in Catholic schools
  2. Design, implement and evaluate a unit of work for a specific class using local diocesan curriculum documents
  3. Justify planning decisions and strategies for teaching religion that are responsive to classroom complexity and the pluralistic religious backgrounds of students
  4. Reflect critically on student engagement, learning outcomes and the design of a class religious ritual and its celebration as a symbol of the beliefs and practices of the faith community of the Catholic 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
1 - Written Assessment
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
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
1 - Written Assessment
2 - Presentation and Written Assessment