EDFE13034 - Specialisation and Teaching in the Catholic School Community

General Information

Unit Synopsis

This unit has the dual purpose of preparing you to apply content knowledge and pedagogical content knowledge in your area of primary specialisation while enhancing your religious literacy and understanding of both the knowledge components of the Catholic religion and its living components (or “practice”) within broader Catholic communities. You will design teaching and learning experiences that develop general capabilities underpinning the Australian curriculum framework and have a positive impact on students’ understanding of key curriculum concepts in an area of specialisation from your course of study. You will create resources that illustrate exemplary practice in classroom and remote learning contexts and share these resources in a community of practice that replicates the collaborative processes that underpin continuous improvement in the teaching profession. As a pre-service teacher in the Catholic strand of your course, you will collect evidence of your understanding of, and engagement with, the people, places, resources and language of Religious Education in contemporary Catholic school settings. In preparation for employment interviews in the Catholic Education system, you will develop a portfolio that incorporates a personal professional philosophy expressing your understanding of your role in Catholic schools as places of learning and your responsibilities for engagement with faith communities that value and practice social justice principles as a way of expressing and living out Christian beliefs.

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

Students enrol in this unit concurrently with EDFE14021 so that a context is created for the completion of the practical assessment.

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
Online

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. Practical Assessment 50%
2. Portfolio 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 - 2023 : The overall satisfaction for students in the last offering of this course was 0.00% (`Agree` and `Strongly Agree` responses), based on a 5.88% 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 evaluations
Feedback
Excellent support from teaching team
Recommendation
Maintain support and effective communication strategies with students throughout the delivery of the unit
Action Taken
High levels of support and ongoing communication with students throughout the term was maintained.
Source: Student email
Feedback
Tasks were practical and explained in detail
Recommendation
Maintain current assessment tasks
Action Taken
In Progress
Unit learning Outcomes

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

  1. Interpret and evaluate local documents and different approaches to teaching religion in contemporary Catholic schools
  2. Analyse the relationships, roles and responsibilities of various stakeholders in defining the nature and purpose of religious education in Catholic schools
  3. Reflect on practice to validate a personal professional philosophy as a future teacher in the Catholic schooling system
  4. Analyse curriculum to plan lessons and learning sequences that reflect the content, substance and structure of a learning area or discipline
  5. Design teaching and learning resources using knowledge of learning theory, content knowledge and pedagogical content knowledge for a specialised curriculum learning area
  6. Apply communication skills that support understanding of curriculum concepts for students with a diverse range of characteristics and abilities
  7. Participate in evaluation and feedback processes to improve teaching practice and student learning outcomes.

This unit meets the requirements of the updated Program Standards for Accreditation of initial teacher education courses in Australia.  The practical assessment task and the eportfolio task provide opportunities for students to collect evidence of the achievement of all focus areas of the Australian Professional Standards for Teachers (Graduate Level).  In addition, this units meets the curriculum requirements for accreditation to teach in Catholic schools and to teach Religious Education in the Catholic system in all Australian Dioceses.

 

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Practical Assessment • • • •
2 - Portfolio • • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
1 - Communication • • • • • • •
2 - Problem Solving • • •
3 - Critical Thinking • • • • • • •
4 - Information Literacy •
5 - Team Work • • •
6 - Information Technology Competence •
7 - Cross Cultural Competence • • • •
8 - Ethical practice • •
9 - Social Innovation •
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