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Unit Synopsis
In this unit, pre-service teachers in the Catholic Education strand of the Bachelor of Education courses prepare for pedagogical roles in the teaching of religion in Catholic schools. You will build professional knowledge of approaches to reading the Bible and interpreting religious texts that recognise the relationship between these texts and the cultural, historical and social contexts in which they were constructed. You will reflect on the guidance provided by official Church documents to explain ways in which interpretive frameworks make the intended meaning of Scripture accessible to and relevant for contemporary learners. In addition, you will make connections between contemporary meanings of religious texts and the rationale, aims and content of curriculum learning areas that focus on personal and social development and wellbeing (HPE) and human expression of culture and spirituality (The Arts) for the purpose of designing curriculum that is inclusive, engaging and relevant for students from diverse social, cultural and religious backgrounds. You will apply your knowledge of storytelling and meaning-making approaches to interpretation to design resources and select and justify strategies for teaching a parable or miracle as the basis for inclusive practices. A focus of this design process will be to explain values, religious experience and beliefs to learners from diverse social and cultural backgrounds in a chosen level of primary schooling (early, middle or upper primary year levels).
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 2 - 2020
Term 2 - 2021 Profile
Term 2 - 2022 Profile
Term 2 - 2023 Profile
Term 2 - 2024 Profile
Term 2 - 2025 Profile
Term 2 - 2026 Profile
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 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. Practical 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%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site.
No previous feedback available
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
Practical and engaging assessment tasks
Maintain current assessment tasks
Assessment tasks were retained
Source: SUTE
Difficulty navigating the curriculum document
Provide further scaffolding for accessing and using the curriculum
In Progress
On successful completion of this unit, you will be able to:
- Explain ways in which interpretation methods for reading sacred religious texts make their meaning accessible for contemporary audiences
- Identify relationships between contemporary meanings of Scripture and the rationale, aims and content of curriculum learning areas that focus on human expression, personal and social development and wellbeing
- Design resources that actively engage learners in understanding the contexts, symbolism and messages of foundational religious texts
- Justify strategies for teaching the messages of Bible stories to contemporary learners from a diverse range of linguistic, cultural and socioeconomic backgrounds
- Reflect on the support provided by official Church documents and Biblical commentaries as a source of professional learning for teachers in Catholic schools.
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas 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
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
6.2 Engage in professional learning and improve practice
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.
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment | • | • | |||
| 2 - Practical and Written Assessment | • | • | • | • | |
| 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 | • | • | • | ||
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 10 | |
| 1 - Written Assessment | • | • | • | • | • | ||||||
| 2 - Practical and Written Assessment | • | • | • | • | • | • | |||||