Unit rationale, description and aim
In order to plan and deliver lessons that promote learner engagement and enhance student learning, intending RE teachers need a knowledge and understanding of their local diocesan curriculum, along with theoretical frameworks and pedagogical approaches that are emblematic of teaching in the RE classroom.
Intending teachers of RE will study the relevant RE curriculum, including general capabilities, cross-curriculum priorities and other allied materials. They will critique their prior knowledge and experience in the field and how these connect with the scope of the curriculum, identifying opportunities, challenges and responsibilities of RE teaching. Intending teachers of RE will explore theoretical frameworks associated with teaching and learning in RE. They will learn evidence-based approaches to plan for effective teaching and learning, including embedded literacy and numeracy, and the use of digital technologies. They will learn approaches for engaging learners and to meet the learning needs of diverse students. They will learn to compose good questions, to assemble productive assessment tasks and develop skills to shape the dialogic talk of the classroom. Focussing on the detailed planning of a short series of lessons, intending teachers of RE will learn to structure lesson sequences within units of work in order to demonstrate a knowledge of curriculum and learning theory. They will engage in microteaching to practice engaging students and guiding the classroom discourse.
The aim of this unit is for the intending teacher of RE to develop their pedagogical content knowledge through becoming familiar with the knowledge, understanding and skills necessary for teaching Religious Education at a junior secondary or primary/early childhood level.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Plan and devise a structured learning program in R...
Learning Outcome 01
Critically analyse and develop a range of approach...
Learning Outcome 02
Describe, design and evaluate a variety of pedagog...
Learning Outcome 03
Identify and explain the use of Religious Educatio...
Learning Outcome 04
Synthesise and critically reflect upon the profess...
Learning Outcome 05
Content
Topics will include:
- Church documents, local religious education documents and Religious Education scholarship.
- Content in local diocesan documents, organised into an effective learning and teaching sequence.
- Pedagogical approaches, strategies and resources relevant to religious education;
- Planning for effective teaching and learning in RE
- Differentiated teaching in RE, cognisant of the range of students’ knowledge and experience of the Catholic tradition
- Needs of learners from diverse cognitive, physical, social, cultural backgrounds
- Needs of learners from Aboriginal and Torres Strait Islander backgrounds
- Incorporating literacy and numeracy in RE
- Digital technologies for teaching/learning in RE
- Conversational, questioning and scaffolding techniques to shape dialogic classroom talk in RE
- The role of assessment, reporting and evaluation in religious education.
- Professional responsibilities and relationships
- Professional associations and continued professional learning
Assessment strategy and rationale
The assessment tasks and their weightings are designed so that the students can progressively achieve the course learning outcomes and the professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on intending teachers of RE acquiring content knowledge and developing the skills to assimilate conceptual knowledge in order for that knowledge to inform skills that will be applied in practice.
The two assessment tasks are sequenced to allow feedback and progressive development. Through completing Task 1, the intending RE teacher will analyse and reflect on his/her prior knowledge of the RE curriculum and perform a skills audit to develop a professional learning plan. Through completing Task 2, the intending RE teacher will demonstrate an understanding of how to sequence appropriate learning experiences in an RE lesson. These tasks reflect ‘real world’ school contexts and teaching responsibilities, thereby preparing the RE teacher for one’s role.
In order to pass this unit, intending teachers of RE are required to demonstrate achievement of learning outcomes by submitting all assessment tasks, obtaining a combined score of at least 50 per cent.
Overview of assessments
Assessment Task 1: Analysis of the Curriculum: an...
Assessment Task 1: Analysis of the Curriculum: analysis, skills audit and professional learning plan
Report: Analysis of a local religious education document to which the student has access in light of Church documentation and contemporary Religious Education theory.
In the context of this analysis, position yourself as an RE teacher within contemporary Australian society and then describe the unique professional position that an RE teacher has in a school.
50%
Assessment Task 2 Lesson Planning Develop a te...
Assessment Task 2 Lesson Planning
Develop a teaching and learning plan outlining a sequence of learning experiences in RE
50%
Learning and teaching strategy and rationale
This unit applies a social constructivist approach to develop the intending RE teacher’s understanding of effective pedagogies through active engagement and collaborative learning. It is designed to build the intending RE teacher’s understanding of teaching strategies through critical reading, lecturer modelling, discussion, and practice in tutorials. The intending RE teacher’s skills of professional communication and ability to work collaboratively will be practised through group activities. Her/his teaching skills of planning and assessing, and his/her ability to locate and synthesise information, will be developed through designing RE lessons. The intending RE teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate.
Students are introduced to the various influences that contribute to the development of Religious Education curriculum. By engaging in the learning activities provided in the unit, students develop and deepen their understanding of the ways in which Church documents inform diocesan authorities about the purpose of Religious Education from the perspective of the Magisterium. In turn, local curriculum documents then inform teachers about their responsibilities based on the way in which the particular diocese has contextualised its understanding of Church teaching. To the extent that it is practicable, students are provided with opportunities to investigate their local curriculum documents in Religious Education in relation to a number of key topics that are common across Australia. Issues relating to assessment, reporting and evaluation are also considered. On the basis of the learning experiences, students are required to construct pedagogically appropriate classroom teaching and learning strategies for Religious Education based on previously acquired theological understandings of the essential precepts of Church teaching. The unit is constructed to consider students’ range of knowledge and experience in teaching RE and to build their capacity to do so. The unit is constructively aligned to build knowledge and integrate skills from general principles to specific outcomes that apply to classroom teaching of Religious Education.
The teaching and learning strategy described above will use an appropriate selection of approaches, including, for example:
- Weekly face-to-face lectures and / or online lectures (synchronous and asynchronous)
- Hands-on tutorials and discussions that promote peer learning
- Microteaching opportunities
- Self-directed reading and research
- Collaborative learning opportunities
Mode of delivery: This unit may be offered in different modes to cater to the learning needs and preferences of a range of participants.
Attendance Mode
In a weekly attendance mode, students require face-to-face attendance in specific physical location/s. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes.
Intensive Mode
In an intensive mode, students require face-to-face attendance in weekends or any block of time determined by the school. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes.
ACU Online
This unit will be delivered in online mode using an active learning approach to support students in the exploration of knowledge essential to the discipline. Students are provided with choice and variety in how they learn. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding and application.
Online Mode
This unit may be offered via online unscheduled learning activities (i.e. learning activities are accessible anytime, anywhere) or scheduled learning activities (i.e. facilitated online seminars to enable online interaction).
In the synchronous seminar classes students engage and participate in the construction and synthesis of knowledge, while developing their knowledge of religious education. In the asynchronous mode, students are required to participate in a series of online interactive workshops which include activities, knowledge checks, discussion and interactive sessions. This approach allows flexibility for students and facilitates learning and participation for students with a preference for virtual learning. Students will be expected to take responsibility for their learning and to participate actively in the online environment.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to: