Year
2024Credit points
10Campus offering
No unit offerings are currently available for this unit.Prerequisites
Nil
Unit rationale, description and aim
In light of the social, ecclesial and educational contexts there is a continuing and evolving challenge for Catholic schools, systems and the Church community to better support teachers of religious education with formation and professional learning to be effective in their role and practice. This unit strengthens local and global partnerships with Catholic institutions, organisations and scholars and provides the flexibility to make use of the occasional presence of visiting lecturers and/or special study/ seminar arrangements to afford the study of particular topics that fit within the Masters course, but which otherwise might not be taught within the regular list of units offered.
In this special study students complete a tailor made, purpose fit unit including highly specialised skills and knowledge to impact significantly on student development as appropriate to the discipline of Religious Education. The unit will address an area of relevance to the particular cohort to which the student belongs.
The special study also allows for the flexible delivery of the unit and this scholarship and critically reflective work prepares students for evidence-informed professional practice.
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.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Investigate and analyse an aspect of recent development in the theory and/practice of religious education that is relevant to the Masters course but which is not available in the regular timetable of units (APST Lead 1.2, 2.2) | GC1, GC3, GC7, GC11 |
| LO2 | Examine and critically analyse approaches and methodologies appropriate for religious education that reflect an understanding of and commitment to professional ethical standards which relate to the chosen topic (APST Lead 3.3, 3.4, HA 6.2) | GC1, GC3, GC7, GC11 |
| LO3 | Extend and broaden understandings of religious education in light of globalisation and the multi-religious nature of society (APST Lead 6.3, 7.4) | GC1, GC3, GC7, GC11 |
| LO4 | Critically analyse and evaluate relevant literature related to the chosen topic in ways that demonstrate an open-mindedness and receptivity to new ideas and expertise in the chosen academic field (APST Lead 6.3, 6.4) | GC1, GC3, GC7, GC11 |
Australian Professional Standards for Teachers - Highly Accomplished
On successful completion of this unit, students should have gained evidence towards the following standards:
6.2 Plan for professional learning by accessing and critiquing relevant research, engage in high-quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable. |
Australian Professional Standards for Teachers - Lead
On successful completion of this unit, students should have gained evidence towards the following standards:
1.1 Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students. |
2.2 Lead initiatives that utilise comprehensive content knowledge to improve the selection and sequencing of content into coherently organised learning and teaching programs. |
3.3 Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem solving and critical and creative thinking. |
3.4 Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school. |
6.3 Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students. |
6.4 Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning. |
7.4 Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities. |
Content
Topics will vary but will expand areas not currently covered by other unit and will include appropriate literature in the theory and practice of religious education, which is consistent with the objectives of the degree.
Learning and teaching strategy and rationale
Postgraduate students in Religious education are expected to be independent learners who take responsibility for their own learning. As such, a variety of innovative teaching and learning approaches will be used according to the needs of the special study content and the student such as: workshops, meetings and seminars and may include a wide range of incursion experiences. Customised lectures may be delivered in face-to-face mode. This unit is offered in Multi-mode and may include face-to-face learning and teaching along with digital support via the Canvas site. Engagement for learning is the key driver in the delivery of this curriculum, therefore an active learning approach is utilised to support students in their exploration and demonstration of achievement of the unit’s specified learning outcomes. Students are also encouraged to engage in principles of andragogy to enhance their own learning.
In addition, regular communication with the LiC, teaching team or other relevant staff members, will be required as recommended by staff. Contact time and mode are negotiated on an individual unit basis. Approximately 150 hours of study time is required for this unit including project management, review writing, and associated activities.
To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video, workshops, and assignments etc.
Assessment strategy and rationale
A range of assessment procedures are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.
The assessment tasks are sequenced to support the student in developing expertise in as relevant to the Religious Education Seminar.
The development of assessment tasks and their weighting for this unit will be mapped to demonstrate achievement of the learning outcomes and the related academic and professional standards. In order to pass this unit, students are required to successfully complete all assessment tasks.
The assessment tasks are sequenced to support the student in developing expertise in (to be completed as relevant to the special studies of the unit).
The assessment will relate directly to the achievement of the learning outcomes. A variety of assessment procedures will be used to ascertain the extent to which the students achieve the outcomes. These will include seminar presentations, research papers, audiovisual presentations, electronic multi-media presentations, discussion papers and a range of other options. The total assessment tasks will be the equivalent of 5,500 words.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Analytical Essay | 50% | LO1, LO2 |
Teaching and Learning Resource | 50% | LO3, LO4 |
Representative texts and references
A list of selected texts which cover the relevant content areas and which are at an academic level appropriate for Masters students will be prepared in conjunction with the lecturer in charge for the specific study.