Unit rationale, description and aim
The Australian Catholic Dialogue School Consortium has collaborated with the Enhancing Catholic School Identity (ECSI) researchers at KU Leuven to produce what the researchers call “Practical Theological Instruments” (PTIs)—professional learning resources—for use by leaders with teachers in those Catholic Schools undertaking an ECSI approach to analysing and developing their Catholic identity. These include -an extensive set of resources on Prayer, a set on the Resurrection, and another on Dialogue. Each resource pack consists of several modules. The PTIs engage the theology of Vatican II and aim to develop skills in hermeneutics, theological recontextualisation and dialogue. It is strongly recommended that leaders proposing to utilise these resources with members of their school staff undertake preparation in order to lead the implementation effectively. The aim of this unit is for participants to develop a clear understanding of the purposes of one of the PTIs (a different PTI will be offered for study each year) and skills in using it to develop specific dispositions and approaches amongst staff members.
Campus offering
No unit offerings are currently available for this unitLearning 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.
Articulate the purposes of the Practical Theologic...
Learning Outcome 01
Engage critically with several different modules f...
Learning Outcome 02
Plan strategically to support the implementation o...
Learning Outcome 03
Content
Topics will include:
- The theology, leadership and implementation of one of the following:
- The Prayer PTI;
- The Resurrection PTI;
- The Dialogue PTI;
- Another PTI as it becomes available.
Assessment strategy and rationale
In order to pass this unit, students are required to achieve an overall minimum grade of pass. The assessment strategy for this unit has been designed to enable students to display achievement of all learning outcomes.
Assessment in this unit will require critical reflection on the theological justifications for and practical implications of the development of a Catholic Dialogue School. The focus of assessment is the creation, implementation and evaluation of a robust and well-constructed Project to help lead professional learning on using the PTI in the participant’s school. In each of the three assessment tasks, participants will address all three learning outcomes, with all tasks providing multiple opportunities to articulate the purposes of the selected PTI in relation to the theology of Vatican II, and critical engagement with several different modules of the resource pack. That learning will be applied in the Project Design, Implementation and Evaluation, which will be considered in class and in the individual meetings with the lecturer.
Overview of assessments
Assignment Task 1: Development of Strategic Imple...
Assignment Task 1: Development of Strategic Implementation Plan
3000 words. This task requires participants to develop a professional learning plan for staff in their school over one year to enable them both to undertake the PTI and engage in meta-reflection on the post-critical, hermeneutical, dialogical and recontextualising processes at work in the PTI.
50%
Hurdle Task: Satisfactory progress confirmed at...
Hurdle Task:
Satisfactory progress confirmed at 8 monthly meetings with project supervisors.
0%
Assignment Task 2: Project Evaluation 3000 words....
Assignment Task 2: Project Evaluation
3000 words. This task requires participants to evaluate their professional learning plan, its implementation and its outcomes for the staff in their school.
50%
Learning and teaching strategy and rationale
This unit involves 300 hours of focused learning, which reflects the standard for a unit of this Australian Qualifications Framework type. The unit will be offered in either mixed mode or online scheduled mode, either of which enables students to engage in both synchronous and asynchronous learning activities. It proceeds by an intensive introduction to one of the Practical Theological Instruments followed by development of a project to implement a sequence of professional learning activities for school staff around that PTI. In order to allow time for participants to complete the project design, implementation and evaluation, the unit extends over two semesters. Students are encouraged to establish a regular study schedule. The unit requires students to be independent learners, responsible for managing their own learning journey in response to frequent constructive feedback on their learning progress at monthly meetings with the lecturer. Engagement and interaction with fellow students is also key, particularly through online forums and face to face sessions. Students are provided with the opportunity to build a supportive and encouraging learning community so that even when studying at a distance they feel connected to their fellow learners and the lecturer as they proceed through the unit together.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to: