Unit rationale, description and aim
This unit provides the School of Theology with the flexibility to respond to needs as they arise. It will normally be offered to meet the specific needs of a cohort of students, at the request of a diocese, seminary or Catholic Education Office, or to take advantage of the expertise of a visiting scholar or a faculty member’s research. With the permission of the course coordinator, cross-institutional enrolment at another institution may be arranged, provided the external unit’s content is aligned with a student’s liturgical specialisation and at or above AQF Level 9.
Overall, this unit enables students to extend their studies in liturgy and develop further knowledge of specialised aspects of the discipline.
Campus offering
No unit offerings are currently available for this unit.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.
Identify some of the key issues, debates and schol...
Learning Outcome 01
Analyse and evaluate critically some of the major ...
Learning Outcome 02
Demonstrate appropriate skills in the area of stud...
Learning Outcome 03
Content
Topic(s) will be chosen from a particular area of expertise of the member of staff or visiting lecturer in consultation with the Head of School.
Assessment strategy and rationale
A range of assessment options will be used to meet the learning outcomes and develop graduate attributes consistent with University assessment requirements. Such assessment tasks may include, but are not limited to: essays, reports, book reviews, in-class presentations, case studies and analytic activities. The assessment tasks will provide students with the opportunity to engage in further exploration of a variety of aspects of the unit content, to demonstrate an understanding of key concepts and theories, and to engage critically with some key texts in the field.
Overview of assessments
For example, a short-written task such as a forum...
For example, a short-written task such as a forum post or book review which demonstrates that students can identify some of the key issues, debates and scholarly opinions in the area of study.
20%
For example, a verbal or written presentation whi...
For example, a verbal or written presentation which requires students to analyse and evaluate critically some of the major issues and scholarly arguments in the area of study and present a position of their own on them.
30%
For example, an extended written task such as a r...
For example, an extended written task such as a research essay, which enables students to demonstrate appropriate skills in the area of study by researching an aspect in greater detail, or a written or multimedia report exploring how a student could apply the knowledge and skills gained in the unit to a pastoral, pedagogical, or personal situation.
50%
Learning and teaching strategy and rationale
Underlying the teaching and learning strategy will be constructivist and andragogical principles which emphasise that students are active, adult learners who engage best when what they are learning is relevant to them and they are responsible for their own learning. The focus, therefore, will be on student-centred learning, with consideration given to how the learning content applies to the students themselves and their contemporary context.