ED5932 - Catholic Religious Education 2
| Credit points: | 03 |
| Year: | 2014 |
| Student Contribution Band: | Band 1 |
| Administered by: | School of Education (pre 2015) |
In this subject students will undertake studies to deepen their understanding of issues that underpin the role of spirituality and values in living and particularly in teaching. They will examine various models of understanding the human person and explore the function of virtues/values in the development and experience of the person in communal contexts. Students will critically analyse theories of moral development, review and evaluate literature and recent thinking on the role of spiritual dimension of personal meaning-making. Students will learn and generate methodologies that address and develop the affective and spiritual domains of learning and explore possible descriptions and implications of a spirituality of teaching.
Learning Outcomes
- acquire, interpret and evaluate knowledge of the role of spirituality and values in both personal meaning-making and classroom teaching;
- think critically about various models of understanding the human person;
- select, organise and analyse theories of moral development and their implications for teaching religious education;
- identify and generate methodologies that develop spirituality and demonstrate well-developed judgement to evaluate the implications for teaching and learning;
- communicate complex knowledge and ideas clearly and coherently to a variety of audiences through high level speaking, reading, writing, listening and advocacy skills.
Availabilities | |
| Townsville, Block, Study Period 9 | |
| Census Date 09-Oct-2014 | |
| Face to face teaching (The Townsville availability will be delivered over two weekends of intensive face-to-face workshops with follow up work online. (Workshop 1: 11 and 12 October 2014; Workshop 2: 25 and 26 October 2014).) | |
| Coordinator: | Cathy Day, Ernest Christie |
| Lecturers: | Cathy Day, Ernest Christie. |
| Contact hours: |
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| Assessment: | presentation and individual position paper (500-800 words) (40%); in-class critical reflection (500 words) (10%); essay - (1500-2000 words) (50%). |
| Cairns, Block, Study Period 3 | |
| Census Date 06-Feb-2014 | |
| Face to face teaching (Cairns availability delivered as a 4 day intensive workshop with follow up online work. 6-10 January 2014) | |
| Coordinator: | Assoc. Professor Maree Dinan-Thompson |
| Contact hours: |
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| Assessment: | presentation and individual position paper (500-800 words) (40%); in-class critical reflection (500 words) (10%); essay (1500-2000 words) (50%). |
Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.