RELG20002 - Foundational Religious Texts
Term 1 - 2017


All details in this unit profile for RELG20002 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

In this unit, students build comprehensive understanding of teachers’ pedagogical roles in the teaching of religious concepts and understandings through the use of scripture. They build professional knowledge of interpretive approaches to religious foundational texts that make their meaning accessible to and relevant for contemporary learners. Students reflect on the guidance provided by official Church documents to apply reading frameworks that situate texts within their historical and social context and acknowledge the literary approaches used by the original authors to convey Christian messages that underpin the religion curriculum in schools. Students design resources and select and justify teaching strategies for use in classroom contexts as the basis for promoting learners' understandings and inclusive access to the meaning of narrative texts that explain religious experience and beliefs.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 50%
2. Practical and Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Feedback indicated the relevance of course learning materials to the professional needs of the target student group Student evaluations and discussions with the teaching team Maintain current course structure and learning materials
On successful completion of this unit, you will be able to:
  1. Apply interpretive approaches to develop an exegesis of a foundational text that facilitates the teaching of religion.
  2. Design resources that actively engage learners in Catholic primary schools in understanding key content of the religion curriculum.
  3. Defend the selection and use of teaching strategies that make the messages of religious foundational texts accessible for contemporary learners from a diverse range of backgrounds
  4. Critically reflect on the support provided by official Church documents and Biblical commentaries as a source of professional learning for teachers that improve pedagogical practice and implementation of the religion curriculum in schools.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment    
2 - Practical and Written Assessment  

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4
1. Knowledge  
2. Communication      
3. Cognitive, technical and creative skills
4. Research        
5. Self-management      
6. Ethical and Professional Responsibility    
7. Leadership        

Alignment of Assessment Tasks to Graduate Attributes

  • Professional Level
  • Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Written Assessment        
2 - Practical and Written Assessment    

Textbook Information

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorKerry Aprile (K.Aprile@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Storytelling and the process of exploring meaning in religious foundational texts

Bausch, W. J. (1984). The Emergence of Narrative Theology. Storytelling Imagination and Faith. Mystic, CT: Twenty-Third Publications.



Week 2 13-03-2017

Church documents and Biblical commentaries guiding interpretation of the Bible

Pontifical Biblical Commission (1994) The Interpretation of the Bible in the Church. Pauline Books and Media.


Latourelle, R. (1966) Theology of Revelation. Staten Island, New York: Alba House.


Dogmatic Constitution on Divine Revelation (Dei Verbum)

Week 3 20-03-2017

The Three Worlds of the Text interpretive framework

Ryan - How to read the Bible

Week 4 27-03-2017

Topic 3 continued

Week 5 03-04-2017

Application of the framework to exegesis - Author and Text approaches to interpretation

(Consult the moodle site for timing of this topic)

Ryan, M. (2012) Jesus and the Gospel
Vacation Week 10-04-2017
Week 6 17-04-2017

Reader approaches to interpretation

The concept of hermeneutics



Week 7 24-04-2017

Scope and Sequence of Scripture from the Religion curriculum

Review of Week 2 readings

Written Assessment Due Friday (28 Apr 17) 11:45 PM AEST
Week 8 01-05-2017

Exegesis of a text - using interpretive tools to uncover meanings

Amy Jill Levine – Short stories by Jesus
Week 9 08-05-2017

The Diocesan Religion Curriculum

Parables and Miracles and the literary form of Biblical texts

Selected readings from Ryan - Reading the Bible & Teaching the Bible

Week 10 15-05-2017

Resources for teaching parables

Use of questioning frameworks and Godly play as teaching strategies for primary school

Getty-Sullivan, M. A. (2007). Introduction to the parable pgs. 1- 15 in Parables of the Kingdom. Minnesota: Liturgical Press.


Hall, G (2003). Jesus’ Parables and Miracles. In M. Ryan.(Ed.). Reading the Bible. (pp. 176-186). Tuggerah, NSW: Social Science Press.

Week 11 22-05-2017

Resources for teaching miracles

Strategies for unpacking and teaching the genre

Kun, J. (2005). Treasures Uncovered. Ijamsville, Maryland: The Word Among Us Press.

Week 12 29-05-2017

Review

Practical and Written Assessment Due Monday (29 May 17) 11:45 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Written Assessment

Assessment Title Written Assessment
Task Description

Interpretive methods for studying and teaching Scripture

Respond to the written assessment task outlined below.

Word limit: 1500 words

The Church document Dei Verbum (which means the Word of God) provides the following advice on the interpretation of sacred texts: “…since God speaks in Sacred Scripture through men in human fashion, the interpreter of Sacred Scripture, in order to see clearly what God wanted to communicate to us, should carefully investigate what meaning the sacred writers really intended, and what God wanted to manifest by means of their words.”


Describe your understanding of the Three Worlds of the Text interpretive framework for reading, studying and understanding the stories of the Christian Bible. Analyse the impact of teachers’ professional understandings of Biblical interpretation and the influences of a reader’s culture and experience on meaning making approaches to learning from Scripture in contemporary primary school settings. Critically reflect on the support provided by official Church documents and Biblical commentaries as a source of professional learning for teachers that improves pedagogical practice and implementation of the religion curriculum in schools.

Assessment Due Date Week 7 Friday (28-Apr-2017) 11:45 PM AEST
Return Date to Students Assessment tasks will be returned following moderation and in sufficient time for feedback to inform Assessment Task 2 in the course.
Weighting 50%
Assessment Criteria

Demonstrated knowledge of Church documents and resources that guide the teaching of religion in schools

Knowledge and understanding of contemporary approaches to understanding religious foundational texts

Critical reflection on sociocultural factors that influence the reading of Biblical texts and relevance of the religion curriculum for 21st century learners

Use of appropriate conventions for academic writing

Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Apply interpretive approaches to develop an exegesis of a foundational text that facilitates the teaching of religion.

4. Critically reflect on the support provided by official Church documents and Biblical commentaries as a source of professional learning for teachers that improve pedagogical practice and implementation of the religion curriculum in schools.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills



2 Practical and Written Assessment

Assessment Title Practical and Written Assessment
Task Description

Rationale, justification and design of a resource and teaching strategies for one Bible story


This assessment task has 3 parts. You must complete all 3 parts of the task as described below.


Part A: Use the Three Worlds of the Text method to complete an exegesis of a parable or healing/ nature miracle suitable for use in either the early, middle or upper primary school years. (Length: 500 words)


Part B: Create a resource that would help you to share the meaning of the chosen text with learners in that year level. Your resource may be in any form (webpage, PowerPoint, Prezi, comic strip, series of images, etc) but should suit the genre or purpose of the chosen Biblical text. Outline three (3) teaching strategies that would support learners’ interaction with and responses to the resource to make the message of the parable/ miracle accessible and relevant for the target group of learners.


Part C: Write a rationale or justification for your design choices that clearly shows how you have used interpretation methods that considered inclusive approaches to teaching about religious experience that are responsive to the diverse backgrounds and experiences of students enrolled in Catholic school settings. This section of your response must be supported by reference to Church documents and theories underpinning interpretive frameworks for examining or understanding Biblical texts. (Length: 1000 words)

Assessment Due Date Week 12 Monday (29-May-2017) 11:45 PM AEST
Return Date to Students Assessment will be returned following moderation and in accordance with university policy on certification of grades.
Weighting 50%
Assessment Criteria

Application of interpretive frameworks to an exegesis of a Bible story for a chosen target audience

Design of resources and teaching strategies appropriate for the target audience

Application of inclusive approaches to the teaching of religion that cater for diverse learning needs and backgrounds

Use of references to support and justify an approach to teaching religion for contempoirary school students

Referencing Style American Psychological Association (APA)
Submission Online

Upload the task using the link for assessment task 2 on the course Moodle site.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Apply interpretive approaches to develop an exegesis of a foundational text that facilitates the teaching of religion.

2. Design resources that actively engage learners in Catholic primary schools in understanding key content of the religion curriculum.

3. Defend the selection and use of teaching strategies that make the messages of religious foundational texts accessible for contemporary learners from a diverse range of backgrounds

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

5. Self-management

6. Ethical and Professional Responsibility




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