Unit rationale, description and aim
Teachers of Religious Education require specialised knowledge and professional skills to apply theological concepts within contemporary Catholic school contexts. They must be able to engage critically with Church teachings and contemporary society to support students’ understanding of the Gospel and the person of Jesus. This unit introduces Religious Education as an academic discipline and professional practice. It examines the foundations and purposes of Religious Education in Catholic schools and analyses the theological, philosophical and educational assumptions that inform contemporary pedagogical approaches. The unit focuses on curriculum design and pedagogy in Religious Education.
The unit aims to develop participants’ capacity to critically analyse, design and justify effective teaching and learning experiences in Religious Education, responsive to diocesan expectations and diverse classroom contexts.
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.
Explain knowledge and understanding of the nature,...
Learning Outcome 01
Examine a variety of approaches to teaching Religi...
Learning Outcome 02
Appraise pedagogical approaches and curriculum fra...
Learning Outcome 03
Content
Topics will include:
- Terminology, theories and approaches relating to Religious Education including faith-forming, educational and dialogical approaches.
- History and development of Religious Education, relevant church documents, the role of the Catholic school in Religious Education, family, parish and school partnerships in Religious Education.
- Planning and development of major topics in Religious Education according to diocesan approaches and demonstrating a variety of approaches.
- Needs of learners from diverse cognitive, physical, social, cultural backgrounds (including needs of learners from Aboriginal and Torres Strait Islander backgrounds)
- Designing appropriate evaluation, assessment and reporting instruments for the Religious Education classroom
Assessment strategy and rationale
In this unit all the learning activities build towards the assessment of students’ ability to apply the necessary knowledge and skills required to teach Religious Education in a parish or school setting. The assessment tasks are aligned with the Learning Outcomes and designed to build students’ knowledge of how RE might be taught in different dioceses and their capacity to design teaching and learning in their context.
The first task requires students to critically examine their knowledge and experience of learning and teaching Religious Education, with reference to contemporary Church documents and diocesan expectations, and within the context of contemporary Church and society. (LO1, LO2).
The second task requires students to apply and justify their educational and theological knowledge to design, implement and critically reflect on a practical classroom experience of Religious Education, informed by relevant Church documents, diocesan approaches and pedagogical principles. (LO1, LO2, LO3).
In order to pass this unit, students are required to demonstrate achievement of learning outcomes by submitting all assessment tasks and obtaining a combined score of at least 50 per cent.
Overview of assessments
Task 1 An extended written task For example: ann...
Task 1
An extended written task
For example: annotated bibliography, document analysis, or essay (2,500 words)
Students explain and critically examine the nature, purpose and key principles of Religious Education in Catholic schools, with reference to relevant Church documents and diocesan approaches.
40%
Theological and Curricular analysis: Part A Stude...
Theological and Curricular analysis:
Part A
Students critically analyse Catholic theological perspectives that underpin Religious Education curriculum frameworks used in Australian dioceses. Drawing on key Church documents and diocesan Religious Education policies, students explain how these theological foundations shape curriculum intent, content selection, and pedagogical emphases in Religious Education. Students appraise selected pedagogical approaches and justify their alignment with Catholic theological principles and diocesan expectations within a nominated school context.
30%
School-based Curriculum Design Application Stude...
School-based Curriculum Design Application
Students design a Religious Education learning sequence that is theologically sound, educationally rigorous, and responsive to diocesan curriculum requirements. The learning sequence must demonstrate coherent integration of Catholic theological foundations, contemporary pedagogical principles, and age-appropriate learning design. Students must justify instructional choices, assessment strategies, and differentiation practices to show responsiveness to the needs of a diverse student cohort.
30%
Learning and teaching strategy and rationale
This unit adopts a social constructivist approach to support the development of current or intending Religious Education teachers’ understanding of effective pedagogies through active engagement and collaborative learning. Learning activities are designed to build knowledge of Religious Education teaching strategies through critical reading, lecturer modelling, discussion and applied practice in tutorials. Opportunities for collaborative learning enable students to develop professional communication skills and work effectively with peers.
Students engage with the theological, educational and curricular influences that shape Religious Education in Catholic schools. Learning activities focus on examining how Church documents inform diocesan understandings of the purpose and practice of Religious Education, and how these are further contextualised within local curriculum frameworks. Students are encouraged to investigate diocesan Religious Education documents relevant to their professional context.
Assessment, reporting and evaluation in Religious Education are explored as integral components of professional practice. Through guided learning experiences, students apply their theological knowledge to construct pedagogically appropriate teaching and learning strategies and lesson sequences for Religious Education. The unit is designed to accommodate students’ diverse prior experience in teaching Religious Education and to progressively develop their professional knowledge and skills. Constructive alignment ensures that learning activities and assessment tasks systematically build understanding from foundational principles to applied classroom practice.