UMS : Unit: DR9032L

Content

This unit engages students in a close theological and pedagogical study of the Lutheran Education Australia Christian Studies Curriculum Framework. It explores a representative range of theoretical approaches to religious education as well as questions of best practice and assessment in teaching and leading Christian Studies. Students are provided with opportunities to reflect critically on their practice in the light of the theological, pedagogical and leadership theory.

Unit code: DR9032L

Unit status: Approved (Major revision)

Points: 24.0

Unit level: Postgraduate Elective

Unit discipline: Religious Education

Delivery Mode: Online

Proposing College: Australian Lutheran College

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Learning outcomes

1.	Reflect on and engage with the Christian Studies Curriculum Framework (CSCF) and theological notes and demonstrate deep understanding of these, including the purpose and rationale for teaching Christian studies in a Lutheran school
2.	Articulate how key Lutheran theological perspectives underpin the content of the Christian Studies Curriculum Framework
3.	Consider Christian Studies teaching or leadership praxis in the light of best practice contemporary teaching methodology and assessment practice or leadership theory
4.	Engage in critical reading of the literature and contribute to the professional discussion and writing in the field of religious education

Unit sequence

Course relationship: A level 9 unit in a postgraduate education course

Prerequisites: Either 24 point unit from Field B and a 24 point unit from the discipline of Systematic Theology (CT) or DE9016L Education and Theology in Dialogue

Pedagogy

This unit uses teaching strategies which encourage student engagement and participation in a variety of learning tasks and opportunities which foster deep learning.

Indicative Bibliography

Bartsch, Malcolm I. A God who speaks and acts: theology for teachers in Lutheran schools. North Adelaide, SA: Lutheran Education Australia, 2013.
Engebretson, Kath et al. Cornerstones of Catholic secondary religious education: principles and practice of the new evangelisation. Terrigal, NSW: David Barlow Publishing, 2008.
Grajczonek, Jan, and Maurice Ryan, eds. Religious education in early childhood: a reader. Hamilton, QLD: Lumino Press, 2007.
Hughes, Philip. Educating for purposeful living in a post-traditional age. Nunawading, VIC: Christian Research Association, 2017.
Jacqueline, Dominique. ‘Equipping for now and the future: a window into Lutheran Education Australia's training program for teachers of Christian Studies.’ Lutheran Theological Journal 45, no. 2 (August 2011), 114–123.
Lutheran Education Australia. Christian Studies Curriculum Framework. Revised. North Adelaide, SA: LEA, 2015. Accessed 14 July 2020. http://www.lutheran.edu.au/elibrary/.
Murdoch, Kath. The power of inquiry. Northcote, VIC: Seastar Education, 2015.
Rymarz, Richard, and Angelo Belmonte, eds. Religious education in Australian Catholic schools: exploring the landscape. Mulgrave, VIC: Vaughan Publishing, 2017.
West-Burnham, John, and Vanessa Huws Jones. Spiritual and moral development in schools. New York: Continuum, 2007.

Assessment

Type	Description	Word count	Weight (%)
Essay	Investigation of how a Lutheran theological principle is developed throughout the CSCF	4000	50.0
Portfolio	Annotated portfolio of professional practice	4000	50.0

Approvals

Unit approved for the University of Divinity by Maggie Kappelhoff on 19 Jul, 2021

Unit record last updated: 2021-07-19 14:24:54 +1000