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Studies in Catholic Thought: Support Document

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Studies in Catholic Thought: Support Document Studies in Catholic Thought: Support Document DRAFT Table of Contents Background to the Support Document ............................................................................................... 3 The Catholic Liberal Arts Approach ..................................................................................................... 5 Australian Curriculum ................................................................................................................................ 6 Common Grade Scale................................................................................................................................. 7 Performance Descriptors .......................................................................................................................... 8 Course Themes .......................................................................................................................................... 10 Year 11 Course Theme ......................................................................................................................................... 10 Year 12 Course Theme ......................................................................................................................................... 12 Assessment ................................................................................................................................................. 14 The Year 11 Course Content ................................................................................................................ 15 Course content map .............................................................................................................................................. 16 Year 11 Core Content Module 1: Who is a human person? ................................................................ 17 Year 11 Core Content Module 2: The Trinitarian God and Humanity.............................................. 37 Year 11 Core Content Module 3: The Re-imagining of Creation ....................................................... 59 Year 11 2unit Additional Module: Faith, Reason and Science ........................................................... 83 Year 11 2unit Additional Module: To Be Fully Human ........................................................................ 103 The Year 12 Course Content ............................................................................................................. 111 Course content map ........................................................................................................................................... 112 Year 12 Core Content Module 1: Virtue, Vice, Salvation ................................................................... 113 Year 12 Core Content Module 2: The Good Works .............................................................................. 131 Year 12 Core Content Module 3: The Common Good......................................................................... 152 Year 12 2unit Option A: Set Text Study ..................................................................................................... 184 Year 12 2unit Option B: The Church and the Arts ................................................................................ 208 Year 12 2unit Option C: The Church and First Peoples ..................................................................... 251 Year 12 2unit Option D: The Church and the Contemporary World ............................................. 265 Sample Scope and Sequence ........................................................................................................... 279 Sample Teaching Program ................................................................................................................. 283 Sample Assessment 1 .......................................................................................................................... 284 Sample Assessment 2 .......................................................................................................................... 288 Sample Unit Evaluation Form ........................................................................................................... 294 End of Course Exam Specifications .............................................................................................. 300 Glossary of terms ................................................................................................................................... 301 1 2 Background to the Support Document The Support Document provides teachers will background information for each Inquiry Question and the linked content outline. Some initial resource information to use in the classroom. In addition, this document will provide suggested Scripture to use, artwork/music information - both with background/ supporting information. Relevant sections of the Catechism, YouCat, DoCat and textbook information will be included for each Inquiry Question. 3 Contributors Module Support Document Writers Who is a Human Person? Virginia Ryan Dr Anthony Maher The Trinitarian God and Humanity Dr Matt Tan The Re-imagining of Creation Dr Renee Kolher-Ryan Faith, Reason and Science Dr John Honner To Be Fully Human Dr Amitavo Dr Paul Morrissey Virtue, Vice and Salvation Robert Haddad The Good Works Rev Dr Anthony Gooley The Common Good Dr Peter Mudge Set Text Study Dr Jeremy Bell Lucy O’Connell The Church and the Arts Dr Peter Mudge The Church and First Peoples The Church and the Contemporary World Life Skills Contributions Patricia Walsh Assessment Contributions Catherine Molloy Teaching and Learning Contributions Lynette Fetterplace 4 The Catholic Liberal Arts Approach The Catholic liberal arts approach promotes critical thinking and moral reasoning within the framework of religious education. It requires students to engage with the whole tradition of the Catholic Church through the study of scripture, history, theology, philosophy, literature, art, music and liturgy. This approach allows students to undertake a study of the Catholic Church from within the tradition. The Catholic liberal arts model is one where all disciplines of the traditional liberal arts are drawn together, the culmination of which is theology and ultimately helps the faithful better know God. Catholic liberal arts is the coming together of faith and reason. Faith and reason are like two wings on which the human spirit rises to the contemplation of truth; and God has placed in the human heart a desire to know the truth—in a word, to know himself—so that, by knowing and loving God, men and women may also come to the fullness of truth about themselves Fides et Ratio (Blessing) The liberal arts approach also utilises the Socratic method of teaching which seeks to engage students in dialogue rather than direct instruction. This dialogue is specifically a form of cooperative argumentative dialogue between individuals, based on asking and answering questions to stimulate critical thinking and to draw out ideas and underlying presumptions. “Religion is the key of history. We cannot understand the inner form of a society unless we understand its religion. We cannot understand its cultural achievements unless we understand the religious beliefs that lie behind them. In all ages the first creative works of a culture are due to a religious inspiration and dedicated to a religious end. The temples of the gods are the most enduring works of man. Religion stands at the threshold of all the great literatures of the world. Philosophy is its offspring and is a child which constantly returns to its parent." Christopher Dawson, Religion and Culture (1948) 5 Australian Curriculum Learning across the curriculum content, including cross-curriculum priorities, general capabilities and other areas identified as important learning for all students, is incorporated and identified by icons in the Stage 6 Catholic Studies Draft Syllabus and in the support document. Cross Aboriginal and Asia and Australia's Sustainability Curriculum Torres Strait engagement with Priorities Islander histories and Asia cultures The General Critical and creative thinking Literacy Capabilities Ethical understanding Numeracy Information and communication technology capability Personal and social capability Intercultural understanding Other Civics and citizenship Work and enterprise important learning identified by Difference and diversity the Board of Studies: 6 Common Grade Scale For assessment and reporting purposes, NESA requires SDBEC to be reported against the Common Grade scale. The guidelines from NESA are given below: Common Grade Scale for reporting grades in Stage 6 Year 11 courses For awarding grades in a Year 11 School Developed Board Endorsed Course, the Common Grade Scale for Year 11 Courses is to be used. Grade Descriptor The student demonstrates extensive knowledge of content and understanding of course concepts, and applies highly developed skills and processes in a wide variety of contexts. In addition, the student demonstrates creative and A critical thinking skills using perceptive analysis and evaluation. The student effectively communicates complex ideas and information. The student demonstrates thorough knowledge of content and understanding of course concepts, and applies well-developed skills and processes in a variety of contexts. In addition, the student demonstrates creative and critical B thinking skills using analysis and evaluation. The student clearly communicates complex ideas and information.
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