Curriculum Consolidation & Review 11-06-09

8/6/2019 Curriculum Consolidation & Review 11-06-09

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PROGRESS ON SCD CURRICULUM CONSOLIDATIONAND REVISION: ADVICE TO MEMBER INSTITUTIONSINTRODUCTION

At the meeting on 6 June 2011, Academic Board considered a report from the Discipline Coordinatorson the progress of curriculum consolidation and revision. The Board

1. endorsed the draft report, the direction it is taking, the timeline, and actions proposedby the Director of Coursework and

2. authorised the Director of Coursework toa. advise all Member Institutions of this decisionb. request MIs to formally acknowledge receipt of the reportc. request all MIs to return any commendations, affirmations, and

recommendations to the Director of Coursework by 11 July for considerationby the Discipline Coordinators at their meeting on 13 July and for subsequentreport to Academic Board on 18 July

This report on the Boards endorsement has highlighted10 issues that require a response by eachMember Institution. Please respond by submitting a comment that commends, affirms, orrecommends change or action to each highlighted issue. The issues are highlighted by the use of asubheading egResponse #1.

The Board noted that the report includes several incomplete or draft sections. Some statements ofrationale are still works in progress. We need to be more consistent in length of rationale statementand we need to improve clarity. Outcome statements are not in a consistent format and in some caseshave not been revised to take account of the Knowledge, Skills, and Application classification ofoutcomes. The curriculum consolidation process for discipline of Christian Praxis is well advanced butincomplete. There will be further changes in this discipline but it will be complete by August. Despitethese limitations, the Academic Board believed it was timely to seek endorsement of the currentprogress from the Member Institutions.

Issue 1: Discipline MajorsDiscipline majors were discussed and agreed at the 2011 Planning Days: discipline majors might beintroduced in Christian Practice and Humanities in the Christian Tradition. Since then we reviewed thenumbers of students who have been taking the range of majors available within the existing curriculum.From highest to lowest, the dominant majors at graduation have been

i) Pastoral Theology and Practiceii) Biblical Studies (No student has taken 2 or 3 majors and very few taken OT or NT)iii) Theology (no majors taken except Systematic Theology).

These results led us to conclude that Biblical Studies should offer a single major (Biblical Studies only)and Theology should offer a single major (Theology only). In addition to subdiscipline majors,discipline majors will be available in Christian Praxis (title changed from Christian Practicesee below) andHumanities in the Christian Tradition.


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Response #1: Majors

The Academic Board

a. Endorsed the principle of discipline majors in each disciplineb. Noted that this principle is embedded in the curriculum framework outlined belowc. Determined that a subdiscipline can exist only if it has enough units to mount a submajord. Agreed that if it would assist the development of a sound program of studies, Christian

Spirituality, Missiology, Pastoral Counselling, and ChristianEthics could begin as 200 series.

Issue 2: Curriculum Framework

Over the past year, faculty within the SCD have been engaged in an ongoing project of consolidatingand revising the curriculum.

Response #2: FrameworkThe Academic Board approved the following framework:

Discipline Sub-disciplines Majors / SubmajorsBiblical Studies 1. Biblical Studies(including Old

Testament, New Testament, Hebrew, Greek)Biblical Studies (Not to includelanguage (Greek, Hebrew, Latin) units)

Humanities inChristian Tradition

2. Church History3. Philosophy+Service units coded AL but notcomprising a subdiscipline

Church HistoryPhilosophyHumanities [Discipline]

Christian Praxis 4. Christian Spirituality5. Worship & Liturgical Studies6. Missiology7. Pastoral Counselling8. Pastoral Theology9. Christian Ethics

Christian SpiritualityWorship & Liturgical StudiesMissiology

Pastoral CounsellingPastoral TheologyChristian EthicsChristian Praxis [Discipline]

Theology 10.Theology(including Latin) TheologyIssue 3: TimelineResponse #3: Timeline

The Academic Board approved the following timeline:

y 19 August: All incomplete and draft sections of this report to be completedy 9 November: Academic Board to consider all draft course unit outlines and other draft

re-accreditation documents and forward to all MIs seeking their endorsement

y 7 November: Discipline Coordinators to advise the Director of Coursework of namesof suitable consultants to review draft units

y 5 December: Deadline for all MIs to submit endorsements, comments, andrecommendations.

y 12 December: Academic Board to note endorsements from MIs and considercomments and recommendations from MIs.


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y 10 January 2012 Send all units to consultantsy 22 February 2012 Consultants to submit reportsy 30 March 2012 Draft accreditation document completed for consideration at April

Academic Board

Issue 4: Template for Design of Course Unit Outlines

Appendix 1 is a template for preparing course unit outlines for reaccreditation. The Academic Boardnoted the variation in student workload across Australian universities.http://www.mq.edu.au/ltc/eval_teaching/workload.htm

http://telt.unsw.edu.au/blackboard/content/staff/Bb_student_workload.cfm?ss=0

http://www.acu.edu.au/staff/forms_and_templates/learning_and_teaching/learning_and_teaching_resources/

Response #4: TemplateAcademic Board

(1) Recognises the absence of clear guidelines from TEQSA on any aspect of theaccreditation process

(2) Endorses the template for the design of course unit outlines at Appendix 1(3) Endorses the notional workload of 143 hours.

REPORT STRUCTURE

In this Report Structure section, the underlined sub-headings are hyperlinks to the relevant section ofthe body of the report.

Section 1: Biblical StudiesRationale for the Discipline of Biblical StudiesOutcomes for the Discipline of Biblical Studies

Titles of Proposed Course Units in the Discipline of Biblical Studies to Achieve OutcomesSection 2: Humanities in the Christian TraditionRationale for the Discipline of Humanities in the Christian TraditionRationale for the Subdiscipline of Church HistoryOutcomes for the Subdiscipline of Church History

Titles of Proposed Course Units in the Subdiscipline of Church History to Achieve Outcomes

Rationale for the Subdiscipline of PhilosophyOutcomes for the Subdiscipline of PhilosophyTitles of Proposed Course Units in the Subdiscipline of Philosophy to Achieve OutcomesSection 3: Christian PraxisRationale for the Discipline of Christian Praxis

Rationale for the Subdiscipline of Christian SpiritualityOutcomes for the Subdiscipline of Christian Spirituality

Titles of Proposed Course Units in the Subdiscipline of Christian Spirituality to AchieveOutcomes


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Rationale for the Subdiscipline of Pastoral CounsellingOutcomes for the Subdiscipline of Pastoral Counselling

Titles of Proposed Course Units in the Subdiscipline of Pastoral Counselling to AchieveOutcomes

Rationale for the Subdiscipline of Worship and Liturgical StudiesOutcomes for the Subdiscipline of Worship and Liturgical Studies

Titles of Proposed Course Units in the Subdiscipline of Worship and Liturgical Studies toAchieve Outcomes

Rationale for the Subdiscipline of MissiologyOutcomes for the Subdiscipline of Missiology

Titles of Proposed Course Units in the Subdiscipline of Missiology to Achieve Outcomes

Rationale for the Subdiscipline of Pastoral TheologyOutcomes for the Subdiscipline of Pastoral Theology

Titles of Proposed Course Units in the Subdiscipline of Pastoral Theology to AchieveOutcomes

Rationale for the Subdiscipline of ChristianEthicsOutcomes for the Subdiscipline of ChristianEthics

Titles of Proposed Course Units in the Subdiscipline of ChristianEthics to Achieve OutcomesSection 4: Theology:

Rationale for the Discipline of TheologyOutcomes for the Discipline of Theology

Titles of Proposed Course Units in the Discipline of Theology to Achieve OutcomesSection 5: Generic Units

Generic unitsSection 5: Degree Rules

Academic RegulationsRules for Bachelor of Theology, Bachelor of Ministry, and BTh/BMin Combined

Appendix 1: Template for Design of Course Unit Outlines

Template

SECTION 1:BIBLICAL STUDIES

Response #5: Biblical Studies: Rationale, Outcomes, and Course Unit Titles

Rationale for the Discipline of Biblical StudiesBiblical Studies is central to the undergraduate and graduate programs of the SCD because it provides afirm grounding in the content of the divine revelation as recorded in Scripture. As such, BiblicalStudies forms the basis of theology and related disciplines. Through the study of Scripture, studentsgain an understanding of the content, purpose, and manner of Gods self-revelation. They learnhistorical and literary skills that enable them to distil the theological meaning of the original text and itsapplication to issues of modern society and culture.


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Biblical Studies lays a foundation that enables students to think critically, develop analytical skills, andhandle a vast body of secondary literature. In coming to appreciate the enormous contribution of

biblical scholars throughout the ages, students are able to draw upon the fruits of these studies and toengage with them as they grow in their ability to form their own judgments.

Outcomes for the Discipline of Biblical Studies

In line with the latest version of the Australian Qualifications Framework, outcomes are presented inthree categories: knowledge, skills, and application of knowledge. The outcomes below conform to thenew framework.

Type of Outcome OutcomeKnowledge Students in the Biblical Studies discipline will:

y demonstrate familiarity with the overall structure and contents of thebiblical books

y relate biblical texts to the historical, geographical, socio-cultural andreligious contexts of their times

y describe the principal literary features of the Old and NewTestaments

y identify key theological biblical themesSkills Students in the Biblical Studies discipline will:

y exegete critically passages from both the Old and New Testamentsy draw upon various lexical and grammatical aids in a biblical languagey access, utilise and engage critically with significant secondary

literatureApplication ofknowledge andskills

Students in the Biblical Studies discipline will apply their knowledge and skillsto:

y articulate the value of the Bible as a primary source of Gods self-revelation, and its significant contribution to centuries of humancivilisation

y recognize the contribution of sound biblical interpretation to othertheological disciplines

y make use of the acquired knowledge and skills in relevant areas ofministry

y apply the fruits of sound biblical education to public debate,literature, music and the arts Titles of Proposed Course Units in the Discipline of Biblical Studies to AchieveOutcomes

Proposed Unit Title100 SeriesBB100 Introduction to Biblical Studies


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BB111 Introduction to the Old TestamentBB150 Introduction to the New Testament200 Series

BB203HermeneuticsBB214 PentateuchBB220 Old Testament Historical BooksBB229 Wisdom LiteratureBB231 Prophetic LiteratureBB254 Synoptic Gospels300 SeriesBB326 PsalmsBB364 Pauline LiteratureBB368 Gospel according to JohnBB382 Hebrews and the General Epistles500 SeriesBB500 Introduction to Biblical StudiesBB511 Introduction to the Old TestamentBB550 Introduction to the New Testament600 SeriesBB605 Biblical Theology: Old and New TestamentsBB610 Israels Beginnings: the Books of Genesis and ExodusBB629 Wisdom and Poetry in IsraelBB636 IsaiahBB640 JeremiahBB657 Lukan LiteratureBB662 Apocalyptic LiteratureBB668 Johannine LiteratureBB672 Romans

BB680 Dead Sea ScrollsSECTION 2:HUMANITIES IN THE CHRISTIANTRADITION

Response #6: Humanities in the Christian Tradition Biblical Studies Rationale, Outcomes, andCourse Unit Titles

Rationale for the Discipline of Humanities in the Christian Tradition

The arts have been in existence for as long as human civilisation. As a way of human knowing andaction, they play a central role in the identities and cultural practices of all indigenous peoples.(Australian Education Review, ACER, 2010). The study of the humanities has long been associated with

the study of theology, because the various studies in the humanities shed light on fundamentalquestions about who we are as human beings, on what it is to be human, and on the history andachievements of human culture and civilisation.

The Christian faith holds that human beings are hearers of the Word, the recipients of Godsrevelation. Of particular relevance to Christian theology are the study of ancient and ecclesiasticallanguages, the study of the history of the Christian Church and churches, and the study of philosophyas it seeks to understand reality in all its forms. These studies enhance students understanding of the


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context in which they will study theology and, secondly, provide technical competence in a range ofancient languages and in research methodologies.

The study of the Humanities in the SCD is undertaken in two sub disciplines Church History andPhilosophy. (Ancient and ecclesiastical languages are grouped with their related disciplines of BiblicalStudies and Theology respectively).Rationale for the Subdiscipline of Church History (HS)

Church History is the study of Christianity's past and its meaning for thepresent. Church historiansreconstruct the past using evidence from a wide range of sources, including documents, visualrecords,and material artefacts. Utilising a range of methodologies, they examine past religious and ecclesiasticalevents as well as the Church's role in broader cultural, social, and political events, interpret their causes,significance, and long-term impact. Church History is used to enrich our understanding of the place ofthe Christian Church in the world by considering the changes and continuities in its relationships fromearliest times to the present era. A broad knowledge of Church History is foundational to Christian

identity and practice.The study of history provides the student with the broad cultural context in which tounderstand themajor events and intellectual movements in the life of the church through the ages. The study of keyperiods enables students to view the great theological debates within the complex interaction ofideologies, socio-political systems, and personalities. In addition, historical method plays a crucial rolein the study of theology because from it are derived many of the tools of the historical-critical method,

which are essential for the interpretation of text and context. In encouraging the consideration of a variety of interpretations and perspectives, the study of history contributes to the development ofattitudes of tolerance and respect for the views of others.

Church history is related to many of the theological disciplines studied in the College. It is stronglyassociated with Biblical Studies and Philosophy, while Missiology, Christian Spirituality, and Liturgical

Studies involve historical perspectives. History is thus valued in its own right and for its contributionto the theological enterprise.

Within the College, a variety of Church History programs are offered which cover the crucial centuriesof the early church, periods of climactic change such as the Reformation, Australian Religious Historyand the Church in the Modern World. More specific areas include Women in Christian History,History of Missions, and the History of theEcumenical Movement.

Outcomes for the Subdiscipline of Church History

In line with the latest version of the Australian Qualifications Framework, outcomes are presented inthree categories: knowledge, skills, and application of knowledge. The outcomes below are in draftform and need revision to conform to the new framework.

Type of Outcome Outcome

Knowledge Students in the Church History subdiscipline will:

y Demonstrate a broad knowledge of the Churchs past situated withinthe broader human story.

y Identify, analyse, contextualise, and synthesise a wide variety ofprimary and secondary materials.

y Identify, analyse, contextualise, synthesise, and reflect critically uponhistorical scholarship.


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y discuss critically the significance of events and periods of changey explain how church history must be understood within the context

of the history of the wider communityy recognise the complexity of any given historical situation and the

validity of different interpretations

Skills Students in the Church History subdiscipline will:

y Construct and support a coherent historical argument in oral and written form, according to the methodological and ethicalconventions of the discipline.

y Demonstrate knowledge of the varieties of approaches tounderstanding, constructing and interpreting the past

Application ofknowledge andskills

Students in the Church History subdiscipline will apply their knowledge andskills to:

y Formulate historical problems and propose and review means fortheir resolution through the gathering, analysis, and synthesis ofhistorical information.

y Demonstrate understanding of how historical phenomena andhistorians inform the present.

y Appreciate that historical knowledge provides a necessary context fortheological studies

Titles of Proposed Course Units in the Subdiscipline of Church History to Achieve OutcomesProposed Unit Title

00 Series

HS00x Introduction to the History of ChristianityHS00x History of the Church to c.600 CEHS00x History of the Church from c.600-1450 CEHS00x History of the Church from the Reformation to the PresentHS00x Tradition-Specific UnitHS00x Issues in Church History100 SeriesHS1xx Introduction to the History of ChristianityHS1xx History of the Church to c.600 CE200 SeriesHS2xx History of the Church from c.600-1450 CEHS2xx History of the Church from the Reformation to the PresentHS2xx Tradition-specific Unit300 SeriesHS3xx Thematic UnitHS3xx Region-specific unitHS3xx Period-specific unit500 SeriesHS5xx Introduction to the History of ChristianityHS5xx History of the Church to c.600 CE600 SeriesHS6xx History of the Church from c.600-1450 CE


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HS6xx History of the Church from the Reformation to the PresentHS6xx Tradition-specific UnitHS6xx Thematic Unit

HS6xx Region-specific unitHS6xx Period-specific unit

Rationale for the Subdiscipline of Philosophy (WH)Philosophy is that discipline which examines the nature and place of human reasoning and judgementin the quest to understand reality in all its forms. Philosophy seeks on that basis to articulate thosemost general categories needed for describing and analysing the natural and human world. Philosophydoes this by asking after truth, which requires asking after the nature of things and the ends to whichthey exist. In doing so philosophy addresses issues that are of concern to contemporary culture byshowing how philosophical reasoning clarifies and helps to address problems which are central tohuman life and action.

The study of philosophy enables the student to recognise and analyse the conceptual assumptions and

evaluations behind contemporary debates and to make informed judgements about them. Studentslearn to develop their own philosophical positions and to argue cogently on the basis of them. This is atask which is not done once and for all, but which must be done afresh in response to new situationsand new learning.

The philosophy units in the SCD cover the main philosophical issues in Western philosophy, such ashuman knowledge, human nature and moral reasoning, metaphysics and God. These issues are studiedboth systematically and historically. Indeed the historical study of philosophy is of particular interestand students grasp something of the development of ideas within Western culture and, in particular, theinteraction between Christian theology and the Western philosophical tradition. In studying the historyof philosophy students grasp both the main features of each major historical period and the ways in

which thought has developed from one to another.

Our philosophy units also attend to the cultural literacy which is required of theological students whereby they are reasonably versed in contemporary ideas and debates and able to translate andcommunicate theological truths within a secular milieu, as well as able to translate ideas back from asecular milieu into a theological context. For this end, our units provide some cultural understandingof significant sectors of the broader secular and inter-cultural milieu, the currency of ideas there,especially as signalled by major thinkers, and ways of philosophical reflection.

Within the College Philosophy maintains close links with the theological disciplines, particularlySystematic Theology and Christian Ethics. Students who undertake the serious study of philosophy

will be able not only more effectively to call people to embrace the Gospel but also to do this withunderstanding of what the Gospel means, of what a call entails, and of the condition in which people

called find themselves.Outcomes for Subdiscipline of Philosophy


Type of Outcome OutcomeKnowledge Students in the Philosophy subdiscipline will have:


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WH5xxReading in PhilosophyWH5xxIndependent Guided Study in PhilosophyWH5xxIssues in Philosophy

600 SeriesWH6xxPhilosophical TheologyWH6xxReligion and ModernityWH6xxTheories and Issues in EthicsWH6xxEpistemology

Prerequisites: WH106 for WH109; WH106 or WH109 for all further unitsin the BTh. WH506 and WH509 required for all MA students beginningphilosophy. A submajor in philosophy in the BTh or 4 units in philosophy at500 level is prerequisite for all 600 level units.

SECTION 3:CHRISTIAN PRAXIS

Response #7: Christian Praxis Rationale, Outcomes, and Course Unit Titles

Rationale for the Discipline of Christian PraxisChristian Praxis is inspired by a theology ofimago Dei (Gen.1:27), a term that denotes the profoundrelationship between God and humanity. To believe that all humans are in the image of God is tounderstand the worth and unique gift of human life in which the triune Godis made manifest. Thisperspective nurtures the realisation that Christian discipleship is a call to care for humanity. Within thetheological academy, Christian Praxis is an interdisciplinary activity that serves the life and work of thelocal and universal Christian community. Christian Praxis shares with the rest of Theology thedescriptive, normative, critical, dialectical, contextual and practical realities of a living faith.

Christian Praxis is fundamentally practical and transformative in character; it seeks to not only

understand, but also to transform human life and all of creation in terms of the Kingdom of God.Christian Praxis seeks to unify the various theological concerns scripture, tradition, experience, ethicsand reason around a common normative focus. Christian Praxis

y affirms the primacy of praxis in theological method;y stresses the importance that theology be concerned not only with orthodoxy but also with

orthopraxis, i.e. seeks to norm not only ideas and confessions, but Christian practice in theworld;

y grounds the theological endeavour in the faith community in such a way that a possibleisolation of theology is overcome;

y strives to be contextual, to convey an authentic sense of the Christian reality, while consistentlyguarding against relativism;y remains located at the interface between Christian truths and practice;

y transposes the theoretical question with regard to how the Christian faith fits into the modernworld;

y remains at the service of the Gospel in the church, and acts as a resource, within the academyfor critical enquiry into Christian belief and practice.

In the context of the Sydney College of Divinity, Christian Praxis consists of a particular understandingof discipleship in relation to the human person. It provides a matrix for Christian Praxis (ministry),


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drawing upon the relevance of six person centred initiatives: Pastoral Care & Counselling: the person whocares; Ethics: the person who engages reason in making choices; Liturgy: the person who worships,

Missiology: the person who dialogues and proclaims;Pastoral Theology:the person who identifies Christ in

the neighbour; Spirituality:the person who contemplates.

Outcomes for the Discipline of Christian Praxis


Type of Outcome OutcomeKnowledge Students in Christian Praxis will have:

y a familiarity with the sources and methods of Christian praxis;y

a broad and coherent understanding of the primacy of praxis intheological method;y an in-depth knowledge of ministry in one Christian theological

tradition;y a familiarity with contemporary issues in Christian praxis

Skills Students in Christian Praxis will have:y cognitive skills to ground theological endeavour in a faith

community;y cognitive and creative skills to interpret the Gospel to contemporary

culture;y relational skills embodying an understanding of personhood in

relation to God that further love, justice, and peace


Students in Christian Praxis will apply their knowledge and skills:y to teach, counsel, and enable others to connect life issues withtheological and spiritual traditions

y to form, lead, and sustain faith communities with a theological andspiritual understanding of the Churchs mission in a changing world.

y to facilitate interdisciplinary dialoguey in ways that demonstrate accountability in professional practice in

ministry

Rationale for the Subdiscipline of Christian Spirituality

Christian Spirituality is the study of the ways whereby the Mystery of Christ Jesus may be followed orlived out in discipleship. As such, it helps to provide an integrative framework for students human and

Christian formation and so makes an essential contribution to the overall program of the College. While Theology approaches divine matters largely in terms of belief, Spirituality approaches them interms of experience. Christian Spirituality draws together studies from across the range of Disciplines.It particularly illuminates central Biblical themes, particularly those drawn from the New Testament,and applies them to contemporary discipleship. It locates the great classics of spiritual literature in theirhistorical context and identifies their recurring themes. It draws on contemporary authors as theydevelop their insights for Christian Spirituality in the present pastoral setting for Christian life.


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Through their study of Christian Spirituality, students learn to identify the place of the Spirit ineveryday life. Most significantly, they learn to integrate insights from Scriptures, from the spiritualclassics and from contemporary authors into their personal lives and into the lives of the communities

to which they belong. In an Australian setting, this will involve an appreciation of our common searchfor Christian Spirituality in a pluralist, multicultural and multi-religious society. An appreciation of thediversity of traditions of Christian Spirituality within Christianity will assist in an appreciation of the

wider communal search for meaning and direction in life.

Member Institution within the College have varying emphases in the study of Christian Spirituality:some emphasise the central place of the Scriptures; some focus more on the spiritual classics; somelocate Christian Spirituality more within the lived liturgical tradition of the Church; some draw more onthe contribution of contemporary authors struggling with the present context of society. The Collegerecognises each of these as valid approaches to the study of Christian Spirituality and indeedencourages such a diversity of approaches.

Outcomes for the Subdiscipline of Christian Spirituality


Type of Outcome OutcomeKnowledge Students in the Christian Spirituality subdiscipline will have:

y develop an integral framework for Christian spiritual growthy identify the theological foundations of Christian spirituality

Skills Students in the Christian Spirituality subdiscipline will have:y recognise the key scriptural themes and their relevance for human

and Christian formationy recognise the recurring themes of the classics in Christian spiritual

literaturey recognise the insights into spirituality offered by contemporary

writersApplication ofknowledge andskills

Students in the Christian Spirituality subdiscipline will apply their knowledgeand skills to:

y articulate the place of the spiritual in everyday lifey discern the contextual and timeless elements in Christian spiritual

classicsy integrate insights into their own personal and communal livingy appreciate the place of spirituality as the basis for livingy appreciate the inter-relationship between spirituality and theologyy appreciate the various traditions of spirituality within the Christian

traditionTitles of Proposed Course Units in the Subdiscipline of Christian Spirituality to AchieveOutcomes

Proposed Unit Title000 SeriesSP00x Introduction to Christian Spirituality100 Series


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200 SeriesSP200 Spiritual Formation for Ministry and CommunitiesSP200 Formation in Prayer and Prayerfulness

300 SeriesSP300 A Spirituality of the HeartSP300 Spiritual Wisdom from the WestSP300 Wesleyan SpiritualitySP300 Studies in Historic Spirituality500 SeriesSP500 Introduction to Christian Spirituality600 SeriesSP600 Wesleyan SpiritualitySP600 Studies in Historic SpiritualitySP600 Spirit in Context: Australian SpiritualitySP600 Roman Catholic Spirituality in the 20th Century

Rationale for the Subdiscipline of Pastoral Counselling

Pending

Outcomes for the Subdiscipline of Pastoral Counselling

Pending

Titles of Proposed Course Units in the Subdiscipline of Pastoral Counselling to AchieveOutcomes

Proposed Unit Title100 Series

200 SeriesPC2xx Skills of Counselling 1PC2xx Counselling PracticumPC2xx Relationship, Grief & Trauma CounsellingPC2xx Human Development and CounsellingPC2xx Counselling Practice & Supervision300 SeriesPC3xx Marriage & Family Counselling 1PC3xx Marriage & Family Counselling 2PC3xx Issues in Ethics & Professional Practice

PC3xx Skills of Counselling 2PC3xx Counselling Practicum 2PC3xx Counselling ChildrenPC3xx Addictive Behaviours; Motivation for ChangePC3xx Counselling AssessmentPC3xx Counselling Practice & SupervisionPC3xx Refocusing Therapy500 SeriesPC5xx Studies in Therapy; Solution Focused/Brief TherapyPC5xx Studies in Therapy; Understanding & Working With Trauma


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PC5xx Studies in Therapy; Process/Experiential Therapy/FocusingPC5xx Group ProcessesPC5xx Skills in Counselling 1

PC5xx Counselling Practicum 1PC5xx Introduction to CounsellingPC5xx Counselling in ContextPC5xx Relationship, Grief & Trauma CounsellingPC5xx Human Development & CounsellingPC5xx Psychology of LeadershipPC5xx Theology of Pastoral Care & CounsellingPC5xx Counselling Practicum & Supervision 1PC5xx Introduction to Supervisory PracticePC5xx Educational Theory & the Practice of Pastoral SupervisionPC5xx Theological Reflection in Supervision600 SeriesPC 6xx Marriage & Family Counselling 1PC 6xx Marriage & Family Counselling 2PC 6xx Art of SupervisionPC 6xx Issues in Ethics & Professional PracticePC 6xx Skills in Counselling 2PC 6xx Counselling Practicum 2PC 6xx Counselling ChildrenPC 6xx Addictive Behaviours; Motivation for ChangePC 6xx Counselling AssessmentPC 6xx Counselling Practicum & SupervisionPC 6xx Refocusing TherapyPC 6xx Advanced Supervisory PracticePC6xx Advanced Practicum in Pastoral Counselling

Rationale for the Subdiscipline of Worship and Liturgical Studies

Although the 2009 AUQ A Report on the SCD commended the SCD for developing andimplementing a single curriculum that can be adequately and appropriately tailored to satisfy the

various traditions of the Member Institutions and for for its model of theological education whichencompasses collegiality and community, ecumenicity and fellowship across denominations, thesubdiscipline of Worship and Liturgical Studies, perhaps more than any other subdiscipline, throws intocontrast the various traditions of the Member Institutions. Some Member Institutions representchurches that are commonly called non-liturgical: their public worship does not involve closely definedritual of language and action that in other churches is codified in a prayer-book or similar text.

However, in strict terms, All methods of conducting public worship in any of its parts, with whateverhistoric traditions and doctrinal prepossessions, constitute what may properly be called liturgies, thedifferences between methods being specific rather than generic. Inasmuch as public worship in someform is an institution peculiar to the church, necessary to its existence, expressive of its character, anddefinitive of it as a social fact, all churches are really liturgical, in spite of their diversity of doctrinaltheory and of outward ceremony. Consequently, even those churches that are popularly called non-liturgical necessarily have liturgical responsibilities. Liturgics covers the whole field of the scienceand art of public worship, irrespective of methods of administration, and includingin some way thehighly specialized department of preaching. As used here, liturgics is broad enough to extend to less


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formal aspects of public worship including a service like a prayer-meeting or a Sunday school. (Pratt,The Liturgical Responsibilities of Non-Liturgical Churches, The American Journal of Theology, 1901).Liturgies include spoken or preached words, texts, movement, silence, music, and the way in which

they are all articulated in space. Although the term Liturgical Studies is sufficiently broad to encompass all features of thissubdiscipline, the SCD has chosen to call the subdiscipline Worship and Liturgical Studies to signal thatthis subdiscipline has relevance to the so-called liturgical and non-liturgical traditions.

Outcomes for the Subdiscipline of Worship and Liturgical Studies

In line with the latest version of the Australian Qualifications Framework, outcomes are presented inthree categories: knowledge, skills, and application of knowledge.

Type of Outcome OutcomeKnowledge Students in the Worship and Liturgical Studies subdiscipline will have:

y a familiarity with the deep structures of Christian worship and thetraditions and practices of worship in Christian history and acrossthe globe;

y a broad and coherent understanding of the sources from which ourcurrent patterns of prayer, preaching, music and other liturgicalforms are derived and demonstrate a competence in implementing arange of liturgical forms;

Skills Students in the Worship and Liturgical Studies subdiscipline will have skillsto:

y compare sacramental and non-sacramental forms of worship andexplain the transformative power of these in the life and work of theChurch;

y contribute effectively to worship, through the use of pitch, pace andbody language; skills in arranging liturgical space for worship, inpositioning fittings and furniture, in using art, and in creatingappropriate space for movement and bodily gesture in acts ofcorporate prayer;

Application ofknowledge and

skills

Students in the Worship and Liturgical Studies subdiscipline will apply theirknowledge and skills to:

y exhibit sensitivity to, and a greater competence in, a variety ofliturgical languages, including the use of symbols in worship;measuring the pace and flow of liturgical rites; and the use of silence,music and song;

y demonstrate an awareness of the need to be as inclusive as possibleto the needs of differing groups in preparing and leading worship andof the importance of this within the mission and ministry of theChurch.


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Titles of Proposed Course Units in the Subdiscipline of Worship and Liturgical Studies toAchieve Outcomes

Proposed Unit Title100 SeriesLS100 Introduction to Christian WorshipLS1xx Communicating the GospelLS2xx Music in worship200 SeriesLS2xx Orthodox Christian HymnologyLS2xx Christian InitiationLS2xx Liturgical Rites300 SeriesLS3xx The Liturgical YearLS3xx PreachingLS3xx Iconography and the Liturgical Arts

500

SeriesLS500 Introduction to Christian WorshipLS5xx Communicating the GospelLS5xx Liturgical Rites and the AssemblyLS5xx Liturgical PraxisLS5xx Liturgical Spirituality600 SeriesLS6xx PreachingLS6xx Liturgical SourcesLS6xx Liturgical TheologyLS6xx Specialised Studies in Liturgical Texts (e.g. The Psalter as LiturgicalSource, marriage rites)LS6xx Specialised Studies in Liturgical Theology & Praxis (e.g. architecture,

Hagia Sophia)

Rationale for the Subdiscipline of Missiology

Mission is God's work of bringing about the Kingdom of God on earth. Mission originates from thenature of God himself; the Father sending the Son, and the Father and the Son sending the Spirit intothe world. The triune God sends the Church into the world as an agent of hismissio Deiactivity. Calledby God to participate in his redemptive drama, the Church is missionary by its very nature. Its task is toseek, uncover and proclaim God's presence and action in the world. Just as God is constantly engagedin creating, healing, reconciling, transforming and uniting the world through Jesus Christ; so theChurch is called to embody the life of God within its own community, and to strive for justice, peace,freedom and reconciliation between peoples, religions and the environment in the name of Christ.

Missiology is the study of mission. Its primary concern and focus is with how the gospel iscommunicated across geographic, cultural, linguistic and religious boundaries. As an academicdiscipline, Missiology investigates the foundations, aims, content, methods and models of mission from their biblical, historical, theological and ecclesial sources. Missiology researches and reflects onhow the people of God are called and sent out to participate in God's mission for the salvation of the

world. Missiology stands at the interface between Church and world, and finds its particular point ofreference in both the theological academy and the frontiers of ministry. It sharpens theology's criticaland constructive reflection on the beliefs and practices of the Christian faith by focusing them towards


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the Church's fulfilment of its missionary mandate, addressing questions related to the ongoingencounter between gospel and culture, and the development of new and creative approaches tocommunicating the gospel of salvation to a world in need of the obedience of faith.

Mission and missiology include the following dimensions:

1. Local the activities of a particular church community to penetrate and transform the surroundingsociety with Gospel values

2. Ecumenical joint action with other Christian churches in common witness and common serviceto the wider society

3. Interreligious engaging with believers from other religions and people of good will for mutualunderstanding and collaboration for the welfare of all

4. Global exchange of people and resources between churches and nations, especially for solidarityon international issues that have global repercussions

5. Frontier reaching out to those nations or sectors of societies where the Gospel message has notyet penetrated or is not yet fully effective

6. Liberation advocacy for justice in support of the poor, the oppressed and the marginalized7. Inclusive crossing boundaries of culture, language, faith and gender.8. Environmental recognising that Gods mission is holistic and embraces all of creationOutcomes for the Subdiscipline of Missiology

Type of Outcome OutcomeKnowledge Students in the Missiology subdiscipline will have:

y familiarity with the sources and methods of missiology;y have a broad and coherent understanding of the relevance of the

Christian message for society and the world;y have an in-depth knowledge of at least one other culture or religion;y a familiarity with contemporary missiological issues

Skills Students in the Missiology subdiscipline will:y have cognitive skills to recognise and critically analyse major

missiological issues;y have ministry skills to apply the Gospel message appropriately in new

situations;y possess communication skills to develop and present a culturally

sensitive synthesis of the Christian messageApplication ofknowledge andskills

Students in the Missiology subdiscipline will apply their knowledge and skillsto:

y adapt the Christian message to a range of ecclesial, social, cultural,religious and secular contexts;

y make sound judgements about the contribution of Christian faith inthe public forum;

y be accountable for professional practice in missionary activitiesTitles of Proposed Course Units in the Subdiscipline of Missiology to Achieve Outcomes

Proposed Unit Title000 SeriesMS0xx Introduction to World MissionMS0xx The Principles of MissiologyMS0xx Cross-Cultural MinistryMS0xx Evangelism


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MS0xx Anthropology for Christian MissionMS0xx Reaching Australians with the GospelMS0xx Christian Aid and Community Development

MS0xx Cross-Cultural Ministry InternshipMS0xx Scriptural Foundations for MissionMS0xx Christian Perspectives on World ReligionsMS0xx History of Christian MissionMS0xx Missionary BiographiesMS0xx Evangelising Mission of the Catholic ChurchMS0xx Justice and the Catholic Church's MissionMS0xx Church and Australian/New Zealand SocietiesDegree 100 SeriesMS1xx Introduction to World MissionMS1xx The Principles of MissiologyMS1xx Cross-Cultural Ministry200 SeriesMS2xx EvangelismMS2xx Scriptural Foundations for MissionMS2xx Reaching Australians with the GospelMS2xx Principles of Christian DiscipleshipMS2xx Theology of Christian MissionMS2xx Christian Aid and Community DevelopmentMS2xx Christian Perspectives on World ReligionsMS2xx History of Christian MissionMS2xx Evangelising Mission of the Catholic ChurchMS2xx Justice and the Catholic Church's missionMS2xx Church and Australian/New Zealand Societies300 Series

MS3xx Mission Strategies for the Local ChurchMS3xx Early Church in MissionMS3xx Anthropology for Christian MissionMS3xx Missionary BiographiesMS3xx Faith, Mission and CultureMS3xx Interreligious DialogueMS3xx Missiology of Western CultureMS3xx Introducing IslamMS3xx Contemporary Missiology500 SeriesMS5xx Introduction to MissionMS5xx Principles of MissiologyMS5xx Cross-Cultural MinistryMS5xx EvangelismMS5xx Anthropology for Christian MissionMS5xx Reaching Australians with the GospelMS5xx History of Christian MissionMS5xx Scriptural Foundations for MissionMS5xx Church in Australian/New Zealand SocietiesMS5xx Principles of Christian DiscipleshipMS5xx Theology of Christian MissionMS5xx Christian Aid and Community Development


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y communication skills to develop and present a pastoral response toissues in ministry

Application of

knowledge andskills

Students in the Pastoral Theology subdiscipline will apply their knowledge

and skills to:y adapt theological endeavour to the context of contemporary pastoral

ministry;y make sound judgments with regard to all aspects of pastoral ministry;y be accountable for professional practice in pastoral ministry

Titles of Proposed Course Units in the Subdiscipline of Pastoral Theology to AchieveOutcomes

Introduction to Pastoral Theology000 SeriesPT001 Introduction to Pastoral TheologyPT002 Introduction to Pastoral MinistryPT003 Introduction to Youth Ministry

PT004 Introduction to Christian EducationPT005 Introduction to Administration and LeadershipPT006 Pastoral Theology in ContextPT007 Personal Formation IPT008 Personal Formation IIPT009 Childrens MinistryPT010 Issues in Youth MinistryPT011 Youth Ministry & Personal GrowthPT012 Marriage and FamilyPT013 Principles of Christian LeadershipPT014 Women and Christian MinistryPT015 Mastering Change in MinistryPT016 Growing Healthy ChurchesPT017 Supervised Ministry IPT018 Supervised Ministry IIPT019 Pastoral Ministry and Communication Skills100 SeriesPT1xx Introduction to Pastoral TheologyPT1xx Introduction to Pastoral MinistryPT1xx Introduction to Youth MinistryPT1xx Introduction to Christian EducationPT1xx Introduction to Administration and Leadership200 SeriesPT2xx Pastoral Theology in ContextPT2xx Contextual Theology for Ministry

PT2xx Personal Formation 1PT2xx Childrens MinistryPT2xx Issues in Youth MinistryPT2xx Youth Ministry & Personal GrowthPT2xx Marriage and Family LifePT2xx Pastoral Theology and Priestly FormationPT2xx Discipleship for the Emerging ChurchPT2xx Maori Pastoral CarePT2xx Pastoral Ministry and Communication Skills


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PT2xx Human Life Span and Pastoral MinistryPT2xx Transformational LeadershipPT2xx The Ministers Personal Growth

PT2xx Growing Healthy ChurchesPT2xx Women and Christian MinistryPT2xx Working in a Team SettingPT2xx Principles in Christian LeadershipPT2xx Clinical Pastoral Education Unit 1PT2xx Clinical Pastoral Education Unit 2PT2xx Supervised Ministry 1300 SeriesPT3xx Youth Ministry: Culture and ContextPT3xx Media, Culture and Ethical Value SystemsPT3xx Personal Formation 1PT3xx Advanced Leadership Principles

PT3xx Church Administration and ManagementPT3xx Mastering ChangePT3xx Canon Law and the SacramentsPT3xx Selected Themes in Canon LawPT3xx The Psychology of Religious VocationPT3xx Clinical Pastoral Education Unit 3PT3xx Supervised Ministry IIPT3xx Pastoral Practicum500 SeriesPT5xx Introduction to Pastoral TheologyPT5xx Introduction to Pastoral Ministry

PT5xx Introduction to Youth MinistryPT5xx Introduction to Christian EducationPT5xx Introduction to Administration and LeadershipPT5xx Childrens MinistryPT5xx Issues in Youth MinistryPT5xxYouth Ministry & Personal GrowthPT5xx Marriage & FamilyPT5xx Contextual Theology for MinistryPT5xx Supervised Ministry IPT5xx Personal Formation IPT5xx Clinical Pastoral Education Unit IPT5xx Discipleship for theEmerging Church

PT5xx Pastoral Ministry and Communication SkillsPT5xx Principles of Christian LeadershipPT5xx Growing Healthy ChurchesPT5xxTheological Reflection in SupervisionPT5xxWorking in a Team SettingPT5xx Selected Themes in Canon LawPT5xx Clinical Pastoral Education in Aged Care600 SeriesPT6xx Youth Ministry: Culture and Context


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PT6xx Media, Culture and Christian ValuesPT6xx Mastering Change in MinistryPT6xx Personal Formation IIPT6xx Supervised Ministry IIPT6xx Clinical Pastoral Education IIPT6xx Canon Law and the SacramentsPT6xx Pastoral Theology and Priestly FormationPT6xx Clinical Pastoral Education IIIPT6xx Advance Leadership PrinciplesPT6xx Practical Theology in the Service of the ChurchPT6xx Supervised Ministry PracticumPT6xx Advanced Church Leadership and ManagementPT6xx Pastoral Practicum

Rationale for the Subdiscipline of Christian Ethics

Christian Ethics finds its distinct objectives in the moral dimension of Christian discipleship. Theemphasis is on providing a framework for moral decision making with the goal of promoting Christianmoral living. To this end, students gain an understanding of the development of the Christian ethicaltradition; they learn how this tradition informs a Christian approach to contemporary issues and how toemploy moral principles derived from a variety of sources. This allows students to analyse the ethicalelements in concrete situations and arrive at reasoned and informed responses to those situations.

Within the SCD, the different member institutions emphasise various aspects of the study of ChristianEthics. Some emphasise the Biblical basis of moral decision-making. Some reflect a morephilosophical approach. Some approach the subject area by a consideration of the developing historyof moral reflection in the Christian traditions. Some focus more in the concrete pastoral and practicalcontext of moral issues. The SCD recognises each of these approaches as a valid approach to the study

of Christian Ethics.Outcomes for the Subdiscipline of Christian Ethics

Pending

Titles of Proposed Course Units in the Subdiscipline of Christian Ethics to Achieve OutcomesProposed Unit Title

100 Series

200 SeriesET2xx Theoretical and Practical Foundations for Christian Ethics2xx Methodologies for Christian Ethics

300

SeriesET3xx Environmental EthicsET3xx Sexual EthicsET3xx Biomedical EthicsET3xx Ethics of Peace and WarET3xx Social Ethics500 Series5xx Introduction to Christian Ethics600 SeriesET6xx Environmental Ethics


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ET6xx Family, Church and SocietyET6xx Sexuality, Marriage and Family in the Catholic TraditionET6xx Biomedical EthicET6xx The Spirituality of Active Non-ViolenceET6xx Can War be Just?ET6xx Social Ethics and Catholic Social TeachingET6xx Ethics and Human CommunicationET6xx Applied Ethics within a Post-modern ContextET6xx Conscience and Responsibility

SECTION 4:THEOLOGY

Response #8: Theology Rationale, Outcomes, and Course Unit TitlesRationale for the Discipline of Theology

Theology is the central intellectual discipline of Christian faith. Theology integrates the sources ofrevelation, the history of reflection on that revelation, and the practical concerns of Christian living.

Theology explores, through the study of the content and development of major Christian doctrines, thehistory of the Christian communitys appropriation of Gods revelation. Theologians are alsoconcerned, however, to articulate the faith of the Church in todays world. In order to do this,theologians must be aware of the interaction between their disciplines and contemporary issues andculture. The study of Theology thus promotes the development of analytical and critical skills and theability to utilise the corpus of theological literature.

Theology is ultimately at the service of the Gospel. For this reason, theology addresses issues such asthe division of the Christian Churches, the connection between faith and praxis, and the interactionbetween faith and culture as these issues affect how the Gospel is lived and perceived incontemporarysociety. Because of their study of theology, students can come to appreciate the complexities of theseissues and be encouraged to make their contribution to the determination of these issues within the

Christian Community.

Among the different emphases which can be identified in Theology, the following would be mostprominent: Systematic Theology,which highlights the integrated understanding of faith, usually withina philosophical framework; Biblical Theology which stresses that it is biblical revelation whichdetermines the content of Christian faith; Historical Theology which gives prominence to thedevelopment of Christian doctrines within key eras of the Christian story. Each of thesemethodologies is likely to be used at some stage in a program of theological studies.

Outcomes for the Discipline of Theology

In line with the latest version of the Australian Qualifications Framework, outcomes are presented in

three categories: knowledge, skills, and application of knowledge. The outcomes below have beenwritten to conform to the new framework.

Type of Outcome OutcomeKnowledge Students in the Theology discipline will have:

y a familiarity with the sources and methods of theology;y a broad and coherent understanding of the major Christian doctrines

and their development in the Christian tradition;y an in-depth knowledge of one Christian theological tradition;


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y a familiarity with contemporary theological writingSkills Students in the Theology discipline will have:

y cognitive skills to critically review, analyse and synthesise severalmajor theological texts;

y cognitive and creative skills to apply appropriate theological methodto address new theological questions;

y communication skills to develop and present a synthesis of Christiantheology


Students in the Theology discipline will apply their knowledge and skills to:y adapt theological knowledge to a range of ecclesial and ministerial

contexts;y make sound judgements about the articulation of Christian faith in

the public forum;y be accountable for professional practice in ministry

Titles of Proposed Course Units in the Discipline of Theology to Achieve OutcomesProposed Unit Title

100 SeriesTH1xx Introduction to TheologyTH1xx Introduction to Christian Doctrines200 SeriesTH2xx Spirit and ChurchTH2xx Christology and SoteriologyTH2xx The Self-Revealing GodTH2xx Early Church Fathers300 SeriesTH3xx Ecclesiology [there will be no Ecclesiology B]TH3xx Christian ApologeticsTH3xx Ministry in the ChurchTH3xx Theology of PriesthoodTH3xx The SacramentsTH3xx Anointing and ReconciliationTH3xx Baptism and ConfirmationTH3xx The EucharistTH3xx The Sacrament of MarriageTH33xx The TrinityTH3xx Christian Anthropology and GraceTH3xx Creation and FulfilmentTH3xx Doctrine of Sanctification: Biblical Perspectives

TH3xx Early Byzantine Patristic TheologyTH3xx Later Byzantine Patristic Theology500 SeriesTH5xx Introduction to TheologyTH5xx Introduction to Christian DoctrinesTH5xx Spirit and ChurchTH5xx Christology and SoteriologyTH5xx The Self-Revealing GodTH5xx Research Methods600 Series (incomplete)


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TH6xx Introduction to Catholic/Orthodox TheologyTH6xx The SacramentsTH6xx Christian Anthropology

TH6xx The Nicene-Constantinopolitan CreedTH6xx Christian Perspectives on the EnvironmentTH6xx Exploring the PhilokaliaTH6xx The Nicene-Constantinopolitan Creed (may need to be excludedfrom MTh program)

SECTION 5:GENERIC UNITS

Response #9: Generic Units: Rationale, Outcomes, and Course Unit Titles

Rationale for the Generic UnitsGeneric units are generic in the sense that they can be applied (with appropriate coding) to anydiscipline or subdiscipline. Generic units contribute strongly to several of the goals and strategies ofthe SCD Teaching and LearningEnhancement Plan 2007-2012.

Research generic units (see table below) foster independent research and study skills and enhanceinitiative and creativity as students pursue ideas and areas of interest in the subject area. In this way,they satisfy Goal 3 of the Plan that seeks to provide a learning environment which fosters increasedindependence in learning combined with and a higher degree of student-centredness.

Teaching generic units (see table below) allow lecturers to respond to student initiatives, to the latestdevelopments in the disciplines, and to the availability of leaders in the field. These units provide anopportunity through lectures, seminars, guided research, or other means to engage students withgroundbreaking research, creative initiatives, and stimulating variations from the standard curriculum.In this way, the satisfy Goal 4 of the Plan: To develop flexibility in teaching practice throughinnovations and increased student engagement in learning.

Capstone generic units help students synthesise their learning across each semester of the program intoa coherent whole. A capstone unit looks forward as well as back having synthesised their studies, thecapstone unit assists students consider the implications of their studies for the next stage intheir

vocational life and to consider further learning experiences that will consolidate and extend theircurrent knowledge, skills, and values. These units satisfy Goal 3, Strategy 3 of the Plan: Foster aculture of life-long learning, peer interaction and the integration of new technologies into the learningprocess.

Although generic units satisfy goals of independence, student-centredness and engagement, flexibility,

innovation, and a culture of life-long learning, they are subject to some limits to ensure that they do notoverly skew the curriculum. Teaching generic units are initiatives of particular Member Institutions andare designed to enhance the overall curriculum. There is no limit to the number of teaching genericunits a student may do. However, a student may take a maximum of two Issues in and oneSeminar/Advanced Seminar units per subdiscipline. Research generic units, on the other hand,although approved by the Member Institution, require additional limits because they are subject to theresearch interests of the student. A student may do a maximum of 36 credit points in research genericunits with no more than 18cps in Independent Guided Study units and/or 18cps in Research Projectsand/or 18cps as a Research Essay.


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Outcome for the Generic Units

When these units are taught they are coded according to the relevant subdiscipline. The outcomes thenfall within the outcomes for the relevant disciplines and subdisciplines described above.

Titles of Proposed Generic Course Units

Proposed Unit Title CreditPoints

Mode

000 SeriesXx093 Independent Guided Study 9 Research

Xx095 Issues in 9 TeachingXx099 Capstone for [xxDiscipline] . . . 9 Teaching100 Series

200 Series

300 Seriesxx391 Research Project 9 Researchxx392 Research Project 18 Researchxx393 Independent Guided Study 9 Researchxx394 Independent Guided Study 18 Researchxx395 Issues in 9 Teachingxx396 Issues in 9 Teachingxx397 Seminar [Topic] 9 TeachingXx399 Capstone for [xxDiscipline] . . . 9 Teaching500 SeriesXx598 BTh (Honours) Thesis 45 Research600 Seriesxx691 Research Project 9 Researchxx692 Research Project 18 Researchxx693 Independent Guided Study 9 Researchxx694 Independent Guided Study 18 Researchxx695 Issues in 9 Teachingxx696 Issues in 9 Teaching

xx697 Advanced Seminar [Topic] 9 Teachingxx698 Research Essay 9 Researchxx699 Capstone for [xxDiscipline] . . . 9 Teaching


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andwillsometimesincludestudiesacrossdisciplinesandsubdisciplines, studiesdrawn fromdifferentMIs, andstudiesdrawn fromoutsidetheSCD.

c. Pathwayswillbeoptionalandofanadvisory nature. d. Pathwayswillbeproposedbysubdisciplinesor

disciplinesandmight includechaplaincy, youth work,parish ministry, liturgical ministry, andecumenical

work.e. Numberof unitsinapathway. Fixednumberor loose

connection?Tobeadvisedf. Basic unitsinapathway:perhaps1 unit in Biblical

Studiesand1 unit inTheology (tobeadvised)

3s

e tu

od ov w

xndu

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u te:3.1 The period ofcandidature for the BTh and BMin degrees shall normally be 3 years full-time and 9 years part-time.3.2 The period ofcandidature for the combined BTh/BMin degree shall normally be 5 years full-time and 15 years part-time.3.2 In certain circumstances the Student Administration Committee may grant extensions.

4 Lex

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b

ence4.1 The Student Administration Committee may grant leave ofabsence from the Bachelor ofTheology/BMin/Combined B

counted as part ofthe period ofcandidature for the degree.4.2 The period ofleave shall normally be one semester afterwhich a candidate mayapplyfor afurther period ofone semester

5.

e eny

5.1 The assessment ofsubject units shall be in the manner approved bythe Academic Board in linewith the Colleges estabundergraduate level.

5.3 Academic and non-academic misconductwill be penalised severely in accordancewith the regulations ofthe SydneyColleg

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7.1 Notwithstandinganythingto the contrary contained herein, the Academic Board ofthe SydneyCollege ofDivinity mayappropriate to do so,vary, dispensewith or suspend any requirement or prescription bythese regulations, and reportfoCollege ofDivinity.


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APPENDIXA:TEMPLATE FORCOURSE UNIT OUTLINES

Accredited Course Unit Outline

Unit Code eg AL111

Unit Name eg Hebrew 1

Unit Weighting eg 9 cps

Tier (see Table 1) 1 Foundational unit2 Intermediate unit3 Specialised unit

Type of Course Unit Face to face weekly attendanceIntensiveExtensiveDistance education

y Onliney Other

Generic:y Independent guided studyy Research projecty Research essay

Workplace LearningCapstone

Course Unit Workload

Weeks in Teaching Session (typically 13weeks)

Timetabled hours/week(time spent at lecturers,tutorials, engaged with online or other learning

package, clinical or other placements) (typically 3

hours)

Weekly hours devoted to assessable & non-

assessable tasks (typically 8 hours)

TotalWorkload/week (typical ly 11 hours)

TotalWorkload for teaching session (143

hours per 9 cr pt unit)

Prerequisites, corequisites or

exclusions

Academic Staff

Lecturer Name

Qualifications

Classification

Contact Details

Curriculum Objectives

(2 sentences maximum)

Why is this unit is important to the learner? How does theunit relate to the overall program/major/specialisation? Howis the unit relevant to the ministry? Does the unit build on orapply skills/knowledge from a previous unit, or does itdevelop skills/knowledge that students will then use in otherunits? Do these objectives build an overall sense of thecoherence of the overall major or program of study?


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Outc

es (Use Tab es 1&2 togu de the

writingo

outco

es)

Knowledge outco e: 2

S ills outco e: 2

1outco

e thatdemonstrates theapplicationo

knowledge andskills

Threshold concepttobe acquiredin this

unit (willnotapply toallunits). See Table 3

Content & Structureincludingpractical

components suchas laboratory, studioand

work-basedplacements

Tec

ng Methods(Practicum, Group Projects,

Seminars, Tutorials, Lectures, Field

ork, Simulations,

Student Presentations, Online Tutorials, Other)

Re

uired S

ecialist Facilities or

Equipment (e.g. special computeraccess /

physical education equipment)

AssessmentStandardsStandards are relatively stable descriptions o

the

qualities o

performance or learningproducts that

describe how well the assessment task was carried

out. Establishingassessment standards requires you to

define andpublish expectedlevels ofperformance ina

unit. Assessmentof studentperformance is then

determinedaccording to the agreedstandards.

Attheend of this outlineincludetheassessmentstandardsthat willapplyto this

unit. Youmaychooseto red

inethestandardsso thattheyapplyto each

assessmenttas e . You will need to beclearaboutthem bed

ore designing the

assessmenttas e s.

Assessment Item1

Fulldescriptionof sample assessment task

Numberof words, lengthof exam etc

Date eg f eek 5

f hatoutcomes does this assessment item

address?

Percentage of the totalassessment for the

unit that this assessment item addresses

Assessment Item 2



Date due

f hatoutcomes does this assessment item

address?

Percentage of the totalassessment for theunit that this assessment item addresses

Assessment Item 3



Date due

fhatoutcomes does this assessment item

address?

Percentage of the totalassessment for the

unit that this assessment item addresses


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Additionalassessmentitems (please

insert more lines andaddhere)

Assessment Total

Totalhours of exams/tests/presentations =

Totalnumberof words forallassignments =

AssessmentOverview:

ghy were theseparticular types and/or

combinations ofassessment tasks chosen

toassess the outcomes?

Is there variety inassessment methods?

Representative Reh

erences (1) The list ofrepresentative references should:(a) be representative, not comprehensives 10to 12

i

(b) contain a mix ofboth studentand lecturer references;(c) be up-to-date though seminalworks and primary sourcematerial may be included;(d) include major newworkswhich representacceptedbreakthroughs;(e) reflectthe contentand level ofthe unit.(2) The list ofbooks is to give the panel some ideaas to

whether the academic is aware ofcurrent material.Full description ofassessment

standards

Table 1: Types ofUnits

The units in the curriculum fall into five categories.

Tiej 1k

oundl

m

ion l l unitsare courseworkunits thatare required for further study in aDiscipline. Theyare appropriate to the outcomes ofthe award and essential for a major orspecialisation. There are onlya limited number offoundational units common across theMember Institutions in a Discipline. These units are coded as 100 series in AQF Level 7Bachelor programs and 500 series in AQF Level 8 in postgraduate diploma programs. In somedisciplines, the set offoundational unitswill include a methodology unit. AQF Level 5 pr ogramsare coded as 000 series and there are no categories, although some units have prerequisites...

Tiej 2n

ntej o ediate unitsare more specialised units that cover awider range. They build uponthe foundation studies and typicallyform a self-contained sub-major sequence that provides asuitable foundation for progression to more specialised studies. In addition, theyare designed in

ways thatassist students to progress as independent learners, as a more rigorous and analyticalthinkerswho have an increased abilityto solve problems. These units are coded as 200 series in

AQF Level 7 Bachelor programs.

Tiej 3ppecialised unitsare units thatare narrower in scope and ofgreater depth than Level 2

units. They develop the study ofthe Discipline beyond the foundational level as appropriate tothe outcomes ofthe award. Theyfurther extend the problems solvingand application skills ofstudents and further enhance their critical abilities, their research skills, and their independence.

These units are coded as 300 series in AQF Level 7 Bachelor programs and 600 series in AQFLevel 9 programs.

Genej ic units offer flexibilityto the student program. Theyallowfor the testing ofnewunitsand provide for the teaching byvisiting lecturers and specialists. Units thatfall under thiscategoryare the Issues units, Independent Guided Study, Advanced Seminars, and ResearchProjects. Generic units are coded as 300 series, although provision is made for 200 series under


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special circumstances as outlined in the approved unit outlines for these units, in AQF Level 7programs. In AQF Level 8and 9 programs theyare coded as 600 series.

Woqr

place Learning Units use theworkplace, including parishes, Christian agencies, and thecommunity, as a site for teachingand learning. These units are often called field education,placements, or practicums. Related terms include internship, service learning, fieldwork, co-operative education, internship,workplace project. Workplace Learning placement is guided by

written agreements between the participating parties: the Member Institution deliveringthecourse; the placementagencyacceptingthe student; and student undertakingthe placement.

Capstoneunits.Typically, a capstone is awedge-shaped stone (sometimes called the keystoneor cornerstone), located atthe top ofthe arch and holdingthe arch together. In the curriculum,a capstone unit is critical unitatthe top ofa degree or diploma program that holds the structuretogether. Offered as afinal unit in a program, a capstone unit helps students synthesise theirlearningacross each semester ofthe program into a coherentwhole. A capstone unit looksforward aswell as back having synthesised their studies, the capstone unitassists studentsconsider the implications oftheir studies for the next stage in theirvocational life and toconsider further learning experiences thatwill consolidate and extend their currentknowledge,skills, andvalues. Capstone units are coded as 300 series in AQF Level 7 programs and 600series in AQF Level 8and 9 programs.

Table 2: Matrix for determiningtiers ofunits

Tier 1 Foundational Tier 2 Intermediate Tier 3 Specialised

Qualityos

learning et perienced increases

A.LearningDependency

Largely reliant onlecturers to tell them

what,when and howto successfullycomplete theirstudies.

Atatransitional stage. Stillreliant on occasionalassistance from lecturers butincreasingly capable ofacting on their owninitiative.

Students are largelyindependent/interdependentlearners confident in theirown abilities to achieve.Lecturer fulfills afacilitator/ mentor role.

B. ThinkingSkills

Students are largelyaccepting oftheknowledge, skills andattitudes theyencounter.

Students begin to challengethe knowledge, skills andattitudes they previouslyacceptedwithout query.

Students thinkcriticallyaboutall they encounter anddemonstrate an abilitytoseekcreative responsesacross disciplines.

C. Marton &SljsSurface/Deep

ApproachestoLearning

Students focus onwhat has to be doneand concentrate onlyon parts ofa problemrather than seeingtheproblem in its entirety(atomistic).

Students are able toconstruct more meaning.

They have moved past merefacts to see themeaning/interpretationbehind the facts.

Students are able to extractthe deeper meaningandpurpose ofataskand seethe big picture (holistic).

D.StephensonsCapabilityLeu els.

Students are able tohandle problems theyare familiarwith incontexts theyarefamiliarwith.

Students are able to handleunfamiliar problems infamiliar contexts or familiarproblems in unfamiliarcontexts.

Students are able to copewith newproblems in newcontexts.


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range ofsituations diversecontexts ; and/or creative contexts in newsituationsPerform complex technicaloperationswithresponsibilityandautonomy

Take initiativeandjudgement in planning,problem solvinganddecision makingCollaboratewith others Exercise leadershipand

collaborationExercise advancedskills inleadership andcollaboration

Workwithin generallywell-defined parameters

Workwithin broadparameters

Initiate,plan, implementandevaluate broad functions

withinvaried specialisedtechnical and/or creativecontexts

Take responsibilityandaccountabilityfor ownlearningand professionalpractice

Exercise responsibilityandaccountabilityfor personaloutputs and all aspects ofthe work or functionofotherswithin broad parameters

Demonstrate a high levelpersonal autonomyandaccountability

Plan and execute asubstantial research-basedproject, capstone experienceor a piece ofscholarship

Identify, analyse, synthesiseand act on information

from a range ofsources

Criticallyreview, analyse,consolidate and synthesise

knowledge

Review, analyse,consolidate and synthesise

knowledge and identifyandprovidesolutionsto complexproblems

Demonstrate mastery oftheoretical knowledge and

to reflect criticallyon theoryandprofessional practice

Analyse, plan, design andevaluate approaches tounpredictable problemsand/or managementrequirements

Demonstrate a broadunderstanding ofknowledgewith depth insome areas

Apply cognitive skills tothinkcriticallyand togenerateand evaluatecomplex ideas

Investigate, analyse andsynthesise complexinformation, problems,concepts and theories andto applyestablishedtheoriestodifferentbodiesof knowledgeorpractice

Apply specialisttechnicaland creative skills toexpress ideas andperspectives

Exercise critical thinkingand judgement inidentifyingand solvingproblemswith intellectualindependence

Apply specialised technicaland creative skills in afieldofhighlyskilledand/orprofessionalpractice

venerateand evaluate

complex ideas andconcepts atan abstractlevel

Use communication skillsto transfer knowledge andspecialised skills to othersand demonstrateunderstanding ofknowledge

Use communication skillsto presentaclear, coherentandindependent exposition ofknowledge and ideas

Use communication skillsto demonstrate anunderstanding oftheoreticalconcepts

Use communication andtechnical research skills tojustifyand interprettheoretical propositions,methodologies, conclusionsand professional decisionsto specialistandnon-specialistaudiences

Use communication skillsto transfer complexknowledge and ideas to avariety ofaudiences

Usetechnical andcommunication skills todesign, evaluate,implement, analyse andtheoriseaboutdevelopmentsthatcontribute to professional

practice or scholarship

Table 4: Threshold ConceptsThreshold ConceptsThreshold concepts are concepts thatare fundamental to a proper understanding ofa unit or acourse. Theyare essential for further progress in the discipline butare often troublesome forstudents. Their often abstract or counter-intuitive nature may create blockages for students, butgraspingthem enhances student progress and opens the discipline inways thatallowthe studentto achieve afluent, fluid, intuitive, and harmonious mastery ofthe discipline, rather than merely


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managingto pass the coursewhile remaining rule-bound,with knowledge that iscompartmentalised and a performance in the discipline that is more mimicrythan mastery. They

will not occur in every unit.

Example1: Cookery

Imagine that you have just poured two identical hot cups oftea(i.e. theyare atthe sametemperature)and you have milkto add. Youwantto cool down one cup ofteaas quicklyaspossible because you are in a hurryto drinkit.

You add the milkto the first cup immediately,waitafewminutes and then add an equal quantityofmilkto the second cup. Atthis pointwhich cup ofteawill be cooler, andwhy?

Answer: the second cup because in the initial stages ofcooling it is hotter than the first cupwiththe milkin itand ittherefore loses more heat because ofthe steeper temperature gradient.

This concept ofheattransfer and temperature gradient is athreshold concept in cookery it iscounter intuitive and italters theway inwhich you thinkabout cooking. And, in the special case

where barbecuing is the method ofcooking(where heattransfer isvia radiation) you also have totake into accountthe inverse square law,which explainswhy so many people find barbecuingatroublesome notion -- another feature ofthreshold concepts.

Example 2: Pure Mathematics

Complex number a number that is formally defined as consisting ofa real and an imaginarycomponentandwhich is simply expressed in symbolic (abstract)terms as x + iy,where x and yare real numbers (simply put, the numberswe all dealwith in the realworld; numberswe can forexample count on our fingers), and i is the square root ofminus 1(1). In otherwords i is anumberwhichwhen squared (multiplied by itself) equals minus one (-1). So a complex numberconsists ofa real part(x), and a purely imaginary part(iy). The idea ofthe imaginary part in thiscase is, in fact, absurd to many people and beyond their intellectual grasp as an abstract entity. Butalthough complex numbers are apparentlyabsurd intellectual artifacts theyare the gatewayto theconceptualization and solution ofproblems in the pure and applied sciences that could nototherwise be considered.

Example 3: Economics

The concept ofopportunity cost .: Opportunity cost captures the ideathat choices can becompared, and that every choice (including not choosing) means rejectingalternatives. A studentwho has a good grasp ofthis concept has moved a longwaytoward breaking out ofaframeworkofthinkingthat sees choices as predetermined, or unchangeable. They have also moved towardseeing two sides ofevery choice, and in looking beyond immediate consequences, and even justmonetary costs towards a more abstractway ofthinking.

Opportunity cost in any particular choice is influenced by prior choices that have been made, butwith respectto this choice itself, opportunity cost is choice-influencing rather than choice-influenced. Thus, ifaccepted bythe individual studentas avalidway ofinterpretingtheworld, itfundamentally changes theirway ofthinkingabouttheir own choices, aswell as servingas atoolto interpretthe choices made by others.

Example 4: Biblical StudiesIn Biblical Studies the ideathatthatthis discipline goes beyond received knowledge might be anexample ofathreshold concept. Beginning Biblical Studies students may have a strongattachmentto received knowledge: they see Biblical knowledge as stemmingfrom divine orexternal authority but notas somethingthatthey or ot hers might create on their own. Untilstudents cross this threshold in understanding, they struggle to critically engagewith Biblical textsand Biblical theorists.

Examples1-3 taken fromMeyer,J.H.F. &Land, R. (2003).Thresholdconceptsandtroublesomeknowledge(1): linkagesto thinkingandpractisingwithin thedisciplines.In C. Rust (Ed.), ImprovingStudentLearning: ten yearson, OCSLD, Oxford, 412 -424


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