Equip 1

 

Articulate an understanding of key Lutheran theological concepts related to the question ‘Who is God?’

To begin to develop a critical lens into the question of ‘who is God’ I first looked to the CSCF to identify the core Lutheran belief that “Christians believe that God is one God: Father, Son and Holy Spirit.

Furthermore, through an analysis of ‘Theological inquiry Genesis 1’ (see Equip 1 ePortfolio) through visual perspectives and commentaries, I was able to connect to the concepts noted in CSCF.

 

I was able to make connections into a unit in my year level (3) titled in the image of God. Students explored and developed their own image of God. They looked at other people interpretations of what God looks like and read selected verses to see how the Bible describes God. Students deepened their understanding of God and the creation story. They investigated what it means to live in God’s world and the need to care for God’s creation.

 

Currently the unit looks at three key statements…

• What does God look like?

• What is God like?

• How do we know God is with us?

 

However, through reviewing scripture and the CSCF theological notes with a critical lens, I can further analyse this unit as not being appropriate to allowing students to articulate an understanding of the question ‘who is God?”. Through my acquiring of knowledge at Equip I was able to adapt the current unit to focus on the theological concept of creation and preservation of the universe and the belief that God is one God. It was important that students in this unit understood that “all life and all existence begin with the ever-living creator. Creation is the result of the will of God and emphasises that we are completely dependent on God for our existence” (CSCF page 25). I used elements of my ‘Theological Inquiry Genesis 1’ to gain a better understanding of this concept and further allow students a more engaging and whole understanding of ‘who is God?’.

 

As for further implications in my role as a Christian Studies teacher, I believe the use of the theological notes is an important point of reference when planning future units.

 

 

Demonstrate a critical understanding of the purpose of Christian Studies in a Lutheran School or ECS

To demonstrate a critical understanding of the purpose of Christian Studies in a Lutheran School, I analysed and reflected upon the rationale passage in the CSCF.

 

I believe there are many significant ideas that were explored. In the context of my vocation of a primary school teacher, the four major statements that stood out were...

• it allows for the investigation and critical examination of key Christian beliefs, worldviews, personal beliefs, attitudes, and values. 

• it is a national curriculum which provides starting and ending points for teaching Christian Studies.

• is a spiralling framework for schools to create a scope and sequence.

• introduces students to the world of religion and spirituality.

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Each of these four statements underpins my role as a primary teacher in a Christian school. Having the CSCF allows me to create and nurture faith in a space of openness by giving them tools such as language, symbols, metaphors and imagery to appreciate the Christian story. It also provides me with a planning tool to know and be able to create units that will broaden and deepen students growing understandings. I also enjoyed how CSCF clearly states that Christian Studies should be done and underpinned through the processes of inquiry, discussion and reflection to successfully acquire the qualities and skills stated in the framework.

 

Furthermore, during the reading of 'Good Teaching' (Palmer, P. 1990) I had the overwhelming sense that teaching could not be defined as a play-by-play book into which method allows students to learn best. It, however, is a wide range of opportunities for conversation and truth which allows developing the whole student both internally and externally. I enjoyed the idea of consensual conflict which allows both students who are extroverts and introverts to be able to contribute to discussions which will develop their worldly knowledge as well as their understanding of their inner self. As a teacher of Christian Studies, I believe it is critical that we guide our practice through the know and known of our students and the opportunities for critical discussion and reflection. This will allow for a more whole understanding of our Christian faith and its values.

 

After reading the EQUIP, CSCF and in particular LEQ 'Christian Studies in Lutheran Schools' rationales, I understood that for me as a Christian studies teacher, I had the responsibility of providing a safe and supportive context in which students can reflect on their experiences of the world and on their own beliefs, spirituality, and identity. As a Christian Studies teacher, I also need to provide the opportunity for students to grow in their Christian faith and in the expression of that faith in their lives.

 

 

Critically reflect on Christian Studies in their context

As a starting point to critically reflecting on Christian Studies in my context, we participated in many informal discussions that looked at the challenges of our current scope and sequence (or lack thereof) and the implications this has had on developing new Christian Studies units that utilised the inquiry model. During Equip 2, we completed an ‘Inquiry into Inquiry – Critical Reflection and Annotation of a Unit of Work’ (see Equip 2 ePortfolio) where I applied a critical lens to reflect upon a unit taught in Year 3.

 

I noted that a current challenge for inquiry teaching in Christian Studies, in my context, is the starting point for developing and revising units. Due to a lack of (i.e. none) scope and sequence in the Junior School, it is unclear what the student's prior knowledge is and what parts of the framework are being covered and by whom. This then makes it difficult to create new units or enhance older units to be more inquiry focused as we are unsure of what is to be covered.

 

Furthermore, through CSCF, Mark Elliot’s article ‘Inquiry Learning and the Religious Classroom’ and other contemporary learning and inquiry sources such as QCAA, Australian Curriculum and scholars such as Kath Murdoch, I am able to describe the nature of the learners, learning and learning environment, including the implications, challenges and opportunities for shaping inquiry in my context. I feel there are implications that need to be actioned as my role as a Christian Studies teacher to develop units where learners have voice and choice, where the learning is relevant and authentic, and the learning environment is inclusive and supportive.

 

 

 

 

Equip 2

 

Articulate an understanding of the key theological ideas and concepts related to the question ‘Who are we?’

In order to articulate an understanding of the key theological ideas and concepts related to the question ‘who are we?’ I utilized many different tools such as ‘Self-Reflection & Message Gained from 1 Corinthians 12 and 13 - Comparative Readings with The Message and NIV – BibleGateway’ (see Equip 2 ePortfolio), CSCF, Disc Model and the Three Worlds of the Text for Luke 15 and Text - Everyone's a Theologian by Dan Poffenberger (see Equip 2 ePortfolio).

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The key ideas that were uncovered centred around ‘Created’, ‘Co-Creators’, and ‘Relational’. Referring to ‘What is a human being? Sorting ideas’ (see Equip 2 ePortfolio) I was able to analyse the different resources to match each key idea.

 

Further implications for my understanding of ‘who are we?’ has allowed me to create a new unit titled ‘The Church, Worship and Me’ in which students explore how the Christian Church acts through fellowship and worship and how God has created humans to act as co-creators and to be in relationship with one another for the benefit of the common good.

 

 

Critically reflect on the use of inquiry processes in their Christian Studies context

I used a variety of resources to be able to effectively evaluate and discuss how the learner, learning, learning environment and teachers interact to create inquiry and demonstrate authentic learning in Christian Studies. In particular I utilised the CSCF, Mark Elliot’s article ‘Inquiry Learning and the Religious Classroom’ and other contemporary learning and inquiry sources such as QCAA, Australian Curriculum and scholars such as Kath Murdoch. From the inquiry into those resources, I was able to see the connection that learners guide the learning, the learning is guided by the learners and their own experiences and the learning environment adapts to meet the needs of the learner and the learning.

 

In my role as a Christian Studies teacher, I was able to apply the inquiry process to a new unit I developed titled ‘The Church, Worship and Me’. I applied the concepts of inquiry learning processes and the purpose of Christian Studies to create a project within this unit which allows students to have agency and engagement into creating their own class devotion. Although this unit is currently being taught in Term 4 2020, there is significant changes in student engagement towards their student-led task.

 

However, a future implication for my role as a Christian Studies teacher is to continue the application of the inquiry model into other lessons within this unit as well as other units as well. I feel that I still teach Christian Studies as a regurgitation of theory rather than a discovery of the concepts within the bible and in God’s word.