Advanced Certificate in Religious Education

Purpose

The Advanced Certificate in Religious Education is designed for religious educators in faith-based primary and secondary schools. It aims to equip those who teach, with the necessary knowledge, skills and attitudes to offer a theologically sensitive and educationally sound qualification of Religious Education in a faith-based school. A distinction between primary and secondary teaching will be made in particular through the assessment activities.

In particular, it aims to equip teachers

• To conduct a well-informed and well-resourced practice of Religious Education according to sound educational and religious principles, in a personal way that relates well to their teaching context.
• To manage the Religious Education (RE) curriculum in a chosen grade in a way that is sensitive to systemic requirements, current issues and learner interests.
• To demonstrate a critical knowledge of the nature of Religious Education and the role of the religious teacher and show how this shapes their day-to-day practice of RE.

The curriculum of the qualification covers all the essential elements of religious experience and practice. In this it helps teachers to develop a broad and holistic view of religion.

Rationale

Support from three major denominations which run faith- based schools (Catholic, Methodist and Anglican) want this qualification to train their educators.

The qualification will target educators who are in faith-based schools. It also targets clergy (mostly involved in catechumenate education within pastoral charges and related institutions).

This qualification is at Level 6 on the NQF. It will be a supplementary qualification for those who wish to further equip themselves in this subject area, those educators and Clergy with relevant qualifications.

Currently, the curricula for educators and clergy do not always deal with the area of religious education thoroughly, although there is an expectation that religious education will provide within faith-based schools and pastoral charges. This qualification seeks to equip the learner (educator or clergy) with the relevant knowledge, values and skills as a religious educator within their particular context. This then constructively strengthens the role and participation of faith-based communities within society.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning is available either

• For access to the qualification through RPL by integrated assessment.

Or

• For credit by application using the standard institutional RPL process.

Entry Requirements

The minimum entry requirement is

• An NQF Level 5 qualification.

This qualification consists of compulsory and elective modules at National Qualifications Framework Level 6, totalling 120 Credits.

Compulsory Modules, 60 Credits

• Revelation, Scripture and Tradition, 15 Credits.
• Human Existence, God and Human Destiny, 15 Credits.
• World Religions and Interreligious Dialogue, 15 Credits.
• Religious Education in Theory and Practice, 15 Credits.

Elective Modules, 60 Credits (Choose four)

• The Jesus of History and the Christ of Faith, 15 Credits.
• The Search for Meaning and Values: Human Culture, Religion and Faith, 15 Credits.
• Spirituality and Life, 15 Credits.
• Principles of Social Justice, 15 Credits.
• The Worshipping Community, 15 Credits.
• Religion, Morality and Society, 15 Credits.
• Science and Religion, 15 Credits.
• The History of Christianity, 15 Credits.

1. Demonstrate a broad but clear historical sense of God's unfolding plan for humankind from the perspective of Christian faith in dialogue with other world religions;
2. Have knowledge and appreciation of the beliefs and practices of the major religions in South African society;
3. Show an understanding of the nature and origin of inspired sacred writings, in particular, the Hebrew and Christian scriptures;
4. Demonstrate critical knowledge of the Bible as God's word in human language, and an awareness of different methods of interpretation;
5. Describe and engage with the central teachings of Christianity from a historical perspective across a selected range of theological and moral issues;
6. Interpret these teachings in the light of their personal faith and religious experience, and demonstrate an ability to translate them into their learners' life contexts and experience;
7. Have an understanding of the place of religion in personal, social, cultural and political life;
8. Demonstrate critical knowledge of the nature of Religious Education and the role of the religious educator;
9. Manage the Religious Education curriculum in a chosen grade in a way that is sensitive to both systemic requirements, current issues and learner interests;
10. Conduct a well-informed and well-resourced practice of Religious Education according to sound educational and religious principles, in a personal way that relates well to their teaching context.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate knowledge of the life of Jesus and the origin and development of Christianity is demonstrated, with a particular focus on South Africa.
• Understand and appreciate the engagement of various communities in interreligious dialogue, both locally and globally.
• Understand and appreciate religious diversity.
• Articulate the meaning of Christ for today's world through a correlation of Christian faith with contemporary science and culture.

Associated Assessment Criteria for Exit Level Outcome 2

• Describe and evaluate the historical background, origin and subsequent development of the major religions in South Africa.
• Explain and evaluate the main features of the texts, the belief systems and the personal and communal practices of a range of major religions in South Africa.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate an understanding of key concepts about revelation and scripture in the Christian tradition.
• Describe and analyse the composition of the canons of the Hebrew Bible and Christian New Testament.
• Describe the nature and origin of sacred writings in different religions.

Associated Assessment Criteria for Exit Level Outcome 4

• Analyse the role of scripture in Christian tradition.
• Recognise the various literary genres found in sacred writings.
• Apply a range of methods used to interpret biblical passages.

Associated Assessment Criteria for Exit Level Outcome 5

• Understand the nature of Christian theology.
• Describe a general overview of the sub-disciplines and areas of concern of Christian theology.
• Demonstrate a working knowledge of Christian theology's sources and methods.
• Responsibly use foundational theological knowledge to address a range of relevant issues, taking into consideration different perspectives, such as ecological, feminist or liberation theologies or the interaction of science and religion.

Associated Assessment Criteria for Exit Level Outcome 6

• Develop an ability to deal with theological questions in a teaching situation with a sensitive and sound educational approach.
• Describe and analyse a range of perspectives in one of the following fields - spiritual practices and disciplines in Christianity and other world religions, issues of social justice seen from a religious standpoint, or the rites, rituals, signs and symbols used in religious and secular contexts.
• Engage learners meaningfully in one of the following areas - spiritual practices and disciplines in Christianity and other world religions, issues of social justice seen from a religious standpoint, or the rites, rituals, signs and symbols used in religious and secular contexts.

Associated Assessment Criteria for Exit Level Outcome 7

• Describe and analyse a range of traditional and contemporary expressions of the search for meaning in one of the following fields - the role of religion in human culture, the development of ethical and moral codes, or the dialogue between science and religion.
• Describe and analyse a range of current issues in one of the following fields - the role of religion in human culture, the development of ethical and moral codes, or the dialogue between science and religion.

Associated Assessment Criteria for Exit Level Outcome 8

• Describe and analyse different religious and legal factors that shape the teaching and learning in different contexts.
• Demonstrate an understanding of the meaning and practice of religious education in different contexts is.
• Demonstrate an awareness of the history of religious education in the global and South African contexts.

Associated Assessment Criteria for Exit Level Outcome 9

• Understand the aims, objectives and scope of Religious Education as defined for a particular teaching and learning context is demonstrated.
• Demonstrate knowledge of the Religious Education curriculum in the learner's specific context.
• Translate curriculum into classroom programmes.

Associated Assessment Criteria for Exit Level Outcome 10

• Demonstrate awareness and practical knowledge of, and a sensitivity to, the differences found among learners, and take into account in shaping pedagogical choices.
• Demonstrate competence and confidence to lead the teaching and learning process in a formal Religious Education context.
• Describe and apply methods of interreligious teaching and learning in a teaching context.