Unit Code & NameDA8106B Vocational Formation in Social and Community Services
DescriptionThis unit, Reflective Practice - Vocational Formation in Social and Community Services, introduces students to an action-reflection model of learning in a specific community service placement.
It includes a focus on the development of competency in skills relevant to holistic mission and ministry. Students will reflect on their engagement in a range of experiences in connection with the life, mission and ministry of a faith based social or community service agency.
This unit is predominantly delivered in non-classroom based settings.
FieldD - Theology: Mission and Ministry
DisciplineDA - Mission and Ministry
DateEnrolment in this unit will require a suitable placement, approved by the unit coordinator, and the ability to complete at least 120 hours engaged in activity at the placement.
Four individual supervision sessions (1 hour each) and three group sessions (2 hours each) are also required.
Two classes will be held on Tuesdays:
18 February 9.30am to 3.00pm and
26 May 9.30am to 12.30pm
Campus | 100 Maidstone St, Ringwood
Prerequisites24 points from Field B, C or DM or equivalent
Learning Activities*This unit is offered at Undergraduate and Postgraduate level. Students may engage with people across both levels when this unit is delivered.
Assessments1 x 1,500 word case study/critical incident reflection - 25%
1 x 1,500 word learning agreement and learning achievement report - 25%
1 x 3,000 word integrative essay - 50%
Learning OutcomesUpon successful completion of this unit, it is expected that students will be able to:
1. Demonstrate competence and contextualised understanding of pastoral practice in a range of leadership and service delivery skills in relation to a social or community service agency.
2. Reflect critically on the placement and its contribution to the formation of their vocational identity.
3. Analyse and critically evaluate the factors affecting a social or community service agency in delivering holistic mission and ministry.
4. Identify and illustrate how their action-reflection skills enabled them to evaluate their own learning through contribution to, and practical engagement with, the placement.
5. Analyse and contrast two models of action-reflection learning.