Competences

a. Be responsible of the spiritual, religious and moral development of the learner.;
b. Advise and foster the highest moral and ethical values;
c. Establish the contexts of moral development (religious, cultural and social) and their influences;
d. Formulate a conceptual framework for articulating moral reasoning and decision making;
e. Create and enhance respect for and understanding and tolerance of other peoples’ religions, beliefs, cultures and ways of life develop a set of values, principles, attitudes and guidelines to govern their behaviour in making judgments on moral issues as they arise;
f. Execute and assess the moral dimension to situations, including the moral implications of teenage pregnancy, sexually transmitted infections such as HIV and AIDS, environmental and other issues, and how to cope with the daily challenges of life;
g. Link ethical reflection on cognitive theories within psychology and other areas of study showing independence of thoughts and critical self-awareness.

Knowledge 

a. Identify disciplinary theories concerning moral development;
b. Identify the values and assumptions underlying the psychological theories of moral development;
c. Recognise the contexts of moral development (religious, cultural and social) and their influences;
d. Formulate a conceptual framework for articulating moral reasoning and decision making;
e. Learn the five major ethical systems and how to apply them to moral issues;
f. Find why and how people reach certain decisions on moral issues;
g. Describe how ethical/moral learning has been tied to literary experience;
h. Recall contemporary moral issues and assess moral implications;
i. Describe an awareness of and theorise about inter- and trans disciplinary potential in this area of study.

Skills

a. Show familiarity with the variety of meanings of the term ‘morality’;
b. Demonstrate familiarity with the ethical dimensions of the teachings of Jesus of Nazareth and the incorporation of these into the moral teachings of the Christian Catholic traditions;
c. Demonstrate that sin – moral failure from the perspective of the Christian tradition – has personal, social, and structural implications;
d. Show that personal moral development is an integral part of growth towards adulthood and that the development of conscience is an important element of this;
e. Demonstrate a knowledge of core theories, approaches, and other domain knowledge within the academic field of religious education pertaining to moral education and development;
f. Apply a variety of moral theories and the implications of their application;
g. Demonstrate the relationship between Christian faith traditions and one’s practice of moral development;
h. Apply creatively the framework of moral development to chosen RE case studies in the RE textbook;
i. Apply ways of juxtaposing chosen moral theological themes (e.g. ‘sin’ and ‘conversion’) with the moral developmental framework.