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On successful completion of the module, students will be able to:
Demonstrate a understanding of: the complexity of the interaction between learning and contexts, and the range of ways in which participants (including learners and teachers) can influence the learning process.
Select a range of relevant primary and secondary sources, including theoretical and research-based evidence, to extend their knowledge and understanding.
Demonstrate ability to use their knowledge and understanding to locate and justify a personal position in relation to a subject.
Demonstrate organisation and articulate opinions and arguments in speech and writing using relevant specialist vocabulary.
In this module, students will all receive a general introduction to the RE agreed syllabus as appropriate and will have the opportunity to reflect on providing moral, spiritual, social and cultural education. Experiential learning will encourage students to reflect on their own beliefs and their response to new learning in this area.
• taking seriously the context for religious education in the United Kingdom, and through instant communication, knowledge of the globe in which we live, namely one which is multi-racial, multi-religious and multi- cultural.
• Students are both challenged and supported in an exploration of dominant values expressed by Faith communites, and what this might mean for them as individuals, as student teachers, and for the pupils and staff with whom they work.
• It explores ideas of insider/outsider, nature/nurture, ethnicity/
identity, stereotype/prejudice, inclusive/exclusive, set against a background of religious
ethical principles and beliefs.
This module will address the following 2012 Teaching Standards: 1. Set high expectations which inspire, motivate and challenge pupils; 3. Demonstrate good subject and curriculum knowledge; 8. Fulfill wider professional responsibilities.
Lectures, workshop groups including use of guest speakers and visits.
20 hours general RE
Other details relatiing to assessment
Both assessment elements must be passed for credits. The portfolio will be built from content in taught sessions and evidence engagement in tasks that demonstrate objective 3, that students have knowledge and opinions and reflect upon their own standpoint.
001 Porfolio Pass/Fail Semester 1 or 2 0%
002 Portfolio 1500 word equivalent (end of sem 1 or 2) 100%
Module Coordinator - Robert Boulter
Level - 5
Credit Value - 10
Pre-Requisites - NONE
Semester(s) Offered - 5S2Q5S1Q
