PED5532 - Developing the foundation subject and Religious Education

Objectives:

On successful completion of the module, students will be able to:
Demonstrate curriculum, pedagogical and subject knowledge in history, art, music and Religious Education, identifying how national priorities influence practices in schools
Identify barriers to learning in these subjects, including those experienced by learners and those resulting from external structures and educational policy
Assess approaches to teaching and learning through analysing the effectiveness of approaches in promoting good progress for pupils
Evaluate their own professional practice to develop an engaging curriculum for all pupils

Content:

This module builds on the knowledge, understanding and skills developed in the level 4 modules PED4332 Introducing the foundation subjects, PED4312 English, maths and computing and PED4302 SBT 1. In this module, students will further develop their knowledge and understanding of pedagogical approaches and methods for the teaching of foundation subjects, with specific reference to subject and curricular knowledge of history, art, music and Religious Education.

History, art and music as foundation subjects: Students will engage in debate around current issues and national priorities with regard to the teaching of History, Art and Music in the Primary School. There will be an opportunity to explore, interrogate and critically evaluate a range of research journal articles in relation to the teaching of History and Music in the Primary School.

Students will consider the nature of Music and Music as part of the Primary Curriculum. They will consider the value and benefits related to the teaching of Music. Time will be given for exploration and evaluation of current initiatives associated with the teaching of Music. Specific curriculum focus will involve an analysis of music composition and how this is taught in the primary school.

Students will examine the nature of History and how this relates to the teaching of pupils in the later years of the primary curriculum. They will study related pedagogies for teaching history including an evaluation of the use of artefacts, stories, visual sources, oral, etc. Some reference will be made to the use of role play, local fieldwork, museum visits, archaeology etc. The inclusive nature of history teaching will be promoted throughout. There is a focus in this element of the module on values, both historical and contemporary which includes Holocaust awareness - this is also intended to allow students to recognise fundamental, consistent and inclusive British values.

Students will explore and attempt to define the nature of Art. They will study the role and status of Art in the primary curriculum. They will justify and argue the value and benefits related to the teaching of Art, including as a format for understanding cultural diversity. Taught sessions will explore and evaluate current initiatives associated with the teaching of Art.

RE: In this module, students will all receive a general introduction to the RE agreed syllabus appropriate to age range studied. They will have the opportunity to reflect on providing moral, spiritual, social and cultural education. They will focus on:
- Critically assessing the context for religious education in the United Kingdom and, in the context of an increasingly globalised society, 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 communities, 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.

All content makes explicit reference to the content of the Primary National Curriculum: https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum

This work will support students in preparation for the level 5 module, PED5632 SBT 2 as they prepare to take on more responsibility for teaching and learning in the classroom.

Students continue to develop as reflective practitioners through PED4012 and PED5012 Professional Learning and Development modules. In this module, students are encouraged to use those skills to reflect on and evaluate their own skills and practice in relation to planning, teaching and assessment, differentiation and observation and how they enable and support learning. They will consider the impact of their practice on pupil progress. They will continue to develop and refine their key professional skills in relation to planning, teaching, assessment and self-evaluation, as well as enhancing their own professional development through personal reflection.

Analysis of current practices in partner schools informs the setting of priorities for content in this module.

Learning and Teaching Information:

Taught sessions will include a variety of approaches to promote active and collaborative learning, incorporating integrative assessments and elements of the University's Learning, Teaching and Assessment Strategy. Learning will also be supported by resources in reading packs, through subject related classroom resources and Moodle. Students are expected to attend all off-site sessions for field work.

Subject specific lectures and workshops
Hours: 36
Intended Group Size: Upto 40

Cross-curricular tutorials and workshops
Hours: 9
Intended Group Size: Upto 20

Guided Independent Study
Hours: 156

Further details relating to assessment
Students will contribute to an ongoing blog to reflect their developing knowledge and understanding in each of the subject specific areas. Tutors and peers will provide formative feedback to help students identify areas for improvement in preparation for their summative submission.

In a final reflective log students will be given the opportunity to demonstrate their knowledge and understand of each of curricular area, their specific pedagogical approaches and the influence of national priorities. They will evaluate their own practice, and assess approaches to teaching and learning with particular reference to their effectiveness regarding pupil progress. At the same time students will identify barriers to learning, with some consideration as to how these may be overcome. Throughout the assignment students will make links, comparing and contrasting all curricular areas.

Assessment:

Fact File

Module Coordinator - Jenny Stuart-Collins
Level - 5
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered - 5S1Q

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