ER502
Sept 2012
Page 1 of 5
s
Module Description
Title
Narratives and Texts
Code
ER502
Level
5
Credit rating
10
Pre-requisites / Corequisites / Entry criteria
for freestanding modules
Type of module
None
Aims
The aims for this module are set into the context of the QAA
Framework for Higher Education Qualifications and they relate to
the SEEC level descriptors for level 5 study.
Learning outcomes
In relation to the QAA Framework for Higher Education
Qualifications and the SEEC level descriptors for level 5 study, by
the end of the module students should be able to:
Taught
1. demonstrate an understanding of the use and importance of
narratives, texts and festivals in religious practice;
2. demonstrate an understanding of the use and importance of
narratives, texts and festivals in the primary RE classroom;
3. select and use appropriate creative strategies for teaching
narratives, texts and festivals in the primary RE classroom;
4. recognise the relationship between narratives, texts and
festivals.
Content
The module will examine the use and importance of narratives, texts
and festivals in religious practice and in the primary RE classroom.
Appropriate creative teaching strategies for the primary RE
classroom will be explored. The exemplar religions for this module
will be Christianity and/or Judaism.
Learning and teaching
strategies
Contact Time:
Seminars
Visits and visitors
Presentation of primary RE lessons
Non-contact Time:
Guided reading and research to support seminars
Self-directed visits to places of worship
Preparation for assessment tasks
ER502
Sept 2012
Learning support
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Books:
Ashton, E. (2000) Religious Education in the Early Years, London:
Routledge
Butler, H. & Hudson, C. (2004), Story and Storytelling in RE.
Nottingham: The Stapleford Centre
Hoffman, C.M. (2008) Teach Yourself Judaism., London: Hodder
and Stoughton
Solomon, N. (1996) Judaism: A Very Short Introduction. Oxford:
Oxford University Press
Woodhead, L. (2005) Christianity – A Very Short Introduction,
Oxford: OUP
Young, J. (2008) Teach Yourself Christianity, London: Hodder and
Stoughton
Journals:
RE Today
Electronic Sources (last accessed July 2012):
Cumbria Grid for Learning:
http://www.cumbriagridforlearning.org.uk/index.php?category_i
d=167
Festivals on the Net: http://www.holidays.net/index2.htm
Internet Sacred Text Archive: http://www.sacredtexts.com/isl/index.htm
ER502
Sept 2012
Assessment task
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Assessment will be in the context of the University of Brighton
Assessment Policy and the Faculty Code of Practice in
Assessment, and students will be required to complete the following
tasks:
Task 1 (Weighting – 50%) – Essay (1500 words)
Students submit a written submission that demonstrates an
understanding of the use and importance of narratives, texts and
festivals in religious practice and the primary RE classroom.
Task 2 (Weighting – 50%) - Lesson
In groups of 3 or 4, students plan and deliver a lesson on a chosen
festival in Judaism or Christianity to a specified age group.
Each task will be marked on a percentage basis.
For task 2, each member of a group will receive the same mark.
(However, in the event of significant absenteeism or unequal
contribution from any individual member, an individual essay
task (1000 words) may be set as an alternative task at the
discretion of the course leader).
Referral task:
Task 1: Reworking of original task(s)
Task 2: Individually, using the University of Brighton proforma,
produce a detailed lesson plan on a chosen festival in Judaism or
Christianity to a specified age group.
Assessment criteria
General criteria for assessment are framed by the SEEC descriptors
for level 5. Against specific criteria, credit will be awarded for:
Task 1
 understanding of the use and importance of narratives, texts
and festivals in religious practice (LO1);
 understanding of the use and importance of narratives, texts
and festivals in the primary RE classroom (LO2).
Task 2
 selecting and using appropriate creative strategies for teaching
narratives, texts and festivals in the primary RE classroom
(LO3);
 recognising the relationship between narratives, texts and
festivals (LO4).
All learning outcomes must be achieved in order to pass the module
at the threshold level.
ER502
Sept 2012
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KIS contact and assessment information
Allocation of study hours Activity
to activities
Assessment tasks
Study hours
SCHEDULED
Indicative modes:
Lectures, seminars, tutorials,
project supervision,
demonstrations, practical
classes and workshops,
supervised time in workshop/
studio, fieldwork, external
visits, work-based learning
Mode of Study
Hours
%
Seminars
20
20
Visits to Places of
Worship
6
6
Presentation of
primary RE lessons
4
4
GUIDED INDEPENDENT
STUDY
Indicative modes:
Independent study including
wider reading/ practice,
follow-up work, completion of
assessment tasks, revision
etc
Mode of Study
Hours
%
Guided reading and
research to support
seminars
Self directed visits to
places of worship
Preparation for
assessment tasks
30
30
10
10
30
30
PLACEMENT
Learning away from the
University that is not a year
abroad or work-based
learning
Activity
WRITTEN
Written exam
COURSEWORK
Written assignment/ essay,
report, dissertation, portfolio,
project output
PRACTICAL
Oral assessment and
presentation, practical skills
assessment
OTHER
Set exercises assessing
application of knowledge,
analytical, problem-solving or
evaluative skills
Further details
%
Students submit a written
submission that demonstrates
an understanding of the use
and importance of narratives,
texts and festivals in religious
practice and the primary RE
classroom.
50%
In groups of 3 or 4, students
plan and deliver a lesson on a
chosen festival in Judaism or
Christianity to a specified age
group.
50%
ER502
Sept 2012
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Brief description of
module content and/or
aims for publicity
Area examination board
This module explores the use and importance of narratives, texts
and festivals in religious practice and in the primary RE classroom
with a focus on Judaism and/or Christianity.
Combined Area Examination Board
Module co-ordinator
Tom Newlands
Normal module duration)
One semester
Site where delivered
Falmer
Date of first approval
September 2012
Date of last revision
N/A
Date of approval of this
version
Version number
September 2012
Replacement for previous
module
Route(s) for which
module is acceptable and
status in Route
Course(s) for which
module is acceptable and
status in course
School home
Formerly coded ER203
External examiner(s)
Maria James
1
BA (Hons) Primary Education with QTS: 3-7 and 5-11: Compulsory
BA (Hons) Primary Education with QTS: 3-7 and 5-11: Compulsory
Falmer