MODULE SPECIFICATION TEMPLATE
MODULE DETAILS
Module title
Module code
Credit value
Level
Mark the box to the right of
the appropriate level with an
‘X’
Delivering Creative, Challenging and Engaging RE in the Primary School
ER601
20
Level 4
Level 5
Level 6 x
Level 7
Level 8
Level 0 (for modules at foundation
level)
Entry criteria for registration on this module
Pre-requisites
Co-requisite modules
None
None
Module delivery
Mode of delivery
Taught
Other
X
Distance
Placement
Pattern of delivery
Weekly
X
Block
Other
Online
When module is delivered
Semester 1
X
Semester 2
Throughout year
Other
Brief description of module This module will focus on the development of relevant subject knowledge
content and/ or aims
of differing ideological frameworks i.e. theological, philosophical, ethical,
Overview (max 80 words)
spiritual and non-religious world views. Also it will explore current key
themes in the delivery of Primary RE i.e. creativity; challenge;
engagement; literacy; assessment; inclusion and differentiation; thinking
skills. Students should emerge with deepened subject knowledge and an
ability to identify, elaborate and use creative, challenging and engaging
approaches to RE in the Primary Context.
Module team/ author/
Tom Newlands
coordinator(s)
School
Education
Site/ campus where
Falmer
delivered
Course(s) for which module is appropriate and status on that course
Course
BA (Hons) Primary Education with QTS (3-7)
BA (Hons) Primary Education 5-11 with QTS (5-11)
Status (mandatory/
compulsory/ optional)
Compulsory for RE subject study
Compulsory for RE subject study
BA (Hons) Primary Education with Advanced Studies and QTS (3-7) Compulsory for RE subject study
BA (Hons) Primary Education with Advanced Studies and QTS (5-11) Compulsory for RE subject study
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims
This module will focus on the development of relevant subject
knowledge of differing ideological frameworks i.e. theological,
philosophical, ethical, spiritual and non-religious world views. Also it
will explore current key themes in the delivery of Primary RE i.e.
creativity; challenge; engagement; literacy; assessment; inclusion and
differentiation; thinking skills. Students should emerge with deepened
subject knowledge and an ability to identify, elaborate and use creative,
challenging and engaging approaches to RE in the Primary Context.
Learning outcomes
Students will be able to:
1. show evidence of an extended understanding of ideological
frameworks;
2. demonstrate skill and critical engagement in the problematisation
of subject content;
3. securely explain and illuminate current themes in the delivery of
primary RE;
4. be thoroughly conversant with the sources and agencies in the
professional development of Religious Education.
Content
This module will focus on the development of relevant subject
knowledge of differing ideological frameworks i.e. theological,
philosophical, ethical, spiritual and non-religious world views. Also it
will explore current key themes in the delivery of Primary RE i.e.
creativity; challenge; engagement; literacy; assessment; inclusion and
differentiation; thinking skills. Students should emerge with deepened
subject knowledge and an ability to identify, elaborate and use creative,
challenging and engaging approaches to RE in the Primary Context.
Learning support
Books:
Ashton, E. (2000) Religious Education in the Early Years, London:
Routledge.
Erricker, C., Lowndes, J. & Bellchambers, E. (2011) Primary Religious
Education: A New Approach, Abingon: David Fulton.
Mackley, J. & Draycott, P. (2012) A to Z: Practical Learning Strategies,
Birmingham: Christian Education Publications.
McCreery, E. (2008) Teaching RE: Primary and Early Years, Exeter:
Learning Matters.
Rivett, R. (Ed) (2007) A Teacher’s Handbook of RE (3rd Ed),
Birmingham: CEM Publications.
Journals:
British Journal of Religious Education
RE Today
Websites: all accessed April 2013
BBC Religions: http://www.bbc.co.uk/religion/religions/
RE Online http://www.reonline.org.uk/
The East Sussex Agreed Syllabus for RE :
https://czone.eastsussex.gov.uk/teachinglearning/curriculum/religi
ouseducation/Pages/syllabus.aspx
Teaching and learning activities
Details of teaching and
learning activities
Scheduled
Tutorials
Presentations
Seminars
Unscheduled
Fieldwork/Visits
Wider reading
Follow-up work
Assessment Tasks
Allocation of study hours (indicative)
Where 10 credits = 100 learning hours
Study hours
SCHEDULED
Tutorials
Presentations
Seminars
10
10
40
GUIDED INDEPENDENT
STUDY
Fieldwork/Visits
Wider reading
Follow-up work
Assessment Tasks
10
45
45
40
PLACEMENT
TOTAL STUDY HOURS
200
Assessment tasks
Details of assessment on
this module
Task 1 (Weighting: 50%)
A written submission of 2,000 words in which students select a
question or issue to explore in the context of theological,
philosophical, ethical, spiritual or non religious worldviews.
Task 2 (Weighting: 50%)
In pairs, students deliver a 30 minute workshop exploring an
aspect of a relevant theme in primary RE i.e. creativity; literacy;
assessment; inclusion and differentiation; thinking skills.
Each task will be marked on a percentage basis. In task 2, both
students in a pair will receive the same mark. (1000 word
equivalence)
Referral tasks:
Task 1: reworking of original task.
Task 2: an individual written articulation of a CPD workshop in a
chosen area relevant to the primary context (1000 words).
Types of assessment task1
Indicative list of summative assessment tasks which lead to the award of credit or which are required
for progression.
WRITTEN
Written submission
50%
Workshop presentation
50%
COURSEWORK
PRACTICAL
EXAMINATION INFORMATION
Area examination board
Combined Area Examination Board (Religious Studies Area)
Refer to Faculty Office for guidance in completing the following sections
External examiners
Name
Position and institution
Date appointed
Date tenure
ends
QUALITY ASSURANCE
Date of first approval
September 2013
Only complete where this is not the
first version
Date of last revision
Only complete where this is not the
first version
Date of approval for this
version
September 2013
Version number
1
Modules replaced
Specify codes of modules for which
this is a replacement
Available as free-standing module?
Yes
No
1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included
under the type of assessment most appropriate to the particular task.
x