Module EDUM050 for 2017/8
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EDUM050: Secondary Religious Education Subject Knowledge and Pedagogy
This module descriptor refers to the 2017/8 academic year.
Module Aims
The principal aims of the module are to:
- enable you to gain a comprehensive understanding of the background theory, issues and practice relating to current teaching of Religious Education in secondary schools;
- support you to meet the Standards required for the award of Qualified Teacher Status and thus be in a very good position to gain employment as a specialist RE teacher; and
- nurture your development as a reflective and autonomous professional practitioner who is able to identify strengths and areas for development in your subject knowledge and pedagogy, through evaluating current professional practice in relationship to developments in research and curriculum theory.
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. identify and evaluate educational concepts and issues related to Religious Education; 2. recognise pupils learning needs in Religious Education and interpret these learning needs in order to plan, teach, assess and evaluate lessons and schemes of work; 3. demonstrate confident academic and pedagogic subject knowledge to teach Religious Education; 4. demonstrate secure understanding of the statutory requirements of the curriculum in religious education; |
| Discipline-Specific Skills | 5. critically evaluate the relevance of educational theory to practice; 6. synthesise relevant educational literature in support of an argument; 7. use appropriate technologies for data handling and writing in education; 8. present data and findings in a form appropriate for educational contexts; 9. use research data in support of an argument in education. |
| Personal and Key Skills | 10. manage your own learning development; 11. learn effectively and be aware of your own learning strategies; 12. express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes; 13. work productively in different kinds of teams (formal, informal, project based, etc); and 14. think creatively about the main features of a given problem and develop strategies for its resolution. |
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Completion of written tasks during two weeks preliminary experience in schools | 2 weeks in schools prior to beginning course | 1, 2, 4, 13 | Verbal (tutorial) and written |
| Verbal (tutorial) and written | 6 hours | 1,2,3 | Written |
| Subject Knowledge Audit (written task) | 3 hours | 3, 4, 10, 11 | Verbal and written (action plans) |
| Preparation for and Evaluation of Peer Group Teaching (written task) | 6 hours | 1, 2, 3,4,10,11, 12, | Verbal and written (lesson observation form) |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written assignment: essay | 100 | 6,000 words | 1, 5, 6, 7, 8, 9, 12, 14 | Written |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written assignment | Resubmission of essay (6,000 words) | 1, 5, 6, 7, 8, 9, 12, 14 | See notes below. |
Re-assessment notes
RE-ASSESSMENT NOTESIf a submitted assignment is deemed to be a Fail, you will be given feedback outlining what needs to be done to bring the assignment to a pass standard and one opportunity for resubmission will be allowed.
You can choose to resubmit a failed assignment ‘in year’ (i.e. before the final Exam Board in July). The resubmission would normally be made 4 weeks after receiving feedback on the first submission. Alternatively, you may opt to go to the Exam Board with the fail mark. You will then be referred to the Consequences Board who will confirm the conditions for resubmission of the work. Normally the resubmission should be by 1st September. You should discuss these options with your tutor
Note: if you choose the second option, the award of PGCE will be delayed until the Exam Board following any successful resubmission (normally held in December).
In the case of the assignment for the Education and Professional Studies module, there may not be time to mark a resubmitted assignment before the end of the programme; this will mean that the award of PGCE will be delayed until the first Examination Board after July (this is normally held in December).
If an assignment is deemed to be a Fail by the Exam Board, the mark obtained on resubmission will be capped at 50%.
