Undergraduate Course: Curriculum and Pedagogy 3a: Languages and Religious and Moral and Philosophical Studies (EDUA10102)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 3 Undergraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | The course has been designed to extend student's awareness and understanding of key areas of the Primary School curriculum, notably Language and literacy and Religious, Moral and Philosophical Studies within the broader context of the BEd (Honours) Primary Programme. In addition to Language and RMPS being acknowledged as, and taught mainly as, discrete strands on the course, advantage is taken throughout of opportunities to demonstrate to students how these areas of leraning can effectively complement each other. The course builds on aspects of Language and literacy covered in Curriculum and Pedagogy 1a and 2a and on aspects of RMPS covered in Curriculum and Pedagogy 2c. |
| Course description |
Curriculum and Pedagogy 3a has been designed to develop further and extend students¿ awareness and understanding of key areas of the Primary School curriculum, notably language and literacy and Religious, Moral and Philosophical Studies within the broader context of the B.Ed. (Honours Primary) Programme. In addition to language and RME being acknowledged as, and taught mainly as, discrete strands on the course, advantage is taken throughout of opportunities to demonstrate to students how these areas of learning can effectively complement each other. The course builds on aspects of language and literacy covered in CP 1a, CP 2a and on aspects of RME covered in CP2c.
The language aspect of the course deepens students¿ knowledge and understanding about language teaching and how this can be accomplished through and in all areas of the curriculum, enhancing students¿ literacy planning skills and helping them develop a personal philosophy for teaching this important area of the curriculum. The focus in this is on Upper Primary and on the teaching and development of talking and writing across the curriculum.
The RME aspect of the course deepens students¿ knowledge about issues in the Philosophy of Religion with a particular focus on Arguments for the Existence of God, The Problem of Suffering, Miracles, Sciences and Religion and Life After Death.
Together both of these strands offer students opportunities to reflect on the Primary curriculum, think imaginatively and plan for wider cross-curricular connections and interdisciplinary work in their professional practice.
Teaching and learning in CP 3a reflects the fact that students will be able to call on their experiences and learning from a ten-week placement experience just completed in Middle and Upper Primary. CP 3a will also prepare students to teach on the final placement that follows in B.Ed. 4.
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Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2016/17, Available to all students (SV1)
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Quota: 1 |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
196 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
The underpinning theoretical justification for a series of lessons will be the basis for the assessment of the course (3000 words). Students will be asked to briefly outline a sequence of 3 lessons which demonstrates an interdisciplinary approach to Literacy and RME; give a theoretical justification for the approach taken and making strong connections between theory, policy and practice as well as demonstrating learning from both the RME and Literacy elements of the course.
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| Feedback |
Informal, formative feedback takes place during workshop discussions throughout the semester. Your tutor will comment on your understanding of the ideas covered in the course, and may give you specific advice regarding your progress. Such feedback is intended to help you understand what your strengths and development points are, and to enable you to take informed responsibility for your learning and progression.
In addition, this course will include a number of opportunities for formative assessment utilising assessment feedback from tutors and peers. These opportunities will be provided through:
¿ Problem based learning activities which conclude with a presentation to the workshop group and feedback on presentations from tutors and peers
¿ Taking part in role plays and reflecting on learning
¿ Presenting writing plans and rough drafts of sequences and lesson plans and essays to peers in order to receive feedback
¿ Self assessment through keeping a learning portfolio in relation to weekly readings and making connections through this with practice and policy.
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| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate awareness and critical knowledge of the cognitive, personal, social and cultural aspects of children¿s literacy and RME development
- Use a range of skills, techniques and materials that are suitable for teaching and learning an interdisciplinary sequence of lessons using literacy and RME
- Offer professional insights and solutions to the support and integration of pupils with English as an Additional Language, using originality and creativity
- Use a range of teaching skills and techniques, with critical insight, to support the development of progression in learning with suitable assessment
- Plan stimulating, relevant and challenging programmes of work that integrate literacy with RME, and demonstrate an understanding of the role of the teacher in the sequence of lessons
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Reading List
Language readings
Core Texts:
Grainger, T. (ed.) (2004) The Routledge Falmer Reader in Language and Literacy London, Routledge Falmer
Hall, K. (2003) Listening to Stephen Read, Multiple Perspectives on Literacy, Buckingham, OUP
Fisher, R., Brooks, G., Lewis M. (2002) Raising Standards in Literacy, London, Routledge Falmer
Ellis, S. & Mills, C. (2002 ) Connecting, Creating, New Ideas in the Teaching of Writing, Royston, UKRA
Gibbons, P. (1996) Learning to Learn in a Second Language, Newtown, NSW: Primary English Teaching Association
Recommended Reading:
Bearne, E., Ellis, S., Graham, L., Hulme, P., Merchant, G. (2004) More than Words: Multimodal Texts in the Classroom, London, QCA.
Derewianka, B. (1996) Exploring the Writing of Genres, Royston, UKLA.
Hall, K. & Burke, W. (2003) Making Formative Assessment Work, Effective Practice in the Primary Classroom, Maidenhead, OUP .
King, C. & Briggs, J. (2005) Literature Circles: Better Talking, More Ideas, Royston, UKLA.
Marsh, J. (2000) Literacy and Popular Culture, Using Children¿s Culture in the Classroom, London, Paul Chapman.
Marshall, B. (2004) English Assessed, Sheffield, NATE.
McLaughlin, M. & DeVoogd, G. (2004) Critical Literacy, Enhancing Students¿ Comprehension of Text, New York, Scholastic.
Smith, V. (2005) Making Reading Mean, Royston, UKLA.
Wilson, A. (1999) Language Knowledge for Primary School Teachers, London, David Fulton.
Wray , D. & Lewis, M. (1997) Extending Literacy. Children Reading and Writing Non Fiction, London, Routledge.
Journals:
Journal of Research into Reading
Education 3-13
English in Education (NATE)
Websites:
Literacy (UKLA)
http://www.blackwell-synergy.com/cookieabsent.html
www.lib.ed.ac.uk
www.LTScotland.com/assess
www.ukla.org
www.clpe.co.uk
www.teachers.tv/home.do
www.acurriculumforexcellencescotland.gov.uk
http://sitc.education.ed.ac.uk
http:/www.naldic.org.uk
http:/www.multiverse.ac.uk
In their focus on language and literacy and the teaching of writing these core texts and websites also support the use of talk and the role of talk in intellectual enquiry. In addition, each week of the Language Strand has assigned reading. This allows for key readings to support the topic of each week¿s lecture and workshop as well as reading that allows for the ¿enquiry trail¿ that the students and the current external examiner have identified and commented favorably upon. Students will be able to choose a particular line of enquiry and follow a thread through the wide range of resources/readings that are posted for each week of the course (the range of titles etc is too wide to list here).
RME readings
Core Texts:
Erricker C., Lowndes J. and Bellchambers, E. (2011) Primary Religious Education ¿A new approach. London, Routledge .
Vardy P. The Puzzle of God, (1999) London: Fount Publishers.
Recommended Reading:
Armstrong K. (2001) The Battle for God, New York: Random Publishing.
Armstrong K. (2011) A History of God, London: Vintage Books.
Armstrong K. (2011) The Case for God, London: Vintage Books.
Darrel J. Fasching D., deChant D. and Latinga D. (2011) Comparative Religious Ethics: A narrative Approach London: Wiley-Blackwell.
Morgan P. (1996) Ethical Issues in Religious Traditions, Edinburgh University Press
Smart N. (1960) World Religions, Baltimore: Penguin.
Smart N. (1984) The Religious experience of Mankind, New York: Scribner.
Smart N. (2000) World Philosophies, New York: Routledge.
Journals:
Dialogue.
Philosophy Today
Web Sites:
A Level Religious Studies www.faithnet.org.uk http://logosre.net.ks5 www.reonline.org.uk
Ethics Updates http://www.mdx.ac.uk/www/philosophy/
Gensler¿s Philosophy Exercises www.jcu.edu/philosophy/gensler/ethics/htm
BBC Religion and Ethics www.bbc.co.uk/religion
Socratic Ideas www.socraticideas.com
A Level Philosophy Conferences for students and teachers of A-level Philosophy
www.alevelphilosophy.co.uk
A Guide to Philosophy on the Internet www.earlham.edu/-peters/philinks.htm
The Royal Institute of Philosophy links page www.royalinstitutephilosophy.org/links.htm
Philosophy Pages www.philosophypages.com
The Guardian Philosophy and Ethics links http://education.guardian.co.uk/netclass/schools/links/0,,124371,00.html
Stanford Encyclopaedia of Philosophy http://plato.stanford.edu/
The International Encyclopaedia of Philosophy www.utm.edu.research.iep/
Sydney Grammar School Philosophy Club www.sydgram.nsw.edu.au/ColelgeSt/clubs/philosophy.html
The Determinism and Free Will Website www.ucl.ac.uk/-uctytho/dfwlntrolndex.htm
The New Testament Gateway The gateway to good academic material on the New Testament designed by Dr Mark Goodacre. www.ntgateway.com/
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Additional Information
| Graduate Attributes and Skills |
The course will encourage you to keep a reflective journal of your professional development, asking key questions about content knowledge and understanding of the issues in teaching and learning in upper primary schools. You will be asked to examine your understanding of issues facing pupils in the 21st century, and how literacy and RME are valued in society.
The course will support you in making independent enquiry about processes, strategies and self-reflection as a means of developing both professional and personal awareness.
Understanding oral, written and visual communication as a means to critique, negotiate, create and communicate understanding will be linked to developing awareness of communication across cultures and language boundaries.
By studying bilingualism and the related issues, you will be engaging in social, cultural, global and environmental responsibilities and issues. The course will consider ways in which skills and abilities for literacy work can benefit and challenge all pupils, but in particular those that value diversity and equality and that encourage all pupils to contribute to the school and the wider community
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| Additional Class Delivery Information |
Weekly lectures (1 hour) and workshops (2 hours) |
| Keywords | Language,literacy,RME,teaching,learning,Primary School |
Contacts
| Course organiser | Ms Ruby Rennie
Tel: (0131 6)51 6331
Email: Ruby.Rennie@ed.ac.uk |
Course secretary | Miss Victoria Lindstrom
Tel: (0131 6)51 4906
Email: vlindstr@exseed.ed.ac.uk |
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