Religious Studies and Philosophy in the Classroom - TH643

Location Term Level Credits (ECTS) Current Convenor 2018-19
Canterbury Autumn
View Timetable
6 30 (15) MRS YC Ross

Pre-requisites

This module requires a selection process and the maximum number of students to take the module is 8.

In order for the students to be shortlisted for an interview, students' data should evidence that they have an attendance record no lower than 60%, but preferably higher. Similarly, their overall academic achievement should be within the 2(i) classification or higher. In addition, marks for key subjects in their corresponding programme of study should be within the 2(i) classification or higher.

The Partnership Development Office together with the course convenor will provide initial ambassador training. Students will work in a school, with a nominated teacher, for ten half-days during the Autumn Term and will have the opportunity to promote their subject in a variety of ways. The Course Convenor will place students in appropriate schools, either primary or secondary. Students can also find their own placements, however these have to be approved by the Course Convenor who will formalise the placements with the schools.

Restrictions

This module requires a selection process and the maximum number of students to take the module is 8.

In order for the students to be shortlisted for an interview, students' data should evidence that they have an attendance record no lower than 60%, but preferably higher. Similarly, their overall academic achievement should be within the 2(i) classification or higher. In addition, marks for key subjects in their corresponding programme of study should be within the 2(i) classification or higher.

2018-19

Overview

This module is aimed at those students who would like to follow a career as Primary or Secondary School teachers, but is also suitable to those who would like to combine an academic course with work experience. Placements in a school environment will enhance the students' employment opportunities as they will acquire a range of skills. It will also provide students with the opportunity to develop their knowledge and understanding of Religious Education and Philosophy in the primary or secondary school context. The university sessions and weekly school work will complement each other. At the university sessions student will benefit from the opportunity to discuss aspects related to their weekly placement and receive guidance.

Students will spend one half-day per week for ten weeks in a school where each student will have a designated teacher-mentor who will guide their work in school. They will observe sessions taught by their designated teacher and possibly other teachers. Initially, for these sessions students will concentrate on specific aspects of the teachers' tasks, and their approach to teaching a whole class. As they progress, it is expected that their role will be to some extent as teaching assistants, by helping individual pupils who are having difficulties or by working with small groups. They may teach brief or whole sessions with the whole class or with a small group of students where they explain a topic related to the school syllabus. They may also talk about aspects of University life. They must keep a weekly journal reflecting on their activities at their designated school.

Details

This module appears in:


Contact hours

Total Contact Hours: 28
Total Placement Hours: 40
Private Study Hours: 232
Total Study Hours: 300

Method of assessment

• Online journal (3,000 words) – 15%
• Report (1,500 words) and Portfolio – 85%

Indicative reading

Indicative Reading List

General

Capel, Susan Anne, Leask Marilyn, Turner Tony, Learning to Teach in the Secondary School: A Companion to School Experience, (London: Routledge, 2012)
Leibling, Mike, The A-Z of Learning: Tips and Techniques for Teachers (New York: Routledge, 2005)
Religious Education
Reference:
Catto, Rebecca (eds) Religion and Change in Modern Britain, (London: Routledge, 2012)
Hinnells, John, Routledge Companion to the Study of Religion, 2nd ed. (London: Routledge, 2010)
Smart, Ninian, The World's Religions, and (Cambridge: Cambridge University Press, 1998). Woodhead, Linda, Partridge Christopher, Kawanami, Hiroko (ed.) Religions in the Modern World: Traditions and Transformations, (London: Routledge, 2009)

Specific

Brandon Anne-Marie and Andrew Wright (Eds.). Learning to Teach Religious Education in the Secondary School: A Companion to School Experience. (London: Routledge, 20005).
Cavan, Wood. 100 Ideas for Teaching Religious Education. (London: Continuum International, 2008)
Erricker, Clive. A Conceptual and Interdisciplinary Approach for Secondary Level. (New York: Routledge, 2010).
Watson, Brenda, and Thompson Penny. The Effective Teaching of Religion Education. (Edinburgh: Pearson Education Ltd, 2007).
Philosophy
Bowkett, Steve, 100 Ideas for Teaching Thinking Skills. (London: Continuum, 2007)
De A'Echevarria, Ann, Patience Ian. Teaching Thinking, (Alresford: Teachers Pocketbooks, 2008)
Fisher, Robert. Values for Thinking, (Oxford: Nash Pollock, 2001)
Hannam Patricia, Echeverria Eugenio. Philosophy with Teenagers: Nurturing a Moral Imagination for the 21st Century. (London: Continuum International, 2009)

Websites

http://www.education.gov.uk/
http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary

See the library reading list for this module (Canterbury)

See the library reading list for this module (Medway)

Learning outcomes

On successfully completing the module students will be able to:

8.1 Present subject related ideas and concepts concisely and coherently within a classroom setting;
8.2 Devise, develop and evaluate a specific idea or project;
8.3 Understand the importance of professional responsibility and of following professional guidelines;
8.4 Understand the National Curriculum and the role of Religion Education and Philosophy within the Curriculum;
8.5 Display knowledge of the organisation within schools and the management of people within them.

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