Students' attendance should be no lower than 60% and their overall academic achievement should be within the 2i 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.
This module is exempt from the randomised selection criteria. Students will be selected by their subject grades, attendance record and interview performance.
Good attendance record and overall good academic achievement especially on their chosen subject. 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.
OverviewThis 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 the 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. Therefore, attendance to university sessions is crucial as it will also give the students the opportunity to discuss aspects related to their weekly placement and receive guidance. The student 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 the students will concentrate on specific aspects of the teachers tasks, and their approach to teaching a whole class. As they progress, their role will be 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.
This module appears in:
Two hours per week, (2 hr lecture) for 10 teaching weeks.
Optional for BA Religious Studies (Single or Joint Honours), and BA Philosophy (Single or Joint Honours) students
Some travel may be required by students taking this module. In this instance, it should be noted that the University is unable to cover the cost of any such journey.
Method of assessment
There are three assessment methods. Learning outcomes being assessed are shown in brackets:
Online journals (10%). One short entry per school visit (10 in total), each journal entry should be 300 words.
Teacher Assessment (10%). Designated teachers will be provided with an assessment form to complete.
End of module report and portfolio (80%). 1,500 word report, observation forms, oral presentation (including student's reflection on task), class assignments and teaching materials.
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)
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)
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).
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)
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.