Modules for course X120 | BA/PELQTS
BA Primary Education

These were the modules for this course in the 2018–19 academic year.

You can also view the modules offered in the years: 2019–20.

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Year 1 Modules

Compulsory Modules

Semester 1

  • XCB-1008: Literacy & Numeracy 1 (30)
    1. To introduce knowledge and understanding of the content of the areas of Language Skills, Literacy and Communication; Developing Welsh and Mathematical Development in the context of Foundation Phase areas. 2. To introduce basic knowledge and understanding of some teaching and learning practices and strategies within the learning areas in 1 above based on the basic philosophy of the Foundation Phase, learning through play and active learning. 3. A general introduction to the linguistic and mathematical development of a child and methods of observing and recording their achievements and planning the next steps. 4. To raise awareness of the interrelationship between the other learning areas within the 3-7 year old Learning Framework in the context of literacy and numeracy in practical contexts across the areas and fields including outdoors; 5. Identify the interrelationship between the areas of Language Skills, Literacy and Communication; Developing Welsh, English and Mathematical Development with aspects of a child’s Personal and Social Development, Wellbeing and Cultural Diversity and the Welsh curriculum; 6. A general introduction to how aspects of thinking, communication, numeracy and ICT skills can be developed within the areas of Language Skills, Literacy and Communication; Developing Welsh, English and Mathematical Development based on the requirements of the Skills Framework. 7. To improve trainees’ language and numeracy in order to deal with common mistakes and slips made by children in the Foundation Phase. 8. Introduction to the learning of Welsh as a second language : bilingualism; how to plan everyday Welsh and introduce Welsh vocabulary and patterns within common situations and contexts in the Foundation Phase. 9. Introduction to the teaching of English and English as an additional language to learners in the Foundation Phase.
  • XCE-1009: The Child's World 1 (30)
    1. Introduction to Religious Education and four of the Foundation Phase Areas of Learning: (i) Knowledge and Understanding of the World (ii) Physical Development; (iii) Creative Development; (iv) Personal and Social Development, Wellbeing and Cultural Diversity 2. Appropriate strategies for the application of the various areas above in the Foundation Phase at the level expected at Level 4 whilst appreciating the nature of different learning environments. 3. Raise awareness of how the development of literacy, numeracy and ICT can be promoted via Religious Education and the areas noted above. 4. Health and Safety issues
  • XCE-1010: Professional Studies 1 (30)
    1. The rights of the child as a local and global citizen together with their needs as learners. 2. The way in which intellectual, linguistic, emotional, moral and spiritual, creative, physical, and social development affects learning and teaching in an inclusive context. 3. Overview of different learning styles for children and their implications for planning and when working with other professionals. 4. The responsibilities of the professional person in relation to establishing and maintaining an appropriate work environment and a positive ethos. 5. The triangle model of provision for the Foundation Phase. What makes an excellent practitioner in the Foundation Phase? 6. Analytic observation of children learning, effective recording, and using observations to relate learning and teaching to the needs of children. 7. The process of planning for delivering broad, challenging, and rich experiences for children: developing schemes long and short term schemes of work, lessons, and appropriate tasks. 8. Safeguarding children – obligations of child safety procedures and the role of the Children’s Commissioner in Wales. Aspects such as these together with Health and Safety, are presented during the professional week.
  • XCE-1011: School Experience 1 (30)
    What is learnt in the College modules of the programme is applied to the teaching situation in a primary school. Trainees have opportunities to observe how children learn and the strategies used by experienced teachers to advance that process. Following this, the focus is on thorough preparation, class management, planning for progression and assessment. Trainees are given the opportunity to gain experience with more than one age-group within the teaching scope of their programme over the three years. The criteria of the practical teaching relate to the statutory standards (Becoming a Qualified Teacher Circular No 017/2009), adapted to the appropriate level. The detailed criteria are listed under the following headings: S1: Professional values and practice. S2: Knowledge and understanding. S3.1: Planning, expectations, and targets. S3.2: Monitoring and assessment. S3.3: Teaching and class management. Attention is given within each School Experience to child safeguarding issues. (The detailed criteria for Level 4 are listed in the School Experience Handbook.) The structure and content of School Experience are necessarily complex. Every trainee receives the School Experience Handbook, which shows all the requirements in detail. Clear guidelines are provided as well as examples of every form that is used for assessment and recording. To understand the content of the School Experience module fully, it is necessary to look at the School Experience Handbook as well as the documentation of the National Curriculum and the statutory standards (Becoming a Qualified Teacher Circular No 017/2009) and non-statutory guidelines (Becoming a Qualified Teacher Handbook of Guidance) of the Welsh Government, which show in detail what rules this element of the programme to a large extent.

Semester 2

  • XCB-1008: Literacy & Numeracy 1
    1. To introduce knowledge and understanding of the content of the areas of Language Skills, Literacy and Communication; Developing Welsh and Mathematical Development in the context of Foundation Phase areas. 2. To introduce basic knowledge and understanding of some teaching and learning practices and strategies within the learning areas in 1 above based on the basic philosophy of the Foundation Phase, learning through play and active learning. 3. A general introduction to the linguistic and mathematical development of a child and methods of observing and recording their achievements and planning the next steps. 4. To raise awareness of the interrelationship between the other learning areas within the 3-7 year old Learning Framework in the context of literacy and numeracy in practical contexts across the areas and fields including outdoors; 5. Identify the interrelationship between the areas of Language Skills, Literacy and Communication; Developing Welsh, English and Mathematical Development with aspects of a child’s Personal and Social Development, Wellbeing and Cultural Diversity and the Welsh curriculum; 6. A general introduction to how aspects of thinking, communication, numeracy and ICT skills can be developed within the areas of Language Skills, Literacy and Communication; Developing Welsh, English and Mathematical Development based on the requirements of the Skills Framework. 7. To improve trainees’ language and numeracy in order to deal with common mistakes and slips made by children in the Foundation Phase. 8. Introduction to the learning of Welsh as a second language : bilingualism; how to plan everyday Welsh and introduce Welsh vocabulary and patterns within common situations and contexts in the Foundation Phase. 9. Introduction to the teaching of English and English as an additional language to learners in the Foundation Phase.
  • XCE-1009: The Child's World 1
    1. Introduction to Religious Education and four of the Foundation Phase Areas of Learning: (i) Knowledge and Understanding of the World (ii) Physical Development; (iii) Creative Development; (iv) Personal and Social Development, Wellbeing and Cultural Diversity 2. Appropriate strategies for the application of the various areas above in the Foundation Phase at the level expected at Level 4 whilst appreciating the nature of different learning environments. 3. Raise awareness of how the development of literacy, numeracy and ICT can be promoted via Religious Education and the areas noted above. 4. Health and Safety issues
  • XCE-1010: Professional Studies 1
    1. The rights of the child as a local and global citizen together with their needs as learners. 2. The way in which intellectual, linguistic, emotional, moral and spiritual, creative, physical, and social development affects learning and teaching in an inclusive context. 3. Overview of different learning styles for children and their implications for planning and when working with other professionals. 4. The responsibilities of the professional person in relation to establishing and maintaining an appropriate work environment and a positive ethos. 5. The triangle model of provision for the Foundation Phase. What makes an excellent practitioner in the Foundation Phase? 6. Analytic observation of children learning, effective recording, and using observations to relate learning and teaching to the needs of children. 7. The process of planning for delivering broad, challenging, and rich experiences for children: developing schemes long and short term schemes of work, lessons, and appropriate tasks. 8. Safeguarding children – obligations of child safety procedures and the role of the Children’s Commissioner in Wales. Aspects such as these together with Health and Safety, are presented during the professional week.
  • XCE-1011: School Experience 1
    What is learnt in the College modules of the programme is applied to the teaching situation in a primary school. Trainees have opportunities to observe how children learn and the strategies used by experienced teachers to advance that process. Following this, the focus is on thorough preparation, class management, planning for progression and assessment. Trainees are given the opportunity to gain experience with more than one age-group within the teaching scope of their programme over the three years. The criteria of the practical teaching relate to the statutory standards (Becoming a Qualified Teacher Circular No 017/2009), adapted to the appropriate level. The detailed criteria are listed under the following headings: S1: Professional values and practice. S2: Knowledge and understanding. S3.1: Planning, expectations, and targets. S3.2: Monitoring and assessment. S3.3: Teaching and class management. Attention is given within each School Experience to child safeguarding issues. (The detailed criteria for Level 4 are listed in the School Experience Handbook.) The structure and content of School Experience are necessarily complex. Every trainee receives the School Experience Handbook, which shows all the requirements in detail. Clear guidelines are provided as well as examples of every form that is used for assessment and recording. To understand the content of the School Experience module fully, it is necessary to look at the School Experience Handbook as well as the documentation of the National Curriculum and the statutory standards (Becoming a Qualified Teacher Circular No 017/2009) and non-statutory guidelines (Becoming a Qualified Teacher Handbook of Guidance) of the Welsh Government, which show in detail what rules this element of the programme to a large extent.

Year 2 Modules

Compulsory Modules

Semester 1

  • XCB-2008: Core Subject Studies 1 (30)
    1. Knowledge and understanding of specific aspects of the skills and core subjects of the National Curriculum in Key Stage 2. 2. Knowledge and understanding of additional teaching and learning strategies for the skills and core subjects. 3. The interrelationship of skills and the core subjects. 4. Examining further the relationship of the core subjects with the cross-curricular dimensions. 5. Develop / Introduce opportunities for planning for the promotion of relevant aspects of literacy, numeracy and ICT within the context of the core / non-core at Key Stage 2. 6. Revise specific aspects of language and numeracy at the trainee level and identify strategies to introduce these and the teaching at Key Stage 2. 7. Building upon the personal skills of trainees in oracy, reading and writing in Welsh. Vocabulary, sentence patterns and strategies to teach Welsh as a second language through themes suitable for Key Stage 2. Identify appropriate teaching methodologies and approaches for delivering aspects of oracy, reading and writing in Welsh as a second language for learners 8. Teaching strategies to promote oral work, reading and writing of learners of different abilities and experiences where English is a first and an additional language. Evaluating the role of planning and assessment within the learning process. 9. Developing trainees’ personal English literacy skills.
  • XCE-2009: Non-Core Subject Stud. 1 (30)
    1. Development of Religious Education and the non-core subjects in the primary school: (i) Physical Education; (ii) Religious Education; (iii) Art and Design; (iv) Music; (v) Geography; (vi) Design and Technology; (vii) History. 2. Appropriate strategies for the application of information from the various subjects in the primary classroom at the level expected at Level 5. 3. Health and Safety issues 4. Introduction of opportunities to plan for the promotion of relevant aspects of literacy, numeracy and ICT in the non-core subjects in Key Stage 2. 5. Cross-curricular elements including Skills Framework, PSE and ESDGC
  • XCE-2010: Professional Studies 2 (30)
    1. Curriculum requirements and key documents that underpin current teaching philosophies. 2. Pedagogy and strategies for learning and enhancement of thinking skills 3. Different assessment strategies for learning to meet the learning needs of learners and to ensure progress and development in learners' attainment, such as sharing learning outcomes, preparing oral and written feedback, setting improvement targets for individuals, developing self-assessment in learners, and peer assessment in the assessment cycle. 4. Understanding the inclusive and differentiated requirements of learners with Additional Learning Needs (in accordance with the definition provided by ESTYN). 5. Analytic observation of learners learning, effective recording, and using the results for differential planning in accordance with learners' needs. 6. Class management: the use of space, resources (including ICT), time, and additional persons to further learning and teaching. 7. The development of children’s minds and the knowledge they possess and bring to the learning from other areas together with their implications for teachers. 8. The psychological elements that can support teachers in creating and maintaining an appropriate learning environment and an effective standard of discipline in the classroom. 9. Planning appropriate and interesting lessons in the correct way in preperation to teach Key Stage 2 children and being professional on school experience. 10. Understanding about the well-being and safeguarding issues surrounding the education of children.
  • XCE-2011: School Experience 2 (30)
    What is learnt in the college modules of the programme is applied to the teaching situation in a primary school. The focus is on thorough preparation, class management, and planning for progression, with opportunities also provided for observing experienced teachers. In Year 2, the main placement involves eight weeks in a Key Stage 2 class. The criteria of the practical teaching relate to the statutory standards, adapted to the appropriate level. The detailed criteria are listed under the following headings: S1: Professional values and practice. S2: Knowledge and understanding. S3.1: Planning, expectations, and targets. S3.2: Monitoring and assessment. S3.3: Teaching and class management. Increasing attention is given within each School Experience to child safeguarding issues. (The detailed criteria for Level 5 are listed in the School Experience Handbook.) The structure and content of School Experience are necessarily complex. Every trainee receives the School Experience Handbook, which shows all the requirements in detail. Clear guidelines are provided as well as examples of every form that is used for assessment and recording. To understand the content of the School Experience module fully, it is necessary to look at the School Experience Handbook as well as the documentation of the National Curriculum and the statutory standards and non-statutory guidelines of the Welsh Government (Becoming a qualified teacher Circular 017/2009), which show in detail what rules this element of the programme to a large extent. At the end of Semester 4, the trainee has a placement of one week in a school in order to add to the variety of experiences. During this week, trainees are placed either with Yr 2 and Yr 3 or in a Year 6 class and visit the secondary school to which the pupils progress, so as to develop their awareness of the transition from Early Years to KS2 or from KS2 to Secondary.

Semester 2

  • XCB-2008: Core Subject Studies 1
    1. Knowledge and understanding of specific aspects of the skills and core subjects of the National Curriculum in Key Stage 2. 2. Knowledge and understanding of additional teaching and learning strategies for the skills and core subjects. 3. The interrelationship of skills and the core subjects. 4. Examining further the relationship of the core subjects with the cross-curricular dimensions. 5. Develop / Introduce opportunities for planning for the promotion of relevant aspects of literacy, numeracy and ICT within the context of the core / non-core at Key Stage 2. 6. Revise specific aspects of language and numeracy at the trainee level and identify strategies to introduce these and the teaching at Key Stage 2. 7. Building upon the personal skills of trainees in oracy, reading and writing in Welsh. Vocabulary, sentence patterns and strategies to teach Welsh as a second language through themes suitable for Key Stage 2. Identify appropriate teaching methodologies and approaches for delivering aspects of oracy, reading and writing in Welsh as a second language for learners 8. Teaching strategies to promote oral work, reading and writing of learners of different abilities and experiences where English is a first and an additional language. Evaluating the role of planning and assessment within the learning process. 9. Developing trainees’ personal English literacy skills.
  • XCE-2009: Non-Core Subject Stud. 1
    1. Development of Religious Education and the non-core subjects in the primary school: (i) Physical Education; (ii) Religious Education; (iii) Art and Design; (iv) Music; (v) Geography; (vi) Design and Technology; (vii) History. 2. Appropriate strategies for the application of information from the various subjects in the primary classroom at the level expected at Level 5. 3. Health and Safety issues 4. Introduction of opportunities to plan for the promotion of relevant aspects of literacy, numeracy and ICT in the non-core subjects in Key Stage 2. 5. Cross-curricular elements including Skills Framework, PSE and ESDGC
  • XCE-2010: Professional Studies 2
    1. Curriculum requirements and key documents that underpin current teaching philosophies. 2. Pedagogy and strategies for learning and enhancement of thinking skills 3. Different assessment strategies for learning to meet the learning needs of learners and to ensure progress and development in learners' attainment, such as sharing learning outcomes, preparing oral and written feedback, setting improvement targets for individuals, developing self-assessment in learners, and peer assessment in the assessment cycle. 4. Understanding the inclusive and differentiated requirements of learners with Additional Learning Needs (in accordance with the definition provided by ESTYN). 5. Analytic observation of learners learning, effective recording, and using the results for differential planning in accordance with learners' needs. 6. Class management: the use of space, resources (including ICT), time, and additional persons to further learning and teaching. 7. The development of children’s minds and the knowledge they possess and bring to the learning from other areas together with their implications for teachers. 8. The psychological elements that can support teachers in creating and maintaining an appropriate learning environment and an effective standard of discipline in the classroom. 9. Planning appropriate and interesting lessons in the correct way in preperation to teach Key Stage 2 children and being professional on school experience. 10. Understanding about the well-being and safeguarding issues surrounding the education of children.
  • XCE-2011: School Experience 2
    What is learnt in the college modules of the programme is applied to the teaching situation in a primary school. The focus is on thorough preparation, class management, and planning for progression, with opportunities also provided for observing experienced teachers. In Year 2, the main placement involves eight weeks in a Key Stage 2 class. The criteria of the practical teaching relate to the statutory standards, adapted to the appropriate level. The detailed criteria are listed under the following headings: S1: Professional values and practice. S2: Knowledge and understanding. S3.1: Planning, expectations, and targets. S3.2: Monitoring and assessment. S3.3: Teaching and class management. Increasing attention is given within each School Experience to child safeguarding issues. (The detailed criteria for Level 5 are listed in the School Experience Handbook.) The structure and content of School Experience are necessarily complex. Every trainee receives the School Experience Handbook, which shows all the requirements in detail. Clear guidelines are provided as well as examples of every form that is used for assessment and recording. To understand the content of the School Experience module fully, it is necessary to look at the School Experience Handbook as well as the documentation of the National Curriculum and the statutory standards and non-statutory guidelines of the Welsh Government (Becoming a qualified teacher Circular 017/2009), which show in detail what rules this element of the programme to a large extent. At the end of Semester 4, the trainee has a placement of one week in a school in order to add to the variety of experiences. During this week, trainees are placed either with Yr 2 and Yr 3 or in a Year 6 class and visit the secondary school to which the pupils progress, so as to develop their awareness of the transition from Early Years to KS2 or from KS2 to Secondary.

Year 3 Modules

Compulsory Modules

Semester 1

  • XCE-3012: Professional Studies 3 (30)
    1. The elements that directly affect school effectiveness, including: (i) the roles of individuals, groups, institutions, and external agencies; (ii) the steps for school improvement within a learner’s educational journey; (iii) teachers' professional obligations and responsibilities, including their legal obligations; (iv) working with various stakeholders, including parents; (v) planning the curriculum /areas of learning, assessing and recording progress; (vi) creating a positive work ethos; (vii) educational policies and practice. 2. Social inclusion and equal opportunities, including race, gender, disability, and social class. 3. Current and contemporary developments. 4. Impartial career advice and information regarding job applications writing a C.V, interview skills etc throughout planned sessions during professional week.
  • XCE-3013: School Experience 3 (30)
    What is learnt in the college modules of the programme is applied to the teaching situation in a primary school. The focus is on all the requirements of the statutory standards. In Year 3, the placement involves nine weeks in one school teaching either a Foundation Phase class (3-7) or a Key Stage 2 class (7-11). The detailed criteria are listed under the following headings: S1: Professional values and practice. S2: Knowledge and understanding. S3.1: Planning, expectations, and targets. S3.2: Monitoring and assessment. S3.3: Teaching and class management. Specification detail is given ti safeguarding issues whilst on School Experience. (The detailed criteria are listed in the School Experience Handbook.) The structure and content of School Experience are necessarily complex. Every trainee receives the School Experience Handbook, which shows all the requirements in detail. Clear guidelines are provided as well as examples of every form that is used for assessment and recording. To understand the content of the School Experience module fully, it is necessary to look at the School Experience Handbook as well as the documentation of the National Curriculum and the statutory standards and non-statutory guidelines of the Welsh Government (Becoming a qualified teacher circ 017/2009), which show in detail what rules this element of the programme to a large extent.

Semester 2

  • XCE-3012: Professional Studies 3
    1. The elements that directly affect school effectiveness, including: (i) the roles of individuals, groups, institutions, and external agencies; (ii) the steps for school improvement within a learner’s educational journey; (iii) teachers' professional obligations and responsibilities, including their legal obligations; (iv) working with various stakeholders, including parents; (v) planning the curriculum /areas of learning, assessing and recording progress; (vi) creating a positive work ethos; (vii) educational policies and practice. 2. Social inclusion and equal opportunities, including race, gender, disability, and social class. 3. Current and contemporary developments. 4. Impartial career advice and information regarding job applications writing a C.V, interview skills etc throughout planned sessions during professional week.
  • XCE-3013: School Experience 3
    What is learnt in the college modules of the programme is applied to the teaching situation in a primary school. The focus is on all the requirements of the statutory standards. In Year 3, the placement involves nine weeks in one school teaching either a Foundation Phase class (3-7) or a Key Stage 2 class (7-11). The detailed criteria are listed under the following headings: S1: Professional values and practice. S2: Knowledge and understanding. S3.1: Planning, expectations, and targets. S3.2: Monitoring and assessment. S3.3: Teaching and class management. Specification detail is given ti safeguarding issues whilst on School Experience. (The detailed criteria are listed in the School Experience Handbook.) The structure and content of School Experience are necessarily complex. Every trainee receives the School Experience Handbook, which shows all the requirements in detail. Clear guidelines are provided as well as examples of every form that is used for assessment and recording. To understand the content of the School Experience module fully, it is necessary to look at the School Experience Handbook as well as the documentation of the National Curriculum and the statutory standards and non-statutory guidelines of the Welsh Government (Becoming a qualified teacher circ 017/2009), which show in detail what rules this element of the programme to a large extent.

60 credits from:

  • XCB-3010: Literacy and Numeracy 2 (30) (Semester 1 + 2)
    1. To develop their knowledge and understanding of the content of the areas of Language Skills, Literacy and Communication; Developing Welsh, English and Mathematical Development in the context of Foundation Phase Areas. 2. To broaden their knowledge and understanding of the teaching and learning practices and strategies within the learning areas in 1 above based on the basic philosophy of the Foundation Phase, learning through play and active learning and outdoor learning. 3. To identify the progress in a child’s linguistic and mathematical development and how to assess, moderate and report concisely on these developments. 4. To develop knowledge of the interrelationship between the other learning areas within the 3-7 year old Learning Framework in the context of literacy and numeracy in practical contexts across the areas and fields including outdoors; 5. To plan and evaluate opportunities to promote the interrelationship between the areas of Language Skills, Literacy and Communication; Developing Welsh and Mathematical Development with aspects of a child’s Personal and Social Development, Wellbeing and Cultural Diversity and the Welsh curriculum; 6. Planning and evaluating the way aspects of thinking skills, communication, numeracy and ICT skills can be developed within the areas of Language Skills, Literacy and Communication; Developing Welsh and Mathematical Development. 7. To further improve trainees’ language and numeracy in order to deal with common mistakes and slips made in children’s speech, reading and writing in the Foundation Phase. 8. The development of trainees’ personal language skills in oral, reading and writing work in Welsh and English. The introduction of vocabulary and sentence patterns and strategies for the teaching of Welsh and English via crosscuriculum themes. Introduction of good practice to create a Welsh language and Welsh cultural ethos in the primary school.
  • XCE-3011: The Child's World 2 (30) (Semester 1 + 2)
    1. The development of Religious Education and the areas of Knowledge and Understanding of the World, Physical Development, Creative Development and Personal and Social Development, Wellbeing and Cultural Diversity in the Foundation Phase by planning and working holistically. 2. Using appropriate strategies to apply knowledge of Religious Education and the areas listed above in the Foundation Phase at the level expected at Level 6 3. Developing awareness of the contribution of Religious Education and the learning areas noted above to the holistic development of children and their skills across the curriculum. 4. Reflection on strategies for teaching literacy, numeracy and ICT in Religious Education and the areas listed above.

60 credits from:

  • XCB-3008: Core Subject Studies 2 (30) (Semester 1 + 2)
    • Developing a firm knowledge and understanding of additional specific aspects of the core subjects of the National Curriculum for mathematics, science and English (including English as an Additional Language)at Key Stage 2. • Evaluating teaching and learning strategies for the core subjects. • Reflecting on the interrelationship of the core subjects. • Developing a critical understanding of the relationship between teaching the key skills and the effective teaching of the core subjects. • Developing a further detailed understanding of formative assessment • Developing a critical understanding of summative assessment. • Developing knowledge and understanding of transition from the Early Years to KS2, and KS2 to KS3. • Reflecting on the relationship of the core subjects to the cross-curricular dimensions, especially the Framework for Personal and Social Education for 7-19 year-olds, the most recent guidance on education for sustainable development and global citizenship and the Learning outside the classroom document. • Developing trainees’ personal language skills in oral, reading and written in Welsh. Presenting vocabulary and sentence patterns and teaching strategies to teach Welsh through cross-curricular themes as well as introducing good practice for promoting a Welsh ethos in the primary school. • Further enhancement of trainees’ professional numeracy and literacy to address pupils’ misconceptions and oral, reading and written mistakes in KS2. • Reflecting on the teaching of literacy and numeracy across the core subjects as well as improving these skills on a personal level.
  • XCE-3009: Non-core Subject Studies 2 (30) (Semester 1 + 2)
    1. Development of Religious Education and the foundation subjects in primary school by planning and working in a cross-curricular method. 2. Appropriate strategies for the application of information from the various subjects in the primary classroom at the level expected at Level 6 3. Reflection on strategies for teaching literacy, numeracy and ICT in Religious Education and foundation subjects. 4. Contribution of foundation subjects to cross-curricular and creative dimensions, including the Skills Framework, PSE a ESDGC .