Module XCE-2009:
Non-Core Subject Stud. 1

Module Facts

Run by School of Education and Human Development

30 Credits or 15 ECTS Credits

Semester 1 & 2

Organiser: Mr Gwyn Ellis

Overall aims and purpose

The module is core for students following Language Path 2 in the BA Primary Education. The module focuses on Religious Education and the National Curriculum Foundation subjects for Key Stage 2, namely Physical Education, Art and Design, Music, Geography, Design and Technology and History.

Course content

  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

Assessment Criteria

threshold

• Demonstrate satisfactory knowledge, understanding and subject skills according to the requirements of the National Curriculum and the National Exemplar Framework for Religious Education ; • Demonstrate a satisfactory understanding of a variety of methods of teaching Religious Education and the non-core subjects in KS2; • Develop satisfactory strategies for planning, delivering, managing and assessing relevant activities in class; • Demonstrate a satisfactory knowledge of the implications and importance of relevant issues involving health and safety; • Demonstrate a satisfactory knowledge of the implications and importance of working in a cross curricular manner.

good

• Demonstrate good knowledge, understanding and subject skills according to the requirements of the National Curriculum and the National Exemplar Framework for Religious Education; • Demonstrate a good understanding of a variety of methods of teaching Religious Education and the non-core subjects in KS2; • Develop good strategies for planning, delivering, managing and assessing relevant activities in class; • Demonstrate a good knowledge of the implications and importance of relevant issues involving health and safety; • Demonstrate a good knowledge of the implications and importance of working in a cross curricular manner.

excellent

• Demonstrate an excellent knowledge, understanding and subject skills according to the requirements of the National Curriculum and the National Exemplar Framework for Religious Education; • Demonstrate an excellent understanding of a variety of methods of teaching Religious Education and the non-core subjects in KS2; • Develop excellent strategies for planning, delivering, managing and assessing relevant activities in class; • Demonstrate an excellent knowledge of the implications and importance of relevant issues involving health and safety; • Demonstrate an excellent knowledge of the implications and importance of working in a cross curricular manner.

Learning outcomes

  1. Demonstrate knowledge, understanding and good subject skills according to the requirements of the National Curriculum and the National Exemplar Framework for Religious Education

  2. Demonstrate a good understanding of a variety of methods of teaching Religious Education and the foundation subjects in KS2;

  3. Develop strategies for planning, delivering, managing and assessing relevant activities in class (including working in a cross-curricular manner);

  4. Demonstrate a firm knowledge of the implications and importance of relevant issues involving health and safety.

Assessment Methods

Type Name Description Weight
Exam 100

Teaching and Learning Strategy

Hours
Practical classes and workshops

Four 1.5 hr lectures for a period of 10 weeks = 60 hours

300

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Numeracy - Proficiency in using numbers at appropriate levels of accuracy
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Mentoring - Able to support, help, guide, inspire and/or coach others
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
  • Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

Subject specific skills

  • That they have effective oral and written communication skills in their college work and with pupils and professional colleagues in schools;
  • That they can present and explain effectively to peer groups including school pupils;
  • That they can use ITC effectively to support teaching and learning and their wider professional role.
  • That they have effective numeracy skills in order to fulfil their professional role.
  • That they have information and a sound understanding of the Primary Curriculum;
  • That they know and understand the aims and guidelines of the National Curriculum (Key Stage 2) and The Foundation Phase Framework;
  • That they choose and prepare resources, and plan to organise them safely and effectively, giving consideration to learners' interests, their language and cultural backgrounds, with the assistance of support staff when appropriate.
  • That they can identify and respond effectively to matters relating to social inclusion and equal opportunities when they arise in the classroom, including challenging stereotypical opinions, and challenging bullying or harassment by following the policy and relevant procedures.
  • That they take appropriate opportunities to teach sustainable development and global citizenship education in all relevant aspects of their teaching.
  • That they can critically analyse information from research and other forms of evidence;
  • That they can combine information from a number of sources in order to understand theory and practice;
  • That they can critically reflect on the values and principles which are the basis of primary education, develop viewpoints, attitudes and personal practice;
  • That they are reflective, with the ability in their areas of study and teaching to analyse, synthesise, apply and manage, and evaluate professional methods and practices;

Courses including this module

Compulsory in courses: