Subject Coordinator



The School of Education

BA Primary Education

QTS

2013 -2014

Introduction

This course forms part of module ITT1025 and is intended to introduce you to the study of Religious Education (RE), Personal, Social and Health Education (PSHE) and Spiritual, Moral, Social and Cultural Education (SMSC) in the primary curriculum and Early Years Foundation Stage 2 (the Reception Class). The sessions will support your observation of learning and teaching during your school placements.

This course should be seen as the first stage of a programme that continues in future years of your degree. As part of your Primary Education course you will continue to look at RE, PSHE and SMSC within the 5-11 Primary Curriculum, together with its links with other areas of the curriculum in Year 2.

Aims

- To know about the statutory and educational frameworks for RE, PSHE and SMSC and their place within the primary curriculum

- To know of recent reviews of/reports on RE, PSHE and SMSC teaching and learning, and the opportunities arising from them

- To be able to research and extend your subject knowledge of religions and the broader study of RE

- To enable you to begin to develop skills to plan and review lessons and assess children’s learning in RE, PSHE and SMSC.

Core Texts:

McCreery E, Palmer S. & Voiels V. (2008) Achieving QTS: Teaching Religious Education Exeter: Learning Matters

Religious Education in English Schools: Non-statutory guidance 2010.

This can be downloaded at:



Other Recommended Reading:

RE

Erricker, C., Lowndes, J. and Bellchambers, E. (2011) Primary Religious Education – A New Approach. Abingdon: Routledge

Jackson, R., Ipgrave, J., Hayward, M., Hopkins, P., Fancourt, N., Robbins, M., Francis, L. and McKenna, U. (2010) Materials used to Teach about World Religions in Schools in England. University of Warwick: DCSF.



Jackson, R. and O’Grady, K. (2007) Religions and Education in England: Social Plurality, Civil Religion and Religious Education Pedagogy Warwick: University of Warwick



Jackson, R., Miedema, S., Weisse, W. and Willaime, J.P. (eds.) Religion and Education in Europe: Developments, Contexts and Debates (Műnster, Waxmann) 181-202. Also available on line at:



Thompson, P. (2004) Whatever Happened to Religious Education? Cambridge: The Lutterworth Press

Watson, B. and Thompson, P. (2007 2nd Ed) The Effective Teaching of Religious Education. Edinburgh: Pearson Education Ltd.

PSHE

Iman, S., Buck, M., and Tandy, M. (2003) Enhancing PSHE: Challenging Practice, Challenging Worlds. London: Routledge

Pring, R. (1984) Personal and Social Education in the curriculum. London: Hodder and Stoughton









pshe-.uk/file_download.aspx?id=7340



SMSC

Best, R. (2000) ‘Where are we going with SMSC?’ in Education for Spiritual, Moral, Social and Cultural Development. London, Continuum,

Bigger, S. and Brown, E. (1999) SMSC Education- Exploring Values in the curriculum. London: David Fulton

Brown, A. and Furlong, J. (1997) Spiritual Development in Schools: Invisible to the Eye. London: National Society

Gluck Wood, A. (2007) What Do We Tell The Children? Confusion, Conflict and Complexity. London Trentham Books Ltd

Ofsted (2004) Promoting and evaluating pupils’ spiritual, moral, social and cultural development. Available to download at:



















Learning Outcomes

By the end of this unit you will:

• Recognise the significant issues relating to children’s learning in RE;

• Understand the legal framework for RE and how this translates into classroom practice;

• Understand the development of RE to the present day;

• Have begun to identify a range of resources to develop own subject knowledge;

• Have considered some learning/teaching approaches for developing pedagogy in RE;

• Recognise the role of PSHE in the school curriculum and the wider environment;

• Recognise the role of SMSC in the school curriculum and the wider environment.

Organisation

This unit will consist of six two-hour sessions, three in the Autumn Term and three in the Spring Term. The sessions are supported by directed tasks and essential reading for each session. You will have a formal assessment which is combined with Computing/Technology Enhanced Learning and will be set in your C/TEL sessions.

Your Learning

The first three sessions are intended to introduce you to the place of RE within the Primary Curriculum and EYFS. These take place in the Autumn term. Sessions four, five and six, which take place in the Spring Term, will highlight the roles of PSHE and SMSC in the curriculum and look at further practical classroom RE.

During sessions we will make reference to the ways in which children learn, together with practical ideas and discussions related to work in an early years’ setting or classroom. You may relate this to your general observations during your Primary School placements.

You can find appropriate resources in different parts of the library. In addition to pedagogical textbooks (RE section floor 2) and articles (floor 1) you will find a wide range of resources to support both your assignment and work in school in the School Experience section of the library.

Assessment

ITT1025 Computing/Technology Enhanced Learning (C/TEL) and RE/PSHE Formal Assessment

Assessment Item: ITT1025AS1 Blogfolio:

Create and maintain a blogfolio as a reflective journal and multimodal portfolio of work.

The submission date for this work is 7th March. All work on your blog must be completed by this date. The return date is April 4th.

You will be given guidance on how to create a blog during your first C/TEL session. Further sessions will cover a range of blogging techniques. These skills will enable you to create regular blogposts reflecting on the C/TEL and RE/PHSE seminar sessions as the course progresses. You will be able to link to websites you find useful and add images, media and files to illustrate your work. In addition to this, the resources you make with others will be uploaded to a shared repository accessible to all students, providing a useful starting point for curriculum planning. You will be expected to share your posts and your collaborative work with your peers and tutors during the course, and use the comments tools to engage in learning dialogues with others via the blogs. Formative feedback on your work in progress will be provided during the sessions from tutors and peers.

The opportunity to document personal progress by reflecting and commenting on each session and to read and comment on each other’s blogs promotes the development of two fundamental teacher skills: personal reflection and membership of a professional community. The finished blogfolio will reflect your engagement with the taught sessions and collaborative work, your further reading and browsing, and your growing appreciation of the role of C/TEL and RE/PHSE in society and schools.

Assessment will focus on the following:

• Your use of the format and features of the blog tool, to show that you have aimed for a high standard of output which effectively illustrates the development of your skills in C/TEL and RE/PHSE;

• How well you cover the session content and further readings, to indicate that you have acquired a broad knowledge base in C/TEL and RE/PHSE;

• The quality of your reflection and commentary, to demonstrate your evaluation skills and your ability to apply your C/TEL and RE/PHSE knowledge to a range of varied teaching and learning contexts;

• Your contribution to the group tasks in C/TEL and RE/PHSE, to show that you have taken some responsibility for the nature and quality of these collaborative materials.

We suggest you look carefully at the marking guide in your C/TEL booklet.

All assessment items involve a re-sit opportunity for those students who for various reasons fail to provide evidence of successful engagement in the first attempt.

In this case the re-sit assignment is as follows:

Re-submission of the blogfolio taking full account of the suggestions made for improvement after the first submission.

The date for re-submission is 14th August, 2014.

Session 1

Religious Education and the primary curriculum: statutory framework, educational potential and challenge

Objectives

➢ Introduction to the course;

➢ To gain an awareness of the development of RE;

➢ To have an overview of the place of RE in the curriculum;

➢ To learn about the legal requirements and responsibilities of teachers in relation to RE;

➢ To consider personal experiences of RE.

Outline of Session

1. Introduction to the tutor and course outline

2. Share objectives for the session

3. Think/pair/share and card sort - What is RE?

4. Legal and curriculum frameworks for RE

5. Back to school- your experiences. Group idea-storm

6. Statutory role of the teacher

7. Creation of RE CVs

8. Beginning your personal subject knowledge audit

9. Review and directed tasks.

Essential Reading

McCreery, E., Palmer, S. & Voiels, V. (2008) Achieving QTS: Teaching Religious Education Exeter: Learning Matters

Ch.1

Religious Education in English schools: Non-statutory guidance 2010.



Directed Tasks

1. Complete your RE CV to share next week.

2. Locate the RE and Religious Studies shelves in the library.

3. Complete the essential reading.

4. Establish a meeting schedule for planning your group presentation.

5. Reflect on the session and begin work on your Blogfolio.

Session 2

RE in the classroom

Objectives

➢ To review previous session and check progress of Subject Knowledge audit/presentation;

➢ To consider the importance of RE in the curriculum;

➢ To explore the role of RE within your education as a teacher;

➢ To consider ‘What makes a good RE lesson?’

Outline of Session

1. Introduction to session and review of last week; SK audit

2. Reflection on the importance of RE in the curriculum

3. Reflection on the six main faiths and strategies to develop own SK

4. Activity and discussion on ‘What makes a good RE lesson?’

5. Essential reading and directed tasks.

Essential Reading

McCreery E., Palmer S. & Voiels V. (2008) Achieving QTS: Teaching Religious Education Exeter: Learning Matters

Chapters 2 and 8.

Bastide, D (1992) Good Practice in Primary RE 4-11 Brighton: Falmer Press

Lindon, J. (1999) Understanding World Religions in Early Years Practice London: Hodder and Stoughton

Further Reading

Brown, A. & Broadbent, L. (eds) (2002) Issues in Religious Education, London, Routledgefalmer

Kirby, Dr M. & Emnet, P. (2006) Student Handbook: Religious Education, Cambridge, Pearson Publishing



Directed Tasks

1. Review the websites and add information to your Blogfolio.

2. Continue and finalise planning for your group presentation.

3. Complete the essential reading.

4. Develop your subject knowledge audit, including key artefacts.

5. Reflect on the session and add detail to your Blogfolio.

Session 3

Active Learning in RE

Objectives

➢ To be aware of the value of active learning strategies in RE;

➢ To consider the use of artefacts and story to enhance RE, promote enquiry and encourage cross curriculum exploration;

➢ To access resources to support teaching and promote learning;

➢ To enhance subject knowledge and understanding.

Session Outline

1. Review and introduction to session

2. Discussion activity: What is active learning?

3. Active learning using artefacts

4. Using “Mysteries” to motivate learners

5. Observe a lesson on Teachers TV and review

6. Essential reading and directed tasks.

Essential Reading

McCreery E., Palmer S. & Voiels V. (2008) Achieving QTS: Teaching Religious Education Exeter: Learning Matters

Chapters 3, 4, 5 and 7.

Howard, C. (1995) Investigating Artefacts in RE London: RMEP.

DFES (2003) Excellence and Enjoyment: a strategy for primary schools Nottingham: DFES.

Further Reading

Bastide, D. (1992) Good Practice in Primary RE 4-11 Brighton: Falmer Press

Directed Tasks

1. Locate the RE journal section of the library and research articles on practice in “RE Today”. Add information as appropriate to your Blogfolio.

2. Complete the essential reading.

3. Review all the Group Presentations from the session and add to your Blogfolio.

4. Extend your personal knowledge and understanding of the topics and religions covered so far in the taught sessions.

5. Reflect on your learning and work on your Blogfolio.

Session 4

PSHE – Personal, Social and Health (Economic) Education

Objectives

➢ To know and understand the requirements regarding PSHE;

➢ To be aware of a range of approaches to teaching PSHE;

➢ To be aware of how these might be embedded within a school’s curriculum.

Session Outline

1. Introduction to session

2. Warm up activity

3. Introducing SEAL

4. PSHE activity

5. Circle time

6. Essential reading and directed tasks.

Essential Reading

McCreery E, Palmer S. & Voiels V. (2008) Achieving QTS: Teaching Religious Education Exeter: Learning Matters. Ch6

Directed Tasks

1. Explore one or both of the following websites:





and evaluate the available resources.

2. Complete the essential reading.

3. Reflect on your learning and work on your Blogfolio.

Session 5

SMSC – Spiritual, Moral, Social and Cultural

Objectives

➢ To understand the opportunities for developing Spiritual, Moral, Social and Cultural values;

➢ To be able to define the four elements;

➢ To understand how SMSC development relates to experiences in the classroom and wider school;

➢ To enable you to adopt classroom practices that help to develop SMSC education. 

Session Outline

1. Introduction to session

2. Defining SMSC

3. Considering experiences of SMSC

4. SMSC Ofsted report activity

5. Group exercise

6. Essential reading and directed tasks.

Essential Reading

Ofsted (2004) Promoting and evaluating pupils’ spiritual, moral, social and cultural development. London: Ofsted.



Also available on Nile

Directed Tasks

1. Look at “Resolution Revolution Activity” on the BHA website. Review the materials available and add detail to your Blogfolio.

2. Read and make notes on the following article which is available on Nile:

Shore A (2001) Can Schools Develop Spirituality? Exeter

University: Farmington Institute.

3. Reflect on your learning and work on your Blogfolio.

Session 6

Engaging and Challenging Religious Education

Objectives

➢ To consider and participate in, a range of challenging and creative approaches to Religious Education which cater for a variety of learning and teaching styles and different abilities;

➢ To inspire you to try out different activities in RE lessons on your future teaching practices.

Session Outline

1. Introduction to session

2. Snowballs – Group activity

3. The Five W’s – Group activity

4. Active Listening – Paired activity

5. Choral Narration

6. Group Card Sort

7. Art and Photographs – Group activities

8. Essential reading and directed tasks.

Essential Reading

Ofsted (2004) Promoting and evaluating pupils’ spiritual, moral, social and cultural development. London: Ofsted.



Directed Tasks

1. Choose one learning strategy and devise an activity to try out in the classroom. Upload your plan to your Blogfolio.

2. Reflect on your learning and complete your Blogfolio

Appendix: Teacher’s Standards (QTS)

(Please note the standards are the BOLD type)

The highlighted areas will be addressed through this module

STANDARDS FOR TEACHERS

PREAMBLE

Teachers make the education of their pupils their first concern, and are

accountable for achieving the highest possible standards in work and conduct.

Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

PART ONE: TEACHING

A teacher must:

1 Set high expectations which inspire, motivate and challenge

pupils

• establish a safe and stimulating environment for pupils, rooted in

mutual respect

• set goals that stretch and challenge pupils of all backgrounds, abilities

and dispositions

• demonstrate consistently the positive attitudes, values and behaviour

which are expected of pupils.

2 Promote good progress and outcomes by pupils

• be accountable for pupils’ attainment, progress and outcomes

• plan teaching to build on pupils' capabilities and prior knowledge

• guide pupils to reflect on the progress they have made and their

emerging needs

• demonstrate knowledge and understanding of how pupils learn and

how this impacts on teaching

• encourage pupils to take a responsible and conscientious attitude to

their own work and study.

3 Demonstrate good subject and curriculum knowledge

• have a secure knowledge of the relevant subject(s) and curriculum

areas, foster and maintain pupils’ interest in the subject, and address

misunderstandings

• demonstrate a critical understanding of developments in the subject

and curriculum areas, and promote the value of scholarship

• demonstrate an understanding of and take responsibility for promoting

high standards of literacy, articulacy and the correct use of standard

English, whatever the teacher’s specialist subject

• if teaching early reading, demonstrate a clear understanding of

systematic synthetic phonics

• if teaching early mathematics, demonstrate a clear understanding of

appropriate teaching strategies.

4 Plan and teach well structured lessons

• impart knowledge and develop understanding through effective use of

lesson time

• promote a love of learning and children’s intellectual curiosity

• set homework and plan other out-of-class activities to consolidate and

extend the knowledge and understanding pupils have acquired

• reflect systematically on the effectiveness of lessons and approaches

to teaching

• contribute to the design and provision of an engaging curriculum within

the relevant subject area(s).

5 Adapt teaching to respond to the strengths and needs of all pupils

• know when and how to differentiate appropriately, using approaches

which enable pupils to be taught effectively

• have a secure understanding of how a range of factors can inhibit

pupils’ ability to learn, and how best to overcome these

• demonstrate an awareness of the physical, social and intellectual

development of children, and know how to adapt teaching to support

pupils’ education at different stages of development

• have a clear understanding of the needs of all pupils, including those

with special educational needs; those of high ability; those with English

as an additional language; those with disabilities; and be able to use

and evaluate distinctive teaching approaches to engage and support

them.

6 Make accurate and productive use of assessment

• know and understand how to assess the relevant subject and

curriculum areas, including statutory assessment requirements

• make use of formative and summative assessment to secure pupils’

progress

• use relevant data to monitor progress, set targets, and plan

subsequent lessons

• give pupils regular feedback, both orally and through accurate marking,

and encourage pupils to respond to the feedback.

7 Manage behaviour effectively to ensure a good and safe learning

environment

• have clear rules and routines for behaviour in classrooms, and take

responsibility for promoting good and courteous behaviour both in

classrooms and around the school, in accordance with the school’s

behaviour policy

• have high expectations of behaviour, and establish a framework for

discipline with a range of strategies, using praise, sanctions and

rewards consistently and fairly

• manage classes effectively, using approaches which are appropriate to

pupils’ needs in order to involve and motivate them

• maintain good relationships with pupils, exercise appropriate authority,

and act decisively when necessary.

8 Fulfil wider professional responsibilities

• make a positive contribution to the wider life and ethos of the school

• develop effective professional relationships with colleagues, knowing

how and when to draw on advice and specialist support

• deploy support staff effectively

• take responsibility for improving teaching through appropriate

professional development, responding to advice and feedback from

colleagues

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

• Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

▪ treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

▪ having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

▪ showing tolerance of and respect for the rights of others

▪ not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

▪ ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

• Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

• Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

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ITT1025

RE,

PSHE and SMSC

Year 1

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