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BEd Post Primary Religious Studies

Academic Year 2019/20

A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance processes. All degrees are awarded by Queen's University Belfast.

Programme Title BEd Post Primary Religious Studies Final Award
(exit route if applicable for Postgraduate Taught Programmes)
Bachelor of Education
Programme Code RST-BED-S UCAS Code XVC6 HECoS Code 100339
ATAS Clearance Required No
Mode of Study Full Time
Type of Programme Single Honours Length of Programme 4 Academic Year(s) Total Credits for Programme 480
Exit Awards available

INSTITUTE INFORMATION

Teaching Institution

Stranmillis University College

School/Department

Stranmillis University College

Framework for Higher Education Qualification Level 
www.qaa.ac.uk

Level 6

QAA Benchmark Group
www.qaa.ac.uk/quality-code/subject-benchmark-statements

Education Studies (2015)

Accreditations (PSRB)

Education and Training Inspectorate, on behalf of the Dept of Education

Date of most recent Accreditation Visit 01-02-09

General Teaching Council Northern Ireland

Date of most recent Accreditation Visit 01-01-12

REGULATION INFORMATION

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

N/A

Programme Specific Regulations

The degree of Bachelor of Education is an honours degree. It carries eligibility to teach enabling students to claim qualified teacher status. For specific course requirements please consult Academic Registry at Stranmillis University College.
Email: registry@stran.ac.uk

The following module weightings are used when calculating the honours classification: Stage 1 10%, Stage 2 15%, Stage 3 30% and Stage 4 45%.
Students are required at the end of the programme to have completed and passed modules worth 480 CATS over a period of four years. It is not possible for a student to progress from one stage of the degree to another without completing and passing the relevant Personal and Professional Learning and Placement module.

Students with protected characteristics

N/A

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

Yes
Students are subject to Fitness to Practise Regulations.

EDUCATIONAL AIMS OF PROGRAMME

The B.Ed. (Post-Primary) programme is an undergraduate course in Initial Teacher Education for students wishing to become post-primary teachers. Students choose one of four specialist areas: Business and Enterprise, Mathematics/Science, Religious Studies or Technology and Design. All students also have the opportunity to develop understanding and skills in a broader range of curriculum areas.

In line with QAA benchmark statements, the programme aims to develop in students a personal, reasoned and critical understanding of Education in a wide range of contexts, encouraging them to engage with complex questions of theory, policy and practice. The programme also aims to develop in students the twenty-seven teacher competences set out by the General Teaching Council Northern Ireland (GTCNI) under three broad headings: Professional Values and Practice; Professional Knowledge and Understanding; and Professional Skills and Application. The competence statements form the basis for dialogue and critical self-evaluation, helping students to become more knowledgeable, skilful and reflective practitioners. Successful completion of this programme will allow students to seek registration with GTCNI. Placement learning is fundamental in teacher education and the programme allows students to experience a broad range of educational settings, including mainstream post-primary schools, special schools, colleges of further and higher education and educational support agencies in Northern Ireland and beyond. All placement learning is supported by College tutors who work in close partnership with a network of host institutions. Students also have the opportunity to undertake periods of international placement.

The programme aims to:

• draw on a wide range of intellectual resources, theoretical perspectives and academic disciplines to illuminate understanding of education and the contexts within which it takes place

• provide students with a broad and balanced knowledge and understanding of the principal features of education in a wide range of contexts

• encourage students to engage with fundamental questions concerning the aims and values of education relationship to society

• provide opportunities for students to appreciate the problematic nature of educational theory, policy and practice

• encourage the interrogation of educational processes in a wide variety of contexts

• develop in students the ability to construct and sustain a reasoned argument about educational issues in a clear, lucid and coherent manner

• promote a range of qualities in students including intellectual independence and critical engagement with evidence.

LEARNING OUTCOMES

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

Demonstrate the ability to reflect on their own and others' value systems.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Demonstrate the ability to use their knowledge and understanding critically to locate and justify a personal position in relation to the subject.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Demonstrate an understanding of the significance and limitations of theory and research.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

Demonstrate a critical understanding of the underlying values and principles relevant to education studies and a developing personal stance which draws on their knowledge and understanding.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Demonstrate a critical understanding of the diversity of learners and the complexities of the education process.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Demonstrate a critical understanding of the complexity of the interaction between learning and contexts, and the range of ways in which participants (including learners and teachers) can influence the learning process.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Demonstrate a critical understanding of the societal and organisational structures and purposes of educational systems, and the possible implications for learners and the learning process.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

Demonstrate the ability to analyse educational concepts, theories and issues of policy in a systematic way.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Demonstrate the ability to identify and reflect on potential connections and discontinuities between each of the aspects of subject knowledge and their application in educational policies and contexts.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Demonstrate the ability to accommodate new principles and understandings.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Demonstrate the ability to select a range of relevant primary and secondary sources, including theoretical and research-based evidence, to extend their knowledge and understanding.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Demonstrate the ability to use a range of evidence to formulate appropriate and justified ways forward and potential changes in practice.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

Communication and presentation

On graduating with an honours degree in education studies, students should be able to organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

ICT

On graduating with an honours degree in education studies, students should be able to use ICT in their study and other appropriate situations.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Application of numbers

On graduating with an honours degree in education studies, students should be able to:
• collect and apply numerical data, as appropriate
• present data in a variety of formats including graphical and tabular
• analyse and interpret both qualitative and quantitative data.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Working with others

On graduating with an honours degree in education studies, students should have the ability to collaborate and plan as part of a team, to carry out roles allocated by the team and take the lead where appropriate, and to fulfil agreed responsibilities.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

Improving own learning and performance

On graduating with an honours degree in education studies, students should be able to articulate their own approaches to learning and organise an effective work pattern including working to deadlines.

Teaching/Learning Methods and Strategies

In line with the QAA Benchmark statements (QAA, 2015), the B.Ed. programme aims to provide opportunities for students to: analyse educational issues systematically; evaluate education policy in an informed and systematic way; accommodate new principles and new knowledge; and apply key principles across educational systems.
Throughout the degree programme students will be encouraged to engage in critical reflection and debate; to engage with a number of different perspectives; and to evaluate aims and values, means and ends, and the validity of the education issues in question. Students will be required to draw upon contemporary research and other relevant reading, which may be accessed through a range of traditional and e-learning media (QAA, 2015). As students progress from Level 1 to Level 3 they will be expected to develop their analytical skills and reach their own independent critical conclusions through thorough engagement with a topic.

Methods of Assessment

Assessment methods will be student-centred and varied, incorporating opportunities for formative assessment and feedback wherever possible, as well as self and peer assessment. Students will be required to complete written coursework, literature reviews, critical evaluations, e-portfolios, posters, video essays and individual and group presentations.

Practical work will be assessed in Technology and Design and Science. Students will be given the opportunity to work individually, in pairs and in groups, and the nature of assessment will reflect this range of skills developed through the degree programme. Students will also be assessed by tutors while on placement in schools and/or other organisations. Where possible students will be assessed using QUB conceptual equivalent descriptors.

MODULE INFORMATION

Stages and Modules

Module Title Module Code Level/ stage Credits

Availability

Duration Pre-requisite

Assessment

S1 S2 Core Option Coursework % Practical % Examination %
Literary Studies SEN3019 3 20 YES YES 24 weeks N YES 100% 0% 0%
Leadership in Diversity and Mutual Understanding SES3068 4 20 YES 12 weeks N YES 100% 0% 0%
Philosophy of Religion and Ethics SRS3030 3 20 YES YES 24 weeks N YES 40% 0% 60%
Dissertation (Education Studies) Post Primary SES3080 4 40 YES YES 24 weeks N YES 100% 0% 0%
Principles & Practices of Computing SIT2003 2 20 YES YES 24 weeks N YES 0% 0% 100%
Essential Skills SPS3020 3 10 YES 12 weeks N YES 100% 0% 0%
Physical Education 3 - Applied SPE3009 3 20 YES YES 12 weeks N YES 100% 0% 0%
Aspects of Literary Studies SEN3022 3 10 YES 12 weeks N YES 100% 0% 0%
An Introduction to Education Studies Post Primary SES1014 1 20 YES YES 24 weeks N YES 100% 0% 0%
Computing Programming Concepts SIT3016 3 20 YES YES 24 weeks N YES 50% 0% 50%
Contemporary Approaches to the Teaching of Languages SES3085 4 20 YES 12 weeks N YES 70% 30% 0%
Eastern Religions SRS2085 2 10 YES 12 weeks N YES 0% 0% 100%
Children With Special Additional Needs Post Primary SES3069 3 20 YES 12 weeks N YES 30% 0% 70%
Theology SRS3031 4 20 YES 12 weeks N YES 30% 0% 70%
Theology SRS3031 3 20 YES 12 weeks N YES 40% 0% 60%
Dissertation (Religious Studies) SRS3074 4 40 YES YES 24 weeks N YES 100% 0% 0%
Sharing Education SPS3022 3 10 YES 12 weeks N YES 100% 0% 0%
Physical Education 1 - Foundation SPE1004 1 20 YES YES 24 weeks N YES 40% 0% 60%
Biblical Studies - Old Testament SRS2016 2 20 YES YES 12 weeks N YES 40% 0% 60%
Early Church History SRS2007 2 10 YES 12 weeks N YES 0% 0% 100%
Introduction to Early Church History SRS1015 1 10 YES 12 weeks N YES 0% 0% 100%
Post Primary School-based Work 4 SSW3041 4 40 YES YES 12 weeks N YES 25% 75% 0%
Aspects of Philosophy of Religion and Ethics SRS3070 3 10 YES 12 weeks N YES 100% 0% 0%
Personal & Professional Learning 1 - Post Primary SPS1003 1 40 YES YES 24 weeks N YES 70% 30% 0%
Topics in Teaching Mathematics SMT3039 3 20 YES 12 weeks N YES 0% 0% 100%
Introduction to Biblical Studies - Old Testament SRS1021 1 20 YES YES 24 weeks N YES 40% 0% 60%
Fundamentals of Computing Concepts SIT1001 1 20 YES YES 24 weeks N YES 0% 0% 100%
Learning and Assessment in Diverse Classrooms Post Primary SES2076 2 20 YES 12 weeks N YES 40% 0% 60%
Post Primary Placement 3 SPS3003 3 20 YES YES 24 weeks N YES 10% 90% 0%
Aspects of Computing Concepts SIT3017 3 10 YES 12 weeks N YES 100% 0% 0%
Literacy Studies and Social Context SEN2008 2 20 YES YES 12 weeks N YES 100% 0% 0%
Algebra for Teaching Level 2 SMT2014 2 20 YES YES 24 weeks N YES 0% 0% 100%
Personal and Professional Learning 2 - Post Primary SPS2003 2 40 YES YES 12 weeks N YES 70% 30% 0%
Physical Education 2 - Developed SPE2004 2 20 YES YES 24 weeks N YES 60% 0% 40%
Education Research SES3014 3 10 YES 12 weeks N YES 100% 0% 0%
Literacy Studies and Social Context SEN1006 1 20 YES YES 24 weeks N YES 100% 0% 0%
European and International Mobility (Post-Primary) SEO3082 4 60 YES YES 12 weeks N YES 100% 0% 0%
Contemporary Issues in Pastoral Care SES3041 4 20 YES 12 weeks N YES 100% 0% 0%
Introduction to Eastern Religions SRS1016 1 10 YES 12 weeks N YES 100% 0% 0%
Factors Affecting Literacy Development SES3081 4 20 YES YES 24 weeks N YES 100% 0% 0%
ASD and Sensory Issues SES3072 4 20 YES 12 weeks N YES 100% 0% 0%
Algebra for Teaching Level 1 SMT1014 1 20 YES YES 24 weeks N YES 0% 0% 100%

Notes

Pre-requisite for SPS2003 - SPS1003

Pre-requisite for SPS3003 - SPS2003

Pre-requisite for SSW3041 - SPS3003