BEd Post Primary Religious Studies
Academic Year 2018/19
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 |
Bachelor of Education |
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Programme Code |
RST-BED-S |
UCAS Code |
XVC6 |
HECoS Code |
100512 |
ATAS Clearance Required |
No |
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Mode of Study |
Full Time |
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Type of Programme |
Single Honours |
Length of Programme |
4 Academic Year(s) |
Total Credits for Programme |
480 |
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Exit Awards available |
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INSTITUTE INFORMATION
Teaching Institution |
Stranmillis University College |
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School/Department |
Stranmillis University College |
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Framework for Higher Education Qualification Level |
Level 6 |
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QAA Benchmark Group |
Education Studies (2015) |
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Accreditations (PSRB) |
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Education and Training Inspectorate, on behalf of the Dept of Education |
Date of most recent Accreditation Visit 01-02-09 |
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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 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. |
Students with protected characteristics N/A |
Are students subject to Fitness to Practise Regulations (Please see General Regulations) Yes |
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 SkillsOn the completion of this course successful students will be able to: |
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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. 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. |
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. 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. |
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. 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. |
Learning Outcomes: Knowledge & UnderstandingOn the completion of this course successful students will be able to: |
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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. 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. |
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. 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. |
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. 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. |
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. 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. |
Learning Outcomes: Subject SpecificOn the completion of this course successful students will be able to: |
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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. 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. |
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. 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. |
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. 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. |
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. 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. |
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. 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. |
Learning Outcomes: Transferable SkillsOn the completion of this course successful students will be able to: |
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Communication and presentation |
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. 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. |
ICT |
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. 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. |
Application of numbers |
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. 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. |
Working with others |
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. 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. |
Improving own learning and performance |
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. 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. |
MODULE INFORMATION
Stages and Modules
Module Title |
Module Code |
Level/ stage |
Credits |
Availability | Duration |
Pre-requisite |
Assessment | |||||
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S1 | S2 | Core | Option | Coursework % | Practical % | Examination % | ||||||
Personal & Professional Learning 1 - Post Primary | SPS1003 | 1 | 40 | YES | YES | 24 weeks | N | YES | 70% | 30% | 0% | |
An Introduction to Education Studies Post Primary | SES1014 | 1 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Teaching Pure Mathematics 1 | SMT1077 | 1 | 20 | YES | YES | 24 weeks | N | YES | 0% | 0% | 100% | |
Fundamentals of Computing Concepts | SIT1001 | 1 | 20 | YES | YES | 24 weeks | N | YES | 0% | 0% | 100% | |
Physical Education 1 - Foundation | SPE1004 | 1 | 20 | YES | YES | 24 weeks | N | YES | 40% | 0% | 60% | |
Introduction to Islam and Judaism | SRS1017 | 1 | 10 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Biblical Studies: Introduction to New Testament | SRS1018 | 1 | 20 | YES | YES | 24 weeks | N | YES | 40% | 0% | 60% | |
Introduction to Reformation Church History | SRS1019 | 1 | 10 | YES | 12 weeks | N | YES | 0% | 0% | 100% | ||
Literacy Studies and Social Context | SEN1006 | 1 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Teaching Pure Mathematics 2 | SMT2075 | 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% | |
Learning and Assessment in Diverse Classrooms Post Primary | SES2076 | 2 | 20 | YES | 12 weeks | N | YES | 40% | 0% | 60% | ||
Literacy Studies and Social Context | SEN2008 | 2 | 20 | YES | YES | 12 weeks | N | YES | 100% | 0% | 0% | |
Principles & Practices of Computing | SIT2003 | 2 | 20 | YES | YES | 24 weeks | N | YES | 0% | 0% | 100% | |
Physical Education 2 - Developed | SPE2004 | 2 | 20 | YES | YES | 24 weeks | N | YES | 60% | 0% | 40% | |
Reformation Church History | SRS2006 | 2 | 10 | YES | 12 weeks | N | YES | 0% | 0% | 100% | ||
Islam and Judaism | SRS2013 | 2 | 10 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Biblical Studies: New Testament | SRS2014 | 2 | 20 | YES | YES | 24 weeks | N | YES | 40% | 0% | 60% | |
Children With Special Additional Needs Post Primary | SES3069 | 3 | 20 | YES | 12 weeks | N | YES | 30% | 0% | 70% | ||
Philosophy of Religion and Ethics | SRS3030 | 3 | 20 | YES | YES | 24 weeks | N | YES | 40% | 0% | 60% | |
Current Issues in Religious Education | SRS3078 | 3 | 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% | |
Advanced Mathematics Teaching | SMT3036 | 3 | 20 | YES | 12 weeks | N | YES | 0% | 0% | 100% | ||
Education Research | SES3014 | 3 | 10 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Essential Skills | SPS3020 | 3 | 10 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Computing Programming Concepts | SIT3016 | 3 | 20 | YES | YES | 24 weeks | N | YES | 50% | 0% | 50% | |
Literary Studies | SEN3019 | 3 | 20 | YES | 24 weeks | N | YES | 100% | 0% | 0% | ||
Physical Education 3 - Applied | SPE3009 | 3 | 20 | YES | YES | 12 weeks | N | YES | 100% | 0% | 0% | |
Sharing Education | SPS3022 | 3 | 10 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Working with Disadvantaged Pupils/Children | SES3055 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Post Primary School-based Work 4 | SSW3041 | 4 | 40 | YES | YES | 12 weeks | N | YES | 25% | 75% | 0% | |
Leadership in Diversity and Mutual Understanding | SES3068 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Dissertation (Religious Studies) | SRS3074 | 4 | 40 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Contemporary Issues in Pastoral Care | SES3041 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Current Issues in Religious Education | SRS3078 | 4 | 20 | YES | 12 weeks | N | YES | 40% | 0% | 60% | ||
ASD and Sensory Issues | SES3072 | 4 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Dissertation (Education Studies) Post Primary | SES3080 | 4 | 40 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Factors Affecting Literacy Development | SES3081 | 4 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% |
Notes
Pre-requisite for SPS2003 - Placement element of SPS1003
Pre-requisite for SPS3003 - Placement element of SPS2003
Pre-requisite for SSW3041 - Placement element of SPS3003