Curriculum Studies 1
Year 1
Module Guide
Module coordinator
Dr David McKee – [email protected]
02890 384276
Advisor of Studies
Dr Pamela Moffett– [email protected]
02890 38320
Contents:
Contents: ................................................................................................................................... 1
Rationale.................................................................................................................................... 2
Course Content .......................................................................................................................... 2
Learning Outcomes ................................................................................................................... 2
Transferable Skills ...................................................................................................................... 2
Teaching and Learning............................................................................................................... 2
Student Feedback ...................................................................................................................... 3
Attendance ................................................................................................................................ 3
GTC(NI) Competences ............................................................................................................... 3
Module Outline ......................................................................................................................... 5
The World Around Us - Geography ........................................................................................... 6
The World Around Us - History ................................................................................................. 7
The World Around Us- Science and Technology ....................................................................... 8
The Arts- Art and Design ......................................................................................................... 10
The Arts- Music........................................................................................................................ 11
Physical Education (PE)............................................................................................................ 12
Religious Education (RE) .......................................................................................................... 15
Personal Development and Mutual Understanding (PDMU) .................................................. 16
Assessment .............................................................................................................................. 17
University Coursework Assessment Criteria – level 1 ............................................................. 17
Referencing.............................................................................................................................. 19
General Regulations ................................................................................................................ 20
Guide to using the Harvard Reference System ....................................................................... 21
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Rationale
Curriculum Studies is interrelated with the other components of the BEd in its
aim of ensuring that students enter the teaching profession with the
knowledge, skills, attitudes and values appropriate to professional teachers.
In order to respond to the demands of the Northern Ireland Curriculum, the
specific purpose of the course is to enable students to gain knowledge of the
‘Areas of Learning’ within the curriculum at a level which will support effective
classroom teaching in a context of understanding and awareness of the many
factors – cultural, sociological and psychological as well as methodological –
which may promote or inhibit learning, and of the place of assessment,
testing, reporting and recording in ensuring pupils’ progress throughout
primary school. While the chief objective of the course is to provide for the
immediate personal and professional needs of newly qualified teachers, the
course as a whole will form a sound foundation for their further professional
development.
Course Content
This module will initiate the development of competence in the content
planning, teaching assessment and evaluation associated with the “Areas of
Learning” (World Around Us, The Arts, Physical Education, PDMU and
Religious Education) in the primary school curriculum.
Learning Outcomes
Students should demonstrate:
An appreciation of the five areas of learning and the importance of these in
the context of the primary school;
An awareness of the content of the areas of learning within the revised
primary curriculum;
A basic ability in delivering the areas of learning to primary school children;
An understanding of the symbiotic relationship between pedagogy and
classroom practice.
Transferable Skills
Students should begin the process of developing:
Creativity;
Methods of observation;
Demonstration and analysis in practical teaching;
Classroom management skills;
Planning skills;
Study skills Managing and evaluating information sources;
Teaching and Learning
Students will be taught through a variety of formats including lectures,
seminars, tutorials, group work student presentations, practical sessions and
peer teaching.
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Student Feedback
Based on feedback received by students who completed this module.
1. The following features received positive feedback
 Good mix of classes- practical, theoretical, professional
preparation
 Enjoyable sessions
 Students reported increased teaching confidence and
competence in the curricular areas covered
 Most staff friendly, supportive and approachable
 Good resources in the library
 Good practical activities to support leaning
2. Staff will endeavour to implement the following changes:
 Submission dates for assignments to be more evenly spacedstaff will examine this. However, the timing of coursework
submission is problematic in that students cannot complete
coursework until the assessed element has been taught.
 Feedback on assignments to be clearer in identifying areas for
improvement
 Greater focus on lesson planning in each curricular area
Attendance
Students are required to maintain a minimum of 75% attendance in each
element of Curriculum Studies One. By way of example this requires that in a
six week element of the module students attend at least five sessions. Failure
to achieve this will result in additional coursework. Students failing to fulfil the
75% requirement in three or more elements may be required by the board of
examiners to repeat the module.
GTC(NI) Competences
Students will be introduced to, and begin to develop competence, in the
following key areas during this module:
Professional Competence 2 Know and understand the contemporary social
and policy context for education in Northern Ireland.
Professional Competence 3 Have a detailed knowledge and understanding
of the learning area/subject(s) taught, including the centrality of strategies and
initiatives to improve literacy, numeracy and thinking skills to all areas of
learning. Have relevant curricular, subject and pedagogical knowledge.
Professional Competence 4 Know and understand how the learning
area/subject(s) they teach contributes to the Northern Ireland curriculum. Be
aware of curriculum requirements in preceding and subsequent key stages.
Professional Competence 5 Know and understand the main educational,
cultural and economic influences on curriculum development. Know and
understand the relationship between the planning, implementation and
evaluation of the curriculum.
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Professional Competence 7 Know a range of strategies to promote and
maintain positive behaviour. Have an understanding of the need to take
account of pupils’ views Appreciate the difference that the classroom
environment, physical and social, can make to effective learning.
Professional Competence 8 Develop an insight into the cultures from which
pupils may come. Examine the implications of pupils speaking a different
language at home and how this may impact on their learning considering the
process of language acquisition for learners whose second language is
English. Develop an insight into the range of faiths that pupils may hold.
Professional Competence 10 Develop an understanding of the range of
strategies for communicating with pupils, including through listening, voice,
body language, writing while modelling good grammar and precise
vocabulary.
Professional Competence 11 Examine the educational principles behind the
use of technology, such as digital video, projectors, computers, graphic
calculators, software, interactive whiteboards, scanners, control and sensing
technology etc. Know how to use the above to aid learning in the subjects and
age groups they teach. Know how to use word-processing, databases and
spreadsheet packages, e-mail and the internet as professional tools.
Professional Competence 14 Learning objectives are set that take account
of what pupils know, understand and can do. Learning objectives are set to
take account of what pupils need to know in relation to the requirements of the
Northern Ireland Curriculum.
Professional Competence 17 Appreciate and explore the potential of out-ofschool resources and environments (both physical and virtual) to enhance
and personalise pupils’ learning.
Professional Competence 19 Appreciate the importance of creating a safe,
interactive and challenging learning environment and how others seek to
create such an environment. Learn from other show to set up purposeful
activities.
Professional Competence 20 Use a range of teaching strategies appropriate
to the age, ability, interests and experiences of pupils. Use resources that
motivate and support all pupils’ learning.
Professional Competence 22 With support and drawing on what is known
about best practice, pre-empt inappropriate behaviour by setting clear
expectations about responsibilities.
Professional Competence 25 select from a range of assessment strategies
to evaluate pupils’ learning, and use this information in their planning to help
make their teaching more effective.
Professional Competence 26 Understand best practice in setting targets
and its relationship with pupils’ learning and progression.
Assessment
Module tutors will normally have specific assessment criteria for coursework
elements within a module which will be communicated to you when the
assignment is set. Please see page 16 for a breakdown of the assessment
within this module.
Course Requirements
Students must attend 75% of teaching sessions for each teaching component.
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Students must pass each assessed element in order to pass the module.
Module Outline
Below is a diagrammatic representation of the module. Over the following
pages details of the course content specific to five areas of learning are
detailed.
Art and Design
The Arts
Music
Personal Development
and Mutual
Understanding
(PDMU)
Curriculum Studies One
Physical Education
(PE)
The World Around Us
Religious Studies
(RS)
Geography
History
Science and Technology
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The World Around Us - Geography
Aim
To provide a broad outline of the place of geography as an aspect of ‘The
World Around Us’ in the Northern Ireland Curriculum and demonstrate
exemplar lessons using a variety of classroom resources.
Learning Outcomes
By the end of the module students should be able to demonstrate:
•
•
•
Knowledge of the geography-based aspects of the ‘World Around Us’
Area of Learning with a focus on Foundation Stage and Key Stage 1
within the N.I. Curriculum;
Familiarity with a range of lesson types and relevant teaching materials,
including self-made worksheet materials;
Knowledge of the planning of lessons, and the integration of geographybased content with other curriculum areas.
Course outline
1. Introduction: Course structure; The structure and content of the
geography aspects within the Northern Ireland Curriculum.
2. Exemplar topics and lessons at Foundation Stage and Key Stage 1:
(i) Homes and Buildings
(ii) The Story of <...a product...>
(iii) People Who Help Us
The use of video material and pupil worksheets will be discussed within
the above exemplars.
3. Introduction to map work - children‘s acquisition of map work concepts and
skills.
4. The use of stories in the teaching of WAU geography.
Recommended Reading
Below is a list of useful textbooks concerning primary geography; all should
be available in the Library.
Bale, J (1987) Geography in the Primary School. London: Routledge.
Catling, S and Willy, T (2009) Teaching Primary Geography. Exeter: Learning
Matters.
Cooper, H, Rowley, C and Asquith, S (2006) Geography 3-11: A Guide for Teachers.
London: David Fulton.
Foley, M & Janikoun, J (1992) The Really Practical Guide to Primary Geography.
London: Stanley Thornes.
Marsden, B, & Hughes, J (1994) Primary School Geography. London: David Fulton.
Palmer, J (1994) Geography in the Early Years. London: Routledge.
Scoffham, S (Ed.) Primary Geography Handbook. Sheffield: Geographical
Association.
Wiegand, P (1993), Children and Primary Geography. London: Cassell.
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Additional material can be found in Primary Geographer, Child Education,
Infant Projects, Junior Education, Junior Projects/ Junior Focus.
Marsden, B, & Hughes, J (1994) Primary School Geography. London: David
Fulton.
Mills, D (Ed) (1988) Geographical Work in Primary and Middle Schools.
Sheffield: Geographical Association.
Palmer, J (1994) Geography in the Early Years. London: Routledge.
Scoffham, S (Ed.) Primary Geography Handbook. Sheffield: Geographical
Association.
Wiegand, P (1993), Children and Primary Geography. London: Cassell.
Additional material can be found in Primary Geographer, Child Education,
Infant Projects, Junior Education, Junior Projects/ Junior Focus.
The World Around Us - History
Aims:
 To introduce students to the teaching of The World Around Us (History)
in the Northern Ireland Curriculum
 To foster the development of teaching competences
Learning Outcomes
On completion of this component of the module students will:
 Have a sound understanding of the concepts and skills of History
 Demonstrate a knowledge of the requirements of The World Around Us
(History) - Foundation Stage and Key Stage 1
 Have considered the methodology and procedures necessary for
effective History teaching at Foundation Stage and Key Stage 1
 Be able to plan appropriate History lessons for pupils in the Foundation
Years and at Key Stage 1
 Be familiar with a range of approaches and resources relevant to the
teaching of History in Foundation Stage and Key Stage 1
Course outline
 Concepts and skills in History teaching
 The role of The World Around Us (History) in the Northern Ireland
Curriculum
 Northern Ireland Curriculum: Historical aspects of the themes of
Interdependence, Place; Movement and Energy; Change over Time;
Progression Framework relevant to History at Foundation Stage and
Key Stage 1
 Approaches to teaching The World Around Us - (History) at
Foundation Stage and Key Stage 1: methodology and resources
Recommended Reading
Andreetti, K, (1993)Teaching History from Primary Evidence, London: David
Fulton
Beer, Ann-Low and Blyth, J, (1990) Teaching History to Younger Children,
London Historical Association, Teaching of History Series, No. 52
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Blyth, J, (1989) History in Primary Schools, (Revised edition), Milton Keynes:
Open University Press
Blyth, J, (1993) History 5 to 11, London: Hodder & Stoughton
Cooper, H, (1992) The Teaching of History, London: David Fulton
Cooper, H, (1995) History in the early years, London & New York: Routledge
Cox K, & Hughes, (1990) P, Early Years History : An Approach through Story,
Liverpool, LIHE
Fines, J, & Nichol, J, (1997) Teaching Primary History, Nuffield Primary
History Project, Oxford: Heinemann
Hoodless, Pat (2008) Achieving QTS, Teaching History in Primary Schools,
Exeter
O’Hara, L & O’Hara, M, (2001) Teaching History 3-11, London: Continuum
Smart, L, (1995) Using IT in Primary School History, London: Cassell
Turner-Bissett, Rosie, (2005) Creative Teaching: History in the Primary
Classroom, London, David Fulton Publishers,
Wood, L, & Holden, C, (1995) Teaching Early Years History, Cambridge:
Chris Kington Publishing
Verrier, R, (1997) Teaching Key Stage One History, Oxford: Heinemann
Journals:
Primary History, (Historical Association)
Teaching History; (Historical Association)
Reports / Government publications
www.nicurriculum.org.uk
Department of Education (NI), Evaluating History, 2000,
Department of Education (NI), Provision in Geography and History in a
Sample of Primary Schools in Northern Ireland, 2003
The World Around Us- Science and Technology
Aims:
To create a useful teaching resource for key stage 1 science and technology
within World Around Us.
Learning Outcomes
Students will:
 Appreciate the importance of science and technology within the NIC
 Understand how to structure a science lesson at KS1
 Appreciate the strategies that can be employed to engage children –
with an emphasis on lesson introduction
 Begin to understand the importance of planning, carrying-out, and
evaluating in the context of science investigations
Skills in Science and Technology
Students will:
 Understand the meaning of science skills
 Apply simple technology skills
 Understand how technology can support science teaching
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
Realise the application of ICT in science teaching
Ourselves
Students will:
 Begin to understand how the topic of ourselves can be delivered in the
KS 1 classroom
 Apply simple technology skills
 Use ICT to incorporate Numeracy within teaching
Energy and Materials
Students will:
 Begin to understand how the topics of energy and materials can be
delivered in the KS 1 classroom
 Use an investigations approach for a science activity
Course outline
The course consists of:
 An introductory and concluding lecture,
 Four practical sessions, &
 Private study, in which you should complete the workshop notes and
other set tasks.
Practical Sessions
1.1
Science and Technology in the Primary School
1.2
Skills in Science and Technology
1.3
Ourselves
1.4
Materials and Energy
The main focus of Science and Technology in year 1 is on Foundation Stage
and Key Stage 1. However sessions 1.1 and 1.2 introduce Science and
Technology and therefore include elements associated with Key Stage 2.
Recommended Reading
There are several books that you ought to make use of whilst doing this
course:
ASE (2001) Be Safe. 3rd edn.
Hatfield, The Association for Science
Education.
CCEA (1999) Science and Technology at Key Stages 1 & 2. Belfast, Northern
Ireland Council for the Curriculum, Examinations and Assessment.
Harlen, W. (2000) The Teaching of Science in Primary Schools. 3rd edn.
London, David Fulton.
Hollins, M & Whitby, V. (2001) Progression in Primary Science. 2nd edn.
London, David Fulton.
Naylor, S and Keogh, B. (2000) Concept Cartoons in Science Education.
Cheshire, Millgate House.
Sherrington, R. (1998) ASE Guide to Primary Science Education.
Cheltenham, Stanley Thornes.
Wenham, M (2005) Understanding Primary Science. 2nd edn. London, Paul
Chapman.
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Reference will be made to New Star Science published by Ginn comprising of
different titles and featuring Big Books, Teacher’s Notes, Pupil’s Books and
Six Minute Science Activities.
You also ought to consult the journals, particularly Primary Science
(previously Primary Science Review).
See also: www.cea.org.uk
The Arts- Art and Design
Aims
 To encourage and equip students with the skills required to
teach Art and Design to children at Foundation Stage, Key
Stages 1 and 2.
Learning Outcomes




Students will develop knowledge, skills and understanding of the role of
art and design in the primary curriculum.
Students will develop confidence in the use of a range of media.
Students will reflect on the opportunities for the development of
language and vocabulary through creative activities.
Students will consider planning individual lessons/ a unit of work at
KS1 and KS2.
Course Outline
The theoretical element will provide the information necessary to help
students teach art and design at Key Stages 1 and 2.
The practical element will introduce students to a variety of techniques and
media and increase their knowledge of the creative process.
The role of art and design within the Creative and Expressive Area of the
Revised Curriculum will be examined.
Workshop sessions will develop understanding and use of the visual elements
(colour, line, tone, pattern, texture, shape, form and space) to communicate
ideas. These will include:Characteristics of children’s art and design work and implications for
teaching.
Good practice to develop creative skills and thinking.
Strategies to develop children’s visual literacy and appreciation of art
and design.
Evaluation of children’s progress in Art and Design.
Practical activities with a range of appropriate media to realise ideas.
Lesson preparation, resources including use of www.
Classroom management.
Page | 10
Recommended Reading
DENI (1996) NIC Programmes of Study for Art and Design at KS1 & KS2
CCEA (1996) Visualise: A Contextual Resource for Teaching Art and Design
in Primary Schools
Barnes,R.(2002) Teaching Art to Young Children 4 – 9 Allen & Unwin
Duffy, B. (2009) Supporting Creativity and Imagination in the Early Years
LEARNING MATTERS
Key, P. and Stillman, J. (2009) Teaching Primary Art and Design LEARNING
MATTERS
Morgan,M.(1995) Art 4-11.Art in the Early Years of Schooling. Blackwell
Meager, Nigel (1997) Teaching Art at KS1, NSAED
Meager, Nigel (1997) Teaching Art at KS2, NSAED
Wilson, A. (Ed) (2007) Creativity in Primary Education, LEARNING MATTERS
Useful web sites
www.nicurriculum.org.uk (for Revised Curriculum)
www.standards.dfes.gov.uk
The Arts- Music
Aim
To encourage and equip students to teach Music to children at
Foundation Stage, Key Stages 1 and 2
Learning Outcomes
By the end of the course, students should
1. be familiar with the curriculum requirements for Music within the
Arts in the Northern Ireland Curriculum at Foundation stage, KS
1 and KS 2
2. have an increased ability to respond sensitively to music so that
they might, in turn, foster this ability in children.
3. have gained confidence in practical music making
4. have some proficiency in a suitable, useful, and readily available
classroom instrument, namely, the descant recorder.
5. have developed the ability to select material in order to plan and
present individual lessons and short units of work appropriate for
Foundation Stage, KS 1 and KS 2 pupils.
Course Outline
1.
The reasons why Music is taught in schools
2.
The place of Music within The Arts area of the revised
curriculum.
3.
The Northern Ireland Curriculum
a) the three interdependent areas which should encompass all
Music teaching – PERFORMING, LISTENING, COMPOSING
b) the study requirements at Foundation Stage, KS 1 and KS2
c) the role of the teacher – providing experiences in:- singing,
guiding, listening, composing, inventing, experimenting,
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4.
exploring, organizing the various elements of music, making
choices, representing musical sounds by suitable symbols,
playing.
Supporting the development of creativity and imagination in music
making
Recommended Reading
CCEA (2007) Revised NI Primary Curriculum for The Arts at
Foundation Stage, Key Stages 1 and 2
Glover and Ward (1998) Teaching Music in the Primary School Cassell
Hennessy, S. (1995) Music 7-11: Developing Primary Teaching Skills
Routledge
Bloomfield and Childs (2000) Teaching Integrated Arts in the Primary
School, Fulton
Mills, J. (1991) Music in the Primary School, Cambridge University Press
Pound and Harrison (2002) Supporting Musical Development in the Early
Years OUP
Pugh and Pugh (1998) Music in the Early Years , Routledge
Wilson, A. (Ed) (2007) Creativity in Primary Education Learning Matters
Useful resources
Clarke, V. (1991) High, Low, Dolly Pepper, A&C Black
Gilbert J. (1981) Musical Starting Points with Young Children , Ward Lock
Nicholls, S (1994) Bobby Shaftoe , A&C Black
Nicholls, S. (1994) Three Singing Pigs, A&C Black
Weikart, P. and Carlton, E. (2002) 85 Engaging Movement, Activities
High/Scope
York, M. (1988) Gently into Music , Longman
Physical Education (PE)
Aims
This course aims to provide a solid foundation of skills to enable students to
begin to teach Physical Education at Foundation Stage, Key Stage 1 and Key
Stage 2. The course will primarily focus on developing competence and
understanding of the Games and Athletics components of the Northern
Ireland Physical Education Curriculum. Essentially the course is practical in
nature but will be underpinned by a theoretical framework in order to support
the teaching of Physical Education and to assist students to become reflective
practitioners.
Learning Outcomes
Students should demonstrate:
 An appreciation of the nature and aims of Physical Education as a core
area of learning within the Northern Ireland Primary Curriculum.
 An awareness of the content of the Northern Ireland Curriculum for
Physical Education with particular emphasis on the areas of Games
and Athletics.
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



A basic ability in the teaching of Games and Athletics at Foundation
Stage, Key Stage 1 and Key Stage 2.
An understanding of the symbiotic relationship between practical
teaching of Physical Education and the theory that underpins it.
An understanding of the lesson planning process and some
competence in selecting, planning and teaching Physical Education
lessons appropriate for Foundation Stage , Key Stage 1 and Key Stage
2 pupils.
A awareness of the cross curricular contribution of Physical Education
to other areas of learning within the Primary Curriculum.
Course Outline
1. Games and Athletics within the Northern Physical Education Curriculum
2. Teaching methods appropriate for Games and Athletics.
3. Lesson planning- structuring individual lessons and short units of work
4. Management and use of equipment.
5. Organisation and safety factors.
6. Procedures for evaluation and informal assessment.
Recommended Reading
Most of these books can be located within SECTION 796 in the main library
Strongly Recommended-General Texts
Doherty, J & Brennan P. (2008) Physical Education and Development 3-11 –
A guide for teachers. London: David Fulton:
Chapter 1 is particularly useful – available on consultation.
BAALPE(2008) Safe Practice in Physical Education. BAALPE Dudley LEA.
Available on consultation
CCEA (2007) The Revised Northern Ireland Curriculum. Physical Education at
Foundation Stage and Key Stages 1 and 2 – Consultation copies available in
the library.
CCEA website www. ccea.org.uk - Pages on curriculum review Key Stages 1
–4
Hopper, B., Grey, J., & Maude, T (2000) Teaching Physical Education in the
Primary School. London: Routledge. Falmer.
Strongly Recommended -Games Texts
Anderson, M.E.(1971) Games Skills. Chambers
CCEA (2006) Developing Fundamental Movement Skills. CCEA Multimedia.
Available on consultation
Hall, J.(2003) Games for Infants 2nd edition. AC and Black
Hall, J.(1995) Games for Juniors 2nd edition AC and Black
Page | 13
Lenel, R. M. (1984) Games in the Primary School 2nd edition. London:
Hodder and Stoughton.
Background Reading- General Texts
Almond, L (1989) The Place of Physical Education in Schools. Research into
Practice London: Kogan Page.
Ashworth, S., & Mosston, M (1994) Teaching Physical Education: New York:
Macmillian College.
Bilborough, A., & Jones, P (1963) Physical Education in the Primary School.
London: University Press.
Carroll, B (1994) Assessment in Physical Education. London: Falmer Press.
DENI (1996) The Northern Ireland Curriculum Programmes of Study for
Physical Education. HMSO: Belfast.
Mawer, M (1995) The Effective Teaching of Physical Education. New York:
Longman.
Siedentop, D. (1983) Developing Teaching Skills in Physical Education:
California. Mayfield.
Williams, A (2000) Primary School Physical Education: Research Into
Practice. London.: Routledge Falmer.
Background Reading- Games Texts
Belka, D.(1994) Teaching Children Games. Becoming a Master Teacher.
Human Kinetics
Cooper,A.(1982) The Development of Games Skills: A scheme of work for
teachers
Cooper, A.(1993) The Development of Games and Athletics Skills .Stanley
Thornes Ltd.
Cooper, A.(1995) Starting Games Skills.
Cameron, W. McD & Munday, S. (1977) The games lesson in the primary
school. Cambridge University Press.
Mauldon, E. (1969) Games Teaching .A heuristic approach for the primary
school. MacDonald and Evans.
Oxley, C. (1993) Bright Ideas: Indoor and Outdoor Games
Parrat, A.L.(1983) Indoor Games and Activities; A comprehensive guide to the
teaching of games skills to pupils 7-13 years. Hodder and Stoughton
Read, B. & Edwards, P. (1992) Teaching Children to play games – a resource
for primary teachers 5 -11. British Council of Physical Education
Wetton, P. (1987) Bright Ideas: Games for PE.
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Religious Education (RE)
Aims
To provide students with an educational rationale for the teaching of RE in
primary schools and to equip them with relevant practical knowledge, skills
and awareness of resources for the task.
Learning Outcomes
On completion of this module the students should demonstrate:

awareness of the contemporary context of Religious Education in
Northern Ireland

that they have examined their own attitudes towards teaching RE
inclusively in a plural society

that they have considered various approaches to the teaching RE in
primary schools

an awareness of suitable sources and resources for RE in primary
schools.
Course Outline
The course will explore contemporary approaches to Religious Education in
the context of a plural society and offer some basic classroom strategies with
reference to the official Northern Ireland Core Syllabus and a range of
alternatives suitable for all teachers, whatever their religious background or
viewpoint. The focus in this course will focus on a general introduction and
exploration of the importance of RE in exploring beliefs, values and attitudes,
with particular emphasis on interactive classroom strategies and resources.
Themes and topics will be drawn from Christianity and other world faiths. The
cross-curricular dimensions of RE will also be highlighted.
RE will be taught in two separate blocks of 4-5 weeks each, full details of
which will be provided to students in class, along with a Handbook of sources
and resources.
The course is taught using a combination of lectures and seminars. Teaching
methods are informal and students are encouraged and expected to
contribute to the topics under discussion. Topics for reading and research will
be suggested in lectures and students will be encouraged to use the library
facilities. Students are expected to consider the implications and applications
of the various aspects of this course for their school-based work.
Recommended Reading
Mackley, J & Draycott, P: A to Z: Practical Learning Strategies to Support
Spiritual and Moral Development (RE Today Services, 2004)
Rivett, R. (ed): A Teacher’s Handbook of Religious Education – Third Edition (RE
Today Services, 2007)
Draycott, P. (ed): Primary R.E., PSHE and Citizenship (RE Today Services,
2002)
Richardson, N.: Sharing Religious Education – a brief introduction to the
possibility of an inclusive approach to R.E. in Northern Ireland (Stranmillis
Page | 15
RRRE website, 2007:
http://www.stran.ac.uk/informationabout/research/researchresourcesforre/ click on Occasional Papers)
The Northern Ireland Revised Core Syllabus for Religious Education
(Department of Education, 2007):
http://www.deni.gov.uk/re_core_syllabus_pdf.pdf
Personal Development and Mutual
Understanding (PDMU)
Aims
To introduce to students the key issues and themes of PDMU and to equip
them with the practical knowledge, skills and awareness of resources for the
task.
Learning Outcomes
On completion of this course the students should demonstrate:

a personal and professional rationale for PDMU as a dimension of
values education

an awareness of the nature and scope of PDMU in the Primary School
and of its relationship with other curriculum areas

a readiness to use active and interactive approaches for teaching and
learning

an awareness of suitable sources and resources for PDMU in primary
schools
Course Outline
PDMU is a new area of learning within the Northern Ireland Curriculum, in two
strands:
1. Personal Understanding and Health
2. Mutual Understanding in the Local and Wider Community
Over two years the course will explore aspects of both strands of this area of
learning and offer guidance on a range of approaches with particular
emphasis on interactive classroom strategies. Year 1 will focus on a general
introduction and exploration of the importance of PDMU in exploring values
and attitudes and also on key aspects of Strand 2. The cross-curricular
dimensions of PDMU will also be highlighted.
PDMU will be taught in two separate blocks of 4-5 weeks each, full details of
which will be provided to students in class, along with a Handbook of sources
and resources.
The course is taught using a combination of lectures and seminars. Teaching
methods are informal and students are encouraged and expected to
contribute to the topics under discussion. Topics for reading and research will
be suggested in lectures and students will be encouraged to use the library
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facilities. Students are expected to consider the implications and applications
of the various aspects of this course for their school-based work.
Recommended Reading
Edgar, K. & Hamill, M.: Living, Learning, Together – special resource boxes
for PDMU in Years 1 to 7 (CCEA, 2007-9).
Montgomery, A & Birthistle, U: Primary Values – a literacy based resource to
support the Personal Development Programme in primary schools (CCEA,
2002)
Rowe, D.: Introducing Citizenship – A Handbook for Primary Schools
(London: A & C Black / The Citizenship Foundation, 2001)
Masheder, M., Positive Childhood: Educating Young Citizens (Green Print,
2004)
Connolly, P., Smith, A. & Kelly, B.: Too Young to Notice? – The Cultural and
Political Awareness of 3-6 year-olds in Northern Ireland (Community Relations
Council, 2002)
Assessment
Coursework
World Around Us: History and Geography (10%) Science (10%), RE
(20%),Creative and Expressive Arts (20)
Feedback to students on completed assignments:
The time taken to return assessed work to students may vary according to the
nature of the work and the size of the class, etc. However, staff will agree
dates for the return of assessed work with relevant grades and written
feedback. This will not normally exceed six weeks from the date of
submission. Grades provided at this stage will be provisional, subject to the
agreement of the Course External Examiner and confirmation by the Board of
Examiners.
Examination
Semester 2 Exam (May 2013) 2 hr. paper half exam on PE, half exam on
PDMU 40%
Specific details regarding assignment tasks and submission dates will be
given by the tutors responsible for the individual components of the module.
University Coursework Assessment Criteria –
level 1
COURSEWORK ELEMENTS in modules are graded from A* - F, with grade F
indicating an unsatisfactory or fail grade. The percentage ranges associated
with a particular grade as outlined on the Coursework Cover Sheets are:
Grade
A
B
Percentage
70
60-69
Grade
D
E
Percentage
40-49
35-39
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C
50-59
F
0-34
Module tutors will normally have specific assessment criteria for coursework
elements within a module which will be communicated to you when the
assignment is set.
GRADE A
Excellent answer which:
 is comprehensive and accurate
 is presented in a clear and cogent manner
 makes full reference to appropriate material
 makes effective use of language
 displays some of the following characteristics:
integration of a wide range of learning resources
originality of exposition or treatment
evidence of insight
critical evaluation
GRADE B
Very good answer which:
 is generally accurate and reasonably detailed
 displays a good understanding of the main principles and a reasonable
grasp of details
 shows strong and coherent argumentation
 is presented in a logical fashion
 makes frequent reference to appropriate material
 makes effective use of language
GRADE C
Good answer which:
 is reasonably accurate and well-informed, albeit with some minor
omissions or inaccuracies
 is limited to the main issues and based on a limited range of learning
resources
 makes some reference to appropriate material
 makes acceptable use of language, with some minor inaccuracies
GRADE D
Adequate answer which:
 displays evidence of understanding of the main principles in broad
terms
 may contain important inaccuracies or omissions
 may answer the question indirectly or may lack supporting evidence
 makes minimal reference to relevant material
 shows poor use of language, although the meaning is understandable
GRADE E
Failing but compensatable answer which:
 displays a very limited understanding of the aim of the question
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



is sparse in material and lacking in organization
contains material that is inappropriately used or of limited relevance
proceeds by way of assertions unsupported by appropriate evidence
shows poor use of language with significant grammatical and other
errors
GRADE F
Unsatisfactory poor answer which:
 shows a complete lack of understanding of the question
 provides very little of any relevance and value to the question
 makes an incoherent argument
Additional criteria
Expression
A*
Accurate grammar and spelling
Ideas are fluently and creatively expressed
A
Accurate grammar and spelling
Written expression is fluent
B
Written expression is good
Mostly accurate in grammar and spelling
C
Written expression is satisfactory
D
Written expression is weak
Inaccuracies are widespread in spelling and grammar
F (marginal) Expression is poor
Inaccuracies in spelling and grammar
F (weak)
Expression is very poor
Inaccuracies in spelling and grammar prominent
F (poor)
Incoherent style of expression
Spelling and expression makes work incomprehensible
Referencing
A*
Extensive bibliography and scholarly citation
A
Citation and references are appropriate
B
Citation and references are mainly appropriate
C
D
Referencing generally appropriate
Some inaccuracies in references and bibliography citation
F (marginal) Poor referencing and bibliography citation
F (weak)
Lack of referencing throughout and limited bibliography
citation
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F (poor)
No references given and bibliography missing
All assignments are to be handed in to the Admin. Office, Central Building.
Your assignment should have a front cover on which the tutor can write
remarks and record a grade, and you can collect these from the Admin.
Office. The office is normally open from 9.00 am – 1.00 pm) and from 1.45
pm – 5.00 pm (Monday to Thursday). No credit will be given if assignments
are lost.
General Regulations
Once you enrol in Stranmillis University College you are considered to have
entered the teaching profession, and are expected to conduct yourself in
College and in schools with this in mind.
It is considered essential that you attend all Curriculum Studies classes,
unless you are ill, when a medical certificate is required, or when special
permission has been granted by the Director (Student Affairs). Failure to
attend classes will normally result in failure of the module. You are
responsible for ensuring personally that your attendance is noted.
Plagiarism
The University College regards plagiarism as a serious academic offence
which may lead to disciplinary action being taken against the student
concerned. Plagiarised material will be deemed to be passages from other
works (including internet sources) incorporated without acknowledgement and
with the intention of it being taken to be the candidate's own work.
Plagiarised material will also be deemed to be passages from other
assignments that the candidate has already submitted in partial satisfaction of
degree requirements. Passages from other works may be quoted only if
shown as quotations with acknowledgement of the sources and similarly may
be paraphrased only if the sources are acknowledged.
Assessment
Coursework submitted after the deadline will be penalised at a rate of 5% of
the assessed mark per working day up to 5 working days. Coursework
submitted more than 5 working days after the deadline will be recorded as
zero for that assignment. Exemptions will be granted only if there are
extenuating circumstances and the student has formally notified (in writing)
the Year Leader for Curriculum Studies of such circumstances within three
days of the submission deadline.
Page | 20
Guide to using the Harvard Reference System
Introduction: Why reference?
By providing correct details of references in your text and at the end of your
piece of work:
1. you allow the reader to look up the works you have cited and so extend
their knowledge
2. you show evidence of the breadth of your reading
3. you avoid any suggestion of plagiarism i.e. using someone else’s ideas
without acknowledging them (see Pears and Shields, 2004)
Why Harvard?
The Harvard reference system is the main reference system used by the
Social Sciences in the UK. It uses the author surname and year of publication
in the body of the text and a full list of references at the end (rather than, for
instance, footnotes or a numeric system). Beyond this insistence on authordate, there is considerable variation in precise detail between the many
different interpretations of the Harvard system. The following is therefore
offered as a guide, but cannot be definitive. It does aim however to be
consistent, clear and easy to follow.
For each reference type there is guidance on how to reference both in the text
and in the full list of references at the end. When quoting text directly,
remember to give the exact page number(s) wherever possible.
Page | 21
1.
BOOKS
a)
Single author
in your text:
Gilbert (2002) argues that…
Gilbert (2002, p. 136) notes that ‘Teaching is about
relationships’.
It has been argued (Gilbert, 2002) that…
in your references: Gilbert, I. (2002) Essential motivation in the
classroom, London, Routledge.
b)
Two authors
Baker and Hacker (1985) found that …
Baker and Hacker (1985, p. 78) note that
‘Wittgenstein’s philosophy…’
Some would argue (Baker and Hacker, 1985)
that…
in your text:
in your references: Baker, G.P. and Hacker, P.M.S. (1985)
Wittgenstein: rules, grammar and necessity,
Oxford, Blackwell.
c)
Multiple (more than two) authors
in your text:
assessment…
Black et al. (2003) discuss the importance of
Black et al. (2003, p. 45) claim that ‘Assessment
for Learning…’
It has been claimed (Black et al., 2003, p. 45) that
‘Assessment…’
in your references: Black, P., Harrison, C., Lee, C., Marshall, B. and
Wiliam, D. (2003) Assessment for Learning –
putting it into practice, Maidenhead, Open
University Press.
d)
A chapter/section in an edited volume
in your text:
Heightman (2005) notes that …
Heightman (2005, p. 63) claims that ‘Qualified
teachers are…’
Classroom observation is invaluable to the student
teacher (Heightman, 2005).
in your references: Heightman, S. (2005) ‘How to maximise learning
from classroom observation’ in S. Capel, M. Leask
Page | 22
and T. Turner (eds) Learning to teach in the
secondary school – a companion to school
experience (4th edn), London, Routledge.
e)
Where there are several editions of the same book, make this clear in
your list of references:
in your references: Capel, S., Leask, M. and Turner, T. (2005)
Learning to teach in the secondary school – a
companion to school experience (4th edn), London,
Routledge.
JOURNAL ARTICLES (HARD COPY)
in your text:
Morrison and Wylie (1999) argue that…
Morrison and Wylie (1999, p. 96) maintain that
‘National Curriculum testing is based…’
It has been argued (Morrison and Wylie, 1999)
that…
in your references: Morrison, H.G. and Wylie, E.C. (1999) ‘Why
National Curriculum testing is founded on a
methodological thought disorder’, Evaluation and
Research in Education, 13 (2), pp. 92-105.
(Note that you should provide the volume number,
in this case 13, the part number where available
and page numbers for the entire article, not just
the page(s) you have referred to in your text.)
GOVERNMENT PUBLICATIONS
in your text:
DENI (2001) has given advice on…
DENI (2001, p. 56) note that ‘It is the school’s
responsibility…’
It has been found (DENI, 2001) that …
in your references: DENI (2001) Promoting positive behaviour,
Bangor, DENI.
DISSERTATIONS/ THESES
in your text:
Pinkerton (2002) claims that…
in your references: Pinkerton, M. (2002) Quantification, standards and
the elusive search for transparency in monitoring
school performance, unpublished Ed.D.
dissertation, The Queen's University of Belfast.
NEWSPAPER/MAGAZINE REPORTS
Page | 23
in your text:
Torney (2006) reports that…
in your references: Torney, K. (2006) ‘Selection is gone, says report’,
Belfast Telegraph, 16 January, p. 16.
Where no author is given:
in your text:
The Times (2005)
in your references: The Times (2005) ‘Blair promises extra funding for
all schools’, 13 July, p. 4.
WEB PAGES (see note below)
in your text:
DENI (2006) have reported that…
in your references: DENI (2006) Extended Schools: schools, families,
communities working together, available at
http://www.deni.gov.uk (accessed 23/01/07).
ELECTRONIC JOURNAL ARTICLES
in your text:
John (2006) rethinks the dominant model…
John (2006, p. 483) notes that ‘In virtually every
teacher-preparation…’
In recent years new models of lesson planning
have been devised (John, 2006).
in your references: John, P.D. (2006) ‘Lesson planning and the
student teacher: re-thinking the dominant model’,
Journal of Curriculum Studies, 38 (4), pp. 483-498,
Swetswise (Online) available at
http://www.swetswise.com.ezproxy.qub.ac.uk
(accessed 19/02/07).
REFERENCING ELECTRONIC SOURCES
A number of points need to be borne in mind when you are referencing
electronic sources:
o All references, including websites, should be included in one,
single list of references. There should be no separate list of
websites.
o Although sometimes difficult you must attempt to apply the
Harvard principles to electronic sources too. Therefore you
should try to establish the name of the author of the piece
(individual or organisation) where at all possible.
Page | 24
DENI
(2005)
Child
protection,
available
http://www.deni.gov.uk/index/13-healthsafety/21-childprotection.htm#circulars (accessed 19/02/07).
at
o Where there is no author/organisation, you should use the web
page’s title in its place.
'Special needs' education queried (2005) available at
http://news.bbc.co.uk/1/hi/education/4071122.stm (accessed
23/12/06).
o As a last resort, where there is no author and no web page title,
you should use the URL. In the list of references, all similar web
references should be alphabetized under ‘h’.
http://inclusion.uwe.ac.uk/csie/10rsns.htm (2007) (accessed
12/01/07).
o Where there is no obvious date of publication, you should use the
date on which you accessed the page.
http://www.everychildmatters.gov.uk/events
(accessed
14/02/07).
o Some URL addresses may be extremely long and you may wish to
shorten these but you should still include enough information to
allow a reader to find the information.
HOW TO ORGANISE YOUR REFERENCES
o There should be one single list of references at the end of the
assignment/dissertation in which full details are given of each work
referred to in the body of your text. There is usually no need for a
separate bibliography, unless you are specifically requested to provide
one by your tutor.
o All works referred to should be listed alphabetically by first named
author (surname). Where you have referred to several works by the
same author, single-authored works should be listed first, then joint
items and finally multiple items. Within each of these, items should be
listed in order of date, the most recent first.
Bruner, J.S. (1996) The culture of education, Cambridge, MA,
Harvard University Press.
Bruner, J.S. (1990) Acts of meaning, Cambridge, MA, Harvard
University Press.
Bruner, J.S. (1986) Actual minds, possible worlds, Cambridge, MA,
Harvard University Press.
Fodor, J. (1983) The modularity of mind: an essay on faculty
psychology, Cambridge, MA, MIT Press.
Page | 25
Fodor, J. and McLaughlin, B. (1990) ‘Connectionism and the
problem of systematicity: why Smolensky's solution doesn't
work’, Cognition, 35, pp. 183-204.
o If the same author(s) publish more than one work in the same year,
then these should be listed a,b,c (written in lower case after the year of
publication) both in the text and in your reference list:
CCEA (2003a) Proposals for curriculum and assessment at Key
Stage 3. Part 1: Background rationale and detail, Belfast,
CCEA.
CCEA (2003b) Proposals for curriculum and assessment at Key
Stage 3. Part 2: Discussion papers and case studies, Belfast,
CCEA.
MULTIPLE SOURCES (in the text)
If you wish to refer to a number of sources within your text, for instance in a
literature review, you can list multiple references in brackets, giving the name
and date of publication as usual, but separated with semi-colons. You should
list your authors by alphabetical order:
Example:
As Geake and Cooper (2003) suggest, there has recently been a
high level of interest in brain functioning (Carter, 2000; Changeux,
1985; Damasio, 2000; Greenfield, 1997; Pinker, 1998; Rose,
1992).
SETTING OUT QUOTATIONS
Short quotations can be included in the body of the text, though set in
quotation marks.
Example:
As Van Haaften (1995, p. 180) puts it ‘Any such meaning
component would be superfluous, an idle wheel’. The beetle
analogy therefore demonstrates that the notion of a mental object
is irrelevant to the everyday use of psychological concepts in
language.
Longer quotations should be set out as paragraphs indented both left and
right. There is no need to use quotation marks, but you should give the
reference details at the end:
Example:
Page | 26
Frustration has understandably been growing over many years
among teachers of modern languages other than French, as Peers
noted as early as 1944:
Note that no one declaims violently against Spanish,
German or Italian: that would probably provoke a
strong reaction in their favour and do them more
good than harm. The procedure is just to smile upon
them
and
keep
them
quiet
by
saying
condescendingly nice things about them – in other
words, to inoculate education with a tiny dose of them
so that it may never catch them badly.
(Peers, 1944, p. 7).
SECONDARY REFERENCING
On occasion you may want to refer to a piece of work which has been cited in
another text you have read, even though you have not read the original. In
this case you should acknowledge the fact that you have not read the original
and provide enough information to allow the reader to find the reference as
you did. Your list of references should include (at least) the full details of the
text you have actually read.
Example:
in your text:
Kyriacou (1998, p. 34) refers to research by
Wragg and Brown (1993) where it was
discovered that there are seven key aspects to
effective explanations in the classroom.
in your references: Kyriacou, C. (1998) Essential teaching skills,
Cheltenham, Nelson Thornes.
USEFUL ABBREVIATIONS
et al. (Latin - abbreviation for et alii: and others) used when there are more
than two authors of a piece. Note that the following verb is therefore in
the plural and not the singular:
Example: Black et al. (2003) report on the findings of their two-year
KMOFAP project…
p./pp. If you are quoting a specific section of a text or if you are quoting
directly you must give the page reference. Use p. if there is just one
page, or pp. when more than one.
Page | 27
Example:
Smith (2004, p. 4) claims that…
Smith (2004, pp. 34-56) argues that…
For further information, see:
Pears, R. and Shields, G. (2010) Cite them right: the essential referencing
guide (8th edn), Basingstoke, Palgrave Macmillan.
[Copies are available in Stranmillis University College Library]
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