EDUC42310 Subj Pedag: ReligionII

Academic Year 2023/2024

In the course of this module, students will be engaged in the critical evaluation of key issues relating to the teaching of Religious Education at second level. They will develop a nuanced understanding of the educational principles underpinning the Religious education curriculum and will explore a wide range of teaching and learning approaches. Key areas of focus will include the development of knowledge, understanding, skills and attitudes to match appropriate teaching and learning approaches to different learning styles and special educational needs.
The module will explore a range of digital tools and resources that can be used to enhance the learning experience for students in the Religious Education classroom. Particular emphasis will be on enabling learners to reflect on what they are learning in Religious Education classrooms and to connect it with their own experience and encourage student participation through active learning.
Students will also engage themselves in active learning methodologies throughout the year in order to model best practice in the classroom.

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Curricular information is subject to change

Learning Outcomes:

On completion of this module, students will be able to:
• Demonstrate a clear understanding of the requirements of the second-level senior cycle syllabus for Irish post-primary schools, to include Leaving Certificate, Leaving Certificate Applied and the non-exam dimensions of Religious Education.
• Gain a clear understanding of the structure of the Senior Cycle syllabus and have an in- depth knowledge of the content of the course.
• Design lesson plans and schemes of work that incorporate a variety of teaching and learning approaches that acknowledge the need to make pupils active participants in their learning, using appropriate syllabus resources.
• Identify and create a wide range of resources that can be used in the Senior Cycle Religious Education classroom.
• Continue to incorporate appropriate formative and summative assessment strategies into their classroom practice to support pupil learning at senior cycle.
• Demonstrate their ability to use information and multimedia technology to enhance student learning.
• Be adept at planning for differentiation and progression in the Religious Education classroom, understanding the needs of different learners, particularly those with SEN.
• Have a clear understanding of literacy and numeracy components in Religious Education.
• Familiarise themselves with required documentation and procedures surrounding inspection in the Religious Education classroom.

Indicative Module Content:

Indicative Reading List
-Cox, D., & Hutton, L. (2021). Making Every RE Lesson Count: Six principles to support religious education teaching. Crown House Publishing Ltd.
-Biggs, J. (2003). Aligning teaching for constructing learning. Higher Education Academy, 1(4), 1-4.
-Rata, E. (2019). Knowledge‐rich teaching: A model of curriculum design coherence. British Educational Research Journal, 45(4), 681-697.

Indicative Module Content
1. Senior Cycle Religious Education Specification non-examined
2. Senior Cycle Religious Education Specification examined
3. Senior Cycle Religious Education Specification – Adaptions for the TY classroom
4. RE Leaving Certificate examinations and assessment
5. Aligning Teaching for Constructive Learning
6. Designing a Knowledge Rich Curriculum for RE
7. Deepening Cross Curricular Links through Global Citizenship Education
8. Exploring Resources and Sources in RE
9. Exploring Resources and Sources in RE
10. Collaborative Planning for Teaching, Learning and Assessment
11. Marketplace of Ideas
12. Reflective Inquiry

Student Effort Hours: 
Student Effort Type Hours
Lectures

24
Autonomous Student Learning

101
Total

125
Approaches to Teaching and Learning:
Active/task-based learning; peer and group work; lectures; critical writing; reflective learning; debates and student presentations. 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Assignment: An assignment brief will be provided by your module coordinator during the module. 20% of the assignment will be based on participation in the module as prescribed by the module coordinator. Varies over the Trimester n/a Standard conversion grade scale 40% Yes

100

Carry forward of passed components
No
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Opportunities will be provided for self and peer-review strategies throughout the module and individual feedback will be provided post-assessment.

Name Role
Ms Cathrina Gaffney Lecturer / Co-Lecturer
Ms Karen O'Donovan Lecturer / Co-Lecturer
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 

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