BA (Honours) Secondary Education Religious Education 11-16 with Post 16 enhancement (with recommendation for QTS)

The aims for this module are set in the context of the SEEC Credit Level Descriptors for Higher Education (2021) and the ITT Core Content Framework (2019). This module aims to provide students with a secure understanding of the development of learning both in the context of self, as teacher-researcher, and how this can support children in their development and learning outcomes. The module will introduce students to the underlying concepts and principles of educational research, with a particular focus on observational research methods. Students will be given the opportunity to evaluate and interpret quantitative and qualitative data grounded in key educational issues, including behaviour management, key legislative frameworks, and learning theories. A key element of this module is to develop students’ scholarly approach through engagement in academic literature, developing academic writing skills and adhering to referencing conventions.

The aims for this module are set in the context of the SEEC Credit Level Descriptors for Higher Education (2021) and the ITT Core Content Framework (2019). University-based training is provided through the full range of modules undertaken at level 4: these introduce the theoretical, subject and pedagogical knowledge needed to underpin effective classroom practice. This module provides the opportunity to identify and apply these in practice during school-based training in a placement setting and learn about professional duties and requirements. Successful completion of all elements of the module is required to progress on to the Level 5 professional practice module, Understanding Professional Practice.

The module includes a placement block to enable students to undertake work-related learning. Students are placed in pairs in a school setting to experience the wider life of the school and undertake professional tasks and activities that contribute to children’s learning in different key stages, supported by a School-Based Tutor from the setting and a Tutor from the University. In the first school term (semester 1), the focus is on observing professional behaviours and assisting with teaching in your subject specialism. In the summer term, students return to the same setting (where possible) in order to begin applying some of the pedagogies studied in other modules. Students will also be expected to reflect on aspects of pastoral care, safeguarding, behaviour management, and subject-specific sessions during taught sessions.

he aims for this module are set in the context of the QAA Framework for Higher Education Qualifications, the ITT Core Content Framework (2019), the Intensive Training and Practice (ITAP) Policy Paper (December 2023) and the Initial Teacher Training (ITT): Criteria and Supporting Advice Academic Year 2024/25. University-based training sessions introduce the theoretical, subject and pedagogical knowledge needed to underpin effective classroom practice. School-based training in a placement setting provides the opportunity to apply these in practice. School-based training includes School experience placements and ITAP weeks, which allow for intensive training and practice in specific areas of the Birmingham Newman Themes. Successful completion of all module elements is required for recommendation for Qualified Teacher Status.

The aims for this module are set in the context of the SEEC Credit Level Descriptors for Higher Education (2021) and the ITT Core Content Framework (2019). This module aims to provide students with a secure understanding of the role of the teacher and to start to develop an understanding of the pedagogical practices that underpin successful teaching in a secondary school setting. The module starts by exploring the identity and role of the individual teacher in their own classroom but then widens to explore the role in further contexts. These contexts will include the subject department or faculty, the school and its community, professional networks, the local authority, the British education system and the possibility of an international setting. In this way, the students will develop a sense of how the teacher’s role is context-based. For this reason, the students will also experience working directly with groups of young people in different contexts, such as on-campus as well as in partner schools.

The aims for this module are set in the context of the SEEC Credit Level Descriptors for Higher Education (2021), and the ITT Core Content Framework (2019). This module aims to introduce the nature of learning and how planning is an essential part of successful teaching. It will be subject specific so will take into account the differing nature of each discipline and subject curriculum. The underlying moral and personal reasons for teaching will be introduced and discussed with an aim to enable a reflective approach to the teaching profession. Learning theory will be introduced and examined alongside the importance of assessing learning at a formative and summative level. Students will be expected to assess previous lesson plans and proformas and examine their effectiveness. They will be familiarised about the nature of planning lessons in their subject alongside best practice advice. Academic literature will be reviewed to aid their plan successful lessons which promotes subject learning.

The aims for this module are set in the context of the SEEC Credit Level Descriptors for Higher Education (2021), and the ITT Core Content Framework (2019) and the QAA – Subject Benchmark statement: Theology and Religious Studies (2022). University-based training is provided at level 4, to develop subject knowledge. The intention of the module is to develop expertise in order to enhance subject knowledge beyond the KS3, KS4 and post-16 curriculum. Successful completion of all elements of the module are required to progress on to the level 5 subject knowledge module.

This module aims to:

Introduce the phenomena of religions and worldviews in general, and/or particular religious cultures, communities, institutions and identities including some of the practices, institutions, lifestyles, beliefs, values, ethics, emotions, texts, discourses, material cultures, social arrangements, art, history, and archaeology associated with the religious cultures, communities and institutions studied, and their connections to wider social and cultural structures, norms, aesthetics, and aspirations

Start to engage students with key sources of the religion(s) or worldview(s), and their interpretation in different historical periods and in different social or geographical settings

Provide an opportunity for students to explore the beliefs, claims, and arguments about transcendent or spiritual reality, the divine, God or the gods, the world, and ethics and human flourishing that circulate in specified religious contexts

Begin to explore themes, debates and methods within theology and religious studies

The aims for this module are set in the context of the SEEC Credit Level Descriptors for Higher Education (2021) and the ITT Core Content Framework (2019). This module is designed to develop critical knowledge and understanding of the underlying concepts, principles, methods and data analysis techniques in educational research. Students will be guided through both quantitative and qualitative methods for enquiry, in which they will be encouraged to critically evaluate their appropriateness. Engaging in data analysis techniques, students will have the opportunity to interpret research findings and contextualise them within pertinent educational issues. Research ethics and rigour will be evaluated, and students will be encouraged to reflect upon the links between teacher as researcher, pupil outcomes and their own professional development. Successful completion of all elements of the module is required to progress on to the Level 6 professional practice module, Independent Researcher.

The aims for this module are set in the context of the SEEC Credit Level Descriptors for Higher Education (2021), and the ITT Core Content Framework (2019). University-based training is provided through the full range of modules undertaken at level 5: these develop the theoretical, subject and pedagogical knowledge needed to underpin effective classroom practice. This module provides the opportunity to identify and apply these in practice during school-based training within the secondary setting.

This module aims to further provide students with a secure understanding of role of the teacher, consolidate their understanding of the pedagogical practices that underpin successful teaching in a secondary school setting and address issues within teaching and learning, adaptive practice and understanding & managing behaviours.

The module allows reflective exploration of the developing sense of ‘teacher identity’ and their role in their own classroom. Reflecting on professional practice working directly with groups of young people, students will have opportunities to implement pedagogical strategies and review their implementation.

This intent of students enrolled on this module is to train them to become secondary school teachers so successful completion of the module is required to progress on to the level 6 of the B.A. (Honours) Secondary Education 11-16 with Post 16 enhancement (with recommendation for QTS).

The aims for this module are set in the context of the SEEC Credit Level Descriptors for Higher Education (2021), and the ITT Core Content Framework (2019). University-based training is provided through the full range of modules undertaken at Level 5: these develop the theoretical, subject and pedagogical knowledge needed to underpin effective classroom practice. This module provides the opportunity to identify and apply these in practice during school-based training within the secondary setting. Successful completion of all elements of the module are required to progress on to the Level 6 professional practice module, Assessment against the Themes.

During an 8-week placement block, students undertake teaching practice in a school setting to experience the wider life of the school and undertake professional tasks and activities that contribute to children’s learning. Students will be expected to reflect upon and critically evaluate their developing knowledge, understanding and skills as they begin to take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. They will be required to devise action plans and set targets for continued development and reflect on their own professional development in collaboration with a School Based Tutor from the setting, supported by a Partnership Tutor from the University.

The aims for this module are set in the context of the SEEC Credit Level Descriptors for Higher Education (2021), and the ITT Core Content Framework (2019). University-based training is provided at level 5, to develop subject knowledge. The intention of the module is to develop expertise in order to enhance subject knowledge beyond the KS3, KS4 and post-16 curriculum. Successful completion of all elements of the module are required to progress on to the level 6 subject knowledge module.

This module aims to:

Build upon students’ strengths and competencies evidenced previously.

Develop knowledge of relevant concepts and theories related to the subject discipline.

Enable students to develop an informed position within the wider subject area.

Enable students to demonstrate secure understanding of core subject content.

Provide students with the ability to problem solve and develop skills within the subject area.

Provide students with a structured programme and supportive environment which will enable them to develop expertise within their subject area.

The aims for this module are set in the context of the SEEC Credit Level Descriptors for Higher Education (2021), and the ITT Core Content Framework (2019). University-based training is provided through the full range of modules undertaken at Level 5: these develop the theoretical, subject and pedagogical knowledge needed to underpin effective classroom practice. This module provides the opportunity to identify and apply these in practice during school-based training within the secondary setting. Successful completion of all elements of the module are required to progress on to the Level 6 professional practice module, Assessment against the Themes.

During an 8-week placement block, students undertake teaching practice in a school setting to experience the wider life of the school and undertake professional tasks and activities that contribute to children’s learning. Students will be expected to reflect upon and critically evaluate their developing knowledge, understanding and skills as they begin to take increasing responsibility for teaching pupils and fulfilling the duties expected of a teacher. They will be required to devise action plans and set targets for continued development and reflect on their own professional development in collaboration with a School Based Tutor from the setting, supported by a Partnership Tutor from the University.

This module aims to:

Build upon key educational terminology to include pedagogy, assessment types and the vocabulary used in teaching and learning Religious Education

Develop detailed knowledge of the complex nature of learning and be exposed to learning theory that enlightens about the nature of how pupils respond to learning in Religious Education.

Enable students to demonstrate an informed position through reflective practice on the nature of pedagogy and to develop a sense of moral purpose of teaching.

Provide students with the ability to independently find the rationale behind lesson choices in terms of subject, content and sequence

Develop students’ ability to describe in depth pedagogies used to enable teaching and learning in Religious Education

Examine the nature of formative and summative assessment and to discuss the rigor of checking learning in lessons and at key stages.

This module aims to:

Provide an opportunity for critical engagement with the phenomena of religions and worldviews in general, and/or particular religious cultures, communities, institutions and identities; examining some of the practices, institutions, lifestyles, beliefs, values, ethics, emotions, texts, discourses, material cultures, social arrangements, art, history and archaeology associated with the religious cultures, communities and institutions studied, and their connections to wider social and cultural structures, norms, aesthetics and aspirations

Critically engage with key sources of the religion(s) or worldview(s) studied, and their interpretation in different historical periods and in different social or geographical settings

Provide an opportunity for critical engagement with the beliefs, claims, and arguments about transcendent or spiritual reality, the divine, God or the gods, the world, and ethics and human flourishing that circulate in specified religious contexts

Enable critical engagement with a range of themes, debates and methods within theology and religious studies

The aims for this module are set in the context of the SEEC Credit Level Descriptors for Higher Education (2021), and the ITT Core Content Framework (2019). This module will provide you with the opportunity to apply acquired knowledge and understanding of research approaches. You will design and undertake an independent educational based research project, with the aim of extending your pedagogical knowledge. You will demonstrate an understanding of a complex body of knowledge, evaluating evidence, arguments and assumptions to reach sound judgments and to communicate them effectively. In engaging critically with research, you will be able to critique practice and thereby strengthen your pedagogical and subject knowledge. You will also adopt a systematic approach through developing a practical awareness of research designs, paradigms and ethical considerations.

The aims for this module are set in the context of the SEEC Credit Level Descriptors for Higher Education (2021), and the ITT Core Content Framework (2019). University-based training is provided through the full range of modules undertaken at Level 6, these consolidate the theoretical, subject and pedagogical knowledge needed to underpin effective classroom practice. This module provides the opportunity to identify and apply these in practice during an assessed work-related placement within the secondary school setting. Successful completion of all elements of the module are required for recommendation for Qualified Teacher Status.

In this work-related module, the focus is on Meeting the Professional Standards. University-based training sessions reflect aspects of professional studies arising as national, local and individual priorities. Students complete 50 days work-related placement over 12-weeks in their subject specialism. During their placement, students’ professional practice is assessed against the professional standards embedded in the Newman Curriculum monitoring framework as they take increasing responsibility for classroom management and fulfil the duties expected of a teacher, including taking over accountability for pupils’ learning and progress. Students will extend their knowledge and understanding of issues related to professional development and experience. Evidence of an appropriate professional standard is necessary for recommendation for Qualified Teacher Status (QTS).

The aims for this module are set in the context of the SEEC Credit Level Descriptors for Higher Education (2021), and the ITT Core Content Framework (2019). This module will provide you with the opportunity to apply acquired knowledge and understanding of research approaches. You will design and undertake an independent educational based research project, with the aim of extending your pedagogical knowledge. You will demonstrate an understanding of a complex body of knowledge, evaluating evidence, arguments and assumptions to reach sound judgments and to communicate them effectively. You will demonstrate progression in your intent and implementation pedagogical practices underpinned by accepted learning theories, and assess the impact of chosen strategies on learning. In engaging critically with research, you will be able to critique practice and thereby strengthen your pedagogical and subject knowledge. You will also adopt a systematic approach through developing a practical awareness of research designs, paradigms and ethical considerations.