Download ER501 Unity and Diversity

ER501
Jan 2009
Page 1 of 4
s
Module Description
Title
Unity and Diversity
Code
ER501
Level
5
Credit rating
10 CATS
Pre-requisites / Corequisites / Entry criteria
for freestanding modules
Type of module
None
Aims
The aims for this module are set into the context of the QAA
Framework for Higher Education Qualifications and they relate to
the SEEC level descriptors for level 5 study.
Taught
This module will focus on unity and diversity using Islam and/or
Buddhism as the exemplars. Some didactic sessions will focus on
structuring student knowledge of at least one of these traditions.
Emphasis will be placed on dialogue, both within the student group
and with external visitors. Students will be encouraged to feel
confident talking about concepts of divinity; suffering; ethical
approaches; prayer and meditation. Appropriate teaching and
learning strategies will be explored to enable the teaching of these
within a primary context.
Learning outcomes
In relation to the QAA Framework for Higher Education
Qualifications and the SEEC level descriptors for level 5 study, by
the end of the module students should be able to:
1.
2.
3.
Content
articulate a familiarity with unity and diversity within Islam
and/or Buddhism;
evidence the selection and exploration of appropriate teaching
and learning strategies in the primary context;
evidence an understanding of the challenges of diversity in the
teaching of primary RE.
Unity and diversity will be explored with particular reference to
Buddhism and/or Islam. The application of teaching this in the
primary context is examined.
ER501
Jan 2009
Learning and teaching
strategies
Page 2 of 4
Contact Time:
Lectures
Creation of dialogues
Critical exploration of resources
Visits and visitors
Non-contact Time:
Autonomous study
Maintaining online dialogues
Learning support
Books:
Ashton, E. (2000) Religious Education in the early years London
Routledge
Baumann, G. (1999) The Multicultural Riddle: rethinking national,
ethnic and religious identities London: Routledge
Cragg, K. (1994) The event of the Qur’an: Islam in its scripture
Oxford Oneworld
Cush, D. (1990) Buddhists in Britain Today. London: Hodder and
Stoughton
Cush, D. (1994) Buddhism. London, Hodder and Stoughton.
Gatje, H. (1996) The Qur’an and its exegesis Oxford, One world
Hawkins, B.K. (1999) Buddhism. London
Jackson, R. (1997) Religious Education: an interpretive approach
London: Hodder
Keown, K. (1996) Buddhism: A very short introduction, Oxford
University Press
Markham, I.S. (Ed). (2000) A World Religions Reader. Oxford:
Blackwell
Stern, L. J. (2007) Religion and Schools London: Continuum
Waines, D. (1995) An Introduction to Islam. CUP
Journals:
British Journal of Religious Education
Muslim Educational Quarterly
Electronic Sources: all accessed November 2008
BBC: Religion & Ethics: Buddhism
http://www.bbc.co.uk/religion/religions/buddhism/
BBC: Religion & Ethics: Islam
http://www.bbc.co.uk/religion/religions/islam/
BBC: Religion & Ethics: Religions
http://www.bbc.co.uk/religion/religions/
Friends of the Western Buddhist Order http://fwbo.org/
Internet Sacred Text Archive http://www.sacred-texts.com/
Multiverse http://www.multiverse.ac.uk/
Philtar: Overview of World Religions: Islam
http://philtar.ucsm.ac.uk/encyclopedia/islam/
RE Online http://www.reonline.org.uk/
Religious Education Exchange Service http://re-xs.ucsm.ac.uk/
RE-net http://www.re-net.ac.uk/
ER501
Jan 2009
Assessment task
Page 3 of 4
Assessment will be in the context of the University of Brighton
Assessment Policy and the Faculty Code of Practice in
Assessment, and students will be required to complete the following
task:
Essay (2,500 words)
Select one of the following areas of unity and diversity from
Buddhism or Islam: concepts of divinity; suffering; ethical
approaches; prayer and meditation and justify three pedagogies for
teaching the topic within a specified primary context.
Referral task: Reworking of original task
Assessment criteria
General criteria for assessment are framed by the SEEC descriptors
for level 5. Against specific criteria, credit will be awarded for:



demonstration of a familiarity with unity and diversity within Islam
and/or Buddhism with reference to one of the following:
concepts of divinity; suffering; ethical approaches; prayer and
meditation (LO1);
evidence of the selection and exploration of three appropriate
teaching and learning strategies in the primary context (LO2);
evidence of understanding the challenge of diversity in the
teaching of primary RE (LO3).
All learning outcomes must be achieved in order to pass the module
at the threshold level.
Brief description of
module content and/or
aims for publicity
Area examination board
This module focuses on the nature of unity and diversity within
religions. The exemplars will be Islam and/or Buddhism.
Module Co-ordinator
Tom Newlands
Normal Module Duration
(One or Two Semesters)
Site where delivered
One semester (2)
Date of first approval
September 2012
Date of last revision
N/A
Date of approval of this
version
Version number
September 2012
Religious Studies
Falmer
1
Replacement for previous Recoded version of ER204 Sept 2012
module
Route for which module is BA (Hons) Primary Education with QTS 3-7 and 5-11: Compulsory
acceptable and status in
Route
ER501
Jan 2009
Page 4 of 4
Course(s) for which
module is acceptable and
status in course
School home
BA (Hons) Primary Education with QTS 3-7 and 5-11: Compulsory
External examiner(s)
Gaynor Pollard
School of Education