MPRE208
Teaching Social Studies, Religion and Ethics for the Primary Classroom

ECTS Value: 3 ECTS

Contact Hours: 15

Self Study Hours: 36

Assessment Hours: 24

 

Overall Objectives and Outcomes

This module provides prospective primary teachers with a comprehensive understanding of the pedagogy and assessment of Social Studies, Religion, and Ethics. It equips course participants with the theoretical knowledge and practical skills required to create engaging, student-centred learning experiences that promote inclusivity, critical thinking and moral development. Course participants will explore subject-specific pedagogies, curriculum requirements and effective assessment strategies while emphasizing cross-curricular integration. The module fosters reflective practice and professional growth ensuring that future educators can adapt their teaching to diverse classroom settings and student needs.

By the end of this module, the learner will be able to:

Competences

  • a)Design and lead the implementation of innovative schemes of work and lesson plans in Social Studies, Religion and Ethics;
  • b)Facilitate and evaluate interactive, student-centred lessons that cultivate engagement and holistic learning;
  • c)Adapt and contextualise content and pedagogical approaches to address complex and diverse socio-cultural realities, promoting inclusivity and equity;
  • d)Evaluate and refine the effectiveness of teaching strategies through reflective practice and formative assessment;
  • e)Cultivate and model ethical and moral development in students by orchestrating critical, dialogic, and inquiry-based learning that encourages students’ autonomous reasoning and empathy.

Knowledge

  • a)Critically analyse the principles and objectives of Social Studies, Religious Education, and Ethics in the primary curriculum;
  • b)Appraise best practices in teaching Social Studies, Religion and Ethics using inquiry-based, experiential and constructivist methodologies;
  • c)Critically examine key theories of moral, cognitive and social development and their implications for classroom practice;
  • d)Synthesise cross-curricular connections among these subjects, evaluating their role in fostering critical thinking;
  • e)Evaluate and justify inclusive pedagogical approaches that respect diverse faiths, ethical perspectives and cultural backgrounds.

Skills

  • a)Design and integrate lesson plans that leverage digital media, storytelling, critical dialogue, and experiential learning strategies;
  • b)Analyse, appraise and compare different teaching methods applicable to these areas of learning in Primary settings;
  • c)Construct and employ advanced questioning frameworks that elicit ethical reasoning, critical reflection, and social awareness;
  • d)Implement and interpret diverse evaluation methods including formative and summative assessments, to generate actionable insights for pedagogical improvement;
  • e)Employ conflict resolution and ethical decision-making models within classroom discussions;
  • f)Engage in systematic reflective practice to continuously improve teaching strategies and adapt to student needs;
  • g)Facilitate and sustain inclusive respectful discussions on social, religious and ethical topics, fostering a safe and open learning environment.

Assessment Methods

This module will be assessed through: Lesson Plan and Resource Creation.

Suggested Readings

Core Reading List

  1. Alexander, H. A. (2016). Assessing virtue: measurement in moral education at home and abroad. Ethics and Education, 11(3), 310-325.
  2. Barnes, L. P. (Ed.). (2022). Debates in religious education (2nd ed.). Routledge.
  3. Directorate for Quality and Standards in Education (2015). Educators’ guide for pedaogy and assessment: Ethics. MEDE
  4. Erricker, , Lowndes, J. and Bellchambers, E., (2010). Primary religious education: A new approach: Conceptual enquiry in primary RE. Routledge.
  5. Fullan, and Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. Pearson.
  6. Gorard, S., Siddiqui, N., & See, B. H. (2016). Can “Philosophy for Children” improve primary school attainment? Journal of Philosophy of Education, 51(1), 5–22.
  7. Hand, M. (2018). A theory of moral education. Routledge.
  8. Husbands, and Pearce, J. (2012). What makes great pedagogy? Nine claims from research. National College for School Leadership.
  9. Ministry for Education (2015).Primary Social Studies http://curriculum.gov.mt/en/Curriculum/Years-1-to- 6/Pages/default.aspx
  10. Ministry for Education (2015). Learning Outcomes Framework: Primary Social Studies. http://www.schoolslearningoutcomes.edu.mt/en/
  11. Mugo, A. M., Nyaga, M. N., Ndwiga, Z. N., & Atitwa, E. B. (2024). Evaluating learning outcomes of Christian religious education learners: A comparison of constructive simulation and conventional method. Heliyon, 10(11).
  12. Osbeck, C., Lilja, A., & Fancourt, N. (2025). RE teachers’ ways of balancing children’s existential concerns and the curriculum: mirrored through established RE approaches. Journal of Religious Education, 73(1), 37-56. https://doi.org/10.1007/s40839-024-00249-whttps://ora.ox.ac.uk/objects/uuid:3f000f21-b49b-4843-bd0d-686420f9adbe
  13. Pojman, L. P., & Fieser, J. (2016). Ethics: Discovering right and wrong. Cengage Learning.
  14. Siraj, , Taggart, B., Melhuish, E., Sammons, P. and Sylva, K. (2014). Exploring effective pedagogy in primary schools: Evidence from research. Pearson.

Supplementary Reading List

  1. Alexander, R. (2020). A dialogic teaching companion. Routledge.
  2. Anderson, B. (Ed.). (2016). Philosophy for Children: Theories and praxis in teacher education. Taylor & Francis.
  3. Burgh, G., & Thornton, S. (2016). From Harry to Philosophy Park: The development of philosophy for children resources in Australia. Routledge
  4. Chater, and E. Clive. (2013). Does religious education have a future? Pedagogical and policy prospects. Routledge.
  5. De Bono Thinking Lessons (n.d.). https://www.debono.com/de-bono-thinking-lessons-1
  6. Fancourt, N. (2019). Religious education as a dialogue with difference: fostering democratic citizenship through the study of religions in schools. Journal of Beliefs and Values, 40(4), 493-494. https://doi.org/10.1080/13617672.2019.1646607https://ora.ox.ac.uk/objects/uuid:837ced46-861c-4ae4-a7a2-374baa32d9f4
  7. National Council for the Social Studies (NCSS). (2021). Powerful, purposeful pedagogy in social studies: Position statement. http://www.socialstudies.org/positions/powerfulandpurposeful
  8. National Council for the Social Studies (NCSS). (2020). Teaching elementary social studies: Position statement. http://www.socialstudies.org/positions/elementary
  9. Worley, P. (2019). 100 Ideas for Primary Teachers: Questioning. Bloomsbury.

 

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