Pedagogy and Assessment for Religious Education

MQF Level: 7

ECTS Value: 1 ECTS

Self Study Hours: 12

Contact Hours: 5

Assessment Hours: 8


Overall Objectives and Outcomes

The aim of this module is to provide a sound knowledge of the various models of pedagogy and assessment required to teach Religious Education in the Primary Sector. It will focus on the needs of students within the primary sector and train course participants to uncover the potential within their students to provide both an effective and enriching learning experience.

By the end of this programme, participants should be able to:


a. Manage the information acquired in a way that learning is enjoyable, reachable and accessible to all, while helping his/her students to develop their cognitive and non-cognitive behaviour for learning to take place;

b. Demonstrate expertise in the way knowledge and skills are made use of due to the owning of a high level of understanding of the learning process involved in both Religious Education regarding both the present curriculum and the Learning Outcomes Framework curriculum;

c. Create an action research in his/her own situations in the classroom that he/she teaches and manages, thus investigating the effectiveness of the various models of Pedagogy and Assessment in Religious Education.


a. The comprehensive multi-disciplinary knowledge as regards the theories and practice of the 21st century pedagogy, that is, an effective pedagogy that gives learners the skills to face the future and to live within a socio-critical context;

b. The pedagogy and assessment regarding Religious Education in the Maltese context;

c. The different methods of assessment which cater for both the summative and the formative processes, thus giving learners the opportunity to engage in the learning process in a more focusing and beneficial way;

d. The ways how to experiment with and create a scheme of work and different types of lessons plans to cater for the different abilities and potentials, and the different social backgrounds of his/her students.


a. Demonstrate his/her specialization in the various types of pedagogy that he/she can make use of, and while reflecting upon his/her students’ social and cultural backgrounds, he/she will create a positive classroom environment which enhances the performance of students through new techniques and academic, emotional and social knowledge, both during the Religious Education lessons;

b. Develop new skills which will reflect his/her understanding of what is the 21st century pedagogy, based on what is relevant in an era where technology is part and parcel of our lives, while being truly humanizing in a way to produce effective participants in society;

c. Show mastery of how to develop creativity in lesson planning so as to cater for the multiple intelligences of the students in his/her classroom;

d. Evaluate the learning process of the various types of pedagogy and assessment so the he/she will enrich the learning process through the right use of resources, which he/she can create.

Assessment Methods

This module will be assessed through: Journal/Project Portfolio.

Suggested Readings

Core Reading List


  • Fullan, M. and Langworthy, M. (January 2014). A Rich Sea. How New Pedagogies Find Deep Learning. London: Pearson.
  • Husbands, C. and Pearce, J. (2012). What makes great pedagogy? Nine claims from research. National College for School Leadership, [online]. Available at: –  [Accessed 10 August 2016].
  • Siraj, I., Taggart, B., Melhuish, E., Sammons, P. and Sylva, K. (2014). Exploring Effective pedagogy in Primary Schools: Evidence from Research. London: Pearson.


  • Black, P. and Wiliam, D., 2009. Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability (formerly: Journal of Personnel Evaluation in Education), 21(1), pp.5-31.
  • Danielson, C. (2007). Enhancing professional practice. A framework for teaching. 2nd ed. Association for Supervision and Curriculum Development.
  • Harlen, W. (2014). Assessment, standards and quality of Learning in Primary Education. Harlen. York: Cambridge Primary Review Trust, pp.40.

Religious Education:


  • Barnes, L.P. ed., (2011). Debates in religious education. Routledge.
  • Cavalletti, S., (2002). The Religious Potential of the Child, 6 to 12 Years Old. Liturgy Training Publications.
  • Erricker, C., Lowndes, J. and Bellchambers, E., (2010). Primary Religious Education–A New Approach: Conceptual Enquiry in Primary RE.
  • Grimmitt, M., (2000). Constructivist pedagogies of religious education project: Re-thinking knowledge, teaching and learning in religious education. Pedagogies of religious education, pp.189-207.
  • Learning Outcomes Framework, (2015). [online] Available at: [Accessed 10 August 2015].

Supplementary Reading List:



Ethics: Core:

  • Education about Religions and Beliefs (ERB) and Ethics in the Primary School: Consultation papaer. (2015). 1st ed. [ebook] Ireland: National Council for Curriculum and Assessment. Available at: [Accessed 10 Aug. 2016].
  • Learning Outcomes Framework, (2015). [online] Available at: [Accessed 10 August 2015].
  • Eaude, T. (n.d.). New perspectives on young children’s moral education.
  • Eaude, T. (2011). Thinking through pedagogy for primary and early years. Exeter: Learning Matters.
  • Eder, D., Cajete, G. and Holyan, R. (2010). Life Lessons Through Storytelling: Children’s Exploration of Ethics. Indiana University Press.



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