Bachelor of Education Degree 2013

Transcription

1 Coláiste Phádraig Droim Conrach St Patrick s College Drumcondra Bachelor of Education Degree 2013 Is coláiste de chuid Ollscoil Chathair Bhaile Átha Cliath é Coláiste Phádraig St Patrick s College is a college of Dublin City University

2 Programme title Designatory letters Bachelor of Education BEd NFQ level Level 8 Credits CAO Code Award 240 credits PD101 PD102 (Gaeltacht Applicants only) BEd (honours) First Class honours 70%+ Second Class honours Grade % Second Class honours Grade % Third Class honours 40-49% The overall degree award is calculated on performance in years 2, 3 and 4, in the ratio 20:40:40 respectively. Part-time/full-time/ modular Duration Mode of delivery Full-time 4 years This programme is taught predominantly face-to-face with significant synchronous and asynchronous online teaching and learning modes.

3 St Patrick s College Drumcondra Coláiste Phádraig Droim Conrach Bachelor of Education Degree An Chéim Baitsiléir Oideachais Is coláiste de chuid Ollscoil Chathair Bhaile Átha Cliath é Coláiste Phádraig St Patrick s College is a college of Dublin City University

4 Bachelor of Education Degree In accordance with an institutional linkage agreement (1993, revised 2008), St Patrick s College is designated a College of Dublin City University and students of the College are students of the University. Students who satisfactorily complete prescribed college courses are conferred with appropriate degrees, diplomas and certificates by the University. De réir comhaontú nascála institiúide (1993, athbhreithnithe 2008), tá Coláiste Phádraig ainmnithe mar Choláiste de chuid Ollscoil Chathair Bhaile Átha Cliath agus tá mic léinn an Choláiste ina mic léinn de chuid na hollscoile. Mic léinn a dhéanann cúrsaí de chuid an Choláiste atá leagtha síos a chríochnú go sásúil, bronnann an Ollscoil céimeanna, dioplómaí agus teastais orthu de réir na gcúrsaí sin. 2

5 An Chéim Baitsiléir Oideachais Contents 1 BEd FACT FILE 4 A professional degree accredited by the Teaching Council 4 Programme aims 5 Specialisms 5 BEd Degree Structure 6 Marks and Standards Teaching Methods and Assessment 8 Teaching Methods 8 Assessment 8 Portfolio Irish Language on the BEd 9 Gaeltacht Placement 9 Irish-medium Strand School Placement: connecting theory and practice Certificate in Religious Studies Programme 11 Certificate Modules Study Abroad Options 12 2 LEARNING TO TEACH 14 How we see teaching Progression Pathways 15 Personal and Professional Identity 16 Reflection and Enquiry 16 Professional Knowledge 17 Professional Practice 17 Integration 18 3 COURSE CONTENT Outline Education 25 Year 1 25 Year 2 31 Year 3 38 Year Foundations in Humanities and Science Major Specialisms Minor Specialisms 63 4 PROGRAMME LEARNING OUTCOMES

6 Bachelor of Education Degree BEd FACT FILE Year 1 EDUCATION including School and Gaeltacht Placement 45 credits FOUNDATIONS IN HUMANITIES AND SCIENCE select three subjects 15 credits Year 2 EDUCATION including School Placement 46 credits MAJOR SPECIALISM Select one of your year 1 Foundation Subjects or take an Education specialism 14 credits Year 3 EDUCATION including School and Gaeltacht Placement 47 credits MAJOR SPECIALISM continue with Year 2 specialism 10 credits MINOR SPECIALISM select one from a range of Education subjects 3 credits Year 4 EDUCATION including School Placement 54 credits MAJOR SPECIALISM subject leadership module in your chosen specialism 3 credits MINOR SPECIALISM continue with Year 3 specialism 3 credits The Bachelor of Education degree is a four-year honours Level 8 programme which prepares students for a career in primary teaching. The programme is designed to enable students become skilled, creative and knowledgeable professionals. As newly qualified teachers, graduates will be ready to handle the complex, challenging and ever-changing primary education environment. All students take mandatory education modules, school placement and spend four weeks in the Gaeltacht. Students also select from a range of specialisms in Humanities, Science and Education. A professional degree accredited by the Teaching Council This programme is recognised as a professional qualification by the Teaching Council of Ireland ( The Teaching Council is responsible for regulating the teaching profession. It reviews and accredits teacher education programmes and has set down standards which all programmes must meet. These standards are laid out in Initial Teacher Education: Criteria and Guidelines for Programme Providers. 4

7 An Chéim Baitsiléir Oideachais Programme aims The programme aims to develop graduates who: 1. are competent, professional and knowledgeable in their approach to teaching, learning and assessment; 2. become adaptive experts who continue to grow and learn throughout their careers; 3. facilitate the holistic development of children in terms of their emotional, social, personal, physical, creative, spiritual and intellectual capacities; 4. recognise and meet the needs of all learners with insight, expertise and respect; 5. become collaborative, supportive and committed members of school communities and the teaching profession; and 6. engage in ethical practice informed by a critical concern for social justice, equality and care and respect for others. Specialisms Opportunities for students to study a subject of their choice in greater depth are an important feature of the programme. Through choosing a major specialism in education, humanities, or science, and a minor specialism in education, students can pursue their interests, developing deeper knowledge and understanding, along with higher levels of skills in their chosen areas. In Year One students select three Foundations in Humanities and Science subjects. In Year Two students take a Major Specialism: this can be one of the three Foundations subjects taken in Year One or a specialism in Education. Students will continue to study this specialism in years 3 and 4. Students take a Minor Specialism in Education in years 3 and

8 Bachelor of Education Degree BEd Degree Structure YEAR COMPONENT CREDITS 1 Education Education taught modules 40 Foundations in Humanities and Science School Placement (Semester II) 5 Gaeltacht Placement: Two weeks (integrated with Gaeilge courses) Students choose three 5 credit subjects from the following: Biology and Science Education (BaSE), English, French, Gaeilge, Geography, History, Mathematics, Music, Religious Studies. Some restrictions on subject combinations apply. 15 Subtotal 60 2 Education Education taught modules 38 Major Specialism School Placement (Semester II) 8 Students choose one of the three Foundations in Humanities and Science subjects studied in Year 1 or select from Early Childhood Education, Physical Education, Human Development or Special and Inclusive Education. 14 Subtotal 60 3 Education Education taught modules 30 Major Specialism Minor Specialism School Placement: Twelve weeks (Semester I) 17 Gaeltacht Placement: Two weeks (integrated with Gaeilge courses) Students continue with the Major Specialism selected in Year 2 Students select one Minor Specialism in Education from a range on offer Subtotal 60 4 Education Education taught modules 34 Major Specialism Minor Specialism School Placement: Ten weeks (Semester II) 20 Students continue with the Major Specialism selected in Year 2 Students continue with the Minor Specialism selected in Year Subtotal 60 TOTAL

9 An Chéim Baitsiléir Oideachais Gaeltacht Placement: All students in Colleges of Education are required by the Department of Education & Skills (DES) to attend a residential course in the Gaeltacht. This is a compulsory part of the programme. From the start of the 2012/2013 academic year, the cost of this course will no longer be met by the DES. Subject Choice Restrictions: The availability of any subject or option within it depends on a minimum enrolment. A maximum enrolment may apply to some subjects or to some options within subjects. Not all optional courses within subjects will be offered each year. The courses described in this booklet may be subject to change. Restrictions apply to subject choice in Year 1 Foundations in Science and Humanities as follows: three subjects from: 1. English 2. Gaeilge 3. History or Mathematics or Music or Biology and Science Education 4. French or Geography or Religious Studies Marks and Standards Students are required to pass each year of the programme in order to progress to the following year. Year One Year Two Year Three Year Four A student must achieve a pass in (a) each module in Education, including School Placement, and (b) each of three subjects taken in Humanities and Science. A student must achieve a pass in (a) each module in Education, including School Placement, and (b) the Major Specialism. A student must achieve a pass in (a) each module in Education, including School Placement, (b) the Major Specialism, and (c) the Minor Specialism. A student must achieve a pass in (a) each module in Education, including School Placement, (b) the Major Specialism, and (c) the Minor Specialism. A pass standard is normally 40%. Students who fall below this may be eligible for a pass by compensation. Repeat Students: A student who is required to repeat a module is normally allowed a maximum of three repeat attempts; a student who is required to repeat School Placement may normally repeat it once only. Marks and standards are subject to change. Full and recent information is published to 7

10 Bachelor of Education Degree Teaching Methods and Assessment Teaching Methods personal development preparing for life in the classroom teaching within a professional learning community engaging with school communities The programme is delivered mainly through seminars, lectures, workshops and tutorials, with some online learning. Students will experience small collaborative group-settings and plenary lectures. Teaching and learning occurs in face-to-face and online environments e.g. Moodle which is a simple web-based application that can be accessed from any Internet enabled computer. A wide range of teaching approaches are used including case study, problem-based learning and reflective activities to enable critical reflection and to promote knowledge integration. Students have opportunities for discussion and for sharing views and experiences. College staff model the kinds of pedagogical approaches which the programme endorses because student teachers need to experience the teaching strategy as a learner they need to experience using it, unpacking it and reconstructing their practice through the experience (Loughran, 1997, p. 65). Innovative approaches such as co-teaching, lesson study, collaborative planning and peer review promote students development as members of professional learning communities. Field trips, practical lab-work and enquiry-based learning demonstrate good practice in terms of teaching and learning. Assessment Written and, where appropriate, oral examinations are held at the end of each semester. Marks are also assigned for written/practical/tutorial work during the course. A pass in School Placement is essential for the award of the Degree. Students will experience a wide range of assessments such as school-based assessment, presentation, performance, portfolio, reflective journals, group assignments and research projects. 8

11 An Chéim Baitsiléir Oideachais Portfolio The portfolio is used to document student work throughout the degree: it is designed to help students reflect on their practice and help identify areas where they may need additional support. It also meets the Teaching Council requirement that students develop a professional portfolio during school placement. Students will be able to carry this portfolio into the workplace. Portfolio contents will include reflections on assessments and feedback during the year with a view to helping students identify their strengths and needs. It will allow students to take increasing responsibility for monitoring their own professional development. Students will get guidance on building their portfolios in the Reflection and Enquiry and Analysis of Teaching tutorials. The portfolio will be graded on a pass/fail basis at the end of each year and will contribute towards assessment in several modules. 1.2 Irish Language on the BEd Students undertake Gaeilge, a graded Irish language programme based on Level B2 of the Common European Framework of Reference (CEFR) for Languages. It is designed to develop students oral and written proficiency, and to deepen linguistic and sociolinguistic awareness and general meta-cognitive skills. Learning Portfolios are used to monitor students progress, develop reflective skills and assist in the development of greater learner autonomy. The methodology modules in language teaching for Irish, Teagasc na Gaeilge, prepare students to teach Irish as a first or second school language in primary schools. Gaeltacht Placement Students spend four weeks on Gaeltacht placements as part of the programme. Course content is aligned to and integrated with Gaeilge and Teagasc na Gaeilge modules and assessment processes. Student will be given the opportunity to practise their presentation and pedagogical skills, including the use, adaptation and production of multi-media language teaching and learning resources. Students also undertake an interactive Gaeltacht-based assignment to be submitted as part of their Language Learning Portfolio. 9

12 Bachelor of Education Degree Irish-medium Strand Students can opt into an Irish medium strand when they commence their programme. Modules delivered through Irish on this strand include: Gaeilge Major Specialism; An Ghaelscolaíocht agus Teagasc trí Ghaeilge Minor Specialism; Reflection and Analysis of Teaching tutorials; Teagasc na Gaeilge workshops; Gaeilge seminars; Gaeltacht Placement; and at least fifty per cent of curriculum courses. 1.3 School Placement: connecting theory and practice School Placement refers to the period of time spent in schools during the programme. Students have one placement in each year. It gives students the chance to apply what they have learned in college in different classes and school contexts. During time in school, students have support from a college-designated placement tutor who will both mentor and evaluate practice. Students also have support from their classroom teacher. Year 1 School Placement (SP1) Semester Two 3 weeks (9 Fridays followed by 1 full week). Preparation accumulating to 1 week Introducing students to classroom and school life Year 2 School Placement (SP2) Semester Two 4 weeks (including 1 week preparation) Observing, co planning and co-teaching with the class teacher. In the final week of placement, students plan and teach two lessons per day. Year 3 School Placement (SP3) Semester One 12 weeks including 1 week for preparation and one for debriefing Planning (long-term and short-term), managing and teaching a class for the full school day, and undertaking a range of broad professional activities in the school. Year 4 School Placement (SP4) Semester Two 10 weeks including 2 weeks preparation Further development of planning, teaching, management, assessment and self evaluation skills. Deepening thinking about pedagogy, children and professional practice through the action research project. See also: ED163/ED164: School Placement 1 and Preparation for School Placement; ED264/ED265: School Placement 2 and Preparation for SP2; ED362/ED363: School Placement 3 and Preparation for SP3; ED465: School Placement

13 An Chéim Baitsiléir Oideachais Certificate in Religious Studies Programme All students may follow a concurrent Certificate in Religious Studies programme. This optional programme is for intending primary school teachers. It is recognised as a qualification to teach religion in Irish Catholic primary schools, and is accepted by some of the Catholic elementary school systems in the UK, North America and Australia. The objectives of the Certificate are: That participants will be sensitive to the importance of meaning and value, of spirituality, and religious experience in human life; That they will have the opportunity to engage in personal reflection, research and discourse with a view to enhancing their own religious awareness; That they will develop an understanding and appreciation of the content areas of the Catholic primary school curriculum. In order to take the Certificate, students must also take the three Religious Education modules in curriculum religion which are offered by the Department of Religious Studies and Religious Education in the BEd programme: ED216e: Foundations in Primary Religious Education; ED314e: Religious Education and Diversity: and ED412e: The Professional Practitioner in Religious Education. Certificate Modules CRS UG01 Christian Foundations (2.5 credits): A survey course of Early Christianity which includes: The Life, Death and Resurrection of Jesus; Jesus relationship with women; Mary the Mother of Jesus; Feminist Theology. CRS UG02 The Creed and the Trinity (2.5 credits): The teaching of the Nicene Creed and an examination of the Trinity as the foundation of Christian belief. CRS UG03 Moral Theology/Religious Diversity (5 credits): The nature of moral decisionmaking and the Catholic/Christian basis for judgement between right and wrong as well as a treatment of some specific contemporary moral issues; The phenomenon of religious diversity in Irish society, ecumenism and inter-religious dialogue with reference to the implications for the religious educator. CRS UG04 Liturgy/Spirituality (5 credits): An introduction to the Liturgical Year and the Sacraments; An exploration of the meaning of Christian Spirituality particularly as it pertains to the primary school religious educator. 11

14 Bachelor of Education Degree Study Abroad Options Coordinator of International Affairs: Gerry O Reilly BA MA HDipEd (NUI) PhD (Durham) Educationally Fulfilling Socially Fulfilling Study Abroad Culturally Fulfilling Students are encouraged to participate in international courses, projects, short intensive programmes in Europe and study abroad programmes in Europe and the USA, and also volunteer work in Africa. Students can gain ECTS credits for their participation in the above mentioned programmes. A listing of College partner institutions in both Europe and the USA can be viewed on the College website. European Erasmus funding is available for Irish students studying in Europe; however students must be self-funding when studying outside Europe. Irish students do not have to be fluent in a foreign language in order to study abroad as our partner institutions offer language tuition and also facilitate non-native speakers in most subject areas. Once students make application for study abroad programmes such as Erasmus, initially provisional permission is sought from their Heads of Departments based on student exam results and what is deemed to be in the students best interest before full permission to study abroad is given. Students on the BEd programme may take courses (approved by their relevant departments in St Patrick s College) at colleges abroad with whom St Patrick s College has exchange agreements. 12

15 An Chéim Baitsiléir Oideachais BEd students may study abroad for a semester during their studies and return to the College to complete their programme in the normal way. The International Office provides information and guidance for students interested in pursuing part of their BEd degree programme abroad, and continuing support whilst there. Contact: International Affairs Administrator Kathleen Gordon Location: C112 Tel: (01) or internationalaffairs@spd.dcu.ie Website:

16 Bachelor of Education Degree LEARNING TO TEACH Learning to teach is a very complex process. The Programme Learning Outcomes which list the competencies expected of you as an initial teacher education graduate give some sense of the range of skills you will develop over the course of the programme. The programme adopts a spiral approach: this means that you will engage with the same concepts several times as you go through the degree. This will give you an opportunity to deepen and clarify your understanding and to connect what you have learned in different modules. Years 1 & 2 Year 3 Year 4 FOUNDATION You will cover the basics you ll need to begin your career as a teacher. INTEGRATION You will review what you have learned and apply it to different situations. DEEPENING EXPERTISE You will consolidate your teaching skills and develop your research skills. How we see teaching We see teaching as a highly skilled and challenging task it requires expert knowledge but also the ability to apply that knowledge flexibly and to adapt it quickly to new situations. It is not a case of transferring information from one person to another, but is a much more dynamic and open-ended process where the teacher and learner work together to create new understandings. Doing this well is not easy. Teachers need to be able to handle unexpected events in the classroom and to use these imaginatively to promote learning. They need to be willing to question and change their existing beliefs and practices. We aim to give you the opportunities you need to develop these skills. 14

17 An Chéim Baitsiléir Oideachais Subject Knowledge Understanding Schools and Societies Pedagogy Understanding Children's Learning Learning to Teach School and Classroom Planning Differentiated Teaching Classroom Management 15

18 Bachelor of Education Degree Progression Pathways These five pathways are key dimensions of learning to be a teacher. Personal and Professional Identity Reflection and Enquiry Professional Knowledge Professional Practice Integration There follows a brief description of what each term means and a listing of the programme components most closely and explicitly associated with each. However, all elements of the programme education, school placement, specialisms help you develop in each of these five areas. Personal and Professional Identity What does it mean to become a teacher? Can your identity as a teacher be separated from your own personal identity? Everything you do on the programme, particularly your time on School Placement, is related in some way to how you see yourself as a student teacher. The modules listed below will explicitly help you to reflect on your idea of self and other, of your identity as a student teacher, what it means to be a professional and how that professional identity is expressed in different situations. The complex network of relationships you will find yourself in as part of a school community will also be explored. ED162: Teacher as Person ED261: Teacher as Professional Reflection and Enquiry You will become very familiar with the terms critical reflection and reflective practitioner over the course of the programme. Reflection involves thinking about your past experiences, attitudes and beliefs, in order to learn. It means becoming aware of the assumptions you make about teaching because of your prior experiences as a primary and secondary student. Critical reflection is when this deliberation is framed by a particular set of issues and involves questions about your experiences such as: Why did my lesson not work out as I expected? What could I do differently? What would it have looked like from a child s point of view? 16

19 An Chéim Baitsiléir Oideachais How to teach How children learn Professional Knowledge What to teach Reflection and enquiry is embedded in the programme from the start through: ED154: Reflection and Enquiry 1 and ED251: Reflection and Enquiry 2 which use case study, reflective activities and key questions to prompt reflection and knowledge integration. ED161: Analysis of Teaching 1 and ED263: Analysis of Teaching 2 which offer opportunities for de-briefing and reflection on school-based experiences. Your own reflections on your experiences and on course content will be a key part of in-class and on-line activities and some assignments. In Year 4 you will undertake a research project in your major or minor specialism area during final school placement. Professional Knowledge There are three key aspects to professional knowledge: knowledge of learners and their personal development in different social contexts; knowledge of subject matter and curriculum goals; knowledge of teaching (teaching subject matter, teaching diverse learners, assessment, classroom management). Most of your modules develop your skills in this area. For example, you will take modules in Teaching, Learning and Curriculum such as Mathematics Education and Literacy which focus on developing your knowledge of the subject and how to teach it to all children. 17

20 Bachelor of Education Degree Professional Practice Professional practice refers to the application of your knowledge of teaching in the school and classroom context. It is a key aspect of teacher education programmes. We will support you in coping with the complex work of teaching by helping you explicitly examine the interaction between your experiences with school placement and with other dimensions of the programme (such as course work and Gaeltacht placement.) Professional Practice is embedded in the programme from the start through: School Placement and Preparation for School Placement sessions. Year 4: school-based learning using lesson study in the specialism areas Analysis of Teaching Tutorials Assessments: portfolio, case-studies, reflective exercises Teaching Studies Integration This is the process whereby you make connections between different modules and develop a coherent vision of teaching and learning. It also entails planning and facilitating cross-curricular, integrated and holistic learning opportunities for children. Integration is embedded in the programme from the start through: School Placement Reflection and Analysis of Teaching tutorials ED112: Constructions of Childhood ED211: Systems, Change and Childhood ED311: Local and Global Citizenship ED313: A Thematic Approach to Early Years Teaching and Learning ED341: Promoting Integrated Learning in the Primary Curriculum Digital Learning, Special and Inclusive Education and Assessment for Learning will be integrated in other modules. 18

21 An Chéim Baitsiléir Oideachais COURSE CONTENT 3.1 Outline The previous section describes the pathways upon which you will develop your abilities over the course of the programme. These processes are explicitly covered in some modules, for example Personal and Professional Identity is addressed in ED162: Teacher as Person and ED261: Teacher as Professional. However, every module you undertake will help you develop your skills in these five key areas. Integration Professional Practice Personal and Professional Identity Reflection and Enquiry Professional Knowledge Module descriptions follow for your Education, Foundations, Major and Minor Specialisms. The content of each of these modules falls mainly into one of five broad areas: Children and Childhood in Diverse Contexts: These modules focus on children and their lives. You will examine how children learn, how they feel about things that happen to them, and how you can work best with them in a range of situations. Teaching, Learning and Curriculum: The underlying aim of these modules is to assist the development of your understanding of teaching and learning. This section included modules in curricular subjects and covers the primary curriculum and how best to teach it. Enabling Lifelong Learning: Modules focus on understanding how different children learn, how to assess children in a way that helps them learn, and how to use effectively technology in teaching. The purpose of these modules is to develop within you the skills required to assist children in becoming lifelong learners. Teachers, Schools and Communities in a Changing World: These modules help integrate your experiences as a learner and a student teacher with your growing knowledge of schools and of the education system. You will have opportunities to consider what it means to you to be a teacher and what is required from you as a teaching professional. In year 4, you will examine what makes schools effective, study how schools relate to their local, national and global communities and will look at how education is changing and evolving. Modules also consider how to best provide for children from a wide range of backgrounds disadvantaged, special needs, multicultural in your teaching. Developing Subject Knowledge and Leadership: Your Foundations, Major and Minor Specialism courses further develop knowledge in key areas of the curriculum. You will develop deeper expertise and the capacity for curriculum development and leadership when you graduate. 19

22 Bachelor of Education Degree Throughout the degree, ideas and concepts are revisited in increasingly different and more complex ways which allows you build on your learning. YEAR 1 : FOUNDATION Covering the basics needed for teaching Children and Childhood in Diverse Contexts ED111: Play, Language and Learning in the Early Years ED112: Constructions of Childhood ED113: Intellectual, Social and Emotional Development of the Child Teaching, Learning and Curriculum Learning through Language and Literacy ED121: Teagasc na Gaeilge 1 ED122/GAE1: Gaeilge 1: Labhairt agus Litearthacht ED123: Literacy Education in the Early Years Learning through the Arts and Movement ED131: Curriculum Art 1 ED132: Drama 1 ED133: Curriculum Music ED134: Physical Education 1: Pedagogy and Practice Learning through Problem-Solving and Enquiry ED141: Science Education 1 ED142: Mathematics Education 1: Engaging Student Teachers in Thinking Mathematically ED143: Primary History and Geography Enabling Lifelong Learning ED151: Digital Learning ED152: Introduction to Teaching Pupils with Special Educational Needs ED153: Classroom Assessment ED154: Reflection and Enquiry 1 Teachers, Schools and Communities in a Changing World 20

23 An Chéim Baitsiléir Oideachais ED161: Analysis of Teaching 1 ED162: Teacher as Person ED163/ED164: School Placement 1 and Preparation for School Placement 1 Developing Subject Knowledge and Leadership Foundations in Humanities and Science YEAR 2 : FOUNDATION Covering the basics needed for teaching Children and Childhood in Diverse Contexts ED211: Systems, Change and Childhood ED212: Social, Personal and Health Education ED213: Ethics and Education: An Introduction ED214: Learning and Teaching Mathematics in the Early Years ED215: The Social Context of Schooling: Sociology of Education ED216e: Foundations in Primary Religious Education Teaching, Learning and Curriculum Learning through Language and Literacy ED221: Teagasc na Gaeilge ED222/GAE2: Gaeilge 2: Labhairt agus Litearthacht ED223: Literacy Education in the Middle Primary School Years Learning through the Arts and Movement ED231: Curriculum Music 2: Composing and Arranging Textures and Themes ED232: Drama 2 ED233: Curriculum Art 2 ED234: Physical Education 2: Building on your Experience 21

24 Bachelor of Education Degree Learning through Problem-Solving and Enquiry ED241: Science Education 2 ED242: Mathematics Education 2: Building Mathematical Knowledge for Teaching ED243: Geography and History through Enquiry Enabling Lifelong Learning ED251: Reflection and Enquiry 2 Teachers, Schools and Communities in a Changing World ED261: Teacher as Professional ED262: Teaching Studies ED263: Analysis of Teaching 2 ED264/ED265: School Placement 2 and Preparation for SP2 Developing Subject Knowledge and Leadership Major Specialisms YEAR 3 : INTEGRATION Review what you ve learned, make connections between different areas and apply your knowledge to new situations. Semester I will be spent in the classroom. Children and Childhood in Diverse Contexts ED311: Local and Global Citizenship ED312: Ethics and Education: Developing Ethical Understanding Through Curriculum ED313: A Thematic Approach to Early Years Teaching and Learning ED314e: Religious Education and Diversity Teaching, Learning and Curriculum Learning through Language and Literacy ED321: Teagasc na Gaeilge ED322/GAE3: Gaeilge 3-4: Labhairt agus Litearthacht ED323: Literacy Education in the Senior Primary School Years 22

25 An Chéim Baitsiléir Oideachais Learning through Problem-Solving and Enquiry ED341: Promoting Integrated Learning in the Primary Curriculum ED342: Mathematics Education 3: Improving practice through analysis of teaching ED343: Local Studies: Geography, History and Science Enabling Lifelong Learning Digital Learning, SEN and Assessment are integrated into Year 3 modules. Teachers, Schools and Communities in a Changing World ED361 Democracy, Ethos and Education From Dewey and Freire to Contemporary Irish Schooling ED362/363: School Placement 3 and Preparation for SP3 Developing Subject Knowledge and Leadership Major Specialisms Minor Specialisms YEAR 4 : DEEPENING EXPERTISE You ll revisit key ideas and concepts in the light of your learning and experiences to date. Semester II will be spent in the classroom teaching, learning and engaged in research. Children and Childhood in Diverse Contexts ED411: Ethics and Education ED412e: The Professional Practitioner in Religious Education Teaching, Learning and Curriculum Learning through Language and Literacy ED421/GAE4: Gaeilge 3-4: Labhairt agus Litearthacht ED422: Literacy Education across the Primary Continuum Learning through Problem-Solving and Enquiry ED441: Mathematics Education 4: Planning and Teaching Mathematics using Inclusive Pedagogies Enabling Lifelong Learning 23

26 Bachelor of Education Degree ED451: Creating Enabling Learning Environments ED452: Research Methods and Project Teachers, Schools and Communities in a Changing World ED461: Understanding Educational Change ED462: Teaching in Disadvantaged Contexts ED463: Inclusion ED464: Schools as Communities: Creating and Sustaining Effective Learning Communities ED465: School Placement 4 Developing Subject Knowledge and Leadership Major Specialisms Minor Specialisms 24

27 An Chéim Baitsiléir Oideachais Education Year 1 ED111: Play, Language and Learning in the Early Years 2 credits [Mandatory] Students study how young children learn and how knowledge about child development can help teachers to understand, assess and plan for learning. The role of the Primary Curriculum and that of Aistear: The Framework for Early Learning is covered. Particular attention is paid to play and oral language development. Students will become familiar with the different kinds of play, and will explore a range of strategies to promote learning through play in early education settings in primary schools. Students will also appreciate how young children are enabled to use oral language in an increasingly proficient way. They will learn a range of strategies to support and promote young children s oral language development and thinking, including working with music. ED112: Constructions of Childhood 2 credits [Mandatory] collaborating in learning communities becoming a life-long learner understanding the school environment Learning to Teach understanding the roles played by yourself and others This module explores how ideas of children and childhood change over time and across different cultures. Having become familiar with understandings of childhood derived from a variety of sociological, philosophical and psychological perspectives, students are enabled to question their own cultural assumptions about children and childhood. They will also understand how childhood has been conceptualised within Irish society and how children shape their own childhoods. ED113: Intellectual, Social and Emotional Development of the Child 2 credits [Mandatory] working with colleagues engaging with parents This module introduces students to psychology. It will focus on how psychology can inform our understandings of education and our practices as teachers. Students will be equipped with an understanding of children s psychological development and will become aware of the complex range of issues that require consideration in the process of teaching and learning. 25

28 Bachelor of Education Degree ED121: Teagasc na Gaeilge 1 2 creidiúint [Éigeantach] Tabharfaidh an modúil seo deis do na mic léinn léargas a fháil ar an teoiric agus ar an gcleachtas a bhaineann le teagasc na Gaeilge sa bhunscoil. Chuige sin, beidh ionchur ar ábhar foghlama agus ar mhodheolaíochtaí teagaisc Churaclam na Gaeilge. Beidh plé ar na straitéisí is éifeachtaí le teanga a fhoghlaim agus a theagasc. Cuirfear deiseanna ar fáil do mhic léinn iad a chur i bhfeidhm agus athmhachnamh criticiúil a dhéanamh orthu. ED122/GAE1: Gaeilge 1: Labhairt agus Litearthacht 4 creidiúint [Éigeantach] Cúrsa teanga d ábhair oidí sa chéad bhliain, bunaithe ar leibhéal B2 den Fhráma Tagartha Eorpach do Theangacha, atá sa chúrsa seo. Cuirtear ar chumas na mac léinn an teanga a labhairt go measartha saoráideach mar theanga chaidrimh agus léinn agus í a úsáid gan mórán stró mar theanga a ngairme. Déantar leathnú ar an stór focal feidhmiúil agus cuirtear leis an líofacht trí mheán na cainte, na léitheoireachta, na scríbhneoireachta agus na héisteachta. Féachtar le cruinneas maith a bhaint amach i dtaca le gramadach agus litriú na Gaeilge. Tá sé i gceist freisin go gcothóidh an cúrsa feasacht teanga agus feasacht chultúrtha na mac léinn agus go spreagfaidh sé iad leis an ngaeilge a úsáid go neamhspleách mar theanga chaidrimh taobh amuigh de na ranganna sceidealaithe. ED123: Literacy Education in the Early Years 2 credits [Mandatory] This module critically examines current issues and international research on best practice in literacy education. The key components of a balanced language and literacy framework for the early years of education are identified and evaluated. The module explores a range of pedagogies which meet the diverse needs of children, with particular emphasis on the integrated nature of language learning. ED131: Curriculum Art 1 2 credits [Mandatory] This module aims to enable students to develop their visual awareness, to gain an understanding of the visual arts elements and to begin acquiring the basic skills, knowledge and confidence to teach art effectively to primary school children. It consists mainly of making art/responding to workshop assignments in practical form in three of the six art strands. Looking and responding will be incorporated into each strand. Lecture/visual presentations focus on the visual world, the work of artists, the primary school child and the teaching of art. 26

29 An Chéim Baitsiléir Oideachais ED132: Drama 1 2 credits [Mandatory] This module introduces students to an approach to drama and theatre known as process drama, which is the basis of the Drama Curriculum for Irish primary schools. Process drama is an improvisational approach to theatre, which allows participants to engage with drama not only as an expressive and social art form, but also as a learning medium. This module combines practice and reflection as students initially begin to engage with the art form of drama through their own experience. Students are given opportunities to explore themes and issues of relevance in the context of a variety of contemporary and historical situations. This holistic approach also allows students to explore their own creativity and individuality. In later sessions, students will begin to use the knowledge gleaned from this experience to consider a variety of approaches to drama in the early years. These sessions will include preparation for first year school placement. ED133: Curriculum Music 2 credits [Mandatory] Part 1 Preparing to Teach Music: The first part of this module introduces students to the principles, structure and aims of the Primary Music Curriculum (NCCA, 1999) as a framework for teaching music in primary school. Through practical music activities, students develop an understanding of the eight music concepts on which the curriculum is based. They explore a range of resources and strategies to enable children to develop a sense of these concepts in the music activities of Listening (exploring sounds, responding to live and recorded music), Performing (singing songs and playing instruments) and Composing (inventing and shaping sounds). The emphasis of the module is developing and sustaining students music confidence and competence while fostering openness, creativity and playfulness in music. Part 2 Connecting Music Learning: The second part connects music learning with learning in literacy and in early childhood education. It builds on the knowledge, understanding and skill developed in Part 1. Students use their understanding of music literacy, learning in early childhood education and the curriculum framework of music concepts and strands of activity to design and plan effective music lessons for junior classes. They will become familiar with a range of strategies to engage children in representing sound in physical, gestural, 3D and 2D formats and will connect this with an understanding of children s development in literacy. The emphasis of this module is on continuing to develop and sustain students music confidence, competence and creativity while focusing on imaginative child centred music teaching that connects areas of learning. 27

30 Bachelor of Education Degree ED134: Physical Education 1: Pedagogy and Practice 2 credits [Mandatory] This module engages student teachers in thinking about physical education for the younger child. Students participate in activities and discussion to build content and subject knowledge related to physical education with an emphasis on effective teaching and learning in junior classes. This module also provides an introduction to issues relevant to teaching physical education, such as providing a balanced curriculum, teaching fundamental movement skills, using different teaching methodologies and planning physical education lessons. Exploration of particular content focuses on games, athletics, dance and gymnastics. ED141: Science Education 1 2 credits [Mandatory] This module introduces students to science education. Students will revisit their own school science, will build upon this, and will develop the use of practical work as a learning method. This module is delivered using an active-learning environment. Every workshop provides students with opportunities to engage in practical work during which they can explore and investigate natural phenomena, scientific ideas, and questions and misconceptions commonly held by children and adults. ED142: Mathematics Education 1: Engaging Student Teachers in Thinking Mathematically 2 credits [Mandatory] This module engages student teachers in mathematical problem-solving and investigations. They participate in practices and discussions to broaden and deepen their content knowledge and diagnose their own understanding of mathematics for teaching. This module also provides an introduction to theories of learning mathematics and their implications for effective teaching and learning. Emphasis is placed on approaches that are respectful of each learner s background and culture and that develop positive attitudes to mathematics. ED143: Primary History and Geography 2 credits [Mandatory] Drawing on students own experiences as learners, this module explores teaching and learning possibilities in primary geography and history. The role of enquiry in history and geography education will be explored, along with key concepts and theories relevant to each area. The module will be reflective and practical throughout, introducing students to a range of methodologies, with a particular focus on promoting historical and geographical learning in junior classrooms. These methodologies will be examined in the light of learning theories relevant to primary 28

31 An Chéim Baitsiléir Oideachais history and geography, research in primary geography and history and students own reflections on their prior experiences as learners. ED151: Digital Learning 2 credits [Mandatory] Organic in nature, this module provides technology-rich experiences and environments through which students become comfortable and effective users of various digital technologies. This enables them to make informed decisions about the use of digital tools in their learning environments and be confident in making effective use of these tools when and where appropriate. The module is characterised by an immersive workshop approach, i.e. immersion in a supportive learning environment that promotes and encourages each individual to learn about learning. Teacher-learners are at the centre and it is their experiences, needs and interests which constitute the learning process. ED152: Introduction to Teaching Pupils with Special Educational Needs 2 credits [Mandatory] This module covers key policy, legislation and historic milestones influencing special needs provision in Ireland. It provides an overview of the groups of children considered to have Special Education Needs (SEN), and highlights key implications for teaching and learning. It also helps students understand their responsibility to effectively include this group of children in their teaching, whatever the setting. ED153: Classroom Assessment 2 credits [Mandatory] Classroom assessment may be defined as the process of gathering, recording, interpreting, using and communicating information about pupils to aid decision making. This introductory module explores some aspects of assessment for learning (AfL) and assessment of learning (AoL) that a teacher may encounter in the normal course of teaching in primary schools. The module aims to ensure that students become positively disposed to assessment and that they begin to form an understanding about how it can be integrated with teaching and learning in a seamless manner. ED154: Reflection and Enquiry 1 1 credit [Mandatory] This tutorial group gives a space where students can reflect on their emerging identities as teachers and on how the experience of learning to teach is affecting them. Students will begin to recognise the influence of prior experiences on their conceptualisation of teaching and learning. Students will also examine how 29

32 Bachelor of Education Degree competing perceptions about the role of education within society inform our practice as educators. This tutorial draws on students learning and experiences across the programme for reflection and dialogue. ED161: Analysis of Teaching 1 1 credit [Mandatory] The analysis of teaching tutorials provide students with opportunities to engage in discussion and critical reflection on key aspects of good professional practice in the primary school, and to identify and explore fundamental elements of effective and inclusive teaching and learning. Through observation of teaching, online engagement, reading and discussion, students will be encouraged to set goals for their own learning and development as teachers, develop their capacities to reflect as teachers, and to develop skills and competencies that will facilitate and support them during their first school placement. ED162: Teacher as Person 2 credits [Mandatory] This module asks students to reflect on, to develop and to consider the interplay between their personal and emerging identities as teachers. It focuses on four themes: teacher as learners/learners as teachers; learner/teacher wellbeing; learner/teacher identity and learner/teacher as global citizen. ED163/ED164: School Placement 1 and Preparation for School Placement 1 7 credits [Mandatory] Students are enabled to engage with a range of introductory school-based experiences which are designed in a developmental manner. Students will spend time in a self-selected school placement during which they will undertake a series of reflective tasks linked to observation work and some initial teaching and learning activities. There is an emphasis on learning how to interact with children in small groups, on working alongside the teacher and on developing communication and presentation skills, in addition to getting a sense of what it is to be a professional and a member of a school community. School placement modules are closely linked to the taught BEd programme, to Aistear, and to tutorial work in the areas of reflective practices and analysis of teaching. Placement details: Semester 2 3 weeks (9 individual days throughout the semester followed by a continuous block week) Self-selected placement: Infants 2nd Class (or combination of classes in this range, i.e. multigrade) 30

33 An Chéim Baitsiléir Oideachais Year 2 ED211: Systems, Change and Childhood 2 credits [Mandatory] This interdisciplinary module draws on historical, philosophical and psychological perspectives on systems, change and childhood. Students will be equipped with an emerging understanding of children s development from a psychological perspective and will engage with systemic responses to individual difference. In addition, students will focus on change and reform in Irish education from a historical perspective and will examine understandings of childhood and identity that emerge in the modern period and continue to influence change within a global educational context. ED212: Social, Personal and Health Education 2 credits [Mandatory] SPHE provides particular opportunities to foster the personal development, health and well-being of the individual child, to help him/her to create and maintain supportive relationships and become an active and responsible citizen in society (SPHE Curriculum, 1999: 2). SPHE is particularly relevant for some children with special educational needs (for example, social, emotional or behavioural), and may form part of recommendations in an individual education plan (IEP). Building on students prior experiences, concepts and themes are explored experientially to allow students to gain insights into how they learn best themselves in SPHE and the implications for teaching SPHE with primary school children. Examples of themes include life skills (such as decision-making, personal safety), personal development (e.g. dealing with feelings), inclusion, sexuality education, citizenship and democracy. ED213: Ethics and Education: An Introduction 2 credits [Mandatory] This module prepares students to teach curriculum ethics in all primary schools. It examines the ethical dimensions of teaching and learning and helps students understand the importance of ethics to the well-being of children and society. It enables students to use philosophical approaches with children which support the development of critical thinking about values and ethics. As an internationally agreed code of values common to diverse traditions, beliefs and systems of governance, the international human rights framework is applied to educational contexts and its potential to inform practice critiqued. The module draws on exemplar curricula in ethical education from national and international contexts, including the Learn Together curriculum of Educate Together schools in Ireland and the Education about Religion, Beliefs and Ethics curriculum which is currently under development by the National Council for Curriculum and Assessment and which will form part of the curriculum for all schools. 31