Bachelor of Education in Education & Psychology Year Two, Semester Two Course Handbook Spring 2015

Transcription

1 Bachelor of Education in Education & Psychology Year Two, Semester Two Course Handbook Spring P a g e

2 Welcome from the Dean of Education/ Fáilte ó Dhéan an Oideachais Dear Student, Welcome to Spring semester, BEd in Education & Psychology II. Congratulations on completing School Placement 3 and we thank you for your cooperation in the review of the placement. Throughout your programme you will be invited to participate in a number of surveys and focus groups to ensure that your feedback and student experience is recognised in the design and shape of our reconceptualised BEd in Education and Psychology programme. Your participation in each phase of this review provides you with a unique opportunity to contribute to the continuous shaping of your programme and the revision of the programme for future cohorts. We value your voice and opinions and thank you for sharing these with us. The work of programme design within the Faculty is continuing apace. The final cohort of GDEPT (Graduate Diploma in Education-Primary Teaching) are entering their final semester of the progamme and this graduate programme is now being offered as a two year Professional Master of Education (Primary Teaching). In addition the Faculty has also developed a new Master s in Educational Leadership and Management as well as a Master s in the Education and Wellbeing of the Older Person. We have also an Education Preparatory Programme for Mature Learners, which is aimed at adult learners who wish to gain access to the BEd programme. Táthar ag leanúint ar aghaidh i mbliana lenár gclár iarchéime nuálaíoch, M. Oid. san Oideachas Lán-Ghaeilge, a cuireadh ar an bhfód don chéad uair anuraidh. These programmes contribute to the extensive range of postgraduate programmes already being provided by the Faculty in SEN, ICT, Mentoring and Teacher Development, Early Childhood Studies, Adult and Continuing Education, Masters in Education (by Research and Thesis) and Structured PhD in Education. Our lecturers are very approachable and are dedicated to providing you with a top quality educational experience. Please engage with them and with your fellow students to enrich your own learning and to broaden your understanding of what it means to be a teacher. In closing, I wish you well in your studies and I trust that your time at Mary Immaculate College continues to be both enjoyable and rewarding. Guím gach rath ort i rith na bliana, Professor Teresa O Doherty, Dean of Education. 2 P a g e

3 1. Introduction from the Dean 1 2. Index 2 3. Progression within the Programme 3 4. Programme Specific Regulations 4 5. Academic Honesty 5 6. Key Contacts in the Faculty of Education 6 7. Staff of the Faculty of Education & Department of Psychology 8 8. Bachelor of Education in Education and Psychology 2 Spring Semester Modules: Outline Bachelor of Education in Education and Psychology 2 Spring Semester Modules: Details 16 PAGE NUMBER 3 P a g e

4 Progression within the Programme In developing the programme, a focus has been maintained on ensuring progression within the programme in terms of students learning and self-development and the understanding, knowledge and skills required to meet the learning and teaching needs of children in today s schools. Clear links are maintained between theoretical input and student teachers school placements. Students must successfully complete all modules in order to progress to the next academic year of the programme. Programme Specific Regulations Bachelor of Education and Bachelor of Education in Education and Psychology A student who fails a school placement module shall be awarded an F grade or, in the case of Pass/Fail registration, an N grade.the compensating fail grades D1 and D2 shall not be awarded for school placement modules. Save in exceptional circumstances, where a student fails a school placement, s/he shall be afforded only one further opportunity to repeat that placement. Students who are due to start professional placement in the Spring semester of years 1, 2 and 3 of the programmes are subject to critical review. A student who has failed more than four modules or whose residual QCA following the Autumn semester is less than 2.00 will not be allowed to progress to the Spring semester and will be required to repeat the Autumn semester prior to progressing to the Spring semester. Students who fail the oral Irish component of the following modules shall be awarded an F grade both in that component of the module and in the overall module: An Ghaeilge agus Múineadh na Gaeilge 2 An Ghaeilge agus Múineadh na Gaeilge 3 Language and Literacy 5 Where the student has passed the other elements of the module, s/he repeats the oral Irish component only. The student is capped on the repeat of the module at grade C3. To progress into the final year of their programme, students are required by the end of Year 3 of the programme to obtain an average QPV of at least 2.00 in the areas of English, Gaeilge and Mathematics in each of the three module groupings listed below: 1. Language and Literacy 1; Language and Literacy 2; Language and Literacy 3; Language and Literacy 4; Language and Literacy 5 2. An Ghaeilge agus Muineadh na Gaeilge 1; An Ghaeilge agus Muineadh na Gaeilge 2; An Ghaeilge agus Muineadh na Gaeilge 3; Language and Literacy 4; Language and Literacy STEM 1; STEM 2; STEM 4; STEM 5 A student who does not obtain the minimum average QPV required in Mathematics following annual repeats in Year 2 but who is otherwise eligible to progress may link in to STEM 4 and/or STEM 5 in the following academic year to obtain the average minimum QPV of 2.00 in that module grouping. A student who has not obtained the minimum average QPV required in one or more of the English, Gaeilge or Mathematics groupings following the annual repeats in Year 3 but who otherwise satisfies the general progression regulations may link in to relevant module/s in the following academic year subject to the current academic regulations whereby a maximum of two modules can be taken on a link-in basis in each semester. An absolute minimum quality point value (QPV) of 2.60 across school placement modules SP4, SP5, SP6 and SP7 is required for the award of a first or second class honours degree. 4 P a g e

5 Academic Honesty The definitive guide for all academic rules and regulations is the Student Handbook. It is available here: All students are required to familiarise themselves with Appendices Two & Three (Final Assessment Regulations & Coursework Guidelines) of the Student Handbook, particularly the sections concerning cheating. Students should note that the Faculty of Education take matters of academic honesty with the utmost seriousness. Normally, the penalty for cheating is suspension for 12 months. A repeat of such conduct shall warrant expulsion. 5 P a g e

6 Dean of Education Professor Teresa O Doherty Contact: teresa.odoherty@mic.ul.ie Office: 304a (061) KEY CONTACTS IN THE FACULTY OF EDUCATION BEd in Education & Psychology Course Leader Marie Ryan Contact: marie.ryan@mic.ul.ie Office: R107 (061) BEd 2 Co-Ordinator Dr Carol O Sullivan Contact: Carol.OSullivan@mic.ul.ie Office: 305 (061) Assistant Dean of Education and BEd 3 Co-Ordinator Dr Angela Canny Contact: angela.canny@mic.ul.ie Office: 311 (061) Director of School Placement Neil Ó Conaill Contact: neil.oconaill@mic.ul.ie Office: 306 (061) P a g e

7 Fintan Breen Education Office Manager Education Office Contact: Office: (061) Faculty of Education Office Room 307 (Foundation Building) Phone: Counter service to students is available from Monday Friday from a.m p.m. and 2.00 p.m p.m Whom should I contact? If you have a concern or query in relation to general academic issues, please contact Dr Carol O Sullivan. You can make an appointment to see her by or via the Education Office. If you have a concern or query in relation to your programme, please contact Marie Ryan. You can make an appointment to see her by . If your concern specifically refers to School Placement, please contact the SP Office and/or Director of SP ( / ). If you have a concern relating to examinations / repeats / link-ins etc. please contact the Assistant Dean, Dr Sylvia O Sullivan. You may also go to the Education Office, Third Floor, Main Building, if you have a general query. Please give your mobile phone number to the Education Office or other members of staff when communicating with them, as if a matter is urgent, this will enable them to contact you directly. Contacting Lecturers You can find contact details for all academic staff on the College website Staff have offices in a number of buildings. The easiest way to contact a lecturer is to send an and make an appointment. Please remember that lecturers are very often in schools or engaged in other work, so it is important that you contact them by telephone or . 7 P a g e

8 STAFF OF THE FACULTY OF EDUCATION Dean of Education Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious Studies(MIC), Ph.D.(UL) (061) Assistant Dean of Education Angela Canny, B.Soc.Sc., M.Soc.Sc.(UCD), Ph.D.(Warwick) (061) Director of Continuing Professional Development Cathal de Paor, B.A.(NUI), Grad.Dip.in Ed.(UL), M.Ed.(UL), M.A. in Classical Irish(NUI), Ph.D. (061) Director of the Curriculum Development Unit Eucharia McCarthy, B.Ed.(NUI), M.Ed.(UL) (061) Director of School Placement Neil Ó Conaill, B.Ed.(NUI), M.Ed.(Nottingham) (061) There are five academic departments within the Faculty of Education: Department of Arts Education and Physical Education Department of Reflective Pedagogy and Early Childhood Studies Department of Learning, Society, and Religious Education Department of Language, Literacy and Mathematics Education Department of Special Education 8 P a g e

9 Department of Arts Education and Physical Education Acting Head of Department Deirdre Ní Chróinín, B.A., Ph.D.(UL) M.A. in Academic Practice(UL) (061) Drama Michael Finneran, B.Ed.(DCU), M.A, Ph.D.(Warwick)* (061) Dorothy Morrissey, B.Ed., M.A.(NUI), Grad Dip in Drama in Education(Thomond), Grad Dip in Dance(UL), Cert in Community Dance Leadership(Laban Guild) (061) Margaret O'Keeffe, B.Ed.(NUI), M.Ed.(DCU), LLSM (061) Music Education Gwen Moore, B.Mus.Ed.(TCD), M.A. in Music Ed.(UL), GRIAM, ALCM, Ph.D.(Univ. of London) (061) Ailbhe Kenny, B.Ed., M.Ed.(DCU), Ph.D.(Cambridge)* (061) Visual Arts Education Tanya Power, NDD, M.A.(NUI) (061) Anne-Marie Morrin, B.A., H.Dip. Art and Design Education (NCEA), M.A.(UL) Sinead Dinneen, BA, H.Dip in Art and Design Education, MA(UL) (061) (061) Eamonn Mitchell, B.Ed., M.Ed.(UL) (061) Niall Quinn, Visual Arts Technician, Dip. in Fine Arts(NCEA) (061) Physical Education Deirdre Ní Chróinín, B.A., Ph.D.(UL), M.A. in Academic Practice(UL) Richard Bowles, B.Ed.(NUI), M.Sc.(Leicester) PhD. (UL) (061) (061) Co-ordinator of international placements and AEE Elaine Murtagh, B.A., PGCE, Ph.D.(Univ. of Ulster) (061) Department of Reflective Pedagogy and Early Childhood Studies 9 P a g e

10 Head of Department Emer Ring, B.Ed.(Carysfort College of Ed.), PG Dip. in Special Ed.(DCU), BL, (Univ. of London), M.Ed.(DCU), PG Cert. in Autism (Children)(DCU), M.Ed.(Autism)(Univ. of Birmingham), Diploma in Irish(NUIG), Ph.D.(DCU) (061) Early Childhood Care and Education Deirdre Breathnach, B.Ed.(NUI), M.Ed.(UL) (061) Jennifer Pope, B.A. Early Childhood Studies, Ph.D.(UCC) (061) Lisha O'Sullivan, B.A. Early Childhood Studies(UCC), M.A. Non-directive Play Therapy (Univ. of York) Des Carswell, B.Sc.(UCD and Vrije Univ. Amsterdam), Masters in European Social Policy Analysis (UCD) (061) (061) Co-ordinator of and tutor on the research methods and undergraduate dissertation modules for the B.Ed. programme Mary Moloney, Cert. in Psychology(NUIM), Diploma in Nursery Management(UCD), M.Ed. in Early Childhood Care and Education(MIC), Ph.D.(MIC) (061) Educational Methodology Teresa McElhinney, B.Ed., M.Ed.(NUI) Fiodhna Gardiner-Hyland, B.Ed.(MIC), M.A. in Ed.(MIC), Ph.D.(Univ. of Leicester) (061) (061) ICT in Education Brendan Barry, B.A.(TCD), Grad.Dip.Ed.(MIC), M.Sc.(DCU) (061) Rory McGann, B.Ed, M.Ed. ICT(UL), Grad. Dip. Ed. Lead. (NUIM), Grad. Dip. SEN(UL) (061) Microteaching Kathleen Horgan, B.Ed.(NUI), M.Ed.(TCD), Ph.D.(NUI) (061) Department of Learning, Society, and Religious Education Head of Department Carol O Sullivan, B.Ed., M.Ed.(UL), M.A.(NUI), Ed.D.(DCU) carol.osullivan@mic.ul.ie (061) P a g e

11 Psychology of Education Suzanne Parkinson, B.Ed., B.Sc., M.SC. in Developmental and Educational Psychology, Ed.D.(Ed. Psych). Marie Ryan, B.Ed. (Ed & Psych), Grad. Dip. SEN(UL), MAEP (UCD) (061) (061) History of Education and Policy of Education Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious Studies(MIC), Ph.D.(UL) Eilís O Sullivan, B.Ed., M.A. (UL), Ph.D. (UL). Philosophy of Education teresa.odoherty@mic.ul.ie eilis.osullivan@mic.ul.ie (061) (061) Tony Bonfield, B.Ed., M.Ed.(NUI), TEFL Cert.(MIC), Ed.D. (Univ. Of Sheffield) Aislinn O Donnell, B.A.(TCD), M.A.(UCD), Ph.D.(Warwick) tony.bonfield@mic.ul.ie (061) aislinnodonnell@mic.ul.ie (061) Religious Education Patricia Kieran, B.Rel.Sc.(Mater Dei), M.Th., Ph.D.(London) Daniel O Connell, Dip.Phil., B.D.(NUIM), Grad.Dip. in Holistic Dev.(All Hallows), M.Ed., Ph.D.(Boston College) Maurice Harmon, Dip. Phil, B.D., H.Dip. in Pastoral Studies, (Maynooth), M.A.(Fordham University) patricia.kieran@mic.ul.ie (061) daniel.oconnell@mic.ul.ie (061) maurice.harmon@mic.ul.ie (061) Sociology of Education Angela Canny, B.Soc.Sc., M.Soc.Sc.(UCD), Ph.D.(Warwick) Sandra Ryan, B.Ed.(NUI), M.A., Ph.D.(Western Michigan) Educational Disadvantage angela.canny@mic.ul.ie sandra.ryan@mic.ul.ie (061) (061) Sandra Ryan, B.Ed.(NUI), M.A., Ph.D.(Western Michigan) sandra.ryan@mic.ul.ie (061) Transforming Education Through Dialogue Ann Higgins, B.Ed., Dip. Remedial Ed., Ph.D.(UL)* ann.higgins@mic.ul.ie (061) Ruth Bourke, B.A.(UL), M.Ed.(Adult Ed)(UL) 11 P a g e

12 (061) Social, Environmental and Scientific Education Anne Dolan, B.Ed., M.A., Dip.Adult Comm.Ed.(NUI), Ed.D.(Sheffield Hallam) (061) Eileen O Sullivan, B.Ed., M.Ed.(UCC), Ph.D.(UCC) eileen.osullivan@mic.ul.ie (061) Maeve Liston, B.Sc., Ph.D.(UL) maeve.liston@mic.ul.ie (061) Development and Intercultural Education TBA Social, Personal and Health Education Carol O Sullivan, B.Ed., M.Ed.(UL) M.A.(NUI), Ed.D.(DCU) carol.osullivan@mic.ul.ie (061) Inclusive Education (SEN) Anne O Byrne, B.Ed.(NUI), Grad Dip.(Special Ed), Grad Dip.(Remedial Ed),Grad Dip (Computer Studies), M.Ed.(UL) anne.obyrne@mic.ul.ie (061) MA in Educational Psychology Siobhán O Sullivan, B.Sc in Ed. (UL), H.Dip.Psych.(NUI), M.Sc.(Univ.Coll.London) Programme Leader Claire Griffin, B.Ed. (Ed & Psych), Grad. Dip. SEN(UL), MAEP (UCD) siobhan.osullivan@mic.ul.ie (061) claire.griffin@mic.ul.ie (061) Certificate in General Learning and Personal Development Órla Slattery, B.A., (MIC), M.A. in Philosophy(MIC) Course Co-ordinator orla.slattery@mic.ul.ie (061) Department of Language, Literacy and Mathematics Education Head of Department Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) sean.debrun@mic.ul.ie (061) Gaeilge Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) sean.debrun@mic.ul.ie (061) Roibeárd Ó Cathasaigh, B.A., M.A., HDE(NUI) roibeard.ocathasaigh@mic.ul.ie (061) Eilís Ní Dheá, B.A., M.A., HDE, Ph.D.(NUI) eilis.nidhea@mic.ul.ie (061) P a g e

13 Martina Ní Fhatharta, B.Oid., M.Oid.(UL) (061) English Áine Cregan, B.Ed., M.Ed.(NUI), Ed.D.(Harvard) (061) Martin Gleeson, N.T., B.A.(NUI), M.Ed.(TCD), Ph.D.(UL) (061) John Doyle, B.Ed.(NUI), M.Ed.(UL), Dip. Music Ed.(NUI), ALCM (T.D. Clarinet), Ed.D.(Univ.of Sheffield) (061) Mathematics Education Aisling Leavy, B.Sc.(NUI), Grad.Dip.Ed.(DCU), M.A.in Ed.(Calif. State), Ph.D.(Ariz. State) (061) Mairéad Hourigan, B.Sc., M.Sc., Ph.D.(UL) (061) John O Shea, B.Ed., M.Ed.(UL), Ph.D.(UL) Co-ordinator of the Professional Master of Education programme Noreen O Loughlin, B.Ed., M.Ed., Dip. Rem. Ed., Grad. Dip. Comp., Dip. Bus. St., Grad. Dip. Mant St., Ed.D. (University of Bristol) john.oshea@mic.ul.ie (061) noreen.oloughlin@mic.ul.ie (061) Modhanna Múinte na Gaeilge Seán Ó Cathalláin, B.Ed.(NUI), M.Ed.(OU), Ph.D.(Stirling) sean.ocathallain@mic.ul.ie (061) TJ Ó Ceallaigh, B.Oid.(UL), M.Oid. (UCC) Dioplóma Iarchéime san Oideachas Gairmiúil(NUIG), Ph.D.(UCC) tj.oceallaigh@mic.ul.ie (061) Siobhán Ní Mhurchú, B.Ed.(NUI), M.A.(Ed)(UWE, Bristol) siobhan.nimhurchu@mic.ul.ie (061) Department of Special Education Head of Department Patricia Daly, B.A., HDE (NUI), M.A., Ph.D.(Ohio State) patricia.daly@mic.ul.ie (061) Margaret Egan, B.Ed.(TCD), M.Ed.(UL), Ph.D.(UCC) margaret.egan@mic.ul.ie (061) Stella Long, B.Ed., M.Ed.(UL), Dip.Soc.Studies(NUI) stella.long@mic.ul.ie (061) Eucharia McCarthy, B.Ed.(NUI), M.Ed.(UL) eucharia.mccarthy@mic.ul.ie (061) Johanna Fitzgerald, M.A.(IOE, London) johanna.fitzgerald@mic.ul.ie (061) Trevor O Brien, B.Ed.(DCU), M.Ed., Advanced Diploma in Applied Educational Studies(Hull), Dip Social Studies(UCC) trevor.obrien@mic.ul.ie (061) STAFF OF THE DEPARTMENT OF PSYCHOLOGY 13 P a g e

14 Acting Head of Department Kerry Greer, BSc. (UC London), PhD (UCL), Grad. Dip. Applied Criminology, (Camb.) (061) Lecturers (061) Suzanne Egan, B.A., M.A., Dip. Stat., Ph.D Marek McGann, B.A., M.Litt, M.A., D.Phil. (061) Siobhán Howard, B.A., PgCert, PhD. (061) Technician Michelle Glasheen (061) Professional Services Staff Education Office Manager Fintan Breen (061) Education Office Marie Quaid Caroline Ní Chadhain* Zeta Penny Helen Heffernan Nora O Donoghue Paula Treacy Perry Meskell Rose Higgins Deirdre Cussen marie.quaid@mic.ul.ie caroline.coyne@mic.ul.ie zeta.penny@mic.ul.ie helen.heffernan@mic.ul.ie nora.odonoghue@mic.ul.ie paula.treacy@mic.ul.ie perry.meskell@mic.ul.ie rose.higgins@mic.ul.ie deirdre.cussen@mic.ul.ie (061) (061) (061) (061) (061) (061) (061) (061) (061) Hellen Gallagher Hellen.Gallagher@mic.ul.ie (061) Sheila O'Callaghan sheila.ocallaghan@mic.ul.ie (061) Mairead Horan mairead.horan@mic.ul.ie (061) Josephine Frahill cdu@mic.ul.ie (061) * Indicates that the Faculty Member is currently on leave 14 P a g e

15 Overview of B.Ed in Education and Psychology 2 Modules Module Code Module Title Credits Grading SEMESTER 1 Type EDU200 School Placement 3 3 P/F EDU201 Language and Literacy 3 3 N EDU202 An Ghaeilge agus Múineadh na Gaeilge 3 3 N EDU203 STeM 4: Mathematics and its Teaching 3 3 N EDU204 Social Studies 1: The Global Teacher 3 N EDU207 Social, Personal, Health, and Physical Education 1 3 N EPS200 A Bio-psycho-social Approach to Inclusive Education for Children with 6 N Special Educational Needs PS4013 Cognitive Psychology 1 6 N SEMESTER 2 EDU250 School Placement 4 6 N EDU251 Language and Literacy 4 3 N EDU257 Social, Personal, Health, and Physical Education 2 3 N EDU259 The Creative Arts 2 3 N EPS250 Psychological Perspectives on Behaviour 3 N PS4024 INFORMATION TECHNOLOGY IN PSYCHOLOGY 6 N PS4014 PERSONALITY AND INDIVIDUAL DIFFERENCES 6 N EDU255 or EDU256 * Christian Religious Education 1 or Religious Education in Multidenominational Schools Module 2 SEMESTER 2a 3 Individual EDU253 STeM 5 Pedagogy of Maths and Teaching and Learning with ICT 3 N *Optional Module Preference 15 P a g e

16 EDU250: School Placement 4 Spring Semester, 2014/15 Bachelor of Education in Education & Psychology 2 School Placement 4 is a six credit module which students undertake from April 27 th May 15 th Like School Placement 1 and School Placement 2, this is a partnered placement throughout which the teaching duties are shared with another student. The College assigns students to particular schools for this placement. This placement is undertaken in a senior class ie 5 th, 6 th or a 5 th /6 th class. The placement combines classroom observation and roles as classroom assistants for two days in week one and student teaching for the remainder of the placement. All areas of the primary school curriculum are taught and the student is visited by a school placement tutor on a minimum of three occasions throughout the placement. All relevant documentation is available to the students on the EDU250 course on moodle. LEARNING OUTCOMES: On completion of this module, students will be able to: Present and maintain a well-organised and complete Planning Folder & Resource Folder Display a developing ability to plan for the implementation of selected areas of the The Primary School Curriculum in a senior class. Complete detailed and comprehensive lesson plans and weekly schemes Identify appropriate teaching and learning strategies for engaging children in senior classes with the Primary School Curriculum Consider (i) the degree to which the specific learning objectives were appropriate for pupils in senior classes and (ii) the extent to which these learning objectives were achieved Demonstrate appropriate classroom management strategies that will promote pupil participation in senior classes with the Primary School Curriculum Relate appropriately to pupils, school personnel and school placement personnel Reflect critically on and document their development as student teachers and demonstrate their ability to engage in critical reflection with their tutor, class teacher and peers Demonstrate an ability to plan for integrated teaching Demonstrate an awareness of the importance of assessment of learning Demonstrate an ability to assess pupils learning Appreciate the significance of engaging with the School Placement in a professional manner MODULE CONTENT: Planning and preparation, teaching and assessing pupils learning; engaging in critical reflection on their teaching and learning. 16 P a g e

17 MODULE ASSESSMENT: This module is assessed on a Graded basis. The student is required to Receive a passing grade from school placement tutor/s who will visit the student on at least three occasions in the course of the placement Feedback on the quality of the student s planning and preparation, teaching and learning observed and professionalism is provided to the student following the tutor s visit. Verbal and written feedback is provided. No uncertified absences are permitted and all absences have to be noted in the Cuntas Tinrimh and Attendance Form. In cases of absence from school, a student is required to contact the Education Office ( ) and his/her school. On completion of the module the student is required to submit a School Placement Attendance Form to the Education Office by May 20 th, Students to whom an I or F grade is awarded repeat School Placement 4 from June 2 nd students are responsible for sourcing a class themselves for the module. 12 th. I grade and F grade Normally, students may repeat a school placement module once. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. READING LIST: Primary Readings (No. 1 students each have copy /No. 2: Available on moodle/no. 3: 3 day and 4 hour loan, Library MIC; Readings 1 & 2 are mandatory) 1. Government of Ireland (1999) Primary School Curriculum, Dublin: Stationary Office. 2. Mary Immaculate College (2014) School Placement Handbook 2014/2015: Handbook for Students and Tutors, Limerick: Mary Immaculate College 3. Horgan, K. and T. Bonfield (1999) Learning to Teach Reflectively, Limerick: Mary Immaculate College Supplementary Readings (1 & 2 in 3 day and 4 hour loan, Library MIC) 4. Cohen, L. Manion, L., Morrison, K. & Wyse, D. (2010) A Guide to Teaching Practice 5 th Edition, London: Routledge. 5. Woolfolk, A. and N.E. Perry (2012) Child and Adolescent Development, New Jersey: Pearson Education. Ghaye, T. (2011) Teaching and Learning through Reflective Practice: Routledge 6. Muijis, D. and D. Reynolds (2001) Effective Teaching - Evidence and Practice: Paul Chapman Publishing 7. Kyriacou, C. (2007) Essential Teaching Skills Third Edition, Cheltenham: Stanley Thornes. Module co-ordinator: Neil Ó Conaill, neil.oconaill@mic.ul.ie Meetings by appointment 17 P a g e

18 Module EDU251: Language and Literacy 4 (Pedagogy of English 50%; Múineadh na Gaeilge 50%) Semester 4 - Spring 2015 B.Ed. in Education & Psychology 2 An Dara Bliain B.Oid. agus B.Oid le Síceolaíocht RATIONALE / RÉAMHRÁ The rationale and purpose of this module is to explore the integrated nature of the language curriculum, building student knowledge and understanding of English Language and Literacy development in the later school years in diverse contexts. Sa mhodúl seo déanfar iniúchadh ar chur chuige comhtháite do mhúineadh na Gaeilge agus ar an idirspleáchas idir teagasc, foghlaim agus measúnú sna hardranganna i gcomhthéacsanna éagsúla. LEARNING OUTCOMES / TORTHAÍ FOGHLAMA To enable students to: Know the specific language components developed during the later school years Value variability in language and learn to promote language inclusively in the primary school classroom Embrace the importance of reaching out to parents as important partners in the process of language development Develop a range of appropriate strategies to promote the development of higher order thinking skills in children in the later stages of literacy development in the primary school Develop and convey clear understanding of the integrative nature of language and literacy education in the primary classroom Critically evaluate what they read online and to synthesise the results of internet inquiry Ar chríochnú an mhodúil seo go rathúil ba chóir go mbeadh ar chumas an mhic léinn Teoiricí, coincheapa agus modhanna éifeachtacha i múineadh, foghlaim agus measúnú na Gaeilge sna hardranganna a mheas 18 P a g e

19 Tuiscint agus cumas a léiriú ar chur i bhfeidhm straitéisí foghlama a chuireann le feasacht mheititheangeolaíoch, le forbairt leanúnach teanga agus le scileanna ginchumais sa sprioctheanga sna hardranganna Straitéisí agus uirlisí measúnaithe don Ghaeilge a mheas Eolas a léiriú ar bhealaí éagsúla chun cur chuige comhtháite do mhúineadh na Gaeilge a chur i bhfeidhm sna hardranganna Pleanáil ghearrthréimhseach agus fhadtréimhseach a fhorbairt COURSE CONTENT / ÁBHAR AN CHÚRSA This module will focus on the integrated nature of language development, highlighting developments in English Language and Literacy during the later school years, with particular emphasis on the concept of academic/literate language style, oral language development in disadvantaged contexts, parental involvement in language development, Word recognition, vocabulary development with an emphasis on morphemic analysis; the promotion of higher order thinking skills in a digital environment; new technologies and writing, intergenerational writing; sociocultural theory and writing; writing instruction in culturally diverse classrooms. The course will be delivered in the form of one lecture for English and one lecture for Múineadh na Gaeilge each week. Attendance at lectures is mandatory and students are encouraged to display courtesy to individual tutors by informing them in advance of their inability to attend. Múineadh na Gaeilge Díreofar ar scileanna pleanála an mhic léinn a fhorbairt: Scéim Sheachtainiúil chuimsitheach a fhorbairt agus pleanáil laethúil ag éirí aisti. Déanfar forbairt ar aonad oibre ina mbeidh freastal á dhéanamh ar na ceannteidil seo a leanas: tréimhsí an cheachta, cur chuige cumarsáideach, feidhmeanna agus eiseamláirí teanga, foghraíocht na Gaeilge, gramadach na Gaeilge, modhanna múinte, straitéisí cumarsáide, scileanna teanga, cur chuige comhtháite, eagar ranga, difreálú, measúnú. Déanfar iniúchadh ar chur chuige comhtháite don Ghaeilge agus ar an teagasc foirmdhírithe i gcomhthéacs na cumarsáide sna hardranganna. Beidh léacht amháin in aghaidh na seachtaine ag gach grúpa i ngrúpaí de % of marks on the summer exam may be deducted for unsatisfactory attendance at lectures and tutorials. ASSESSMENT / MEASÚNÚ Assessment in this module will take the form of: End of semester written exam in English Language and Múineadh na Gaeilge (100%) English One multiple-parts question. Múineadh na Gaeilge 19 P a g e

20 Scrúdú le déanamh ag deireadh an tseimeastair. Beidh dhá cheist ar an bpáipéar agus beidh ort ceist amháin a fhreagairt Q2/1 (agus don atriail freisin). Beidh an scrúdú bunaithe ar ábhar an chúrsa. Is i ngaeilge amháin a ghlacfar le freagraí scrúdaithe i Múineadh na Gaeilge. Repeat assessment will be an examination based on the content of the course (100%). LANGUAGE & LITERACY TEAM / FOIREANN TEAGAISC Name / Ainm Title / Teideal Office / Oifig Tel. / Fón / Ríomhphost Dr Martin Gleeson Lecturer Language and Literacy G47 Foundation Building 061 (20)4971 martin.gleeson@mic.ul.ie Dr John Doyle Lecturer Language and Literacy N29 Gerard House 061 (20)4986 john.doyle@mic.ul.ie Dr Áine Cregan Lecturer Language and Literacy C109 Foundation Building 061 (20)4902 aine.cregan@mic.ul.ie Siobhán Ní Mhurchú Léachtóir i Múineadh na Gaeilge G (20)4973 siobhan.nimhurchu@mic. ul.ie Dr. T.J. Ó Ceallaigh Léachtóir i Múineadh na Gaeilge R tj.oceallaigh@mic.ul.ie 20 P a g e

21 AISEOLAS Más mian leat aon ghné den chlár a phlé déan teagmháil leis an léachtóir cuí ar an ríomhphost. UAIREANTA OIFIGE Más mian leat coinne a dhéanamh le léachtóir déan teagmháil leis/léi ar an ríomhphost. READING LIST / LIOSTA LÉITHEOIREACHTA Pedagogy of English (Please Note: Mandatory readings will be assigned on a weekly basis. All readings will be available on Moodle). Indicative readings include: 1. Bavin, E. E. (2009). The Cambridge Handbook of Child Language.: Cambridge 2. University Press. 3. Blachowicz, C. & Ogle, D. (2008) Reading Comprehension: Strategies for 4. Independent Learners 2 nd edition. New York: The Guilford Press. 5. Bunch, G. C. (2009). Going up there : Challenges and opportunities for 6. language minority students during a mainstream classroom speech event. 7. Linguistics and Education, 20(2), Curenton, S. M., Craig, M. J., & Flanigan, N. (2008). Use of Decontextualized Talk Across Story Contexts: How Oral Storytelling and Emergent Reading Can Scaffold Children's Development. Early Education & Development, 19(1), Eagleton,M.B. & Dobler, E. (2007). Reading the Web: Strategies for Internet Inquiry. New York: The Guilford Press. 10. Ernst-Slavit, G., & Mason, M. R. (2011). Words that hold us up: Teacher talk and academic language in five upper elementary classrooms. Linguistics and Education. 11. Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26(1), Hoff, E., Laursen, B., & Tardif, T. (2002). Socioeconomic status and parenting. In M. H. Bornstein (Ed.), Handbook of parenting. Ecology and Biology of Parenting (Vol. II, pp ). Mahwah, New Jersey: Lawrence Erlbaum. 13. Lloyd, P., Mann, S., & Peers, I. (1998). The growth of speaker and listener skills from five to eleven years. First Language, 18(52), MacArthur, C.A., Graham, S., and Fitzgerald, J. (Eds.) (2008) Handbook of Writing Research. New York: The Guildford Press. 15. Moon, J. (2005) Children Learning English. Oxford: Macmillan. 16. Nippold, M. A. (2007) Later Language Development. School-Age Children, Adolescents, and Young Adults 3rd edition ed., Austin, Texas: Pro-Ed. Inc. 17. Ó Duibhir, P. & Cummins, J. (2012). Towards an Integrated Language Curriculum in Early Childhood and Primary Education (3-12 Years). Research Report No. 16, National Council for Curriculum and Assessment. 18. Pahl, K. and Rowsell, J. (2012) Literacy and Education: Understanding the New Literacy Studies in the Classroom 2nd Edition. London: Sage 21 P a g e

22 19. Saxton, M. (2010) Child Language: Acquisition and Development, Sage Publications Ltd. 20. Schleppegrell, M. J. (2004). The Language of Schooling: A Functional Linguistics Perspective. Mahwah, NJ: Lawrence Erlbaum 21. Tolchinsky, L. (2004) 'The nature and scope of later language development' in Berman, R., ed. Language Development across childhood and adolescence, Amsterdam: John Benjamins, Troia, G.A., Shankland, R.K. and Heintz A. (2010). Putting Writing Research into Practice: Applications for Teacher Professional Development. New York: Guilford Press. 23. Willoughby, K., Culligan, B., Kelly, A., and Mehigan, G. (2012) From Literacy Research to Classroom Practice: Insights and Inspiration (Proceedings of the 2012 Annual Conference of the Reading association of Ireland). Dublin: Reading association of Ireland. 24. Wolfram, W., Temple-Adger, C.,& D.Christian (1999). Dialects in Schools and Communities. Mahwah, NJ: Lawrence Erlbaum 25. Wolsey, T. and Grisham, D.L. (2012) Transforming Writing Instruction in the Digital Age. New York: The Guilford Press. LIOSTA LÉITHEOIREACHTA DO MHÚINEADH NA GAEILGE 1. An Roinn Oideachais agus Eolaíochta (1999). Curaclam na Bunscoile Gaeilge Teanga. Baile Átha Cliath: Oifig an tsoláthair. 2. An Roinn Oideachais agus Eolaíochta (1999). Curaclam na Bunscoile Gaeilge Treoirlínte do Mhúinteoirí. Baile Átha Cliath: Oifig an tsoláthair. 3. NIPT (2013). An Clár Náisiúnta Ionduchtaithe do Mhúinteoirí / The National Induction Programme for teachers 4. ACMHAINNÍ BREISE 1. An Gúm (2004). Séideán Sí F G H. BÁC: An Roinn Oideachais agus Eolaíochta. 2. Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann. (Caibidlí 4, 5) 3. Harris, J. agus Ó Duibhir, P. (2011). Múineadh éifeachtach teangacha: sintéis ar thaighde. Baile Átha Cliath: An Chomhairle Náisiúnta Measúnachta agus Curaclaim. Ar fail ag: 4. Hickey, T. (1992). Teaching Irish Reading: What can Research Tell Us? In T. Hickey (eag.), Múineadh na Gaeilge sa Bhunscoil: Moltaí Praiticiúla. Baile Átha Cliath: Bord na Gaeilge/Cumann Léitheoireachta na héireann. (Tá cóipeanna den leabhrán seo ar fáil sa leabharlann ar iasacht 4 uair a chloig.) 5. Hickey, T. (2001). Múineadh Léitheoireacht na Gaeilge agus an Curaclam Athbhreithnithe, Teangeolas, Uimhir 40, BÁC. ITÉ (Tá cóipeanna den iris seo ar fáil sa leabharlann.) 6. Hickey, T. agus Ó Cainín, P. (2003). Léitheoirí Óga na Gaeilge: Cothú agus Cabhair. In R. Ní Mhianáin (eag.), Idir Lúibíní: Aistí ar an Léitheoireacht agus ar an Litearthacht. Baile Átha Cliath: Cois Life. (810.9/IDI Tá cóipeanna den leabhar seo ar fáil ar iasacht 4 uair a chloig freisin) 7. Littlewood, W. (1981). Communicative Language Teaching. Cambridge University Press. 8. Ní Nuadháin, N. (2006). Putting a bit of spice into reading in Irish in the primary school. In T. Hickey (ed.), Literacy and Language Learning: Reading in a First or Second Language. Dublin: Reading Association of Ireland. (372.6/LIT) 22 P a g e

23 Module EPS250 Psychological Perspectives on Behaviour Spring Semester, 2015 Bachelor of Education in Education and Psychology 2 LEARNING OUTCOMES o Develop and understanding of the social psychology of the classroom o Understand and apply psychological theories of motivation to the classroom o Enhance their knowledge and understanding of the ecological factors that facilitate the development of positive and optimal relationships. o Critique theory and evaluate practical responses to behaviour systemically; examining the various organisational levels. o Examine the link between psychological learning theories, associated theoretical principles and practical applications. o Understand bullying from a social-ecological perspective and critique research-based prevention and intervention strategies. o Develop reflexivity and an understanding of the decisive role a teacher plays in creating a positive classroom climate. o Critique the personal attributions which result from behavioural challenges and the opportunities or limitations that cognitive processes can engender. o Critique conceptual and theoretical perspectives of behaviour o Develop competencies in drawing up both classroom behavioural plans. STAFF Name Title Office/Hour/s Telephone Marie Ryan Lecturer in Educational Psychology and Developmental Psychology R107 (Res Block) Wednesday Marie.Ryan@mic.ul.ie 23 P a g e

24 MODULE CONTENT Week Week 1 Topic Psychology of Education Conceptual & Theoretical Understanding of Behavioural Difficulties Week 2 Motivation Theory: Needs Theories (Maslow, Self-Determination Theory) Belief Theories (Self-Efficacy, Learned Helplessness, Attribution Theories) Goal Theories (Performance Goals, Mastery Goals) Week 3 Social Psychology: Classroom Relationships: Teacher Pupil Interaction Expectancy Effects, Teacher Differential Behaviour, Explicit and Implicit Information Exchange Week 4 Social Psychology: Classroom Relationships: Pupil-Pupil Interactions; norms, roles, group dynamics, social hierarchies, friendship development, Week 5 Social Psychology: Classroom Relationships Bullying; roles (bully, victim, assistant, reinforcer, outsider, defender), role motivation Week6 Social Psychology: Classroom Relationships Bullying & Cyberbullying; Bullying; conformity, social norms, pluralistic ignorance, mobilizing the bystander, deindividuation, anonymity. Week 7 Behaviour Planning: Classroom Level: Physical Environment (layout, seating, procedures/routines, amount adult directed & pupil directed activity) Week 8 Behaviour Planning: Classroom Level: Scaffolding Positive Behaviour (Rules, Consequences, Reinforcement Systems) Week 9 Behaviour Planning: Classroom Level: Scaffolding Positive Behaviour (Contingency Systems; advantages and disadvantages, dangers of punishment) Week 10 Behaviour Planning: Classroom Level: Responding to Behavioural Challenges Safely Assessment of Behaviour: Observation Skills, Sociometry, FBA MODULE ASSESSMENT 100% will be allocated for Coursework Part (A) Group Poster (30%) Part (B) Essay (1500 words) (70%) 10% can be deducted for poor attendance Attendance will be recorded Repeat Assessment 100% Examination FEEDBACK You are encouraged to communicate with your lecturer whenever you have questions. Queries, opinions and questions are welcomed during lectures. You may also contact lecturers via or phone (see details below). Students are encouraged to seek feedback on class-work, and examinations. 24 P a g e

25 LECTURE NOTES Lecture notes relating to weekly lectures will be made available in both components of the course through the college s online learning system: Moodle. Additional Reading may also be provided via Moodle. URL: Moodle.mic.ul.ie Course Name: EPS250 Psychological Perspectives on Behaviour Access Key: EPS250 READING LIST REQUIRED READING EDUCATIONAL PSYCHOLOGY Books: Long, M., Wood, C., Littleton, K., Passenger, T., Sheehy, K. (2011). The Psychology of Education. Oxon: Routledge Falmer Chapters 12 & 13 Woolfolk, A., Hughes, M. & Walkup, V. (2013). Psychology in Education. Essex: Pearson. Chapters 10 & 12 Babad, E. (2009). The Social Psychology of the Classroom. New York: Routledge. Jimerson, S., Swearer, S. M., Espelage, D. (2010). Handbook of Bullying in Schools: An International Perspective. New York: Routledge. Chapters 2,3, & 6 Wentzel, K. R., Wigfield, A. (2009). Handbook of Motivation at School. New York: Routledge. Chapters 2,3,4,5 & 6 Journal Articles: Perkins, H. W., Craig, D. W., & Perkins, J. M. (2011). Using social norms to reduce bullying A research intervention among adolescents in five middle schools. Group Processes & Intergroup Relations, 14(5), Burns, S., Maycock, B., Cross, D., & Brown, G. (2008). The power of peers: Why some students bully others to conform. Qualitative Health Research, 18(12), Cassidy, W., Jackson, M., & Brown, K. N. (2009). Sticks and stones can break my bones, but how can pixels hurt me? Students experiences with cyber-bullying. School Psychology International, 30(4), Macleod, G. (2006). Bad, mad or sad: constructions of young people in trouble and implications for interventions 1. Emotional and behavioural difficulties, 11(3), Pianta, R. C., Hamre, B., & Stuhlman, M. (2003). Relationships between teachers and children. Handbook of psychology. Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and violent behavior, 15(2), ***Additional reading will be made available on Moodle***

26 Social, Personal, Health, & Physical Education 2 Spring Semester 2014/15 Bachelor of Education2/ Bachelor of Education in Education & Psychology 2 Module EDU 257 (ECTS Credits 3) MODULE RATIONALE The rationale and purpose of this module is to expand on the students previously acquired competences in relation to the effective teaching of Social, Personal and Health Education (SPHE) and Physical Education (PE) MODULE CONTENT The PE component of the module is based on the following units: Physical Activity in the Primary School Pedagogy and Assessment (Outdoor and Adventure, Dance, Games); Inclusion and Differentiation in PE School Placement (Review, Observation and Teaching of PE) The SPHE component of the module is based on the following units: Media Education, Alcohol and Other Drugs, Relationships and Sexuality Education, Child Mental Health Promotion, Bereavement Education, SPHE and the child with SEN, School Placement (Effective planning, integration, lesson notes) LEARNING OUTCOMES On completion of this module, students will be able to: explore the social and policy contexts in which SPHE and PE are defined and implemented and review their specific roles and responsibilities in the development of policy together with the roles and responsibilities of all other stakeholders think critically, analyse, and solve problems, as an individual and as a member of a team engage with educational research pertaining to SPHE and PE and explore its contribution to teaching, learning and assessment develop strategies for developing positive relationships and communicating effectively with pupils, parents, colleagues, health professionals and other members of the community who may contribute to the learning in SPHE and PE motivate, inspire, acknowledge and celebrate effort and success plan and implement appropriate learning opportunities through physical education, physical activity and co-curricular learning in a variety of contexts F a c u l t y o f E d u c a t i o n, M I C B. E d. i n E d u c a t i o n & P s y c h o l o g y 2 H a n d b o o k Page 1

27 display competence and confidence in the teaching and assessment of SPHE and PE in a variety of contexts MODULE ASSESSMENT The assessment of this module consists of a group presentation and supporting document based on the title The contribution of schools to the promotion of lifelong physical activity and health. In a group of 3 you are asked to identify a specific primary school-based idea/ initiative/ approach that could be implemented during break/lunch times and present an argument for its role in promoting an active and healthy lifestyle. You must identify a specific target population (for example, infant classes, girls, reluctant participants, gifted & talented students or children with special educational needs) and provide a rationale for this selection. The presentation should include 1. An outline of the idea/ initiative/ approach 2. Identification, using examples, of how this idea/ initiative/ approach contributes to promotion of an active lifestyle (PA/ PE/ Sport) The supporting document should include 1. A brief overview of the idea/ initiative/ approach 2. Identification, using examples from SPHE, of how this idea/ initiative/ approach contributes to promotion of active healthy lifestyles. Word count 1000 words (+- 100) Submission date Presentation (50%): Class time in week 7 Supporting document (50%): Class time in Week 7 Repeat assessment: Written exam: Two PE questions, answer 1 Two SPHE questions, answer 1 All assignments must be submitted with the appropriate cover sheet that can be downloaded from Moodle All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. ATTENDANCE Because of the practical and experiential nature of the classes provided as part of module EDU257, attendance at all classes is compulsory. For this reason, you will be required to sign-in to all classes in the module. Absence from four (4) or more hours of class across the entire module, without appropriate certification (Doctor, Counsellor or Chaplaincy certificate), will result in the student receiving an F grade on the whole module. Failing the module will result in it having to be retaken at annual repeats in August It is the responsibility of the student to ensure that all certificates concerning absences are presented to the class lecturer at the first class immediately after the absence. If you do not do this, your absence will not be accounted for. F a c u l t y o f E d u c a t i o n, M I C B. E d. i n E d u c a t i o n & P s y c h o l o g y 2 H a n d b o o k Page 2

28 An additional rule exists concerning attendance at PE classes, whereby students who miss two classes may not be allowed out on Teaching Practice placements. FEEDBACK Individual feedback on assessments is available to all students. Please make an appointment via . STAFF Name Title Office Telephone Dr Déirdre Ní Chroinín Lecturer in Physical Education TN Richard Bowles Elaine Murtagh Aoife O Rourke Mary Beades Tim Moloney Lecturer in Physical Education Lecturer in Physical Education Lecturer in Physical Education (p/t) Lecturer in Physical Education (p/t) Lecturer in Social, Personal and Health Education R201A richard.bowles@mic.ul.ie R elaine.murtagh@mic.ul.ie c/o Tailteann reception c/o Tailteann reception Aoife.orourke@mic.ul.ie mary.beades@mic.ul.ie R tim.moloney@mic.ul.ie Please your lecturer if you have queries or to make an appointment. STUDY RESOURCES 1. Government of Ireland Primary School Curriculum: Physical Education. Dublin: Government Stationery Office. 2. Government of Ireland Primary School Teacher Guidelines: Physical Education. Dublin: Government Stationery Office. 3. Block, M.E A Teacher s Guide to Including Students with Disabilities In General Physical Education. Baltimore : Brookes Publishing 4. Lieberman, L.J. and Houston-Wilson, C Strategies for Inclusion: A Handbook for Physical Educators. Champaign: Human Kinetics 5. Government of Ireland (1999). Primary School Curriculum: Social, Personal and Health Education. Dublin: Government Stationery Office. 6. Government of Ireland (1999). Primary School Teacher Guidelines: Social, Personal and Health Education. Dublin: Government Stationery Office. F a c u l t y o f E d u c a t i o n, M I C B. E d. i n E d u c a t i o n & P s y c h o l o g y 2 H a n d b o o k Page 3

29 7. ESRI/TCD, Growing Up in Ireland Department of Education and Science/Health Promotion Unit Guidelines for Developing a Schools Substance Use Policy. Dublin: Government Stationery Office. SUPPLEMENTARY RESOURCES 1. Graham, G Teaching Children Physical Education. Champaign: Human Kinetics 2. Pickup, I. and Price, L Teaching PE in the Primary School. London: Continuum. 3. Pickup, I. Price, L., Shaughnessy, J., Spence, J. and Trace, M Learning to Teach Primary PE (Achieving QTS). : Learning Matters. 4. Thomas, K., Lee, A., and Thomas, J Physical Education Methods for Elementary Teachers. Champaign: Human Kinetics. 5. Hibell, B. U. Guttormsson, S. Ahlstrom, O. Balakireva, T. Bjarnson, A. Kokkevi & L. Krauss The 2007 ESPAD Report. Stockholm: CAN. 6. O Connor, E., S O Driscoll & A. Winston When Someone Close Dies. Dublin: HPU. 7. Worden, J.W Children and Grief. New York: Guilford Press. 8. Morgan, M. 2000, Relationships and Sexuality Education: An Evaluation and Review of Implementation. Dublin. Government Stationery Office 9. Dáil na nóg Lifeskills Matter Not Just Points. Dublin: Office of the Minister for Children and Youth Affairs. F a c u l t y o f E d u c a t i o n, M I C B. E d. i n E d u c a t i o n & P s y c h o l o g y 2 H a n d b o o k Page 4