1 Coláiste Phádraig Droim Conrach Baile Átha Cliath 9 St Patrick s College Drumcondra, Dublin 9 Bachelor of Education Degree An Chéim Baitsiléir Oideachais Is coláiste de chuid Ollscoil Chathair Bhaile Átha Cliath é Coláiste Phádraig
2 COLÁISTE PHÁDRAIG, DROIM CONRACH, BAILE ÁTHA CLIATH 9, ÉIRE (COLÁISTE DE CHUID OLLSCOIL CHATHAIR BHAILE ÁTHA CLIATH) AN CHÉIM BAITSILÉIR OIDEACHAIS BACHELOR OF EDUCATION DEGREE 2011/2012 ST PATRICK S COLLEGE, DRUMCONDRA, DUBLIN 9, IRELAND (A COLLEGE OF DUBLIN CITY UNIVERSITY)
3 2 De réir comhaontú nua 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. 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.
4 Contents 3 Introduction 4 Degree Structure 5 Minimum Entry Requirements 8 Method of Application 10 HEAR route for school-leavers 11 Deferred Entry 11 Subject Choice 13 Education 14 Bioscience 33 English 34 French 37 Gaeilge 39 Geography 42 History 44 Mathematics 46 Music 47 Religious Studies 48 Certificate in Religious Studies 50
5 PD 101 AN CHÉIM BAITSILÉIR OIDEACHAIS 4 An cúrsa don chéim BOid is cúrsa trí bliana é. Sa chéad bhliain déanann mic léinn staidéar ar Oideachas agus ar dhá ábhar acadúla ón liosta thíos. Sa dara agus sa tríú bliain déantar staidéar ar Oideachas agus ar cheann amháin de na hábhair a tógadh sa chéad bhliain. Mic léinn nach bhfuil Gaeilge agus/nó Béarla acadúil ar siúl acu, ní mór dóibh pas a fháil i gcúrsa gairmiúil sa Ghaeilge agus/nó sa Bhéarla. Is cuid riachtanach den chéim pas a fháil i gcleachtadh múinteoireachta. Tá de rogha ag gach mac léinn cúrsa reiligiúin a dhéanamh. Ní mór ábhair acadúla a roghnú ón liosta seo: 1. Béarla; 2. Gaeilge; 3. Stair nó Matamaitic nó Ceol nó Bith-Eolaíocht (sa chéad bhliain amháin); 4. Tíreolaíocht nó Fraincis nó Reiligiún.
6 PD 101 BACHELOR OF EDUCATION DEGREE COURSE Degree Structure The BEd Degree is a three-year Honours Level 8 programme. The structure of the course is 3,2,2, i.e. students take Education and two academic subjects in first year and Education and one academic subject in second year and in third year. Students who do not take Irish and/or English as an academic subject in first year are required to attend and qualify in a course in Professional Irish and/or Professional English. Students who do not take Irish and/or English as an academic subject in third year are required to attend and qualify in a course in Professional Irish and/or Professional English. All students may follow a College course in Religious Studies. 5 First Year Students take Education and select two subjects from the following: Bioscience (First year only), English, French, Gaeilge, Geography, History, Mathematics, Music, Religious Studies. Second and Third Year Students take Education and one of the subjects taken in first year. Subject Combinations and Options Some constraints on subject combinations (in first year) are necessary owing to timetabling. The availability of any subject or option within it will depend 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. Subject choice is illustrated on page 13.
7 6 BEd INTERNATIONAL DEGREE Students may apply to study abroad for a full year following the completion of their second year on the BEd programme. During the international year in a partner institution abroad students take courses approved by their departments in St Patrick s College. On returning to College for their fourth year they take the final year courses in the BEd programme and on successful completion are awarded the degree of BEd (International). The BEd (International) degree gives students the opportunity to enrich their education by undertaking part of their course abroad. Students who have participated in the past in this programme have found their international year to be educationally, culturally and socially fulfilling. Career opportunities both at home and abroad can be enhanced by the academic and personal experience gained. Opportunities exist also for students to spend one semester studying abroad as part of the three-year BEd programme. Partner institutions Europe: St Patrick's College has links with colleges in Austria, Belgium, Bulgaria, Czech Republic, Finland, France, Hungary, Lithuania, Northern Ireland, Norway, Poland, Scotland, Spain, Sweden and Switzerland. For students going to a college in Europe that has an Erasmus University Charter, they receive an Erasmus grant to cover a significant amount of expenses. USA: College linkages include Boston - Merrimack College, Colorado - University of Northern Colorado, California - Chico College, and the University of Mississippi. Japan: Our main link here is at Baiko Gakuin University.
8 Information and application procedures are available from the College International affairs office: Coordinator: Dr Gerry O Reilly Administrator: Ms Bernie Donnelly 7 Phone: Fax: ECTS Credit System ECTS credits reflect the workload a typical student needs to complete in order to achieve the expected learning outcomes in a programme, subject or module. This workload includes lectures, seminars, workshops, laboratory sessions, fieldwork, private study, examinations and other assessments. A full-time academic year of study normally equates to a rating of 60 credits. The credits allocated to subjects is as follows: First year: Education 30 credits; each academic subject 15 credits. Second and Third Years: Education 35 credits; academic subject 25 credits.
9 Assessment Written and, where appropriate, oral examinations take place at the end of each semester/year. A proportion of marks, not exceeding 50% in any subject, may be assigned for written/practical/tutorial work during the course. 8 A pass in teaching practice is essential for the award of the degree. Age limits for Entry Applicants must be at least 16 years of age on the 15th January of the year of entry. Minimum Entry Requirements - Leaving Certificate Grade C3 Higher Level in not less than three subjects, Grade D3 in three other subjects, Grade C3 in Higher Level Irish, Grade C3 in English Ordinary Level or D3 Higher Level, Grade D3 in Mathematics (either Ordinary or Higher Level). Applicants apply on one single Leaving Certificate only but the three qualifying subjects of Grade C3 in Higher Level Irish and the grades in English and Mathematics may be achieved in other Leaving Certificate examination(s) but will not be counted for points. Minimum Entry Requirements - General Certificate in Education (United Kingdom and Overseas) Minimum requirements at GCSE and GCE AS and A Level Examinations (School Leavers and Mature Students): Six subjects must be presented, at least three subjects at GCE A Level and the remaining subjects at GCE AS or GCSE Level. The six subjects must include Irish, English and Mathematics. A subject may be counted from only one of the examinations, GCSE, GCE AS Level or GCE A Level. Only subjects taken at one sitting of a particular examination, GCSE, GCE AS Level or GCE A Level, will be accepted. Examinations taken in the same academic year are regarded as the same sitting.
10 Mininum Grades Required Irish: Grade C at GCE A Level; English: Grade C at GCSE Level in both English and English Literature, or Grade B at GCSE Level in either; Mathematics: Grade D at GCSE Level in Additional Mathematics or Grade A at GCSE Level in Mathematics; Grade C at GCE A Level in two further subjects; Grade C in one other subject at GCSE Level. 9 Selection Process - Leaving Certificate Applicants are placed in order of merit based on their six best subjects in one sitting of the Leaving Certificate examination, on the basis of the following points system.: From 2012 on a pilot basis, 25 bonus points will be added to the Leaving Certificate Higher level Mathematics points score for grade D3 or above. Selection Process - General Certificate in Education (2006 onwards) Having satisfied the entry requirements and subject entry requirements candidates are ranked for admission on the basis of a score calculated on the basis of either: The best four GCE A level grades from one academic year or The best three GCE A level grades from one year plus one AS level grade in a different subject from the same or preceding year only The points that apply to each grade (from 2010) are indicated in the following table: Grade A A B C D E A Level AS Level
11 Leaving Certificate Vocational Programme St Patrick's College awards points as set out below for results in Leaving Certificate Vocational Programme Link Modules, in place of a sixth Leaving Certificate subject: Distinction 70 Merit 50 Pass The Link Modules will not qualify as a subject for Matriculation purposes. Method of Application Applicants (other than Mature Applicants) must apply directly to the Central Applications Office (CAO). Application literature is available from CAO, Tower House, Eglinton Street, Galway. Tel: (091) ; Fax: (091) , Web address: CAO Course Code: PD 101 Iarrthóirí Gaeltachta Amháin Cód CAO an Chúrsa: PD 102 I gcás lucht fágála scoile, féadtar suas le 10% de na háiteanna a chur i leataobh le haghaidh iarratasóirí ón ngaeltacht, i.e. iarratasóirí a bhfuil cónaí orthu sa Ghaeltacht a aithnítear go hoifigiúil agus arb í an Ghaeilge a ngnáth-theanga bhaile (An Roinn Oideachais agus Scileanna). Féadann iarratasóirí Gaeltachta iarratas a chur isteach ar PD 101 agus PD 102 araon, más mian leo. Mature Students Mature students may apply directly to the College. Mature students must be 23 years of age or more on 1st January in year of entry. Application forms are available in mid February 2012 and completed application forms should be returned by 2nd April Interviews and oral Irish tests are normally held in May and applicants who are invited for general interview and oral Irish test will be notified by letter of their result by the end of June. Please note that mature students may apply for primary teaching either through the CAO system or through the mature students competition or both.
12 HEAR route for school leavers- Access Programme For 2012 entry the College will be participating in the Higher Education Access Route (HEAR). School leavers who wish to be considered for entry on the basis of socio-economic disadvantage should apply directly to CAO online by 1 February 2012, indicating on their CAO form that they wish to be considered for HEAR entry. Applicants must complete their HEAR application online form by 1 March and forward all relevant documentation required to CAO by 1 April You are strongly advised to keep copies of all documents as well as proof of postage. Check the HEAR workbook and guide carefully to ensure you have entered all relevant information and ensure all pages of all supporting documents are completed correctly and sent in entirety. Applications for HEAR consideration can only be made online. Applicants who are assessed as being eligible for HEAR and who also satisfy the general minimum entry requirements are eligible to compete on a reduced points basis for a quota of places. HEAR places will be offered during round one of CAO offers and students must be available to complete an orientation programme in early September where details of further supports will be discussed. Further information on the Access Programme and HEAR is available from the Access Officer, Vivienne Byrne, Tel. (01) , by at or on the HEAR website Deferred Entry An applicant who is offered a place may defer entry for one year under certain circumstances. The following procedures apply: On receipt of offer notice from the CAO: The applicant should not accept the offer. Write or immediately to the Admissions Office setting out the reason(s) for the request. Give your name as it appears on your CAO application, quote your 2012 CAO application number and the course code of the offer you wish to defer. Mark Deferred Entry clearly on the envelope or in the subject line of your .
13 The letter or must arrive in the Admissions Office at least two days before the Reply Date shown on the CAO Offer Notice. The College will communicate the decision to the applicant. If the deferral is not granted, the offer may still be accepted for the current year. 12 In order to take up the deferred place, the applicant must reapply through the CAO by the 1st February in the succeeding year, placing the deferred course as their one and only choice on the CAO Application Form. If an applicant fails in either respect, the deferral guarantee is forfeited and an applicant enters the competition for places in the normal way. Medical The Medical Information Form supplied by the College must be completed by BEd students. Garda Vetting Garda vetting procedures are in place for incoming First Year Students on the BEd programme. Student Accommodation The College has residential accommodation for approximately 230 students. Incoming First Years from outside Dublin seeking on-campus accommodation can apply after receiving their CAO offer. Applications must be made online at Rooms will then be allocated by lottery and applicants will be notified as soon as possible. The Students' Union will provide a list of off-campus accommodation in September. Direct Line: (01) / Web: Open Day Open Day provides an opportunity to showcase the College to prospective students and their families. Our Open Day will be held in the College on Saturday November 19, Details are forwarded to schools in October. Students and parents are welcome to attend to meet current students and academic staff. For full details go to
14 BEd DEGREE Subject Choice First Year Students take Education and two subjects from 1. English 2. Gaeilge 3. History or Mathematics or Music or *Bioscience French or Geography or Religious Studies Second Year Students take Education and continue with one of the academic subjects studied in First Year. Third Year Students study Education and continue with the academic subject studied in Second Year. *Bioscience is First Year only
15 EDUCATION The three-year Education course aims to prepare students for their professional work as primary school teachers. 14 First year courses are orientated towards the earlier years and second year courses towards the later years of primary schooling. The final year is a more reflective one in which the previous work is reviewed, extended, deepened and consolidated. Each of the three years includes work in the foundation education disciplines of history, psychology, philosophy and sociology; the study of school, teaching and curriculum; and substantial periods of practical teaching in schools. Working with teachers and children in school is an integral part of the education course. Over three years students spend seventeen weeks on teaching practicein addition a number of courses involve work with children either in College or in schools. From the beginning of their practical teaching students are encouraged to implement the child-centred primary curriculum. They are expected to evaluate and reflect on their teaching experience in school. Supervisors evaluate the preparation and performance of all students on all teaching practices. Whilst in school, students work under the guidance of the class teacher and the principal teacher. Students have the choice of undertaking some of their teaching practices in gaelscoileanna. The Education Course has a weighting as a whole of 30 credits in the First Year and of 35 credits in each of the Second and Third Years. Details of Marks and Standards requirements for the Education courses are displayed on the Education notice boards and/or the College website. First Year Teaching Practice: Pre-Entry School Experience Students who are successful in gaining a place on the BEd course are advised to spend a period of two weeks in a classroom (any class from Infants - 2nd class, or in a combination of these classes) during the September prior to entry. Students should find their own placement in a school in their own area as soon as possible after accepting their place in the College. During the placement the student will be helping the class teacher, observing practice, learning about class/school life.
16 Part I Foundation Studies ED111 ED112 ED113 Intellectual Development (2.0 credits) This introductory course on children's thinking begins by investigating ways that psychologists have approached human development. There are cyclical changes in approach prioritising environmental or outer influences or alternatively prioritising inner or genetic influences. Learning and development are discussed in the context of constructivist thinking in primary school children about domains including classification, number, thinking about others, moral judgement, and stereotyping. Teaching Studies - Conceptualisation of teaching (2.0 credits) This course encourages students to explore important aspects of classrooms and teaching from various theoretical and practical perspectives. Students are provided with opportunities to examine their own perceptions and expectations about effective teaching and learning and to study a range of topics that are aimed at facilitating a greater awareness of the role and influence of the teacher in the classroom. This course has a substantial online dimension, which provides students with access to a wide range of resources and opportunities for online interaction with lecturer and peers. Philosophy of Education (1.0 credit) Plato reminds us that 'Philosophy begins in wonder'. This introductory course in the Philosophy of Education gives students the opportunity to explore some of the fundamental questions of our time especially as they relate to education. The course encourages students to examine critically their own thinking on certain key concepts such as 'equality' and 'freedom'. Finally, these lectures address the complexities of 21st century culture and the challenges of teaching well in these exciting times. 15 Students choose either Religious Education or Ethics and Education ED114 Religious Education (2.0 credits) Religious Education is one of seven curricular areas in the Primary School Curriculum (1999). This course prepares students to teach Religious Education in the junior classes in Irish primary schools. The course introduces students to principles about the learner and learning in Religious Education. The spirituality of the child is explored from an ecumenical and multi-faith perspective and issues of diversity currently pertaining in the Irish schooling context are addressed. Students learn how to teach skills of spiritual, moral and religious literacy in a way that engages critical and
17 16 ED114 ED115 creative thought. Students will learn teaching and planning methodologies designed to assist them to handle the religious education lesson in all school contexts competently. or Ethics and Education (2.0 credits) As the Irish primary school system becomes more pluralist this course provides students with the pedagogical approaches and content knowledge to teach ethics in all primary schools. The course encompasses the historic and contemporary ethical issues in education and is underpinned by the principles and vision articulated in national and international human rights law, particularly the UN Declaration of Human Rights and the Convention on the Rights of the Child. Values are drawn from different secular, religious and philosophical perspectives. The Educate Together ethics curriculum, Learn Together forms part of the curriculum content for the course. The course is posited on a framework of critical thinking, dialogue and active engagement with political issues in education. The approaches employed in the course foster and reflect the agency and independence of student teachers and empower them to apply their learning in ways that will foster and respect the agency of the children they will teach. Early Childhood Education (2.5 credits) This course places a strong emphasis on the processes of learning, i.e. what is known about how young children learn. Students encounter and discuss research related to development and learning in early childhood. Methodologies suitable for use in the early years classroom are demonstrated, discussed, and incorporated into planning and for fieldwork purposes. Practical concerns related to the resourcing of the learning environment and management for effective learning are also addressed. Appropriate approaches to assessment and evaluation of children's learning are considered. The issues related to learning, teaching and assessment in the early years at school are explored through course components related to Oral Language Development in the early years classroom; Mathematics Learning in the early years at school; Social, Environmental, and Scientific Education for young children. Play in the classroom and its potential for development and learning is a component of this course also.
18 ED116 Part II ED121 ED122 ED123 Citizen Teacher: living and working in a diverse world (1.0 credit) This course provides students with the opportunity to consider and explore the issues, opportunities and challenges they will encounter as citizens and teachers in today s world. The course is seminar-based and is designed to encourage discussion and reflection on students own knowledge, attitudes and perceptions of human rights, diversity and global development issues. This course will support students in working in multicultural and socially diverse environments and help them to understand their role as teachers in a local and global context. Expressive Arts Physical Education (2.0 credits) The course is designed to enable students to teach a balanced programme of Physical Education. The philosophy and content of the Physical Education curriculum is explored. Students are introduced to methodologies that focus on the successful implementation of four of the six strands of the Physical Education curriculum: Athletics, Dance, Games and Gymnastics with particular reference to their application in junior classes. There is a strong emphasis in the course on practical activities. Issues such as safety and gender are explored as students engage in practical sessions. Drama in Education (2.0 credits) This course introduces students to an approach to drama and theatre known as process drama, which is the basis of the new drama curriculum for Irish primary schools. Process drama comprises an improvisational approach to theatre, which allows participants to engage with drama not only as expressive and social art form, but also as a learning medium. The course combines practice and reflection as students initially begin to engage with the core elements of drama through their own experience. To this end they are given the opportunity to explore themes and issues of relevance in the context of a series of contemporary and historical fictional situations. This holistic approach also allows students to explore their creativity and individuality as they become more familiar with the art form of drama. In the latter sessions of the course students begin to use knowledge to consider a variety of approaches to drama in the early years. Art Education (2.5 credits) The course is designed to teach the fundamental principles of art and design. It addresses itself to issues relating to the teaching of art, understanding the nature of art along with the making of art forms that 17
19 18 ED124 Part III ED131 should give enjoyment, personal satisfaction and enrichment. The course is largely composed of studio workshops which, through a programme of related and challenging assignments, involve students in learning about art, materials and processes. They acquire practical and theoretical knowledge and develop basic skills and thought processes about art, the making and teaching of art. The course should enable students to teach with confidence, understanding and purpose, in the full knowledge and belief that what they have to offer is enriching and worthwhile. Music (3.0 credits) This course seeks to develop the understanding, competencies and attitudes of the non-specialist music teacher. It introduces students to the principles of the revised primary music curriculum and prepares them to teach music in junior classes using performing, composing and listening activities. In the first semester students develop their understanding of the musical concepts on which they will base their teaching. They explore a variety of methods of developing pupils' knowledge skills and understanding and add to their repertoire of music materials. In the second semester they are provided with an introduction to composing. All students create a group composition notated graphically. These are performed and assessed by the Music Department. Other areas of the course are: active listening in the primary classroom; planning music lessons for junior classes; child centred methods of teaching notation. Students complete two assignments: an evaluation of two music lessons taught on spring teaching practice and a composition project. Reading Reading (2.0 credits) Developmental Reading I: This course focuses on literacy in Junior Infants to Second Class. It examines the following topics: current definitions of reading; the reading process; Emergent literacy; Language Experience Approach and beginning reading instruction; the Writing Workshop and the relationship of reading to writing; approaches to the teaching of word recognition; the development of reading comprehension and reading vocabulary; lesson preparation and schemes. There is a strong focus on enabling children to become confident independent readers, through providing a rich range of texts for children to engage with and through providing a range of meaningful contexts for skill development.
20 Part IV Teagasc na Gaeilge ED141 Part V ED151 Teagasc na Gaeilge (1.5 creidiúint) Cuirtear ar chumas na mac léinn an Ghaeilge a mhúineadh do ranganna sóisearacha na bunscoile sa chúrsa seo. Déantar foramharc ar Churaclam na Gaeilge, 1999; an Ghaeilge mar chéad agus mar dhara teanga. Tá sé mar sprioc go mbeidh na mic léinn in ann suim an pháiste a spreagadh trí bhéim ar thaitneamh, ar fhoghlaim ghníomhach trí spraoi, trí chluichí teanga, trí agallaimh, trí rainn, trí amhráin agus scéalta, trí cheol agus gluaiseacht. Beidh siad in ann tús a chur le gníomhaíochtaí réamhlitearthachta oiriúnacha do na ranganna sóisearacha. Múinfidh siad ceacht Gaeilge sa rang mar chuid de mheasúnú an chúrsa. Is trí Ghaeilge a chuirtear an cúrsa seo i láthair. Mathematics Education Mathematics Education (1.0 credit) In this 10-hour module, students will be introduced to the principles underpinning the teaching of mathematics to students from 1st 6th classes. Topics covered will include the nature of mathematics, mathematical knowledge for teaching, problem-solving and pedagogical approaches. Attention will also be paid to the development of conceptual understanding in the areas of number, shape and space, and measurement. 19 Part VI Teaching Practice and Preparation for Teaching ED161 Teaching Practice (6.0 credits) Spring Teaching Practice The first teaching practice normally takes place in the Dublin/greater Dublin area during the second semester. Students are assigned by the College normally in pairs to a class in the Junior Infants-Second Class range or to a combination of these classes. Students visit their school prior to the commencement of their teaching practice in order to prepare (in consultation with the class teacher) a programme of work for the class they will be teaching and to meet with the principal teacher and with the children. During this teaching practice, students prepare and teach a small number of lessons on a daily basis. The remainder of the time is spent on observation work, on working with children in small groups or an individual basis and on helping the teacher with the general organisation and implementation of various learning activities. Students must reach a satisfactory standard in Spring and Autumn teaching practice in order to progress to the second year of the BEd programme. Students are not
21 permitted to serve in the capacity of a paid substitute teacher during any teaching practice in first year. 20 Autumn Teaching Practice (3 weeks) The second teaching practice placement is selected by the student in a school of his/her choice and takes place in September prior to returning to College. During Autumn teaching practice, students teach a class in the Junior Infants Second Class range (or a combination of classes in this range) but at a different level, in so far as this is possible, from their Spring teaching practice. ED162 Preparation for Teaching Practice (1.0 credit) Students are given practical instruction in relation to teaching practices in first year. This includes guidance on classroom observation, learning and teaching, and on the pre-teaching practice visit day to schools. It also includes directions on specific requirements of students on teaching practice e.g. teaching practice notes, files and resources, classroom management and core teaching skills. Particular attention is given to the professional code of conduct on teaching practice and child protection issues. Students are informed of assessment and grading processes and an emphasis is placed on encouraging students to develop self-evaluative practices. Second Year Part I Expressive Arts ED211 ED212 Art (2.0 credits) Having satisfactorily completed the basic curriculum course students are now offered a more comprehensive and perhaps challenging course. It is based on a structured thematic programme promoting a more in-depth and personal response to visual and problem-solving phenomena, the development, experimentation and realisation of ideas. Drama (2.0 credits) The aim of the second year course is that the student will build upon his/her experience as a participant in drama, and begin to approach the subject as a teacher and facilitator of drama in the classroom. With the aid of practical example and demonstration students reflect on issues of engagement, development, creativity and focus in drama. Various approaches to planning are then examined, in the light of the immense possibilities inherent in the subject for cross-curricular and expressive engagement. In small groups students then plan a drama experience for a
22 ED213 ED214 ED215 Part II ED221 specific age group, which is documented, facilitated and evaluated on teaching practice. In the latter part of the course students share and discuss these ideas and experiences in the form of a fifteen-minute presentation. A significant feature of this course is also a visit from a practitioner/company currently working in the field. Music (2.0 credits) This course builds on the first year course and prepares students to teach music in senior classes. Students work through themes and topics, integrating performing, composing and listening activities in extended programmes of work. They further develop their subject knowledge and musical skills and explore materials suitable for senior classes, integrating music and other curriculum areas, designing music projects for senior classes, assessing music in the primary classroom. At the end of the course students submit a resource folder of materials and activities to resource a half term's music teaching in senior classes. Physical Education (2.0 credits) This course builds on students' experience of Games, Gymnastics, Dance and Athletics with the emphasis on teaching these strands to senior classes. Outdoor and adventure activities and aquatics are introduced with a focus on their application in all primary classes. There is a strong emphasis in the course on practical activities. Key messages throughout this course are the promotion of maximum participation, assessment of children's learning, meeting the needs of individual children and integration with other subjects. Curriculum English (1.0 credit) Curriculum English is concerned with the teaching of children's literature at primary level. Lectures relate to areas such as the following: Myth, legend, traditional stories, fairy tale, traditional and contemporary poetry, picture books, contemporary Irish fiction, traditional fiction and multi-cultural books. This course is subject to change. Foundation Studies History of Education (2.0 credits) (a) History of Educational Ideas: This part discusses intellectual foundations of modern education with respect to two main topics. First, the rise of modern science in the seventeenth century, its influence on the emergence of Enlightenment and Positivist philosophies, and its impact on modern culture and more specifically on education. Second, major sources of the 21
23 22 tradition of child-centred education, with a focus on at least two major thinkers from a group including Rousseau, Pestallozi, Froebel and Montessori. (b) History of Irish Education: This part studies the development of Irish education since 1800, with particular emphasis on the political and religious factors which strongly influenced the evolution of the institution and structures and control mechanisms which exist today. The course helps students to understand how the Irish system developed in a historical context of conflicting ideologies (Catholicism, Protestantism, Secularism, Liberalism), changing political power, and practical compromise. ED222 ED223 Digital Learning (2.0 credits) The availability of digital technologies poses fundamental challenges for educators. Teachers need to have a clear understanding of the currently available technological innovations and a rationale for their appropriate use in an educational context. The purpose of this course is to enable students to become fluent users of various digital technologies. This will allow them to be able to make informed decisions and be confident in making use of digital technology in teaching and learning when and where appropriate. The course consists of a series of interactive workshops and relevant assignments will be set throughout the semester. Psychology of Education (2.5 credits) (a) Learning: An examination of the various kinds of learning and the factors that influence each kind. A hierarchy of types of learning will be examined as well as the relationship between them. Included will be conditioning, association learning, remembering, concept learning and problem solving. Particular attention will be given to the factors that promote learning including motivation (intrinsic and extrinsic), capacity, conditions of practice and forgetting. (b) Social, Emotional and Personal Development of Children: Consideration is given to the main factors that are significant in these features of children's development. Particular attention is given to the importance of early attachments and bonding, development of fears, aspects of family structure, parental and peer influences. A focus will be on the development of antisocial behaviour (including substance use) with reference to the importance of models, management of behaviour and effects of mass media.
24 Students choose either Religious Education or Ethics and Education ED224 ED224 Religion Education (2.0 credits) Students explore some of the theoretical foundations of religious education in primary schools with a particular emphasis on the senior classes 3rd 6th. Students learn how to prepare schemes of work in religious education for a variety of settings. Critical and creative engagement with curricular materials and programmes is encouraged. or Ethics and Education (2.0 credits) The content for year two of the Ethics and Education course incorporates both theory and practice. The topics to be covered include moral philosophy, political philosophy, contemporary issues, pedagogical approaches to teaching ethics, lesson content including two strands of Educate Together ethical curriculum, Learn Together and the Teaching Council guidelines on ethical teaching. Visits to schools to observe and participate in ethics lessons are integrated into the course. 23 ED225 Sociology of Education (2.0 credits) This course introduces students to the discipline of sociology and provides them with a sociological framework for the analysis of the education of children. The aims of the course are: to introduce some of the debates in which social scientists are currently engaged about the formative influences on a child s development; to raise awareness of the persistent cultural and class-based inequalities in education achievement in this country; to focus particularly on the family as a key site of socialisation for children; to examine relationships between home and school from the perspectives of social class, gender and race. This course includes the following areas of study: Introduction to Sociology, sociology of the family Families and education Family diversity in Ireland (with particular reference to one-parent families) Parental Participation in Primary Schooling Families, Education and Equality Legislation Home Education
25 24 ED226 Part III ED232 Teaching Studies (2.0 credit) Classroom Organisation and Grouping for Effective Teaching and Learning: This course examines important issues relating to effective teaching and to the organisation and grouping of children for teaching in the primary school classroom. Effective practices in the context of whole-class teaching and various approaches to grouping pupils for instruction, within-school and within-class, are examined and discussed in the light of research evidence. Students are provided with an opportunity to examine the potential of different grouping formats and to apply these in a teaching context. Special consideration is given to effective classroom organisation and instruction in consecutive/combined and in multigrade/multiage classes. This course has a substantial online dimension, which provides students with access to a wide range of resources and opportunities for online interaction with lecturer and peers. Reading Reading (2.0 credits) Developmental Reading II: The focus of this course is on the development of reading and writing skills in senior classes. It examines the following topics: comprehension development using fiction and non-fiction; reading study skills; the development of oral/silent reading skills; teaching English as an additional Language; writing workshop in the senior classes; classroom organisation for reading; preparation of reading lessons and schemes; assessment of reading progress. There is a strong focus on enabling children to become confident independent readers, through providing a rich range of texts for children to engage with and through providing a range of meaningful contexts for skill development. Part IV Mathematics ED241 Mathematics Education (2.0 credits) This module considers the teaching of the mathematics curriculum in First through Sixth Classes. The primary mathematics curriculum is structured along two intersecting dimensions. One dimension contains the traditional content strands: Number, Algebra, Shape and Space, Measure, and Data. The second dimension contains the cognitive process skills which are to be addressed across these strands: Problem-solving, Communicating and expressing, Making connections, Mathematical reasoning, Implementing procedures and strategies, and Recalling facts and definitions. Students are expected to familiarise themselves with this structure and to be able to select
26 Part V ED251 or design activities/tasks for any particular content objective of the mathematics curriculum. Emphasis is placed on lines of development for the teaching of Geometry, Measures and Algebra. The sessions are all in workshop format, with some lecture input, and are designed to illustrate key aspects relating to teaching and learning mathematics. Teagasc na Gaeilge Teagasc na Gaeilge (2.0 creidiúint) Cuirtear ar chumas na mac léinn an Ghaeilge a mhúineadh do mheánranganna agus d'ardranganna na bunscoile mar chéad agus mar dhara teanga sa chúrsa seo. Beidh tuiscint ag na mic léinn ar chur chuige cumarsáideach agus ar an mbealach le cumas labhartha an pháiste a fhorbairt ach go háirithe. Beidh siad in ann tascanna léitheoireachta agus scríbhneoireachta a mhúineadh anuas ar na gníomhaíochtaí éisteachta agus labhartha a rinneadh sa chéad bhliain. Beidh cur amach ag na mic léinn ar straitéisí éagsúla múinteoireachta agus conas iad a úsáid go praiticiúil i gceachtanna ar chleachtadh múinteoireachta. Beidh tionscadal le déanamh mar chuid den chúrsa. Is trí mheán na Gaeilge a chuirtear an cúrsa i láthair. Díreofar ar mhúineadh na Gaeilge, i scoileanna Gaeltachta agus i scoileanna lán-ghaeilge, i gceardlann amháin acu siúd. 25 Part VI Social, Environmental and Scientific Education (SESE) ED261 Social and Environmental Education (3.0 credits) This course takes an enquiry-based approach to children s learning in relation to the historical, geographical and social environment. Curriculum Geography The Curriculum Geography course blends theory and practice to enable participants to teach primary geography in a varied and interesting way. Through a range of lectures and seminars participants are encouraged to reflect on personal experiences of learning geography and to develop their own philosophy of geography. The course is founded on enquiry based learning, including practical class and fieldwork in the locality of the college. Throughout the course there is a creative approach to geography, with opportunities for participants to experience approaches and content in geography they may not have encountered before. Planning for primary geography in the classroom is integral to the course, with various opportunities for collaborative planning activities.
27 26 Curriculum History Curriculum History introduces students to current theory and practice in history education. Children's understanding of historical concepts and the development of historical skills and attitudes are explored through lectures and seminars. Students experience a range of methodologies through participative seminars which focus on evidence-based approaches to the teaching of history. The principles of good planning are applied to a variety of topics in the primary curriculum and students are supported in the development of their skills in this area. Ideas such as citizenship, identity and community are developed in the context of history education. ED262 Curriculum Science (3.0 credits) Curriculum Science is a practical subject that helps equip students with the knowledge and skills required to implement the Revised Primary Science Curriculum. This subject is taught through practical workshops where students work through, discuss and reflect upon numerous activities that can be taught in primary classrooms. The subject matter covers the following areas within science; Biology, Physics, Chemistry, Technology and Environmental awareness and care. Part VII Teaching Practice and Preparation for Teaching ED271 Teaching Practice (4.0 credit) Spring Teaching Practice (Dublin-based - 3 weeks) This teaching practice normally takes place in the Dublin/greater Dublin area during the second semester. Students are assigned individually by the College to a senior class i.e. Third Class-Sixth Class or to a combination of classes in this range. Students visit their school prior to the commencement of their teaching practice in order to prepare, in consultation with the class teacher, a comprehensive programme of work for the class they will be teaching and to meet with the principal and the children. Students are required to prepare and teach a minimum of 4 lesson plans, ensuring breadth and balance in the curriculum over the teaching practice period. Schemes of work are also prepared by students for this teaching practice. The teaching practice grade attained by students during this teaching practice contributes towards the award of the BEd degree. One third of the total marks for teaching practice in the BEd degree is allocated to the Spring teaching practice in second year. Students who do not reach a satisfactory standard during this teaching practice are required to repeat the practice in the Autumn normally in an assigned school in the Dublin/greater Dublin area. Students who fail to reach a satisfactory standard in teaching practice are not
28 permitted to progress to the final year of the BEd programme. Students are not permitted to serve in the capacity of a paid substitute teacher during any teaching practice in second year. Following Spring teaching practice, students receive structured guidance on preparation for all-day teaching in the Autumn teaching practice. Autumn Teaching Practice (3 weeks) This teaching practice placement selected by the student normally takes place in September in a school prior to returning to College. During this teaching practice, students again teach a senior class standard but at a different level, in so far as this is possible, from their Spring teaching practice. Students will gain experience of teaching all day during this teaching practice including preparing a plean laethúil and nótaí ceachta. 27 ED272 Preparation for Teaching Practice (1.0 credit) Preparation for teaching practice in second year builds on the content and processes involved in teaching practices in first year. The preparation of schemes is explained. Matters such as child protection, internet safety, classroom organisation and behaviour management, and key professional values receive additional consideration. The core requirements of all students on teaching practice are outlined at lectures. Third Year Part I ED311 Teaching Practice and Preparation for Teaching Teaching Practice (10.0 credits) Spring Teaching Practice (Dublin-based - 5 weeks) Final teaching practice normally takes place in the Dublin/Greater Dublin area during the second semester. Students are assigned by the college individually to any class standard from Junior Infants to Sixth Class or to a combination of classes in this range. Final teaching practice comprises five weeks (one week of structured preparation precedes 4 weeks in the assigned school) and 2 preliminary visit days to the assigned school. Students are required to teach all day during final teaching practice. Students prepare schemes of work, a plean laethúil and nótaí ceachta in addition to fulfilling other requirements of students on final teaching practice. Preparation week involves work in the College, and work in schools to ensure that schemes of work, lesson plans and folders are completed and in order by the end of the preparation week. The teaching practice mark awarded on the BEd degree is the combined grade achieved by the student in Spring teaching practice in both second and third year.
29 28 ED312 Part II ED321 Two thirds of the teaching practice marks are awarded for final teaching practice. Students are not permitted to serve in the capacity of a paid substitute teacher during any teaching practice in third year. Preparation for Teaching Practice (1.0 credit) The practical work and experience in schools of the previous two years are reviewed. More detailed instruction is given relating to preparation for final teaching practice. A series of plenary seminars facilitated by guest lecturers/specialists /educational experts takes place in the second semester. Plenary seminars focus on helping prepare students for their first year in teaching. Sessions include inputs from the Teaching Council, the INTO and practising teachers and principals. These seminars form an important part of the preparation of students for entering the profession of teaching. Foundation Studies Classroom Assessment (2.0 credits) Assessment may be defined as the process of gathering, interpreting, recording, using and reporting information about pupils to aid decision making. This course on classroom assessment explores all aspects of assessment that a teacher may encounter in the normal course of teaching in the primary school. In presenting assessment as a central component of teaching and learning, students are required to consider how they will plan, select, adapt, construct, use, evaluate and improve a variety of assessments in their own classrooms. In addition to the formal ways of gathering assessment information that are typically used, usually paper-and-pencil tests, alternatives to these assessments are explored as are the more informal approaches used before, during and after the teaching and learning process. Principles that can be used to guide interpreting assessment information are emphasised and a variety of methods for recording and reporting assessment information to various audiences are presented. While the course is designed to be practically useful, the many theoretical issues that impinge on assessment in the classroom are also explored in some detail.
30 ED322 ED323 Part III ED331 Philosophy of Education (2.5 credits) The course is taught in two parts: (a) This part of the course which encourages students through reading, reflection and discussion to develop a personal philosophy of education, focuses mainly on ethical issues involved in education. Themes discussed include: the rights and obligations of different partners in education, especially pupils, teachers, parents, and the state; education as 'humanisation' and consequent critique of reductionist conceptions, especially contemporary market-driven ones, of the proper ends of education; the basis of pedagogic authority and the question of its reconcilability with pupils' freedom; the significance of childhood as a lifephase and the losses as well as the gains that may be involved in 'maturation'; the relationship between 'rationality' and affectivity, especially in moral development; 'critical thinking' and its facilitation within a context of 'dialogue'. (b) This part of the course involves a study of the philosophical underpinning of current approaches (child-centred, teacher-centred) to teaching. The course helps students to understand what the meaning of philosophy is and how different philosophical views of the human world strongly influence what is taught in schools and how it is taught. Sociology of Education (2.0 credits) This course aims to focus on some of the more important social factors that impinge upon and condition the work of schools; and to provide some sociological insights that may be helpful in relation to future work in classrooms and schools. The findings of current sociological studies in the field of education particularly Irish research work are also presented. The following are the main substantive areas covered: The organisation of learning in schools Social Class and Schooling Gender and Schooling Ethnicity/ Race and Schooling Curriculum and Teaching Teaching Students with Special Educational Needs (2.0 credits) The course aims to familiarise students with the concept of special educational needs and with the conditions and circumstances associated with such needs. The course covers the development of special education in Ireland, the nature of current provision, observable trends, professional 29
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