Bachelor of Education Degree 2013

Transcription

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

34 Bachelor of Education Degree ED214: Learning and Teaching Mathematics in the Early Years 2 credits [Mandatory] This module explores the following key areas: a child s pre-school mathematical learning as the basis for mathematical learning during the early years at school; the need to develop the language of mathematics with young children; young children s engagement in mathematically-related discussion. The importance of engaging children in meaningful mathematical activities and tasks to enhance their interest is emphasised. The role of appropriate materials and resources in this process is examined. Students explore the ways in which the themes of Aistear (Well-being; Identity and Belonging; Communicating; Exploring and Thinking) may be developed and integrated with the Primary School Curriculum: Mathematics for Infant Classes. Students are introduced to the principle that problem-solving is at the heart of mathematical learning. They explore strategies which enhance children s understandings of the relationships between concepts, processes and mathematical symbols. ED215: The Social Context of Schooling: Sociology of Education 2 credits [Mandatory] Following from students previous studies of children and childhood, this module focuses on a range of issues pertaining to systems, change and childhood. Students examine how specific practices of education may alienate children from various types of background and how they as teachers can act as agents of change within educational systems. Key areas of exploration include: societal and school factors influencing child well-being; children s rights and the voice of the child ; teachers, children and privacy rights and issues in schooling; how schooling is implicated in the production of gendered, raced and class-based identities; parental involvement in schooling; gender, sexuality and schooling; intelligence, equality and schooling; The implications of equal status legislation for teachers classroom practices; education and consumerism; violence in schools. This module also examines how sociology as a discipline can inform our understandings of education and our practices as teachers. The distinctive features of a sociological approach to education are outlined, as are the central questions with which sociologists of education are concerned. Students are familiarised with key theories and thinkers within critical sociology of education. ED216e: Foundations in Primary Religious Education 2 credits [Elective] This module explores the theoretical basis for current approaches to school-based primary religious education. The emphasis is on Christian religious education. Students are also introduced to other forms of religious education carried out in Irish primary schools including education about religions and beliefs. Students examine research 32

35 An Chéim Baitsiléir Oideachais from the philosophical, theological, ethical and educational domains that have a significant influence upon contemporary religious education programmes and practice thus preparing them to teach in all primary schools. An examination of these theoretical foundations enables students to begin to develop a professional rationale supporting their own approach to religious education in the primary school. The module also introduces students to participatory and empowering methods in religious education. ED221: Teagasc na Gaeilge 2 creidiúint [Éigeantach] Tabharfaidh an modúil seo deis do na mic léinn a gcuid eolais agus taithí i gcleachtas agus teoiric theagasc na Gaeilge sa bhunscoil a leathnú agus a dhaingniú. Beidh forbairt á dhéanamh ar a gcuid tuisceana ar ábhar foghlama agus ar mhodheolaíochtaí teagaisc Churaclam na Gaeilge. Beidh iniúchadh agus plé ar na straitéisí is éifeachtaí le teanga a fhoghlaim agus a theagasc. Cuirfear deiseanna ar fáil do mhic léinn cur leis na scileanna teagaisc agus measúnú atá acu. ED222/GAE2: Gaeilge 2: Labhairt agus Litearthacht 2 creidiúint [Éigeantach] Cúrsa teanga d ábhair oidí sa dara bliain, bunaithe ar leibhéal B2 den Fhráma Tagartha Eorpach do Theangacha, atá sa chúrsa seo. Is é príomhchuspóir an chúrsa seo ná inniúlachtaí na mac léinn a fhorbairt sa chaoi go mbeidh siad ábalta an Ghaeilge a labhairt agus a scríobh go saoráideach, go háirithe i gcomhthéacs a gcuid dualgaisí mar ábhair oidí. Cuirtear ar chumas na mac léinn an teanga a labhairt níos saoráidí fós mar theanga chaidrimh agus léinn agus í a úsáid gan mórán stró mar theanga a ngairme. Déantar leathnú ar an stór focal agus cuirtear leis an líofacht trí mheán na cainte, na léitheoireachta, na scríbhneoireachta agus na héisteachta. Féachtar le cruinneas maith a bhaint amach i dtaca le gramadach agus litriú na Gaeilge. Tá sé i gceist freisin go gcothóidh an cúrsa feasacht teanga agus feasacht chultúrtha na mac léinn agus go spreagfaidh sé iad leis an ngaeilge a úsaid go neamhspleách mar theanga chaidrimh taobh amuigh de na ranganna sceidealaithe. ED223: Literacy Education in the Middle Primary School Years 2 credits [Mandatory] This module critically examines current issues, curricula, national and international research on best practice in the field of literacy. It identifies and critically evaluates key concepts underpinning the growth and progression of literacy in the middle years. It enables students to design a balanced literacy framework for developing readers, writers and communicators, keeping in mind the diverse needs of all children. It builds teacher professional knowledge for literacy with reference to essential skills, strategies and pedagogies for the developing reader, writer and communicator. 33

36 Bachelor of Education Degree ED231: Curriculum Music 2: Composing and Arranging Textures and Themes 2 credits [Mandatory] This module introduces students to composing as inventing and shaping sound. Through a group composing project, students develop the skills and understanding needed to work in the third strand of the primary music curriculum. They go on to explore simple harmonies with voice and instruments and learn how to facilitate two-part singing with primary children in senior classes. They collaborate in arranging and performing a song including two part-singing and instrument accompaniment. They learn to plan a series of sequenced music lessons, integrating listening, performing and composing activities within a cross-curricular theme and are introduced to progression and assessment in children s music learning. The emphasis is on continuing to develop and sustain students music confidence, competence and creativity while focusing on imaginative child centred music teaching that connects areas of learning. ED232: Drama 2 2 credits [Mandatory] In this second year module, students build on their first year experiences as participants in drama and approach the subject as teachers who will seek to plan and facilitate drama in their classroom. Issues of motivation, development and focus in drama are practically explored and reflected upon. Various approaches to planning are examined in the light of the immense possibilities inherent in drama for crosscurricular and expressive work. Students are given the opportunity in small groups to plan a drama experience for a specific age group, which they will document, facilitate and evaluate in relation to their upcoming school placement. These ideas, and the drama teaching experience, will be shared and discussed with the rest of the group during a fifteen-minute presentation. ED233: Curriculum Art 2 2 credits [Mandatory] This module aims to help students acquire practical and theoretical knowledge and develop basic skills and thought processes about the making and teaching of art. Students will continue to learn the fundamental principles of art and design through looking at and responding to natural and man-made art forms and through art making, focusing mainly on the three remaining art strands. The module addresses itself to issues relating to the making and teaching of art at primary level and incorporates the planning of art lessons for primary schoolchildren. 34

37 An Chéim Baitsiléir Oideachais ED234: Physical Education 2: Building on your Experience 2 credits [Mandatory] Students are provided with opportunities for deepening their understanding of athletics, gymnastics, dance and games and exploring content of outdoor and adventure activities and aquatics. Throughout this module students are prompted to reflect on differentiation with particular emphasis on providing for gifted children and for those with special educational needs. Underpinning questions to be explored include: selection of appropriate teaching methodologies to enhance learning; promotion of physical activity within lessons; and prompting development of understanding and appreciation of current activities related to sport and physical education by children. ED241: Science Education 2 2 credits [Mandatory] This module has a central focus in the constructivist paradigm and a dialogic, skillsbased, practical, hands-on approach is encouraged. Differentiation between different ability/attainment levels is considered in terms of teaching, learning and assessing science as well as assessment for learning, and further development of the use of ICTs in science education. Integration with other subjects from the primary school curriculum is also considered, especially mathematics. The student, should, by the end of this module, be able to design learning environments and have the necessary skills to carry out lessons in science in the primary school appropriate to this level. ED242: Mathematics Education 2: Building Mathematical Knowledge for Teaching 2 credits [Mandatory] This module provides student teachers with opportunities to engage in critical readings, hands-on exercises and discussions on teaching and learning different mathematical topics. The first half of the module explores the complexities of teaching and learning the strands of measures, shape and space, and data-handling and the implications of these complexities for teaching. The underpinning numerical concepts are also examined. In the second half, there is a particular focus on teaching and learning in the content domains of number and algebra. ED243: Geography and History through Enquiry 2 credits [Mandatory] Developing and building on students school experiences and on their module in Year 1, this module will extend their engagement with teaching and learning possibilities in primary history and geography. Within history, specific attention will focus on developing students pedagogic content knowledge in key areas of historical understanding. From a geographical perspective, students will experience 35

38 Bachelor of Education Degree a range of methodologies, using the locality and the wider world as places for study. This module will be reflective and practical, with students working together in experiencing activities suitable for classrooms, and with a particular emphasis on using children s agency in teaching and learning. Opportunities to integrate children s learning in history and geography will be identified and examined. ED251: Reflection and Enquiry 2 1 credit [Mandatory] This module seeks to deepen students understanding of themselves as teachers and learners, and the ways in which their individual and social biographies shape and inform their practice as educators. It seeks to encourage students to reflect critically upon the social, political and human dimensions of education, and to locate it within a wider social, political, economic and cultural context. It seeks to provide students with a range of personal and professional skills and experiences that will enable them to navigate the complex world of simultaneously being educated as a student teacher while educating others as a teacher. This tutorial series will draw on students learning and experiences across the programme for reflection and dialogue and will promote the integration of knowledge. ED261: Teacher as Professional 2 credits [Mandatory] This module introduces students to key theories of professionalism including the historical context of the professionalism of teachers. The broad legislative context of professionalism is explored, as is its implications for both the work of student teachers as well as qualified teachers in Ireland. A key focus is placed on conceptualising and interpreting professionalism when working with other stakeholders and in the exercising of professional judgement. Bridging professionalism in private and public selves is also examined, with opportunities for students to relate to virtual and real world contexts. ED262: Teaching Studies 2 credits [Mandatory] This module provides students with opportunities to investigate important aspects of classrooms and teaching from various theoretical and practical perspectives. Students will become familiar with a range of pedagogical strategies and approaches and they will be facilitated in exploring ways of applying these creatively, taking account of the requirements of children s learning in different knowledge domains and in different contexts. This module also facilitates students understanding of, and critical reflection on, key issues relating to classroom management and the creation of inclusive and enriching teaching and learning environments. 36

39 An Chéim Baitsiléir Oideachais ED263: Analysis of Teaching 2 1 credit [Mandatory] The analysis of teaching tutorials provide students with opportunities to engage in informal discussion and critical reflection on emerging issues in teaching and learning in the primary school, and with key elements of good professional practice in primary schools and classrooms. Students have opportunities to reflect on their own experiences in schools and classrooms and on their efforts to apply a range of pedagogical skills and approaches in their own teaching. Students are encouraged to share some of their experiences and reflections and to integrate key ideas from the professional knowledge aspects of their course with their professional practice and set goals for themselves in their continuing development as reflective and competent teachers. ED264/ED265: School Placement 2 and Preparation for SP2 10 credits [Mandatory] SP2 builds on the first year school placement experience. It is a college-assigned placement and will provide students with rich opportunities to make systematic and critical links across the taught programme in planning, in classroom organisation, in teaching and in assessing in the middle/senior classes. Students will learn how to undertake structured lesson-planning and gain additional experience in relating with and teaching children and in critical reflective practices and collaborative work with the class teacher. Making informed professional decisions around learning outcomes, appropriate methodologies, resources and displays, classroom organisation and positive approaches to managing children s behaviours will permeate school placement experiences in Year 2. Students will explore a variety of ways to record children s progress and will also experience engagement in a range of professional activities beyond their assigned class. Placement details: Semester 2 4 weeks (1 week structured preparation + 3 weeks block) College-Assigned Placement: 3rd 6th Class (or a multigrade combination within this range) 37

40 Bachelor of Education Degree Year 3 ED311: Local and Global Citizenship 3 credits [Mandatory] This module considers the application of global citizenship themes to whole school practice and classroom teaching. The module explores how global citizenship education intertwines with different curriculum areas including History, Geography, SPHE and Music. ED312: Ethics and Education: Developing Ethical Understanding Through Curriculum 1.5 credits [Mandatory] This module builds on students experiences in Year 2 of the programme. It extends their understanding of ethics in the context of education and develops pedagogical skills to support children s engagement with ethical issues. The module explores historical, contemporary and pedagogical perspectives on ethics and extends students understanding of comparative religion in multi-cultural and diverse contexts. It progresses student knowledge of ethical and ERB curricula, and focuses on the Belief Systems strand of the Learn Together curriculum. Students will also examine the teaching of controversial issues in the primary classroom and will engage with issues relating to the environment and sustainable development in the context of ethics. ED313: A Thematic Approach to Early Years Teaching and Learning 3 credits [Mandatory] Approaches to planning and developing integrated theme-based learning with young children are explored. The focus will be planning for learning experiences that integrate the four themes of Aistear (Well-being; Identity and Belonging; Communicating; Exploring and Thinking) with discrete subjects of the Primary School Curriculum. ED314e: Religious Education and Diversity 1.5 credits [Elective] This module enables students to study the way in which differences in children s backgrounds, identities and abilities shape the experience of religious education. Students will examine the teaching of skills of inter-religious literacy. They will address how the nature of the patronage of primary schools in Ireland, coupled with the increased diversity of beliefs and practices among families and teachers, are essential considerations in religious education. Students will build on the professional expertise gained in year 2 in order to develop a sense of creativity and innovation in the practice of Religious Education. Particular attention will be given to planning for children with special educational needs. 38

41 An Chéim Baitsiléir Oideachais ED321: Teagasc na Gaeilge 1.5 creidiúint [Éigeantach] Tabharfaidh an modúl seo deis do na mic léinn a gcuid eolais agus taithí i gcleachtas agus teoiric theagasc na Gaeilge sa bhunscoil a dhoimhniú agus a dhaingniú. Beidh iniúchadh agus plé ar na straitéisí is éifeachtaí le teanga a fhoghlaim agus a theagasc agus nasc a dhéanamh idir an teoiric agus an cleachtas. Beidh forbairt á dhéanamh ar a gcuid tuisceana ar ábhar foghlama agus ar mhodheolaíochtaí teagaisc Churaclam na Gaeilge i gcomhthéasc taighde agus cleachtais ranga. Cuirfear deiseanna ar fáil do mhic léinn scileanna teagaisc agus measúnú a fhorbairt. ED322/GAE3: Gaeilge 3-4: Labhairt agus Litearthacht 3 creidiúint [Éigeantach] Cúrsa teanga d ábhair oidí sa tríú agus sa cheathrú bliain, bunaithe ar leibhéal B2 den Fhráma Tagartha Eorpach do Theangacha, atá sa chúrsa seo. Is é cuspóir an chúrsa seo ná inniúlachtaí na mac léinn a fhorbairt sa chaoi go mbeidh siad ábalta an Ghaeilge a labhairt agus a scríobh go saoráideach, go háirithe i gcomhthéacs a gcuid dualgaisí gairmiúla mar mhúinteoirí teanga. Beifear ag súil ag deireadh an chúrsa go mbeidh inniúlacht ar leibhéal B2 ar a laghad den Fhráma Tagartha ag na hábhair oidí sna mórscileanna teanga go léir. Tugtar deiseanna dóibh barr feabhais a bhaint amach ina gcumas cumarsáide trí mheán na teanga. Déantar leathnú ar an stór focal agus cuirtear leis an líofacht trí mheán na cainte, na léitheoireachta, na scríbhneoireachta agus na héisteachta. Féachtar le hardchruinneas a bhaint amach i dtaca le gramadach agus litriú na Gaeilge. Cleachtaítear na scileanna litearthachta trí thascanna léitheoireachta agus scríbhneoireachta a bhaineann go sonrach le fearann an oideachais agus an teagaisc. Cleachtaítear an cur i láthair ó bhéal agus déantar cúram arís den chruinneas foghraíochta agus urlabhraíochta. Treisítear ar ghnéithe na feasachta sochtheangeolaíochta agus cultúrtha den chúrsa agus pléitear agus úsáidtear áiseanna eolais agus tagartha a bheidh ina n-acmhainní saibhrithe teanga agus ina mbunchloch don fhorbairt ghairmiúil leanúnach. ED323: Literacy Education in the Senior Primary School Years 3 credits [Mandatory] This module will critically examine current issues, curricula, national and international research on best practice in the field of literacy. Students are enabled to identify and critically evaluate the key concepts underpinning the growth and progression of literacy in the senior years and to design a balanced literacy 39

42 Bachelor of Education Degree framework for readers, writers and communicators. The module focuses on building teacher professional knowledge for literacy with reference to essential literacy skills, strategies and pedagogies for supporting children s literacy development in senior classes of primary school. ED341: Promoting Integrated Learning in the Primary Curriculum 3 credits [Mandatory] Throughout their school careers, young people need to be enabled to recognise how knowledge gained in one area can connect to another and how similar skills are being developed and reinforced across the curriculum. This module enables student teachers to design and develop integrated curriculum units. In particular, it draws on the Learning Activities and Student Work (LASW) method which uses specific definitions and rubrics to help student teachers discern the degree to which the work they ask pupils to do offers opportunities to build the skills that are demanded for living in the 21st century. ED342: Mathematics Education 3: Improving practice through analysis of teaching 3 credits [Mandatory] In this module, there is a focus on pedagogies of enactment, that is, student teachers are supported in doing the practice of teaching mathematics. They interrogate their own teaching experiences to explore the links between planning, teaching and learning outcomes and they evaluate and modify existing lessons from the perspective of learner engagement and mathematical thinking. Structured ways to develop lessons are explored and opportunities to experience and examine critically a range of different learning activities and teaching approaches are provided. ED343: Local Studies: Geography, History and Science 3 credits [Mandatory] This module supports students in identifying and exploiting the opportunities which the local environment and school community provide for teaching and learning in geography, history and science. Building on the enquiry approaches fostered in the first two years of the programme, the module will first engage students in creating and investigating their own questions related to the general surrounds of the College and specific sites in the local area. Activities will focus on learning in and about the local environment and on sourcing resources and information for local studies. Students will then be required to investigate their own local areas and to develop teaching and learning resources on a specific community of their choice. 40

43 An Chéim Baitsiléir Oideachais ED361 Democracy, Ethos and Education From Dewey and Freire to Contemporary Irish Schooling 3 credits [Mandatory] This module provides an advanced analysis of contemporary philosophical issues in education. The first section focuses on John Dewey s pragmatist interpretation of a range of key concepts: society, democracy, curriculum, schooling, children, teaching and learning. It also discusses Dewey s legacy in current understandings of education. The second section explores how these ideologies remain influential on contemporary debates in education, with special reference to the ethos debate in Irish schools. Here, we will look at the connections between the philosophical debate concerning progressivism and traditionalism (described paradigmatically by Dewey) and the educational philosophies of denominationalism, multi-denominationalism and non denominationalism. This module builds on and makes links to the Ethics and Education modules. ED362/363: School Placement 3 and Preparation for SP3 20 credits [Mandatory] Students will gain structured practice (in a range of classes) in the essential skills of planning, teaching (with an emphasis on communicating effectively), managing children s behaviour, assessing and recording children s progress, responding to critical incidents, organising the classroom environment, working collaboratively with teachers in the school community and learning from dialogic interactions with teachers and College tutors. Placement experiences will enable students to plan for and teach children in SEN settings incorporating both long-term and short-term planning. Differentiated provision for all children in the primary classroom will be interwoven with development of students critical analysis of their own planning, teaching, and provision for children. Portfolio entries will reflect this. Placement Details: 12 weeks: (a) 1 week structured preparation; (b) 4 weeks Teacher A; (c) 4 weeks Teacher B; (d) 2 weeks in SEN setting; (e) 1 week debriefing. Self-Selected Placement: (A): Infants (B): 3rd-6th Class (Order may be reversed by school) 41

44 Bachelor of Education Degree Year 4 ED411: Ethics and Education 1.5 credits [Mandatory] This module progresses students curriculum expertise in relation to ethics, ERB and the Learn Together curriculum (Moral and Spiritual strand). Students explore and critique contemporary perspectives on ethos and ethics in a whole school context. They examine issues relating to diversity, school patronage and parental choice and explore the implications of the human rights framework for children, including issues relating to freedom of conscience and belief. Models of democratic schooling will be explored in the context of ethical approaches to schooling, nationally and internationally. Finally, it will examine the role of teachers in relation to ethos in the context of multi-cultural and democratic societies. ED412e: The Professional Practitioner in Religious Education 1.5 credits [Elective] Students will become conversant with the issues surrounding primary religious education in Ireland and abroad (human rights, globalisation, legal issues, ethical conflicts, media, educational disadvantage, school in community, enculturation, curricular implementation and change). Students will develop a deep understanding of theories of religious education, principles of learning and research into the spiritual, moral and religious dimensions of children s development. ED421/GAE4: Gaeilge 3-4: Labhairt agus Litearthacht 3 creidiúint [Éigeantach] Cúrsa teanga d ábhair oidí sa tríú agus sa cheathrú bliain, bunaithe ar leibhéal B2 den Fhráma Tagartha Eorpach do Theangacha, atá sa chúrsa seo. Is é cuspóir an chúrsa seo ná inniúlachtaí na mac léinn a fhorbairt sa chaoi go mbeidh siad ábalta an Ghaeilge a labhairt agus a scríobh go saoráideach, go háirithe i gcomhthéacs a gcuid dualgaisí gairmiúla mar mhúinteoirí teanga. Beifear ag súil ag deireadh an chúrsa go mbeidh inniúlacht ar leibhéal B2 ar a laghad den Fhráma Tagartha ag na hábhair oidí sna mórscileanna teanga go léir. Tugtar deiseanna dóibh barr feabhais a bhaint amach ina gcumas cumarsáide trí mheán na teanga. Déantar leathnú ar an stór focal agus cuirtear leis an líofacht trí mheán na cainte, na léitheoireachta, na scríbhneoireachta agus na héisteachta. Féachtar le hardchruinneas a bhaint amach i dtaca le gramadach agus litriú na Gaeilge. Cleachtaítear na scileanna litearthachta trí thascanna léitheoireachta agus scríbhneoireachta a bhaineann go sonrach le fearann an oideachais agus an teagaisc. Cleachtaítear an cur i láthair ó bhéal agus déantar cúram arís den chruinneas foghraíochta agus urlabhraíochta. 42

45 An Chéim Baitsiléir Oideachais Treisítear ar ghnéithe na feasachta sochtheangeolaíochta agus cultúrtha den chúrsa agus pléitear agus úsáidtear áiseanna eolais agus tagartha a bheidh ina n-acmhainní saibhrithe teanga agus ina mbunchloch don fhorbairt ghairmiúil leanúnach. ED422: Literacy Education across the Primary Continuum 3 credits [Mandatory] This module critically examines current issues, curricula, national and international research on best practice in the field of literacy. It revisits, reflects on and consolidates teacher knowledge, practice, planning and organisation of effective literacy instruction in the primary classroom, drawing on students experiences of course work and school placement to date. It enables students to evaluate and critique components of a balanced literacy framework and engage in building communities of practice which empower students as teachers and as critical and creative practitioners. ED441: Mathematics Education 4: Planning and Teaching Mathematics using Inclusive Pedagogies 3 credits [Mandatory] This module provides student teachers with opportunities to consider issues and strategies in planning, implementing and monitoring learning experiences for pupils in primary mathematics. There is a particular emphasis on student teachers interrogating their understanding and honing their skills in facilitating children s learning in a variety of educational contexts. Issues related to task design and learning tools, classroom interaction, differentiation, and assessment for learning are addressed. ED451: Creating Enabling Learning Environments 3 credits [Mandatory] This module focuses on the nature and creation of good learning environments in the primary classroom. Through a mixture of lectures and tutorials, and using an innovative blend of face-to-face and on-line teaching/technologies, the students will revisit big ideas and concepts encountered in previous modules where factors leading to a good learning environment are addressed. College staff, primary school pupils, parents, classroom teachers, school principals, inspectors, policy makers and other educationalists from Ireland and abroad will be involved in facilitating the module. ED452: Research Methods and Project 5.5 credits [Mandatory] Through a series of lectures which build on research experience in previous modules, students will engage with the core ideas, principles and approaches underlying the research process in educational settings. Action research will be 43

46 Bachelor of Education Degree a particular focus. Following this, students will work with a tutor in a series of seminars to plan an action research project which will be conducted as part of the final school placement. This work will lead to the submission of an 8000 word research report. The overall aim of the module is that, through engagement in the action research project, students will demonstrate that they are capable of taking an enquiry stance and integrating many elements of what they have learned throughout the four years of the programme. ED461: Understanding Educational Change 3 credits [Mandatory] Developing work from the previous years, the module provides an analysis of how different disciplinary lenses can be employed to provide a framework for critique with regard to the thematics of Children, Well-Being and Society. Inter-disciplinary perspectives and critiques of paradigmatic themes such as childhood, schooling, emotional and existential well-being, teaching and learning, ethos and democracy will be analysed through the close reading of texts by authors such as Dewey, Freire, Gilligan, Vygotsky, Rogers etc. Students also explore these themes through reference to their own continuing experience of teaching in schools and working with children. Student teachers understandings of educational change are developed further through critical analysis of the evolution of Irish educational policy and practice, and the changing lives of children and teachers in contemporary Ireland. ED462: Teaching in Disadvantaged Contexts 3 credits [Mandatory] This module will build on and deepen students knowledge and understanding of teaching in disadvantaged contexts gained in the first three years of the programme. Students will develop skills to promote equality and a positive sense of community in socio-economically disadvantaged areas. This module includes a structured community group placement where students will work on a project designed to facilitate agency and voice for learners from socio-economically disadvantaged areas whether children, youth, parents or other local adults. ED463: Inclusion 3 credits [Mandatory] This module explores the concept of inclusion from a range of perspectives, including those from special education, multi and interculturalism, sociology and curriculum. Issues such as the operationalisation of equality frameworks, rights of different groups/stakeholders and the life span perspective of children with special educational needs are explored conceptually, with reference to pedagogy to redress potential imbalances and practical application in the classroom. 44

47 An Chéim Baitsiléir Oideachais ED464: Schools as Communities: Creating and Sustaining Effective Learning Communities 3 credits [Mandatory] This module provides students with the opportunity to engage with a set of issues that are connected to the quality of teaching and learning in our schools. The major focus is on the concepts of good / effective schools. The criteria used to describe such schools and how such criteria are deployed in contexts where there is increasing emphasis on external accountability is examined. Students will explore the notion of schools as communities of learning and examine the link between these communities and the wider community with particular focus on the legislative and policy framework. Key areas include: school governance and leadership; school organisation and teacher cultures; the role and involvement of parents; external and internal accountability; school development planning and policy and legislative frames. ED465: School Placement 4 23 credits [Mandatory] The module will enable students to gain a full range of professional experiences in planning, in teaching, in managing children s behaviour and in taking responsibility for teaching an assigned class over an extended period of time. This will include making professional judgments around recording children s progress, utilisation of assessment outcomes and working alongside a range of teachers in the school to ensure seamless and integrated provision in curriculum. Students will engage with parents, with Board of Management members, and with a range of other professionals involved in the lives of children. The module will enable students to work collaboratively with a school community in whole school projects and initiatives and in the process enable students to see themselves as important resources for a school community. A school-based research project will serve to deepen students reflection-on and reflection-in practice skills and enrich students capacities to discern and make professional judgements in relation to what helps children learn and what it means to be a member of a school community. Placement Details: 8 weeks preceded by 2 weeks structured preparation College-Assigned Placement: Any Class 45

48 Bachelor of Education Degree Foundations in Humanities and Science Programme Placement: Year 1 Elective: Credits: Restrictions: Biology and Science Education (BaSE) Students select three Foundations Studies subjects. Year 1: 15 credits (three 5 credit subjects) Modules may be subject to minimum and maximum enrolments. Places may be allocated by random selection. BASE101 Fundamentals in science (5 credits) The aim of this module is to familiarise students with key issues relating to science education in national and international contexts, with particular focus on school science. Students will also develop their own scientific conceptual knowledge particularly in the areas of physics and chemistry, through highly interactive and practically-based approaches. Students should have an enthusiasm for science and scientific inquiry and an interest in enhancing their understanding of the role that science can play in educational contexts. There are no specific entry requirements and students without Leaving Certificate background in any of the sciences are most welcome. English ENG108 Introduction to Literature: Poetry, Prose, and Plays (2.5 credits) This course introduces students to the different literary genres, fiction, poetry and drama, as well as giving them a sense of different literary periods in which a range of works appeared. ENG109 Books that Change the World: Plays, Poems, and Prose (2.5 credits) This course introduces students to a selection of plays, poems, and prose writings, drawn from a range of cultures and historical moments. Its ambition is to demonstrate the peculiar powers and effects of literature; the fact that literary texts function on several levels pedagogical, ideological, critical, pleasurable, and aesthetic and, thus, have the ability to transform readers and their world. There are no specific entry requirements for this subject. 46

49 An Chéim Baitsiléir Oideachais French FRE101 Language, Culture & Society (5 credits) Using a wide variety of authentic French documents (written, audio and audiovisual), students develop their abilities to talk and write about their interests and their personal & cultural environments and to express their opinions and ideas. The course also involves a consolidation of basic French grammatical concepts and terminology and extends students knowledge of France and its culture. Normally, Grade B Higher level Leaving Certificate or equivalent is required. Gaeilge GAE110 Litríocht do Pháistí (2.5 creidiúint) Is cúrsa é seo a dhíríonn ar fheidhm agus ar úsáid na Litríochta do Pháistí. Tugtar léargas ar an Litríocht do Pháistí mar áis teagaisc i múineadh na Gaeilge, áis a fhorbraíonn scileanna léitheoireachta agus scileanna teanga na bpáistí scoile. GAE111 An Béal Beo (2.5 creidiúint) Pléifidh an cúrsa seo leis na healaíona béil sa Ghaeilge. Díreofar ar an scéalaíocht thraidisiúnta, ar rannta do pháistí, ar na hamhráin agus ar ábhar gaolmhar eile d fhonn eolas a chur ar an réimse tábhachtach seo i dtraidisiún na Gaeilge agus na héireann. Pléifear an comhthéacs soch-chultúrtha as a n-eascraíonn ábhar atá oiriúnach do mhúineadh na Gaeilge sa bhunscoil. Moltar go mbeadh C3 Ardleibhéil san Ardteistiméireacht. Geography GEOG104 Foundations of Geographic Literacy (5 credits) The purpose of this module is to provide students with a grounding in basic geographical concepts and skills, which will inspire enthusiasm for the subject, facilitate them in their future teaching careers and encourage them to continue their explorations in geography. Overarching themes, including space/place, scale and sustainability, will be introduced at the start of the module and then explored using a series of case studies which move between global, international, national and local scales. Topical Irish material is incorporated where possible. An integral fieldwork component facilitates a real-world learning experience. There are no specific entry requirements for this subject. 47

50 Bachelor of Education Degree History HISTED101 Learning from the Irish Landscape (2.5 credits) This course will describe the main phases of and identify the impact of humankind on the Irish Landscape. It will, in the process provide an introduction to Irish history and the key features in the landscape that illustrate Irish history. HISTED102 Europe in the Age of Exploration ( ) (2.5 credits) This module examines the dramatic events of the Age of Exploration, the Renaissance and the Reformation. It identifies the changes that the period wrought on European politics, economy and society and its interaction with the wider world. It engages with ideas of change and continuity and illustrates how the interaction of ideas, politics and conflict combined to create a new type of society in Europe. There are no specific entry requirements for this subject. Mathematics MATH121 Discrete Mathematics (5 credits) This module on Discrete Mathematics introduces students to some fundamental ideas in the areas of Number Theory, Graph Theory, and Logic & Proof. Grade C3 Higher level Leaving Certificate or A2 Ordinary level is recommended. Music MUS101 Music: Genres and Practices 1 (5 credits) In this module, students begin musicological studies in Baroque and Irish Traditional genres, and are engaged in various forms of group music making. While there are no formal requirements in order to take Music as a Foundation subject in First year, students taking this course require: (a) knowledge of music notation for the study of genres and works; (b) ability to participate in instrumental and/or vocal groups. Students wishing to select Music as their Major Specialism from second year further require a background in musical techniques (Leaving Certificate level or equivalent). Religious Studies RS102 Synoptic Gospels (2.5 credits) An introduction to New Testament Studies with specific reference to the Synoptic Gospels of Matthew, Mark and Luke RS104 Abrahamic Faiths/Islam (2.5 credits): A study of this major World Faith tradition. There are no specific entry requirements for this subject. 48

51 An Chéim Baitsiléir Oideachais Major Specialisms Opportunities to specialise and become a Subject Leader Programme Placement: Years 2, 3 and 4 Elective: Credits: Restrictions: Students select one of the Foundations in Humanities and Science subjects taken in Year 1 or take an Education specialism. Students continue with their Year 2 specialism in Years 3 and 4. Year 2: 14 credits Year 3: 10 credits Year 4: 3 credits Modules are subject to minimum and maximum enrolments. Places may be allocated by random selection. The Major Specialisms give students the opportunity to pursue their interests, develop deeper knowledge and understanding, along with higher levels of skills in their chosen areas. Students will develop their expertise, creativity, critical thinking and knowledge in their subject. The subject leadership module in Year 4 deepens student teachers pedagogical content knowledge and curricular knowledge. It builds on the knowledge developed in the education modules and on school placement. Specialisms are subject to availability and modules are subject to change. 49

52 Bachelor of Education Degree Biology and Science Education (BaSE) The Biology and Science Education course is aimed at students who have an enthusiasm for science and scientific inquiry, and wish to understand the role that science can play in society, focusing on educational contexts. The course especially aims to develop students own knowledge and understanding of a broad range of biological topics. In addition, students are introduced to key principles in physics and chemistry as well as developing an awareness of major issues relating to school science and scientific literacy. As all topics start from first principles, no prior scientific knowledge is required however, students should have an enthusiasm for practical work, discussion and debate. Assessment is by continuous assessment, assignments and projects, and practical and written examinations Code Year Credits Title BASE Developing concepts in science BASE Environmental systems BASE Diversity of Living Things BASE Current issues in biology BASE Nature, history, sociology and philosophy of science module BASE Science Subject Leadership 50

53 An Chéim Baitsiléir Oideachais Early Childhood Education The overall aim of the Major Specialism in Early Childhood Education is to provide students with opportunities to develop the deepest understandings of what is involved in provision and pedagogy in early childhood education and care. It is anticipated that graduates would lead efforts within schools to provide optimal standards of early childhood education and care. The content of this course will enable students to develop understandings in relation to issues that impact on the development, education and well-being of all children in the age range birth to six years. In addition students will engage in an in-depth manner with current research about learning in early childhood. Students will draw on a broad range of theoretical insights and principles to create supportive and challenging learning environments. Students will critique current national frameworks to support practice and pedagogy with young children. Students will develop skills to reflect critically on practice and the knowledge that informs it. Opportunities may be presented for students to visit a range of early education settings. Code Year Credits Title ECE Historical Perspectives on Early Childhood Education ECE Children s Participation in Early Childhood Education and Care ECE Well-being in Early Childhood ECE Formative Assessment of Early Learning ECE Multimodality in Early Childhood: Play, Art and Digital Technology ECE Transition to School: Issues for Schools in Developing Programmes and Policies 51

54 Bachelor of Education Degree English The English programme introduces BEd students to a broad selection of literature and to the forms and functions of language. Literature helps us understand life and humanity and gives access to a wealth of human insight and imaginative terrains. Stories are told through poetry, drama and fiction that allow us to express ourselves to each other as individuals and as communities. They open up new perspectives on the past as well as the moment in which we live and they expose us to diverse cultures, ideas and experience. Children s Literature plays a pivotal role within the programme, which also engages with a wide range of Irish and world literature. This helps give insight into the importance of narrative in the production of identity across boundaries of race, nation and gender. The study of English promotes and develops independent critical and creative thinking and an appreciation of the aesthetic. It builds fluency in language and expression. These are transferable skills that relate to the personal and professional development of student teachers, with particular application to their engagement with literacy in their professional capacity in the primary school classroom. Code Year Credits Title ENG Creating Childhood ENG Shakespeare ENG Radicals and Rebels in the Romantic Period ENG Decadence and Late Nineteenth-Century Literature ENG American Literature: American Dreams ENG Irish Writing: Nation and Imagination ENG Modern Drama ENG Modernisms ENG New Prospects in Contemporary Irish Writing ENG Children s Literature: The Playgrounds of Childhood ENG Subject Leadership in English 52

55 An Chéim Baitsiléir Oideachais French The Major Specialism in French develops students knowledge about France, its language, culture, history and society, and the role of French in other parts of the world, through the provision of intensive language classes based on a variety of text and media-based stimulus documents, and grammatical and other written exercises. Students learn to analyse and critically discuss literature, film and art from France, Canada and other Francophone regions, and are introduced to the study of linguistics, sociolinguistics and second-language acquisition. The final-year module in French encourages students to reflect on the notion of cultural exchange and related concepts such as interculturalism and immigration and to apply knowledge in these areas to the teaching of French to primary-school students. The Specialism in French helps foster among students a deep and lasting interest in the language and culture of the French-speaking world, promotes intellectual curiosity in the world and its linguistic and cultural diversity, and equips students with skills relevant to working in multicultural and multilinguistic contexts. Having successfully completed the course, students will have progressed towards level B2 of the Common European Framework of Reference for Languages in their ability to use and understand French, as a written and spoken language. Many of the skills developed in the study of a modern language are highly transferable to other areas of academic and professional activity and are highly valued by employers, especially those seeking colleagues with excellent communicative and networking capabilities, an awareness of and sensitivity to cultural and linguistic difference and an ability to work well with others in a professional environment. Code Year Credits Title FRE Language, Culture & Society 2 Part 1 FRE Language, Culture & Society 2 Part 2 FRE Oral Expression and Comprehension 2 FRE Introduction to Linguistics FRE Introduction to French Cinema FRE Language, Culture & Society 3 FRE Oral Expression and Comprehension 3 FRE The City in Modern French Literature and Painting FRE Film in Quebec FRE Language Policy and Practice: Primary School 53

56 Bachelor of Education Degree Gaeilge Déantar staidéar ar theanga, ar litríocht agus ar chultúr na Gaeilge le linn an chúrsa seo. Leis an gcleachtadh breise a gheobhaidh na mic léinn ar bheith ag éisteacht le Gaeilge sna cúrsaí éagsúla agus sna seimineáir a ghabhann leo, agus ar bheith ag léamh téacsanna agus ag scríobh aistí, beidh deis an-mhaith acu a gcuid Gaeilge agus a dtuiscint ar an teanga a fheabhsú go mór. Is é príomhaidhm an chúrsa léargas a thabhairt don mhac léinn B.Oid. ar ghnéithe tábhachtacha den traidisiún liteartha agus béil, agus ar an ngaeilge mar ghné lárnach de chultúr agus de stair na héireann. Is aidhm eile é cumas anailíse agus critice na mac léinn a fhorbairt trí théacsanna agus acmhainní foghlama de chineálacha éagsúla a phlé sna cúrsaí éagsúla. Pléifear na foinsí eolais agus tagartha is tábhachtaí i réimsí áirithe de chuid léann na Gaeilge ionas go mbeidh na mic léinn in ann a gcumas machnaimh agus a scileanna taighde a chleachtadh agus a fhorbairt ar bhealach a rachaidh chun tairbhe dóibh agus iad ag feidhmiú go gairmiúil mar mhúinteoirí bunscoile. Tá sé mar aidhm ag an gcúrsa go mbeidh na tuiscintí teangeolaíochta, sochtheangeolaíochta agus cultúir ag céimithe B.Oid. le Gaeilge a chabhróidh leo feidhmiú mar shaineolaithe ábhair sa bhunscoil. Cód an Chúrsa Bliain Creidiúint Teideal an Chúrsa GAE Ainmneacha Áiteanna agus Ainmneacha Daoine GAE Filíocht an 17ú haois GAE An Fhiannaíocht GAE An Páiste i bhfilíocht Chomhaimseartha na Gaeilge GAE Litríocht na himirce GAE An Dialann sa Ghaeilge GAE Canúintí na Gaeilge GAE An Rúraíocht GAE Drámaíocht na Gaeilge GAE Scéalta Beatha na Gaeilge GAE Ceannaireacht Ábhair sa Ghaeilge 54

57 An Chéim Baitsiléir Oideachais Geography Geography is the study of the environments created on the earth s surface by nature and people. The definition of Geography in the current Primary School Curriculum captures the centrality of the discipline in the lives of people and the environments with and within which they interact. There has never been a more exciting time to study Geography, with contemporary issues from global warming to urban planning and economic globalization challenging the ways in which we view the world. Recent events and issues, whether they arise from natural/physical environments or human generated and impacted environments, have served to reinforce Geography s place as being central to the learning experiences of student teachers and the pupils they will teach. The Geography specialism offered to BEd students emphasises knowledge in Human and Environmental Geography, enhancing insights into issues of sustainability, human rights and equality at scales from the local to the global. The specialism is designed to be intellectually stimulating, to engage student teachers with content which is relevant to both their personal and professional development, and to afford opportunities to develop and enhance a wide variety of skills and competencies including applied fieldwork. Code Year Credits Title GEOG Society, Space & Inequality GEOG Landscape, Heritage & Identity GEOG Humanitarian Action GEOG Skills for Exploring the Environment GEOG Children s Geographies GEOG Subject Leadership within Geography 55

58 Bachelor of Education Degree History The History programme presented to students who take the History specialism will introduce students to a large number of the themes and topics students will encounter in the History Curriculum for Primary Schools. Chronological and thematic approaches are combined within courses. Key historical concepts (revolution, nationalism, globalisation etc.) and their evolution are examined in and located in their national and international context, as are major historical figures. In addition to providing students with the opportunity to study the broad contours of both Irish History and European History, students will be schooled in the craft of historical reconstruction in third year when they will prepare a historical project using a major historical source. The aim of the History programme is to develop students knowledge and understanding of major developments in Irish, European and Global History and to develop students research, writing and critical analysis skills with a view to enabling them to conduct independent study and research and to transfer their knowledge, understanding and skills to their teaching of History in the classroom. Code Year Credits Title HISTED Ireland in the era of Protestant Ascendancy: from the Battle of the Boyne to the Great Famine, HISTED Europe ( ); power, privilege and protest HISTED301 or HISTED Modern Ireland : Politics, Culture & Society Europe : Society and Politics in Crisis and Change HISTED Exploring the Past: Using Sources HISTED Becoming Leaders in the Teaching of History 56

59 An Chéim Baitsiléir Oideachais Human Development Human Development is an interdisciplinary subject through which education students can engage further with the disciplines of philosophy, sociology and psychology in order to develop an informed and critical understanding of human needs and capacities at crucial stages of the developmental process. Building on work already begun in the disciplines of education, Human Development will enable students to interpret and analyse key issues and perspectives across these disciplines, and to understand major themes concerning development that will enhance their professional identities as teachers and lifelong learners. Importantly, the programme should help students develop their understanding of self and others across contexts, cultures and in relation to big ideas that are concerned with development and the well-being of individuals and their society. Beginning in the first year of the specialism, the course explores concepts of the Human, and of Development, through the disciplinary lenses of psychology, philosophy and sociology, and the methodologies and approaches that inform these. Year one offers modules that build on key ideas in childhood in the disciplines of education. These are developed alongside a focus on transitions into the period of adolescence, on constructions of adolescence, and key issues in the schooling, lives and well-being of young people. The second year of the specialism focuses on adulthood, agency, and on the teacher. In these modules the focus is on issues such as transitions to adulthood, work, well-being, relationships and citizenship. The final year (Year 4) includes a return or spiralling back to key questions of the human and of development to facilitate students to develop their own perspective on human development, and to assist them in addressing questions of development and in their practice in schools. Code Year Credits Title HD Psychology of Adolescence HD Social Contexts of Adolescence HD Philosophy, Creativity and Personhood HD Counselling and Psychotherapy HD The Person as an Ethical Agent HD Adulthood, Agency and Educational Praxis 57

60 Bachelor of Education Degree Mathematics The Mathematics programme aims to provide students with an understanding of discrete mathematics, algebra, geometry, functions, probability and statistics. Emphasis will be placed on developing the ability to think creatively, to reason logically and to solve problems, as well as on the applications of the subject. In addition, students will be given the opportunity to use appropriate software. Mathematics is about discovering and exploring ideas and patterns, and has a strong aesthetic appeal. Students will be exposed to the elegance of mathematics as well as its practical applicability. Throughout, students will be encouraged to understand the ideas of mathematics and to develop their proficiency in the technical aspects of the subject. A deeper understanding of mathematics will enhance students teaching of the subject in the classroom because they will appreciate the big picture and have an insight into how the primary curriculum fits into the wider scheme of mathematics. A greater understanding of mathematics and the connections between mathematical topics will better equip them to respond to children s ideas and strategies. In the final year, students will have the opportunity to consider in some detail how their knowledge of mathematics can contribute explicitly to their professional practice as teachers. Code Year Credits Title MATH Functions MATH Algebra MATH Geometry MATH Combinatorics & Probability MATH Perspectives on Infinity MATH Statistics MATH Problem Solving & Mathematical Modelling MATH Subject Leadership in Mathematics 58

61 An Chéim Baitsiléir Oideachais Music This music course is designed to enable students to develop their musicality, and to deepen their understanding of music from a range of musicological and performance perspectives. In engaging with Music as a discipline within Humanities, students are afforded opportunities to further their intellectual development, to develop their musical knowledge and skills, and to engage critically and analytically with music sources, practices and texts. Students are engaged with a variety of music genres, practices and techniques pertinent to diverse cross-cultural and historical contexts. The course comprises three key areas: topics in musicology, ensemble performance (choral and/or instrumental) and techniques of music writing, and is presented through a variety of delivery modes, including lectures, seminars, workshops, rehearsals and performances. Additionally, student-directed learning is facilitated by means of independent practice and research, and through the use of interactive music technology. Ensemble practice/performance and other forms of peer learning are integral to the course, and involve reflective components. Music within the BEd provides a foundation in formal music studies and is designed to enhance development and application in professional practices. Additionally, the course can lead to further studies in music and related fields. Code Year Credits Title MUS Music: Genres and Practices 2 MUS Musical Techniques 1 MUS Music: Genres and Practices 3 MUS Musical Techniques 2 MUS Music Leadership 59

62 Bachelor of Education Degree Physical Education The overall aim of the Major Specialism in Physical Education is to prepare a cohort of teachers annually to teach quality programmes of physical education in the primary school and to lead efforts to enhance provision across the whole school. It is expected that they would model best practice in their teaching of physical education and inspire colleagues within their schools and beyond to teach quality programmes of physical education in early childhood and primary settings. Such programmes would reflect a deep understanding of physical education and its relation to children s physical activity, health and participation in sport. Students will have many opportunities to engage in a wide range of practical activities and to explore how they might provide similar opportunities for children. Modules will prompt students to reflect on their experience of physical education, physical activity and sport as they gain an in-depth knowledge of primary physical education. Their study of curriculum, pedagogy and assessment related to physical education with an emphasis on engagement in practical work will be underpinned by their work within the major disciplines of history, philosophy, sociology and psychology. Students will be prompted to critique on-going debates in physical education and related issues at local, national and international level. They will be encouraged to research aspects of physical education and to design and implement programmes appropriate to the age level of the children that they are teaching. Assessment will encompass formal examination, on-going assessment of particular aspects of coursework and portfolio assessment where the emphasis will be on the teaching of physical education to children in primary schools rather than on sports related performance. Code Year Credits Title PE Theoretical Perspectives on Physical Education and Implications for Practice PE The Physical Education Curriculum and Inclusive Practice PE Physical Education, physical activity and sport for young children PE Development of Fundamental Movement Skills in Physical Education PE Personal and Social Development through Physical Education PE Subject Leadership in Physical Education 60

63 An Chéim Baitsiléir Oideachais Religious Studies Religious Studies is multi-disciplinary of its nature. In that context, students are expected to engage in this programme with topics such as the major World Religions, moral, ethical and social values, multi-culturalism, the Hebrew Scriptures, the New Testament, Celtic spirituality, rituals and practices, creative practical based liturgies, philosophy, feminist theologies, the phenomena of sacred and worship in human life, evil, contemporary atheism, the religious dimensions of human experience through art, story and poetry and the pedagogy of play-based forms of religious education. In addition, students will explore the possibilities of the new dialogues among the religious and non-religious traditions of the world. This necessitates entering the world of the other through various disciplinary lenses which pre-supposes a broadly anthropological approach to social, political and religious unrest in many parts of the world and at home. It also necessitates a study of religions as a power for good within society where they contain in themselves the capacity to bring about justice, peace and reconciliation. Code Year Credits Title RS Creed and Trinity RS Pentateuch RS204e 2 5 Religion and Philosophy (Elective) RS205e 2 5 Religion and Experience (Elective) RS206e 2 5 Celtic Spirituality (Elective) RS Creative Liturgies (Practical) RS Moral Theology RS The Sacred and Worship RS Play Based forms of Religious Education 61

64 Bachelor of Education Degree Special and Inclusive Education (SIE) This major specialism will draw on the disciplines of psychology, philosophy, sociology, history and education (curriculum, pedagogy and assessment) when considering the effective inclusion of pupils with special educational needs (SEN). It will also draw on disability studies, human rights education, leadership, inclusion, change management and policy analysis. This rich interdisciplinary approach aims to give student teachers a strong conceptual understanding of the key issues and the requisite foundational knowledge, skills and confidence to begin addressing the many challenges of special and inclusive education. Specifically, student teachers will explore the nature and range of special educational needs and the teaching and learning implications arising. Leading on from this, specific issues around curriculum and pedagogy in relation to including pupils with SEN effectively will be examined. Planning for individual needs will be focused upon within the context of the Individual Education Plan as outlined in legislation and students will learn ways of integrating that plan into their overall planning for the class group. Collaboration with others is at the core of current policy and legislation in relation to including students with SEN and students will learn strategies to enhance that aspect of their work. Code Year Credits Title SIE Principles and Concepts of Special and Inclusive Education SIE Principles and Concepts of Special and Inclusive Education: Implications for Teaching and Learning SIE Assessment and Planning for Individual Needs SIE Collaborative Practice SIE Curriculum and Pedagogy in Special and Inclusive Education SIE Leadership for Inclusion 62

65 An Chéim Baitsiléir Oideachais Minor Specialisms These modules enable graduates to make a strong contribution to curriculum leadership, development and innovation in the primary education system. Programme Placement: Years 3 and 4 Elective: Credits: Restrictions: Students select from a range on offer. Students continue with their Year 3 specialism in Year 4. Year 3: 3 credits Year 4: 3 credits Modules are subject to minimum and maximum enrolments. Places may be allocated by random selection Minor Specialisms are offered in areas of Education of key importance in the sector. Students select their specialism based on personal interest. These modules offer opportunities to develop knowledge and understanding of selected areas in a progressive way by building on prior work in the core modules. In addition to laying an enhanced basis for future professional study, they foster critical thinking and reflective practice, and facilitate the development of the deep expertise. The specialisms on offer vary from year to year. Normally students will be able to choose from a range of options. An indicative list follows. Digital Learning Year 3 Learning in the 21st Century Year 4 Objects to Think With Drama Year 3 The Drama Continuum From Make-believe Play to Theatre Year 4 Process Drama in Practice Literacy Year 3 Powerful Literacy Instruction for all Readers and Writers in the Classroom Year 4 Accommodating the New Literacies Framework in the Curriculum It is likely that courses will also be offered in Mathematics Education; Educational Disadvantage; Music Education; Language Methodology; Teagasc na Gaeilge; SPHE; Visual Arts; Science Education; Intercultural Education; Special and Inclusive Education. 63

66 Bachelor of Education Degree PROGRAMME LEARNING OUTCOMES This is the beginning of a journey of life-long learning for the graduate teacher. The outcomes will be built on and will lead to engagement at a broader and deeper level as the teacher grows in confidence and experience. (Teaching Council, 2011, p. 22) The Teaching Council has stipulated that all graduates of initial teacher programmes should meet the following learning outcomes. These detail the skills, attitudes, knowledge and values central to teaching. A list of associated modules follows each set of learning outcomes. While these are most directly relevant to the specific outcome listed, it should be noted that other modules will also contain material relevant to those particular learning outcomes. Each module also has a set of learning outcomes these are not listed in this document but can be viewed on the College website on the BEd information section. Programme Learning Outcomes Ethical Standards and Professional Behaviour The graduate will demonstrate knowledge and understanding of: the unique role of the teacher as professional in providing for the holistic development of students, and the complex and intricate nature of teaching, as explicated in the Code of Professional Conduct for Teachers the continuum of teacher education and the life-long learning journey of the teacher, recognising the stage he/she has reached on that journey. Associated modules: ED154: Reflection and Enquiry 1; ED161: Analysis of Teaching 1; ED162: Teacher as Person; ED251: Reflection and Enquiry 2; ED261: Teacher as Professional; ED263: Analysis of Teaching 2; ED464: Schools as Communities: Creating and Sustaining Effective Learning Communities; School Placement and Preparation. 64

67 An Chéim Baitsiléir Oideachais Programme Learning Outcomes Education and the Education System The graduate will demonstrate knowledge and understanding of: the nature and purposes of education and the social and policy contexts in which the aims of education are defined and implemented the origins and development of the statutory and policy-making framework pertaining to education, his/her specific role and responsibilities emanating from that framework, together with the roles and responsibilities of all stakeholders, including parents children s rights, including their right to a voice in various matters that relate to their lives the sector in which he/she will be teaching and his/her professional responsibilities within it other education sectors and factors which may impact on pupils transition from one sector to another school culture and how it impacts on teaching and learning and the implementation of curriculum policy educational research and its contribution to teaching, learning and assessment. Associated modules: ED112: Constructions of Childhood; ED154: Reflection and Enquiry 1; ED161: Analysis of Teaching 1; ED162: Teacher as Person; ED211: Systems, Change and Childhood; ED212: Social, Personal and Health Education; ED215: The Social Context of Schooling: Sociology of Education; ED261: Teacher as Professional; ED263: Analysis of Teaching 2; ED311: Local and Global Citizenship; ED361 Democracy, Ethos and Education From Dewey and Freire to Contemporary Irish Schooling; ED461: Understanding Educational Change; ED464: Schools as Communities: Creating and Sustaining Effective Learning Communities; School Placement and Preparation 65

68 Bachelor of Education Degree Programme Learning Outcomes Key Principles of Planning, Teaching, Learning, Assessment, Reflection and Self-evaluation The graduate will demonstrate knowledge and understanding of: current thinking on human development and learning the theory, concepts and methods pertaining to effective teaching, learning and assessment, both summative and formative the factors that promote and hinder effective learning, the impact of pupils backgrounds and identities on learning and the need to provide for the holistic development of the learner, particularly through differentiated approaches the role of teachers as educational leaders who contribute to creating and sustaining learning communities in their classrooms, in their schools and through their professional networks pupils as active agents in their own learning the interdependence of teacher learning and pupil learning models of planning coherent, differentiated and integrated teaching programmes which are informed by ongoing reflection on professional practice. Associated modules: ED112: Constructions of Childhood; ED113: Intellectual, Social and Emotional Development of the Child; ED152: Introduction to Teaching Pupils with Special Educational Needs; ED153: Classroom Assessment; ED154: Reflection and Enquiry 1; ED161: Analysis of Teaching 1; ED211: Systems, Change and Childhood; ED215: The Social Context of Schooling: Sociology of Education; ED251: Reflection and Enquiry 2; ED262: Teaching Studies; ED263: Analysis of Teaching 2; ED341: Promoting Integrated Learning in the Primary Curriculum; ED451: Creating Enabling Learning Environments; ED452: Research Methods and Project; ED461: Understanding Educational Change; ED462: Teaching in Disadvantaged Contexts; ED463: Inclusion; School Placement and Preparation 66

69 An Chéim Baitsiléir Oideachais Programme Learning Outcomes Subject Knowledge and Curriculum Process and Content The graduate will demonstrate knowledge and understanding of: the dynamic processes by which curriculum is designed and implemented current national curricula/syllabi in the relevant sector and an awareness of curriculum requirements in preceding and subsequent stages of learning the subject matter, pedagogical content and related methodology of the relevant curricula/syllabi and guidelines the role of language in teaching the curriculum/syllabus together with a particular focus on literacy and numeracy cross-curricular links and themes including citizenship; creativity; inclusion and diversity; initiative and entrepreneurship; personal, social and health education; and ICT, as appropriate to the sector and stage of education, and how these are related to life experiences. Associated modules: ED111: Play, Language and Learning in the Early Years; ED121: Teagasc na Gaeilge 1; ED122/GAE1: Gaeilge 1: Labhairt agus Litearthacht; ED123: Literacy Education in the Early Years; ED131: Curriculum Art 1; ED132: Drama 1; ED133: Curriculum Music; ED134: Physical Education 1: Pedagogy and Practice; ED141: Science Education 1; ED142: Mathematics Education 1: Engaging Student Teachers in Thinking Mathematically; ED143: Primary History and Geography. ED212: Social, Personal and Health Education; ED213: Ethics and Education: An Introduction; ED214: Learning and Teaching Mathematics in the Early Years; ED216e: Foundations in Primary Religious Education; ED221: Teagasc na Gaeilge; ED222/GAE2: Gaeilge 2: Labhairt agus Litearthacht; ED223: Literacy Education in the Middle Primary School Years; ED231: Curriculum Music 3: Composing and Arranging Textures and Themes; ED232: Drama 2; ED233: Curriculum Art 2; ED234: Physical Education 2: Building on your Experience; ED241: Science Education 2; ED242: Mathematics Education 2: Building Mathematical Knowledge for Teaching; ED243: Geography and History through Enquiry ED311: Local and Global Citizenship; ED312: Ethics and Education: Developing Ethical Understanding Through Curriculum; ED313: A Thematic Approach to Early Years Teaching and Learning; ED314e: Religious Education and Diversity; ED321: Teagasc na Gaeilge; ED322/ GAE3: Gaeilge 3-4: Labhairt agus Litearthacht; ED323: Literacy Education in the Senior Primary School Years; ED341: Promoting Integrated Learning in the Primary Curriculum; ED342: Mathematics Education 3: Improving practice through analysis of teaching; ED343: Local Studies: Geography, History and Science ED411: Ethics and Education; ED412e: The Professional Practitioner in Religious Education; ED421/ GAE4: Gaeilge 3-4: Labhairt agus Litearthacht; ED422: Literacy Education across the Primary Continuum; ED441: Mathematics Education 4: Planning and Teaching Mathematics using Inclusive Pedagogies; ED462: Teaching in Disadvantaged Contexts; ED463: Inclusion; School Placement and Preparation; Foundations in Humanities and Science; Major and Minor Specialisms 67

70 Bachelor of Education Degree Programme Learning Outcomes Communication and Relationship-building The graduate will demonstrate knowledge and understanding of: the importance of teacher-pupil relationships in the teaching/learning process strategies for developing positive relationships and communicating effectively with pupils, parents, colleagues, the school principal, school management, coprofessionals and the wider community the roles of stakeholders and the importance of engagement and cooperation with them, contributing to the characteristic spirit of the school and developing a positive environment for teaching and learning. Associated modules: ED161: Analysis of Teaching 1; ED261: Teacher as Professional; ED262: Teaching Studies; ED263: Analysis of Teaching 2; ED451: Creating Enabling Learning Environments; ED464: Schools as Communities: Creating and Sustaining Effective Learning Communities; School Placement and Preparation 68

71 An Chéim Baitsiléir Oideachais Programme Learning Outcomes Analytical, Critical Thinking, Problem-solving, Reflection and Self-evaluation Skills The graduate will be able to: critically evaluate the attitudes and beliefs about teaching and learning which inform and guide his/her professional practice engage in data gathering and critically analyse and evaluate relevant knowledge and research think critically, analyse and solve problems, as an individual and a member of a team reflect critically on his/her practice on an on-going basis so as to inform that practice. Associated modules: ED112: Constructions of Childhood; ED113: Intellectual, Social and Emotional Development of the Child; ED154: Reflection and Enquiry 1; ED161: Analysis of Teaching 1; ED162: Teacher as Person; ED251: Reflection and Enquiry 2; ED261: Teacher as Professional; ED263: Analysis of Teaching 2; ED452: Research Methods and Project; ED464: Schools as Communities: Creating and Sustaining Effective Learning Communities; School Placement and Preparation 69

72 Bachelor of Education Degree Programme Learning Outcomes Planning, Teaching, Learning and Assessment Skills The graduate will be able to: set clear, challenging and achievable expectations for pupils motivate, inspire, acknowledge and celebrate effort and success apply knowledge of the individual potential of pupils, dispositions towards learning, varying backgrounds, identities, experiences and learning styles to planning for teaching, learning and assessment use a range of strategies to support, monitor and assess pupils approach to learning and their progress engage with pupils in order to develop effective, creative and imaginative strategies that promote individual and shared learning use technology, including multi-media resources, effectively to aid pupil learning assess the achievement of curriculum objectives and adapt his/her teaching accordingly apply his/her knowledge of pupils holistic development to his/her teaching and promote social responsibility contribute to effective school evaluation and planning. Associated modules: ED151: Digital Learning; ED152: Introduction to Teaching Pupils with Special Educational Needs; ED153: Classroom Assessment; ED154: Reflection and Enquiry 1; ED161: Analysis of Teaching 1; ED162: Teacher as Person; ED251: Reflection and Enquiry 2; ED261: Teacher as Professional; ED262: Teaching Studies; ED263: Analysis of Teaching 2; ED451: Creating Enabling Learning Environments; ED452: Research Methods and Project; ED462: Teaching in Disadvantaged Contexts; ED463: Inclusion; ED464: Schools as Communities: Creating and Sustaining Effective Learning Communities; School Placement and Preparation 70

73 An Chéim Baitsiléir Oideachais Programme Learning Outcomes Classroom Management And Organisational Skills The graduate will be able to: create and maintain a safe, interactive and challenging environment using strategies that promote and maintain positive behaviour, in accordance with school policy establish classroom management strategies that support differentiated learning in a way that respects the dignity of all pupils use appropriate class management and organisation skills to cater for a range of classroom situations access, develop and use a variety of curriculum resources manage his/her time and work effectively and efficiently. Associated modules: ED153: Classroom Assessment; ED154: Reflection and Enquiry 1; ED161: Analysis of Teaching 1; ED162: Teacher as Person; ED251: Reflection and Enquiry 2; ED261: Teacher as Professional; ED262: Teaching Studies; ED263: Analysis of Teaching 2; ED341: Promoting Integrated Learning in the Primary Curriculum; ED452: Research Methods and Project; ED451: Creating Enabling Learning Environments; ED464: Schools as Communities: Creating and Sustaining Effective Learning Communities; School Placement and Preparation; Major and Minor Specialisms 71

74 Bachelor of Education Degree Programme Learning Outcomes Communication and Relationship-building Skills The graduate will be able to: foster good relationships with and among pupils based on mutual respect and trust and meaningful interactions communicate effectively with pupils, parents, colleagues, the school principal, school management, co-professionals and the wider community by using appropriate skills, styles and systems to suit the given situation and setting enable children to resolve conflict articulate and represent students interests, as appropriate. Associated modules: ED154: Reflection and Enquiry 1; ED161: Analysis of Teaching 1; ED162: Teacher as Person; ED251: Reflection and Enquiry 2; ED261: Teacher as Professional; ED262: Teaching Studies; ED263: Analysis of Teaching 2; ED311: Local and Global Citizenship; ED312: Ethics and Education: Developing Ethical Understanding Through Curriculum; ED314e: Religious Education and Diversity; ED341: Promoting Integrated Learning in the Primary Curriculum; ED411: Ethics and Education; ED412e: The Professional Practitioner in Religious Education; ED451: Creating Enabling Learning Environments; ED452: Research Methods and Project; ED461: Understanding Educational Change; ED462: Teaching in Disadvantaged Contexts; ED463: Inclusion; ED464: Schools as Communities: Creating and Sustaining Effective Learning Communities; School Placement and Preparation 72

75 An Chéim Baitsiléir Oideachais Programme Learning Outcomes Integration and Application of Knowledge, Skills, Attitudes and Values in Complex and Unpredictable Educational Settings The graduate will be able to: integrate relevant principles and theories of education, in the context of the relevant curriculum/syllabus, using well-developed skills of enquiry, to inform his/her professional practice conduct a systematic, holistic assessment of learner needs implement a range of methodologies to achieve planned outcomes evaluate learner progress towards those outcomes review plans on the basis of evaluation data and in consultation with others, as appropriate conduct and apply relevant research as appropriate to his/her teaching context, identifying, critically analysing and integrating new knowledge regarding curriculum, pedagogy and assessment into his/her practice act as an advocate on behalf of learners, referring students for specialised educational support as required and participating in the provision of that support, as appropriate. Associated modules: ED113: Intellectual, Social and Emotional Development of the Child; ED153: Classroom Assessment; ED154: Reflection and Enquiry 1; ED161: Analysis of Teaching 1; ED262: Teaching Studies; ED263: Analysis of Teaching 2; ED261: Teacher as Professional; ED251: Reflection and Enquiry 2; ED341: Promoting Integrated Learning in the Primary Curriculum; ED451: Creating Enabling Learning Environments; ED452: Research Methods and Project; ED463: Inclusion; ED464: Schools as Communities: Creating and Sustaining Effective Learning Communities; School Placement and Preparation; Modules on all curricular areas (listed in above) also address these learning outcomes. 73

76 Bachelor of Education Degree Programme Learning Outcomes The Teacher as Lifelong Learner The graduate will: demonstrate a commitment to lifelong personal and professional development which is reflected in the approach taken to his/her work maintain a professional portfolio review the effectiveness of his/her own practice through continuous reflection on that practice demonstrate a professional commitment to seeking, accepting and acting upon constructive advice actively participate in professional learning communities which engage in group reflection, learning and practice. Associated modules: ED154: Reflection and Enquiry 1; ED161: Analysis of Teaching 1; ED162: Teacher as Person; ED251: Reflection and Enquiry 2; ED261: Teacher as Professional; ED452: Research Methods and Project; ED464: Schools as Communities: Creating and Sustaining Effective Learning Communities; School Placement and Preparation; Major and Minor Specialisms 74

77 An Chéim Baitsiléir Oideachais Programme Learning Outcomes Professional and Ethical Teaching The graduate will: know and uphold the values and professional commitments which are set out in the Code of Professional Conduct for Teachers reflect on these values and commitments and the implications for his/her practice contribute to the development of educational standards and guidelines practise within the statutory framework pertaining to education, including child protection guidelines share specialist knowledge in a collegial manner to support and enhance teaching and learning demonstrate an understanding and consciousness of professional practice issues through the process of reflection on experience uphold the reputation and standing of the teaching profession through his/her practice. Associated modules: ED152: Introduction to Teaching Pupils with Special Educational Needs; ED154: Reflection and Enquiry 1; ED161: Analysis of Teaching 1; ED162: Teacher as Person; ED251: Reflection and Enquiry 2; ED261: Teacher as Professional; ED452: Research Methods and Project; ED463: Inclusion; ED464: Schools as Communities: Creating and Sustaining Effective Learning Communities; School Placement and Preparation 75

78 Bachelor of Education Degree

79 The information in this booklet is intended as a guide to students and persons seeking admission to St. Patrick s College and shall not be deemed to form a contract between the College and an applicant or any third party. Courses are subject to change from time to time and students should enquire as to the up-to-date situation at any appropriate time. Further information available from the College website or the Admissions Office, St. Patrick s College, Dublin 9. Phone / Tá an t-eolas sa leabhrán seo ann mar threoir do mhic léinn agus d iarrthóirí ar ionaid i gcoláiste Phádraig agus ní féidir glacadh leis mar chonradh idir an Coláiste agus iarrthóir nó an tríú duine ar bith. Tharlódh go ndéanfaí athruithe ar chúrsaí ó am go ham agus ba chóir do mhic léinn an t-eolas a cheistiú má bhíonn amhras orthu. Tuilleadh eolais le fáil ar láithreán gréasáin an Choláiste nó ón Oifig Iontrála, Coláiste Phádraig, Baile Átha Cliath 9. Fón /

80 St Patrick s College Drumcondra Dublin 9 Coláiste Phádraig Droim Conrach Baile Átha Cliath 9 Tel: (Main Reception) Tel: / 2025 (Admissions) [email protected] Website: