Bachelor of Education Year Two, Semester Two Course Handbook Spring 2014

Transcription

1 Bachelor of Education Year Two, Semester Two Course Handbook Spring 2014

2 Welcome from the Dean of Education/ Fáilte ó Dhéan an Oideachais Dear Student, Welcome to Spring semester, BEd II. Congratulations on completing School Placement 3 and we thank you for your cooperation in the review of the placement. Throughout your programme you will be invited to participate in a number of surveys and focus groups to ensure that your feedback and student experience is recognised in the design and shape of our reconceptualised BEd programme. Your participation in each phase of this review provides you with a unique opportunity to contribute to the continuous shaping of your programme and the revision of the programme for future cohorts. We value your voice and opinions and thank you for sharing these with us. During this semester you will make decisions about the shape of your future programme. A number of your cohort has decided to avail of the study abroad opportunity in Autumn 2014 with approx. ten students travelling to the US and a further seventeen students taking an Erasmus placement. You will be invited to identify your electives/specialisms for the next semester during the forthcoming weeks. You will take an elective in Education and an elective in Liberal Arts in the first semester of BEd III. You will be notified later in the semester as to the dates when you will make your selection. The work of programme design within the Faculty is continuing apace. The final cohort of GDEPT (Graduate Diploma in Education-Primary Teaching) has been recruited and this graduate programme will be offered as a two year Professional Master of Education (Primary Teaching) from 2014 onwards. In addition the Faculty has also developed a new Master s in Educational Leadership and Management as well as a Master s in the Education and Wellbeing of the Older Person. Both of these new programmes will recruit their first cohort in Autumn Our lecturers are very approachable and are dedicated to providing you with a top quality educational experience. Please engage with them and with your fellow students to enrich your own learning and to broaden your understanding of what it means to be a teacher. In closing, I wish you well in your studies and I trust that your time at Mary Immaculate College continues to be both enjoyable and rewarding. Guím gach rath ort i rith na bliana, Professor Teresa O Doherty, Dean of Education. F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 1

3 PAGE NUMBER 1. Introduction from the Dean 1 2. Index 2 3. Study Abroad/International Placement 3 4. Progression within the Programme 3 5. Programme Specific Regulations 4 6. Academic Honesty 5 7. Key Contacts in the Faculty of Education 6 8. Staff of the Faculty of Education 8 9. Bachelor of Education 2 Spring Semester Modules: Outline Bachelor of Education 2 Spring Semester Modules: Details Electives and Specialisms 57 F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 2

4 Study Abroad/International Placement The BEd programme offers students the opportunity to study abroad for one semester. The College has established partnerships with a number of premier Colleges and universities worldwide and encourages student mobility. Exchanges are open to all students. Students may apply to study abroad during Semester 5. Approval to study abroad is contingent upon achieving a QCA of 2.8 or more. The student will receive a transcript of grades awarded from the host college. The grades do not contribute to the QCA, provided that the student completes all elements of the programme satisfactorily. For information on non-eu study abroad, please contact: Holly Cowman Holly.cowman@mic.ul.ie or For information on Erasmus (EU) Study, please contact: Patricia Casserly Patricia.casserly@mic.ul.ie or Progression within the Programme In developing the programme, a focus has been maintained on ensuring progression within the programme in terms of students learning and self-development and the understanding, knowledge and skills required to meet the learning and teaching needs of children in today s schools. Clear links are maintained between theoretical input and student teachers school placements. Students must successfully complete all modules in order to progress to the next academic year of the programme. F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 3

5 Programme Specific Regulations Bachelor of Education and Bachelor of Education in Education and Psychology A student who fails a school placement module shall be awarded an F grade or, in the case of Pass/Fail registration, an N grade.the compensating fail grades D1 and D2 shall not be awarded for school placement modules. Save in exceptional circumstances, where a student fails a school placement, s/he shall be afforded only one further opportunity to repeat that placement. Students who are due to start professional placement in the Spring semester of years 1, 2 and 3 of the programmes are subject to critical review. A student who has failed more than four modules or whose residual QCA following the Autumn semester is less than 2.00 will not be allowed to progress to the Spring semester and will be required to repeat the Autumn semester prior to progressing to the Spring semester. Students who fail the oral Irish component of the following modules shall be awarded an F grade both in that component of the module and in the overall module: An Ghaeilge agus Múineadh na Gaeilge 2 An Ghaeilge agus Múineadh na Gaeilge 3 Language and Literacy 5 Where the student has passed the other elements of the module, s/he repeats the oral Irish component only. The student is capped on the repeat of the module at grade C3. To progress into the final year of their programme, students are required by the end of Year 3 of the programme to obtain an average QPV of at least 2.00 in the areas of English, Gaeilge and Mathematics in each of the three module groupings listed below: 1. Language and Literacy 1; Language and Literacy 2; Language and Literacy 3; Language and Literacy 4; Language and Literacy 5 2. An Ghaeilge agus Muineadh na Gaeilge 1; An Ghaeilge agus Muineadh na Gaeilge 2; An Ghaeilge agus Muineadh na Gaeilge 3; Language and Literacy 4; Language and Literacy STEM 1; STEM 2; STEM 4; STEM 5 A student who does not obtain the minimum average QPV required in Mathematics following annual repeats in Year 2 but who is otherwise eligible to progress may link in to STEM 4 and/or STEM 5 in the following academic year to obtain the average minimum QPV of 2.00 in that module grouping. A student who has not obtained the minimum average QPV required in one or more of the English, Gaeilge or Mathematics groupings following the annual repeats in Year 3 but who otherwise satisfies the general progression regulations may link in to relevant module/s in the following academic year subject to the current academic regulations whereby a maximum of two modules can be taken on a link-in basis in each semester. An absolute minimum quality point value (QPV) of 2.60 across school placement modules SP4, SP5, SP6 and SP7 is required for the award of a first or second class honours degree. F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 4

6 Academic Honesty The definitive guide for all academic rules and regulations is the Student Handbook. It is available here: All students are required to familiarise themselves with Appendices Two & Three (Final Assessment Regulations & Coursework Guidelines) of the Student Handbook, particularly the sections concerning cheating. Students should note that the Faculty of Education take matters of academic honesty with the utmost seriousness. Normally, the penalty for cheating is suspension for 12 months. A repeat of such conduct shall warrant expulsion. F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 5

7 Dean of Education Professor Teresa O Doherty Contact: teresa.odoherty@mic.ul.ie Office: 304a (061) KEY CONTACTS IN THE FACULTY OF EDUCATION BEd 2 Co-Ordinator Dr Carol O Sullivan Contact: Carol.OSullivan@mic.ul.ie Office: 305 (061) Assistant Dean of Education Dr Sylvia O Sullivan Contact: sylvia.osullivan@mic.ul.ie Office: SG13 (061) Director of School Placement Neil Ó Conaill Contact: neil.oconaill@mic.ul.ie Office: 306 (061) F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 6

8 Sheila Kent Higher Executive Officer Education Office Contact: Office: (061) Fax: (061) Faculty of Education Office Room 307 (Foundation Building) Phone: Counter service to students is available from Monday Friday from a.m p.m. and 2.00 p.m p.m Whom should I contact? If you have a concern or query in relation to general academic issues, please contact Dr Carol O Sullivan. You can make an appointment to see her by or via the Education Office. If your concern specifically refers to School Placement, please contact the SP Office and/or Director of SP ( / ). If you have a concern relating to examinations / repeats / link-ins etc. please contact the Assistant Dean, Dr Sylvia O Sullivan. You may also go to the Education Office, Third Floor, Main Building, if you have a general query. Please give your mobile phone number to the Education Office or other members of staff when communicating with them, as if a matter is urgent, this will enable them to contact you directly. Contacting Lecturers You can find contact details for all academic staff on the College website Staff have offices in a number of buildings. The easiest way to contact a lecturer is to send an and make an appointment. Please remember that lecturers are very often in schools or engaged in other work, so it is important that you contact them by telephone or . F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 7

9 STAFF OF THE FACULTY OF EDUCATION Dean of Education Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious Studies(MIC), Ph.D.(UL) (061) Assistant Dean of Education Sylvia O'Sullivan, M.B.S., Ph.D.(UL), MMII, Dip.Phys.Ed. (Sion Hill) (061) Director of Continuing Professional Development Cathal de Paor, B.A.(NUI), Grad.Dip.in Ed.(UL), M.Ed.(UL), M.A. in Classical Irish(NUI), Ph.D. (061) Director of the Curriculum Development Unit Eucharia McCarthy, B.Ed.(NUI), M.Ed.(UL) (061) Director of School Placement Neil Ó Conaill, B.Ed.(NUI), M.Ed.(Nottingham) (061) There are five academic departments within the Faculty of Education: Department of Arts Education and Physical Education Department of Reflective Pedagogy and Early Childhood Studies Department of Learning, Society, and Religious Education Department of Language, Literacy and Mathematics Education Department of Special Education F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 8

10 Department of Arts Education and Physical Education Head of Department Michael Finneran, B.Ed.(DCU), M.A, Ph.D. (Warwick) (061) Drama Michael Finneran, B.Ed.(DCU), M.A, Ph.D. (Warwick) (061) Dorothy Morrissey, B.Ed., M.A.(NUI), Grad Dip in Drama in Education (Thomond) Grad Dip in Dance (UL), Cert in Community Dance Leadership (Laban Guild)* (061) Margaret O'Keeffe, B.Ed.(NUI), M.Ed.(DCU), LLSM (061) Music Education Gwen Moore, B.Mus.Ed.(TCD), M.A. in Music.Ed.(UL), GRIAM, ALCM, Ph.D (Univ. of London). (061) Ailbhe Kenny, B.Ed., M.Ed.(DCU), Ph.D (Cambridge) (061) Visual Arts Education Tanya Power, NDD, M.A.(NUI)* (061) Anne-Marie Morrin, B.A., H.Dip. Art and Design Education (NCEA), M.A. (UL) Sinead Dinneen, Dip.in Fine Art Sculpture(LSAD), H.Dip.(Art and Design Education), B.A.(WIT), M.A. in Interactive Media(UL)* (061) (061) Eamonn Mitchell, B.Ed., M.Ed.(UL) (061) Niall Quinn, Visual Arts Technician, Dip. in Fine Arts(NCEA) (061) Physical Education Sylvia O'Sullivan, M.B.S., Ph.D.(UL), MMII, Dip.Phys.Ed. (Sion Hill) Deirdre Ní Chróinín, B.A., Ph.D.(UL), MA in Academic Practice, (UL) (061) (061) Richard Bowles, B.Ed.(NUI), M.Sc.(Leicester) (061) Elaine Murtagh, B.A., PGCE, Ph.D.(Univ. of Ulster)* (061) *Indicates that the Faculty member is currently on leave F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 9

11 Department of Reflective Pedagogy and Early Childhood Studies Head of Department Emer Ring, B.Ed., (Carysfort College of Ed.), PG Dip in Special Ed., (SPD); BL, (Univ. of London); M.Ed., (SPD); PG Cert in Autism (Children), (SPD), M.Ed. (Autism), (Univ. of Birmingham); Diploma in Irish, (NUIG); PhD, (SPD) (061) Early Childhood Care and Education Deirdre Breathnach, B.Ed.,(NUI) M.Ed.(UL) (061) Jennifer Pope, B.A. Early Childhood Studies, Ph.D.(UCC) (061) Lisha O'Sullivan, B.A. Early Childhood Studies (UCC), M.A. Non-directive Play Therapy (Univ. of York) Des Carswell, B.Sc.,(UCD and Vrije Univ. Amsterdam), Masters in European Social Policy Analysis Mary Moloney, Cert in Psychology (NUIM), Diploma in Nursery Management (UCD), M.Ed in Early Childhood Care and Education (MIC), PhD (MIC) (061) (061) (061) Educational Methodology Teresa McElhinney, B.Ed., M.Ed.(NUI) Fiodhna Gardiner-Hyland B.Ed. (MIC); PG Dip. In Primary Ed., (DES); MA in Ed., (MIC); PhD, (Univ. of Leicester) John O Shea, B.Ed., M.Ed.(UL), Ph.D. (UL) ICT in Education teresa.mcelhinney@mic.ul.ie fiodhna.gardiner@mic.ul.ie john.oshea@mic.ul.ie (061) (061) (061) Brendan Barry, B.A.(TCD), Grad.Dip.Ed.(MIC), M.Sc.(DCU) brendan.barry@mic.ul.ie (061) Rory McGann B.Ed, M.Ed ICT (UL), Grad Dip. Ed. Lead. (NUIM), Grad. Dip. SEN (UL) rory.mcgann@mic.ul.ie (061) Microteaching Kathleen Horgan, B.Ed.,(NUI) M.Ed.(TCD), Ph.D (NUI) kathleen.horgan@mic.ul.ie (061) Department of Learning, Society, and Religious Education Acting Head of Department Carol O Sullivan, B.Ed., M.Ed.(UL) M.A.(NUI), Ed.D. (DCU) carol.osullivan@mic.ul.ie (061) Psychology of Education Claire Lyons, B.A.(TCD), Ph.D.(QUB) * claire.lyons@mic.ul.ie (061) F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 10

12 Suzanne Parkinson, B.Ed., B.Sc., M.SC. in Developmental and Educational Psychology, EdD (Ed. Psych). Claire Griffin, B.Ed (Ed & Psych), Grad Dip SEN (UL), MAEP (UCD) Marie Ryan, B.Ed (Ed & Psych), Grad Dip SEN (UL), MAEP (UCD) (061) (061) (061) History of Education and Policy of Education Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious Studies(MIC), Ph.D.(UL) Eilís O Sullivan, B.Ed, MA (UL), PhD (UL) Philosophy of Education teresa.odoherty@mic.ul.ie eilis.osullivan@mic.ul.ie (061) Tony Bonfield, B.Ed., M.Ed. (NUI), TEFL Cert (MIC), Ed.D.(Univ. Of Sheffield) Aislinn O Donnell, BA (TCD), MA (UCD), PhD (Univ. of Warwick) tony.bonfield@mic.ul.ie (061) aislinnodonnell@mic.ul.ie (061) Religious Education Patricia Kieran, B.Rel.Sc. (Mater Dei), M.Th., Ph.D.(London) patricia.kieran@mic.ul.ie (061) Daniel O Connell, Dip.Phil., B.D.,(NUIM), Grad.Dip. in Holistic Dev.(All Hallows) M.Ed., Ph.D.(Boston College) Maurice Harmon, Dip Phil, BD, H.Dip. in Pastoral Studies, (Maynooth), MA (Fordham University) daniel.oconnell@mic.ul.ie (061) maurice.harmon@mic.ul.ie (061) Sociology of Education Angela Canny, B.Soc.Sc., M.Soc. Sc (NUI), PhD (Warwick) Sandra Ryan, B.Ed (NUI), M.A., PhD (Western Michigan) Educational Disadvantage angela.canny@mic.ul.ie sandra.ryan@mic.ul.ie (061) (061) Sandra Ryan, B.Ed (NUI), M.A., Ph.D.(Western Michigan) sandra.ryan@mic.ul.ie (061) Transforming Education Through Dialogue Ann Higgins, B.Ed., Dip. Remedial Ed., Ph.D.(UL)* ann.higgins@mic.ul.ie (061) Ruth Bourke, B.A (UL), M.Ed (Adult Ed) (UL) ruth.bourke@mic.ul.ie (061) F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 11

13 Social, Environmental and Scientific Education Anne Dolan, B.Ed., M.A., Dip.Adult Comm.Ed. (NUI) Ed.D. (Sheffield Hallam)* (061) Eileen O Sullivan, B.Ed., M.Ed.(UCC) eileen.osullivan@mic.ul.ie (061) Maeve Liston, BSc, PhD (UL) maeve.liston@mic.ul.ie (061) Patrick Dolan, B.A.,Grad Dip in Education (MIC), B.Sc (Psych) (OU), Grad Dip (SEN) (NUI), MAEP (UCD) patrick.dolan@mic.ul.ie (061) Development and Intercultural Education Brighid Golden, B.Ed., M.Ed (Univ. of Birmingham) brighid.golden@mic.ul.ie (061) Social, Personal and Health Education Carol O Sullivan, B.Ed., M.Ed.(UL) M.A.(NUI), Ed.D (DCU) carol.osullivan@mic.ul.ie (061) Inclusive Education (SEN) Anne O Byrne, B.Ed.(NUI), Grad Dip.(Special Ed) Grad Dip.(Remedial Ed),Grad Dip (Computer Studies), M.Ed.(UL) anne.obyrne@mic.ul.ie (061) MA in Educational Psychology Siobhán O Sullivan, B.Sc in Ed. (UL), H.Dip.Psych.(NUI), M.Sc.(Univ.Coll.London) Programme Leader Certificate in General Learning and Personal Development Órla Slattery, BA, (MIC); MA in Philosophy, (MIC) siobhan.osullivan@mic.ul.ie (061) orla.slattery@mic.ul.ie (061) Course Co-ordinator Department of Language, Literacy and Mathematics Education Head of Department Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) sean.debrun@mic.ul.ie (061) Gaeilge Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) sean.debrun@mic.ul.ie (061) Roibeárd Ó Cathasaigh, B.A., M.A., HDE(NUI) roibeard.ocathasaigh@mic.ul.ie (061) Eilís Ní Dheá, B.A., M.A., HDE, Ph.D.(NUI) eilis.nidhea@mic.ul.ie (061) Martina Ní Fhatharta, B.Oid, M.Oid (UL) martina.nifhatharta@mic.ul.ie (061) F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 12

14 English Áine Cregan, B.Ed, M.Ed.(NUI),Ed.D (Harvard) (061) Martin Gleeson, N.T., B.A.(NUI), M.Ed.(TCD), Ph.D.(UL) (061) John Doyle, B.Ed.(NUI), M.Ed.(UL), Dip. Music Ed.(NUI), ALCM (T.D. Clarinet) Ed.D.(Univ.of Sheffield) (061) Mathematics Education Aisling Leavy, B.Sc.(NUI), Grad.Dip.Ed.(DCU), M.A.in Ed.(Calif. State), Ph.D.(Ariz. State) (061) Mairéad Hourigan, B.Sc., M.Sc., Ph.D. (UL) (061) Noreen O Loughlin, B.Ed., M.Ed., Grad Dip Comp, Dip Bus St, Grad Dip Mant St, PhD (Univ of Bristol). noreen.oloughlin@mic.ul.ie (061) Modhanna Múinte na Gaeilge Seán Ó Cathalláin, B.Ed.(NUI), M.Ed.(OU), Ph.D. sean.ocathallain@mic.ul.ie (061) TJ Ó Ceallaigh, B.Oid. (UL), M.Oid. (UCC) Dioplóma Iarchéime san Oideachas Gairmiúil (NUIG) tj.oceallaigh@mic.ul.ie (061) Siobhán Ní Mhurchú, B.Ed.(NUI), M.A.(Ed) (UWE, Bristol) siobhan.nimhurchu@mic.ul.ie (061) Department of Special Education Head of Department Patricia Daly, B.A., HDE (NUI), M.A., Ph.D.(Ohio State) patricia.daly@mic.ul.ie (061) Margaret Egan, B.Ed.(TCD), M.Ed.(UL), PhD (UCC) margaret.egan@mic.ul.ie (061) Stella Long, B.Ed., M.Ed.(UL), Dip.Soc.Studies(NUI) stella.long@mic.ul.ie (061) Eucharia McCarthy, B.Ed.(NUI), M.Ed.(UL) eucharia.mccarthy@mic.ul.ie (061) Johanna Fitzgerald, MA (IOE, London) johanna.fitzgerald@mic.ul.ie (061) Trevor O Brien BEd (DCU), MEd, ADAES - Advanced Diploma in Applied Educational Studies (Hull), Dip Social Studies (UCC) trevor.obrien@mic.ul.ie (061) F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 13

15 Professional Services Staff Education Secretary Sheila Kent (061) Education Office Marie Quaid Caroline Ní Chadhain Zeta Penny Helen Heffernan Nora O Donoghue Paula Treacy Perry Meskell Rose Higgins Deirdre Cussen Continuing and Professional Development marie.quaid@mic.ul.ie caroline.nichadhain@mic.ul.ie zeta.penny@mic.ul.ie helen.heffernan@mic.ul.ie nora.odonoghue@mic.ul.ie paula.treacy@mic.ul.ie perry.meskell@mic.ul.ie rose.higgins@mic.ul.ie deirdre.cussen@mic.ul.ie (061) (061) (061) (061) (061) (061) (061) (061) (061) Sheila O'Callaghan sheila.ocallaghan@mic.ul.ie (061) Special Education Mairead Horan mairead.horan@mic.ul.ie (061) Curriculum Development Unit Deirdre McInerney cdu@mic.ul.ie (061) * Indicates that the Faculty Member is currently on leave F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 14

16 B.ED 2, SEMESTER 2: OVERVIEW OF MODULES Note: You will have received general information in relation to Faculty of Education and the overall B.Ed 2 programme in the B.Ed 2, Semester One Handbook. This handbook focuses on the modules for the coming semester. MODULE CODE Semester 4 ECTS Student as Teacher EDU250 EDU251 EDU252 School Placement 4 Language and Literacy 4 Creating a Positive Classroom Environment EDU253 EDU254 STeM 5 Pedagogy of Maths and teaching and Learning with ICT Social Studies 2: Teaching History and Geography in Primary Schools 3 3 EDU255&EDU256 EDU257 EDU258 EDU259 Christian Religious Education 1 or Religious Education in Multi-denominational Schools Module 2 Social, Personal, Health, and Physical Education 2 Schools and Society 2 Creative Arts At the end of Year 2 you will select whether to take the Multidisciplinary B.Ed programme or to pursue a specialism in Liberal Arts or Education. For more information on the structure of the B.Ed programme, please refer to the B.Ed 1 Handbook. F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 15

17 Module EDU250: School Placement 4 Spring Semester, 2013/14 Bachelor of Education 2; Bachelor of Education in Education & Psychology 2 School Placement 4 is a six credit module which students undertake from April 28 th May 16 th Like School Placement 1 and School Placement 2, this is a partnered placement throughout which the teaching duties are shared with another student. The College assigns students to particular schools for this placement. This placement is undertaken in a senior class ie 5 th, 6 th or a 5 th /6 th class. The placement combines classroom observation and roles as classroom assistants for two days in week one and student teaching for the remainder of the placement. All areas of the primary school curriculum are taught and the student is visited by a school placement tutor on a minimum of two occasions throughout the placement. All relevant documentation is available to the students on the EDU250 course on moodle. LEARNING OUTCOMES: On completion of this module, students will be able to: Present and maintain a well-organised and complete Planning Folder & Resource Folder Display a developing ability to plan for the implementation of selected areas of the The Primary School Curriculum in a senior class. Complete detailed and comprehensive lesson plans and weekly schemes Identify appropriate teaching and learning strategies for engaging children in senior classes with the Primary School Curriculum Consider (i) the degree to which the specific learning objectives were appropriate for pupils in senior classes and (ii) the extent to which these learning objectives were achieved Demonstrate appropriate classroom management strategies that will promote pupil participation in senior classes with the Primary School Curriculum Relate appropriately to pupils, school personnel and school placement personnel Reflect critically on and document their development as student teachers and demonstrate their ability to engage in critical reflection with their tutor, class teacher and peers Demonstrate an ability to plan for integrated teaching Demonstrate an awareness of the importance of assessment of learning Demonstrate an ability to assess pupils learning Appreciate the significance of engaging with the School Placement in a professional manner MODULE CONTENT: Planning and preparation, teaching and assessing pupils learning; engaging in critical reflection on their teaching and learning. MODULE ASSESSMENT: This module is assessed on a Graded basis. The student is required to Attend school for 13 days and submitting a School Placement Attendance Form (April 28 th May 16 th ) F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 16

18 Receive, at minimum, Grade C3, from school placement tutor/s who will visit the student on at least two occasions in the course of the placement Feedback on the quality of the student s planning and preparation, teaching and learning observed and professionalism is provided to the student following the tutor s visit. Verbal and written feedback is provided. No uncertified absences are permitted and all absences have to be noted in the Cuntas Tinrimh and Attendance Form. In cases of absence from school, a student is required to contact the Education Office ( ) and his/her school. On completion of the module the student is required to submit a School Placement Attendance Form to the Education Office by May 22 nd, Students to whom an I or F grade is awarded repeat School Placement 4 from June 3 rd 13 th. I grade and F grade students are responsible for sourcing a class themselves for the module. As per Teaching Council guidelines, students are afforded one opportunity to repeat a school placement module. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. READING LIST: Primary Readings (No. 1 students each have copy /No. 2: Available on moodle/no. 3: 3 day and 4 hour loan, Library MIC; Readings 1 & 2 are mandatory) 1. Government of Ireland (1999) Primary School Curriculum, Dublin: Stationary Office. 2. Mary Immaculate College (2013) School Placement Handbook 2013/2014: Handbook for Students and Tutors, Limerick: Mary Immaculate College 3. Horgan, K. and T. Bonfield (1999) Learning to Teach Reflectively, Limerick: Mary Immaculate College Supplementary Readings (1 & 2 in 3 day and 4 hour loan, Library MIC) 4. Cohen, L. Manion, L., Morrison, K. & Wyse, D. (2010) A Guide to Teaching Practice 5 th Edition, London: Routledge. 5. Woolfolk, A. and N.E. Perry (2012) Child and Adolescent Development, New Jersey: Pearson Education. Ghaye, T. (2011) Teaching and Learning through Reflective Practice: Routledge 6. Muijis, D. and D. Reynolds (2001) Effective Teaching - Evidence and Practice: Paul Chapman Publishing 7. Kyriacou, C. (2007) Essential Teaching Skills Third Edition, Cheltenham: Stanley Thornes. Module co-ordinator: Neil Ó Conaill, neil.oconaill@mic.ul.ie Meetings by appointment F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 17

19 Module EDU251: Language and Literacy 4 (Pedagogy of English 50%; Múineadh na Gaeilge 50%) Semester 4 - Spring 2014 Bachelor of Education 2; B.Ed. in Education & Psychology 2 An Dara Bliain B.Oid. agus B.Oid le Síceolaíocht RATIONALE / RÉAMHRÁ The rationale and purpose of this module is to explore the integrated nature of the language curriculum, building student knowledge and understanding of English Language and Literacy development in the later school years in diverse contexts. Sa mhodúl seo déanfar iniúchadh ar chur chuige comhtháite do mhúineadh na Gaeilge agus ar an idirspleáchas idir teagasc, foghlaim agus measúnú sna hardranganna i gcomhthéacsanna éagsúla. LEARNING OUTCOMES / TORTHAÍ FOGHLAMA To enable students to: Know the specific language components developed during the later school years Value variability in language and learn to promote language inclusively in the primary school classroom Embrace the importance of reaching out to parents as important partners in the process of language development Develop a range of appropriate strategies to promote the development of higher order thinking skills in children in the later stages of literacy development in the primary school Develop and convey clear understanding of the integrative nature of language and literacy education in the primary classroom Critically evaluate what they read online and to synthesise the results of internet inquiry Ar chríochnú an mhodúil seo go rathúil ba chóir go mbeadh ar chumas an mhic léinn Teoiricí, coincheapa agus modhanna éifeachtacha i múineadh, foghlaim agus measúnú na Gaeilge sna hardranganna a mheas Tuiscint agus cumas a léiriú ar chur i bhfeidhm straitéisí foghlama a chuireann le feasacht mheititheangeolaíoch, le forbairt leanúnach teanga agus le scileanna ginchumais sa sprioctheanga sna hardranganna F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 18

20 Straitéisí agus uirlisí measúnaithe don Ghaeilge a mheas Eolas a léiriú ar bhealaí éagsúla chun cur chuige comhtháite do mhúineadh na Gaeilge a chur i bhfeidhm sna hardranganna Pleanáil ghearrthréimhseach agus fhadtréimhseach a fhorbairt COURSE CONTENT / ÁBHAR AN CHÚRSA This module will focus on the integrated nature of language development, highlighting developments in English Language and Literacy during the later school years, with particular emphasis on the concept of academic/literate language style, oral language development in disadvantaged contexts, parental involvement in language development, Word recognition, vocabulary development with an emphasis on morphemic analysis; the promotion of higher order thinking skills in a digital environment; new technologies and writing, intergenerational writing; sociocultural theory and writing; writing instruction in culturally diverse classrooms. The course will be delivered in the form of one lecture and one tutorial session each week for the first five weeks. Readings based on the content of the lecture will be assigned in advance of the tutorial session. Students will be required to display familiarity with the contents of the readings and to participate in discussion based on the readings during the tutorial sessions. Attendance at tutorials is mandatory and students are encouraged to display courtesy to individual tutors by informing them in advance of their inability to attend. Díreofar ar scileanna pleanála an mhic léinn a fhorbairt: Scéim Sheachtainiúil chuimsitheach a fhorbairt agus pleanáil laethúil ag éirí aisti. Déanfar forbairt ar aonad oibre ina mbeidh freastal á dhéanamh ar na ceannteidil seo a leanas: tréimhsí an cheachta, cur chuige cumarsáideach, feidhmeanna agus eiseamláirí teanga, foghraíocht na Gaeilge, gramadach na Gaeilge, modhanna múinte, straitéisí cumarsáide, scileanna teanga, cur chuige comhtháite, eagar ranga, difreálú, measúnú. Déanfar iniúchadh ar chur chuige comhtháite don Ghaeilge agus ar an teagasc foirm-dhírithe i gcomhthéacs na cumarsáide sna hardranganna. Beidh na léachtaí i Múineadh na Gaeilge ar siúl idir Seachtain 6 agus Seachtain 10. Beidh dhá léacht in aghaidh na seachtaine ag gach grúpa i ngrúpaí de % of marks on the summer exam may be deducted for unsatisfactory attendance at lectures and tutorials. ASSESSMENT / MEASÚNÚ Assessment in this module will take the form of: End of semester written exam in English Language and Literacy and Múineadh na Gaeilge (100%) Múineadh na Gaeilge Scrúdú le déanamh i Mí Bealtaine Beidh dhá cheist ar an bpáipéar agus beidh ort ceist amháin a fhreagairt Q2/1 (agus don atriail freisin). Is i ngaeilge amháin a ghlacfar le freagraí scrúdaithe i Múineadh na Gaeilge. F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 19

21 Please Note: Students must pass each of the two module components (i.e. English Language and Literacy; Múineadh na Gaeilge) in order to pass the module. If a student fails either of the two components, the student fails the module and must repeat both components during the Annual Repeats. Repeat assessment will be an examination based on the content of the course (100%). LANGUAGE & LITERACY TEAM / FOIREANN TEAGAISC Name / Ainm Title / Teideal Office / Oifig Tel. / Fón / Ríomhphost Dr Martin Gleeson Lecturer Language and Literacy G47 Foundation Building 061 (20)4971 martin.gleeson@mic.ul.ie Dr John Doyle Lecturer Language and Literacy N29 Gerard House 061 (20)4986 john.doyle@mic.ul.ie Dr Áine Cregan Lecturer Language and Literacy C109 Foundation Building 061 (20)4902 aine.cregan@mic.ul.ie Máire Mhic Chárthaigh Léachtóir i Múineadh na Gaeilge Siobhán Ní Mhurchú Léachtóir i Múineadh na Gaeilge G (20)4973 siobhan.nimhurchu@mic. ul.ie Seán Ó Cathalláin Léachtóir i Múineadh na Gaeilge R (20)4371 sean.ocathallain@mic.ul.ie TJ Ó Ceallaigh Léachtóir i Múineadh na Gaeilge R (20)4325 tj.oceallaigh@mic.ul.ie AISEOLAS Más mian leat aon ghné den chlár a phlé déan teagmháil leis an léachtóir cuí ar an ríomhphost. F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 20

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

23 Pahl, K. and Rowsell, J. (2012) Literacy and Education: Understanding the New Literacy Studies in the Classroom 2nd Edition. London: Sage Saxton, M. (2010) Child Language: Acquisition and Development, Sage Publications Ltd. Schleppegrell, M. J. (2004). The Language of Schooling: A Functional Linguistics Perspective. Mahwah, NJ: Lawrence Erlbaum Tolchinsky, L. (2004) 'The nature and scope of later language development' in Berman, R., ed. Language Development across childhood and adolescence, Amsterdam: John Benjamins, Troia, G.A., Shankland, R.K. and Heintz A. (2010). Putting Writing Research into Practice: Applications for Teacher Professional Development. New York: Guilford Press. Willoughby, K., Culligan, B., Kelly, A., and Mehigan, G. (2012) From Literacy Research to Classroom Practice: Insights and Inspiration (Proceedings of the 2012 Annual Conference of the Reading association of Ireland). Dublin: Reading association of Ireland. Wolfram, W., Temple-Adger, C.,& D.Christian (1999). Dialects in Schools and Communities. Mahwah, NJ: Lawrence Erlbaum. Wolsey, T. and Grisham, D.L. (2012) Transforming Writing Instruction in the Digital Age. New York: The Guilford Press. Liosta Léitheoireachta do Mhúineadh na Gaeilge An Roinn Oideachais agus Eolaíochta (1999). Curaclam na Bunscoile Gaeilge Teanga. Baile Átha Cliath: Oifig an tsoláthair. An Roinn Oideachais agus Eolaíochta (1999). Curaclam na Bunscoile Gaeilge Treoirlínte do Mhúinteoirí. Baile Átha Cliath: Oifig an tsoláthair. NIPT (2013). An Clár Náisiúnta Ionduchtaithe do Mhúinteoirí / The National Induction Programme for teachers Acmhainní Breise An Gúm (2004). Séideán Sí F G H. BÁC: An Roinn Oideachais agus Eolaíochta. Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann. (Caibidlí 4, 5) F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 22

24 Harris, J. agus Ó Duibhir, P. (2011). Múineadh éifeachtach teangacha: sintéis ar thaighde. Baile Átha Cliath: An Chomhairle Náisiúnta Measúnachta agus Curaclaim. Ar fail ag: Hickey, T. (1992). Teaching Irish Reading: What can Research Tell Us? In T. Hickey (eag.), Múineadh na Gaeilge sa Bhunscoil: Moltaí Praiticiúla. Baile Átha Cliath: Bord na Gaeilge/Cumann Léitheoireachta na héireann. (Tá cóipeanna den leabhrán seo ar fáil sa leabharlann ar iasacht 4 uair a chloig.) Hickey, T. (2001). Múineadh Léitheoireacht na Gaeilge agus an Curaclam Athbhreithnithe, Teangeolas, Uimhir 40, BÁC. ITÉ (Tá cóipeanna den iris seo ar fáil sa leabharlann.) Hickey, T. agus Ó Cainín, P. (2003). Léitheoirí Óga na Gaeilge: Cothú agus Cabhair. In R. Ní Mhianáin (eag.), Idir Lúibíní: Aistí ar an Léitheoireacht agus ar an Litearthacht. Baile Átha Cliath: Cois Life. (810.9/IDI Tá cóipeanna den leabhar seo ar fáil ar iasacht 4 uair a chloig freisin) Littlewood, W. (1981). Communicative Language Teaching. Cambridge University Press. Ní Nuadháin, N. (2006). Putting a bit of spice into reading in Irish in the primary school. In T. Hickey (ed.), Literacy and Language Learning: Reading in a First or Second Language. Dublin: Reading Association of Ireland. (372.6/LIT) F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 23

25 Module EDU252 Creating a Positive Classroom Environment Spring Semester, Bachelor of Education 2 LEARNING OUTCOMES Educational Psychology On completion of this module, students will be able to: Describe the major psychological theories of motivation Know how to encourage motivation for learning in school and relate this to facilitating a positive classroom environment Understand the effects of group work on motivation and how to facilitate pupil motivation during group work Enhance their knowledge and understanding of environmental factors that facilitate the development of positive and optimal relationships in the classroom. Critique theory and evaluate practical responses to behaviour at systemic, school, class and individual level. Enhance knowledge and understanding of the social psychology of the classroom in terms of teacher-pupil interaction and pupil-pupil interaction Understand bullying from a social-ecological perspective and critique research-based prevention and intervention strategies. Critique the personal attributions made by behavioural challenges and the opportunities or limitations that cognitive processes can engender. Develop awareness of observational techniques, environmental checklists, behavioural checklists, questionnaires and rating scales relating to the analysis of behavioural issues. Develop competencies in drawing up both classroom and individual behavioural plans. Educational Methodology On completion of this module, students will be able to: Develop reflexivity and an understanding of the complex role of the classroom teacher in creating a positive classroom climate. Examine the link between learning theories, associated theoretical principles and practical application of a range of education methodologies in the senior classroom. Display a developing ability to discuss pedagogical issues and evaluate a range of methodologies and approaches, with particular reference to the senior classes for teaching practice preparation. Analyse the key issues of behaviour management; classroom management, planning of schemes, differentiation, group teaching, learning through displays and classroom climate. Examine a variety of assessment types under the Assessment of Learning (AOF) and Assessment for Learning (AFL) approaches. Analyse classroom management styles through critical reflection and problem-based learning. F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 24

26 Critique complex classroom scenarios that involve group teaching, mixed ability teaching and possibilities for differentiation. Name Title Office/Hour/s Telephone Marie Ryan Lecturer in Educational Psychology and Developmental Psychology R107 (Res Block) Wednesday Week Topic Week 1 Course Introduction/Classroom Climate Educational Methodology Week 2 Week 3 Week 4 Group work: the range of possibilities Differentiation made realistic Classroom Management (3) Styles Week 5 Behaviour Management 3 Week6 Week 7 Week 8 Week 9 Creating displays for senior classes Planning for Learning 3 Schemes (A) Planning for Learning 3 Schemes (B) Assessment Showcase (A) Week 10 Assessment Showcase (B) Dr. Fíodhna Gardiner- Hyland Lecturer in Educational Methodology R206 (Res Block) Wednesday Fiodhna.gardiner@mic.ul.ie F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 25

27 Week Week 1 Week 2a Week 2b Week 3 Week 4 Week 5 Week6 Week 7a Week 7b Week 8a Week 8b Week 9a Week 9b Week 10 Topic Educational Psychology Conceptual & Theoretical Understanding of Behavioural Difficulties Motivation Motivation Classroom Relationships: Teacher Pupil Interaction Expectancy Effects Classroom Relationships: Pupil-Pupil Interactions; norms, roles, group dynamics Classroom Relationships: Bullying Classroom Relationships: Bullying Cyberbullying and Cyber-safety Behaviour Planning: Classroom Level Responding to Behavioural Challenges Assessment of Behaviour: Observation Skills, Sociometry Assessment of Behaviour: Functional Behaviour Analysis Behaviour Planning: Individual Level Behaviour Planning: School Level MODULE ASSESSMENT 100% will be allocated for an Exam 10% can be deducted for poor attendance Attendance will be recorded Repeat Assessment 100% Examination FEEDBACK You are encouraged to communicate with lecturers whenever you have questions. Queries, opinions and questions are welcomed during lectures. You may also contact lecturers via or phone. Students are encouraged to seek feedback on class-work, and examinations. LECTURE NOTES Lecture notes relating to weekly lectures will be made available in both components of the course through the college s online learning system: Moodle. Additional Reading may also be provided via Moodle. URL: Moodle.mic.ul.ie F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 26

28 Access Key: 2014EDU205 READING LIST REQUIRED READING EDUCATIONAL PSYCHOLOGY Long, M., Wood, C., Littleton, K., Passenger, T., Sheehy, K. (2011). The Psychology of Education. Oxon: Routledge Falmer Chapters 12 & 13 Woolfolk, A., Hughes, M. & Walkup, V. (2013). Psychology in Education. Essex: Pearson. Chapters 10 & 12 Babad, E. (2009). The Social Psychology of the Classroom. New York: Routledge. Jimerson, S., Swearer, S. M., Espelage, D. (2010). Handbook of Bullying in Schools: An International Perspective. New York: Routledge. Wentzel, K. R., Wigfield, A. (2009). Handbook of Motivation at School. New York: Routledge. ***Additional reading will be made available on Moodle*** REQUIRED READING EDUCATIONAL METHODOLOGY Arends, R. (2007). Learning to Teach, Seventh Edition, NY: McGraw Hill, chapters 3&5. Kyriacou, C. (1998). Essential Teaching Skills, Cheltenham: Stanley Thornes, chapter 5. Kyriacou, C. (1986) Effective Teaching in Schools, Cheltenham: Stanley Thornes. NCCA (2007). Assessment in the Primary School Curriculum: Guidelines for Schools. Dublin: National Council for Curriculum and Assessment (NCCA), sections 2&3. Rogers, B. (2006) Classroom behaviour: a practical guide to effective teaching, behaviour management and colleague support. London: Routledge. Scrivener, J.(2005) Learning Teaching: A Guidebook for English language Teachers, 2nd edition. London: Macmillan. ***A separate list of recommended professional resources, including books and websites is available on Moodle *** EDU 253 STeM 5: Pedagogy of Maths and Teaching and Learning with ICT Bachelor of Education 2: Bachelor of Education in Education & Psychology 2 In the Mathematics Pedagogy component of this module, focusing on the pedagogy of Pedagogy of Shape and Space, a developmental approach to teaching shape and space concepts across the primary school curriculum will be presented. This approach draws from cognitive frameworks of learning geometric concepts. Critical to this course is the use of technological innovations and tools to support the classroom teaching of geometric concepts. In addition, pre-service teachers will be provided with opportunities to explore the relevant primary school concepts using concrete and virtual materials. LEARNING OUTCOMES: On completion of this module, students will be able to: Reflect on and deconstruct previous mathematics experiences to examine and address misconceptions or thin understanding F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 27

29 Apply cognitive frameworks of geometric reasoning in the design of pedagogical activities and teaching progressions in geometry. Explore properties of geometric figures and constructions, appropriate for students in primary school, using pencil and paper and a dynamic geometric computer environment. Develop appropriate mathematical language to express ideas and justify reasoning and begin to explore the basis of formal mathematical proofs and geometry. Develop and expand geometrical understandings and demonstrate the ability to apply concepts outside of those involving prototypical examples. Use inductive reasoning and conjecturing to explore geometric topics including properties of polygons and polyhedrons, symmetry, similarity, transformations, geometric constructions, and measurement. Participate in sessions to experience best practice in mathematics teaching i.e. constructivist approach, use of materials etc. Demonstrate understanding of primary level shape and space concepts in addition to linkage between strand units. Increase personal mathematics subject matter knowledge specifically in the area of geometry MODULE CONTENT: The following areas may be addressed over the duration of the course. Due to bank holidays and other events impacting on scheduling, all topics may not be covered and are subject to change. Developing Spatial Awareness Properties of polygons and polyhedrons Symmetry, transformations and form in 2D and 3D worlds Geometric constructions and measurement Children s developmental thinking: Van Hiele Levels of Geometric Thought Using ICT, children s literature and engaging contexts to support the development of children s geometric reasoning MODULE ASSESSMENT: The examination will take place during week 12 by means of an objective test (OT). This examination is not negatively marked. Students must answer all questions in the exam. Questions will be set from lecture material/notes, available handouts, lecture-based activities, and required readings from the Van De Walle textbook in addition to other readings identified during the lectures. In the event that a student fails the module, the repeat assessment procedure for the module is examination (worth 100%). In the repeat examination, students must answer two essay-type questions from a choice of two (2Q/2). Attendance and participation in sessions is a requirement of the course. Attendance is required due to the emphasis on hands-on experiences when working with geometric manipulatives. Attendance will be recorded weekly. notification of absences is not accepted. 10% of marks in the module will be deducted for poor attendance. Absence due to illness: If you receive a cert from a doctor outside the college medical centre, a copy of the doctor certificate must be handed to the relevant lecturer during the lecture the week following the absence. If you receive a cert from the college medical centre, you must still inform the lecturer during the session following the absence. The cert will be sent directly to the lecturers at the end of semester. Otherwise you will be marked absence. Please do not send s in relation to doctor certificates. Absences due to sports: Absences due to sports are only accepted in the case where the student is representing the college in a competition. Documentary evidence of this will be required. Absences for F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 28

30 training are not permitted. You must still inform the lecturer during the session following the absence. Please do not send s in relation to matches. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. FEEDBACK: Students can ask questions in relation to the course generally from lecturers before/after sessions or during office hours. Specific feedback regarding in-class assignments will be given to each group in subsequent sessions. STAFF: Name Title Office Office Hour/s Dr Aisling Leavy Dr Mairéad Hourigan Dr. Noreen O Loughlin Lecturer in Mathematics Education Lecturer in Mathematics Education Lecturer in Mathematics Education By appointment Office Telephone R124 Foundation Building R123 Foundation Building G64 Foundation Building Aisling.Leavy@mic.ul.ie Mairead.Hourigan@mic.ul.ie Noreen.oloughlin@mic.ul.ie READING LIST: Readings are aligned with course topics and are sourced from the course textbook. It is important to note that the readings supplement the course content and provide background on the mathematical topics. However, the readings are not a substitute for attendance at lectures. A number of articles from practitioner journals will be identified over the course of the semester. These will be mandatory reading. Full details will be provided on the weekly relevant outline notes. For this and subsequent mathematics education courses, there is one required core text which will support and extend your learning of the various mathematics concepts addressed in lectures. Required readings from the Van De Walle textbook will be assigned by the lecturer at the relevant lecture and/or listed in the relevant lecture notes. This text is available in the 4 hour loan and general lending sections of the library and may be purchased from O Mahony s, the Students Union bookshop or a variety of online sources ( and F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 29

31 Van De Walle J. (2013). Geometric Thinking and Geometric Concepts. Elementary and Middle School Mathematics: Teaching Developmentally. International Edition. Eighth Edition. Government of Ireland (1999). Mathematics: Primary School Curriculum. The Stationery Office. Personal copy of curriculum handbook (also available from library). Government of Ireland (1999). Mathematics: Teacher Guidelines. The Stationery Office. Personal copy of curriculum handbook (also available from library) p Lecturers may make notes available relating to weekly lectures in both components of the course. These notes are intended as a brief overview of the content covered during the session; they are not intended as a summary of the lecture nor are they intended as a substitute for attendance at lectures (attendance is a requirement). Hence, you are advised to take detailed notes during all lectures. These notes are available to all students via moodle. URL: Access Key: Moodle.mic.ul.ie VanDeWalle Module EDU 254 Social Studies 2 Teaching History and Geography in Primary Schools Spring Semester, 2014 Bachelor of Education 2 Geography and History are exciting, relevant and invigorating subject areas which are important for teachers personal and professional development. This course develops student teachers confidence, knowledge and skills to enable them to teach geography and history in primary schools in line with the requirements of the Primary School Curriculum (DES/NCCA, 1999). The course aims to engage students critically with core aspects of geography and history through practical workshops, critical reflection, online learning and field studies. Ultimately, the course will model high quality geography and history teaching both for student teachers and for primary children. F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 30

32 The course will cover a range of theoretical and practical issues in teaching primary history and geography, informed by current trends from international, national and local research. This will include teaching literacy and numeracy through history and geography; implications of new guidelines for early childhood education; long term and short term planning; use of a range of assessment approaches, creative approaches, learning from previous experiences as learners of history and geography and enquiry based learning. LEARNING OUTCOMES: On successful completion of the module, the students will acquire learning at different levels: Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Understand and be able to critique the content and structure of the history and geography curriculum in the context of teaching practice, personal experiences and research; understand the relationship between content and process in the context of teaching history and geography; become familiar with the constructivist theories of learning appropriate to primary teaching; develop their pedagogical content knowledge and subject matter knowledge in history and geography; become familiar with resources for teaching history and geography; become familiar with the important role history and geography lessons have in developing the children s literacy and numeracy skills. Affective: Attitude and Values realise the important potential contribution of history and geography to the lifelong development of the person; appreciate the child-centred philosophy and learning principles of the revised curriculum and how they can be enacted through the teaching of history and geography; have an opportunity to discuss and reflect upon their initial experiences of teaching history and geography. Psychomotor: Skills, Capabilities and Experience engage in practical activities that promote the skills of working as a historian and working as a geographer; practice and evaluate some methodologies in the classroom, as part of their teaching practice; design and utilise some resources for teaching history and geography while on school placement. Research value the concept of Assessment for Learning and become familiar with different assessment methodologies to promote a deep level of thinking and understanding in primary history and geography; conduct research in a classroom context; MODULE CONTENT: History F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 31

33 Lectures: Week 1:Primary History Lecture 1 Week 2: Primary History Lecture 2 Workshop 1: Week 3: Primary History Lecture 3 Week 4: Primary History Lecture 4 Topic Introduction to Module EDU 254 Assessment procedures Introduction to Photo Voice as a technique for teaching History Lecture: History in the Constructivist Classroom Using Historical Artefacts in the Constructivist Classroom Approaches and Methodologies in History Teaching (Overview) Station Teaching as an approach in History Teaching Framework for using historical documents as a resource. Lecturer Eileen O Sullivan Eileen O Sullivan Eileen O Sullivan Eileen O Sullivan Workshop 2: Week 5: Primary History Lecture 5 Week 6: Primary History Lecture 6 Workshop 3: Week 7: Primary History Lecture 7 Workshop 4 Week 8: Primary History Lecture 8 Workshop 5: Week 9: Primary History Lecture 9 Using Visual Evidence in Station Teaching in History Case Study as an approach in History Teaching Character study as an approach in History Teaching Using a Guest speaker in History Teaching Using Narrative texts in History Teaching Using Narrative Texts on School Placement (levels 1, 2, 3, 4) Using the Local Environment in the teaching of History The Local Trail/Recording Old Buildings Using History Textbooks effectively in the Constructivist Classroom Determining the level of Cognitive Challenge in History Textbooks Assessment and Evaluation in History Teaching Eileen O Sullivan Eileen O Sullivan Eileen O Sullivan Eileen O Sullivan Eileen O Sullivan F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 32

34 Week 10: Primary History Lecture 10 Teaching History in the Infant Classes Preparation for School Placement 4 (Infant) Guidelines and activities Eileen O Sullivan MODULE CONTENT: Primary Geography Lectures: Week 1:Primary Geography Lecture 1 Week 2 :Primary Geography Lecture 2 Week 3: Primary Geography Lecture 3 Workshop 1: Week 4: Primary Geography Lecture 4 Week 5: Primary Geography Lecture 5 Topic Introduction to Module EDU 254 Enquiry based approaches to teaching and learning geography Spatial development, graphicacy and maps Place based education: teaching my local area Using the college campus as a site for learning geography Place based education: teaching other places Education for Sustainable Development Lecturer Patrick Dolan Patrick Dolan Patrick Dolan Patrick Dolan Patrick Dolan Workshop 2: Week 6: Primary Geography Lecture 6 Week 7: Primary Geography Lecture 7 Workshop 3: Week 8: Primary Geography Lecture 8 Workshop 4 Helping children to work as eco detectives Teaching literacy and numeracy through geography Teaching geography creatively Working as tourism agents for Limerick city Teaching Physical Geography The River Shannon: a case study Patrick Dolan Patrick Dolan Patrick Dolan Week 9: Primary Geography Lecture 9 Planning, assessment and resources for teaching geography Working with resources Patrick Dolan F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 33

35 Workshop 5: Week 10: Primary Geography Lecture 10 Teaching Geography in the Infant Classes Preparation for School Placement 4 (Infant) Guidelines and activities Patrick Dolan Note: The lecturers reserve the right to alter the subject matter and/or order of the lectures. MODULE ASSESSMENT: Coursework: 45% History (submitted to Education Office, Week 10), 45% Geography (submitted to Education Office, Week 10). Full attendance at lectures is a requirement of this course. Up to 10% of the marks allocated for the area may be deducted for unsatisfactory attendance/participation. Lecturers reserve the right to refuse to accept coursework from students whose attendance is deemed to be unsatisfactory. A record of attendance will be taken at each lecture/tutorial. Repeat Examination (Annual repeats, August 2014): Coursework All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. FEEDBACK: A group feedback session will be offered to students in Spring Semester. If after attending the group feedback session a student wishes further clarification, students will be advised on specific times when they can meet with the relevant lecturer individually. STAFF: Name Title Office Office Hour/s Telephone Patrick Dolan Lecturer Primary Geography N3, Gerard House Patrick.dolan@mic.ul.ie Eileen O Sullivan Lecturer Primary History N35, Gerard House Eileen.osullivan@mic.ul.ie READING LIST: Mandatory Reading Geography (All documents listed are available on Moodle). F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 34

36 1. Scoffham, S. (2013) Geography and Creativity: Making Connections in Scoffham, S. (Ed). Teaching Geography Creatively: London: Routledge p Scoffham, S. (2013). Geography and creativity: developing joyful and imaginative learners. Education 3-13, 41(4), doi: / Dolan, A. (2013) Exploring geography through stories in Scoffham, S. (Ed). Teaching Geography Creatively: London: Routledge p Department of Education and Science / National Council for Curriculum and Assessment NCCA (1999) The Geography Curriculum, Dublin, Stationery Office 5. Department of Education and Science / National Council for Curriculum and Assessment NCCA (1999) Geography Curriculum Teacher Guidelines, Dublin, Stationery Office. (Note: Scoffham, S. (2013). Teaching Geography Creatively: London: Routledge may be purchased from O Mahony s or Students Union Shop). History (All documents listed are available on Moodle) 1. Department of Education and Science / National Council for Curriculum and Assessment (1999) Primary School Curriculum: History Curriculum Statement. Dublin: The Stationery Office. 2. Department of Education and Science / National Council for Curriculum and Assessment (1999) Primary School Curriculum: History Teacher Guidelines. Dublin: The Stationery Office. 3. Freidman, W. J. (1982) Conventional time concepts and children s structuring of time. In W. J. Freidman (Ed.) The Developmental Psychology of Time, pp New York: Academic Press. 4. O Sullivan E. (2012). Learning to Understand Backwards in time: Children s Temporal cognition and the primary History Curriculum. Educational Studies Association of Ireland Conference, Optional Readings Geography: 1. Scoffham, S. (2010) (Ed.) Handbook of Primary Geography. The Geographical Association: Sheffield. 2. Dolan, A.M. (2012) Making a connection. Primary Geography. Sheffield: Geographical Association Vol. 79, (3) pp Dolan, A.M. (2012) Futures talk over story time. Primary Geography. Sheffield: Geographical Association Vol. 78, (2) pp Catling, S and Willy, T. (2008) Achieving QTS Teaching Primary Geography. Exeter: Learning Matters. 5. Martin, F. (2006) Teaching Geography in Primary Schools: Learning to Live in the World Cambridge: Chris Kington Publishing. 6. Martin, F. and Owens, P (2008) Caring for our World: ESD for 4-8 year olds. Sheffield: Geographical Association. History 1. Hodkinson, A. (2003) The usage of subjective temporal phrases within the national curriculum for history and its schemes of work. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 31:3, pp F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 35

37 2. Hoodless, P.A. (1996) Time and Timelines in the Primary School, Teaching of History Series No. 69. London: Historical Association. 3. Hoodless, P. A. (2002) An investigation into children s developing awareness of time and chronology in story. Journal of Curriculum Studies, 34: 2, pp Jahoda, G. (1963) Children s concept of time and history. Educational Review, 15 (287): pp Levstik, L. S. and Pappas, C. C. (1987) Exploring the development of historical understanding, Journal of Research and Development in Education, 21(1), pp Virta, A. (2002) Becoming a history teacher: Observations on the beliefs and growth of student teachers, Teaching and Teacher Education, 18(6) pp Waldron, F., Pike, S., Varley, J., Murphy, C. and Greenwood, R. (2007). Student Teachers prior experiences of history, geography and science: Initial findings of an all-ireland survey, Irish Educational Studies,16:2, pp EDU 255: Christian Religious Education 2 Spring Semester, Bachelor of Education: Bachelor of Education in Education & Psychology INTRODUCTORY STATEMENT This module will explore the foundations of Christian Religious Education as reflected in a selection of official Church documents and the writings of key theorists in Christian Religious Education. This will give students a basis on which to discuss the ethoi of Christian schools, the spirituality of the child and the teacher and to address the teaching of Christian Religious Education in schools. The module will focus on providing comprehensive knowledge, understanding and application of a range of Religious Education methodologies F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 36

38 for children in Junior and Senior Infants as well as Fifth and Sixth class. Particular attention will be given to the writing schemes with appropriate objectives and clear progression. The faith development of the child at the heart of Religious Education will be explored. Students will be introduced to sacred rites, rituals and texts within the Christian tradition and will explore appropriate methodologies for the preparation of children for the Sacraments within Catholic Schools. LEARNING OUTCOMES: On completion of this module, students will be able to: Identify key points in official Church documents which provide a foundation for catechesis Analyse a variety of school ethoi and provide accounts of how and why different types of schools have different types of ethoi Illustrate comprehensive knowledge, understanding and application of a range of methodologies for Christian Religious Education for Junior and Senior Infants as well as Fifth and Sixth in Irish Primary schools Identify, critique and analyse a range of strategies that facilitate assessment in, for and of learning in Religious Education Illustrate comprehensive knowledge and understanding of the key teaching of the Christian Churches on issues of faith and morals Design schemes for Religious Education with appropriate objectives and clear progression Prepare and celebrate a variety of Christian rituals in the classroom and the community to develop children s ability to partake in community worship within the Christian tradition Support children in valuing their relationship with Jesus Christ as part of a Christian community Appreciate the place of the faith development of the child at the heart of Christian Religious Education Value and support children in developing their Christian spirituality in a secure environment while raising awareness of human rights, justice and equality in the Christian tradition and society Foster in children an awareness of the Christian imperative to care for the earth Reflect on their own practice while delivering Christian Religious Education curricula in a variety of Christian school settings Appreciate the challenges facing Christian schools in contemporary Ireland MODULE DELIVERY: Lectures per week: 2 lectures (20 contact hours) 3 ECTS credits Monday: large groups Tuesday or Wednesday: small groups Moodle: EDU255 Christian Religious Education 2 F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 37

39 MODULE CONTENT: Calendar: this is subject to change Weeks Large Group- Monday Small Group Tuesday or Wednesday Week 1 Introduction Education at the heart of the Church A: Ethos and Environment for CRE B: Reconciliation Week 2 Education at the heart of the Church B: Ethos and Environment for CRE A: Reconciliation Week 3 Trocaire A: Schemes B: Eucharist Week 4 Alive O7 Called in the Spirit B: Eucharist A: Schemes Week 5 Alive- O 8 Creative Relationships A: ICT B: Confirmation Week 6 Alive O B: Confirmation A: ICT Week7 Church of Ireland A: Prayer in the School B: Prayer in the School Week8 No Class St Patrick s Day B: Inclusion in Catholic Schools A: Church visit Week 9 Senior TP A: Inclusion in a Catholic Schools B: Church visit Week 10 SEN and RE A: Presentations B: Presentations Week 11 MODULE ASSESSMENT: Coursework to be submitted to the Education Office on Wednesday April 2nd by 4pm (Week 10) (10% may be deducted for poor attendance at lectures) Repeat Assessment: Coursework All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. FEEDBACK: General feedback will be given in small lecture groups. Assignments will not be returned to students. STAFF: Name Title Office Maurice Harmon Lecturer, Religious Education Office Hour/s R118 for an appointment Telephone Maurice.harmon@mic.ul.ie F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 38

40 Noreen Spain Tutor, Religious Education for an appointment READING LIST: Franchi, L. (2007) An Anthology of Catholic Teaching on Education, London: Scepter. Franchi, L. and Mc Kinney, S. (2011) A Companion to Catholic Education, Herefordshire: Gracewing. Grenham, T. and Kieran, P. (eds), (2012) New Educational Horizons in Contemporary Ireland: Trends and Challenges, Frankfurt: Peter Lang. Harmon, M. and Mahon, E. (2012) Prayer Assemblies for Primary Schools, Dublin: Veritas. Hyland, M. (ed), (2013) Why Send Your Child To A Catholic School?, Dublin: Veritas. Hyland, M. Series Editor. ( ) Alive-0 Programme, Dublin: Veritas. Irish Bishops Conference. (2010) Share the Good News: National Directory for Catechesis in Ireland, Dublin: Veritas. Irish Bishops Conference. (2008) Vision 08, Dublin: Veritas. Irish Bishops Conference. (2007) Catholic Primary Schools: A Policy for Provision into the Future, Dublin: Veritas. Norman, J. (2003) Ethos and Education in Ireland, New York: Lang. Palmer, P. J. (2007) The Courage to Teach: Exploring the Inner landscape of a Teacher s Life, New Edition, New York: Jossey-Bass. Speroni, C. (2005) Teaching Other Faiths in the Catholic Primary School, Farmington: Farmington Fellowship. Wilkinson, J. Series Editor. (2010) Follow me, Dublin. Module Code: EDU 256 Module Title: RELIGIOUS EDUCATION IN MULTI-DENOMINATIONAL SCHOOLS 2 Programme(s): B.Ed. and B.Ed. PSYCHOLOGY Learning Outcomes: 1 Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 39

41 Demonstrate an understanding of the philosophical rationale and theoretical underpinnings of programmes used to teach children about ethics, religions and beliefs in multidenominational schools in Ireland. Compare and contrast various multi-denominational models of religious education. Critique a range of methodologies for fostering children s reasoned and ethical care for the environment. Identify, critique and analyse a range of strategies that facilitate assessment in, for and of learning in Religious Education. Discuss and practice applying ethos as a key factor for making classroom and school decisions. 2 Affective: Attitude and Values Consider ways to prepare children to become caring members of a society with the necessary intercultural and inter-religious skills to enrich such a society. Understand the range of dispositions and skills that children could develop to enable them to participate in and contribute to the democratic process and become informed and socially responsible citizens and to identify practical ways of implementing them in the classroom. Value the right to hold and practice different beliefs and appreciate what it means to live in a world of diverse beliefs. Recognise the role of the hidden curriculum. 3 Psychomotor: Skills and Capabilities Explore a range of teaching and learning strategies appropriate to the primary classroom which acknowledge and promote respect for the beliefs and values of a range of religious, humanist, secular and other world views. Reflect on their own practice when delivering diverse Religious Education curricula in a variety of school settings. Understand ways to address issues of spirituality and morality in a multi-denominational school. Design schemes for Religious Education in a multi-denominational school with appropriate objectives and clear progression. Access and evaluate appropriate resources for use in a Multi-denominational Religious Education class. Course Content: Week 1 Review of key concepts in previous term Democracy in the classroom/school community Democracy in action (making decisions for the module) Week 2 Spiritual Development Mindfulness, philosophy, meditation, developing self-awareness F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 40

42 Week 3 Children s Moral Development Contrasting theories and their implications for the classroom Week 4 Ethics and the Environment Strand of the Learn Together Curriculum Week 5 Equality and Justice Strand of the Learn Together Curriculum Week 6 Goodness Me, Goodness You model lessons Week 7 MDRE integration with the arts Week 8 Resources for MDRE Methods of assessment Week 9 Interaction with parents Ethos as the keystone for developing school policies and curriculum Week 10 Comparative religious studies with children Assessment Details: Sharing lesson plans with peers Reflective Log (50%) a brief paragraph for each of the lectures that is a personal reflection and which will be submitted with the summative paper (c. 150 words per session) Practical Lesson Plan (30%) to be submitted in class during Week 8 - two-page RE lesson plan for either an Educate Together or Community National School Summative paper (20%) 300 words submitted with reflective log on or before Friday, 11 th April, Reaction to reading of their choice (a book chapter or journal article) on any topic or theme related to the module, connecting the article with other concepts in the course and/or personal experience. - Format of Feedback: Students will receive written feedback regarding their lesson plans before the end of the course. After all marking is completed, students may view the scripts as well as read a narrative commentary on their reflective log and summative paper. The module lecturer will be available via and at the end of each lecture for informal feedback and assistance regarding the requirements of the module. Names and Contact details of staff: Dr. Matthew Wallen Office Hours: Tuesday, 4-6pm Bibliography: Key Sources F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 41

43 1. Educate Together. (2004) Learn Together: Ethical Education Curriculum, Dublin: Educate Together. 2. Moloney, C. (2011) Goodness Me Goodness You: Religion Programme, Dublin: VEC. Supplementary sources 1. Dermody, A., Ward, F. and Kelly, E. (2010) Signposts: Lessons for Living, Dublin: Original writing. 2. DeVries, R. and Zan, B. (1994) Moral Classrooms, Moral Children, New York: Teachers College Press. 3. Freire, P. (1972) Pedagogy of the Oppressed, London: Sheed and Ward. 4. Hyland, A. (June 2010) The Patronage of Primary Schools, Education Matters 5. Keast, J. (ed).( 2007) Religious Diversity and Intercultural Education: A Reference Book for Schools, Strasbourg: Council of Europe Publishing. 6. Lipman, M. (1998) Philosophy goes to School, US: Temple University Press. 7. Lipman, M. (2003) Thinking in Education, Cambridge: University Press. 8. Mc Gowan, D.(ed). (2007) Parenting Beyond Belief: on Raising Caring Ethical Kids without Religion. New York: Amacon. 9. NCCA (2005) Intercultural Education in the Primary School, Dublin: Department of Education and Science. 10. Palmer, P. J. (1999) The Active Life: A Spirituality of Work, Creativity, and Caring, San Francisco, Calif.: Jossey-Bass. 11. Sandel, M. J. (2009) Justice: What's the Right Thing to Do? 1st ed. New York: Farrar, Straus and Giroux. 12. Wright, A. (2000) Spirituality and Education Master Classes in Education Series, London: Routledge Falmer. Module EDU 257 Spring Semester 2014 Bachelor of Education2/ Bachelor of Education in Education & Psychology 2 Social, Personal, Health, & Physical Education 2 MODULE RATIONALE The rationale and purpose of this module is to expand on the students previously acquired competences in relation to the effective teaching of Social, Personal and Health Education (SPHE) and Physical Education (PE) F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 42

44 MODULE CONTENT The PE component of the module is based on the following units: Physical Activity in the Primary School Pedagogy and Assessment (Outdoor and Adventure, Dance, Games); Inclusion and Differentiation in PE School Placement (Review, Observation and Teaching of PE) The SPHE component of the module is based on the following units: Media Education, Alcohol and Other Drugs, Relationships and Sexuality Education, Child Mental Health Promotion, School Placement (Effective planning, integration, lesson notes) LEARNING OUTCOMES On completion of this module, students will be able to: explore the social and policy contexts in which SPHE and PE are defined and implemented and review their specific roles and responsibilities in the development of policy together with the roles and responsibilities of all other stakeholders think critically, analyse, and solve problems, as an individual and as a member of a team engage with educational research pertaining to SPHE and PE and explore its contribution to teaching, learning and assessment develop strategies for developing positive relationships and communicating effectively with pupils, parents, colleagues, health professionals and other members of the community who may contribute to the learning in SPHE and PE motivate, inspire, acknowledge and celebrate effort and success plan and implement appropriate learning opportunities through physical education, physical activity and co-curricular learning in a variety of contexts display competence and confidence in the teaching and assessment of SPHE and PE in a variety of contexts MODULE ASSESSMENT The assessment of this module consists of a group presentation and supporting document based on the title The contribution of schools to the promotion of lifelong physical activity and health. In a group of 3 you are asked to identify a specific primary school-based idea/ initiative/ approach and present an argument for its role in promoting an active and healthy lifestyle. The presentation should include 1. An outline of the idea/ initiative/ approach 2. Identification, using examples, of how this idea/ initiative/ approach contributes to promotion of an active lifestyle (PA/ PE/ Sport) The supporting document should include 1. A brief overview of the idea/ initiative/ approach 2. Identification, using examples from SPHE, of how this idea/ initiative/ approach contributes to promotion of active healthy lifestyles. Word count 1000 words (+- 100) F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 43

45 Submission date Presentation (50%): Class time in week 7 Supporting document (50%): Class time in Week 7 Repeat assessment: Written exam: Two PE questions, answer 1 Two SPHE questions, answer 1 All assignments must be submitted with the appropriate cover sheet that can be downloaded from Moodle All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. ATTENDANCE Because of the practical and experiential nature of the classes provided as part of module EDU257, attendance at all classes is compulsory. For this reason, you will be required to sign-in to all classes in the module. Absence from four (4) or more hours of class across the entire module, without appropriate certification (Doctor, Counsellor or Chaplaincy certificate), will result in the student receiving an F grade on the whole module. Failing the module will result in it having to be retaken at annual repeats in August It is the responsibility of the student to ensure that all certificates concerning absences are presented to the class lecturer at the first class immediately after the absence. If you do not do this, your absence will not be accounted for. An additional rule exists concerning attendance at PE classes, whereby students who miss two classes may not be allowed out on Teaching Practice placements. FEEDBACK Individual feedback on assessments is available to all students. Please make an appointment via . F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 44

46 STAFF Name Title Office Telephone Dr Déirdre Ní Chroinín Lecturer in Physical Education TN Richard Bowles Aoife O Rourke Mary Beades Deirdre Hegarty Lecturer in Physical Education Lecturer in Physical Education (p/t) Lecturer in Physical Education (p/t) PhD in Physical Education R201A richard.bowles@mic.ul.ie c/o Tailteann reception c/o Tailteann reception Aoife.orourke@tcfe.ie mary.beades@gmail.com Tailteann deirdre.hegarty@mic.ul.ie Tim Moloney Dr. Carol O Sullivan Lecturer in Social, Personal and Health Education Lecturer in Social, Personal and Health Education R tim.moloney@mic.ul.ie R Carol.OSullivan@mic.ul.ie Please your lecturer if you have queries or to make an appointment. STUDY RESOURCES 1. Government of Ireland Primary School Curriculum: Physical Education. Dublin: Government Stationery Office. 2. Government of Ireland Primary School Teacher Guidelines: Physical Education. Dublin: Government Stationery Office. 3. Block, M.E A Teacher s Guide to Including Students with Disabilities In General Physical Education. Baltimore : Brookes Publishing 4. Lieberman, L.J. and Houston-Wilson, C Strategies for Inclusion: A Handbook for Physical Educators. Champaign: Human Kinetics 5. Government of Ireland (1999). Primary School Curriculum: Social, Personal and Health Education. Dublin: Government Stationery Office. 6. Government of Ireland (1999). Primary School Teacher Guidelines: Social, Personal and Health Education. Dublin: Government Stationery Office. 7. ESRI/TCD, Growing Up in Ireland Department of Education and Science/Health Promotion Unit Guidelines for Developing a Schools Substance Use Policy. Dublin: Government Stationery Office. SUPPLEMENTARY RESOURCES 1. Graham, G Teaching Children Physical Education. Champaign: Human Kinetics 2. Pickup, I. and Price, L Teaching PE in the Primary School. London: Continuum. 3. Pickup, I. Price, L., Shaughnessy, J., Spence, J. and Trace, M Learning to Teach Primary PE (Achieving QTS). : Learning Matters. F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 45

47 4. Thomas, K., Lee, A., and Thomas, J Physical Education Methods for Elementary Teachers. Champaign: Human Kinetics. 5. Hibell, B. U. Guttormsson, S. Ahlstrom, O. Balakireva, T. Bjarnson, A. Kokkevi & L. Krauss The 2007 ESPAD Report. Stockholm: CAN. 6. O Connor, E., S O Driscoll & A. Winston When Someone Close Dies. Dublin: HPU. 7. Worden, J.W Children and Grief. New York: Guilford Press. 8. Morgan, M. 2000, Relationships and Sexuality Education: An Evaluation and Review of Implementation. Dublin. Government Stationery Office 9. Dáil na nóg Lifeskills Matter Not Just Points. Dublin: Office of the Minister for Children and Youth Affairs. F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 46

48 Module EDU258 Schools and Society 2 Spring Semester, This module addresses topics and debates within three foundation disciplines: History and policy of Education, Philosophy of Education and Sociology of Education. It will build upon issues previously addressed in EDU106 Schools and Society 1. In addition, this module will provide student teachers with opportunities for critical engagement with a range of issues upon which they can build throughout their professional career and ensure they are competent and informed to meet the challenges when teaching in an increasingly diverse primary classroom. The key concept underlying the thematic approach within this module is relationships within education. A range of issues pertaining to relationships will be interrogated by the students including care, equity, equality, well-being, freedom and authority. Relationships will be explored through a variety of methodologies such as lectures, on-line learning, film and video, images, and independent learning. The foundation disciplines will play a central role in the development of the core values and professional commitments which are in accordance with the Teaching Council s Code of Professional Conduct for Teachers; especially in relation to ethics, democracy and social justice. History and Policy of Education: History can be described as the story of our past. The dynamics and outcomes of relationships form part of this story. So it is with the History and Policy of Education. The relationships between individuals involved with education, the relationships between people and education systems or between people and educational institutions form part of the story of our educational past, both recent and more distant. By considering the dynamics of these relationships and the results and outcomes of these relationships, we can arrive at a critical understanding of the story of our educational past. History and Policy of Education lectures in this module explore some relationships in Ireland s educational past from a number of perspectives. Considering initially the relationships that exist in education today and building on concepts previously addressed in EDU106 Schools and Society 1, the issues to be explored include professional relationships, relationships within the education system and relationships between agencies with regard to education. The national school system in Ireland was founded initially to serve the needs of poorer members of society. It continues to do so. Since the end of the nineteenth century, female primary teachers have outnumbered their male counterparts. They still do. Consequently, issues of social class and gender from a historical perspective underpin much of this module s work. Philosophy of Education: The central questions addressed in the Philosophy of Education lectures are: How might we think about the relationships between children and their teachers? And what is our relation to ourselves as teachers and as human beings? Different philosophers and practitioners conceive of the pedagogical relationship in very different ways. One of the key questions that we will look at is the relation between freedom and authority in the educative relationship. In light of current discourses emphasising care and well-being in schools, including SPHE and those elements of our curriculum that seek to have children to engage imaginatively with the lives of others, human and non-human (English, Drama, SESE for instance), we will discuss the relationship between educational practices and care. If teachers are caring professionals, then what do we understand by this? How do we distinguish, if at all, between education and care? What kind of a relationship is the relationship between a teacher and student? How does it differ or resemble the other kinds of relationships that we have? As so many teachers burn out or feel they need to be the perfect teacher how can we relate to ourselves as teachers? The ideas, beliefs and values that you F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 47

49 have shape the kind of teacher that you will be. Philosophy gives us the opportunity to critically reflect on who we are both as human beings and as teachers, and it also helps us to understand the ways in which education is always informed by values. It is a contested terrain. Asking ourselves as educators what we think a good education involves whilst appraising other perspectives is part of the process of becoming a reflective practitioner. Sociology of Education: The central questions addressed in the Sociology of Education lectures are: How does gender impact and influence the various relationships within education? And to what extent does a child s social class intersect with relationships within education? In addressing these two broad questions, students will critically assess a range of contemporary debates from equality, justice and gender perspectives. There will be an emphasis on underpinning the discussion within a theoretical framework. There is a particular focus on feminism, Marxist and Neo-marxist theoretical approaches. Students will develop an understanding of how relationships in education are influenced and in many cases constrained by gender and social class. These will be examined from the perspective of the child. In particular we will examine the taken for granted assumptions that teachers often make about boys and girls; and also about children from middle and working class family backgrounds. Students are introduced to concepts such as patriarchy, multiple masculinities and femininities, gender deconstruction, cultural capital, correspondence theory and home advantage. We will reflect how the teacher can empower children to develop positive relationships with each other. The sociology lectures will facilitate students understanding of the broad role of education within society. Most importantly, it will examine their role as future teachers in facilitating, enabling and nurturing equitable and respectful relationships within education. LEARNING OUTCOMES: Upon completion of this module students are expected to: Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Understand critically the ideas the values that shape approaches to education, pedagogy, with a focus on the pedagogical relationships Appraise critically the justifications for different approaches to education and for different understandings of the pedagogical relationships Comprehend some of the many-faceted historical relationships in Irish primary education Reflect critically on the dynamics and outcomes of these historical relationships Reflect critically and evaluate the imbedded nature of gender inequality in the various relationships within education from a sociological perspective Reflect, assess and evaluate the way a child s social class impacts upon their ability to form and sustain positive relationships within education Affective: Attitude and Values Cultivate the student s ability to reflect upon beliefs, values, attitudes in light of those of others Develop the students capacity for genuine engagement and reflection with philosophical ideas and questions and to engage in philosophical dialogue Appreciate the relevance of a critical historical sense Appreciate the challenges faced by those involved with education in the past Appreciate, value and promote equality and empathise with those experiencing inequality Appreciate and value the role of the teacher in establishing, nurturing and maintaining positive relationships within education F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 48

50 Psychomotor: Skills and Capabilities Not applicable MODULE CONTENT: History and Policy of Education Topic Lecturer Lecture 1: Introduction to relationships in Dr Eilís O Sullivan education Lecture 2: Relationships in Primary Dr Eilís O Sullivan Education today Lecture 3: Relationships in Primary Dr Eilís O Sullivan Education today Lecture 4: Relationships within the Dr Eilís O Sullivan emergent national school system Lecture 5: Relationships within the national Dr Eilís O Sullivan school system post 1922 Lecture 6: Inter-agency relationships 1 Dr Eilís O Sullivan Lecture 7: Inter-agency relationships 2 Dr Eilís O Sullivan Lecture 8: Professional relationships 1 Dr Eilís O Sullivan Lecture 9: Professional relationships 2 Dr Eilís O Sullivan Lecture 10: Review Dr Eilís O Sullivan Philosophy of Education Topic Lecturer Lecture 1: Introduction to relationships in education Dr Tony Bonfield/ Dr Aislinn O Donnell Lecture 2: Fear and education: Parker Palmer Dr Tony Bonfield/ Dr Aislinn O Donnell Lecture 3: Failure and education: Parker Palmer Dr Tony Bonfield/ Dr Aislinn O Donnell Lecture 4: Identity and integrity: Parker Palmer Dr Tony Bonfield/ Dr Aislinn O Donnell Lecture 5: Education and Care: Noddings Dr Tony Bonfield/ Dr Aislinn O Donnell Lecture 6: Education and Care: Noddings Dr Tony Bonfield/ Dr Aislinn O Donnell Lecture 7: Education and Happiness: Noddings Dr Tony Bonfield/ Dr Aislinn O Donnell Lecture 8: Relationships in Education: Buber Dr Tony Bonfield/ Dr Aislinn O Donnell Dr Tony Bonfield/ Dr Aislinn O Donnell Lecture 9: The Education of Character: Buber Lecture 10: Ethics in Education: Buber Dr Tony Bonfield/ Dr Aislinn O Donnell Sociology of Education Topic Lecturer Lecture 1: Introduction to relationships in Dr Angela Canny education the gender debate Lecture 2: Gender: Gendered subjects Dr Angela Canny F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 49

51 Lecture 3: Gender: School Ethos Dr Angela Canny Lecture 4: Gender: Children s negotiation of Dr Angela Canny gender Lecture 5: Gender: Deconstructing gender Dr Angela Canny relationships Lecture 6: Social Class and Relationships: Dr Angela Canny Equality of Opportunity? Lecture 7: Social Class and Relationships: A Dr Angela Canny Marxist Perspective Lecture 8: Social Class and Relationships: A Dr Angela Canny Neo-Marxist Perspective - Bowles and Gintis Lecture 9: Social Class and Relationships: Dr Angela Canny Neo-Marxist Perspective - Pierre Bourdieu Lecture 10: Social Class and Relationships: Cultural Capital and Home Advantage Dr Angela Canny F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 50

52 MODULE ASSESSMENT: This module will be assessed entirely through course work. Students will be given one assignment containing three sections (History and Policy of Education, Philosophy of Education and Sociology of Education). Description % of total marks Submission Date Section A: History and 33.3% TBA Policy of Education Section B: Philosophy of 33.3% TBA Education Section C: Sociology of Education 33.3% TBA The assignment must be typed and submitted with the appropriate cover sheet The assignment must have each section clearly outlined. The students must adhere to the assignment guidelines outlined in the assignment document. The assignment must be submitted through Turnitin prior to submission. The assignment must be submitted to the Education Office on the designated date. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. REPEAT ASSESSMENT: Students will be given one assignment containing three sections (History and Policy of Education, Philosophy of Education and Sociology of Education). The assignment must be typed and submitted with the appropriate cover sheet The assignment must have each section clearly outlined. The students must adhere to the assignment guidelines outlined in the assignment document. The assignment must be submitted through Turnitin prior to submission. The assignment must be submitted to the Education Office on the designated date. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. FEEDBACK: Students will be advised on specific times when they can meet with the relevant lecturer individually regarding assignment feedback. F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 51

53 STAFF: Individual appointments can be made by to meet with your lecturer. Name Title Office Dr Tony Bonfield Dr Angela Canny Dr Aislinn O Donnell Dr Eilís O Sullivan Lecturer in Philosophy of Education Lecturer in Sociology of Education Lecturer in Philosophy of Education Lecturer in History and Policy of Education Office Hour/s Telephone N (20)4970 Tony.Bonfield@mic.ul.ie R (20)4598 Angela.Canny@mic.ul.ie R (20)4374 Aislinn.ODonnell@mic.ul.ie R (20)4384 Eilis.OSullivan@mic.ul.ie READING LIST: (Please Note: Mandatory readings will be assigned on a weekly basis by the lecturers. All readings will be available on Moodle). Indicative readings include: Primary Reading: 1. Buber, M. (1947) Between Man and Man, London: Kegan Paul. 2. Coolahan, J. (1981) Irish Education: History and Structure, Dublin: Institute of Public Administration. 3. Hyland, A. & Milne, K. (1987) Irish Educational Documents Volume I, Dublin: CICE. 4. Hyland, A. & Milne, K. (1992) Irish Educational Documents Volume II, Dublin: CICE. 5. Lynch, K. and Lodge, A. (2002) Equality and Power in Schools, London: RoutlegeFalmer. 6. Noddings, N. (1984) Caring: A Feminine Approach to Ethics and Moral Education, Berkeley: University of California Press 7. Paechter, C. (2007) Being Boys, Being Girls: Learning Masculinities and Femininities, Berkshire: Open University Press 8. Palmer, P. (1998) The Courage to Teach, San Francisco: Jossey-Bass. 9. Skelton, C. and Francis, B. (2003) Boys and Girls in the Primary Classroom, Maidenhead: Open University Press. 10. Hill, M. and Pollock, V. (1992) Image and Experience: Photographs of Irishwomen c , Belfast: The Blackstaff Press. F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 52

54 Supplementary Reading: 1. Baker, J. et al. (2004) Equality: From Theory to Action. Basingstoke: Palgrave and Macmillan. 2. Flanagan, Frank (2006) The Greatest Educators. London: Continuum. 3. Halsey, A. H. et al. (1997) Education: Culture, Economy and Society. Oxford: Oxford University Press. 4. O Donnell, A. (2013) Unpredictability, transformation and the pedagogical encounter: reflections on What is Effective in Education, Educational Theory, 63(3) Shuffelton, A. (2013) A matter of friendship: educational interventions into culture and poverty, Educational Theory, 63(3) Weis, L. (2008) The Way Class Works: Readings on School, Family and the Economy, London: Routledge. F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 53

55 Module EDU259 The Creative Arts 2 Spring Semester, Bachelor of Education 2: Bachelor of Education in Education & Psychology 2 EDU259 is provided by the staff of the Department of Arts Education & Physical Education. It is the second of three core modules in the creative arts that will prepare students to teach the arts in primary schools. This course will provide students with a series of practical engagements in drama, music and visual art activities. Visual art workshops will be delivered in ten one-hour sessions, while music and drama workshops will be delivered in five two-hour sessions each. MODULE CONTENT: The module focuses on developing the students emergent identity and practice as teachers in the arts. Specifically, the student will explore using a variety of stimuli and starting points for engaging and developing arts education practice across three the three disciplines; these stimuli can include texts, characters, visuals, objects and sounds. Through experiencing the development of these stimuli across drama, visual art and music, students will develop ideas and experience of the successful planning and execution of arts education work in primary school settings. Furthermore, consideration will be given to the location of this work within a curricular framework, with strands and strand units explored in order to facilitate an understanding and engagement with planning for arts education. Methodologies and techniques unique to the pedagogy of drama, visual art and music and the exploration of forms, languages, elements and genres of the art forms will be continued and developed upon from Introduction to the Creative Arts 1 (EDU157). Teaching in the module will continue in largely an experiential vein, and students will encounter a variety of methods and approaches that enable them to deal with educational concerns which pertain across subject disciplines: e.g. assessment, classroom management, special educational needs. LEARNING OUTCOMES: On completion of this module, students will be able to: Examine ways in which the arts in the classroom promote children s creativity and imagination. Demonstrate the appropriate knowledge and skills required to successfully plan, implement and assess an arts education lesson in a primary classroom. Apply principles in planning for a variety of learning styles, integration and classroom management to their work in arts education. Review and progress their personal understanding around teacher identity, specifically in arts education. Participate in a range of workshops and practical projects in drama, music and visual art. MODULE ASSESSMENT: Because of the practical and experiential nature of the classes provided as part of module EDU259 attendance at all classes is compulsory. For this reason, you will be required to sign-in to all classes in the module. Under academic regulations, 10% of your grade may be deducted for inadequate attendance and participation. This will be enforced. Assessment - Arts Education (100% of module EDU259): Assessment of Creative Arts 2 requires students to prepare an outline plan of work across drama, music and visual art education using a source/stimulus suitable for work in the senior classes (3 rd -6 th Classes). This planning will be presented in a predominantly visual fashion, and will be submitted for assessment by means of a Powerpoint presentation. Students can draw on their experience of stimuli used throughout this F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 54

56 semester s workshops/lectures. The plan of work is not to be developed in lesson plan format: it is intended to reflect a broader perspective on the development of a particular idea than can be encompassed in planning for a small number of classes. Ideas presented need to be linked sequentially. Students must include a copy or link to their chosen stimulus with their assignment. Assessment Structure Note the stimulus used. Clearly identify five key reasons for selecting the stimulus used, which enable and facilitate your development of the planning process in the work ahead. Identify an underlying theme stemming from the stimulus. Identify broad learning aims for this work that are appropriate to arts education in the senior classes, and briefly give a rationale for your choice. At the beginning of each section of your assessment dealing with the development of work in a specific area, specify the strand(s)/strand unit(s) to be explored in that area. Demonstrate the manner in which the stimulus you have selected can be developed and explored in visual art, music and drama. Use the notes function to insert a commentary on the planning choices you have made. Identify the key skills/techniques/teaching methodologies/processes that will be used to develop the content in each of the areas. Please reference the readings for this modules in your assessment. Students should show how they researched the plan, by inclusion of visuals* (your own drawings, sketches, photographs, machetes, art process work, studio work etc.), sound** (musical compositions, soundscapes, student recordings, weblinks etc.), drama sources ** (web links, film, personal recording, theatre performance clips) and readings (curriculum, library resources, online sites etc.). * The visuals will be inserted imagery **The music/performance piece can be an embedded mp3 soundfile, video or weblink Taking all the above into consideration, the slide breakdown for your coursework should be as follows: Slide 1: Cover Slide Slide 2: Stimulus Slide 3: Five reasons for selection Slide 4: Theme Slide 5: Aims Slides 6-8: Drama Slides 9-11: Music Slides 12-14: Visual Art Slide 15: Conclusion/References Assessment will take the form of a PowerPoint (.ppt or.pptx file only) submission. This project will be due for submission to the EDU259 Moodle in week 12. The project will be submitted to Moodle as a PowerPoint presentation file (ppt), not exceeding 15 slides as per the breakdown above. For text within the ppt file, you must use no smaller than Arial font size 18. F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 55

57 You should use the Notes view to detail your justification/rationale for your slides. No more than 1000 words should be used in totality across all notes pages. Your PPt file must be no larger than 10 MB capacity. Please see information on Moodle on how to reduce your PPt capacity by compression and inserting images/movies/sound correctly. The PPt file must be filed under the following criteria: CA2, Your Name, 2014: (ie) CA2JohnDoh2014 Your powerpoint slide must be submitted with the appropriate AEPE cover slide, which is available on the EDU259 Moodle site. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating, including syndication. REPEAT EXAMINATION: The repeat assessment procedure for the module will take the form of a Repeat PowerPoint presentation. READING LIST: The prime and supplementary texts for this module are suggested readings to guide students in developing their understanding of arts education. All are available in the four-hour loan section of the library. Core Readings: The following core readings are mandatory and are available on the EDU259 Moodle site: 1. Taylor, P. (2006) Introduction: Assessment in Arts Education in Taylor, P., ed. Assessment in arts education, Portsmouth, NH: Heinemann, xiii-xxvii. 2. Greene, M. (1995) Chapter 2 : Imagination, breakthroughs and the unexpected, In Releasing the Imagination: Essays on education, the arts, and social change, San Francisco: Jossey-Bass, Hetland, L. Winner, E., Veenema, S., Sheridan, K.M. (2007) Elements of Studio Classrooms in Studio Thinking; The Real Benefits of Visual Arts Education. New York: Teachers College Press, Campbell, P.S. and Scott-Kassner, C. (2010) Music in an Integrated Curriculum, in Music in childhood : from preschool through the elementary grades (3rd ed.). Boston: Schirmer, O'Toole, J. and Dunn, J. (2002) The basics of drama teaching in Pretending to learn: helping children learn through drama, Frenchs Forest NSW: Pearson Education Australia, 2-9 Prime texts: 1. Eisner, E. W The Arts and the Creation of Mind. New Haven, CT: Yale University Press. 2. Young, S. and Glover, J Primary Music: Later Years. London: Falmer Press. 3. Murphy. P. and O Keeffe, M Discovering drama: theory and practice for the primary school. Dublin: Gill & Macmillan. Supplementary resources: 1. Ackroyd, J. and Boulton, J Drama Lessons for Five to Eleven-year-olds. London: David Fulton Publishers Ltd. 2. Pitts, S Valuing musical participation. Aldershot: Ashgate. 3. Golomb, C The Child s Creation of the Pictorial World. Hillsdale, NJ and London: Lawrence Erlbaum Associates. F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 56

58 STAFF: Name Title Office Telephone Dr Julie Brazil Dr Michael Finneran Clíona Geary Aoife Kennedy Dr Ailbhe Kenny Fiona McDonagh Eamonn Mitchell Dr Gwen Moore Anne Marie Morrin Kevin O Connor Margaret O Keeffe Joanna Parkes Fiona Quill Niall Quinn Lecturer: Visual Art Education (Part-time) NA NA brazil.julie@gmail.com Head of Dept Michael.Finneran@mic.ul.ie Lecturer: Visual Art Education (Part-time) Lecturer: Music Education (Part-time) Lecturer: Music Education Lecturer: Drama Education (Part-time) Lecturer: Visual Art Education Lecturer: Music Education Lecturer: Visual Art Education Lecturer: Drama Education (Part-time) Lecturer: Drama Education Lecturer: Drama Education (Part-time) Lecturer: Visual Art Education (Part-time) Visual Art Technician NA NA cgeary@mac.com NA NA akennedy22@gmail.com C Ailbhe.Kenny@mic.ul.ie NA NA Fiona.McDonagh@mic.ul.ie G Eamonn.Mitchell@mic.ul.ie C Gwen.Moore@mic.ul.ie L Annemarie.Morrin@mic.ul.ie NA NA livindredkevin@gmail.com R Margaret.OKeeffe@mic.ul.ie NA NA joannaparkes@gmail.com NA NA Fionaquill1@gmail.com G Niall.Quinn@mic.ul.ie F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 57

59 Karen Vaughan Lecturer: Music Education (Part-time) NA NA Electives and Specialisms While 80% of the BEd programme is composed of core modules, the remaining 20% (eight modules) allows students to design their own course of study within the programme. Students may select to follow a Multidisciplinary BEd, which means that they select their eight electives from across the range of modules on offer, thus creating an individualised programme of study. Students must take a minimum of three electives from Liberal Arts, three electives from Education, and a further two electives from either Education or Liberal Arts. This will allow students to develop their personal interests and talents and to customise their own individual degree paths. Students transcripts will state that they have pursued a Multidisciplinary BEd programme. Alternatively students may pursue a Specialism in either Liberal Arts or Education programmes. This means that students will select a minimum of five modules in a given subject/area and develop a specialisation in that subject/area. These five modules may comprise of five taught modules or a combination of three taught modules and two dissertation modules. Students transcripts will identify the specialism pursued within the BEd programme, e.g. BEd with a Specialism in English Literature or BEd with a Specialism in Physical Education. In essence, students have three main design options as outlined below: Option 1: Multidisciplinary Path A student selects eight modules from disparate areas/subjects, thus creating her/his own unique educational experience and creating a broad knowledge base for her/his future teaching career. Students must select three elective modules from Liberal Arts, three modules from Education, and choose two further modules from across the total range of modules available from both faculties. Students must take a minimum of three elective modules from both faculties, they may decide to take 4 from each faculty. Alternatively students F a c u l t y o f E d u c a t i o n, M I C B. E d. 2 H a n d b o o k Page 58