Coláiste Phádraig Droim Conrach Baile Átha Cliath 9. St Patrick s College Drumcondra, Dublin 9

Transcription

1 Coláiste Phádraig Droim Conrach Baile Átha Cliath 9 St Patrick s College Drumcondra, Dublin 9 Bachelor of Education Degree An Chéim Baitsiléir Oideachais

2 COLÁISTE PHÁDRAIG, DROIM CONRACH, BAILE ÁTHA CLIATH 9, ÉIRE (COLÁISTE DE CHUID OLLSCOIL CHATHAIR BHAILE ÁTHA CLIATH) AN CHÉIM BAITSILÉIR OIDEACHAIS BACHELOR OF EDUCATION DEGREE 2012/2013 ST PATRICK S COLLEGE, DRUMCONDRA, DUBLIN 9, IRELAND (A COLLEGE OF DUBLIN CITY UNIVERSITY)

3 2 De réir comhaontú nascála institiúide (1993, athbhreithnithe 2008), tá Coláiste Phádraig ainmnithe mar Choláiste de chuid Ollscoil Chathair Bhaile Átha Cliath agus tá mic léinn an Choláiste ina mic léinn de chuid na hollscoile. Mic léinn a dhéanann cúrsaí de chuid an Choláiste atá leagtha síos a chríochnú go sásúil, bronnann an Ollscoil céimeanna, dioplómaí agus teastais orthu de réir na gcúrsaí sin. In accordance with an institutional linkage agreement (1993, revised 2008), St Patrick's College is designated a College of Dublin City University and students of the College are students of the University. Students who satisfactorily complete prescribed College courses are conferred with appropriate degrees, diplomas and certificates by the University.

4 Contents Introduction 4 Degree Structure 5 Overview of BEd Programme 7 Entry Requirements 8 Selection Process 9 How to Apply 10 Higher Education Access Route (HEAR) 11 Deferred Entry 12 Proficiency in Spoken Irish 13 Fitness to Practise 13 Student Accommodation 14 Education 15 Foundations in Humanities and Science 37 Major Specialisms 41 Biology and Science Education 41 Early Childhood Education 42 English 43 French 44 Gaeilge 45 Geography 46 History 47 Human Development 48 Mathematics 49 Music 50 Physical Education 51 Religious Studies 52 Special and Inclusive Education 53 Minor Specialisms 54 Certificate in Religious Studies 55 3

5 PD 101 BACHELOR OF EDUCATION DEGREE COURSE 4 The Bachelor of Education degree is a four-year Honours level 8 programme. It prepares students for a career in primary teaching and is recognised as a professional qualification by the Teaching Council of Ireland. The programme is designed to enable students become skilled, creative and knowledgeable professionals. As newly qualified teachers, graduates will be ready to handle the complex, challenging and ever-changing primary education environment. Delivered mainly through seminars, lectures, workshops and tutorials, with some online learning, the programme includes modules in Education and Specialist Subjects of a student s choice, as well as thirty weeks on School Placement and four weeks on Gaeltacht Placement. All students may concurrently follow a College Certificate in Religious Studies programme. PD 101 AN CHÉIM BAITSILÉIR SAN OIDEACHAS Is céim onóracha bhaitsiléara ag leibhéal a hocht é an Chéim Baitsiléir san Oideachas agus maireann an cúrsa ar feadh ceithre bliana. Ullmhaítear na mic léinn le tabhairt faoi ghairm bheatha mar mhúinteoir bunscoile agus tá aitheantas faighte ag an gcéim ó Chomhairle Mhúinteoireachta na héireann. Tá an clár leagtha amach le go gcríochnóidh na mic léinn mar ghairmithe oilte, cruthaitheacha agus eolacha. Mar mhúinteoirí nuacháilithe, beidh siad in ann timpeallacht dúshlánach, chasta agus inathraithe an bhunoideachais a láimhseáil. Is le seimineáir, léachtanna, ceardlanna, teagascóireacht agus foghlaim ar-líne a tugtar an chéim. Tá modúil ann san Oideachas agus i sainábhair a roghnaítear ag an mac léinn féin chomh maith le tríocha seachtain de Shocrúchán Scoile agus ceithre sheachtain de Thréimhse Ghaeltachta. Is féidir le gach mac léinn Teastas de chuid an Choláiste sa Léann Reiligiúnach a dhéanamh ag an am céanna.

6 Degree Structure Year One Education: Students study Education Modules, and undertake 3 weeks of School Placement and a 2-week Gaeltacht Placement. Foundations in Humanities and Science: Year Two Students choose three (5-credit) modules from the following: Biology and Science Education (BaSE), English, French, Gaeilge, Geography, History, Mathematics, Music, Religious Studies. Some restrictions on subject combinations will apply owing to timetabling constraints. Education: Students study Education Modules, and undertake a 5-week School Placement and a 2-week Gaeltacht Placement. Major Specialism: Major Specialisms are available in Education, Humanities and Science. Students choose one of the three Foundation options taken in Year One, or select an option from Education specialisms in Early Childhood Education, Physical Education, Human Development or Special and Inclusive Education. 5 Year Three Education: Major Specialism: Minor Specialism: Year Four Education: Students study Education Modules and undertake a 12-week School Placement in semester 1. Students continue with the specialism taken in Year Two. Students select one minor specialism in Education. These vary from year to year. Students study Education Modules and undertake a 10-week School Placement in Semester 2.

7 Year Four (continued) Major Specialism: Students continue with the specialism taken in Year Three. 6 Minor Specialism: Students continue with the specialism selected in Year Three. The availability of any subject or option within it will depend on a minimum enrolment. A maximum enrolment may apply to some subjects or to some options within subjects. Not all optional courses within subjects will be offered each year. The courses described in this booklet may be subject to change. European Credit Transfer System (ECTS) ECTS credits reflect the workload a typical student needs to complete in order to achieve the expected learning outcomes in a programme, subject or module. This workload includes lectures, seminars, workshops, laboratory sessions, fieldwork, private study, examinations and other assessments. One credit represents a total student workload of 25 hours. The total workload for a full-time academic year is normally 60 credits. The credits listed in this booklet are ECTS credits. Assessment Written and, where appropriate, oral examinations are held at the end of each semester/year. Marks may also be assigned for written/practical/tutorial work during the course. A pass in School Placement is essential for the award of the Degree. Details of Marks and Standards are displayed on the College notice board and /or the College website. Age limits for Entry Applicants must be at least 16 years of age on the 15th January of the year of entry.

8 Overview of BEd Programme and ECTS Credit Allocation Year ECTS Taught modules 40 Education School Placement: Three weeks 5 1 Foundations in Humanities and Science 1 Gaeltacht Placement: Two weeks (integrated with Gaeilge modules) 5 credits in each of 3 of the following: Biology and Science Education (BaSE) 2, English, French, Gaeilge, Geography, History, Mathematics, Music, Religious Studies 3. (Please note: Some constraints on subject choice apply for timetabling reasons) 15 7 Subtotal 60 Taught modules 38 2 Education School Placement: Five-week block 1 Gaeltacht Placement: Two weeks (integrated with Gaeilge modules) 8 Major Specialism Students choose one of the three Humanities/Science subjects studied in Year 1 or an Education specialism 14 Subtotal 60 3 Education Major Specialism Taught modules School Placement: Twelve weeks (Semester 1) Students continue with the major specialism selected in Year Minor Specialism Students select one minor specialism from a range on offer 3 Subtotal 60 4 Education Major Specialism Minor Specialism Taught modules School Placement: Ten weeks (Semester 2) Students continue with the major specialism selected in Year 2 Students continue with the minor specialism selected in Year 3 Subtotal Total All students in Colleges of Education are required by the Department of Education & Skills to attend a residential course in the Gaeltacht. It should be noted that this is a compulsory part of the course. From the start of the 2012/13 academic year, the cost of this compulsory course will no longer be met by the Department of Education & Skills. 2 Biology and Science Education may be First Year only subject and may not be available in Second year as a Major specialism. 3 Subject choice available in Foundations in Humanities and Science: Three subjects from 1. English 2. Gaeilge 3. History or Mathematics or Music or Biology and Science Education (BaSE) 4. French or Geography or Religious Studies

9 8 Minimum Entry Requirements Leaving Certificate Grade C3 Higher Level in not fewer than three subjects, Grade D3 in three other subjects, Grade C3 in Higher Level Irish, Grade C3 in English Ordinary Level or D3 Higher Level, Grade D3 in Mathematics (either Ordinary or Higher Level). Applicants apply on one single Leaving Certificate only but the three qualifying subjects of Grade C3 in Higher Level Irish and the grades in English and Mathematics may be achieved in other Leaving Certificate examination(s) but will not be counted for points. General Certificate in Education (United Kingdom and Overseas) Minimum requirements at GCSE and GCE AS and A Level Examinations (School Leavers and Mature Students): Six subjects must be presented, at least three subjects at GCE A Level and the remaining subjects at GCE AS or GCSE Level. The six subjects must include Irish, English and Mathematics. A subject may be counted from only one of the examinations, GCSE, GCE AS Level or GCE A Level. Only subjects taken at one sitting of a particular examination, GCSE, GCE AS Level or GCE A Level, will be accepted. Examinations taken in the same academic year are regarded as the same sitting. Minimum Grades Required Irish: Grade C at GCE A Level; English: Grade C at GCSE Level in both English and English Literature, or Grade B at GCSE Level in either; Mathematics: Grade D at GCSE Level in Additional Mathematics or Grade A at GCSE Level in Mathematics; Grade C at GCE A Level in two further subjects; Grade C in one other subject at GCSE Level.

10 Selection Process Leaving Certificate Applicants are placed in order of merit based on their six best subjects in one sitting of the Leaving Certificate examination, on the basis of the following points system: 9 From 2012 on a pilot basis, 25 bonus points will be added to the Leaving Certificate Higher Level Mathematics points score for Grade D3 or above. General Certificate in Education (2006 onwards) Having satisfied the entry requirements and subject entry requirements candidates are ranked for admission on the basis of a score calculated on the basis of either: The best four GCE A level grades from one academic year or The best three GCE A level grades from one year plus one AS level grade in a different subject from the same or preceding year only The points that apply to each grade (from 2010) are indicated in the following table: Grade A A B C D E A Level AS Level From 2012 on a pilot basis, 25 bonus points will be added for one A level Mathematics subject. Leaving Certificate Vocational Programme St Patrick's College awards points as set out below for results in Leaving Certificate Vocational Programme Link Modules, in place of a sixth Leaving Certificate subject: Distinction 70 Merit 50 Pass 30 The Link Modules will not qualify as a subject for Matriculation purposes.

11 How to Apply Applicants (other than Mature Applicants) must apply directly to the Central Applications Office (CAO). Application literature is available from CAO, Tower House, Eglinton Street, Galway. Tel: (091) ; Fax: (091) , Web address: 10 CAO Course Code: PD 101 Iarrthóirí Gaeltachta Amháin Cód CAO an Chúrsa: PD 102 Sna Coláistí Oideachas, is féidir suas go 10% de na h-áiteanna ar na cúrsaí múinteoireachta sa bhunoideachas, a bheith curtha in áirithe d iarratasóirí Gaeltachta. Caithfidh an t-iarratasóir a bheith ina c(h)ónaí in áit atá ainmnithe go hoifigiúil mar Ghaeltacht agus caithfear a bheith in ann a dheimhniú gurb í an Ghaeilge gnáth-theanga bhaile an iarratasóra. Féadann iarratasóirí Gaeltachta iarratas a chur isteach ar PD101 agus PD102 araon, más mian leo. Is féidir go ndéanfaí athbhreithniú ar próiseas na critéar agus ar an próiseas imeachta um fhíorú agus go gcuirfí próiseas nua i bhfeidhm roimh thús an phróisis CAO don bhliain acadúil 2013 / Mature Students Mature students may apply directly to the College. Mature students must be 23 years of age or more on 1st January in year of entry. Application forms are available in mid February 2013 and completed application forms should be returned by 2nd April Interviews and oral Irish tests are normally held in May and applicants who are invited for general interview and oral Irish test will be notified by letter of their result by the end of June. Please note that mature students may apply for primary teaching either through the CAO system or through the mature students competition or both.

12 Higher Education Access Route (HEAR) The Higher Education Access Route (HEAR) is a third level admissions scheme for school leavers from socio-economically disadvantaged backgrounds. HEAR has been established by a number of Higher Education Institutions based on clear evidence that socio-economic disadvantage has a negative impact on educational achievement at school and progression to higher education. School leavers who provide satisfactory evidence relating to their socioeconomic circumstances and meet the Irish Leaving Certificate matriculation/ minimum entry and subject requirements are eligible to compete for a quota of places allocated to applicants on a reduced points basis in St Patrick s College. 11 Who should apply to HEAR? HEAR is for school leavers (under 23 years old as of 1 January 2013). Mature and FETAC students have different admission routes. Information on these routes is available from the Admissions Office/Mature Students Office How to apply to HEAR? 1 Apply online to CAO by 17:15 on 1 February No later than 17:15 on 1 March 2013, you must indicate in your CAO application that you wish to apply for the HEAR scheme and you must fully and correctly complete all elements of the HEAR form (the HEAR form is a part of your CAO application). 3 Submit relevant evidence in support of your application to arrive at CAO no later than 17:15 on 1 April HEAR applications can only be made online at Further information on HEAR is available from your school Guidance Counsellor or Vivienne Byrne, Access Officer, [email protected] or Tel:

13 Condition of a HEAR Offer Students who receive a HEAR offer must attend an orientation programme before the first semester. 12 Students who accept places in St Patrick s College through HEAR are offered a variety of academic, personal and social supports while studying at third level. Details of post-admission supports for HEAR entrants can also be found on: Deferred Entry An applicant who is offered a place may defer entry for only one year under certain circumstances. The following procedures apply: On receipt of offer notice from the CAO: The applicant should not accept the offer. Write or ([email protected]) immediately to the Admissions Office setting out the reason(s) for the request. Give your name as it appears on your CAO application, quote your 2013 CAO application number and the course code of the offer you wish to defer. Mark Deferred Entry clearly on the envelope or in the subject line of your . The letter or must arrive in the Admissions Office at least two days before the Reply Date shown on the CAO Offer Notice. The College will communicate the decision to the applicant. If the deferral is not granted, the offer may still be accepted for the current year. In order to take up the deferred place, the applicant must reapply through the CAO by the 1st February in the succeeding year, placing the deferred course as their one and only choice on the CAO Application Form. If an applicant fails in either respect, the deferral guarantee is forfeited and an applicant enters the competition for places in the normal way.

14 Proficiency in Spoken Irish 1. Gaeltacht Course Attendance and Cost: All students are required to attend a residential course in the Gaeltacht. It should be noted that this is a compulsory part of the course. From the start of the 2012/13 academic year, the cost of this compulsory course will no longer be met by the Department of Education & Skills. 2. Oral Irish Test In addition, applicants should note that students will be subject to an oral Irish test at the end of their first year of initial teacher education, and must pass this test in order to continue to the second year of the course. Students who fail this oral Irish test may, at the discretion of the College, be allowed to repeat the test. 13 Fitness to Practise 1. Garda Vetting Before a College can complete a student registration; all incoming teacher education students are required to undergo a process of Garda vetting in order to establish whether they have any convictions or criminal charges pending. Where this process confirms the existence of such, the matter is referred to a Vetting Committee within the College which decides whether the student can continue with his/her programme of study. 2. Medical Requirements All incoming teacher education students are required to complete a medical information form, indicating whether they have any significant ongoing illnesses or disabilities which might adversely impact their capacity to meet the requirements of the course, including School Placement. Entrants who declare health conditions, disabilities or psychological conditions will be assessed on an individual basis to evaluate whether, with reasonable accommodations, they would have the ability to undertake the demands of the programme. Individuals will not be excluded on the grounds that they possess a particular condition or disability if it is deemed likely that it would be possible for that person to fulfil the requirements of the course with reasonable accommodation(s). The College will advise students as to the procedure to be followed in this regard.

15 Student Grants A new online only grant applications system is being introduced for All new applications will be made online to a single awarding authority, Student Universal Support Ireland (SUSI) through 14 Scholarships Easter Week Commemoration Scholarships, Gaeltacht University Scholarships and Irish Language Third Level Scholarships will be replaced with a new single scheme of bursaries based on merit. Details of the new scheme are available from Higher Education - Equity of Access Unit, Department of Education & Skills, Tullamore, Co. Offaly (Telephone: ). Student Accommodation Open Day The College has residential accommodation for approximately 230 students. Incoming First Years from outside Dublin seeking on-campus accommodation can apply after receiving their CAO offer. Applications must be made online at Rooms will then be allocated by lottery and applicants will be notified as soon as possible. The Students' Union will provide a list of off-campus accommodation in September. Direct Line: (01) / Web: Open Day provides an opportunity to showcase the College to prospective students and their families. Our Open Day will be held in the College on Saturday, 17 November Details are forwarded to schools in October. Students and parents are welcome to attend to meet current students and academic staff. For full details go to

16 EDUCATION Modules in Education across the programme are grouped according to the following four themes: Children and Childhoods in Diverse Contexts; Teaching, Learning and Curriculum; Enabling Lifelong Learning; Teachers, Schools and Communities in a Changing World. YEAR 1 Children and Childhoods in Diverse Contexts ED111 Play, Language and Learning in the Early Years (2 credits) Students study how young children learn and how knowledge about child development can help teachers to understand, assess and plan for learning. The role of the Primary Curriculum and that of Aistear: The Framework for Early Learning is covered. 15 Particular attention is paid to play and oral language development. Students will become familiar with the different kinds of play, and will explore a range of strategies to promote learning through play in early education settings in primary schools. Students will also appreciate how young children are enabled to use oral language in an increasingly proficient way. They will learn a range of strategies to support and promote young children s oral language development and thinking, including working with music. ED112 ED113 Constructions of Childhood (2 credits) This module explores how ideas of children and childhood change over time and across different cultures. Having become familiar with understandings of childhood derived from a variety of sociological, philosophical and psychological perspectives, students are enabled to question their own cultural assumptions about children and childhood. They will also understand how childhood has been conceptualised within Irish society and how children shape their own childhoods. Intellectual, Social and Emotional Development of the Child (2 credits) This module introduces students to psychology. It focuses on how psychology can inform our understandings of education and our practices as teachers. Students will be equipped with an understanding of children's psychological development and will become aware of the complex range of issues that require consideration in the process of teaching and learning.

17 16 Teaching, Learning and Curriculum: Learning through Language and Literacy ED121 Teagasc na Gaeilge (2 creidiúint) Tabharfaidh an modúil seo deis do na mic léinn léargas a fháil ar an teoiric agus ar an gcleachtas a bhaineann le teagasc na Gaeilge sa bhunscoil. Chuige sin, beidh ionchur ar ábhar foghlama agus ar mhodheolaíochtaí teagaisc Churaclam na Gaeilge. Beidh plé ar na straitéisí is éifeachtaí le teanga a fhoghlaim agus a theagasc. Cuirfear deiseanna ar fáil do mhic léinn iad a chur i bhfeidhm agus athmhachnamh criticiúil a dhéanamh orthu. ED122/ GAE1 ED123 Gaeilge 1: Labhairt agus Litearthacht (4 creidiúint) Cúrsa teanga d'ábhair oidí sa chéad bhliain, bunaithe ar leibhéal B2 den Fhráma Tagartha Eorpach do Theangacha, atá sa chúrsa seo. Cuirtear ar chumas na mac léinn an teanga a labhairt go measartha saoráideach mar theanga chaidrimh agus léinn agus í a úsáid gan mórán stró mar theanga a ngairme. Déantar leathnú ar an stór focal feidhmiúil agus cuirtear leis an líofacht trí mheán na cainte, na léitheoireachta, na scríbhneoireachta agus na héisteachta. Féachtar le cruinneas maith a bhaint amach i dtaca le gramadach agus litriú na Gaeilge. Tá sé i gceist freisin go gcothóidh an cúrsa feasacht teanga agus feasacht chultúrtha na mac léinn agus go spreagfaidh sé iad leis an ngaeilge a úsáid go neamhspleách mar theanga chaidrimh taobh amuigh de na ranganna sceidealaithe. Literacy Education in the Early Years (2 credits) This module critically examines current issues and international research on best practice in literacy education. The key components of a balanced language and literacy framework for the early years of education are identified and evaluated. The module explores a range of pedagogies which meet the diverse needs of children, with particular emphasis on the integrated nature of language learning. Teaching, Learning and Curriculum: Learning through Arts and Movement ED131 Curriculum Art: Foundation 1 (2 credits) This module enables students to develop their visual awareness, to gain an understanding of the visual arts elements and to begin acquiring the basic skills, knowledge and confidence to teach art effectively to primary school children. It consists mainly of making art/responding to workshop assignments in practical form. Lectures/visual presentations focus on the visual world, the work of artists, the primary school child and the teaching of art.

18 ED132 Drama (2 credits) This module introduces students to an approach to drama and theatre known as process drama, which is the basis of the Drama Curriculum for Irish primary schools. Process drama is an improvisational approach to theatre, which allows participants to engage with drama not only as an expressive and social art form, but also as a learning medium. This module combines practice and reflection as students initially begin to engage with the art form of drama through their own experience. Students are given opportunities to explore themes and issues of relevance in the context of a variety of contemporary and historical situations. This holistic approach also allows students to explore their own creativity and individuality. In later sessions, students will begin to use the knowledge gleaned from this experience to consider a variety of approaches to drama in the early years. These sessions will include preparation for first year school placement. 17 ED133a Curriculum Music 1: Preparing to Teach Music (1 credit) This module introduces students to the principles, structure and aims of the Primary Music Curriculum (NCCA, 1999) as a framework for teaching music in primary school. Through practical music activities, students will develop an understanding of the eight music concepts on which the curriculum is based. They will explore a range of resources and strategies to enable children to develop a sense of these concepts in the music activities of Listening (exploring sounds, responding to live and recorded music), Performing (singing songs and playing instruments) and Composing (inventing and shaping sounds). The emphasis of the module is in developing and sustaining students music confidence and competence while fostering openness, creativity and playfulness in music. ED133b Curriculum Music 2: Connecting Music Learning (1 credit) This module connects music learning with learning in literacy and in early childhood education. It builds on the knowledge, understanding and skill developed in Curriculum Music 1. Students use their understanding of music literacy, learning in early childhood education and the curriculum framework of music concepts and strands of activity to design and plan effective music lessons for junior classes. They will become familiar with a range of strategies to engage children in representing sound in physical, gestural, 3D and 2D formats and will connect this with an understanding of children s development in literacy. The emphasis of this module is on continuing to develop and sustain students music confidence, competence and creativity while focusing on imaginative child centred music teaching that connects areas of learning.

19 18 ED134 Physical Education 1: Pedagogy and Practice (2 credits) This module engages student teachers in thinking about physical education for the younger child. Students participate in activities and discussion to build content and subject knowledge related to physical education with an emphasis on effective teaching and learning in junior classes. This module also provides an introduction to issues relevant to teaching physical education, such as providing a balanced curriculum, teaching fundamental movement skills, using different teaching methodologies and planning physical education lessons. Exploration of particular content focuses on games, athletics, dance and gymnastics. Teaching, Learning and Curriculum: Learning through Problem Solving and Enquiry ED141 Science Education 1 (2 credits) This module introduces students to the educational sub-domain of science education. Students will revisit their own school science, will build upon this, and will develop the use of practical work as a learning method. This module is delivered using an active-learning environment. Every workshop provides students with opportunities to engage in practical work during which they can explore and investigate natural phenomena, scientific ideas, and questions and misconceptions commonly held by children and adults. ED142 ED143 Mathematics Education 1: Engaging student teachers in thinking mathematically (2 credits) This module engages student teachers in mathematical problem-solving and investigations. They participate in practices and discussions to broaden and deepen their content knowledge and diagnose their own understanding of mathematics for teaching. This module also provides an introduction to theories of learning mathematics and their implications for effective teaching and learning. Emphasis is placed on approaches that are respectful of each learner s background and culture and that develop positive attitudes to mathematics. Primary History & Geography (2 credits) Drawing on students' own experiences as learners, this module explores teaching and learning possibilities in primary geography and history. The role of enquiry in history and geography education will be explored, along with key concepts and theories relevant to each area. The course is reflective and practical throughout, introducing students to a range of methodologies, with a particular focus on promoting historical and geographical learning in junior classrooms. These methodologies will be

20 examined in the light of learning theories relevant to primary history and geography, research in primary geography and history and students own reflections on their prior experiences as learners. Enabling Lifelong Learning ED151 Digital Learning (2 credits) Organic in nature, this course provides technology-rich experiences and environments through which students become comfortable and effective users of various digital technologies. This enables them to make informed decisions about the use of digital tools in their learning environments and be confident in making effective use of these tools when and where appropriate. The course is characterised by an immersive workshop approach, i.e. immersion in a supportive learning environment that promotes and encourages each individual to learn about learning. The teacher-learner is at the centre and it is their experiences, needs and interests which constitute the learning process. 19 ED152 ED153 ED154 Introduction to Teaching Pupils with Special Educational Needs (SEN) (2 credits) This module covers key policy, legislation and historic milestones influencing special needs provision in Ireland. It provides an overview of the groups of children considered to have SEN, and highlights key implications for teaching and learning. It also helps students understand their responsibility to effectively include this group of children in their teaching, whatever the setting. Classroom Assessment (2 credits) Classroom assessment may be defined as the process of gathering, recording, interpreting, using and communicating information about pupils to aid decision making. This introductory module explores some aspects of assessment for learning (AfL) and assessment of learning (AoL) that a teacher may encounter in the normal course of teaching in primary schools. The module aims to ensure that students become positively disposed to assessment and that they begin to form an understanding about how it can be integrated with teaching and learning in a seamless manner. Reflection & Enquiry (1 credit) This tutorial group gives a space where students can reflect on their emerging identities as teachers and on how the experience of learning to teach is affecting them. Students will begin to recognise the influence of prior experiences on their conceptualisation of teaching and learning.

21 Students will also examine how competing perceptions about the role of education within society inform our practice as educators. This tutorial draws on students learning and experiences across the programme for reflection and dialogue. 20 Teachers, Schools and Communities in a Changing World ED161 Analysis of Teaching 1 (1 credit) The analysis of teaching tutorials provide students with opportunities to engage in discussion and critical reflection on key aspects of good professional practice in the primary school, and to identify and explore fundamental elements of effective and inclusive teaching and learning. Through observation of teaching, online engagement, reading and discussion, students will be encouraged to set goals for their own learning and development as teachers, develop their capacities to reflect as teachers, and to develop skills and competencies that will facilitate and support them during their first school placement. ED162 ED163 Teacher as Person (2 credits) This module asks students to reflect on, to develop and to consider the interplay between their personal and emerging identities as teachers. It focuses on four themes: teacher as learners/learners as teachers; learner/teacher wellbeing; learner/teacher identity and learner/teacher as global citizen. School Placement 1 (5 credits) and ED164 Preparation for School Placement (2 credits) These modules provide students with an introduction to school-based experiences. Students will spend time in schools during which they will undertake a series of reflective tasks and observation activities. These tasks will help students explore how children engage in learning, how teaching is mediated by the class teacher and the nature of relationships in the classroom. School Placement modules are closely aligned with the Reflection and Enquiry and Analysis of Teaching tutorials. Placement details: Semester 2 3 weeks (10 Fridays + 1 week block) Self-selected placement: Infants - 2nd Class

22 YEAR 2 Children and Childhoods in Diverse Contexts ED211 Systems, Change and Childhood (2 credits) This interdisciplinary module draws on historical, philosophical and psychological perspectives on systems, change and childhood to develop understandings of children's social and emotional development. Students will be equipped with an emerging understanding of children's development from a psychological perspective. Students will also engage with systemic responses to individual difference, focusing on change and reform in Irish education from a historical perspective. In tandem with a focus on individual difference, systemic change and reform, students will also examine understandings of childhood and identity that emerge in the modern period and continue to influence change within a global educational horizon. 21 ED212 Social, Personal & Health Education (2 credits) SPHE "provides particular opportunities to foster the personal development, health and well-being of the individual child, to help him/her to create and maintain supportive relationships and become an active and responsible citizen in society" (SPHE Curriculum, 1999: 2). SPHE is particularly relevant for some children with special educational needs (for example, social, emotional or behavioural), and may form part of recommendations in an individual education plan (IEP). Building on students prior experiences, concepts and themes are explored experientially to allow students to gain insights into how they learn best themselves in SPHE and the implications for teaching SPHE with primary school children. Examples of themes include life skills (such as decision-making, personal safety), personal development (e.g. dealing with feelings), inclusion, sexuality education, citizenship and democracy. ED213a Foundations in Primary Religious Education (2 credits) This module explores the theoretical basis for current approaches to schoolbased primary religious education. The emphasis is on Christian religious education. Students are also introduced to other forms of religious education carried out in Irish primary schools. Students examine research from the philosophical, theological and educational domains that have a significant influence upon contemporary religious education programmes and practice. An examination of these theoretical foundations enables students to begin to develop a professional rationale supporting their own

23 approach to religious education in the primary school. The course also introduces students to participatory and empowering methods in religious education. 22 ED213b Ethics and Education: An Introduction (2 credits) This module prepares students to teach curriculum ethics in all primary schools. It examines the ethical dimensions of teaching and learning and helps students understand the importance of ethic development to the wellbeing of children and society. It draws on exemplar curricula in ethical education from national and international contexts, including the Learn Together curriculum of Educate Together Schools in Ireland. It enables students to experience and use philosophical approaches to support the development of thinking and emotional well-being. As an international attempt to agree a code of values common to diverse traditions, beliefs and systems of governance, the international human rights framework will be applied to educational contexts and its potential to inform practice critiqued. ED214 ED215 Learning and Teaching Mathematics in the Early Years (2 credits) Key concepts explored include: a child s pre-school mathematical learning forms the basis for mathematical learning during the early years at school; the language of mathematics needs to be developed with young children; their engagement in mathematically-related discussion is crucial. The need to engage children in meaningful mathematical activities and tasks to enhance their interest is emphasised. The role of appropriate materials and resources in this process is examined. Students explore the ways in which the themes of Aistear (Well-being; Identity and Belonging; Communicating; Exploring and Thinking) may be developed and integrated with the Primary School Curriculum: Mathematics for Infant Classes. Students are introduced to the principle that problem-solving is at the heart of mathematical learning. They explore strategies which enhance children's understandings of the relationships between concepts, processes and mathematical symbols. Sociology of Education (2 credits) Following from students previous studies of children and childhood, this module focuses on a range of issues pertaining to systems, change and childhood. Students examine how specific practices of education may alienate children from various types of background and how they as teachers can act as agents of change within educational systems. Key areas of exploration include: Societal and school factors influencing child wellbeing; Children's rights and the "voice of the child"; Teachers, children and

24 privacy rights and issues in schooling; How schooling is implicated in the production of gendered, raced and class-based identities; Parental involvement in schooling; Gender, sexuality and schooling; Intelligence, equality and schooling; The implications of equal status legislation for teachers classroom practices; Education and consumerism; Violence in schools. This module also examines how sociology as a discipline can inform our understandings of education and our practices as teachers. The distinctive features of a sociological approach to education are outlined, as are the central questions with which sociologists of education are concerned. Students are familiarised with key theories and thinkers within critical sociology of education. 23 Teaching, Learning and Curriculum: Learning through Language and Literacy ED221 Teagasc na Gaeilge (2 creidiúint) Tabharfaidh an modúil seo deis do na mic léinn a chuid eolais agus taithí i gcleachtas agus teoiric theagasc na Gaeilge sa bhunscoil a leathnú agus a dhaingniú. Beidh forbairt á dhéanamh ar a gcuid tuisceana ar ábhar foghlama agus ar mhodheolaíochtaí teagaisc Churaclam na Gaeilge. Beidh iniúchadh agus plé ar na straitéisí is éifeachtaí le teanga a fhoghlaim agus a theagasc. Cuirfear deiseanna ar fáil do mhic léinn cur leis na scileanna teagaisc agus measúnú atá acu. ED222 /GAE2 ED223 Gaeilge 2: Labhairt agus Litearthacht (2 creidiúint) Cúrsa teanga d'ábhair oidí sa dara bliain, bunaithe ar leibhéal B2 den Fhráma Tagartha Eorpach do Theangacha, atá sa chúrsa seo. Is é príomhchuspóir an chúrsa seo ná inniúlachtaí na mac léinn a fhorbairt sa chaoi go mbeidh siad ábalta an Ghaeilge a labhairt agus a scríobh go saoráideach, go háirithe i gcomhthéacs a gcuid dualgaisí mar ábhair oidí. Cuirtear ar chumas na mac léinn an teanga a labhairt níos saoráidí fós mar theanga chaidrimh agus léinn agus í a úsáid gan mórán stró mar theanga a ngairme. Déantar leathnú ar an stór focal agus cuirtear leis an líofacht trí mheán na cainte, na léitheoireachta, na scríbhneoireachta agus na héisteachta. Féachtar le cruinneas maith a bhaint amach i dtaca le gramadach agus litriú na Gaeilge. Tá sé i gceist freisin go gcothóidh an cúrsa feasacht teanga agus feasacht chultúrtha na mac léinn agus go spreagfaidh sé iad leis an ngaeilge a úsaid go neamhspleách mar theanga chaidrimh taobh amuigh de na ranganna sceidealaithe. Literacy Education in the Middle Primary School Years (2 credits) This module critically examines current issues, curricula, national and international research on best practice in the field of literacy. It identifies and critically evaluates key concepts underpinning the growth and

25 progression of literacy in the middle years. It enables students to design a balanced literacy framework for developing readers, writers and communicators, keeping in mind the diverse needs of all children. It builds teacher professional knowledge for literacy with reference to essential skills, strategies and pedagogies for the developing reader, writer and communicator. 24 Teaching, Learning and Curriculum: Learning through Arts and Movement ED231 Curriculum Music 3: Composing & Arranging - Textures and Themes (2 credits) This module introduces students to composing as inventing and shaping sound. Through a group composing project, students develop the skills and understanding needed to work in the third strand of the primary music curriculum. They go on to explore simple harmonies with voice and instruments and learn how to facilitate two-part singing with primary children in senior classes. They collaborate in arranging and performing a song including two part-singing and instrument accompaniment. They learn to plan a series of sequenced music lessons, integrating listening, performing and composing activities within a cross-curricular theme and are introduced to progression and assessment in children s music learning. The emphasis of the module is on continuing to develop and sustain students music confidence, competence and creativity while focusing on imaginative child-centred music teaching that connects areas of learning. ED232 ED233 Drama (2 credits) In this second year module, students build on their first year experiences as participants in drama and now approach the subject as teachers who will seek to plan and facilitate drama in their classroom. Issues of motivation, development and focus in drama are practically explored and reflected upon. Various approaches to planning are examined in the light of the immense possibilities inherent in drama for cross-curricular and expressive work. Students are given the opportunity in small groups to plan a drama experience for a specific age group, which they will document, facilitate and evaluate in relation to their upcoming school placement. These ideas, and the drama teaching experience, will be shared and discussed with the rest of the group during a fifteen-minute presentation. Curriculum Art Foundation 2 (2 credits) This module aims to help students acquire practical and theoretical knowledge and develop basic skills and thought processes about the making and teaching of art. Students will continue to learn the fundamental

26 principles of art and design through looking at and responding to natural and man-made art forms and through art making, focusing mainly on the three remaining art strands. The module addresses itself to issues relating to the making and teaching of art at primary level and incorporates the planning of art lessons for primary schoolchildren. ED234 Physical Education 2: Building on your Experience (2 credits) Students are provided with opportunities for deepening their understanding of athletics, gymnastics, dance and games and exploring content of outdoor and adventure activities and aquatics. Throughout this module students are prompted to reflect on differentiation with particular emphasis on providing for gifted children and for those with special educational needs. Underpinning questions to be explored include: selection of appropriate teaching methodologies to enhance learning; promotion of physical activity within lessons and prompting development of understanding and appreciation of current activities related to sport and physical education by children. 25 Teaching, Learning and Curriculum: Learning through Problem Solving and Enquiry ED241 Science Education 2 (2 credits) This module has a central focus in the constructivist paradigm and a dialogic, skills-based, practical, hands-on approach is encouraged. Differentiation between different ability/attainment levels is considered in terms of teaching, learning and assessing science as well as assessment for learning, and further development of the use of ICTs in science education. Integration with other subjects from the primary school curriculum is also considered, especially mathematics. The student, should, by the end of this module, be able to design learning environments and have the necessary skills to carry out lessons in science in the primary school appropriate to this level. ED242 Mathematics Education 2: Building mathematical knowledge for teaching (2 credits) This module provides student teachers with opportunities to engage in critical readings, hands-on exercises and discussions on teaching and learning different mathematical topics. The first half of the module explores the complexities of teaching and learning the strands of measures, shape and space, and data-handling and the implications of these complexities for teaching. The underpinning numerical concepts are also examined. In the second half, there is a particular focus on learners mathematical development in number and algebra.

27 26 ED243 Geography and History through Enquiry (2 credits) Developing and building on students' school experiences and on their module in Year 1, this module will extend their engagement with teaching and learning possibilities in primary history and geography. Within history, specific attention will focus on developing students' pedagogic content knowledge in key areas of historical understanding. From a geographical perspective, students will experience a range of methodologies, using the locality and the wider world as places for study. This module will be reflective and practical, with students working together in experiencing activities suitable for classrooms, and with a particular emphasis on using children's agency in teaching and learning. Opportunities to integrate children s learning in history and geography will be identified and examined. Enabling Lifelong Learning ED251 Reflection & Enquiry (1 credit) This module seeks to deepen students' understanding of themselves as teachers and learners, and the ways in which their individual and social biographies shape and inform their practice as educators. It seeks to encourage students to reflect critically upon the social, political and human dimensions of education, and to locate it within a wider social, political, economic and cultural context. It seeks to provide students with a range of personal and professional skills and experiences that will enable them to navigate the complex world of simultaneously being educated as a student teacher while educating others as a teacher. This tutorial will draw on students learning and experiences across the programme for reflection and dialogue and will promote the integration of knowledge. Teachers, Schools and Communities in a Changing World ED261 Teacher as Professional (2 credits) This module introduces students to key theories of professionalism including the historical context of the professionalism of teachers. The broad legislative context of professionalism is explored, as is its implications for both the work of student teachers as well as qualified teachers in Ireland. A key focus is placed on conceptualising and interpreting professionalism when working with other stakeholders and in the exercising of professional judgment. Bridging professionalism in private and public selves is also examined, with opportunities for students to relate to virtual and real world contexts.

28 ED262 ED263 ED264 Teaching Studies (2 credits) This module provides students with opportunities to investigate important aspects of classrooms and teaching from various theoretical and practical perspectives. Students will become familiar with a range of pedagogical strategies and approaches and they will be facilitated in exploring ways of applying these creatively, taking account of the requirements of children's learning in different knowledge domains and in different contexts. This module also facilitates students' understanding of, and critical reflection on, key issues relating to classroom management and the creation of inclusive and enriching teaching and learning environments. Analysis of Teaching 2 (1 credit) The analysis of teaching tutorials provides students with opportunities to engage in informal discussion and critical reflection on emerging issues in teaching and learning in the primary school, and with key elements of good professional practice in primary schools and classrooms. Students have opportunities to reflect on their own experiences in schools and classrooms and on their efforts to apply a range of pedagogical skills and approaches in their own teaching. Students are encouraged to share some of their experiences and reflections and to integrate key ideas from the professional knowledge aspects of their course with their professional practice and set goals for themselves in their continuing development as reflective and competent teachers. School Placement 2 (8 credits) and ED265 Preparation for School Placement 2 (2 credits) These modules will provide students with rich opportunities to deepen their skills in reflective practice through experiences of observing teaching and learning interactions in middle/senior classes, and in recording practicebased findings to inform their planning for teaching and their actual teaching. Students will learn how to undertake structured lesson-planning and gain experience in the teaching of lessons in addition to co-teaching with the class teacher. Making professional decisions around learning outcomes, appropriate methodologies, resources and displays, classroom organisation and behaviour management will permeate school placement experiences in Year 2. Students will also engage in learning how to record children s attendance and undertake professional duties beyond their assigned classrooms. Placement details: Semester 2 (Jan-May) 5 weeks (1 week structured preparation + 4 weeks block) College-Assigned Placement: 3rd - 6th Class 27

29 Year 3 28 Children and Childhoods in Diverse Contexts ED311 Local and Global Citizenship (3 credits) This module considers the application of global citizenship themes to whole school practice and classroom teaching. The module explores how global citizenship education intertwines with different curriculum areas including History, Geography, SPHE and Music. ED312a Religious Education and Diversity (1.5 credits) This module enables students to study the way in which differences in children's backgrounds, identities and abilities shape the experience of religious education. Students will examine the teaching of skills of interreligious literacy. They will address how the nature of the patronage of primary schools in Ireland, coupled with the increased diversity of beliefs and practices among families and teachers, are essential considerations in religious education. Students will build on the professional expertise gained in year 2 in order to develop a sense of creativity and innovation in their Religious Education practice. Particular attention will be given to planning for children with special educational needs. ED312b Ethics and Education: Developing Ethical Understanding through Curriculum (1.5 credits) Students are taught to critically engage ethical theory as well as advancing their practice of engaging children in ethical discussion and learning. The foci of ethical teacher and ethical child are maintained and evolved. The module encompasses historical, contemporary and pedagogical perspectives. There is a progression of curriculum practice and understanding through a development of the analysis of the Belief Systems Strand of the Learn Together curriculum. This also allows further exploration of the relation between ethical education and comparative religion. Students will also explore the issues involved in raising and responding to controversial issues in the classroom. Issues relating to the environment and sustainable development will be used as an exemplar in doing this. ED313 A Thematic Approach to Early Years Teaching and Learning (3 credits) Approaches to planning and developing integrated theme-based learning with young children are explored. The focus will be planning for learning experiences that integrate the four themes of Aistear (Well-being; Identity and Belonging; Communicating; Exploring and Thinking) with discrete subjects of the Primary School Curriculum.

30 Teaching, Learning and Curriculum: Learning through Language and Literacy ED321 Teagasc na Gaeilge (1.5 creidiúint) Tabharfaidh an modúl seo deis do na mic léinn a gcuid eolais agus taithí i gcleachtas agus teoiric theagasc na Gaeilge sa bhunscoil a dhoimhniú agus a dhaingniú. Beidh iniúchadh agus plé ar na straitéisí is éifeachtaí le teanga a fhoghlaim agus a theagasc agus nasc a dhéanamh idir an teoiric agus an cleachtas. Beidh forbairt á dhéanamh ar a gcuid tuisceana ar ábhar foghlama agus ar mhodheolaíochtaí teagaisc Churaclam na Gaeilge i gcomhthéasc taighde agus cleachtais ranga. Cuirfear deiseanna ar fáil do mhic léinn scileanna teagaisc agus measúnú a fhorbairt. 29 ED322 /GAE3 Gaeilge: Labhairt agus Litearthacht (3 creidiúint) Cúrsa teanga d'ábhair oidí sa tríú bliain, bunaithe ar leibhéal B2 den Fhráma Tagartha Eorpach do Theangacha, atá sa chúrsa seo. Is é cuspóir an chúrsa seo ná inniúlachtaí na mac léinn a fhorbairt sa chaoi go mbeidh siad ábalta an Ghaeilge a labhairt agus a scríobh go saoráideach, go háirithe i gcomhthéacs a gcuid dualgaisí gairmiúla mar mhúinteoirí teanga. Beifear ag súil ag deireadh an chúrsa go mbeidh inniúlacht ar leibhéal B2 ar a laghad den Fhráma Tagartha ag na hábhair oidí sna mórscileanna teanga go léir. Tugtar deiseanna dóibh barr feabhais a bhaint amach ina gcumas cumarsáide trí mheán na teanga. Déantar leathnú ar an stór focal agus cuirtear leis an líofacht trí mheán na cainte, na léitheoireachta, na scríbhneoireachta agus na héisteachta. Féachtar le hardchruinneas a bhaint amach i dtaca le gramadach agus litriú na Gaeilge. Cleachtaítear na scileanna litearthachta trí thascanna léitheoireachta agus scríbhneoireachta a bhaineann go sonrach le fearann an oideachais agus an teagaisc. Cleachtaítear an cur i láthair ó bhéal agus déantar cúram arís den chruinneas foghraíochta agus urlabhraíochta. Treisítear ar ghnéithe na feasachta sochtheangeolaíochta agus cultúrtha den chúrsa agus pléitear agus úsáidtear áiseanna eolais agus tagartha a bheidh na n-acmhainní saibhrithe teanga agus ina mbunchloch don fhorbairt ghairmiúil leanúnach. ED323 Literacy Education in the Senior Primary School Years (3 credits) This module will critically examine current issues, curricula, national and international research on best practice in the field of literacy. Students are enabled to identify and critically evaluate the key concepts underpinning the growth and progression of literacy in the senior years and to design a balanced literacy framework for readers, writers and communicators.

31 The module focuses on building teacher professional knowledge for literacy with reference to essential literacy skills, strategies and pedagogies for supporting children s literacy development in senior classes of primary school. 30 Teaching, Learning and Curriculum: Learning through Problem Solving and Enquiry ED341 Promoting Integrated Learning in the Primary Curriculum (3 credits) Throughout their school careers, young people need to be taught to see the relevance and connections in what they are learning. An important part of that process is being able to see how knowledge gained in one area can connect to another and how similar skills are being developed and reinforced right across the curriculum. This module enables pre-service teachers to design and develop integrated curriculum units. In particular, it draws on the Learning Activities and Student Work (LASW) method which uses specific definitions and rubrics to help student teachers discern the degree to which the work they ask pupils to do offers opportunities to build the skills that are demanded for living in the 21st century. ED342 ED343 Mathematics Education 3: Improving practice through analysis of teaching (3 credits) This module focuses on pedagogies of enactment, i.e. student teachers are supported in doing the practice of teaching mathematics. They interrogate their own teaching experiences to explore the links between planning, teaching and learning outcomes and they evaluate and modify existing lessons from the perspective of learner engagement and mathematical thinking. Structured ways to develop lessons are explored and opportunities to experience and examine critically a range of different learning activities and teaching approaches are provided. Local Studies: Geography, History and Science (3 credits) This module supports students in identifying and exploiting the opportunities which the local environment and community of a school provide for teaching and learning in geography, history and science. Building on the enquiry approaches fostered in the first two years of the programme, the module will first engage students in creating and investigating their own questions related to the general surrounds of the College and specific sites in the local area. Activities will focus on learning in and about the local environment with a focus also on sourcing resources and information for local studies. Students will then be required to apply these skills to investigating their own local area and to utilising and

32 developing specific teaching and learning resources on a specific community of their choice. Teachers, Schools and Communities in a Changing World ED361 Philosophy of Education (3 credits) This module provides an advanced analysis of contemporary philosophical issues in education. The first part focuses on John Dewey's pragmatist interpretation of a range of key concepts: society, democracy, curriculum, schooling, children, teaching and learning. It also discusses Dewey's legacy in current understandings of education. The second part explores how these ideologies remain influential on contemporary debates in education, with special reference to the ethos debate in Irish schools. Here, we will look at the connections between the philosophical debate concerning progressivism and traditionalism (described paradigmatically by Dewey) and the educational philosophies of denominationalism, multidenominationalism and non-denominationalism. This module builds on and makes links to the Ethics and Education modules. 31 ED362 School Placement 3 (17 credits) and ED363 Preparation for School Placement 3 (3 credits) These modules enables students to gain structured practice (in a range of classes) in the essential skills of planning, teaching (with an emphasis on communicating effectively), managing children s behaviour, assessing and recording children s progress, responding to critical incidents, organising the classroom environment, working collaboratively with teachers in the school community and learning from dialogic interactions with teachers and HEI tutors. Placement experiences will enable students to plan for and teach children in SEN settings incorporating both long-term and short-term planning. Differentiated provision for all children in the primary classroom will be interwoven with development of students critical analysis of their own planning, teaching, and provision for children. Portfolio entries will reflect this. Placement Details: 12 weeks (a) 1 week structured preparation (b) 4 weeks - Teacher A (c) 4 weeks - Teacher B (d) 2 weeks in SEN setting (e) 1 week debriefing Self-Selected Placement: (A): Infants (B): 3rd- 6th Class (Order may be reversed by school)

33 Year 4 32 Children and Childhoods in Diverse Contexts ED411a The Professional Practitioner in Religious Education (1.5 credits) Students will become conversant with the issues surrounding primary religious education in Ireland and abroad (human rights, globalisation, legal issues, ethical conflicts, media, educational disadvantage, school in community, enculturation, curricular implementation and change). Students will develop a deep understanding of theories of religious education, principles of learning and research into the spiritual, moral and religious dimensions of children's development. ED411b Ethics and Education (1.5 credits) This module focuses on the 'Moral and Spiritual' strand of the Learn Together curriculum. Students are taught to critically engage ethical theory as well as advancing their practice of engaging children in ethical discussion and learning. The module encompasses historical, contemporary and pedagogical perspectives and brings a summative understanding of the Ethical Education curriculum as a whole and its relation to students' school placement. It will also engage students in observing and thinking critically of the "whole school" dimensions of Ethics Education and will explore the concept of the Democratic School as an ethical approach to schooling, nationally and internationally. Teaching, Learning and Curriculum: Learning through Language and Literacy ED421 Gaeilge: Labhairt agus Litearthacht (3 creidiúint) /GAE4 Cúrsa teanga d'ábhair oidí sa cheathrú bliain, bunaithe ar leibhéal B2 den Fhráma Tagartha Eorpach do Theangacha, atá sa chúrsa seo. Is é cuspóir an chúrsa seo ná inniúlachtaí na mac léinn a fhorbairt sa chaoi go mbeidh siad ábalta an Ghaeilge a labhairt agus a scríobh go saoráideach, go háirithe i gcomhthéacs a gcuid dualgaisí gairmiúla mar mhúinteoirí teanga. Beifear ag súil ag deireadh an chúrsa go mbeidh inniúlacht ar leibhéal B2 ar a laghad den Fhráma Tagartha ag na hábhair oidí sna mórscileanna teanga go léir.

34 Tugtar deiseanna dóibh barr feabhais a bhaint amach ina gcumas cumarsáide trí mheán na teanga. Déantar leathnú ar an stór focal agus cuirtear leis an líofacht trí mheán na cainte, na léitheoireachta, na scríbhneoireachta agus na héisteachta. Féachtar le hardchruinneas a bhaint amach i dtaca le gramadach agus litriú na Gaeilge. Cleachtaítear na scileanna litearthachta trí thascanna léitheoireachta agus scríbhneoireachta a bhaineann go sonrach le fearann an oideachais agus an teagaisc. Cleachtaítear an cur i láthair ó bhéal agus déantar cúram arís den chruinneas foghraíochta agus urlabhraíochta. 33 Treisítear ar ghnéithe na feasachta sochtheangeolaíochta agus cultúrtha den chúrsa agus pléitear agus úsáidtear áiseanna eolais agus tagartha a bheidh na n-acmhainní saibhrithe teanga agus ina mbunchloch don fhorbairt ghairmiúil leanúnach. ED422 Literacy Education across the Primary Continuum (3 credits) This module critically examines current issues, curricula, national and international research on best practice in the field of literacy. It revisits, reflects on and consolidates teacher knowledge, practice, planning and organisation of effective literacy instruction in the primary classroom, drawing on the experiences which the students encountered over the course of their programme through course work and school placement. It enables students to evaluate and critique components of a balanced literacy framework and engage in building communities of practice which empower students as teachers and as critical and creative practitioners. Teaching, Learning and Curriculum: Learning through Problem Solving and Enquiry ED441 Mathematics Education 4: Planning and teaching mathematics using inclusive pedagogies (3 credits) This module provides student teachers with opportunities to consider issues and strategies in planning, implementing and monitoring learning experiences for pupils in primary mathematics. There is a particular emphasis on student teachers interrogating their understanding and honing their skills in facilitating children s learning in a variety of educational contexts. Issues related to task design and learning tools, classroom interaction, differentiation, and assessment for learning are addressed.

35 34 Enabling Lifelong Learning ED451 Creating Enabling Learning Environments (3 credits) This module focuses on the nature of good learning environments in the primary classroom and how they are created. Through a mixture of lectures and tutorials, and using an innovative blend of face-to-face and on-line teaching/technologies, the students will revisit big ideas and concepts encountered in previous modules where factors leading to a good learning environment are addressed. As well as College staff, primary school pupils, parents, classroom teachers, school principals, inspectors, policy makers and other educationalists from Ireland and abroad will be involved in facilitating the module. ED452 Research Methods and Project (5.5 credits) Through a series of lectures which build on research experience in previous modules, students will engage with the core ideas, principles and approaches underlying the research process in educational settings. Action research will be a particular focus. Following this, students will work with a tutor in a series of seminars to plan an action research project which will be conducted as part of the final school placement. This work will lead to the submission of an 8000 word research report. The overall aim of the module is that, through engagement in the action research project, students will demonstrate that they are capable of taking an enquiry stance and integrating many elements of what they have learned throughout the four years of the programme. Teachers, Schools and Communities in a Changing World ED461 Understanding Educational Change (3 credits) Developing work from the previous years, the module provides an analysis of how different disciplinary lenses can be employed to provide a framework for critique with regard to the thematics of Children, Well-Being and Society. Inter-disciplinary perspectives and critiques of paradigmatic themes such as childhood, schooling, emotional and existential well-being, teaching and learning, ethos and democracy will be analysed through the close reading of texts by authors such as Dewey, Freire, Gilligan, Vygotsky, Rogers etc. Students also explore these themes through reference to their own continuing experience of teaching in schools and working with children. Student teachers understandings of educational change are developed further through critical analysis of the evolution of Irish educational policy and practice, and the changing lives of children and teachers in contemporary Ireland.

36 ED462 ED463 ED464 Teaching in Disadvantaged Contexts (3 credits) Students will develop skills to promote equality and a positive sense of community in socio-economically disadvantaged areas. This module includes a structured community group placement where students will work on a project designed to facilitate agency and voice for learners from socio-economically disadvantaged areas whether children, youth, parents or other local adults. Inclusion (3 credits) This module explores the concept of inclusion from a range of perspectives, including those from special education, multi- and interculturalism, sociology and curriculum. Issues such as the operationalisation of equality frameworks, rights of different groups/stakeholders and the life span perspective of children with special educational needs are explored conceptually, with reference to pedagogy to redress potential imbalances and practical application in the classroom. Schools as Communities: Creating and sustaining effective learning communities (3 credits) This module provides students with the opportunity to engage with a set of issues that are connected to the quality of teaching and learning in our schools. The major focus is on the concepts of good / effective schools. The criteria used to describe such schools and how such criteria are deployed in contexts where there is increasing emphasis on external accountability is examined. Students will explore the notion of schools as communities of learning and examine the link between these communities and the wider community with particular focus on the legislative and policy framework. Key areas include: school governance and leadership; school organisation and teacher cultures, the role and involvement of parents; external and internal accountability; school development planning and policy and legislative frames. 35

37 36 ED465 School Placement 4 (20 credits) and ED466 Preparation for School Placement 4 (3 credits) These modules enable students to gain a full range of professional experiences in planning, in teaching, in managing children s behaviour and in taking responsibility for teaching an assigned class over an extended period of time. This will include making professional judgments around recording children s progress, utilisation of assessment outcomes and working alongside a range of teachers in the school to ensure seamless and integrated provision in curriculum. Students will engage with parents, members of Boards of Management, and with a range of other professionals involved in the lives of children. These modules will enable students to work collaboratively with a school community in whole school projects and initiatives and in the process enable students to see themselves as important resources for a school community. A school-based research project will serve to deepen students reflection-on and reflection-in practice skills and enrich students capacities to discern and make professional judgments in relation to what helps children learn and what it means to be a member of a school community. Placement Details: 10 weeks College-Assigned Placement: Any Class

38 FOUNDATIONS IN HUMANITIES AND SCIENCE/ BUNCHÚRSAÍ SA LÉANN DAONNA AGUS SAN EOLAÍOCHT First Year students choose 3 of the following subjects to the value of 15 credits. Biology and Science Education (BaSE) BASE101 Fundamentals in science (5 credits) The aim of this module is to familiarise students with key issues relating to science education in national and international contexts, with particular focus on school science. Students will also develop their own scientific conceptual knowledge particularly in the areas of physics and chemistry, through highly interactive and practically-based approaches. Students should have an enthusiasm for science and scientific inquiry and an interest in enhancing their understanding of the role that science can play in educational contexts. 37 There are no specific entry requirements and students without Leaving Certificate background in any of the sciences are most welcome. While BaSE is currently a First Year subject only it may be available to take as a specialist option in years 2 to 4, subject to resource issues. English ENG108 ENG109 Introduction to Literature: Poetry, Prose, and Plays (2.5 credits) This course introduces students to the different literary genres, fiction, poetry and drama, as well as giving them a sense of different literary periods in which a range of works appeared. Books that Change the World: Plays, Poems, and Prose (2.5 credits) This course introduces students to a selection of plays, poems, and prose writings, drawn from a range of cultures and historical moments. Its ambition is to demonstrate the peculiar powers and effects of literature; the fact that literary texts function on several levels - pedagogical, ideological, critical, pleasurable, and aesthetic - and, thus, have the ability to transform readers and their world. There are no specific entry requirements for this subject.

39 French 38 FRE101 Language, Culture & Society (5 credits) Using a wide variety of authentic French documents (written, audio and audio-visual), students develop their abilities to talk and write about their interests and their personal & cultural environments and to express their opinions and ideas. The course also involves a consolidation of basic French grammatical concepts and terminology and extends students knowledge of France and its culture. Normally, Grade B Higher level Leaving Certificate or equivalent is required. Gaeilge GAE110 GAE111 Litríocht do Pháistí (2.5 creidiúint) Is cúrsa é seo a dhíríonn ar fheidhm agus ar úsáid na Litríochta do Pháistí. Tugtar léargas ar an Litríocht do Pháistí mar áis teagaisc i múineadh na Gaeilge, áis a fhorbraíonn scileanna léitheoireachta agus scileanna teanga na bpáistí scoile. An Béal Beo (2.5 creidiúint) Pléifidh an cúrsa seo leis na healaíona béil sa Ghaeilge. Díreofar ar an scéalaíocht thraidisiúnta, ar rannta do pháistí, ar na hamhráin agus ar ábhar gaolmhar eile d'fhonn eolas a chur ar an réimse tábhachtach seo i dtraidisiún na Gaeilge agus na héireann. Pléifear an comhthéacs soch chultúrtha as a n-eascraíonn ábhar atá oiriúnach do mhúineadh na Gaeilge sa bhunscoil. Moltar go mbeadh C3 Ardleibhéil san Ardteistiméireacht.

40 Geography GEOG104 Foundations of Geographic Literacy (5 credits) The purpose of this module is to provide students with a grounding in basic geographical concepts and skills, which will inspire enthusiasm for the subject, facilitate them in their future teaching careers and encourage them to continue their explorations in geography. Overarching themes, including space/place, scale and sustainability, will be introduced at the start of the module and then explored using a series of case studies which move between global, international, national and local scales. Topical Irish material is incorporated where possible. An integral fieldwork component facilitates a real-world learning experience. 39 There are no formal requirements in order to take Geography as a foundation subject in first year. History Students who take the History option will engage with two courses, one each semester, as follows: HISTED101 HISTED102 Learning from the Irish Landscape (2.5 credits) This course will describe the main phases of and identify the impact of humankind on the Irish Landscape. It will, in the process provide an introduction to Irish history and the key features in the landscape that illustrate Irish history. Europe in the Age of Exploration ( ) (2.5 credits) This module examines the dramatic events of the Age of Exploration, the Renaissance and the Reformation. It identifies the changes that the period wrought on European politics, economy and society and its interaction with the wider world. It engages with ideas of change and continuity and illustrates how the interaction of ideas, politics and conflict combined to create a new type of society in Europe. It is not necessary to have studied History previously.

41 Mathematics MATH121 Discrete Mathematics (5 credits) This module on Discrete Mathematics introduces students to some fundamental ideas in the areas of Number Theory, Graph Theory, and Logic & Proof. 40 C3 Leaving Certificate Higher level or A2 Ordinary level is recommended. Music MUS101 Music: Genres and Practices 1 (5 credits) In this module, students begin musicological studies in Baroque and Irish Traditional genres, and are engaged in various forms of group music making. While there are no formal requirements in order to take Music as a Foundation subject in First year, students taking this course require: a) knowledge of music notation for the study of genres and works; b) ability to participate in instrumental and/or vocal groups. Students wishing to select Music as their Major Specialism from second year further require a background in musical techniques (Leaving Certificate level or equivalent). Religious Studies RS102 Synoptic Gospels (5 credits) An introduction to New Testament Studies with specific reference to the Synoptic Gospels of Matthew, Mark and Luke. Previous studies in this subject area are not required.

42 MAJOR SPECIALISMS/MÓRSPEISIALACHAIS Second Year students choose to specialise in one of the Foundations in Humanities and Science subjects chosen in First Year or select an option from Education Specialisms in Early Childhood Education, Physical Education, Human Development or Special and Inclusive Education. Students continue with their chosen Major Specialisms in Years Three and Four. Please note that not all options included here may be available in Students will be advised of the up to date situation at the appropriate time. 41 Biology and Science Education (BaSE) The biology and science education course is aimed at students who have an enthusiasm for science and scientific inquiry, and wish to understand the role that science can play in society, focussing on educational contexts. The course especially aims to develop students own knowledge and understanding of a broad range of biological topics. In addition, students are introduced to key principles in physics and chemistry as well as developing an awareness of major issues relating to school science and scientific literacy. As all topics start from first principles, no prior scientific knowledge is required however, students should have an enthusiasm for practical work, discussion and debate. Assessment is by continuous assessment, assignments and projects, and practical and written examinations. It should be noted that the availability of BaSE as a major specialism in Years 2, 3 and 4 is subject to resource issues. Major Specialism Code Year ECTS Title BASE Environmental systems BASE Developing concepts in science BASE Functional anatomy and physiology 1 BASE Current issues in biology BASE Nature, history, sociology and philosophy of science BASE Subject leadership

43 Early Childhood Education The overall aim of the Major Specialism in Early Childhood Education is to provide students with opportunities to develop the deepest understandings of what is involved in provision and pedagogy in early childhood education and care. It is anticipated that graduates would lead efforts within schools to provide optimal standards of early childhood education and care. 42 The content of this course will enable students to develop understandings in relation to issues that impact on the development, education and well-being of all children in the age range birth to six years. In addition students will engage in an in-depth manner with current research about learning in early childhood. Students will draw on a broad range of theoretical insights and principles to create supportive and challenging learning environments. Students will critique current national frameworks to support practice and pedagogy with young children. Students will develop skills to reflect critically on practice and the knowledge that informs it. Opportunities may be presented for students to visit a range of early education settings. Major Specialism Code Year ECTS Title ECE Historical Perspectives on Early Childhood Education ECE Children's Participation in Early Childhood Education and Care ECE Well-being in Early Childhood ECE Formative Assessment of Early Learning ECE Multimodality in Early Childhood: Play, Art and Digital Technology ECE Transition to School: Issues for Schools in Developing Programmes and Policies

44 English The English programme introduces BEd students to a broad selection of literature and to the forms and functions of language. Literature helps us understand life and humanity and gives access to a wealth of human insight and imaginative terrains. Stories are told through poetry, drama and fiction that allow us to express ourselves to each other as individuals and as communities. They open up new perspectives on the past as well as the moment in which we live and they expose us to diverse cultures, ideas and experience. 43 Children s Literature plays a pivotal role within the programme, which also engages with a wide range of Irish and world literature. This helps give insight into the importance of narrative in the production of identity across boundaries of race, nation and gender. The study of English promotes and develops independent critical and creative thinking and an appreciation of the aesthetic. It builds fluency in language and expression. These are transferable skills that relate to the personal and professional development of student teachers, with particular application to their engagement with literacy in their professional capacity in the primary school classroom. Major Specialism Code Year ECTS Title ENG Creating Childhood ENG Shakespeare ENG Radicals and Rebels in the Romantic Period ENG Decadence and Late Nineteenth-Century Literature ENG American Literature: American Dreams ENG Irish Writing: Nation and Imagination ENG Modern Drama ENG Modernisms ENG New Prospects in Contemporary Irish Writing ENG Children's Literature: The Playgrounds of Childhood ENG Subject Leadership in English

45 44 French The Major Specialism in French develops students knowledge about France, its language, culture, history and society, and the role of French in other parts of the world. Many of the skills developed in the study of a modern language are highly transferable to other areas of academic and professional activity and are highly valued by employers, especially those seeking colleagues with excellent communicative and networking capabilities, an awareness of and sensitivity to cultural and linguistic difference and an ability to work well with others in a professional environment. The course aims to deepen students knowledge of French as a written and spoken language through the provision of intensive language classes using a variety of textand media-based stimulus documents and grammatical and other written exercises. Students also learn to analyze and critically discuss literature, film and art from France, Canada and other Francophone regions, and are introduced to the study of linguistics, sociolinguistics and second-language acquisition. The final-year module in French encourages students to reflect on the notion of cultural exchange and related concepts such as interculturalism and immigration and to apply knowledge in these areas to the teaching of French to primary-school students. The Specialism in French fosters among students a deep and lasting interest in the language and culture of French and the French-speaking world, promotes intellectual curiosity in the world and its linguistic and cultural diversity, and equips students with skills relevant to working in multicultural and multilinguistic contexts. Having successfully completed the course, students will have progressed towards level B2 of the Common European Framework of Reference for Languages in their ability to use and understand French, as a written and spoken language. Major Specialism Code Year ECTS Title FRE201 & FRE Language, Culture & Society FRE Oral Expression and Comprehension 2 FRE Introduction to Linguistics FRE Cinema 1 FRE Language, Culture & Society FRE Oral Expression and Comprehension 3 FRE The City in Modern French Literature and Painting FRE Cinema 2 FRE Subject Leadership

46 Gaeilge Scrúdaítear teanga, litríocht agus cultúr na Gaeilge ina gcomhthéacsanna staire agus comhaimseartha le linn an chúrsa Nua-Ghaeilge seo. Is é aidhm an chúrsa léargas a thabhairt do na hábhair oidí ar ghnéithe tábhachtacha den traidisiún liteartha agus béil, agus ar an ngaeilge mar ghné den timpeallacht chultúrtha. Féachtar le hinniúlachtaí léitheoireachta, scríbhneoireachta, anailíse agus critice na mac léinn a fhorbairt trí théacsanna agus acmhainní foghlama ilghnéitheacha a chur faoina mbráid sna cúrsaí éagsúla léachta. Trí na príomhfhoinsí eolais agus tagartha i réimsí áirithe de chuid léann na Gaeilge a chur faoina mbráid agus a phlé, féachtar le cumas machnaimh agus le scileanna taighde na mac léinn a chleachtadh agus a fhorbairt ar bhealach a rachaidh chun tairbhe dóibh agus iad ag feidhmiú go gairmiúil mar mhúinteoirí bunscoile. Tá sé mar aidhm ag an gcúrsa go mbeidh na saintuiscintí teangeolaíochta, sochtheangeolaíochta agus cultúir ag céimithe B Oid le Gaeilge a chuideoidh leo feidhmiú mar shaineolaithe ábhair i gcomhthéacs na bunscoile. 45 Mórspeisialachais Cód an Chúrsa Bliain CEAC Teideal an Chúrsa GAE Ainmneacha Áiteanna agus Daoine GAE Filíocht an 17ú haois GAE An Fhiannaíocht GAE An Páiste i bhfilíocht Chomhaimseartha na Gaeilge GAE Litríocht na himirce GAE Filíocht agus Amhráin na Gaeilge GAE Canúintí na Gaeilge GAE An Rúraíocht GAE Drámaíocht na Gaeilge GAE Scéalta Beatha na Gaeilge GAE Ceannaireacht ábhair sa Ghaeilge

47 Geography 46 Geography is the study of the environments created on the earth's surface by nature and people. The definition of Geography in the current Primary School Curriculum captures the centrality of the discipline in the lives of people and the environments with and within which they interact. There has never been a more exciting time to study geography, with contemporary issues from global warming to urban planning and economic globalization challenging the ways in which we view the world. Recent events and issues, whether they arise from natural/physical environments or human generated and impacted environments have served to reinforce Geography s place as being central to the learning experiences of student teachers and the pupils whom they will teach. The Geography specialism offered to BEd students emphasises knowledge in human and environmental geography, enhancing insights into issues of sustainability and equality at scales from the local to the global. The specialism is designed to be intellectually stimulating, to engage student teachers with content which is relevant to both their personal and professional development, and to afford opportunities to develop and enhance a wide variety of skills and competencies. Major Specialism Code Year ECTS Title GEOG Society, Space & Inequality GEOG Landscape, Heritage & Identity GEOG Humanitarian Action GEOG Skills for Exploring the Environment GEOG Children's Geographies GEOG Subject Leadership within Geography

48 History The history programme presented to students who take the history specialism will introduce students to a large number of the themes and topics students will encounter in the History Curriculum for Primary Schools. Chronological and thematic approaches are combined within courses. Key historical concepts (revolution, nationalism, globalisation etc.) and their evolution are examined in and located in their national and international context, as are major historical figures. In addition to providing students with the opportunity to study the broad contours of both Irish history and European history, students will be schooled in the craft of historical reconstruction in third year when they will prepare a historical project using a major historical source. 47 The aim of the history programme is to develop students knowledge and understanding of major developments in Irish, European and global history and to develop students research, writing and critical analysis skills with a view to enabling them to conduct independent study and research and to transfer their knowledge, understanding and skills to their teaching of history in the classroom. Major Specialism Code Year ECTS Title HISTED Ireland in the era of Protestant Ascendancy: from the Battle of the Boyne to the Great Famine, HISTED Europe ( ); power, privilege and protest HISTED Modern Ireland : Politics, Culture & Society HISTED Europe : Society and Politics in Crisis and Change HISTED Exploring the Past: Using Primary Sources HISTED Becoming Leaders in the Teaching of History

49 Human Development Human Development is an interdisciplinary subject through which students engage further with the disciplines of philosophy, sociology and psychology in order to develop an informed and critical understanding of human needs and capacities at crucial stages of the developmental process. The Human Development Programme in Education fosters the ability in students to interpret and analyse perspectives across these disciplines, and to bring together major themes in a way that is relevant to the development of their professional identities as teachers and as lifelong learners. Most importantly, the programme should help students develop their understanding of self and of others across contexts, cultures and in relation to big ideas. Beginning in the first year of the specialism, the course explores concepts of the Human, and of Development, through the various disciplinary lenses and through the particular methodologies and approaches that inform these disciplines. The first year offers courses which build on key ideas in childhood in the disciplines of education. These are further developed alongside a focus on transitions into the period of adolescence. Second year explores constructions of adolescence and key issues in their schooling, education and well-being. The final year has a focus on adulthood and the teacherdeveloping understandings of transitions to adulthood, work, well-being, relationships and citizenship. This final year includes a return or spiralling to key questions of the human and of development to facilitate students to develop a perspective on human development. Major Specialism Code Year ECTS Title HD Psychology II: Adolescence HD Social Contexts of Adolescence HD Philosophy, Creativity and Personhood HD The Social Psychology of Adulthood HD The Person as an Ethical Agent HD Adulthood, Agency and Educational Praxis

50 Mathematics The Mathematics programme aims to provide students with an understanding of discrete mathematics, algebra, geometry, functions, probability and statistics. Emphasis will be placed on developing the ability to think creatively, to reason logically and to solve problems, as well as on the applications of the subject. In addition, students will be given the opportunity to use appropriate software. Mathematics is about discovering and exploring ideas and patterns, and has a strong aesthetic appeal. Students will be exposed to the elegance of mathematics as well as its practical applicability. Throughout, students will be encouraged to understand the ideas of mathematics and to develop their proficiency in the technical aspects of the subject. 49 A deeper understanding of mathematics will enhance students teaching of the subject in the classroom because they will appreciate the big picture and have an insight into how the primary curriculum fits into the wider scheme of mathematics. A greater understanding of mathematics and the connections between mathematical topics will better equip them to respond to children s ideas and strategies. In the final year, students will have the opportunity to consider in some detail how their knowledge of mathematics can contribute explicitly to their professional practice as teachers. Major Specialism Code Year ECTS Title MATH Functions MATH Algebra MATH Geometry MATH Combinatorics & Probability MATH Perspectives on Infinity MATH Statistics MATH Problem Solving & Mathematical Modelling MATH Subject Leadership in Mathematics

51 Music 50 This music course is designed to enable students to develop their musicality, and to deepen their understanding of music from a range of musicological and performance perspectives. In engaging with Music as a discipline within Humanities, students are afforded opportunities to further their intellectual development, to develop their musical knowledge and skills, and to engage critically and analytically with music sources, practices and texts. Students are engaged with a variety of music genres, practices and techniques pertinent to diverse cross-cultural and historical contexts. The course comprises three key areas: topics in musicology, ensemble performance (choral and/or instrumental) and techniques of music writing, and is presented through a variety of delivery modes, including lectures, seminars, workshops, rehearsals and performances. Additionally, student-directed learning is facilitated by means of independent practice and research, and through the use of interactive music technology. Ensemble practice/performance and other forms of peer learning are integral to the course, and involve reflective components. Music within the BEd provides a foundation in formal music studies and is designed to enhance development and application in professional practices. Additionally, the course can lead to further studies in music and related fields. Major Specialism Code Year ECTS Title MUS Music: Genres and Practices 2 MUS Musical Techniques 1 MUS Music: Genres and Practices 3 MUS Musical Techniques 2 MUS Music Leadership

52 Physical Education The overall aim of the Major Specialism in Physical Education is to prepare a cohort of teachers annually to teach quality programmes of physical education in the primary school and to lead efforts to enhance provision across the whole school. It is expected that they would model best practice in their teaching of physical education and inspire colleagues within their schools and beyond to teach quality programmes of physical education in early childhood and primary settings. Such programmes would reflect a deep understanding of physical education and its relation to children's physical activity, health and participation in sport. 51 Students will have many opportunities to engage in a wide range of practical activities and to explore how they might provide similar opportunities for children. Modules will prompt students to reflect on their experience of physical education, physical activity and sport as they gain an in-depth knowledge of primary physical education. Their study of curriculum, pedagogy and assessment related to physical education with an emphasis on engagement in practical work will be underpinned by their work within the major disciplines of history, philosophy, sociology and psychology. Students will be prompted to critique ongoing debates in physical education and related issues at local, national and international level. They will be encouraged to research aspects of physical education and to design and implement programmes appropriate to the age level of the children that they are teaching. Assessment will encompass formal examination, on-going assessment of particular aspects of coursework and portfolio assessment where the emphasis will be on the teaching of physical education to children in primary schools rather than on sports related performance. Major Specialism Code Year ECTS Title PE Theoretical Perspectives on Physical Education and Implications for Practice PE The Physical Education Curriculum and Inclusive Practice PE Physical Education, physical activity and sport for young children PE Development of Fundamental Movement Skills in Physical Education PE Personal and Social Development through Physical Education PE Subject Leadership in Physical Education

53 Religious Studies 52 Religious Studies is multi-disciplinary of its nature. In that context, students are expected to engage in this programme with topics such as the major World Religions, moral, ethical and social values, multi-culturalism, the Hebrew Scriptures, the New Testament, Celtic spirituality, rituals and practices, philosophy, feminist theologies, the phenomena of sacred and worship in human life, contemporary atheism, the religious dimensions of human experience through art, story and poetry and the pedagogy of play-based forms of religious education. In addition, students will explore the possibilities of the new dialogues among the religious and non-religious traditions of the world. This necessitates entering the world of the other through various disciplinary lenses which pre-supposes a broadly anthropological approach to social, political and religious unrest in many parts of the world and at home. It also necessitates a study of religions as a power for good within society where they contain within themselves the capacity to bring about justice, peace and reconciliation. Major Specialism Code Year ECTS Title RS Creed and Trinity RS Pentateuch and Prophets RS204e 2 5 Religion and Philosophy (Elective) RS205e 2 5 Religion and Experience RS206e 2 5 Celtic Spirituality RS Moral Theology RS The Sacred and Worship RS Play Based forms of Religious Education

54 Special and Inclusive Education This major specialism will draw on the disciplines of psychology, philosophy, sociology, history and education (curriculum, pedagogy and assessment) when considering the effective inclusion of pupils with special educational needs (SEN). It will also draw on disability studies, human rights education, leadership, inclusion, change management and policy analysis. This rich interdisciplinary approach aims to give student teachers a strong conceptual understanding of the key issues and the requisite foundational knowledge, skills and confidence to begin addressing the many challenges of special and inclusive education. 53 Specifically, student teachers will explore the nature and range of special educational needs and the teaching and learning implications arising. Leading on from this, specific issues around curriculum and pedagogy in relation to including pupils with SEN effectively will be examined. Planning for individual needs will be focused upon within the context of the Individual Education Plan as outlined in legislation and students will learn ways of integrating that plan into their overall planning for the class group. Collaboration with others is at the core of current policy and legislation in relation to including students with SEN and students will learn strategies to enhance that aspect of their work. Major Specialism Code Year ECTS Title SIE Principles and Concepts of Special and Inclusive Education SIE Principles and Concepts of Special and Inclusive Education: Implications for Teaching and Learning SIE Assessment and Planning for Individual Needs SIE Collaborative Practice SIE Curriculum and Pedagogy in Special and Inclusive Education SIE Leadership for inclusion

55 MINOR SPECIALISMS/ MIONSPEISIALACHAIS Third Year students select a Minor Specialism from a range on offer and continue with the chosen option in Year Four. 54 Minor Specialisms are offered in areas of Education of key importance in the sector, for example, Mathematics Education, Literacy, Science Education, Educational Disadvantage, Teaching English as an additional language, Art, Drama, Music and others. They are chosen by students on the basis of personal interest and provide opportunities to develop knowledge and understanding of selected areas in a progressive way through building on prior work in the core modules. In addition to laying an enhanced basis for future professional study, they foster critical thinking and reflective practice, and facilitate the development of the deep expertise which will enable graduates to make a strong contribution to curriculum leadership, development and innovation in the primary education system.

56 CERTIFICATE IN RELIGIOUS STUDIES BEd students may concurrently follow the Certificate in Religious Studies Programme. This is a programme for intending primary school teachers. It is recognised as a qualification to teach religion in Irish Catholic primary schools, and is accepted by some of the Catholic elementary school systems in Britain, North America and Australia. The objectives of the Certificate are: - That participants will be sensitive to the importance of meaning and value, of spirituality, and religious experience in human life; - That they will have the opportunity to engage in personal reflection, research and discourse with a view to enhancing their own religious awareness; - That they will develop an understanding and appreciation of the content areas of the Catholic primary school curriculum in light of the Catechism of the Catholic Church. In order to take the Certificate, students must also take the two Religious Education modules in curriculum religion which are offered by the Department of Religious Studies and Religious Education in the BEd programme: ED213a: Foundations in Primary Religious Education and ED312a: Religious Education and Diversity. 55 CRS UG01 CRS UG02 CRS UG03 CRS UG04 Christian Foundations (2.5 credits) A survey course of Early Christianity which includes: The Life, Death and Resurrection of Jesus; Jesus relationship with women; Mary the Mother of Jesus; Reference to Feminist Theology. The Creed and the Trinity (2.5 credits) The teaching of the Nicene Creed and an examination of the Trinity as the foundation of Christian belief. Moral Theology / Religious Diversity (5 credits) The nature of moral decisions and the Christian basis for judgment between right and wrong as well as a treatment of some specific contemporary moral issues; The phenomenon of religious diversity in Irish society and its implications for the primary school religious educator. Liturgy / Spirituality (5 credits) An introduction to the Liturgical Year and the Sacraments; An exploration of the meaning of Christian Spirituality particularly as it pertains to the primary school religious educator.

57 Tá an t-eolas sa leabhrán seo ann mar threoir d iarrthóirí ar ionaid i gcoláiste Phádraig agus ní féidir glacadh leis mar chonradh idir an Coláiste agus iarrthóir nó an triú duine ar bith. Tharlódh go ndéanfai athruithe ar chúrsaí ó am go ham agus ba chóir do mhic léinn an t-eolas a cheistiú má bhíonn amhras orthu. 56 Tuilleadh eolais le fáil ó láithreán gréasáin an Choláiste nó ón Oifig Iontrála, Coláiste Phádraig, Baile Átha Cliath 9. Fón / / The information in this booklet is intended as a guide to persons seeking admission to St. Patrick s College and shall not be deemed to form a contract between the College and an applicant or any third party. Courses are subject to change from time to time and students should enquire as to the up-to-date situation at any appropriate time. Further information available from the College website or the Admissions Office, St. Patrick s College, Dublin 9. Phone / /

58 Tel: (Main Reception) Tel: / 2025 / 2013 (Admissions) Fax: [email protected] Website: Designed & Printed by O Donoghue Print