Bachelor of Education Year Three, Semester Six

Bachelor of Education Year Three, Semester Six Course Handbook Spring 2015

Welcome from the Dean of Education/ Fáilte ó Dhéan an Oideachais Dear Student, On behalf of my colleagues I extend a warm welcome back to B.Ed 3, Faculty of Education at Mary Immaculate College. Tá súil agam gur bhain tú taitneamh as laethanta gealla an tsamhraidh. During Year 3 of the B.Ed programme you will follow a core programme which focuses on the Student as Researcher. Emphasis is placed upon recognising and developing the potential contribution primary school teachers can play in educational change by actively engaging with educational research. To begin this journey you will be introduced to educational research methods and ethics in Semester 5. This module will also play an integral part in helping you formulate the research design for your Undergraduate Dissertation (if selected). While you will continue to build upon concepts and knowledge developed in first and second year, early childhood is a particular curricular focus during B.Ed 3 and you will undertake a designated Infant school placement towards the end of Semester 6. This autumn you will begin your first Education Elective and your second Liberal Arts Elective module. Through the selection of electives you will begin your path towards either a specialism or a multidisciplinary B.Ed. By the end of this academic year, you will have completed all the mandatory curricular elements of your programme. As you are aware, Part Two of the Programme, attainment on which final QCA is based, includes Years 2, 3, and 4. The weighting of the Programme increases from 1 to 2 for Semesters 6, 7 and 8. To date your constructive feedback to us has contributed to the rescheduling and revision of the approaches taken in some modules. If you have any feedback in relation to this academic year, please engage with your academic co-ordinator and Assistant Dean, Dr Angela Canny. The Faculty is also continually involved in the development of other new programmes. This academic year sees the introduction of the Professional Master of Education (Primary Teaching) which is a new two year teaching qualification for graduates who already possess a Level 8 degree and who wish to pursue primary school teaching. We have also a new M.Ed in Educational Leadership and Management and an innovative Graduate Diploma/Masters of Arts in Education and Well-being of the Older Person. Our Professional Diploma in Education (Further Education, Level 8) has been accredited by the Teaching Council, and our revised Certificate in Religious Education has been approved by the Council for Catechetics. We have also an Education Preparatory Programme for Mature Learners, which is aimed at adult learners who wish to gain access to the BEd programme. Táthar ag leanúint ar aghaidh i mbliana lenár gclár iarchéime nuálaíoch, M. Oid. san Oideachas Lán-Ghaeilge, a cuireadh ar an bhfód don chéad uair anuraidh. Is é seo an chéad chlár iarchéime i bpoblacht na héireann le freastal go sonrach ar oideoirí tumoideachais agus ar ghairmithe eile a bhíonn ag obair i réimse an oideachais lán-ghaeilge. These programmes contribute to the extensive range of postgraduate programmes already being provided by the Faculty in SEN, ICT, Mentoring and Teacher Development, Early Childhood Studies, Adult and Continuing Education, Masters in Education (by Research and Thesis) and Structured Ph.D in Education. Our lecturers are very approachable and are dedicated to providing you with a top quality educational experience. Please engage with them and with your fellow students to enrich your own learning and to broaden your understanding of what it means to be a teacher. Participate in the life of the College, join clubs and societies, and enjoy the many sporting, social, cultural, and personal development opportunities available to you. In closing, I wish you well in your studies and I hope that your time at Mary Immaculate College will prove both enjoyable and rewarding. Guím gach rath ort i rith na bliana, Professor Teresa O Doherty, Dean of Education.

INDEX PAGE NUMBER Introduction from the Dean 1 Index 2 Faculty of Education A Brief Overview 3 Mission Statement of the Faculty of Education 4 Overview of B.Ed 3 Programme 5 Study Abroad/International Placement 7 Elective Specialisms and Multidisciplinary Route 7 Undergraduate Dissertation Option 7 Progression within the Programme 7 Programme Specific Regulations 8 Academic Honesty 9 Lecture and Tutorial Attendance 9 Module Assessment Guidelines 9 Key Faculty of Education Contacts 10 Staff of the Faculty of Education 12 Bachelor of Education 3 Spring Semester Modules 19 Course Outline: Core Education Modules 21 Course Outline: Education Electives 1 50 Course Outline: Liberal Arts Electives 2 83

FACULTY OF EDUCATION A BRIEF OVERVIEW The academic work of the College is divided into two faculties: the Faculty of Education and the Faculty of Arts, both of which contribute to the BEd Programme. The Faculty of Education at Mary Immaculate College is proud of its tradition of teacher education and of the high standards achieved by graduates since its establishment in 1898. The Faculty is one of the largest education faculties in Ireland, with a staff of more than 65 full-time academic staff and a further 50 associate members. The Faculty is strongly student-centred and is committed to excellence in its teaching and research. The Faculty offers programmes at certificate, diploma, undergraduate and postgraduate levels. undergraduate honours programmes include the following: Our flagship BEd, which is a full-time four-year programme and is the professional qualification required for teachers in primary schools. BEd in Education and Psychology, this four-year full-time programme prepares graduates to be recognised primary school teachers while also holding a degree in Psychology, which is recognised by the Psychological Society of Ireland. BA in Early Childhood Care and Education, which focuses on the development of educarers, professional leaders in the provision of care and education for children from birth to six years in a variety of educational settings. The Faculty also offers a number of postgraduate programmes. The academic year 2014/15 heralds the introduction of the Professional Master of Education (Primary Teaching) which is a new two year teaching qualification for graduates who already possess a Level 8 degree and who wish to pursue primary school teaching. In addition, a suite of postgraduate and masters programmes is available. The Faculty also provides a range of postgraduate research options and the numbers of students engaging in masters and doctoral studies by research and thesis within the Faculty continue to grow. The research work of the Centre for Research in Education and Teacher Education (CREaTE), Centre for Early-Childhood Research at Mary Immaculate College (Ceramic), the Curriculum Development Unit and the Transforming Education through Dialogue (TED) Project reflect the commitment of Faculty to researching aspects of curricular interest, but also issues of equity and justice within education on local, national and international levels. Faculty members cover a wide range of expertise and professional interests. Many are qualified primary teachers and bring to their students a wealth of professional knowledge and experience. An internationally recognised standard of excellence has been achieved in the areas of professional development, curriculum design and educational research. The Faculty of Education has close links with many of the primary schools in Limerick city and the wider mid-west region. These connections facilitate an on-going professional relationship between the Faculty and the schools. The Faculty is greatly facilitated by the schools and teachers who make their classes available to student teachers for school placements, a crucial aspect of Mary Immaculate College s BEd programme.

MISSION STATEMENT OF THE FACULTY OF EDUCATION To foster the social, emotional and intellectual development of our students; to promote and enhance their well-being during their time in college, and to provide opportunities for them to access a range of cultural activities. To encourage students to aspire to standards of excellence in their professional lives compatible with their individual potential. To promote reflective, creative, open-minded, sensitive, competent and committed practice among teachers in the national primary schools system. To empower such teachers to deal not alone with pupils and in-school colleagues but with parents, local communities, colleagues generally, other professionals. To engender in our graduates a commitment to the full, social, emotional, intellectual development, and cultural diversity of the children they teach so that as citizens of the future they are competent, assured and caring members of society. To promote and develop educational research and the application of existing research for the benefit of schools and of the community. To promote among our graduates an openness to research and methodological innovation and to help them to foster a sense of ongoing professional and personal development. To engender in students and graduates a positive, critical attitude to change in their professional lives and the capacity to develop skills and competences to deal with changing needs and demands. To promote and develop educational thought and practice for the benefit of the community, both local and national.

OVERVIEW OF THE B.ED 3 PROGRAMME The conceptual framework of the overall B.Ed programme (of which a brief overview was provided in the B.Ed 1 Handbook) demonstrates a dynamic programme that challenges what it means to be a learner, a teacher, a researcher, and a leader and how, collectively, these understandings become embedded in the everyday realities of all those working together in a 21 st century teacher education programme. In B.Ed 3, the focus is upon the Student as Researcher, which emphasises not only the importance of research for educational change but also recognises the active engagement of primary school teachers in educational research. In Semester 5 you will be introduced to research methods in education, which provides an opportunity for you to develop an understanding of the interrelated connections between theory, practice and research across classrooms, schools, communities and broader society. It encourages you to look for opportunities, embedded within an ethical framework, for systematic, relevant and robust inquiry. In Semester 5 you will also begin your first Elective modules in Education and continue with your Liberal Arts Electives. Early childhood is a particular curricular focus during B.Ed 3 and you will undertake a designated Infant school placement towards the end of Semester 6 (SP5). School Placement 5 is combination of observation and teaching in an infant classroom and will provide an opportunity for you to become familiar with learning support systems in the school, with particular reference to the infant classroom. Since you will have completed all the mandatory curricular elements of your programme, two SEN modules and five electives at this point, the level of curricular and theoretical understanding and expertise expected in this placement are demanding. The modules in B.Ed 3 are as follows:

Semester 5 Student as Researcher ECTS Semester 6 Student as Researcher ECTS Language and Literacy 5 STeM 6: Teaching Mathematics and Science Research Methods - Ethical Foundations for Teaching and Research Creative Arts 3 3 3 3 3 Schools and Society 3: Historical, Philosophical and Sociological Perspectives Early Childhood Education curriculum, research, and pedagogy Early Primary Education and Advanced Educational Methods 3 3 3 Assessment for and of Learning Liberal Arts Elective 2 Education Elective 1 Religious Education Option 6 6 6 3* Inclusive Education for Children with Special Educational Needs 2 Liberal Arts Elective 3 Education Elective 2 Tréimshe Foghlama sa Ghaeltacht 2 School Placement 5 Religious Education Option Certificate in Religious Education Option 3 6 6 0 6 3* *As this is an optional educational module, students choose one of the three assessment options: audit, pass/fail or graded. If the graded assessment option is chosen, credits awarded will contribute to the student s QCA.

Study Abroad/International Placement The B.Ed programme offers students the opportunity to study abroad in Semester 5. The College has established partnerships with a number of premier Colleges and Universities worldwide and encourages student mobility. Exchanges are open to all students. Students may apply to study abroad during Semester 5 and will be graded on a pass/fail basis for participation in the programme. Please contact: Richard Bowles, Co-ordinator of international placements and AEE, if you have any queries in relation to the Study Abroad/International Placement. Additional Educational Experience (AEE) The Additional Educational Experience (AEE) module is undertaken in Year 4 of the B Ed programme. Students may select a placement of their choice in a variety of settings, including special education, development education and community contexts. The placement lasts for at least 50 hours spread over a minimum of two weeks, and students will choose to do this during the summer of 2015 or in January 2016. Six credits are awarded for this module, graded on a Pass/Fail basis. Please contact: Richard Bowles, Co-ordinator of international placements and AEE, if you have any queries in relation to the Study Abroad/International Placement. Elective Specialisms and Multidisciplinary Route Students begin their first Education Elective and second Liberal Arts Elective in Semester 5. Students have been allocated and informed of their first Education Elective and must attend and complete this Elective. Should you register incorrectly for an elective that has not been allocated to you or to an oversubscribed elective, your name will be removed from that list and you will be registered for your allocated elective by the College. Failure to register for the correct elective may result in disciplinary action. Student may choose to exit their chosen Education Elective specialism after Semester 5 and may then follow the Multidisciplinary route. Undergraduate Dissertation Option Students undertaking particular Elective Specialisms in either Education or Liberal Arts or who are taking the Multidisciplinary route may be offered the opportunity to undertake an Undergraduate Dissertation (completed and graded in Semester 8). The Undergraduate Dissertation option is equivalent to two taught modules. It is important to note that students choosing this option must also successfully complete the Research Methods Module. Students who do not achieve C3 or higher in the Research Method Module will be subject to critical review. If you have any queries in relation to the Undergraduate Dissertation, please contact: Des Carswell, Co-ordinator of and tutor on the research methods and undergraduate dissertation modules for the B.Ed programme. Progression within the Programme In developing the programme, a focus has been maintained on ensuring progression within the programme in terms of students learning and self-development and the understanding, knowledge and skills required to meet the learning and teaching needs of children in today s schools. Clear links are maintained between theoretical input and student teachers school placements. Students must successfully complete all modules in order to progress to the next academic year of the programme.

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

Academic Honesty The definitive guide for all academic rules and regulations is the Student Handbook. It is available here: http://www.mic.ul.ie/adminservices/studentservices/pages/studenthandbook.aspx All students are required to familiarise themselves with Appendices Two & Three (Final Assessment Regulations & Coursework Guidelines) of the Student Handbook, particularly the sections concerning cheating. Students should note that the Faculty of Education take matters of academic honesty with the utmost seriousness. Students may be required to submit coursework to the the anti-plagarism software TURNITIN. Normally, the penalty for cheating is suspension for 12 months. A repeat of such conduct shall warrant expulsion. Lecture and Tutorial Attendance Attendance at lectures and tutorials is mandatory. Lecturers/Tutors reserve the right to administer attendance checks at all/some lectures and tutorials. Except in exceptional circumstances and with the prior approval of both the academic year co-ordinator and lecturer, students must attend their assigned group lecture or tutorial. Lecturers reserve the right to refuse admittance to lectures/tutorials and/or mark a student absent if they do not attend their designated lecture/tutorial. At the discretion of the lecturer/lecturers/tutors up to 10% of marks in a module may be deducted for unsatisfactory attendance and/or participation at lectures. In the case of tutorials (except in exceptional circumstances), 10% of marks will be deducted for unsatisfactory attendance. Important: Students are required to familiarise themselves with the Code of Conduct and to adhere to same (see http://www.mic.ul.ie/adminservices/studentservices/pages/studenthandbook.aspx for further information). Module Assessment Guidelines Students are responsible for familiarising themselves with the assessment arrangements for each module. Where modules are assessed by examination, it is the responsibility of the student to register and present for the examination (see http://www.mic.ul.ie/adminservices/studentservices/pages/studenthandbook.aspx for further information). In the case of coursework, students are responsible for ensuring that coursework adheres to the module assessment guidelines, that it is completed on time, and submitted on the designated date. Students are strongly advised to keep an electronic copy of all coursework. Except in exceptional circumstances, extensions will not be granted for coursework submission deadlines. Penalty for Late Submission of Coursework: Except in exceptional circumstances, 10% of marks in a module will be deducted for late submission of coursework. Repeat Assessment Procedures: Where Coursework is the repeat assessment (including both F and I - Grades) students will be notified of the repeat assessment and the repeat assessment guidelines by email. It is the responsibility of the individual student to comply with the repeat assessment guidelines which includes submission deadlines.

KEY FACULTY OF EDUCATION CONTACTS Dean of Education Professor Teresa O Doherty Contact: teresa.odoherty@mic.ul.ie Office: 304a (061) 204995 Assistant Dean of Education and BEd 3 Co-Ordinator Dr Angela Canny Contact: angela.canny@mic.ul.ie Office: 311 (061) 204598 Director of School Placement Neil Ó Conaill Contact: neil.oconaill@mic.ul.ie Office: 306 (061) 204519 Fintan Breen Education Office Manager Education Office Contact: fintan.breen@mic.ul.ie Office: (061) 204906 Faculty of Education Office

Room 307 (Foundation Building) Phone: 061-204906 Counter service to students is available: Monday from 10.00 a.m. 12.00 p.m. and 2.00 p.m. 4.00 p.m Tuesday Friday from 10.00 a.m. 12.30 p.m. and 2.00 p.m. 4.00 p.m Whom should I contact? If you have a general query please email the Education Office at educationoffice@mic.ul.ie. You may also go to the Education Office, Third Floor, Main Building, if you have a general query. If you have a concern or query in relation to general academic issues, please contact Dr Angela Canny. You can make an appointment to see her by email or via the Education Office. If your concern specifically refers to School Placement, please contact the SP Office and/or Director of SP (061 204358/061 204924). If you have a concern relating to examinations / repeats / link-ins etc. please contact the Assistant Dean, Dr Angela Canny. Please give your mobile phone number to the Education Office or other members of staff when communicating with them, as if a matter is urgent, this will enable them to contact you directly. Contacting Lecturers You can find contact details for all academic staff on the College website http://www.mic.ul.ie/welcome/pages/staffdirectory.aspx. Initial contact with a lecturer should be made by email and if required, the lecturer will arrange a meeting with you. Please remember that lecturers are very often in schools or engaged in other work, so it is important that you contact them by telephone or email. You are reminded that all communication should be conducted in a courteous manner.

STAFF OF THE FACULTY OF EDUCATION Dean of Education Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious Studies(MIC), Ph.D.(UL) teresa.odoherty@mic.ul.ie (061)204995 Assistant Dean of Education Angela Canny, B.Soc.Sc., M.Soc.Sc.(UCD), Ph.D.(Warwick) angela.canny@mic.ul.ie (061)204598 Director of Continuing Professional Development Cathal de Paor, B.A.(NUI), Grad.Dip.in Ed.(UL), M.Ed.(UL), M.A. in Classical Irish(NUI), Ph.D. cathal.depaor@mic.ul.ie (061)204950 Director of the Curriculum Development Unit Eucharia McCarthy, B.Ed.(NUI), M.Ed.(UL) eucharia.mccarthy@mic.ul.ie (061)204508 Director of School Placement Neil Ó Conaill, B.Ed.(NUI), M.Ed.(Nottingham) neil.oconaill@mic.ul.ie (061)204519 There are five academic departments within the Faculty of Education: Department of Arts Education and Physical Education Department of Reflective Pedagogy and Early Childhood Studies Department of Learning, Society, and Religious Education Department of Language, Literacy and Mathematics Education Department of Special Education

Department of Arts Education and Physical Education Acting Head of Department Deirdre Ní Chróinín, B.A., Ph.D.(UL) M.A. in Academic Practice(UL) deirdre.nichroinin@mic.ul.ie (061)20553 Drama Michael Finneran, B.Ed.(DCU), M.A, Ph.D.(Warwick)* michael.finneran@mic.ul.ie (061)204976 Dorothy Morrissey, B.Ed., M.A.(NUI), Grad Dip in Drama in Education(Thomond), Grad Dip in Dance(UL), Cert in Community Dance Leadership(Laban Guild), Ed.D.(University of Bristol) dorothy.morrissey@mic.ul.ie (061)204521 Margaret O'Keeffe, B.Ed.(NUI), M.Ed.(DCU), LLSM margaret.okeeffe@mic.ul.ie (061)204526 Music Education Gwen Moore, B.Mus.Ed.(TCD), M.A. in Music Ed.(UL), GRIAM, ALCM, Ph.D.(Univ. of London) gwen.moore@mic.ul.ie (061)204945 Ailbhe Kenny, B.Ed., M.Ed.(DCU), Ph.D.(Cambridge)* ailbhe.kenny@mic.ul.ie (061)774721 Visual Arts Education Tanya Power, NDD, M.A.(NUI) tanya.power@mic.ul.ie (061)204388 Anne-Marie Morrin, B.A., H.Dip. Art and Design Education (NCEA), M.A.(UL) Sinead Dinneen, Dip.in Fine Art Sculpture(LSAD), H.Dip.(Art and Design Education), B.A.(WIT), M.A. in Interactive Media(UL) annemarie.morrin@mic.ul.ie (061)204552 sinead.dineen@mic.ul.ie (061)204936 Eamonn Mitchell, B.Ed., M.Ed.(UL) eamonn.mitchell@mic.ul.ie (061)204518 Niall Quinn, Visual Arts Technician, Dip. in Fine Arts(NCEA) niall.quinn@mic.ul.ie (061)204350 Physical Education Deirdre Ní Chróinín, B.A., Ph.D.(UL), M.A. in Academic Practice(UL) Richard Bowles, B.Ed.(NUI), M.Sc.(Leicester) deirdre.nichroinin@mic.ul.ie (061)204553 richard.bowles@mic.ul.ie (061)204912 Co-ordinator of international placements and AEE Elaine Murtagh, B.A., PGCE, Ph.D.(Univ. of Ulster) elaine.murtagh@mic.ul.ie (061)204569

Department of Reflective Pedagogy and Early Childhood Studies Head of Department Emer Ring, B.Ed.(Carysfort), PG Dip. in Special Ed.(DCU), BL, (London), M.Ed.(DCU), PG Cert. in Autism (Children)(DCU), M.Ed.(Autism) (Birmingham), Diploma in Irish(NUIG), Ph.D.(DCU) emer.ring@mic.ul.ie (061)204571 Early Childhood Care and Education Deirdre Breathnach, B.Ed.(NUI), M.Ed.(UL) deirdre.breathnach@mic.ul.ie (061)204565 Jennifer Pope, B.A. Early Childhood Studies, Ph.D.(UCC) jennifer.pope@mic.ul.ie (061)204581 Lisha O'Sullivan, B.A. Early Childhood Studies(UCC), M.A. Non-directive Play Therapy (York) Des Carswell, B.Sc.(UCD and Vrije Univ. Amsterdam), Masters in European Social Policy Analysis (UCD) lisha.osullivan@mic.ul.ie (061)204566 des.carswell@mic.ul.ie (061)204961 Co-ordinator of and tutor on the research methods and undergraduate dissertation modules for the B.Ed. programme Mary Moloney, Cert. in Psychology(NUIM), Diploma in Nursery Management(UCD), M.Ed. in Early Childhood Care and Education(MIC), Ph.D.(MIC) mary.moloney@mic.ul.ie (061) 204316 Educational Methodology Teresa McElhinney, B.Ed., M.Ed.(NUI) Fiodhna Gardiner-Hyland, B.Ed.(MIC), M.A. in Ed.(MIC), Ph.D.(Leicester) teresa.mcelhinney@mic.ul.ie fiodhna.gardiner@mic.ul.ie (061) 204542 (061) 204766 ICT in Education Brendan Barry, B.A.(TCD), Grad.Dip.Ed.(MIC), M.Sc.(DCU) brendan.barry@mic.ul.ie (061)204941 Rory McGann, B.Ed, M.Ed. ICT(UL), Grad. Dip. Ed. Lead. (NUIM), Grad. Dip. SEN(UL) rory.mcgann@mic.ul.ie (061)204520 Microteaching Kathleen Horgan, B.Ed.(NUI), M.Ed.(TCD), Ph.D.(NUI)* kathleen.horgan@mic.ul.ie (061)204328

Department of Learning, Society, and Religious Education Head of Department Carol O Sullivan, B.Ed., M.Ed.(UL), M.A.(NUI), Ed.D.(DCU) carol.osullivan@mic.ul.ie (061)204928 Psychology of Education Suzanne Parkinson, B.Ed., B.Sc., M.SC. in Developmental and Educational Psychology, Ed.D.(Ed. Psych) Marie Ryan, B.Ed. (Ed & Psych), Grad. Dip. SEN(UL), MAEP (UCD) suzanne.parkinson@mic.ul.ie (061)204958 marie.ryan2@mic.ul.ie (061)204372 History of Education and Policy of Education Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious Studies(MIC), Ph.D.(UL) Eilís O Sullivan, N.T., M.A.(UL), Ph.D.(UL) Philosophy of Education teresa.odoherty@mic.ul.ie eilis.osullivan@mic.ul.ie (061) 204995 Tony Bonfield, B.Ed., M.Ed.(NUI), TEFL Cert.(MIC), Ed.D. (Sheffield)* Aislinn O Donnell, B.A.(TCD), M.A.(UCD), Ph.D.(Warwick) tony.bonfield@mic.ul.ie (061)204970 aislinnodonnell@mic.ul.ie (061)204354 Religious Education Patricia Kieran, B.Rel.Sc.(Mater Dei), M.Th., Ph.D.(London) Daniel O Connell, Dip.Phil., B.D.(NUIM), Grad.Dip. in Holistic Dev.(All Hallows), M.Ed., Ph.D.(Boston College) Maurice Harmon, Dip. Phil, B.D., H.Dip. in Pastoral Studies, (Maynooth), M.A.(Fordham University) patricia.kieran@mic.ul.ie (061)204965 daniel.oconnell@mic.ul.ie (061)204966 maurice.harmon@mic.ul.ie (061)204720 Sociology of Education Angela Canny, B.Soc.Sc., M.Soc.Sc.(UCD), Ph.D.(Warwick) Sandra Ryan, B.Ed.(NUI), M.A., Ph.D.(Western Michigan) Educational Disadvantage angela.canny@mic.ul.ie sandra.ryan@mic.ul.ie (061) 204598 (061) 204984

Sandra Ryan, B.Ed.(NUI), M.A., Ph.D.(Western Michigan) sandra.ryan@mic.ul.ie (061)204984 Transforming Education Through Dialogue Ann Higgins, B.Ed., Dip. Remedial Ed., Ph.D.(UL)* Ruth Bourke, B.A.(UL), M.Ed.(Adult Ed)(UL) Development and Intercultural Education ann.higgins@mic.ul.ie ruth.bourke@mic.ul.ie (061)204979 (061)774715 Brighid Golden, B.Ed.(UL), M.Ed. (International Studies in Education with International Development) (Birmingham) Brighid.golden@mic.ul.ie (061)204991 Social, Environmental and Scientific Education Anne Dolan, B.Ed., M.A., Dip.Adult Comm.Ed.(NUI), Ed.D.(Sheffield Hallam) anne.dolan@mic.ul.ie (061)204983 Eileen O Sullivan, B.Ed., M.Ed.(UCC), Ph.D.(UCC) eileen.osullivan@mic.ul.ie (061)204975 Maeve Liston, B.Sc., Ph.D.(UL) maeve.liston@mic.ul.ie (061)204726 Social, Personal and Health Education Carol O Sullivan, B.Ed., M.Ed.(UL) M.A.(NUI), Ed.D.(DCU) carol.osullivan@mic.ul.ie (061)204928 Inclusive Education (SEN) Anne O Byrne, B.Ed.(NUI), Grad Dip.(Special Ed), Grad Dip.(Remedial Ed),Grad Dip (Computer Studies), M.Ed.(UL) anne.obyrne@mic.ul.ie (061)204389 MA in Educational Psychology Siobhán O Sullivan, B.Sc in Ed. (UL), H.Dip.Psych.(NUI), M.Sc.(UCL) Programme Leader Claire Griffin, B.Ed. (Ed & Psych), Grad. Dip. SEN(UL), MAEP (UCD) siobhan.osullivan@mic.ul.ie (061)204536 claire.griffin@mic.ul.ie (061)774701 Certificate in General Learning and Personal Development Órla Slattery, B.A., (MIC), M.A. in Philosophy(MIC) Course Co-ordinator orla.slattery@mic.ul.ie (061)204735

Department of Language, Literacy and Mathematics Education Head of Department Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) sean.debrun@mic.ul.ie (061)204329 Gaeilge Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) sean.debrun@mic.ul.ie (061)204329 Roibeárd Ó Cathasaigh, B.A., M.A., HDE(NUI) roibeard.ocathasaigh@mic.ul.ie (061)204342 Eilís Ní Dheá, B.A., M.A., HDE, Ph.D.(NUI) eilis.nidhea@mic.ul.ie (061)204359 Martina Ní Fhatharta, B.Oid., M.Oid.(UL) martina.nifhatharta@mic.ul.ie (061)204555 English Áine Cregan, B.Ed., M.Ed.(NUI), Ed.D.(Harvard) aine.cregan@mic.ul.ie (061)204902 Martin Gleeson, N.T., B.A.(NUI), M.Ed.(TCD), Ph.D.(UL) martin.gleeson@mic.ul.ie (061)204971 John Doyle, B.Ed.(NUI), M.Ed.(UL), Dip. Music Ed.(NUI), ALCM (T.D. Clarinet), Ed.D.(Sheffield) john.doyle@mic.ul.ie (061)204533 Mathematics Education Aisling Leavy, B.Sc.(NUI), Grad.Dip.Ed.(DCU), M.A.in Ed.(Calif. State), Ph.D.(Ariz. State) aisling.leavy@mic.ul.ie (061)204978 Mairéad Hourigan, B.Sc., M.Sc., Ph.D.(UL) mairead.hourigan@mic.ul.ie (061)204504 John O Shea, B.Ed., M.Ed.(UL), Ph.D.(UL) Co-ordinator of the Professional Master of Education programme Noreen O Loughlin, B.Ed., M.Ed., Grad. Dip. Comp, Dip. Bus. St., Grad. Dip. Mant St., Ph.D. (Bristol) john.oshea@mic.ul.ie (061)774713 noreen.oloughlin@mic.ul.ie (061)204357 Modhanna Múinte na Gaeilge Seán Ó Cathalláin, B.Ed.(NUI), M.Ed.(OU), Ph.D.(Stirling) sean.ocathallain@mic.ul.ie (061)204371 TJ Ó Ceallaigh, B.Oid.(UL), M.Oid. (UCC) Dioplóma Iarchéime san Oideachas Gairmiúil (NUIG), Ph.D.(UCC) tj.oceallaigh@mic.ul.ie (061)204325 Siobhán Ní Mhurchú, B.Ed.(NUI), M.A.(Ed)(UWE, Bristol) siobhan.nimhurchu@mic.ul.ie (061)204973

Department of Special Education Head of Department Patricia Daly, B.A., HDE (NUI), M.A., Ph.D.(Ohio State) patricia.daly@mic.ul.ie (061)204309 Margaret Egan, B.Ed.(TCD), M.Ed.(UL), Ph.D.(UCC) margaret.egan@mic.ul.ie (061)204337 Stella Long, B.Ed., M.Ed.(UL), Dip.Soc.Studies(NUI) stella.long@mic.ul.ie (061)204580 Eucharia McCarthy, B.Ed.(NUI), M.Ed.(UL) eucharia.mccarthy@mic.ul.ie (061)204508 Johanna Fitzgerald, B.A, HDE(UCC), M.A. Inclusive Education(IOE, London) Trevor O Brien, B.Ed.(DCU), M.Ed., Advanced Diploma in Applied Educational Studies(Hull), Dip Social Studies(UCC) johanna.fitzgerald@mic.ul.ie (061)204517 trevor.obrien@mic.ul.ie (061)774780 Professional Services Staff Education Office Manager Fintan Breen fintan.breen@mic.ul.ie (061)204906 Education Office Marie Quaid Caroline Ní Chadhain* Zeta Penny Helen Heffernan Nora O Donoghue Paula Treacy Perry Meskell Rose Higgins Deirdre Cussen marie.quaid@mic.ul.ie caroline.coyne@mic.ul.ie zeta.penny@mic.ul.ie helen.heffernan@mic.ul.ie nora.odonoghue@mic.ul.ie paula.treacy@mic.ul.ie perry.meskell@mic.ul.ie rose.higgins@mic.ul.ie deirdre.cussen@mic.ul.ie (061)204545 (061)204358 (061)204924 (061)204923 (061)204923 (061)204925 (061)204551 (061)204551 (061)204545 Hellen Gallagher Hellen.Gallagher@mic.ul.ie (061)774725 Sheila O'Callaghan sheila.ocallaghan@mic.ul.ie (061)204549 Mairead Horan mairead.horan@mic.ul.ie (061)204563 Josephine Frahill cdu@mic.ul.ie (061)204366 * Indicates that the Faculty Member is currently on leave

BACHELOR OF EDUCATION 3 Spring Semester Modules Module Code Core Education Modules Credits Semester SPRING SEMESTER EDU350 School Placement 5 6 6 EDU351 Schools and Society 3 3 6 EDU352 Early Childhood Education: Curriculum, Research, and Pedagogy 3 6 EDU353 Early Primary Education and Advanced Educational Methods 3 6 EDU354 Inclusive Education for Children with Special Educational Needs 2 3 6 EDU205 or EDU206 Religious Education Option 3 6 EDU260 Tréimshe sa Gaeltacht 2 0 6 Certificate in Religious Education 6 See Below Education Elective 2 Modules 6 See Below Liberal Arts Elective 3 Modules 6 6 6

Module Code Education Elective 2 Modules Credits Semester SPRING SEMESTER EDE353 Theatre For Young Audiences 6 6 EDE354 Play and Learning in Early Childhood Education 6 6 EDE355 Instrumental Music Leadership 6 6 EDE306 Advanced Teaching and Learning in Physical Education 6 6 EDE357 SEN 2: Behaviour Management 6 6 EDE358 Children and Visual Art 6 6 EDE359 Teagasc I Suíomhanna Lánghaeilge 2 6 6 EDE360 Language and Literacy Development in Education 2 6 6 EDE361 DEIS 2: Working with Families 6 6 EDE313 Movement Skill Development in Primary Physical Education 6 6 EDE363 Innovation in Mathematics Teaching 6 6 EDE364 SPHE in a Combination of Contexts 6 6 EDE366 Geo-Literacy: A Strategy for Teaching Primary Geography 6 6

Module Code Liberal Arts 3 Elective Modules Credits Semester SPRING SEMESTER EH4728 Romantic Literature 6 6 FR4756 French Literature 6 6 GA4726 An túrscéal agus an Bheathaisnéis Ghaeilge 6 6 GE4726 Children s Literature in German 6 6 GY4754 Reading the Irish Cultural Landscape 6 6 HI4714 Early Modern Ireland 6 6 LD4714 Early Irish and Welsh Literature 6 6 MC4767 Children and the Media 6 6 MH4736 Statistics 6 6 MU4714 Early Music/Theory and Techniques 6 6 PI4744 Political Philosophy 6 6 RS4721 Jesus of Nazareth 6 6.

Core Education Modules

Module EDU 350 School Placement 5 Spring Semester, 2014-2015 Bachelor of Education 3: Bachelor of Education in Education & Psychology 3 RATIONALE: School Placement 5 is a six credit non-partnered module which students undertake from April 27 th May 15 th 2015 in an Infant class. Students are required to make-up absences due to school closures in excess of one day or personal absences in the week following the scheduled completion of SP5. Due to school calendars, some students may need to undertake SP5 into Week 16. Students source a class for this placement themselves, paying due regard to the Class selection requirements for Module EDU350 SP5 2014/2015 (see Appendix 16 of School Placement Handbook, 2014/2015). Student Acceptance Forms, available on the EDU350 moodle course and on the College website have to returned to the Education Office by November 6 th, 2015. A late fee of 30 applies to forms received after this date. Similar to previous placements, SP5 combines observation and whole class teaching though for this placement students teach for the entire day. All areas of the primary school curriculum are taught and the student is visited by a school placement tutor on a minimum of two occasions throughout the placement. Students teach all curricular areas over a three week period, which incorporates observation and planning time and an opportunity to become familiar with learning support systems in the school; teaching of planned lessons to an infant class through the utilisation of a variety of strategies for teaching and learning; the engagement of pupils in learning using effective classroom management skills; the assessment of pupils learning and students will be required to demonstrate ability to differentiate the curriculum appropriately; reflection on students own strategies employed for teaching and learning; engagement on a regular basis with cooperating teachers in discussion about cooperating teachers observations and engagement with the college tutor. All relevant documentation is available to the students on the EDU350 course on moodle. Learning Outcomes: On successful completion of this module, students will be able to: Display their ability to plan for the implementation of The Primary School Curriculum in an infant class Present and maintain a well-organised and complete Planning Folder & Resource Folder Complete detailed and comprehensive lesson plans and weekly schemes Consider (i) the degree to which the specific learning objectives were appropriate for pupils in infant classes and (ii) the extent to which these learning objectives were achieved Demonstrate an ability to plan for and implement and integrated approach to teaching Utilise appropriate teaching and learning and classroom management strategies for engaging children in infant classes with the Primary School Curriculum, with due regard for the principles of the curriculum and principles of Aistear. Identify effective strategies in an infant class for (i) Assessment of Learning, (ii) Assessment for Learning Indicate awareness of and appropriate response to differentiated learner needs Relate appropriately to pupils, school personnel and school placement personnel

Reflect critically on and document their development as student teachers and demonstrate their ability to engage in critical reflection with their tutor, class teacher and peers Demonstrate the capacity to engage with the School Placement in a professional manner MODULE ASSESSMENT: This module is assessed on a Graded basis. To pass the module, students are required to : Attend school for the required time and submit a School Placement Attendance Form Receive a passing grade from his/her school placement tutor who will visit the student on at least two occasions in the course of the placement No uncertified absences are permitted and all absences have to be noted in the Cuntas Tinrimh. In cases of absence from school, a student is required to contact the Education Office (061 204924) and his/her school. On completion of the module the student is required to submit a School Placement Attendance Form to the Education Office by May 22 nd, 2015. Students to whom an I or F grade is awarded repeat School Placement 5 in June (2 nd 12 th ). I grade and F grade students are responsible for sourcing a class themselves for the module. Students repeating/clearing an I grade for SP5 may need to defer their Gaeltacht placement. Normally, students may repeat a School Placement module once. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. Reading list: Government of Ireland (1999) Primary School Curriculum, Dublin: Stationery Office 1. Mary Immaculate College (2014) School Placement Handbook 2014/2015: Handbook for Students and Tutors, Limerick: Mary Immaculate College 2. NCCA (2009) Aistear The Early Childhood Curriculum Framework, Dublin: NCCA http://www.ncca.ie/en/curriculum_and_assessment/early_childhood_and_primary_education/early_childhoo d_education/ 3. Assessment in the primary school curriculum (2007), Dublin, NCCA http://www.ncca.ie/en/curriculum_and_assessment/early_childhood_and_primary_education/primary_school _Curriculum/Assessment/Assessment_Guidelines/Assessment_Guidelines_for_Schools.html 4. Cohen, L. Manion, L., Morrison, K. & Wyse, D. (2010) A Guide to Teaching Practice 5 th Edition, London: Routledge.

Module EDU 351 Schools and Society 3 Spring Semester, 2014-2015 Bachelor of Education 3: Bachelor of Education in Education & Psychology 3 RATIONALE: This module develops students understanding of the key concepts of democracy, education, pluralism, equality, inclusion and justice. It builds upon prior learning from Schools and Society 1 and 2, extending critical understanding from the relation to self and interpersonal relationships within the classroom to a broader understanding of the role of education in community and wider society. It also seeks to provide the opportunity for the student to reflect upon values, policy and practices by examining the relationship between methodologies and curricula in schools and the normative commitments of diverse models of education. It allows the student to begin to operate as a researcher and to evaluate teaching practice within a broader spectrum of understanding. The contested nature of education, the diverse modalities of practice, historical approaches to policy, ideas and practice, the normative commitments of education and the relationship to broader society will provide focus. Students will learn how different disciplines approach the same concepts, and will be encouraged to examine what it means to think and write philosophically, sociologically and historically. History and Policy of Education: The nineteenth century was an age of change in Ireland, from political, social, religious and educational perspectives. The twentieth century was to prove as changeable. At the beginning of the twentieth century, Ireland was still being governed from Westminster. The Irish Free State Act was passed by the British Parliament in 1922. The Republic of Ireland Act came into force on April 18, 1949. The Republic of Ireland became a member of the European Economic Community (now the European Union) in 1973. History and Policy of Education lectures in this module will build on prior learning. They will move the focus to primary education in Ireland from the beginning of the twentieth century. History and Policy of Education lectures will consider educational policy, practices and curriculum. This strand of the module will reflect on the forces which proved influential during this period. It will consider social, cultural, economic and political factors and their relative contributions to educational change. In encouraging students to work as researchers in this area, diverse sources will be used and considered. These sources will comprise hard-copy contemporary academic works and literary works of the period. Online resources, including audio, video and film clips, will also be included. Philosophy of Education: This strand of the module introduces key philosophical debates about schooling and education, the relationship between education, politics and the nature of the human, a review of the presuppositions of significant normative claims, critical reflection upon the aims of education, the relationship between democracy and education, and the values underpinning educational policy, philosophy and practice. The theme orienting this element of the module is What is a School?. Different ways in which schools have been envisioned will be examined in order to interrogate key concepts such as: normality, equality, democracy, ethics, performativity, values, curriculum, methodology and pedagogy. Alternative visions for schools of the future will also be explored. Sociology of Education: Poverty, inequality and social exclusion are the most fundamental problems for humanity in the 21 st century. Many efforts to reduce child poverty have used schools as a main target, the primary emphasis being focused on literacy standards and exclusion from school. However, the extent to which the needs and concerns of poor children are being addressed is undetermined. This strand of the module examines various dimensions of child poverty and social exclusion, their causes and consequences, as well as children s perspectives on their personal experiences. Inequality, exclusion and discrimination are often part of the Traveller child s experience within school and society and these issues will be examined here. The relationship between home and school and the development of democratic partnership practices has been explored in terms of supporting children to maximise their potential and break the cycle of poverty and these practises will be studied here also. LEARNING OUTCOMES:

Upon completion of this module students will be able to: 1 Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Understand a diversity of perspectives in philosophy in respect of key concepts in education that relate to democracy, justice, inclusion, pluralism and equality. Critically evaluate key concepts and ideas in education, including democracy in education, pluralism, justice, and equality Relate the different normative claims in respect of the aims of education to classroom practice, curriculum, schooling, society and policy. Critically reflect upon the embedded nature of inequality in society and education. Display a positive analytical, evaluative and historical approach to educational proposals. Critically reflect upon the politicised nature of education and question the normativity underpinning education (including policy) and the role of values in shaping aims, methodologies, and curricula. Enable and facilitate students to think critically about schools as organisations and enhance students critical understanding and engagement with the practice of teaching. Critically reflect upon their attitudes, beliefs and values in relation to social, cultural, economic diversity and disadvantage. Demonstrate an awareness of the impact of children s social, cultural and economic backgrounds and identities on their education and learning 2 Affective: Attitude and Values Reflect upon their beliefs, values and attitudes in the light of those of others Appreciate the normative underpinnings of practices and ideals of education. Have developed a capacity for genuine engagement with and reflection on philosophical ideas and questions and to engage in philosophical dialogue 3 Psychomotor: Skills and Capabilities Not applicable

MODULE CONTENT: History and Policy of Education Topic Lecturer Lecture 1: Introduction Dr Eilís O Sullivan Lecture 2: Primary education in Ireland Dr Eilís O Sullivan today Lecture 3: Primary education in Ireland Dr Eilís O Sullivan today Lecture 4: Revision and primary education in Dr Eilís O Sullivan Ireland 1900-1922 Lecture 5: Primary education in Ireland post Dr Eilís O Sullivan 1922 Lecture 6: Writing about education from a Dr Eilís O Sullivan historical perspective Lecture 7: Primary education in Ireland post Dr Eilís O Sullivan 1922 Lecture 8: Primary education in Ireland 1960 Dr Eilís O Sullivan - 1980 Lecture 9: Free second level education and Dr Eilís O Sullivan its impact on primary education in Ireland Lecture 10: 1999: Primary School Curriculum Dr Eilís O Sullivan Philosophy of Education Topic Lecturer Lecture 1: What is a School? Education, Democracy and Modernity: Foucault Normality and Education: Foucault Performativity and Education: Foucault What is a school? Illich Dr Aislinn O Donnell/ Mr Pearse O Shiel Lecture 2: Dr Aislinn O Donnell/ Mr Pearse O Shiel Lecture 3: Dr Aislinn O Donnell/ Mr Pearse O Shiel Lecture 4: Dr Aislinn O Donnell/ Mr Pearse O Shiel Lecture 5: Democracy: Dewey Dr Aislinn O Donnell/ Mr Pearse O Shiel Lecture 6: Democracy: Dr Aislinn O Donnell/ Mr Freire Pearse O Shiel Lecture 7: Democracy: Dr Aislinn O Donnell/ Mr Freinet Pearse O Shiel Lecture 8: Community: Dr Aislinn O Donnell/ Mr Steiner Pearse O Shiel Lecture 9: Structure: Dr Aislinn O Donnell/ Mr Montessori Pearse O Shiel Lecture 10: Course Review Dr Aislinn O Donnell/ Mr Pearse O Shiel Sociology of Education Topic Lecturer

Lecture 1: Educational Disadvantage in Dr Sandra Ryan Ireland Lecture 2: What do we know about Dr Sandra Ryan childhood Poverty? - Ridge Lecture 3: Home Advantage and Unequal Dr Sandra Ryan Childhoods - Lareau Lecture 4: Interculturalism Issues in Dr Sandra Ryan Traveller Education Lecture 5: Traveller Education Fight, Dr Sandra Ryan Flight and Playing White Lecture 6: Working in Partnership with Dr Sandra Ryan Families and Communities Lecture 7: Involving Parents in their Dr Sandra Ryan Children s Learning Lecture 8: Great Expectations, Significant Dr Sandra Ryan Difference Lecture 9: Childhood poverty and social Dr Sandra Ryan exclusion Incorporating children s perspectives - Ridge Lecture 10: Course review Dr Sandra Ryan MODULE ASSESSMENT: This module will be assessed entirely through course work. Description % of total marks Submission Date History and Policy of 33.3% Week 10, Wednesday 1 st April Education: 1000 word assignment Philosophy of Education: 33.3% Week 10, Wednesday 1 st April 1000 word assignment Sociology of Education: 1000 word assignment 33.3% Week 10, Wednesday 1 st April Regarding the assignments please adhere to the following: All assignments must be typed and submitted with the appropriate cover sheet for each assignment. Assignments should be placed together into one plastic pocket but not stapled together. All students must adhere to the assignment guidelines outlined in the assignment document. All assignments must be submitted through Turnitin (on moodle) prior to submission. All assignments must be submitted to the Education Office on the designated date. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating.

REPEAT ASSESSMENT: The repeat assessment will be based entirely on coursework. Please contact the relevant lecturer for specific details. Regarding the assignments please adhere to the following: All students must adhere to the assignment guidelines outlined in the assignment document. All assignments must be submitted through Turnitin (on moodle) prior to submission. All assignments must be submitted to the Education Office on the designated date. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. FEEDBACK: Students will be advised on specific times when they can meet with the relevant lecturer individually regarding assignment feedback. READING LIST: (Please Note: Mandatory readings will be assigned on a weekly basis by the lecturers. All readings will be available on Moodle). Indicative readings include: Course Reading: Philosophy of Education 1. Allan, J. (2005) Inclusion as an Ethical Project; Foucault and the Government of Disability, Ann Arbour: University of Michigan. 2. Biesta, G. (2007) Why What Works won t work: Evidence-Based Practice and the Democratic Deficit in Educational Research. Educational Theory. 57.1. pp.2-22. (2009) Good Education: What it is and why we need it. Inaugural Lecture. Sterling. (2011) From Learning Cultures to Educational Cultures: Values and Judgements in Educational Research and Educational Improvement. Published Online. DOI 10.1007/s13158-011-0042-x 3. Dewey, J. (1916) Democracy and Education. Available online at www2.hn.psu.edu/faculty/jmanis/johndewey/dem&ed.pdf 4. Foucault, M. (1975) [1978] Discipline and Punish: The Birth of the Prison. New York: Vintage. 5. Foucault, M. (1994) Abnormal. London: Picador. 6. Foucault, M. (1980) Power/Knowledge: Selected Interviews and Other Writings 1972-77, New York: Pantheon. 7. Foucault, M. (2006) Psychiatric Power, Lectures at the Collège de France, 1973-1974. London: Palgrave and MacMillan. 8. Freire, P. (1972) Pedagogy of the Oppressed. London: Harmondsworth 9. Illich, I. (1971) Deschooling Society, New York, Harper & Row http://www.preservenet.com/theory/illich/deschooling/intro.html http://www.davidtinapple.com/illich/1970_deschooling.html 10. Le Grand, L. (1993) Prospects: the quarterly review of comparative education. Paris, UNESCO: International Bureau of Education, vol. XXIII, no. 1/2, 1993, p. 403 18 http://www.ibe.unesco.org/publications/thinkerspdf/freinete.pdf 11. Montessori, M. (1992) Education for Human Development: Understanding Montessori. Oxford : Clio 12. Steiner, R. (1996) The Child's Changing Consciousness. Hudson, NY: Anthroposophic Press. History of Education 1. Coolahan, J. (1981) Irish Education: History and Structure. Dublin: Institute of Public Administration.

2. Flanagan, F. (2006) The Greatest Educators. London: Continuum 3. Hill, M. and Pollock, V. (1992) Image and Experience: Photographs of Irishwomen c. 1880 1920 Belfast: The Blackstaff Press. 4. Hyland, A. & Milne, K. (1987) Irish Educational Documents Volume I. Dublin: CICE. 5. Hyland, A. & Milne, K. (1992) Irish Educational Documents Volume II. Dublin: CICE. 6. Raftery, D. and Fischer, K. eds. (2014) Educating Ireland: Schooling and Social Change, 1700-2000, Dublin: Irish Academic Press. 7. Walsh, B. ed. (2011) Education Studies in Ireland, Dublin: Gill and Macmillan. 8. Walsh, T. (2012) Primary Education in Ireland 1897-1990: Curriculum and Context, Bern: Peter Lang. Sociology of Education 1. Christenson, S. L. (2003) 'The family-school partnership: An opportunity to promote the learning of all students.', School Psychology Quarterly, 18(4), 454-482. 2. Cox, T. (2000) Combating Educational Disadvantage: Meeting the Needs of Vulnerable Children, London: Falmer. 3. Deegan, J., Devine, D. and Lodge, A., eds. (2004) Primary Voices: Equality, Diversity and Childhood in Irish Primary Schools, Dublin: Institute of Public Administration. 4. Fan, X. and Chen, M. (2001) 'Parental involvement and students' academic achievement: A meta-analysis', Educational Psychology Review, 13(1), 1-22. 5. Hartas, D. (2011) 'Families social backgrounds matter: socio-economic factors, home learning and young children s language, literacy and social outcomes', British Educational Research Journal, 37(6), 893-914. 6. Hourigan, N., ed. (2011) Understanding Limerick: Social Exclusion and Change, Cork: Cork University Press. 7. Kellaghan, T., Weir, S., Ó huallacháin, S. and Morgan, M. (1995) Educational Disadvantage in Ireland, Dublin: Department of Education: Combat Poverty Agency; Educational Research Centre. 8. Lareau, A. (2000) Home Advantage: Social Class and Parental Intervention in Elementary Education, 2nd ed., Lanham, Maryland: Rowman & Littlefield. 9. Lareau, A. (2011) Unequal Childhoods: Class, Race and Family Life, 2nd ed., Berkeley, CA: University of California Press. 10. Leavy, A. (2005) ' When I meet them I talk to them : the challenges of diversity for preservice teacher education', Irish Educational Studies, 24(2-3), 159-177. 11. Ridge, T. (2002) Childhood poverty and social exclusion: From a child's perspective, Bristol: Policy Press. 12. Ryan, S. (1995) The Home-School-Community Liaison Scheme: Summary Evaluation Report, Dublin: Educational Research Centre. 13. Ryan, S. and Galvin, J. (2012) 'Classroom Teaching and Formation: Developing Educational Partnership' in Grenham, T. G. and Kieran, P., eds., New Educational Horizons in Contemporary Ireland: Trends and Challenges, Bern: Peter Lang, 73-92. 14. Share, P., Corcoran, M. P. and Conway, B. (2012) Sociology of Ireland, 4th ed., Dublin: Gill & Macmillan. 15. Tormey, R. and Gleeson, J. (2012) 'Irish post-primary students' attitudes towards ethnic minorities', Irish Educational Studies, 31(2), 157-173. Film and TV Documentaries 1. Moving on: Travellers & third level education (n.d.) Telwell Productions in association with University College Cork and The Irish Traveller Movement, 2. Readman, D. (2011) Vincent Browne in Moyross and Southill, Co. Limerick

STAFF: Individual appointments can be made by email to meet with your lecturer. Name Title Office Office Hour/s Module Co-ordinator: Dr Aislinn O Donnell Dr Aislinn O Donnell Mr Pearse O Shiel Dr Eilís O Sullivan Dr Sandra Ryan Lecturer in Philosophy of Education Lecturer in Philosophy of Education Lecturer in History and Policy of Education Lecturer in Sociology of Education Telephone Email R202 061-(20)4354 Aislinn.ODonnell@mic.ul.ie N33 061-(20)4970 Pearse.OShiel@mic.ul.ie R119 061-(20)4384 Eilis.OSullivan@mic.ul.ie N24 061-(20)4984 Sandra.Ryan@mic.ul.ie

Module EDU 352: Early Childhood Education Curriculum, Research and Pedagogy Spring Semester 2014-2015 RATIONALE: The rationale for this module is to cultivate students awareness of the whole child perspective in the context of early childhood education as well as the critical importance of early childhood education in the field of education. The purpose of the module is to develop students knowledge and understanding of curriculum, pedagogy and research in early childhood education. LEARNING OUTCOMES: On completion of this module, students will be able to: 1 Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation identify and critique the guiding principles of curricular models for young children; appraise the ideological, substantial and pedagogical continuity between Aistear, the Early Childhood Curriculum Framework (2009), Síolta, the National Quality Framework for Early Childhood Education (2006) and the Primary School Curriculum (1999); compare and contrast national and international curricular models; critically locate the value of early years research as a vehicle for developing creative and innovative approaches to achieving curricular objectives; Value the role of play in young children s learning and holistic development 2 Affective: Attitude and Values develop an in-depth understanding and appreciation of the whole-child perspective in evaluating curricula, pedagogy and research in the area of early childhood studies; appreciate an understanding of the transition from pre-school to primary school and the impact of this transition on the child. 3 Psychomotor: Skills and Capabilities If applicable demonstrate the critical interrogation of early years research as a mechanism for exploring creative and innovative approaches to early childhood education; demonstrate skills and capabilities in implementing a creative and innovative emergent early years curriculum;

MODULE CONTENT: Exploration of the concept of curriculum as it relates to early childhood education; articulation of the guiding principles of curricular models for young children; interrogation of these principles in curricular models nationally and internationally such as Aistear (Ireland), TeWhariki (New Zealand), the Early Years Foundation Stage (UK), Early Childhood Education and Care (Finland) and Reggio Emilia (Italy); the application of sound pedagogical practice that recognises the role of play and the need for a balanced approach to be adopted between child-initiated and adultinitiated activity; understanding the links between Aistear, Síolta (National Quality Framework) and the Primary School Curriculum; exploration of the issues involved in the transition process from early childhood settings to the primary school classroom; exploration of the components of quality in the context of early childhood education with particular reference to Ireland s National Quality Framework for Early Childhood Education; critical analysis of a broad range of research in early childhood education and its implications for practice and investigation of the concept of early intervention and the evidence base for its effectiveness. UNRAVELLING THE CONTENT: Focus of Study Concept of curriculum in the early years - the whole child approach Sound pedagogical practice historical and philosophical perspectives to include components of quality Guiding principles for teaching and learning in the early years to include the concept of play and learning and how quality impacts on the learning outcome Curricular Models, Quality Standards their genesis and the issue of continuity throughout the educational continuum Critical analysis of early childhood research initiatives and findings and the implications for practice Early intervention and the evidence base for its effectiveness Methodology Lectures 2 hours per week throughout the semester for each group. Tutorials I hour per week per group where guided reflection will tease out the issues covered in lectures and will be directed towards the final assessment of the module MODULE ASSESSMENT: This module will be assessed through the submission of one written assignment (1500 1800 words) in week 9. Students are asked to comply with the guidelines outlined below Format by using Font 12, Times New Roman and double spacing only. All sheets to be numbered and stapled together using a prescribed cover sheet with word count clearly stated. Bibliography/ Reference section must accompany each assignment and is not included in the word count. Plastic pockets or covers will not be accepted. REPEAT ASSESSMENT: In the event of a repeat, the student will submit a written assignment of 2,000 words in length on a prescribed topic that reflects the module content. FEEDBACK:

At intervals during tutorial sessions, students will have the opportunity to engage in the process of drafting their responses to particular module topics under discussion. Students will be invited to have a small percentage of these assessed. The process is designed to give feedback at individual level if so desired and to contribute to a collective feedback for the purpose of maximising the standard at the end of the semester. STAFF: Dr. Florence Dinneen (Extern) Name Title Office Office Telephone Email Office Hour/s Module Co-ordinator: Dr. Florence Dinneen Off campus N/A florence.dinneen@mic.ul.ie STUDY RESOURCES: 1. Department of Education and Science (1999): Ready to Learn - A White Paper on Early Childhood Education. Dublin: The Stationery Office. 2. Centre for Early Childhood Development and Education (CEDCE) (2004): Insights on Quality - A National Review of Policy, Practice and research relating to Quality in Early Childhood Care and Education in Ireland 1990-2004. Dublin: CEDCE. 3. Centre for Early Childhood Development and Education (CECDE) (2006) Síolta: The National Quality Framework for Early Childhood Education, Dublin: CECDE. 4. Clark A, Moss P and Kjorholt A. T. (2005) Beyond Listening: Children s Perspectives on Early Childhood, London: The Policy Press. 5. Claxton, G (2008): What s the Point of School: Rediscovering the Heart of Education? London: One World Publications. 6. Department for Education and Skills (DfES) (2004) The Effective Provision of Pre-School Education (EPPE) Project, Nottingham: DfES 7. Department of Health and Children (2000): National Children s Strategy: Our Children, their Lives. Dublin, Stationary Office. 8. Edwards, E, Gandini, L and G. Forman. (1998) The Hundred Languages of Children: The Reggio Emilia Approach Advanced Reflections, New York: Ablex Publishing Corporation 9. Hall, K., Cuneen, M., Murphy, R., Ridgway, A., Cunningham, D. and Horgan, M. (2010) Loris Malaguzzi and the Reggio Emilia Experience, London: Continuum International Publishing Group Ltd.

10. Lee, W. and M. Carr. (2012) Learning Stories: Constructing Learner Identities in Early Education, London: Sage Publications 11. MacNaughton, G. and Williams, G. (2008) Techniques for Teaching Young Children, 3 rd ed., Frenchs Forest: Pearson Education Australia. 12. Ministry of Education (MOE) Early Childhood Curriculum - TeWhäriki, Wellington: Learning Media. 13. National Council for Curriculum and Assessment (NCCA) (1999) The Primary School Curriculum, Dublin: NCCA. 14. National Council for Curriculum and Assessment (NCCA) (2004) The National Framework for Early Learning, Dublin: NCCA. 15. National Council for Curriculum and Assessment (NCCA) (2009) Aistear: The Early Childhood Curriculum Framework, Dublin: NCCA. 16. National Research and Development Centre for Welfare and Health (STAKES) (2004) National Curriculum Guidelines on Early Childhood Education and Care in Finland, Helsinki: STAKES. SUPPLEMENTARY RESOURCES 1. Centre for Early Childhood Development and Education (CEDCE) (2004) Talking about Quality-Report of a Consultation Process on Quality in Early Childhood Care and Education, Dublin: CECDE. 2. Moloney, M. and McCarthy, E. (2010) A Framework for Action for the Inclusion of Children with Special Educational Needs in Early Childhood Settings, Limerick: Curriculum Development Unit. 3. Nutbrown, C. and Clough P. (2010) Inclusion in the Early Years, 2 nd ed., London: Sage. 4. Organisation for Economic Cooperation and Development (OECD) (2012) Starting Strong III: A Quality Toolbox for Early Childhood Education and Care, Paris: OECD. 5. Quigley, U., Moloney, M. and McCarthy, E. (2007) What Difference Working Effectively with Children who have Special Needs in Early Years Settings, Limerick: Curriculum Development Unit. 6. Thornton, L. and Brunton, P. (2010) Understanding the Reggio Approach, 2 nd ed., London: Routledge. 7. Walsh, G., Sproule, L., McGuinness, C., Trew, K., Rafferty, H. and Sheehy, N. (2006) An appropriate curriculum for 4-5- year-old children in Northern Ireland: comparing play-based and formal approaches, Early Years, 26 (2), 201-221. 8. Yelland, N. (ed.) (2005) Critical Issues in Early Childhood Education, Maidenhead: Open University Press. Lecturer s Recommended Reading 1. Abbott, L. and Moylett, H. (2003) Early Education Transformed: New Millennium Series, London: RoutledgeFalmer. 2. Alexander, R. (ed.) 2010) Children, their World, their Education: Final report and recommendations of the Cambridge Primary Review, Abingdon: Routledge. 3. Broadhead, P., Howard, J and Elizabeth Wood (eds.) (2010) Play and Learning in the Early Years, London: Sage. 4. Brooker, L. and Edwards, S. (eds.) (2010) Engaging Play, Berkshire: Open University Press. 5. Carr, M. (2009) Assessment in Early Childhood Settings: Learning Stories, London: Sage. 6. Daly, Mary Catherine (2004) Developing the Whole Child: The Importance of The Emotional, Social, Moral and Spiritual in Early Years Education and Care, Wales: The Edwin Mellen Press.

7. Dowling, M. (2001) Young Children s Personal, Social and Emotional Development, London: Paul Chapman Publishing Ltd. 8. Drake, J. (2010) Planning for Children s Play and Learning: Meeting children s needs in the later stages of the EYFS, Abingdon: Routledge. 9. Hayes, N. and Kernan, M. (2008) Engaging Young Children: A Nurturing Pedagogy, Dublin, Gill & Macmillan. 10. MacNaughton, G. and Williams, G. (2009) Teaching Young Children: Choices in Theory and Practice, 2nd ed., Berkshire: Open University Press. 11. Moyles, J. (1995) Just Playing?: The Role and Status of Play in Early Childhood Education, Buckingham: Open University Press. 12. Penn, H. (2005) Understanding Early Childhood: Issues and Controversies, Berkshire: Open University Press. 13. Pringle, M.K. (1996) The Needs of Children, (3 rd ed.) London: Routledge. 14. Sylva, K., Melhuish, E. et al (2010) Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education project, Abingdon: Routledge. 15. Whitebread, D. (ed.) (2003) Teaching and Learning in the Early Years, London: RoutledgeFalmer.

Module EDU 353: Early Primary Education and Advanced Educational Methods Spring Semester 2014-2015 RATIONALE: This module continues students study of educational methodology with a focus on early primary education and on extended placement in schools. It precedes both the infant class and the extended school placements in Semesters 6 and 7. Developmentally appropriate knowledge, attitudes, skills, practice, reflection and field experiences are needed in order for students to become efficient, competent, and effective professionals in the infant classroom; this module seeks to contribute to students personal and professional development in the area of early primary education. This module seeks to prepare students for the challenges facing a student teacher undertaking a long term placement and the challenges facing a newly qualified teacher. LEARNING OUTCOMES: On completion of this module, students will be able to: 4 Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Demonstrate understanding of developmentally appropriate practice and the principles of child development and learning that underpin early primary education. Demonstrate familiarity with a variety of classroom, organisational and behaviour management skills that support infant class children s growth and development. Identify a range of effective strategies for strengthening home-school links through respectful, reciprocal engagements with families of infant class children. 5 Affective: Attitude and Values Critically evaluate their own attitudes and beliefs about teaching and learning in the infant classroom and begin to formalise a personal philosophy of early primary education. 6 Psychomotor: Skills and Capabilities Plan for teaching and learning for an extended period of time following holistic review of curricular policy and school based requirements. MODULE CONTENT: This module will prepare students for teaching and learning in infant classes in the primary school and for extended placement in schools in the following semester. The elements of a developmentally appropriate inclusive learning environment that supports the social, personal and academic growth of pupils in the infant classes will be critically evaluated, taking cognisance of the importance of an activity and play-based approach to learning in these early years. Students will explore areas such as: organising the learning environment, classroom and behaviour management, effective teaching strategies and early learning activities, effective lesson planning, building partnerships with family and teaching thematically. This module will contribute to students preparation for placement in infant classrooms. This module will prepare students for placement in a school environment for a prolonged period of time. Students will

examine generic issues such as relationships with parents, long term planning, advanced school planning, record keeping, reporting, assessment and challenges for newly qualified teachers. MODULE ASSESSMENT: The assessment procedure for the module is examination. You are advised to plan and prepare for the examination by attending all lectures, keeping detailed and organised notes, reading materials as requested and following study guidelines provided by the lecturers. Attendance at and participation in lectures are essential. NB: For logistical reasons students are requested to attend lectures only at the time and in the group indicated on their timetable. Please note that up to 10% of marks in the module can be deducted for poor attendance. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. REPEAT ASSESSMENT: The repeat assessment procedure for the module is examination. FEEDBACK: Any student who wishes to consult a lecturer in relation to the course is encouraged to make an appointment with the lecturer. Office Hours: Lecturers are available by appointment to meet with students. STAFF: Name Title Office Office Hour/s Module Co-ordinator: Teresa McElhinney Teresa McElhinney Ciaran Sheehan Lecturer, Educational Methodology, Department of Reflective Pedagogy and Early Childhood Studies Lecturer, Educational Methodology, Department of Room: R103 Please email to arrange appointment Please email to arrange appointment Telephone Email 061-204542 teresa.mcelhinney@mic.ul.ie ciaran.sheehan@mic.ul.ie

Reflective Pedagogy and Early Childhood Studies READING LIST: You are advised to take detailed notes during all lectures. Although lecturers may make available on Moodle outline notes relating to weekly lectures in both components of the course, these are not lecture summaries and do not cover all material presented during lectures. Readings are aligned with course topics, supplement the course content and provide background on topics covered. Required and recommended readings will be indicated during lectures and additional readings provided on Moodle. Primary Readings 1. Arends, R. (2007) Learning to Teach (7 th Ed.), NY: McGraw Hill. 2. Cohen, L., Manion, L., Morrison, K. and Wyse, D. (2010) A Guide to Teaching Practice (5 th Ed.), London: Routledge. 3. Hargreaves, A. (2012) Transforming Teaching in every School, London: Routledge. 4. Kostelnik, M.J., Soderman, S.K. and Whiren, A.P. (2011) Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (5th Ed.), Boston: Pearson Education. 5. Rogers, B. and McPherson E. (2008) Behaviour Management and Young Children, London: PCP/Sage Publications. 6. Scrivener, J. (2005) Learning Teaching, Oxford: Macmillan Education. 7. Zeichner, K.M. and Liston, P. (1996) Reflective Teaching: An Introduction, NJ: Lawrence Erlbaum. Supplementary Readings 1. Broadhead, P., Howard, J. and Wood, E. (Eds) (2010) Play and learning in the early years, London: Sage. 2. Briggs, M, and Hansen, A. (2012) Play-based Learning in the Primary School, London: Sage Publications. 3. Centre for Early Childhood Development and Education (CECDE) (2006) Síolta: The National Quality Framework for Early Childhood Education, Dublin: CECDE. 4. Cockburn, D. and Handscomb, G. (2012) Teaching and Learning 3-11, 3 rd Edition, London: Sage Publications.

5. Department of Education and Science (1999) The Primary School Curriculum, Dublin: NCCA. 6. Department for Children, Education, Lifelong Learning and Skills, Welsh Assembly Government. (2008) Play/Active Learning Overview for 3 to 7- year-olds. Cardiff: Department for Children, Education, Lifelong Learning and Skills, Welsh Assembly Government. 7. Edgington, M. (2004) The Foundation Stage Teacher in Action (3 rd Ed.), London: Paul Chapman Publishing. 8. Fisher, J. (2010) Moving On to Key Stage 1: Improving Transition from the Early Years Foundation Stage, Maidenhead: Open University Press. 9. Hogan, P. (2010) The new significance of Learning: Imagination's Heartwork, London: Routledge. 10. Institute of Public Administration (2004) Primary Voices: Equality, Diversity, and Childhood in Irish Primary Schools. 11. National Council for Curriculum and Assessment (NCCA) (2009) Aistear: The Early Childhood Curriculum Framework, Dublin: NCCA. 12. Sugrue, C. (2011) Professional Responsibility: New Horizons of Praxis, London: Routledge. 13. Walsh, G., Sproule, L., McGuinness, C., Trew, K., Rafferty, H. and Sheehy, N. (2006) An appropriate curriculum for 4-5-year-old children in Northern Ireland: comparing play-based and formal approaches, Early Years, 26 (2), 201-221. 14. Wood E. (2013) Play learning and the early childhood curriculum (3 rd Ed.), London: Sage. 15. Yelland, N. (ed.) (2005) Critical Issues in Early Childhood Education, Maidenhead: Open University Press.

EDU354 Inclusive Education for Children with Special Educational Needs (SEN) 2 Spring Semester 2014-2015 Bachelor of Education 3 This is the second of two discreet modules in Inclusive Education for Children with Special Educational Needs (SEN) in the B.Ed. Programme with an underpinning philosophy that each child is first and foremost a child with a right to an appropriate education. The focus of this module, which is situated within a holistic B.Ed Programme comprising discreet and permeated modules, is on matching educationally relevant characteristics, strengths and needs to evidence-based key educational interventions for children with SEN. There is also an emphasis on individualised planning with the identification and evaluation of learning targets for children with SEN. LEARNING OUTCOMES: On completion of this module, students will be able to: Identify the educationally relevant characteristics, strengths and needs of children with special educational needs Select and match evidence-based interventions and supports in relevant curriculum areas to provide appropriate educational opportunities for these children in their mainstream primary classrooms Describe the role of individualised planning to support the needs of children with special educational needs Value the importance of membership in the larger team of parents and professionals responsible for assessment, identification, and educational planning for children with special educational needs Consider and value positive approaches to working with children with challenging behaviours Understand the importance of valuing the inclusion of children with SEN in the mainstream primary classroom Understand and engage in relevant educational research to plan to meet the needs of children with SEN in mainstream classrooms MODULE CONTENT: This module will be delivered in the form of two lectures each week and 3 tutorials between Weeks 3 and 8 inclusive. Week Lecture A Lecture B Tutorials/IL 1a Course Outline and Assessment Understanding and meeting the needs of children with SEN (1) 1b Understanding and meeting the needs of children with SEN (2) 2a Mild General Learning Disability (1) 2b Mild General Learning Disability (2) 3a Dyslexia 3b Deaf/ Hard of Hearing T1A Dyslexia 4a Emotional and Behavioural 4b Emotional and Behavioural T1B Dyslexia

Difficulties (1) Difficulties (2) 5a Attention Deficit Hyperactivity Disorder (1) 5b Attention Deficit Hyperactivity Disorder (2) T2A Behaviour Management 6a Dyscalculia 6b Down Syndrome T2B Behaviour Management 7a Speech and Language Disorders (1) 7b Speech and Language Disorders (2) T3A Individual Education Plan 8a Autism Spectrum Disorders (on-line) 8b Bank Holiday T3B Individual Education Plan 9a Higher Functioning Autism /Asperger s Syndrome (1) 9b Higher Functioning Autism /Asperger s Syndrome (2) 10a Physical Disabilities 10b Dyspraxia 11 EXAM MODULE ASSESSMENT: An Exam (100%) in the form of Multiple Choice Questions and Short Questions (worth 80% in total) and one Case Study Question (worth 20%) will be scheduled on a date and in a location during Week 11. Further exam guidelines will be communicated in lectures in Week 10. The Repeat Exam is in the same format as the exam in Week 11. You are advised to plan and prepare for the assessments by attending all lectures, keeping detailed and organised notes and reading materials / viewing videos as requested. NB: All exam information will be conveyed by means of this Course Outline and any announcements made to the entire cohort. Please note that in the interest of equity no communication about exams will be entered into by any course lecturer with individual students. Attendance will be taken in various classes throughout the semester. Up to 10% of marks available may be deducted at the discretion of the course tutor for poor attendance/participation. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. FEEDBACK:

Students will be invited to give feedback on the course in Weeks 5 and 10. In order to support learning, students will be able to engage in an on-line mid-term Moodle Quiz (which does NOT form part of assessment) based on lecture content and readings and will receive on-line feedback. Feedback will be also available to students on the terminal exam; please email course co-ordinators for an appointment. STAFF: Name Title Office Telephone Email Anne O Byrne (Course Co-ordinator) Inclusive Education for Children with SEN N30 061-204389 anne.obyrne@mic.ul.ie Eucharia McCarthy (Course Special Education N105 061-204508 eucharia.mccarthy@mic.ul.ie Co-ordinator) Dr. Patricia Daly Head of the Department of Special Education 303 061-204309 patricia.daly@mic.ul.ie Dr. Margaret Egan Johanna Fitzgerald Trevor O Brien Dr. Tom Daly Special Education R110 061-204337 margaret.egan@mic.ul.ie Special Education N38 061-204517 johanna.fitzgerald@mic.ul.ie Special Education R113 061-204780 trevor.obrien@mic.ul.ie Special Education R201A 061-204521 tom.daly@mic.ul.ie Students with queries on any aspect of the course are encouraged to email course co-ordinators, Anne O Byrne at anne.obyrne@mic.ul.ie and Eucharia McCarthy at eucharia.mccarthy@mic.ul.ie Appointments can be made by email. READING LIST: Required Readings/Viewing: 1. Doherty, U., Egan, M., Daly, P., Coady, M., Holland, M., Kelleher, D., Long, S., McCarthy, E., and O Sullivan, S. (2011) STRANDS Strategies for Teachers to Respond Actively to the Needs of Children with Down Syndrome. Limerick: CDU. (Students purchased this book for EDU208 and six copies will be available in the 4-hour loan section of the Library) STRAND 3: Characteristics and Developmental Profile of Children with Down Syndrome 2. Doherty, U., Egan, M., Daly, P., Coady, M., Holland, M., Kelleher, D., Long, S., McCarthy, E., and O Sullivan, S. (2011) STRANDS Strategies for Teachers to Respond Actively to the Needs of Children with Down Syndrome.

Limerick: CDU. (Students purchased this book for EDU208 and six copies will be available in the 4-hour loan section of the Library) STRAND 7: Developing Speech, Language and Communication Skills 3. NEPS (2010) Behavioural, Emotional and Social Difficulties: A Continuum of Support-Guidelines for Teachers, Dublin: NEPS. http://www.education.ie/en/schools-colleges/services/national-educational-psychological-service-neps- /neps_besd_continuum_teacher_guide.pdf (available on Moodle) 4. YouTube Clip: Dr. Temple Grandin, "The Autistic Brain: Thinking Across the Spectrum" (58 mins) : https://www.youtube.com/watch?v=ia4te3_2qmi (available on Moodle) Supplementary readings (not examinable) will be posted on the Moodle website for EDU354 in the Supplementary Reading Folder.

EDU 255: Christian Religious Education 2 Spring Semester, 2014-2015 Bachelor of Education 2: Bachelor of Education in Education & Psychology (This course may be taken by B.Ed 3 and B.Ed in Ed &Psy 3) INTRODUCTARY STATEMENT This module will explore the foundations of Christian Religious Education as reflected in a selection of official Church documents and the writings of key theorists in Christian Religious Education. This will give students a basis on which to discuss the ethoi of Christian schools, the spirituality of the child and the teacher and to address the teaching of Christian Religious Education in schools. The module will focus on providing comprehensive knowledge, understanding and application of a range of Religious Education methodologies for children in Junior and Senior Infants as well as Fifth and Sixth class. Particular attention will be given to the writing schemes with appropriate objectives and clear progression. The faith development of the child at the heart of Religious Education will be explored. Students will be introduced to sacred rites, rituals and texts within the Christian tradition and will explore appropriate methodologies for the preparation of children for the Sacraments within Catholic Schools. LEARNING OUTCOMES: On completion of this module, students will be able to: Identify key points in official Church documents which provide a foundation for catechesis Analyse a variety of school ethoi and provide accounts of how and why different types of schools have different types of ethoi Illustrate comprehensive knowledge, understanding and application of a range of methodologies for Christian Religious Education for Junior and Senior Infants as well as Fifth and Sixth in Irish Primary schools Identify, critique and analyse a range of strategies that facilitate assessment in, for and of learning in Religious Education Illustrate comprehensive knowledge and understanding of the key teaching of the Christian Churches on issues of faith and morals Design schemes for Religious Education with appropriate objectives and clear progression Prepare and celebrate a variety of Christian rituals in the classroom and the community to develop children s ability to partake in community worship within the Christian tradition Support children in valuing their relationship with Jesus Christ as part of a Christian community Appreciate the place of the faith development of the child at the heart of Christian Religious Education Value and support children in developing their Christian spirituality in a secure environment while raising awareness of human rights, justice and equality in the Christian tradition and society Foster in children an awareness of the Christian imperative to care for the earth

Reflect on their own practice while delivering Christian Religious Education curricula in a variety of Christian school settings Appreciate the challenges facing Christian schools in contemporary Ireland MODULE DELIVERY: Lectures per week: 2 lectures (20 contact hours) 3 ECTS credits Monday: large groups Tuesday or Wednesday: small groups Moodle: EDU255 Christian Religious Education 2 MODULE CONTENT: Calendar: this is subject to change Weeks Large Group- Monday Small Group Tuesday or Wednesday Week 1 Introduction Education at the heart of the Church A: Ethos and Environment for CRE B: Schemes Week 2 Education at the heart of the Church B: Ethos and Environment for CRE A: Schemes Week 3 Senior Class RE A:Reconciliation B: Eucharist Week 4 Senior Class RE B: Eucharist A: Reconciliation Week 5 Trocaire A: Assignment workshop B: Confirmation Week 6 Infant RE B: Confirmation A: Assignment workshop Week7 Church of Ireland A: Prayer in the School B: Prayer in the School Week8 Inclusion in Christian Schools No class due to St. Patrick s Day Wed Assignments

Week 9 Senior School Placement Prep A: Church Visit B: Presentations Week 10 SEN and RE A: Presentations B: Church Visit MODULE ASSESSMENT: Portfolio due on week 9/10. Please see the assignment briefing and guidelines on moodle (100%) (10% may be deducted for poor attendance at lectures) Repeat Assessment: Coursework All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. FEEDBACK: General feedback will be given in small lecture groups. Assignments will not be returned to students. STAFF: Name Title Office Office Hour/s Telephone Email Maurice Harmon Lecturer, Religious Education R118 Email for an appointment 061 774720 Maurice.harmon@mic.ul.ie Noreen Spain Tutor, Religious Education Email for an appointment Noreen.spain@mic.ul.ie READING LIST: 1. Franchi, L. (2007) An Anthology of Catholic Teaching on Education, London: Scepter. 2. Franchi, L. and Mc Kinney, S. (2011) A Companion to Catholic Education, Herefordshire: Gracewing. 3. Grenham, T. and Kieran, P. (eds), (2012) New Educational Horizons in Contemporary Ireland: Trends and Challenges, Frankfurt: Peter Lang. 4. Harmon, M. and Mahon, E. (2012) Prayer Assemblies for Primary Schools, Dublin: Veritas. 5. Hyland, M. (ed), (2013) Why Send Your Child To A Catholic School?, Dublin: Veritas.

6. Hyland, M. Series Editor. (1996 2005) Alive-0 Programme, Dublin: Veritas. 7. Irish Bishops Conference. (2010) Share the Good News: National Directory for Catechesis in Ireland, Dublin: Veritas. 8. Irish Bishops Conference. (2008) Vision 08, Dublin: Veritas. 9. Irish Bishops Conference. (2007) Catholic Primary Schools: A Policy for Provision into the Future, Dublin: Veritas. 10. Norman, J. (2003) Ethos and Education in Ireland, New York: Lang. 11. Palmer, P. J. (2007) The Courage to Teach: Exploring the Inner landscape of a Teacher s Life, New Edition, New York: Jossey-Bass. 12. Speroni, C. (2005) Teaching Other Faiths in the Catholic Primary School, Farmington: Farmington Fellowship. 13. Wilkinson, J. Series Editor. (2010) Follow me, Dublin.

Christology and Social Justice Certificate in Religious Education Spring Semester 2014-2015 RATIONALE: Christology is foundational to Christian belief. Students teaching in Catholic schools need to understand who Jesus was and is for Christians in the world today. They need to appreciate the relationship between the historical Jesus who became the Christ of faith. Such background knowledge is deemed essential for teachers charged with the task of preparing children for their first celebration of the sacraments of Penance, Eucharist and Confirmation. This module will help students understand the personal and public significance of being a Christian, with particular attention being paid to social justice, human rights and Christian ethics. LEARNING OUTCOMES: On completion of this module, students will be able to: Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Recognise the centrality and influence of the historical Jesus and the Christ of faith for Christians today Consider his vision for life that reflects a concern for social justice, human rights, and ethical decision making Assess the significance of the Reign of God as a basis for ethical decision making Show how social analysis is an essential aid to acting for justice Identify core themes in Catholic social thought Affective: Attitude and Values Display a willingness to engage in ethical reflection on current issues Demonstrate the relationship between Christology and ethics Relate the values of Jesus Christ to current issues in the world today Show how acting for justice is essential to Christian faith Acknowledge the social, political, economic, and cultural significance of belief in Jesus Christ

MODULE CONTENT: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Christology Introduction Who is Jesus Christ? Incarnation, Is Christmas just for children? Himes, M.J. (2004) The Mystery of Faith: An Introduction to Catholicism. Cincinnati, Ohio: St. Anthony Messenger Press. The Way of Jesus freedom Barron, R. (2011) Catholicism: A Journey to the Heart of the Faith. New York: Image Books. Chapter 2. The Way of Jesus care for the marginalized Nolan, A. (2001) Jesus before Christianity. New York: Orbis, 2001. Chapter 3 The Way of Jesus the reign of God Nolan, A. (2001) Jesus before Christianity. New York: Orbis, 2001. Chapter 6,7 Suffering, death and descent into hell Rolheiser, R. (1998) Seeking Spirituality: Guidelines for a Christian Spirituality for the Twenty-First Century. London: Hodder & Stoughton. Chapter 7 Resurrection Harrington, D.J. (2077) Jesus : A Historical Portrait. Cincinnati, Ohio: St. Anthony Messenger Press. Social Justice What did Jesus care about? Do you have to go public with your faith? Massaro, T. (2000) Living Justice: Catholic Social Teaching in Action. Franklin, Wis.: Sheed & Ward. Chapter 2 Yes but HPtFtU Issues of inclusion the Traveller Community See Irish Traveller Movement http://itmtrav.ie/keyissues/education Catholic social teaching: Dignity and Community Mueller, J.J., et al. (2007) Theological Foundations: Concepts and Methods for Understanding Christian Faith. Winona: Anselm Academic. Chapter 7, pgs 272-290. http://www.catholicsocialteaching.org.uk/ Catholic social teaching: Option for the poor and care for creation Revision

Week 8 Chapter 10 Rolheiser, R. (2011) The Resurrection as Vindicating Human Fidelity and God s Silence at http://ronrolheiser.com/theresurrection-as-vindicating-humanfidelity-and-godssilence/#.vl5g88n097s Jesus as teacher Groome, T. (2011) Will There Be Faith? Depends on Every Christian. Dublin: Veritas. Chapter 1 See, judge and act http://www.ycw.ie/pdf/see-judge-act- Cards.pdf Week 9 Christ of faith: who is he today? Christ of faith: does Jesus really save us from our sins, and what does that mean anyway? Week 10 Connections to New Religious Education Programme Grow in Love McGrath, A. (2014) Lord and Saviour: Jesus of Nazareth. London: SPCK. Chapter 4 Connections to New Religious Education Programme Grow in Love MODULE ASSESSMENT: End of semester exam with two parts. Part 1: series of short questions draw from class work during semester 70% Part 2: answer 1 of three questions 30% The answer to the question in Part 2 needs to use the assigned reading for that question, along with other readings that you deem appropriate. ATTENDENCE AND PARTICIPATION IS REQUIRED AND YOU MAY LOSE UP TO 10% FOR POOR ATTENTENCE OR PARTICIPATION

REPEAT ASSESSMENT: Course work Grade Characteristics of typical answer A1 A2 B1 B2 B3 C1 C2 C3 D1 D2 F Relevant and precise treatment of the subject matter, showing a comprehensive and in-depth understanding of the issues. Evidence of considerable reading, and good critical reasoning. Answer is well structured, and general standard of writing is very high. As good as can reasonably be expected. Most of the qualities of an A1 answer are present, though not to the same degree. In particular, there is not quite the same depth or breadth of coverage. Superior, but not exceptional, answer, reflecting considerable effort. Plenty of material, which is well written up, but does not demonstrate as deep/critical an understanding as students in the A range. Does not make the material her/his own. Shows more evidence of reading than a B3 student, but arguments not as well constructed as with a B1 answer. Overall though, a very good answer to the question. The modal ( common or garden ) grade. Answer addresses the question in a competent fashion, showing a good grasp of concepts, but is based mainly on material covered in lectures Addresses the question, but some errors in understanding and/or not much evidence of reading. Even less precise answer than at C1, where some good points are undermined by many inaccuracies. Confused on some of the key concepts. Very thin answer. Student typically does not write very much, and what is written reveals little more than general knowledge of the topic. Weak answer, with very little demonstration of knowledge of the subject area, this will often be because of the a failure to adequately address the question set, i.e. not enough relevant material. Very weak answer. Contains little of relevance, and many errors/misunderstandings. Demonstrates an understanding of what the questions is about, but little else. Answer reveals little evidence of engagement with the module as a whole, and therefore does not merit the award of any modular credit. Classification First Class Honours Second Class Honours Grade 1 Second Class Honours Grade 2 Third Class Honours Pass Fail FEEDBACK: During the semester, up to 30 students will be invited to write some draft answers to the questions for the exam and I will give each student individual feedback and collective feedback to the whole year.

STAFF: Name Title Office Office Telephone Email Office Hour/s Module Co-ordinator: Dr. Daniel O Connell R117 204966 Daniel.oconnell@mic.ul. ie READING LIST: Primary Readings 1. Barron, R. (2011) Catholicism: A Journey to the Heart of the Faith. New York: Image Books. Chapter Massaro, T. (2000) Living Justice: Catholic Social Teaching in Action, Franklin, Wis.: Sheed & Ward. 2. Nolan, A. (2001) Jesus before Christianity. New York: Orbis, 2001. Supplementary Readings 1. Groome, T. (2011) Will There Be Faith? Depends on Every Christian. Dublin: Veritas. Egan, J. (2007) Brave Heart of Jesus: Mel Gibson s Postmodern Stations of the Cross. Dublin: The Columba Press. Gallagher, M P. (2008) The Disturbing Freshness of Christ: Nourishing Faith for Tomorrow, Dublin: Veritas. 2. Harrington, D.J. (2077) Jesus : A Historical Portrait. Cincinnati, Ohio: St. Anthony 3. Messenger Press. 4. Haughey, J.C. (1977) The Faith That Does Justice : Examining the Christian Sources for 5. Social Change New York: Paulist Press. 6. Healy, S., & Reynolds, B. (1983) Social Analysis in the Light of the Gospel, Dublin: Folens and Co. Hession A. & Kieran P. (eds) (2007) Exploring Theology: Making Sense of the Catholic Tradition, Dublin: Veritas. 7. Himes, M.J. (2004) The Mystery of Faith: An Introduction to Catholicism. Cincinnati, Ohio: 8. St. Anthony Messenger Press. 9. Hollenbach, D. (2002) The Common Good and Christian Ethics, Cambridge: Cambridge University Press. "Catholicism and American Political Culture: Confrontation, Accommodation, or Transformation." (2006) In Inculturation and the Church in North America, ed. T. Frank Kennedy S.J., 7-22, New York: The Crossroad Publishing Company. Johnson, E A. (1993) Consider Jesus: Waves of Renewal in Christology, New York: Crossroad.. (2011) Quest for the living God, New York: Continuum. Lane, D A. (1975) The Reality of Jesus: An Essay in Christology, New York/Mahwah: Paulist Press. 10. Lohfink, G. (2012) Jesus of Nazareth: What He Wanted, Who He Was. Translated by Linda 11. M Moloney. Collegeville, Minn.: Liturgical Press. Massaro, T. (2000) Living Justice: Catholic Social Teaching in Action. Franklin, Wis.: Sheed & Ward. 12. McGrath, A. (2014) Lord and Saviour: Jesus of Nazareth. London: SPCK. 13. Mueller, J. J. (2007) Theological Foundations: Concepts and Methods for Understanding Christian Faith. Winona, Minn.: Saint Mary's Press. 14. Nolan, A. (2006) Jesus Today: A Spirituality of Radical Freedom. Maryknoll, N.Y.: Orbis

Books. 15. Pagola, J. (2011) Jesus: An Historical Approximation, Miami: Convivium Press, 2011. 16. Pope Francis (2013) Evangelii Gaudium, The Joy of the Gospel Dublin: Veritas. 17. Rolheiser, R. (1998) Seeking Spirituality: Guidelines for a Christian Spirituality for the Twenty-First Century. London: Hodder & Stoughton. Taylor, C. (1992) The Ethics of Authenticity. Cambridge: Harvard University Press. Sobrino, J. (1993) Jesus the Liberator: A Historical-Theological View. New York, Maryknoll: Orbis Books. Young, W. P. (2007) The Shack, California: Windblown Media. Websites Council for Justice and Peace of the Irish Catholic Bishops Conference http://www.catholicbishops.ie/justice/ Catholic Social Teaching, faith in a better world http://www.catholicsocialteaching.org.uk/ Trocaire www.trocaire.org Vincent de Paul Society www.svp.ie Social Justice Ireland www.socialjustice.ie Caritas International http://www.caritas.org/who-we-are/caritas-church/

Education Elective 2 Modules

Module EDE 306: Advanced Teaching & Learning in Physical Education Spring Semester, 2014-2015 RATIONALE: This elective module examines the use of curriculum models in the teaching of primary school physical education. LEARNING OUTCOMES: On completion of this module, students will be able to: Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Identify and evaluate a variety of approaches and methodologies to design and deliver developmentallyappropriate pedagogical practices in physical education (age 4-12). Apply principles of teaching and learning across a variety of content areas. Plan and implement a range of curriculum models for teaching physical education with consideration for planning and organisation of learning Devise, implement and evaluate strategies relating to the provision of feedback and assessment. Affective: Attitude and Values Appreciate the role of the teacher in supporting children s learning in physical activity contexts. Understand and appreciate a variety of approaches to teaching physical education in primary school contexts Psychomotor: Skills and Capabilities Develop students confidence in, and understanding of, technical and tactical games-based skills MODULE CONTENT: This module is focused on the development of pedagogical content knowledge in physical education by focusing on curriculum-based models including Games-Centred Approaches (GCA), Sport Education, & Teaching Personal and Social Responsibility. The application of each model to the primary school setting within an Irish context will be considered. These curricular approaches will be critically analysed using individual reflections and group-based discussion. Particular attention will be placed on the development of appropriate assessment strategies. Assessment for learning approaches using self-assessment, peer assessment and teacher-led assessment will be designed and explored.

Emphasis will be placed on the design and implementation of a range of methodologies, including play-based activities, peer & teacher-led approaches, that can be used to establish and maintain productive learning environments. Students will work in groups through peer-teaching activities and small group problem-based tasks to apply teaching and learning approaches to a variety of skill-based learning problems. Opportunities for exploration, the use of demonstration, observation, feedback and assessment to support learning will be presented across a variety of content areas. The role of the teacher in children s progression and learning through the structuring and sequencing of developmentally-appropriate experiences will be examined. MODULE ASSESSMENT: The module is assessed by means of coursework entitled Model-based approaches to teaching primary PE: Planning, Implementing and Assessing. Total word count: 4000 (+/- 10%). Submission date: Class time on Friday of Week 10. All assignments must be submitted with the appropriate cover sheet (available on Moodle) Penalty for Late Submission of Coursework: Except in exceptional circumstances, 10% will be deducted for late submission of coursework. The repeat assessment is a written exam in August 2015. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. ATTENDANCE Because of the practical and experiential nature of the classes provided as part of module EDE 306, attendance at all classes is compulsory. For this reason, you will be required to sign-in to all classes in the module. Absence from four (4) or more hours of class across the entire module, without appropriate certification (Doctor, Counsellor or Chaplaincy certificate), will result in the student receiving an F grade on the whole module. Failing the module will result in it having to be retaken at annual repeats in August 2015. It is the responsibility of the student to ensure that all certificates concerning absences are presented to the class lecturer at the first class immediately after the absence. If you do not do this, your absence will not be accounted for. FEEDBACK: Students will be given the opportunity to seek feedback on issues relating to the assessment portfolio in Week 8. They can also apply to receive feedback in Week 1 of spring semester. STAFF:

Name Title Office Office Hour/s Office Telephone Email Module Co-ordinator: Richard Bowles Richard Bowles G49 4912 richard.bowles@mic.ul.ie Lecturer in Physical Education Monday 9.30am- 12pm READING LIST: Primary Readings 1. Light, Richard (2012) Game sense: pedagogy for performance, participation and enjoyment Abingdon: Routledge 2. Mitchell, Stephen A, Griffin, Linda, Oslin, Judith (2003) Sport foundations for elementary physical education: a tactical games approach Champaign: Human Kinetics 3. Siedentop, Daryl Complete guide to sport education Champaign: Human Kinetics Supplementary Readings 1. Armour, K. (2011) Sport Pedagogy: An introduction for Teaching and Coaching, Essex: Pearson 2.Graham, G. (2001) Teaching Children Physical Education: Becoming a Master Teacher. Champaign : Human Kinetics. 3. Pickup, I. and Price, L. (2007) Teaching PE in the Primary School. London: Continuum. 4.Thomas, K., Lee, A. and Thomas, J. (2003) Physical Education Methods for Elementary Teachers. Champaign: Human Kinetics.

Module EDE 313: Movement Skill Development in Primary Physical Education Spring Semester, 2014-2015 RATIONALE: This elective module examines the theoretical and practical application of motor development concepts to primary school physical education as a part of the B.Ed degree programme. LEARNING OUTCOMES: On completion of this module, students will be able to: Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Identify and describe key theories of children s movement development Discuss the contribution of movement skill development to physical literacy Affective: Attitude and Values Display an understanding of the role played by movement skill development in a balanced physical education programme Psychomotor: Skills and Capabilities Design and deliver a range of activities that facilitate to children s motor skill development MODULE CONTENT: This module examines different theories of human movement development. Concepts such as Fundamental Movement Skills and Physical Literacy will be explored with a view to identifying their relevance to the teaching of physical education in Irish primary schools. Students will transfer theory into practice in exploring how best to facilitate the development of motor skills in children. MODULE ASSESSMENT: Assessment: 100% coursework (a report and an assignment). Submission date: Class time in week 5 (report) and week 10 (assignment). All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. ATTENDANCE: Because of the practical and experiential nature of the classes provided as part of module EDE 313, attendance at all classes is compulsory. For this reason, you will be required to sign-in to all classes in the module.

Absence from four (4) or more hours of class across the entire module, without appropriate certification (Doctor, Counsellor or Chaplaincy certificate), will result in the student receiving an F grade on the whole module. Failing the module will result in it having to be retaken at annual repeats in August 2015. It is the responsibility of the student to ensure that all certificates concerning absences are presented to the class lecturer at the first class immediately after the absence. If you do not do this, your absence will not be accounted for. REPEAT ASSESSMENT: Written exam FEEDBACK: Feedback on assessments will be provided to all students. STAFF: Name Title Office Office Hour/s Dr Elaine Murtagh Lecturer in Physical Education Office Telephone Email R109 061 204569 Please e-mail your lecturer to make an appointment elaine.murtagh@mic.ul. ie READING LIST: Primary Readings 1. Graham, G., Holt/Hale, SA., Parker, M. (2013) Children Moving: A Reflective Approach to Teaching Physical Education (9 th ed). New York: McGraw Hill or 6 th edition published in 2004] 2. Haywood & Getchell (2014) Motor Development Across the Lifespan. Human Kinetics: Champaign, IL 3. Schmidt, RA and Lee, TD (2011) Motor control and learning: a behavioral emphasis (5 th ed). Champaign, IL: Human Kinetics Supplementary Readings 1. Belton S, Wesley O, Meegan S, Woods C, Issartel J. Youth-Physical Activity Towards Health: evidence and background to the development of the Y-PATH physical activity intervention for adolescents. BMC Public Health. 2014;14(1):122. 2. Delaney, B., Donnelly, P., News, J., Haughey, T., 2008. Improving Physical Literacy: a review of current practice and literature relating to the development, delivery and measurement of physical literacy with recommendations for further action. Sport Northern Ireland. Available from: http://www.sportni.net/sportni/wp-content/uploads/2013/03/improvingphysicalliteracy.pdf 3. Doherty, Jonathan and Peter Brennan. 2008. Physical education and development 3-11. Abingdon: Routledge 4. Giles-Brown, L (2006) Physical Education Assessment Toolkit. Human Kinetics: Champaign, IL.

5. Landy, Joanne, and Keith Burridge. 1999. Fundamental Motor Skills and Movement Activities for Young Children. New York: The Center for Applied Research in Education 6. Lubans DR, Morgan PJ, Cliff DP, Barnett LM, Okely AD. Fundamental movement skills in children and adolescents: review of associated health benefits. Sports Med. 2010;40(12):1019-1035. 7. Magill, RA (2003) Motor Learning & Control: Concepts and applications. New York: McGraw Hill 8. Tremblay M, Lloyd M. Physical literacy measurement The missing piece. Physical and Health Education Journal. 2010;76(1):26-30 9. van Beurden E, Barnett L, Zask A, Dietrich U, Brooks L, Beard J. Can we skill and activate children through primary school physical education lessons? Preventive Medicine. 2003;36(4):493-501. 10. Whitehead, Margaret. 2010 Physical Literacy: throughout the lifecourse Abingdon: Routledge Websites http://www.physical-literacy.org.uk/ http://play.physicalliteracy.ca/ http://www.phecanada.ca/programs/physical-literacy http://www.sportnz.org.nz/managing-sport/guides/fundamental-movement-skills

Module EDE353: Theatre for Young Audiences Spring Semester 2014-2015 RATIONALE: Theatre for Young Audiences (TYA) is an elective module in education. It is taught in collaboration with Branar Téatar do Pháistí (Theatre Artist in Residence at Mary Immaculate College). In the module, students will gain a practical, critical and analytic understanding of theatre for young audiences. The module focusses on developing students knowledge and critical understanding of the function of TYA. This is achieved by exploring the history and theory of TYA and related fields (such as theatre and education), the work of practitioners in TYA and related fields and emerging trends in TYA and its related fields. Students also develop an understanding of the role of TYA in the provision of a broad and balanced drama/arts education curriculum. Creating and performing a piece of theatre in this genre, students gain a practical understanding of TYA. This enables them to develop their understanding of the roles of traditional scenography, sound, lighting and ensemble in TYA. It also enables them to develop a practical understanding of stage and production management. The Lime Tree Theatre s TYA programme is an important component of this module. It provides opportunities for live engagement with professional TYA; opportunities for students to develop their capacity to respond critically to theatre work in this genre. The Lime Tree Theatre s TYA programme and the collaboration with Branar Téatar do Pháistí also allows students to have direct access to professionals working in TYA. LEARNING OUTCOMES: On completion of this module, students will be able to: Articulate the function of theatre for young audiences with reference to the broader fields of theatre and education Investigate the role of theatre for young audiences in the provision of a broad and balanced drama/arts education Organise the performance of a piece of theatre for young audiences Demonstrate how varied techniques, processes and methods of working are applied in creating and performing theatre for young audiences MODULE ASSESSMENT:

There are two components to the module assessment process. Component A (60% of module grade): The creation and performance of a piece of theatre for young audiences. Component B (40% of module grade): Written coursework assignment. Assessment details Component A: The creation and performance of a piece of theatre for young audiences Students are required, in groups of five, to create and perform a piece of theatre for a young audience (in English or in Irish; the group chooses its audience). This theatre piece should be based on a pre-text in the form of a picture book, a simple story or a poem and can be presented in any theatre style chosen by the group. Each group will present its work in week 10 to a young audience. The work should not be less than 10 minutes in length nor should it be more than 20 minutes. Students will be awarded a group (collective) grade, on the basis of the following criteria: Artistic Criteria Effective structuring of theatre piece Selection and use of appropriate dramatic elements and conventions Effective use of characterisation Selection and use of appropriate props/set/technical elements Selection and use of an appropriate theatre style Suitability of theatre piece for chosen audience Engagement of audience Group/production processes Overall effort of the group Team-work and co-operation throughout the process Attendance and participation in class and at rehearsals Selection of conventions, style etc. appropriate to skills of group Process of engaging in audience research Process of developing pre-text into a piece of theatre suitable for a particular age group In order to aid the allocation of grades, tutors will record details of the process; the performances will also be recorded on video. In exceptional circumstances a lower grade than that of the group grade may be awarded to individual students. Component B: Written coursework assignment Articulate your reflections on your personal involvement in the creation and performance of a theatre piece for a young audience. Refer to the following: The successes and challenges you experienced

The discoveries you made along the way (about yourself, about how others work, about theatre, about education) Your experience thus far in initial teacher education The age group for which you performed The broader fields of theatre and education Your reflections on the possible contribution of theatre for young audiences to drama/arts education The written coursework assignment must be submitted to the EDE353 Moodle site on Friday 24 th April. Note: Under University Regulations, tutors can deduct up to 10% of the grade for non-attendance at workshops. Students are expected to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating (which includes syndication). REPEAT ASSESSMENT: The repeat assessment procedure for the module will take the form of coursework which will be worth 100% of the module grade. STAFF: Name Title Office Office Hour/s Module Co-ordinator: Dr Lecturer in Dorothy Drama Morrissey Education By appointment Office Telephone Email SG13 061-294521 dorothy.morrissey@mic.ul.ie Dr Dorothy Morrissey will work in collaboration with Marc Mac Lochlainn (Artistic Director of Branar), Dr Fiona McDonagh (theatre practitioner and post-doctoral teaching fellow at MIC) and Emma Fisher (theatre practitioner and doctoral candidate at MIC). READING LIST: Primary readings Jackson, A. (2007) Theatre, Education and the Making of Meanings: Art or Instrument? Manchester: Manchester University Press. Bennett, S. (ed.) (2005) Theatre for Children and Young People: 50 Years of professional Theatre in the UK. London: The Association for Children s and Young People s Theatre.

Reason, M. (2010) The Young Audience: Exploring and Enhancing Children s Experiences of Theatre. London: Trentham Books Supplementary readings Jackson, A. (1993) Learning through Theatre: New Perspectives on Theatre in Education. London: Routledge. Wooster, R. (2007) Contemporary Theatre in Education, Bristol: Intellect Books. Wood, D. and Grant, J. (1997) Theatre for Children: A Guide to Writing, Adapting, Directing and Acting. London: Faber and Faber.

Module EDE354: Early Childhood Studies 2: Play and Learning in Early Childhood Spring Semester 2014-2015 RATIONALE: The rationale for this module is to provide students with the opportunity to understand how play contributes to children s development in the early years. The purpose of the module is to enable students to understand the importance of play for children and the potential of play to contribute to the whole child perspective referred to in Aistear and the Primary School Curriculum. LEARNING OUTCOMES: On completion of this module, students will be able to: Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation describe the characteristics of play; compare and contrast the contemporary theories of play and identify the stages and process of play for children from birth to six years; analyse and synthesise the contribution of play to the holistic development of the child; critically consider play as a vehicle for delivering curricular objectives. Affective: Attitude and Values demonstrate how play supports young children s development and learning; discuss the role of the adult in providing for and supporting young children s play. Psychomotor: Skills and Capabilities MODULE CONTENT Students will engage with the definitions and characteristics of young children s play; prominent theories of play and development and the various categories of play will be explored; the process of play development for children from birth to six years will be examined; the contribution of play to fostering the holistic development of the child with specific reference to Aistear and the Primary School Curriculum will be explored; the potential of play to contribute to children s learning will be emphasised; the role of both the indoor and outdoor environment in facilitating and supporting play will be considered; criteria for the selection of developmentally play resources will be explored, and the adults role in facilitating play will be evaluated.

MODULE ASSESSMENT: This module will be assessed through the completion of an academic assignment (3,000 words). The title of this assignment is: Discuss the role of a playful approach to learning in the early primary curriculum In your coursework you should address the following aspects: Your understanding of how the term play is conceptualised in the context of early childhood education. The theoretical basis for promoting learning through play in the early years. The potential contribution of different types of play to the various aspects of learning. How play can be integrated effectively with the infant curriculum and the role of the teacher in this process. Your assignment should be adequately supported, throughout, with reference to the relevant literature. Coursework will be submitted in Week 12. REPEAT ASSESSMENT: The repeat assessment of this module will require the completion of coursework which will be submitted in August 2015. FEEDBACK: STAFF: Lisha O Sullivan Name Title Office Office Telephone Email Office Hour/s Module Co-ordinator: Lisha O Sullivan Lisha O Sullivan Lecturer Early Childhood Studies Available on appointment to be arranged after lectures each week. M101 061-204385 Lisha.Osullivan@mic.ul.ie READING LIST:

Primary Readings 1. Broadhead, P., Howard, J. & Wood, E. eds. (2010) Play and learning in the early years, London: Sage. 2. Frost, J.L., Wortham, S.C., Reifel, S. (2011) Play and Child Development, 4 rd ed., New Jersey: Merrill Prentice Hall. 3. Johnson, J., Christie, J., Wardle, F. (2005) Play, development and early education, Boston: Pearson Education. 4. National Council for Curriculum and Assessment (NCCA) (1999) The Primary School Curriculum, Dublin: NCCA. 5. National Council for Curriculum and Assessment (NCCA) (2009) Aistear: The Early Childhood Curriculum Framework, Dublin: NCCA. Supplementary Readings 1. Brooker, L. & Edwards, S. (eds) (2010) Engaging Play. Maidenhead: Open University Press. 2. Hirsh-Pasek, K., Michnick Golinkof, R., Berk, L. E., & Singer, D. G. (2009) A Mandate for Playful Learning in Preschool, New York: Oxford University Press. 3. Jones, E. & G Reynolds (2011) The plays the thing: Teachers roles in children s play (2 nd ed), New York: Teachers College Press 4. Pellegrini A.D. ed. (2011) The Oxford handbook of the development of play, Oxford: Oxford University Press. 5. Whitebread, D., Basilo, M., Kuvalja, M., & Verma, M. (2012). The importance of play. A 6. report on the value of children s play with a series of policy recommendations (Toy 7. Industries of Europe) 8. Wood E. (2013) Play learning and the early childhood curriculum (3 rd Ed), London: Sage

Module EDE355 Instrumental Music Leadership Spring Semester, 2015 Bachelor of Education 3: Bachelor of Arts This module is designed to enable students to develop and musical knowledge and skills, and to deepen their understanding of music in the area of instrumental performance and direction. Students are afforded opportunities to further their intellectual development and to develop their musical knowledge and skills through improvisation, composition and ensemble performance. LEARNING OUTCOMES: On successful completion of this module students will be able to: Understand the principles and practices of instrumental music education. Apply musical knowledge, skills, understanding and experience to future professional work in schools and in the wider community. Engage with aesthetic, creative and performative dimensions of musical experience. Value the process of group music-making through ensemble instrumental performance. Select, perform and direct music works/pieces for school ensembles. Demonstrate proficiency in conducting and ensemble direction. MODULE CONTENT: The module explores instrumental performance and direction with particular focus on directing and choosing repertoire for school ensembles. Students develop music leadership skills through the selection and analysis of repertoire, composing or music technology and arranging for school ensemble. In addition, students engage critically and analytically with music sources, practices and texts. The course is presented through a variety of delivery modes including lectures, seminars, workshops, fieldwork, rehearsals and performances. Ensemble practice/performance and other forms of peer learning are integral to the module. Additionally, student-directed learning is facilitated by means of independent practice and research. Students engage in reflective practice by means of self and peer feedback on musical direction and communication skills. MODULE ASSESSMENT: Because of the practical and experiential nature of the classes provided as part of module EDE355 attendance at all classes is compulsory. 10% may be deducted from your final grade for poor attendance. For this reason, you will be required to sign-in to all classes in the module. Part One: Coursework (60%): Classroom Composing/Music Technology (30%); Critical Review (30%) Part Two: Group Practical (40%): One original composition and one arrangement. REPEAT ASSESSMENT: The repeat assessment procedure for the module will require the completion of an instrumental portfolio to be submitted in August 2015. READING LIST:

1. Pitts, S. 2005. Valuing musical participation. Aldershot: Ashgate. 2. Green, L. 2002. How Popular Musicians Learn. Aldershot: Ashgate 3. Green, L. 2002. Music, Informal Learning and the School: A New Classroom Pedagogy. Aldershot: Ashgate. 4. McElheran, B. 2004. Conducting technique: for beginners and professionals. Oxford: OUP. 5. Beech, N., Evans, J. Spruce, G. (Eds) 2011. Making music in the primary school: Whole class instrumental and vocal teaching. Oxon: Routledge. 6. Bailey, D., 1993. Improvisation: Its nature and practice in music. Cambridge: Da Capo press. 7. Adler, S., 2002. The Study of Orchestration 3 rd ed., New York: Norton. STAFF: Name Title Office Telephone Email Dr Gwen Moore Module Coordinator Lecturer: Music Education C105 061-204945 Gwen.moore@mic.ul.ie

Module EDE 358: Children and Visual Art Spring Semester 2014-2015 RATIONALE: The initial education student needs to experience artistic, cultural and heritage sites in order to conceptualise ways to develop engaging moments of learning for young children in primary schools. This module is a Visual Arts and Visual Arts Education module, centred on children s learning in Visual Art, for the undergraduate student teacher, that explores such sites from child development and art development perspectives. This module will provide opportunities for exploring children s creative and imaginative potential in Visual Art, using local and online starting points. LEARNING OUTCOMES: On completion of this module, students will be able to: Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation 1. Interpret examples of contemporary art practice and relate it to children s experience. 2. Identify cultural, heritage and artistic environments of relevance to children. 3. Differentiate developmentally appropriate art practices for children. Affective: Attitude and Values 4. Share, report and discuss practical and theoretical ideas of contemporary art practice. Psychomotor: Skills and Capabilities 5. Design exhibitions and events that promote children s creativity. 6. Demonstrate teaching and learning in gallery/museum and open platform sites that engage children imaginatively. MODULE CONTENT: This module will provide opportunities for exploring children s creative and imaginative potential in Visual Art. Students will have aesthetic opportunities through looking and responding to art, by engaging and reacting to art, exploring different learning environments, and exploring cultural, heritage and artistic environments. Students will have opportunities to visit local and national galleries and museums. There will be an emphasis on developing partnerships with educational and culture workers, curators, teachers and/or artists to devise programmes, resources and/or events for the primary school that employ traditional and new media. A key focus will be on the creative and imaginative development of the child. Developmental stages of children s learning in visual art will be referred to and critically considered. Students are required to make connections with cultural institutions, and look at the broad range of practices that currently inform contemporary culture specifically related to children. The Course will be split between taught workshops, lectures and site visits, as follows:

Week 1 Jan Week 2 Feb Week 3 Feb Two Hour Sessions (Monday) Opening workshop Childhood and the ease/battle to inspire children to work artistically Visit Site One Workshop Response to Site One Visit One Hour Sessions (Tuesday) Introductory Lecture Series Overview Dutton and Art as an Evolutionary Concept Cizek and Creative Expressionism and Drawing / Mark-Making Week 4 Feb Week 5 Feb Week 6 March Week 7 March Week 8 March Week 9 March Week 10 March/Apr Visit Site Two Workshop Response to Site Two Visit Visit Site Three Workshop Response to Site Three Visit Online Site Visit and Workshop Response to Online Site Visit Independent Practice and Group Time (Lecturer Feedback) Presentations Piaget and the Influence on Art Practice in Education Lowenfeld and Stages of Artistic Development Gardiner, Multiple Intelligences and Visual Art s Place in Cognition Dewey, Greene and Art as Imagination Eisner and Art as a Discipline Independent Practice and Group Time (Lecturer Advice and Guidance) Critical Review Session / Essay Submission Criteria MODULE ASSESSMENT: This module will have two assessment components; (A) a Group Presentation and (B) an Academic Essay. Grading descriptors will be used for assessment of both the Group Presentation and the Academic Essay. A group grade will be awarded for each group s presentation, and will serve as 50% of the weighting of the overall module grade. An individual grade will be awarded for the academic essay, and will serve as 50% of the weighting of the overall module grade. Please note: up to 10% of the overall module grade may be deducted for poor attendance / late submission of coursework. Component A

Component A of this module s assessment will be by way of Group Presentation. Small groups of three/four students will be randomly selected in week 3. These students will frequently work together during the semester on workshop content to build collaborative practice. Students will devise, design and present a plan/design board for an event and/or exhibition by or for children of primary school age. This plan and design board should stem from a visited site experience that the students themselves have had (either from one of the five site visits that occur in semester or alternatively a different artistic, cultural or heritage site visit). The small groups will present (orally and physically) a completed design board that details: i. The site visited, personal learning that occurred for the student teacher, and opportunities for exploration with children. ii. A proposed set of two to three classroom experiences, detailed visually and verbally that respond to a single piece of work or installation of work that was at the chosen site. iii. A proposed event and/or exhibition that children may work towards, curate or be involved in, either in classrooms, wider school environments or located off-school. Students will have up to 8 minutes (maximum) to orally present their work in week 10 double hour session. All design boards will be kept at the conclusion of the oral presentation for information and as examinable material. Component B Component B of this module s assessment will be by way of Academic Essay. Students must submit an academic essay of 2,500-3,000 words on Critically review two perspectives of childhood visual art developmental learning, and consider any strengths and weaknesses they may present in a classroom with children as developmental learners Submission of this essay is in week 10 of the semester directly to Moodle as a.doc or.pdf file. Please note that all students must submit their work through Turnitin on Moodle. Students must use the academic cover sheet as provided in the Moodle course for this module. Please submit files using the format EDE358ForeameSurname2015 REPEAT ASSESSMENT: The Repeat Assessment for this module is an Academic Essay (100%) of 4,500-5,000 words.

STAFF: Name Title Office Telephone Email Eamonn Mitchell Lecturer in Visual Art Education and School Placement G46 Foundation Building (061) 20 4518 Eamonn.Mitchell@mic.ul.ie READING LIST: Primary Readings 1. DES (1999) The Visual Arts Curriculum, Dublin: Stationery Office 2. DES (1999) Visual Arts Curriculum: Teacher Guidelines, Dublin: Stationery Office 3. Hickman (2005) Why we make Art and Why it is Taught, Bristol: Intellect LTD 4. The Irish Museum of Modern Art (1999) A Space to Grow: New Approaches to Working with Children: Primary School Teachers and Contemporary Art in the Context of a Museum, Dublin: IMMA. 5. Willats, J. (2005) Making Sense of Children s Drawings, London: Lawrence Erlbaum Associates. Supplementary Readings 1. Addison, N. and Burgess, L. (2012) Debates in Art and Design Education, London: Routledge 2. Dewey, J. (1934) Art as Experience, London: Penguin Books Ltd. 3. Dutton, D. (2009) The Art Instinct, Oxford : Oxford University Press. 4. Efland, A.D. (2002) At and Cognition: Integrating the Visual Arts in the Curriculum, London: Teachers College Press. 5. Eisner, E.W. (2002) The Arts and the Creation of Mind, London: Yale University Press. 6. Eisner, E.W. and Day, M.D. (2004) Handbook of Research and Policy in Art Education, Mahwah, N.J.: Lawrence Earlbaum Associates Inc. 7. Gardiner, H. (1990) Art Education and Human Development, Los Angeles: Getty Institute for the Arts 8. Lowenfeld, V. and Brittain, L. (1970, 5th ed.) Creative and Mental Growth, London: Macmillan. 9. Narey, M., ed. (2008) Making Meaning: Constructing Multimodal Perspectives of Language, Literacy, and Learning through Arts-based Early Childhood Education: Educating the Young Child, New York: Springer. 10. Piaget, J. (1952) The Origins of Intelligence in Children, New York: International University Press. 11. Smidt, S. (2013) Introducing Magaluzzi: Exploring the life and work of Reggio Emilia s founding father, London: Routledge. 12. Viola, W. (1936) Child Art and Frank Cizek, Vienna: Austrian Junior Red Cross.

EDE357 Special Education: Behaviour Management Spring Semester 2014-2015 This is the second of three electives that comprise the Specialism in Special Education. The module will present a framework for understanding and managing behaviour of children with Special Educational Needs (SEN) in the primary school using a continuum of support. School-wide Positive Behavioural Support (PBS) programme planning will be presented as an evidence-based preventive approach to behaviour management. Methods of conducting and interpreting Functional Behavioural Assessment (FBA) will be described to help teachers determine possible functions of challenging behaviour of children with SEN. A wide range of individual, small group, classroom and school-wide positive interventions will be studied. Attention will focus on interventions that prevent challenging behaviour, teach needed skill repertoires, and support appropriate behaviour of children with SEN. Methods of gathering evidence of the effectiveness of interventions will be explored. The social validity of all behaviour management interventions will be established in collaboration with parents, other professionals and with attention to input from the child. Learning Outcomes: On successful completion of this module students will be able to: 1. Describe the steps in setting up a school-wide Positive Behavioural Support system 2. Identify tiers of support in a continuum of interventions for children with SEN within a PBS system 3. Describe the steps in conducting a Functional Behavioural Assessment for a child with SEN with a challenging behaviour 4. Identify steps to collaborate with parents and other professionals to conduct a Functional Behaviour Assessment 5. Explain challenging behaviour for children with significant educational difficulties in terms of its communicative intent and function. 6. Select interventions with reference to functions 7. Design and plan to evaluate positive intervention programmes with reference to prevention, teaching new repertoires and supporting appropriate behaviour at individual, small group and class levels 8. Describe ways to include the child to establish the Social Validity of all interventions to manage challenging behaviour. 9. Acknowledge the importance of determining the communicative intent and function of challenging behaviour before designing intervention programmes 10. Understand the importance of approaching behaviour management of children with SEN in positive and inclusive manner

11. Appreciate the importance of collaboration and teamwork for solving challenging behaviour problems school-wide. Module Content: This module will be delivered in the form of one 2-hour lecture on Monday afternoons to both groups and 2 tutorial sessions on Friday mornings in Groups A or B. The completion of 5 hours of tutoring of adults with special educational needs on campus during the semester will serve in lieu of the third tutorial. This will be managed by Anne O Byrne. The timetable plan is as follows: Week Date Topic MONDAY (Dr. Patsy Daly) Room 206 at 4.00pm Friday / Date Tutorial at 9.00am 1. Jan 26 Continuum of Support and Behaviour Management Levels 1 and 2 Jan 30 2. Feb 2 Behaviour in Context Level 3 Behaviour and Functions Feb 6 Tutorial 1a - LAB Excel Workshop charting data T304 3. Feb 9 Counting and recording behaviour Feb 13 4. Feb 16 Self-Management Strategies teaching to children (Project begins) Feb 20 Tutorial 1b LAB Excel Workshop charting data T304 5. Feb 23 Self-Management Strategies teaching to children Feb 27 6. Mar 2 Positive Reinforcement Mar 6 Tutorial 2a in TARA 207 Positive Reinforcement for

Individuals and Groups 7. Mar 9 Prevention Strategies Mar 13 Tutorial 2b In TARA 207 Positive Reinforcement for Individuals and Groups 8. Mar 16 Token Economies with Classes, Groups and Individuals Mar 20 9. Mar 23 Reducing inappropriate Behaviour Positively Mar 27 Project Due 10. Mar 30 Behaviour, disability, individuals the Big Picture Apr 3 Good Friday Module Assessment: Assessment comprises one Exam in the form of multiple choice and short questions worth 40% of the total administered during exam week, and one piece of coursework describing and analyzing a self-management project (60%). This is due on Friday, March 27 th, by 5.00pm. A detailed description of this project including writing guidelines and a model will be provided early in the semester. The Repeat Exam is similar to the original examination in form and the project will be similar also. You are advised to plan and prepare for the assessments by attending all lectures keeping detailed and organized notes and reading materials as requested.

NB: All exam information will be conveyed by means of this Course Outline and any announcements made to the class at Monday lectures. Please note that in the interest of equity no communication about exams will be entered into by the course lecturer with individual students. Attendance will be taken at all lectures and tutorials throughout the semester. Up to 10% of marks available may be deducted at the discretion of the course leader for poor attendance. All students are required to familiarize themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating.

Modúl EDE359 Teagasc i Suíomhanna lán-ghaeilge 2 Seimeastar an Earraigh 2014-2015 RÉASÚNAÍOCHT: Is í aidhm an mhodúil seo ná eolas agus tuiscint na mac léinn a fhorbairt maidir leis na teoiricí is tábhachtaí faoin tumoideachas. Cuirfear deiseanna ar fáil do mhic léinn príomhghnéithe na foghlama i suíomhanna tumoideachais a fhiosrú. Cíorfar na fachtóirí a neartaíonn éifeacht na foghlama i suíomhanna tumoideachais le béim ar na comhthéacsanna sochtheangeolaíocha éagsúla in Éirinn. Déanfar iniúchadh ar dhearadh agus ar thorthaí taighde i suíomhanna lán-ghaeilge. TORTHAÍ FOGHLAMA: Ar chríochnú an mhodúil go rathúil dóibh ba chóir go gcuirfí ar chumas an mhic léinn 1 Cognaíoch: Eolas, Tuiscint, Cur i bhfeidhm, Anailís, Sintéis, Luacháil Tuiscint a fhorbairt ar oideolaíocht éifeachtach tumoideachais a thacaíonn le dea-chleachtas i suíomhanna lán-ghaeilge Anailís chriticiúil, sintéisiú agus luacháil a dhéanamh ar litríocht reatha taighde-bhunaithe a bhaineann le próisis an oideachais dátheangaigh 2 Mothaitheach: Dearcadh agus Luachanna Réimse de chumais ghairmiúla a bhaineann le hoideachas lán-ghaeilge a léiriú 3 Sícealuadrach: Scileanna agus Inniúlachtaí Scileanna san fhoghlaim neamhspleách agus san fhoghlaim fhéinriartha a fhorbairt Scileanna taighde a fhorbairt ÁBHAR AN MHODÚIL: Forbairt teanga i suíomhanna lán-ghaeilge Oideolaíocht an tumoideachais Comhthéacsanna sochtheangeolaíocha na foghlama i scoileanna lán-ghaeilge Sainriachtanais oideachasúla i suíomhanna tumoideachais Measúnú don fhoghlaim agus ar fhoghlaim i suíomhanna lán-ghaeilge Cruinneas sa sprioctheanga Múineadh an Bhéarla i scoileanna lán-ghaeilge Taighde i suíomhanna tumoideachais An fhoghlaim chomhtháite ábhar agus teanga MEASÚNÚ AN MHODÚIL: Obairchúrsa: Léirmheas litríochta (70%)

Cur i láthair ranga (30%) Is féidir suas go 10% a bhaint de dheasca tinrimh mí-shásúil (sásúil = 90%). ATRIAIL: Obairchúrsa: Léirmheas litríochta (100%) AISEOLAS: Más mian leat aon ghné den chlár a phlé déan teagmháil leis an léachtóir cuí ar an ríomhphost. FOIREANN: Ainm Teideal Uaireanta Oifig Guthán Seoladh Ríomhphoist Oifige Comhordaitheoir an Mhodúil: An Dr T.J. Ó Ceallaigh An Dr T.J. Ó Ceallaigh An Dr Seán Ó Cathalláin Léachtóir i Múineadh na Gaeilge Léachtóir i Múineadh na Gaeilge Féach thíos. R214 061204325 tj.oceallaigh@mic.ul.ie Féach thíos. R116 061204371 sean.ocathallain@mic.ul.ie UAIREANTA OIFIGE: Más mian leat coinne a dhéanamh le léachtóir i Múineadh na Gaeilge déan teagmháil leis/léi ar an ríomhphost. LIOSTA LÉITHEOIREACHTA: Príomhábhar Léitheoireachta 1. Cloud, N., Genesee, F. and Hamayan, E. (2000) Dual Language Instruction: A Handbook for Enriched Education, Boston: Heinle and Heinle. 2. Ellis, R. and Shintani, N. (2014) Exploring Language Pedagogy through Second Language Acquisition Research, London: Routledge. 3. Harris, J. agus Ó Duibhir, P. (2011) Múineadh Éifeachtach Teangacha: Sintéis ar Thaighde, Baile Átha Cliath: CNCM. Ábhar Léitheoireachta Breise 1. Burton, N., Brundrett, M. and Jones, M. (2008) Doing your Research Project, London: Sage. 2. Cammarata, L. and Tedick, D.J. (2012) Balancing content and language in instruction: The experience of immersion teachers, The Modern Language Journal, 96(2), 251-269. 3. Cooper, H. (1998) Synthesising Research: A Guide for Literature Reviewers, London: Sage.

4. Fortune, T.W. with Menke, M. R. (2010) Struggling Learners and Language Immersion Education: Research-based, Practitioner-informed Responses to Educators Top Questions (CARLA Publication Series), Minneapolis: University of Minnesota, The Center for Advanced Research on Language Acquisition. 5. Harris, J., Forde, P., Archer, P., Nic Fhearaile, S. & O Gorman, M. (2006) An Ghaeilge sna Bunscoileanna: Treochtaí Náisiúnta Fadtéarmacha in Inniúlacht Caibidil 8: Conclúidí agus Moltaí, Baile Átha Cliath: An Roinn Oideachais agus Eolaíochta. www.education.ie 6. Hart, C. (1998) Doing a Literature Review: Releasing the Social Science Research Imagination, London: Sage. 7. Henry, A., Andrews, A. and Ó Cainín, P. (2002) Developing Linguistic Accuracy in Irish-Medium Primary Schools, Bangor: DE. 8. Ní Chatháin, A. (2002) Spléachadh ar úsáid chumarsáideach na Gaeilge ag páistí tumoideachais lasmuigh den suíomh gaelscoile, tráchtas neamhfhoilsithe (M.Oid.), Luimneach: Coláiste Mhuire gan Smál. 9. Ó Siaghail, G. agus Déiseach, C. (2004) Próifílí Measúnachta don Ghaeilge sna Scoileanna Gaeltachta agus Scoileanna lán-ghaeilge, BÁC: An Foras Taighde ar Oideachas. 10. Ridley, D. (2008) The Literature Review: A Step-by-step Guide for Students, London: Sage. 11. Shiel, G., Gilleece, L., Clerkin, A. and Millar, D. (2011) The 2010 National Assessments of English Reading and Mathematics in Irish-Medium Schools: Summary Report, Dublin: Educational Research Centre. 12. Williams Fortune, T., Tedick, D. and Walker, C. (2008) Integrated language and content teaching: Insights from an immersion classroom, in Williams Fortune, T. and Tedick, D. (eds.) Pathways to multilingualism: Evolving perspectives on immersion education, Clevedon: Multilingual Matters, 71-96. Tagairt Riachtanach Cite It Right A Guide to Referencing in UL Harvard Referencing Style (Ar fáil ar Moodle).

Module EDE360: Exploring Children s Literature in the Primary School Spring Semester 2014-2015 RATIONALE: The rationale and purpose of this module is to expand student s knowledge and understanding of the impact of children s literature on the language development of primary school children, how children s literature can be used as a springboard for developing both language and critical thinking, and how teachers can support children to develop a range of written responses to class novels and poetry in the primary school. LEARNING OUTCOMES: On completion of this module, students will be able to: Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation examine their personal experience as readers and writers of fiction and poetry; explore how their personal experience as readers and writers contributes to their understanding of the process of children s literacy development; demonstrate an understanding of the target English language skills for development among primary school children; select a range of appropriate research-based approaches to support children s development as critical readers and writers. Affective: Attitude and Values explore their own values, beliefs and biases, in relation to language and the teaching of language in the primary classroom critically appraise differentiated and inclusive approaches to language development which support the language learning needs of all children MODULE CONTENT: This module will provide participants with exposure to a wide range of children's literature and its impact on language development at all class levels of the primary school. Participants will explore a range of teaching strategies and methods for developing classroom discussion and writing around children s literature and how it can be used as a springboard or stimulant for developing both language and higher-order/critical thinking. Participants will explore a variety of children s books and will evaluate them under specified criteria. The module will also provide participants with support to develop a range of oral and written responses to class novels and poetry in the primary school, which will serve as a useful classroom resource.

MODULE ASSESSMENT: Course Work REPEAT ASSESSMENT: Course Work FEEDBACK: In class One-to-One by appointment STAFF: Name Title Office Office Hour/s Module Co-ordinator: Dr John Doyle John Doyle Dr Mon-Fri By Appointment Office Telephone Email N29 20(4986) john.doyle@mic.ul.ie READING LIST: Primary Readings* 1. Miller, D. (2009). The Book Whisperer: Awakening the Inner Reader in Every Child. San Francisco: Jossey-Bass. 2. Vasquez, V. (2010). Getting Beyond I Like the Book : Creating Space for Critical Literacy in K-6 Classrooms. Newark, USA: International Reading Association. 3. Wood Ray, K. (2010). In Pictures and In Words: Teaching the Qualities of Good Writing through Illustration Study. Portsmouth NH: Heinemann. Supplementary Readings* 1. Bruckner, A. (2009). Notebook Connections: Strategies for the Reader s Notebook. 2. Mora-Flores, E. (2009). Writing Instruction for English Learners: A Focus on Genre. California, USA: Corwin Press. 3. Wolf, S. A. (2004). Interpreting Literature with Children. Mahwah, NJ: Lawrence Erlbaum Associates. *Excerpts from these, together with other relevant texts, will be uploaded to both Moodle and LAN throughout the semester Module EDE361 DEIS 2: Working with Families

Spring Semester, 2014-2015 Dr. Sandra Ryan RATIONALE: This module will focus on the philosophical and theoretical background as well as the practical applications of the development of educational partnerships in DEIS contexts, building on the work of the Home-School-Community Liaison (HSCL) scheme and the Family School Community Educational Partnership (FSCEP) Project. Current practice has demonstrated that a whole school commitment to developing a working partnership is a key factor in improving educational outcomes for children experiencing inequality of educational opportunity. Examples of successful partnership practices in Ireland and internationally will be examined and practices for working with parents on literacy, numeracy, homework, ICT, play, health promotion, the arts and other curricular areas will be presented. Teachers attitudes to and assumptions regarding working with parents and difficulties with developing educational partnerships will be examined and students practical knowledge of the role of the HSCL co-ordinator and the range of activities involved in the role will be extended. This module will equip the students to engage fully with partnership activities and processes in schools and to understand the class teacher s role in this regard. LEARNING OUTCOMES: On completion of this module, students will be able to: 1. Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Synthesise and evaluate findings in contemporary research in relation to partnerships in education. Understand the importance of the role of the parent/family in supporting children s learning in the disadvantaged context and the teacher s and school s role in working in partnership to accomplish this. Be familiar with the range of activities being undertaken within the HSCL scheme and in international contexts. Display competence in facilitating parent involvement activities. 2. Affective: Attitude and Values Demonstrate positive attitudes towards involving parents in their children s school learning. Examine fears and doubts relating to working with parents in schools and classrooms.

MODULE CONTENT: The module will include workshops, lectures, guest speakers and an experience of HSCL in a school setting. Week Topic 1 Introduction to educational partnerships and overview of research; challenges of this work 2 Communication with parents and promotion of positive school ethos; seeking support beyond the scope of the school; A whole-school approach communication, staff meetings, etc. 3, 4 Curricular involvement play, literacy, numeracy, ICT, homework, etc.) and 5 6 Supporting fathers involvement Inroads programme reaching hard to reach parents 7 Behaviour parent support Visit to HSCL programme 8 Involving parents in policy making; Children s voice and role in family involvement 9 Supporting families through transitions (e.g., preschool to school, primary to post-primary) examples of programmes developed SEN and parent involvement 10 Conclusions and review; student in-class presentations MODULE ASSESSMENT: Up to 10% of marks will be deducted for poor attendance (more than two lectures) and/or participation Portfoilo due Week 10 - Critical review of two key readings (from selection provided) 600 words max each (20% each) - Two artefacts and captions 900 words max each (20% each) In-class presentation max 5 mins (15%) MARKS (5%) FOR PRESENTATION OF PORTFOLIO NB Please do NOT use plastic pockets This module will be assessed entirely through course work. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating.

REPEAT ASSESSMENT: Course work FEEDBACK: Please arrange to meet the lecturer by appointment for feedback. COURSE READINGS AND RESOURCES: 1. 2005-2006 HSCL Co-ordinators. (2006) The Home, School, Community Liaison Scheme in Ireland: From Vision to Best Practice, Dublin: Department of Education and Science. 2. Christenson, S. L. (2003) 'The family-school partnership: An opportunity to promote the learning of all students,' School Psychology Quarterly, 18(4), 454-482. 3. Conaty, C. (2002) Including All: Home, School and Community United in Education, Dublin: Veritas. 4. Cox, T. (2000) Combating Educational Disadvantage: Meeting the Needs of Vulnerable Children, London: Falmer. 5. Dudley-Marling, C. (2001) 'School Trouble: a mother's burden', Gender and Education, 13(2), 183-197. 6. Englund, M. M., Luckner, A. E., Whaley, G. J. L. and Egeland, B. (2004) 'Children's Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations, and Quality of Assistance', Journal of Educational Psychology, 96(4), 723-730. 7. Epstein, J. (2011) School, Family and Community Partnerships: Preparing Educators and Improving Schools, 2nd ed., Boulder, CO: Westview Press. 8. Epstein, J. (no date) 'Epstein's Framework of Six Types of Involvement', available: [accessed 9. Fan, X. and Chen, M. (2001) 'Parental involvement and students' academic achievement: A meta-analysis', Educational Psychology Review, 13(1), 1-22. 10. Froiland, J. M. (2015) 'Parents Weekly Descriptions of Autonomy Supportive Communication: Promoting Children s Motivation to Learn and Positive Emotions', Journal of Child and Family Studies, 24(1), 117-126. 11. Froiland, J. M., Peterson, A. and Davison, M. L. (2012) 'The long-term effects of early parent involvement and parent expectation in the USA', School Psychology International, 34(1), 33-50. 12. Galvin, J., Higgins, A. and Mahony, K. (2009) Family, School, Community Educational Partnership Report, Limerick: MIC. 13. Hartas, D. (2011) 'Families social backgrounds matter: socio-economic factors, home learning and young children s language, literacy and social outcomes', British Educational Research Journal, 37(6), 893-914. 14. Henderson, A. T., Mapp, K. L., Johnson, V. R. and Davies, D. (2007) Beyond the Bake Sale: The Essential Guide to Family-School Partnerships, New York: The New Press. 15. Hill, N. E. and Tyson, D. F. (2009) 'Parental involvement in middle school: A meta-analytic assessment of the

strategies that promote achievement', Dev Psychol, 45(3), 740-63. 16. Lareau, A. (2000) Home Advantage: Social Class and Parental Intervention in Elementary Education, 2nd ed., Lanham, Maryland: Rowman & Littlefield. 17. Lareau, A. (2011) Unequal Childhoods: Class, Race and Family Life, 2nd ed., Berkeley, CA: University of California Press. 18. Räty, H. (2010) 'Past in the present: the way parents remember their own school years relates to the way they participate in their child s schooling and remember his/her school years', Social Psychology of Education, 14(3), 347-360. 19. Räty, H. (2010) 'A seven-year follow-up study on parents' expectations of their children's further education', Journal of Applied Social Psychology, 40(11), 2711-2735. 20. Ryan, S. (1994) Home-School-Community Liaison Scheme: Final Evaluation Report, Dublin: Educational Research Centre. 21. Ryan, S. (1995) The Home-School-Community Liaison Scheme: Summary Evaluation Report, Dublin: Educational Research Centre. 22. Ryan, S. (2000) 'Developing Reciprocal Support among Families, Communities and Schools: The Irish Experience' in Canavan, J., Dolan, P. and Pinkerton, J., eds., Family Support: Direction from Diversity, London: Jessica Kingsley. 23. Ryan, S. and Galvin, J. (2012) 'Classroom Teaching and Formation: Developing Educational Partnership' in Grenham, T. G. and Kieran, P., eds., New Educational Horizons in Contemporary Ireland: Trends and Challenges, Bern: Peter Lang, 73-92. 24. Weiss, H. B., Kreider, H., Lopez, M. E. and Chatman, C. M., eds. (2005) Preparing Educators to Involve Families: From Theory to Practice, Thousand Oaks, CA: Sage. 25. Whalley, M. (2001) Involving Parents in Their Children's Learning, London: Paul Chapman. Useful Websites and Audio Visual Materials Moving on: Travellers & third level education (n.d.) Telwell Productions in association with University College Cork and The Irish Traveller Movement. - in Audio Visual section of library (also on ITM website) Pavee Lackeen DVD AV in Library TED Projext, MIC: http://www.mic.ul.ie/ted/ Department of Education and Science: http://www.education.ie/home/home.jsp?pcategory=27173&ecategory=27173&language=en Social inclusion link and also Publications Department of Social Protection Combat Poverty www.cpa.ie/publications/index.htm Educational Research Centre, Drumcondra: www.erc.ie Publications and Reports Economic and Social Research Institute: www.esri.ie publications Barnardos Children s Charity: www.barnardos.ie Pavee Point: www.paveepoint.ie Irish Traveller Movement: www.itmtrav.ie

Central Statistics Office: www.cso.ie Growing Up in Ireland Study: www.growingup.ie/ STAFF: Name Title Office Office Telephone Email Office Hour/s Module Co-ordinator: Dr. Sandra Ryan Lecturer in Education Sociology and Educational Disadvantage By appointment M111 061 204984 Sandra.Ryan@mic.ul.ie

Module EDE363: Innovation in Mathematics Education Spring Semester 2015 RATIONALE: This module develops students understandings of traditional and contemporary approaches in the teaching of mathematics. The module also explores the rationale supporting such teaching and the methods used to study such teaching. Students will read literature and research studies which analyze mathematics teaching, critique theories of teaching, and evaluate reports presenting data on mathematics teaching and its effects. Students will also engage in field-based research. LEARNING OUTCOMES: On successful completion of this module, students will be able to: Demonstrate understanding of a range of traditional and alternative methodologies associated with mathematics teaching Demonstrate critical engagement with research underpinning approaches to mathematics teaching Outline and describe the key theories and teaching approaches associated with fundamental mathematics concepts Critically evaluate theories of teaching mathematics Design and develop a curriculum resource targeted at a specific mathematical concept and rooted within a relevant theory of mathematical teaching MODULE CONTENT: This module builds upon and expands the issues addressed in previous mathematics education courses by exploring components of good mathematics teaching. Traditional and alternative conceptions of mathematics teaching are analysed and critiqued from both national and international perspectives. Opportunities are given for student teachers to reflect on their personal learning experiences and preconceptions of mathematics and its teaching. Contrasting perspectives are introduced utilising for example case studies and video of inquiry based teaching. Specific strands of the curriculum will be interrogated to facilitate student teacher to experience and use teaching strategies which promote children s conceptual understanding. Student teachers will engage in the process of planning and preparing research informed inquiry based curriculum units for implementation and analysis during field-based experience. Topics include: - Japanese Lesson Study: Creating design mathematics lessons - Art and Mathematics: Examining Golden Ratio s and symmetry - Using technology to support the presentation of mathematical ideas MODULE ASSESSMENT: This module will be assessed via coursework.

Repeat Assessments: Course work. Course work Percentage Due Date allocated Lesson Study project and paper (group and 50% Tuesday, March 31 st individual components) Group Lesson Study presentation (group) 20% Weeks 9/10 ICT Concept presentation (individual) 30% Continuous assessment Name Title Office Office Telephone Email Office Hour/s Module Co-ordinator: Dr Aisling Leavy Lecturer in Mathematics Education By Appointment 061 204978 Aisling.leavy@mic.ul.ie Dr Mairéad Hourigan Lecturer in Mathematics Education By Appointment 061 204504 Mairead.hourigan@mic. ul.ie Attendance and participation in sessions is a requirement of the course. Attendance will be recorded weekly. Email notification of absences is not accepted. 10% of marks in the module will be deducted for poor attendance. Absence due to illness: If you receive a cert from a doctor outside the college medical centre, a copy of the doctor certificate must be handed to the relevant lecturer during the lecture the week following the absence. If you receive a cert from the college medical centre, you must still inform the lecturer during the session following the absence. The cert will be sent directly to the lecturers at the end of semester. Otherwise you will be marked absence. Please do not send emails in relation to doctor certificates. Absences due to sports: Absences due to sports are only accepted in the case where the student is representing the college in a competition. Documentary evidence of this will be required. Absences for training are not permitted. You must still inform the lecturer during the session following the absence. Please do not send emails in relation to matches. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. FEEDBACK: Group clarification/feedback is available to all students on an on-going basis throughout the semester where relevant. Students can ask questions in relation to the course generally from lecturers before/after sessions or during office hours. Individual clarification/feedback is available by appointment.

READING LIST: Primary Readings 1. Boaler, J. (2000). Multiple Perspectives on Mathematics Teaching and Learning. Ablex: Westport, CT. 2. Fennema, E. & Romberg, T.A. (1999). Mathematics Classrooms that Promote Understanding. Boston, MA: Pearson/Addison Wesley. Lawrence Erlbaum Associates: Mahwah, NJ. 3. Davis, R., Maher, C.A. & Noddings, N. (1990) (Eds.), Constructivist views on the teaching and learning of mathematics (JRME Monograph #4) (pp. 7-18). Reston, VA: National Council of Teachers of Mathematics. Supplementary Readings 1. Grouws, D. (2006). Handbook of Research on Mathematics Teaching and Learning. NCTM: California. 2. Lampert, M. (2001). Teaching Problems and the Problems in Teaching. New Haven, CT: Yale University Press. 3. Government of Ireland (1999). Mathematics: Primary School Curriculum. Mathematics: Teacher Guidelines. The Stationery Office. 4. Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press. 5. Lester, F. K. (2007). Second Handbook of Research on Mathematics Teaching and Learning. Charlotte, NC: Information Age Pub.

Module EDE 364 SPHE in a combination of contexts. Spring Semester 2015 RATIONALE: The rationale and purpose of this module is demonstrate the relevance of SPHE to students own lives and to the lives of primary school children. This will be achieved through the exploration of the many contexts in which SPHE is situated and, consequently, the manner in which SPHE can be integrated both across the curriculum and into the lives of children. LEARNING OUTCOMES: On completion of this module, students will be able to: Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Students will increase their knowledge and understanding of key themes in the SPHE curriculum. The concept of SPHE as a lifelong process (Primary School Curriculum, 1999, p.5) will be applied to their own lives thus enabling them to recognise the life-long learning journey of the teacher. Students will engage with current research in SPHE and Health Promotion and will evaluate the contribution of this research to their teaching and learning in SPHE. Students will be encouraged to identify lacunae in research in this area with a view to choosing possible topics in their Final Year Projects. Affective: Attitude and Values Students will critically evaluate their attitudes and beliefs in relation to the themes being studied. Students will learn the importance of good relationships and effective communication in the development of partnerships. Psychomotor: Skills and Capabilities Students will demonstrate a variety of management and organisational skills to cater for a range of contexts both within the classroom and beyond. MODULE CONTENT: SPHE in the context of: The Health Promoting School The Wider Community Nutrition Education Child Safety and Protection Relationships and Sexuality Education The Bereaved Child Alcohol and Other Drugs Teacher Wellbeing Global Citizenship Local Citizenship

MODULE ASSESSMENT: Students will choose a particular context in which to explore the implementation of SPHE. They will provide a detailed rationale for their choices using evidence-based research as support. They will outline the methodology that will be used and justify their choice of methodology. Students will then provide a scheme for a 6-week programme, based on the chosen context, for a class group of their choice. The scheme will be accompanied by one detailed lesson note. REPEAT ASSESSMENT: Students will repeat the process outlined above using a different context. FEEDBACK: Feedback will be provided to students upon request. STAFF: NAME OFFICE OFFICE HOURS Dr. Carol 305 Email for an O Sullivan appointment PHONE EMAIL 061 204928 carol.osullivan@mic.ul.ie READING LIST: 1. Broderick, D. and Sheil, G. (2000). Diet and Activity Patterns of Children in Primary 2. Schools in Ireland, Dublin, St. Patrick's College, Drumcondra. 3. Deegan, J., Devine, D. & Lodge, A. (2004). Primary voices: Equality, Diversity and Childhood in Irish Primary Schools. Dublin: IPA. 4. Department of Education and Science (1999), Primary School Curriculum and Teacher Guidelines: Social, Personal and Health Education. Dublin: Government Publications. 5. Department of Education and Science (2009). Social, Personal and Health Education (SPHE) in the Primary School. www.education.ie 6. Department of Children and Youth Affairs (2011). Children First: National Guidance for the Protection and Welfare of Children. Dublin: Office of the Minister for Children and Youth Affairs. www.dcya.gov.ie/documents/publications/childrenfirst.pdf 7. Dolan, A. (2014). You, Me and Diversity: Picturebooks for teaching development and intercultural education. London: Trentham Books. 8. ESRI/TCD/Office of the Minister for Children and Youth Affairs (2009, 2010, 2011, 2012). Growing up in Ireland: National Longitudinal Study of Children. Dublin: Stationery Office. www.growingup.ie

9. Health Service Executive (2011). The Health Promotion Strategic Framework. Dublin: HSE. www.healthpromotion.ie 10. Mooney, E., Kelly-Blakeney, E., McCloat, A. & Black, D. (2011). Primary School Teachers experiences of teaching healthy eating within the curriculum. Armagh: SCoTENS 11. Mosley, J. (2000), Quality Circle Time in the Primary Classroom. Cambridge: LDA. Ch. 1 & 2. 12. Naidoo, J. & Wills, J. (2000), Health Promotion: Foundations for Practice. London: Bailliere Tindall, Chapters 1 & 2. 13. NCCA (2005), Intercultural Education in the Primary School. Dublin: Government Publications. 14. NCCA (2008). Primary Curriculum Review, Phase 2. Dublin: NCCA. www.ncca.ie 15. Vilnius Resolution (2009). www.schoolsforhealth.eu 16. O Sullivan, C., Moynihan, S., Collins, B., Hayes, G. & Titley, A. (eds) (2014). The Future of SPHE: Problems and Possibilities. Limerick: SPHE/DICE. 17. Ryan, D., Mannix McNamara, P. and Deasy, C., (2006), Health Promotion in Ireland. Dublin: Gill and Macmillan. Chapters 1-6. 18. Starkey, H. (1991). The Challenge of Human Rights Education. London: Cassell. Ch.5&8. 19. Tormey, R.(ed.) (2003). Teaching Social Justice. Limerick: MIC and Irish Aid.

Module EDE 366: Geo-literacy: a strategy for teaching primary geography Spring Semester 2014-2015 RATIONALE: Geo-literacy is the ability to use geographic understanding and reasoning to make decisions. Whether we are making decisions about where to live, what precautions to take for natural hazards, or understanding human and natural systems, we are all called upon to make decisions that require geo-literacy throughout our lives. Geoliteracy can be used to integrate literacy into other subject areas, to improve learning outcomes in reading, and ease time pressure on curriculum implementation. Literacy experts acknowledge the importance of literacy being taught through a range of curricular areas including geography. Geo-literacy incorporates an approach to literacy whereby children develop literacy skills through a range of local and global geographical topics and themes. LEARNING OUTCOMES: On completion of this module, students will be able to: Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation develop and teach their own geo-literacy lessons; demonstrate ability to embrace and use the diverse range of skills required for geo-literacy lessons undertake visual and textual interpretations of geo-literacy resources including picturebooks; develop strategies for teaching geographical through geo-literacy. Affective: Attitude and Values appreciate the potential contribution of geo-literacy to generic literacy skills; value the multimodal nature of picturebooks and their potential to develop children s literacy skills including critical and visual literacies; understand the power of picturebooks to communicate complex geographical issues to children; demonstrate an awareness of their own and children s responses to geo-literacy resources and the rationale for these responses.

MODULE CONTENT: This module will present geo-literacy as a strategy for teaching primary geography while also developing children s literacy skills. Books which are regularly used for literacy time can also be used to illustrate complex issues such as power, oppression and perspective. Teaching contemporary development issues such the 9/11 tragedy, the Japanese tsunami, Hurricane Katrina or the Haitian earthquake can be challenging for student teachers. This module will show case a range of picturebooks with geographical, development education and intercultural themes. Picture story books provide children with a range of windows through which they can view the world. Conversely, a range of different geographical perspectives can be filtered into the world of the child through the virtual lens of picture books. Other resources including photopacks, maps and ICT will also be used for teaching geo-literacy. Students will have an opportunity to observe geo-literacy lessons in a local primary school. They will then have an opportunity to devise, teach and critique their own geo-literacy lessons. This module will explore the potential of geo-literacy in the primary classroom context. MODULE ASSESSMENT: Course work: Group assessment (100% of Module) All assignments must be submitted with the appropriate cover sheet. All students are required to familiarise themselves with Appendix Three (Coursework Guidelines) of the Student Handbook, particularly the section concerning cheating. REPEAT ASSESSMENT: Course work FEEDBACK: Notes for all lectures and any feedback will be provided to you in lectures and via moodle. STAFF: Name Title Office Office Telephone Email Office Hour/s Module Co-ordinator: Dr. Anne Dolan Anne Dolan Dr. By appointment M103 061 204983 Anne.dolan@mic.ul.ie READING LIST:

Primary Readings 1. Dolan, A.M. (2014) You, Me and Diversity: Picturebooks for teaching development and intercultural education London: IOE Press and Trentham Books. 2. Charlton, Emma, et al. "My Place: Exploring children's place-related identities through reading and writing." Education 3-13 42.2 (2014): 154-170. Supplementary Readings 1. Dolan, A.M. (2012) Making a connection. Primary Geography. Sheffield: Geographical Association Vol. 79, (3) pp.16-17. http://www.geography.org.uk/journals/journals.asp?articleid=983 2. Botelho, M. J., & Rudman, M. K. (2009) Critical multicultural analysis of children s literature: Mirrors, windows, and doors. New York: Routledge. 3. Roche, Mary. Developing Children s Critical Thinking Through Picture Books: A Guide for Primary and Early Years Students and Teachers. Routledge, 2014.

Liberal Arts 3 Elective Modules

Module EH 4728: Romantic Literature Spring Semester 2014-2015 RATIONALE: This module will introduce students to a selection of Romantic literary theory and Romantic literature (comprising both poetry and prose) and develop their understanding of the main stylistic and ideological trends of the period. LEARNING OUTCOMES: On completion of this module, students will be able to: 7 Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Critically engage with texts of the Romantic period and understand the socio-cultural context in which they were produced Understand the tropes and metaphors specific to Romantic writing and be able to identity and critique them with regard to the selection of texts studied. Understand the contrasts between this writing and the previous paradigm of neo-classical writing Prepare a critical and coherent essay and exam question on the topic of Romantic literature 8 Affective: Attitude and Values Appreciate the value of different genres of Romantic literature which emerged within a period of major literary, social, cultural and political change. 9 Psychomotor: Skills and Capabilities If applicable MODULE CONTENT: The first section of the course will be taught by Dr. John McDonagh and he will cover the following material: Selection of Romantic prose essays and a selection of Romantic poets all of which will be available in the Norton Anthology Vol. 2. (Students are asked not to purchase this text until after the first class as Dr. McDonagh will also make this material available to students on the LAN). The second section of the course will be taught by Dr. Marita Ryan and she will cover Romantic non-fiction prose and Romantic fiction: The core texts will be: Non-Fiction prose: Extracts from Mary Wollstonecraft s A Vindication of the Rights of Woman (1792). Extracts from William Godwin s An Enquiry into Political Justice (1793). Romantic fiction: Mary Shelley Frankenstein (1818) (Again students are asked not to purchase texts as they will be available as etexts on the LAN.)

MODULE ASSESSMENT: Tutorials will begin in Week 3. Up to 10% of the total final grade will be awarded to each student attending the tutorial who can demonstrate his/her knowledge of the assigned tutorial material to the satisfaction of the tutor. Those attending the tutorial without knowing the assigned material will get no marks. An essay worth 50% of the total final grade will be set in the lecture in week 6 based on the material covered by Dr. John McDonagh. There will be a roll call and students must be personally present. This essay, typed and set in the proper academic format, must be handed in personally at the Arts Office (RG1) before 4.00 p.m. on Friday 20 th March. You will also be required to submit an electronic copy to Turnitin (instructions will be given on the essay question paper). The remaining 40% of the total final grade based on the material covered by Dr. Marita Ryan will be allocated as follows: An in-class test worth 40% of the total final grade will take place in week 12 where students will be asked to answer one question in 45 minutes. REPEAT ASSESSMENT: In the autumn examinations, 100% of the marks for the module will be available for repeating students (i.e. no tutorial mark will be counted). Material that was formerly examined by essay will be examined by exam question in the autumn examinations which will have 2 questions (one question on each part of the module) and last for 90 minutes. FEEDBACK: STAFF: Name Title Office Office Hour/s Office Telephon e Email Module Co-ordinator: John McDonagh Marita Ryan N34 Ext: 4383 John.mcdonagh@mic.ul.ie R223 Ext: 4562 Marita.ryan@mic.ul.ie

READING LIST: Primary Readings Poetry: A selection of works by the Romantic poets will be made available. Non-Fiction prose: Extracts from Mary Wollstonecraft s A Vindication of the Rights of Woman (1792). Extracts from William Godwin s An Enquiry into Political Justice (1793). Romantic fiction: Mary Shelley Frankenstein (1818) (All will be made available on the LAN for students) Supplementary Readings EH4278 Romantic Literature Dr. Marita Ryan Suggested Reading for Romantic literature (Texts of importance will be highlighted during the course of the lectures). Abrams, M.H. (1973) Natural Supernaturalism: Tradition and Revolution in Romantic Literature. New York: Norton. [809.914] Bloom, Arnold (1987) Mary Shelley s Frankenstein. NY: Chelsea House Publishers [8823.7/MAR] Cornwell, Neil, (1990) The Literary Fantastic: From Gothic to Postmodernism. London: Harvester Wheatsheaf [809.915] Curran Stuart (ed) (1993) The Cambridge Companion to British Romanticism. Cambridge: CUP [ebook] Honour, Hugh (1991) Romanticism. London: Penguin [809.914] Levine, George (1987) The Endurance of Frankenstein: Essays on Mary Shelley s Novel. London: Berkeley [823.7/END] Lokke, Kari E. (2004) Tracing Women s Romanticism: Gender, History & Transcendence. London: Routledge. [ebook] Mellor, Anne (1988a) Romanticism & Feminism. Bloomington: Indiana University Press [809.8928] Mellor, Anne (1988b) Mary Shelley: Her Life; Her Fiction; Her Monsters. London: Routledge [823.7/MEL] Raimond, Jean (1992) A Handbook to English Romanticism. Basingstoke: Macmillan [820.9008/HAN] Richardson, Alan (1994) Literature, Education & Romanticism. Cambridge: CUP [ebook]

Schor, Esther (ed) (2003) The Cambridge Companion to Mary Shelley. Cambridge: CUP [ebook] Tomalin, Claire, (1992) The Life and Death of Mary Wollstonecraft. London: Penguin [301.412/TOM] Trumpener and Maxwell, (eds.) (2008) The Cambridge Companion to Fiction in the Romantic Period. NY: Cambridge UP [ebook] Veeder, William (1986) Mary Shelley & Frankenstein: The Fate of Androgyny. Chicago: Chicago University Press [823.7] Wordsworth, Jonathan (1997) The Bright Work Grows: Women Writers of the Romantic Age. Poole: Woodstock Books [820.9007] Wu, Duncan (1995) Romanticism: A Critical Reader. Oxford: Blackwell [820.9006] All books from the library will be made available in 4-hour loan. Some articles may also be made available to the class during the lecture weeks.

Module GE4726: Children s Literature in German Spring Semester 2014-2015 RATIONALE: This module provides B.Ed. students with an introduction to children s literature in German by means of a CLIL approach (Content and Language Integrated Learning). Participants are introduced to selected texts from several perspectives: as examples of a literary genre, as a reflection of aspects of German-speaking cultures and as a teaching tool for the foreign language classroom. Due to the CLIL approach taken, participants will further develop their German language skills and are encouraged to reflect on their learning process. LEARNING OUTCOMES: On completion of this module, students will: Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation have a basic understanding of the genre of the fairy tale have a basic understanding of select theoretical approaches to fairy tales know how to analyse literary texts and films as expressions of a particular culture have gained a basic understanding of CLIL and its application in the classroom in the context of integrated learning have gained an understanding of how literary texts and other cultural artefacts may be used in the foreign language classroom be able to reflect on their own learning experience Affective: Attitude and Values have gained language and intercultural awareness have developed an awareness of gender and other social roles have developed wider perspective on the benefits of literary texts and other cultural artefacts for the teaching and learning of a foreign language Psychomotor: Skills and Capabilities MODULE CONTENT: The module consists of a 2-hour lecture/workshop on examples of children s literature by German-speaking authors and their adaptations in other media. Texts and films will be discussed in class. In the accompanying 1-hour tutorial students will practice their reading, writing and oral skills by means of exercises based on the texts discussed in the lecture. This may include creative writing, debates or role play. All of these units will be taught mainly through German, employing a CLIL approach in order to combine language and content learning. The lecture/workshop this semester focuses on adaptations of fairy tales, how these may reflect gender roles and other aspects of identity, and how they may be used in the foreign language classroom or in other subjects in the context of an integrated curriculum. Participants will be encouraged to reflect on their learning experience in the course of the module. (For further detail see PROVISIONAL SCHEDULE below)

MODULE ASSESSMENT: Continuous assessment: 1. Lecture (60%) Assessment 1 (500 words) in German, submission in class in week 7 (20%) Assessment 2 (500 words) in German, submission in class in week 10 (30%) Active participation (10%) 2. Tutorial (40%) Continuous assessment (20%) Role play (group project, 20%) REPEAT ASSESSMENT: Written assessment in German on lecture: 1200 words (60%); Written assessment in German on tutorial: text of 500 words and exercises (40%) FEEDBACK: Individual feedback for each module component will be provided during office hours by the lecturer and by appointment. For further information see the German Student Information Handbook at www.mic.ul.ie/academicdepts/german/documents/german. STAFF: Name Title Office Office Hour/s Module Co-ordinator: Dr Sabine Egger Sabine Egger Dr. phil. tbc Sandra Wagner O f f i c e G 6 4 M.A. tbc F r a n c o - G e r m a Telephone Email 20-4949 sabine.e gger@ mic.ul.i e sandra. wagner @mic.ul.ie

n H o u s e PROVISIONAL SCHEDULE: Lecture (Wednesday, 2-4 pm) Please contact lecturer for schedule tudents will be provided with a reader containing primary texts and a reading list, as well as worksheets, against a contribution towards photocopying cost ( 5). Students are expected to read all primary texts in preparation for the class they are discussed in, as well as relevant secondary texts (printed, digital) and watch films recommended by the lecturer. PROVISIONAL SCHEDULE: Tutorial (Tuesday, 4-5 pm) In the accompanying tutorial students will practice their reading, writing and oral skills by means of exercises based on the texts discussed in the lecture. This may include exercises on work sheets, creative writing, debates or role play. READING LIST: Primary Readings Primary texts listed in the schedule will be provided in a Course Reader (see above). Supplementary Readings 1. Bettelheim, Bruno, 1991. The Uses of Enchantment: The Meaning and Importance of 2. Fairy Tales. London: Penguin. 3. Bottigheimer, R.B., 1987. Grimms Bad Girls and Bold Boys. The Moral and Social Vision of a. the Tales. London/New Haven, CT: Yale University Press. 4. Ehrlich, Susanne, Es war einmal = Once Upon a Time (Read Along & Learn German). 5. Passport Books. 6. Collins German-English/ English-German Dictionary. London & Glasgow: Collins. 7. Coyle, D., P. Hood & D. Marsh (Eds), 2010. CLIL: Content and Language Integrated Learning. 8. Cambridge: Cambridge UP. 9. Geister, Oliver, 2010. Kleine Pädagogik des Märchens. Begriff Geschichte Ideen für Erziehung und Unterricht. Hohengehren: Schneider. (LAN) 10. Gray, M. W., 1999. Productive Men and Reproductive Women. The Agrarian Household and the Emergence of Separate Spheres in the German Enlightenment. Oxford: Berghahn.

11. McGlathery, J.M., 1993. Grimm Fairy Tales: A History of Criticism on a Popular Classic. Columbia: Camden House. 12. Mieder, Wolfgang (Ed), 1979. Grimms Märchen - modern. Prosa, Gedichte, Karikaturen. Reclam Arbeitstexte. Stuttgart: Reclam. 13. Neuhaus, Stefan, 2005. Märchen. Tübingen: Francke. (838.398209) 14. Tatar, M., 2003. The Hard Facts of the Grimm s Fairy Tales. Second Edition. Princeton: a. Princeton University Press. 15. Uther, Hans-Jörg, 2013. Handbuch zu den "Kinder- und Hausmärchen" der Brüder a. Grimm: Entstehung, Wirkung, Interpretation. Berlin: de Gruyter. 16. Zipes, Jack, 1979. Breaking the Magic Spell. Radical Theories on Folk and Fairy Tales. London: Heinemann. 17. ---- 1993. The Trials and Tribulations of Little Red Riding Hood. Versions of the Tale in Sociocultural Context. London: Camden House.

Module GY4754: Reading the Irish Cultural Landscape Spring Semester 2014-2015 RATIONALE: The contemporary settlement landscape of Ireland is an accumulation and amalgamation of numerous phases of growth and development since prehistory. To the untrained eye, this landscape remains a closed secret. The aim of this module is to engage the student actively in deciphering the various clues and codes from the past that are contained within the contemporary Irish landscape. This will involve utilising skills associated with disciplines such as archaeology, architecture and history. LEARNING OUTCOMES: On completion of this module, students will be able to: Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Appreciate and reflect on the historical evolution of the contemporary Irish cultural landscape and the various actors which have had key roles in its formation. Understand and appraise the origin and evolution of settlement models. Psychomotor: Skills and Capabilities If applicable Identify, access and read relevant field and documentary sources. Undertake research on urban or rural settlement and make an intelligent reconstruction of its principal components. MODULE CONTENT: The module will focus on colonisation, settlement and subsequent landscape change, inquiring how, when and why peoples of differing cultural origins, traditions and technical abilities established new economic and social patterns, and altered the Irish cultural landscape. MODULE ASSESSMENT: There are two forms of assessment for this module 1. In semester practicals/fieldwork - 50% 2. Final exam - 50% REPEAT ASSESSMENT: The module will be repeatable by means of a formal examination worth 100% of the credit, which will be scheduled in the September (annual repeats) examinations period. The same examination will be used for I grades clearance. FEEDBACK: Feedback will be provided on departmental assessment sheets which accompany all submissions.

STAFF: Name Title Office Office Hour/s Module Co-ordinator: Office Telephone Email Hélène Bradley Davies Dr N.21 061 204967 helene.bradley@mic.ul.ie READING LIST: Primary Readings Aalen, F.H.A, Whelan, K. and Stout, M. (2011) Atlas of the Irish Rural Landscape, Cork University Press. Duffy, P. (2007) Exploring the History and Heritage of Irish Landscapes, Four Courts Press. Supplementary Readings 1. Barry, T. (2000) A History of Settlement in Ireland, London. 2. Barry, T. (1987) The Archaeology of Medieval Ireland, London. 3. Clarke, H.B, Prunty, J. and Hennessy, M. eds. (2004) Surveying Ireland s past: multidisciplinary essays in honour of Anngret Simms. Dublin: Geography Publications. 4. Crawford, E. Margaret (2003) Counting the People: a survey of the Irish censuses 1813-1911, Four Courts Press. 5. Evans, E.Estyn (1992) The Personality of Ireland: Habitat, Heritage and History, Cambridge University Press. 6. Edwards, N. (1996) The Archaeology of Early Medieval Ireland, London. 7. Environment, Heritage and Local Government (2008) An Introduction to the Architectural Heritage of Limerick City, National Inventory of Architectural Heritage. 8. Graham, B.J. & Proudfoot, L.J. eds. (1993) An Historical Geography of Ireland, London Academic Press. 9. Irwin, L., O Tuathaigh, G. & Potter, M. (2009) Limerick History and Society, Geography Publications. 10. Jones Hughes, T.J. (2010) Landholding, Society and Settlement in 19 th Century Ireland: A 11. Historical Geographer s perspective, Geography Publications. 12. Mitchell, F. and Ryan, M. (1997) Reading the Irish Landscape, Dublin: Town House. 13. Nolan, W. ed. (1986) The Shaping of Ireland: The Geographical Perspective, Mercier Press. 14. O'Connor, Patrick J. (1987) Exploring Limerick's Past: an historical geography of urban development in county and city, Newcastle West, Oireacht na Mumhan Books. 15. O Keefe, T. (2000) Medieval Ireland An Archaeology, Stroud. 16. O'Cronnin, D. (1995) Early Medieval Ireland, 400-1200, London. 17. Potter, M. (2011) The Municipal Revolution in Ireland, Irish Academic Press. 18. Prunty, J. (2004) Maps and Map-Making in Local History, Dublin. 19. Prunty, J & Clarke, H.B. (2011) Reading the Maps: A Guide to the Irish Historic Towns Atlas, Royal Irish Academy. 20. Simms, A. & Clarke, H., Irish Historic Towns Atlas, Royal Irish Academy. 21. Simms, A. (1998) Irish Towns - A Guide to the Sources, Dublin.

Module HI4714: Early Modern Ireland, 1500-1800 Spring Semester 2014-2015 RATIONALE: The purpose of this module is to examine in detail the main themes and controversies in early modern Irish history. The module will introduce students to the major developments of the period and allow them to engage with current debates about how to understand them. A strong emphasis will be placed on reading and discussing primary source documents pertaining to the period. LEARNING OUTCOMES: Upon successful completion of this module, students should: Have a sound knowledge of the main events and developments in Irish history in the sixteenth, seventeenth and eighteenth centuries. Be able to contextualise, explain and assess the main events and developments in Irish history in the sixteenth, seventeenth and eighteenth centuries. Analyse and evaluate evidence, including primary sources, and historiographical trends in relation to the main events and developments in Irish history in the sixteenth, seventeenth and eighteenth centuries. MODULE CONTENT: Please contact lecturer for content MODULE ASSESSMENT: Primary Source Document Review for Section 1 (20%) Primary Source Document Review for Section 2 (20%) Research Essay Proposal Please note that Students must submit a proposal; non-submission will result in the Research Essay grade dropping by one mark (i.e. B3 to C1). Research Essay (60%) Primary Source Document Reviews Write two reviews / analysis of two of the primary source documents introduced in class, one from Section 1 and one from Section 2. The lecturers will provide a list of options and further guidelines on the assignment and how to submit it during the semester. Each review / analysis should be 1,000 words. The review for Section 1 is due on Friday 27 February. The review for Section 2 is due on Thursday 2 April.

Research Essay Research Essay Proposal - Please note that Students must submit a proposal; non-submission will result in the Research Essay grade dropping by one mark (i.e. B3 to C1). A core task of this module is to complete a research essay on a topic devised by the student in consultation with the course lecturer, which draws on a least some primary source material. Your proposal should be based on one or more of the topics covered in the module. You are strongly advised to consult the course lecturer when constructing a proposal. You should submit a Research Essay Proposal by e-mail attachment to Barbara McCarthy in the Arts Office (Barbara.McCarthy@mic.ul.ie) by Wednesday 15 April. Your proposal should have the following format: Proposed Title Summary of the proposed essay: 200 words List of proposed sources. This must include at least one primary source and at least five secondary sources. I will provide feedback on your proposal within one week of submission. Research Essay (60%) Essays should be 3,000 words. Essays are due for submission before 4.00 p.m. on Tuesday 5 May. Essays will not be accepted after this date unless a prior arrangement has been made with the course lecturer. All assignments must include full references (footnotes or endnotes) and a bibliography. References and bibliography must follow the guidelines laid down in Irish Historical Studies Rules for contributors. These are summarised in the Department of History s Undergraduate Handbook, which is available on lecturenotes. Avoid citation of anonymous online reference works, such as Wikipedia. You must submit a hard copy and an electronic copy of your essay. You will not receive a grade for your essay until both versions have been submitted Submit a hard copy fo your essay to the Arts Office (R.G.1), where the date and time of submission will be noted. Please ensure that you retain a copy of the submitted piece of work. Essays will not be returned. Submit an electronic copy of your essay to Turnitin (www.turnitin.com). To submit your essay, you will require the following details: o Class ID: 9369894 o Enrollment Password: Ireland REPEAT ASSESSMENT: Primary Source Document Review for Section 1 (20%) Primary Source Document Review for Section 2 (20%) Research Essay Proposal Please note that Students must submit a proposal; non-submission will result in the Research Essay grade dropping by one mark (i.e. B3 to C1). Research Essay (60%) FEEDBACK: We will provide a feedback sheet with grade for each assignment. STAFF:

Name Title Office Office Telephone Email Office Hour/s Module Co-ordinator: Dr Clodagh Tait & Dr Liam Chambers Clodagh Tait Dr By appointment R105 061-204554 Clodagh.Tait@mic.ul.ie Liam Chambers Dr By appointment G67 061-204534 Liam.Chambers@mic.ul..ie READING LIST: Students should begin by reading the relevant section of Thomas Bartlett, Ireland: a history (Cambridge, 2010), pp 79-235. The following cover large parts of the course and are highly recommended: Section 1: S.J. Connolly, Contested Island: Ireland 1460-1630 (Oxford, 2007). S.G. Ellis, Ireland in the Age of the Tudors (London, 1998). S.G. Ellis and C. Maginn, The Making of the British Isles: The State of Britain and Ireland 1450-1660 (Harlow, 2007). R. Gillespie, Seventeenth-century Ireland (Dublin, 2006). P. Lenihan, Consolidating conquest: Ireland 1603-1727 (Harlow, 2007). Section 2: David Dickson, New foundations: Ireland 1660-1800 (Dublin, 1987, revised edn, 2000). Contains a useful select bibliography. S.J. Connolly, Divided kingdom: Ireland, 1630-1800 (Oxford, 2008), chapters four to twelve. Available as an e-book from MIC Library. Ian McBride, Eighteenth-Century Ireland: The Isle of Slaves (Dublin, 2009). Contains an excellent, detailed bibliography. For an older, though still very useful and readable, introduction which provides a relatively straightforward narrative, see J.C. Beckett, The making of modern Ireland 1603-1923 (London, 1966), pp 122-283.

Module LD4714: Early Irish and Welsh Literature Spring Semester 2014-2015 RATIONALE: Myths and legends are located in the Story strand in the Primary School History Curriculum and also can be studied as part of a cross-curricular approach to Gaeilge in particular, particularly in those parts of the curriculum entitled Ag cothú spéise (Fostering interest and Samhlaíocht agus mothúcháin (Imagination and emotion) as well as encouraging literacy in general and thus being relevant to both the English (competence and confidence in using language, emotional and imaginative development through language) and Arts curricula. However the teaching materials available under this heading in sources such as www.scoilnet.ie are limited and give no sense of the richness of medieval Irish literature available. In an era of globalisation, when educational materials are often sourced on a worldwide basis (and thus lack cultural specificity) and when many classrooms contain pupils of widely differing backgrounds all of whom may wish to learn more about Irish culture, a module which focuses on inherited Irish traditions and their potential relevance to being a citizen of Ireland, would seem to be a useful contribution to a teacher s skillset. LEARNING OUTCOMES: On completion of this module, students will be able to: 10 Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Resource a wide variety of medieval Irish and Welsh material Acquire knowledge of the key figures of Cú Chulainn, Conchobar mac Nessa, Queen Medb, Finn Mac Cumail, King Cormac mac Airt, St Patrick, the gods, goddesses and heroes of the Tuatha Dé Danann and King Arthur Apply such knowledge to the creation of classroom materials for use in a primary school setting Summarise the medieval materials in ways which are relevant to particular cohorts of pupils and which will encourage them to investigate further Evaluate the importance of such characters in the formation of a distinctive Celtic literature 11 Affective: Attitude and Values An awareness of the cultural importance of this literature in creating a shared sense of Irishness Identify the key elements which make the figures in Irish saga literature both heroic and empathetic for their medieval listeners. Investigate their putative value as role models for the twenty-first century. 12 Psychomotor: Skills and Capabilities An element in the module will be the investigation of costume relevant to the historical period involved so as to encourage cross-curricular awareness of the cultural context of these stories and enhance a teacher s ability to use this material in the creative elements of the Arts curriculum (with particular regard to Fabric and Fibre and Drawing). MODULE CONTENT: 1) Please contact lecturer The costume element will be dealt with on a weekly basis within the various weekly themes identified above.

MODULE ASSESSMENT: - Five vocabulary lists relevant to material on Cú Chulainn, St Patrick, Finn Mac Cumail, Tuatha Dé Danann and King Arthur will be circulated and students will be asked to annotate these with their own definitions of the various terms found there. 20% - Students will be asked to create a modern drama (outline) based on one of the tales studied 30% - Using Tikatok Basic ($19 USD), students will be asked to create either an ebook or a hard copy account of five medieval Irish sagas in language suitable for use by primary school children together with accompanying Teachers Notes and at least three illustrations relevant to the tales chosen 50% REPEAT ASSESSMENT: As above. FEEDBACK: Feedback will be given on the marks awarded for the vocabulary lists and for the drama outline during the module. Assessment of the Tikatok exercise will be available to students upon completion of the module. STAFF: Name Title Office Office Hour/s Module Co-ordinator: Dr Catherine Swift Cathy To be Swift arranged Lecturer in Medieval and Irish Studies Office Telephone Email M104 (Mount by carpark) 061 204382 Catherine.swift@mic.ul. ie READING LIST: Primary Readings: 1. Muireann Ní Bhrolcháin, An introduction to early Irish literature (Dublin 2009) digital edition available on Amazon 2. D. Smyth, Cú Chulainn an Iron Age hero (Dublin 2005) (available for 6.41 on Amazon) 3. Dooley & H. Roe, Tales of the Elders of Ireland (Oxford 2008) (available for 3.48-3.99 on Amazon) 4. M. Dillon, Irish Sagas (Cork 1959 & reprints) - available in 4-hour loan and in main collections in library Supplementary Readings: www.ucc.ie/celt http://www.maryjones.us/ctexts/index_irish.html Articles on JSTOR to be provided on weekly basis.

Coláiste Mhuire Gan Smál Mary Immaculate College Ollscoil Luimnigh University of Limerick MU4714 BEd 3 Elective EARLY MUSIC Module Syllabus

Academic Year 2014 2015 Spring Semester Dr Paul Collins Basic Information Office: G27 Tel: (061) 204361 Fax: 061-313632 Mobile: 086-8234464 E-mail: Paul.Collins@mic.ul.ie www.mic.ul.ie Meeting Times & Location Welcome to the course! We ll meet for lectures on Mondays (12 1.30pm) and Wednesdays (3 4pm). Lecturer Information Before we launch into a semester s exploration of Early Music together, I should probably tell you a little about myself! After completing a BA (1986) and HDE (1987) at TCD, I taught second-level music and Irish in Dublin for ten years. I subsequently taught at the music department of NUI Maynooth (1997 99), where I completed an MA (Organ Performance & Musicology, 1997) and PhD (Baroque music, 2001). I ve been a member of faculty at MIC since 1999. If you need to contact me outside of office hours (I ll let you know these during Week 2, when we have a better idea of each other s schedules!), please text me at 086-8234464 (the most reliable way to reach me) or send me an e-mail

(Paul.Collins@mic.ul.ie). I will reply as promptly as I can. If you wish to meet in person and you re unable to do so during office hours, please contact me and make an appointment. Syllabus Please read this syllabus in its entirety and consult it frequently during the semester. It aims to provide you with as much information as possible about the module and to assist you in your learning. If you can t find an answer to your question(s) here, however, go ahead and ask me! Module Description How ready are you for MU4714? You re ready for this module particularly its theory component (see Overview of Module below) if you re familiar with the material covered in the following chapters of Eric Taylor s The AB Guide to Music Theory: Chapter 4 (pp. 21 32): More Scales, Keys and Clefs; Chapter 7 (pp. 46 56): Intervals and Transposition; Chapter 8 (pp. 57 66): Triads and Chords; Chapter 9 (pp. 67 74): Phrases and Cadences; and Chapter 14 (Part II, pp. 105 9): Voices. Rationale & Overview of Module This module introduces you to key developments in the history of Western music to c1700. The module has two components: theory & techniques and history. Each week s single lecture will further your knowledge of theory by developing your ability to tackle four particular tasks: (1) harmonizing hymn tunes for SATB; (2) figuring short trio sonata movements; (3) adding S, A and T parts in realizing a short figured bass line; and (4) completing either or both of the violin parts in an extract from a trio sonata movement. The primary objective of the module s history component is to introduce you to selected key developments in western art music during the Middle Ages, Renaissance, and Baroque. This aspect of the course doesn t seek to be comprehensive, however, and there s much we ll leave out, including the first half of the eighteenth century. Limiting course content is, I believe, important, and I ll try to follow the sound advice given in the caption of a cartoon I once saw: Aim not to cover the content but to uncover part of it! Intended Learning Outcomes

On successful completion of this module you should be able to: Cognitive 1. Harmonize a hymn tune for SATB 2. Add parts for soprano, alto and tenor to realize a figured bass line 3. Complete both violin parts in a fully figured extract from a baroque trio sonata movement 4. Construct with others, in a small group, a wikibook (electronic textbook) chapter on an aspect of Western music up to c1700 (suitable for senior primary pupils and their teachers) 5. Write about your experience of group work 6. Create a 3-5-minute vodcast on a course topic of your choice Affective 7. Cooperate with others in a collaborative wiki project Psychomotor 8. Perform a Baroque movement or short work as part of a presentation Note: Students may vary in their competency levels on these abilities. You can expect to achieve the above outcomes only if you adhere to all course policies, attend lectures and tutorials regularly, complete your chosen assessment tasks on time, and meet all other course expectations of you as a student. As we proceed through the module, you may wish to note additional learning outcomes in the spaces provided below. What would you like to be able to do (or do better) having completed this course? In formulating your objectives or goals, remember to use active verbs, as in the outcomes listed above, avoiding vague terms like understand, know, appreciate, become familiar with (see also the Tools for Study and Learning section in [ Resources ] below). Methods of Instruction During this module you will spend your class time actively learning in lectures and developing your theoretical knowledge and skills in tutorials. Workload

While I m fully aware that you all lead busy lives both inside and outside of college, you should be prepared to spend at least two hours on out-of-class academic work (reading and listening assignments, etc.) for each hour spent in class. Materials Readings & Required Listening For the Baroque section of the module you ll be required to read portions of the books by Anderson, Buelow, Kelly, and Schulenberg listed below (see also [ Schedule ]). You should also read the commentaries that accompany those extracts and works that will be given as assigned listening from the listed anthologies of scores. We ll listen mainly to pieces from the first volume of the Norton Anthology of Western Music (NAWM 1), but may occasionally dip into the Bonds or Schulenberg anthologies. Three sets of the CDs accompanying NAWM 1 (6 CDs per set) are available on fourhour loan from the issue desk on the library s first floor. As we ll be using the Kelly book in this module, it s the one text I d like you to buy if possible. This short but surprisingly comprehensive introduction to early music is available from the SU bookshop and costs approx. 10. Of particular importance are the chapters devoted to the meaning of early music (chapter 1), performance issues (chapter 5), and the modern early-music revival (chapter 6). The remaining chapters (2 4) provide helpful overviews of the repertories of the medieval, Renaissance, and Baroque periods. Books The following are among the most important books used in the module and copies have been placed on short loan in the library: Anderson, Nicholas, Baroque Music from Monteverdi to Handel (London: Thames and Hudson, 1994) Buelow, George J., A History of Baroque Music (Bloomington: Indiana University Press, 2004) Kelly, Thomas Forrest, Early Music: A Very Short Introduction (New York: Oxford University Press, 2011)

Schulenberg, David, Music of the Baroque (New York & Oxford: Oxford University Press, 2001) Anthologies Bonds, Mark Evan, Anthology of Scores for A History of Music in Western Culture 1: Antiquity through the Baroque Era (New Jersey: Pearson Prentice Hall, 3rd edn 2010) Burkholder, J. Peter & Claude V. Palisca (eds), Norton Anthology of Western Music 1: Ancient to Baroque (New York: Norton, 5th edn 2006) Schulenberg, David, Music of the Baroque: An Anthology of Scores (New York & Oxford: Oxford University Press, 2001) Recommended Reading The first two texts below, by Bonds, provide excellent overviews of topics to be explored during the semester, and will serve you well if you intend revising for the in-class exam. I also recommend that you make Rose s contribution to An Introduction to Music Studies one of the first things you read, as his chapter is an accessible introduction to issues raised in the module. Don t forget, too, to check out key words and topics in the New Grove Dictionary, e.g. baroque (vol. 2, pp. 749 56), early music (vol. 7, pp. 831 4), figured bass (vol. 8, p.792), performance practice (vol. 19, pp.349 50, 363 71), etc. Details on how to access the NG online are given in New Grove Online below. Bonds, Mark Evan, A Brief History of Music in Western Culture (New Jersey: Pearson Prentice Hall, 2004) Bonds, Mark Evan, A History of Music in Western Culture 1: Antiquity through the Baroque Era (New Jersey: Pearson Prentice Hall, 2004) Burkholder, J. Peter, Donald J. Grout & Claude V. Palisca, A History of Western Music (New York: Norton, 7th edn 2006)

Carter, Tim, The Concept of the Baroque, in James Haar (ed.), European Music, 1520 1640 (Woodbridge: Boydell Press, 2006), 38 57 Heller, Wendy, Music in the Baroque (Western Music in Context: A Norton History; New York & London: W.W. Norton, 2014) Holman, Peter, Notation and Interpretation, in Anthony Burton (series ed.), A Performer s Guide to Music of the Baroque Period (London: Associated Board of the Royal Schools of Music, 2002), 21 48 McGregor, Helen, Listening to Music History (London: A&C Black, 2nd edn 2009) Rose, Stephen, Early Music, in J.P.E. Harper-Scott & Jim Samson (eds), An Introduction to Music Studies (Cambridge: Cambridge University Press, 2009), 119 35 Samson, Jim, Music History, in J.P.E. Harper-Scott & Jim Samson (eds), An Introduction to Music Studies (Cambridge: Cambridge University Press, 2009), 7 21 Seaton, Douglass, Ideas and Styles in the Western Musical Tradition (Oxford: Oxford University Press, 3rd edn 2010) Taruskin, Richard & Christopher H. Gibbs, The Oxford History of Western Music College Edition (New York & Oxford: Oxford University Press, 2013) Reference texts Herbert, Trevor, Music in Words: A Guide to Researching and Writing about Music (London: ABRSM Publishing, 2001) Irvine, Demar (rev. and enlarged Mark A. Radice), Writing about Music (Portland: Amadeus Press, 3rd edn 1999) Wingell, Richard J., Writing about Music: An Introductory Guide (New Jersey: Prentice Hall, 3rd edn 2002)

Supplemental/Optional Reading Material Atlas, Allan W., Anthology of Renaissance Music (New York: Norton, 1998) Barrett, Sam, Music and liturgy, in Mark Everist (ed.), The Cambridge Companion to Medieval Music (Cambridge: Cambridge University Press, 2011), 185 204 Bartlett, Clifford, Sources and Editions, in Anthony Burton (series ed.), A Performer s Guide to Music of the Baroque Period (London: Associated Board of the Royal Schools of Music, 2002), 107 22 Bianconi, Lorenzo (trans. David Bryant), Music in the Seventeenth Century (Cambridge: Cambridge University Press, 1987) Boynton, Susan, Plainsong, in Mark Everist (ed.), The Cambridge Companion to Medieval Music (Cambridge: Cambridge University Press, 2011), 9 25 Buckley, Ann, Music in Ireland to c.1500, in Dáibhí Ó Cróinín (ed.), A New History of Ireland 1: Prehistoric and Early Ireland (Oxford: Oxford University Press, 2005), 744 813 Collins, Paul, The Stylus Phantasticus and Free Keyboard Music of the North German Baroque (Aldershot: Ashgate, 2005) Crocker, Richard L., An Introduction to Gregorian Chant (New Haven: Yale University Press, 2000) Cyr, Mary, Performing Baroque Music (Aldershot: Scolar, 1992) Dillon, Emma, Music manuscripts, in Mark Everist (ed.), The Cambridge Companion to Medieval Music (Cambridge: Cambridge University Press, 2011), 291 319

Earp, Lawrence, Reception, in Mark Everist (ed.), The Cambridge Companion to Medieval Music (Cambridge: Cambridge University Press, 2011), 335 70 Everist, Mark, The thirteenth century, in Mark Everist (ed.), The Cambridge Companion to Medieval Music (Cambridge: Cambridge University Press, 2011), 67 86 Freedman, Richard, Music in the Renaissance (Western Music in Context: A Norton History; New York: W.W. Norton, 2013) Fuller, Sarah, Early polyphony to circa 1300, in Mark Everist (ed.), The Cambridge Companion to Medieval Music (Cambridge: Cambridge University Press, 2011), 46 66 Harper, John, The Forms and Orders of Western Liturgy from the Tenth to the Eighteenth Century: A Historical Introduction and Guide for Students and Musicians (Oxford: Clarendon, 1991) Hill, John Walter, Baroque Music: Music in Western Europe, 1580 1750 (New York & London: Norton, 2005) Knighton, Tess and David Fallows (eds), Companion to Medieval and Renaissance Music (Berkeley, Los Angeles: University of California Press, 1992) Lawson, Colin & Robin Stowell, The Historical Performance of Music: An Introduction (Cambridge Handbooks to the Historical Performance of Music; Cambridge: Cambridge University Press, 1999) Leach, Elizabeth Eva, The fourteenth century, in Mark Everist (ed.), The Cambridge Companion to Medieval Music (Cambridge: Cambridge University Press, 2011), 87 103 Leech-Wilkinson, Daniel, Machaut s Mass: An Introduction (Oxford: Clarendon, 1990) Lefferts, Peter M., Compositional trajectories, in Mark Everist (ed.), The Cambridge Companion to Medieval Music (Cambridge: Cambridge University Press, 2011), 241 62

Manze, Andrew, Strings, in Anthony Burton (series ed.), A Performer s Guide to Music of the Baroque Period (London: Associated Board of the Royal Schools of Music, 2002), 67 83 Mayer Brown, Howard, Music in the Renaissance (New Jersey: Prentice-Hall, 1976) McGrade, Michael, Enriching the Gregorian heritage, in Mark Everist (ed.), The Cambridge Companion to Medieval Music (Cambridge: Cambridge University Press, 2011), 26 45 Moroney, Davitt, Keyboard, in Anthony Burton (series ed.), A Performer s Guide to Music of the Baroque Period (London: Associated Board of the Royal Schools of Music, 2002), 49 66 Page, Christopher, The geography of medieval music, in Mark Everist (ed.), The Cambridge Companion to Medieval Music (Cambridge: Cambridge University Press, 2011), 320 34 Palisca, Claude V., Baroque Music (New Jersey: Prentice-Hall, 1968, rev. 1981) Perkins, Leeman L., Music in the Age of the Renaissance (New York: Norton, 1999) Pesce, Dolores, Theory and notation, in Mark Everist (ed.), The Cambridge Companion to Medieval Music (Cambridge: Cambridge University Press, 2011), 276 90 Potter, John, Singing, in Anthony Burton (series ed.), A Performer s Guide to Music of the Baroque Period (London: Associated Board of the Royal Schools of Music, 2002), 95 106 Preston, Stephen, Wind Instruments, in Anthony Burton (series ed.), A Performer s Guide to Music of the Baroque Period (London: Associated Board of the Royal Schools of Music, 2002), 85 94 Sadie, Julie Anne (ed.), Companion to Baroque Music (Oxford: Oxford University Press, 1998) Seay, Albert, Music in the Medieval World (New Jersey: Prentice Hall, 1965/2nd edn, 1991)

Silbiger, Alexander (ed.), Keyboard Music Before 1700 (New York: Routledge, 2nd edn 2003) Stauffer, George (ed.), The World of Baroque Music: New Perspectives (Bloomington: Indiana University Press, 2006) Strunk, Oliver (ed.), Source Readings in Music History (New York/London: Norton, 1950/rev. edn (Leo Treitler, General Ed.) 1998) Taruskin, Richard, The Oxford History of Western Music 2: The Seventeenth and Eighteenth Centuries (New York & Oxford: Oxford University Press, 2005) Weiss, Piero and Richard Taruskin, Music in the Western World: A History in Documents (Belmont, CA: Wadsworth, 1984) Wiesner-Hanks, Merry E., Early Modern Europe, 1450 1789 (Cambridge History of Europe; Cambridge: Cambridge University Press, 2006) New Grove Online You can internally and externally access the New Grove online via the MIC library website: Click on Electronic Resources, then Databases, then scroll down to Grove Music Online. Other helpful websites are detailed below in ( Resources ). Other Materials Make sure to have manuscript paper with you at all classes. Requirements Assessment Tasks

With regard to assessment, you select what work you wish to complete in this module. The tasks described below offer you the opportunity to evidence your learning in different ways. Go through the options carefully, bearing the following two rules in mind: 1. Only assessment tasks totalling 160 possible points (see also Grading Procedures in below) will count towards your end-of-semester grade. 2. Once the due date for a piece of assessment has passed (see Assessment Schedule in below), that assessment task cannot be completed/submitted. Theory & Techniques Assignments Three theory and techniques assignments (70 points possible [15 + 25 + 30]) will be set during the semester. These assignments will require you to (a) harmonize a hymn tune for SATB; (b) figure short trio sonata movements; (c) add parts for soprano, alto and tenor to realize a figured bass line; and (d) complete both violin parts in a fully figured extract from a baroque trio sonata movement. Please give assignments 1 and 2 directly to me in class on Wednesday of the appropriate week. Assignments will be distributed in class 10 14 days before they are due for submission. Note that each of these theory & techniques assignments may be turned in early for comments and suggestions so that the final submission is better. Wiki & Reflective Journal A wiki is a website, the content of which can be edited by visitors to the site, allowing users to easily create and edit pages collaboratively. Consulted regularly by millions, the online encyclopaedia Wikipedia remains the most famous example of a wiki. This group assessment task (45 points possible) requires you to develop a music history multimedia resource for use by fifth- and sixth-class pupils and their teachers. The resource can be thought of as a single chapter from a wiki textbook (wikibook), and can focus on any aspect of the Middle Ages, Renaissance, or Baroque. You might, alternatively, wish to create an overview of one of these periods, relating the music of the period to the art, architecture, politics, etc. of that period. Your group wiki can have as many pages as you wish, and everyone in a group can create, edit, and delete content within the wiki. As a guide, your chapter s text should contain no less than 2,500 words and no more than 3,000 words. You can begin working on this project any time from the Wednesday of Week 4 (18 February), while the cut-off date for submissions to the wiki is Friday of Week 10 (3 April).

During this collaborative task (semester Weeks 4 10) group members will individually keep a reflective journal (20 points possible). The purpose of the journal is for you to document your ongoing thoughts and feelings about collaboration as the wiki task progresses. It is also the place for you to document your own contribution to the wiki task. A rubric for the grading of the journal will be provided early in the semester. or In-Class Exam This exam, lasting no longer than 1.5 hrs (40 points possible), will focus on material covered in the Monday history lectures, and you will be expected to answer questions on known music (i.e. pieces discussed and analysed in class), and unknown music (i.e. pieces not discussed in class that are also representative examples of a certain genre, style, or composer that we have studied). For the latter, you will be asked, for example, to identify not the piece itself, but the genre or type of work, probable composer and approximate date, and to provide reasons for your answer(s); answer multiple choice questions You ll have the chance to attempt sample MCQs and listening questions in class during the early weeks of the semester in preparation for the exam. A previous exam paper will also be distributed. and Vodcast A vodcast, or video podcast, is any audio and visual recording captured digitally. This assessment task requires you to make a 3-5-minute vodcast on a course topic of your choice and to upload your video to YouTube or Vimeo. The aim of the assignment (25 points possible) is to enable you to acquire oral and presentation skills while relieving you of the tension of having to deliver a live public presentation. In addition, you will have

developed a resource that you can use in the classroom. For those who opt for this assessment task, I will provide further details and a rubric during the semester. Practicum For this item of assessment (40 points possible) you are required to attend the weekly rehearsals (Wednesdays, 6.15 7.45pm, beginning in Week 1) for the MIC Choral Society s Spring 2015 concert on Sunday 19 April at Mount St Alphonsus Redemptorist Church, Limerick (30 points possible for 80%+ attendance). You must also sing at the concert (10 points). I will circulate an attendance sheet at all rehearsals for you to sign, and will do the same at the concert. In the event of you having to miss the concert through illness or for some other valid reason and if you wish to claim the 10 concert points, I will ask you to sing selected passages from both of the works in the concert programme, Vivaldi s Gloria (RV589) and Pergolesi s Stabat mater. or Performance Project In this item of assessment (40 points possible) you will prepare a presentation about a baroque work. The presentation may be either a performance of the work or a talk about its performance, and presentations must be given individually. If time permits, presentations will be followed by discussion in which any member of the class can contribute. The work chosen should have been composed during the period c1600 c1750 and may, for example, be a work that you are studying as a performer or as a member of an ensemble. Your presentation should show thoughtful consideration of some of the issues that arise when performing a baroque work. Such issues include (but are not limited to): finding a reliable edition of the music choosing an appropriate tempo scoring: choosing instrument(s) and/or the type and number of voices realizing the figured bass, if any how to realize any ornament signs what unwritten ornaments and embellishments, if any, to add rhythmic conventions appropriate instrumental and vocal techniques (bowing, articulation, vibrato, etc.)

If you choose to perform, your presentation should consist of a performance of the work and a discussion of one or two specific questions of performance that arose in your study or rehearsal of the work (e.g. how to perform a particular ornament, what tempo to use, what instruments or voices to use). You should also refer to at least one recording or some written source that illustrates a solution to any issues or problems you encounter. If you choose not to do a performance, please give a verbal presentation in which you identify at least three specific problems or questions concerning the performance of the work. Be sure to include your own suggestions as to how to solve these questions. You will need to illustrate your presentation with examples from a score or extracts from a recording of the work preferably both. It would be especially effective if you could compare different recordings of the work, showing how different performers have dealt with the performance issues that you discuss. Whether or not it includes a performance, your presentation should last no less than 15 minutes (but no longer than 20 minutes). Allow plenty of time to plan your verbal comments and choose your examples carefully so that you can speak precisely and to the point. Further details regarding the performance project will be given during in the semester. Role Play Essay Imagine you are the CD reviewer for an early music magazine. A new reader, wishing to sample the medieval, Renaissance, and Baroque periods in up to six representative CDs, writes to ask your advice about recordings. List your recommended discs and their contents (each CD may contain one or more works), detailing reasons for your choice in each case. Your essay (25 points possible), which should be no longer than 1,500 words, will be assessed using the following criteria (expressed as a checklist): a) Do your recommended CDs span the entire period that s of interest to your reader? Do they offer a rich and varied listening experience, capturing the best of what you believe early music has to offer? b) Where there are multiple recordings of a specific work or repertoire, why have you recommended this particular recording? Apart from the price, what s so special about it? c) Have you written an interesting opening (and/or closing) paragraph that accounts in a general way for your choice of CDs? This is important. d) Have you provided all necessary information for each CD in a consistent format, e.g. Johannes Ockeghem, Missa prolationem; Marian motets (The Hilliard Ensemble: CD Virgin Classics Veritas, 5 61484 2, 1998 [1989])

or Question Bank This item of assessment requires you to create a bank of 30 questions (with matching answers) for the topics covered in the history component of the module. For examples of questions types, see Appendix below. Your question bank (25 points possible) will be assessed using the following criteria: a) Basics: Does the bank contain 30 questions and answers? Is the layout and presentation of the document good? Is it free of errors? b) Coverage: Does the bank contain questions covering the entire course? c) Quality & Originality of Questions: How interesting, novel, and varied in type are the questions? In the case of MCQs, how good are the distractors? d) Language: Are the questions readily understandable, using plain, direct language? e) What the questions test: Is there variety regarding what the questions assess? That is, while most questions will test knowledge (e.g. simple recall), are there others that attempt to test more than just knowledge (e.g. comprehension, analysis, interpretation and reasoning)? Policies Grading Procedures Below is a table listing the various assessment tasks and their respective weightings in terms of points. Remember that even if you decide to complete all of the tasks (which total 200 points), only tasks totalling 160 points will count towards your end-of-semester grade. Assessment Task Points Possible Theory & Techniques Assignment 1 15 Theory & Techniques Assignment 2 25

Theory & Techniques Assignment 3 30 Wikibook & Reflective Journal 45 20 or In-Class Exam & Vodcast Practicum 40 25 40 or Performance Project Role Play Essay 40 25 or Question Bank 25 Grades for this module are assigned according to the following scale: Points Grade 120 and above A1 112 119 A2 104 111 B1 96 103 B2 88 95 B3 80 87 C1 72 79 C2 64 71 C3 56 63 D1 48 55 D2 47 and below F

Repeat Assessment If you do not receive a passing grade in this module, you will be required to sit a repeat exam (70%) and submit an essay (30%) on an aspect of medieval, Renaissance, or Baroque music (title to be decided). Attendance Attendance will be taken at the beginning of each lecture and tutorial on a sign-in sheet. I want you to succeed on this module, and one of the keys to your success is regular attendance at all lectures and tutorials. So, I expect that you will attend and participate in every lecture or tutorial unless you have good reason to be absent tell me your reason in advance if you cannot attend a lecture or tutorial tell me your reason afterwards if you were unable to attend and unable to give me prior warning Interruption of Exam If the one-and-a-half-hour in-class exam should be interrupted by a fire alarm, the following will apply: If the alarm is sounded after the exam has been underway for at least an hour, the exam will be deemed complete, and I will mark only your answers to questions in the longer Section A (Listening) of the paper. If the alarm is sounded after the exam has been underway for less than 15 minutes, the exam will continue after the all-clear signal and our return to the classroom. If the alarm is sounded at any other time, I will administer a new exam (time and place to be announced). Academic Honesty

Be sure to read Section 3.5 and Appendix 3 ( Coursework Guidelines ) of the current MIC Student Handbook (available for download from the Current Students page on the MIC website). These sections deal with academic cheating, plagiarism, and syndication. Note, in particular, the conclusion of Appendix 3: Normally, the penalty for cheating is suspension for 12 months. A repeat of such conduct shall warrant expulsion. The College s Code of Conduct (under Section 1.6) notes that it is a serious disciplinary offence to engage in academic cheating in any form whatsoever. For more on plagiarism, see Cottrell (pp. 128 9) and Pritchard (pp. 104 5, 160 164), as well as the Cheating, Plagiarism & Referencing section of your MISU student diary. Mobile Phones As a matter of respect to others, please ensure that your mobile phone is powered off at the beginning of all lectures and tutorials. Schedule Topics and Assigned Reading & Listening Week 1 (26 30 January) History: Introduction to module & syllabus. What is Early Music? : Kelly: 1 15 Week 2 (2 6 February) History: Sacred monophonic song: plainchant : Bonds Brief: 18 35; Bonds: 25 52; Grout & Palisca: 17 57 Week 3 (9 13 February) Fac u l t y o f E d u c a t i o n, M I C B. E d. 3 H a n d b o o k Page 1

History: Secular monophony; the beginnings of polyphony : Bonds Brief: 18 35; Bonds: 25 52; Grout & Palisca: 17 57 Week 4 (16 20 February) History: Notre Dame school : Bonds Brief: 38 47; Bonds: 59 73; Grout & Palisca: 70 93 Week 5 (23 27 February) History: Ars Nova (focus: Machaut s Messe de Nostre Dame) : Bonds Brief: 48 61; Bonds: 74 91; Grout & Palisca: 96 119 Week 6 (2 6 March) History: Introduction to Renaissance music; sacred and secular vocal music during the Renaissance : Bonds Brief: 62 95; Bonds: 92 143; Grout & Palisca: 144 205 Week 7 (9 13 March) History: Seventeenth-century Italy: secular song, opera, sacred music : Kelly: 49 60 for an overview, and either Anderson: 24 31, 37 9 or Schulenberg: 59 87, 110 26, 131 40, 148 51 Recommended : HISTORY: Bonds Brief: 146 59 or Bonds: 210 26 or Burkholder et al: 307 31, 337 Assigned : NAWM 1: Items 63 (pp. 374 9), 64 (pp. 380 85), 65 (pp. 386 96), 66 (pp. 397 420), 71 (pp. 457 70), 82 (pp. 567 72) Week 8 (16 20 March) History: Seventeenth-century Italy: instrumental music Fac u l t y o f E d u c a t i o n, M I C B. E d. 3 H a n d b o o k Page 2

: Kelly: 60 64 for an overview, plus Anderson: 34 7 and Schulenberg: 209 22, 273 9, 284 91 Recommended : HISTORY: Bonds Brief: 184 9, 196 or Bonds: 259 69, 275 7, 278 or Burkholder et al: 344 52, 391 400 Assigned : NAWM 1: Items 69 (pp. 442 51), 74 (pp. 495 7), 75 (pp. 498 501), 76 (pp. 502 10), 83 (pp. 573 81) Week 9 (23 27 March) History: Seventeenth-century Germany and Central Europe: keyboard music, Schütz, Biber : Anderson: 40 56 or Schulenberg: 140 148, 225 9, 234 8, 244 5, 279 83 Recommended : HISTORY: Bonds Brief: 156 9, 196 8 or Bonds: 223 5, 277 8 or Burkholder et al: 338 42, 405 12 Assigned : NAWM 1: Items 72 (pp. 471 6), 73 (pp. 477 94), 84 (pp. 582 6) Week 10 (30 March 3 April) History: French music of the grand siècle: Lully & opera; keyboard music : Anderson: 57 82 or Schulenberg: 88 109; 222 4 Recommended : HISTORY: Bonds Brief: 160 163, 192, 194 or Bonds: 227 31, 271, 273 or Burkholder et al: 354 72 Assigned : NAWM 1: Items 77 (pp. 511 21), 78 (pp. 522 36) Note: The above schedule is tentative. I ll give you as much advance notice as possible, however, regarding any changes. Assessment Schedule: Please contact lecturer Fac u l t y o f E d u c a t i o n, M I C B. E d. 3 H a n d b o o k Page 3

Resources Tips for Success General advice First off, some general guidelines and thoughts concerning academic success. Successful students demonstrate a combination of attitudes and behaviours as well as intellectual capacity. Such students, for example are responsible and active. They get involved in their studies, accept responsibility for their own education, and are active participants in it. ask questions, to provide the quickest route between ignorance and knowledge! take good notes that are understandable, organized, and reviewed often. understand that actions affect learning. Act like you re disinterested and you ll become disinterested! talk about what they re learning. They get to know something well enough that they can put it into words. don t cram for exams. Divided periods of study are more effective than cram sessions. are good time managers. Successful students don t procrastinate. They have learned that time control is life control and have consciously chosen to be in control of their lives. Completing assessment tasks When it comes to completing your chosen assessment tasks, keep all your work-avoidance strategies in check and make a start! If you intend to complete either or both of the theory assignments, for example, begin work without delay. Making an early start on that draft or plan means you ve got much more scope to make the theory assignment really good. Photocopying a theory assignment a couple of times to create one or more drafts is a good idea too, using the copy I give you in class to pen your final solution. What applies to the theory assignments and essay applies to the in-class exam also: start preparing early! See the next section, Tips for Study and Learning for more pointers. To help you develop a game plan for the module, the assessment tasks described in ( Requirements ) are listed again below together with the total number of available points for each piece of assessment and the due dates. Tick the assessment tasks you are considering and then total the points possible. Keep track of your points as the course progresses too. Fac u l t y o f E d u c a t i o n, M I C B. E d. 3 H a n d b o o k Page 4

Assessment Task Points Possible Week Due Theory & Techniques Assignment 1 15 Theory & Techniques Assignment 2 25 Theory & Techniques Assignment 3 30 Wikibook & Reflective Journal 45 20 or In-Class Exam Vodcast Practicum 40 25 40 or Performance Project Role Play Essay 40 25 or Question Bank 25 Tips for Study and Learning Fac u l t y o f E d u c a t i o n, M I C B. E d. 3 H a n d b o o k Page 5

General advice Divide up the material to be studied. Reading five pages of a text each day is better than reading an entire chapter a day or two before an exam! Organize the information. Summarizing key points or generating new examples leads to better long-term retention than reading passively. In other words, don t read without a pen in your hand! Generate questions about the material as a way of focusing your study efforts. Questions, like summaries, make for an excellent learning tool. Why not create your own question bank? The most useful questions are short, sharp one-liners. They all need to end with a question mark (to help you to practise answering them later), and all need to contain at least one question word or phrase: Why?, What?, Where?, Who?, How?, When? Don t forget, too, that the word else can be really useful in your questionbank questions. For example, if you could already answer the questions Why?, What?, Where?, Who?, How?, When? about something, think about how much more you d know if you could also answer the following questions about the same thing: Why else?, What else?, Where else?, Who else?, How else?, When else? Form a study group. You ll benefit from hearing other points of view and from seeing how others organize the material. Practice by saying ideas aloud, making mental pictures of ideas, and associating new knowledge with something familiar. Schedule a series of study sessions rather than cramming right before an exam. Avoid overlearning. Time spend studying material that has already been mastered is an inefficient strategy for long-term retention. Once you have mastered the content, it is more effective to review material learned weeks or even months earlier. Balance study with sleep, healthy meals and exercise. Note-taking in lectures Arrive early to class to warm up your mind. Review your notes from the previous lecture or tutorial and the assigned readings. If necessary, ask me to clarify what doesn t make sense! Avoid cramming your notes or writing too small. Strive for easy readability. Try the Cornell system of note-taking: Draw a line down each page one-third in from the left, taking lecture notes on the right two-thirds of the page and reserving the left one-third for reviewing activities, such as condensing the notes and rewriting the most critical content. Glance back occasionally over the last few lines of notes you have taken, and rewrite any illegible letters, words, or symbols. Make key words, important relationships, and conclusions stand out. Underline, highlight, box, or circle them, or rewrite them in the left-hand margin. Organize your notes according to important introductory, transitional and concluding words and phrases heard during the lecture, e.g. the following three factors, the most important consideration, in addition to, on the other hand, in conclusion, etc. Whenever possible, draw a picture, concept/mind map, or diagram to organize and abbreviate the relationships in the lecture material. Most people can recall a visual more easily than a written description. Develop and use your own shorthand, such as abbreviations and symbols for common or key words. See Cottrell (p.125) for more on this. Fac u l t y o f E d u c a t i o n, M I C B. E d. 3 H a n d b o o k Page 6

Take notes quickly and at opportune times: you can t afford to be writing one thin when you should be listening closely to another! If you lose focus and miss part of a lecture, leave some space and ask a classmate to help you fill in the blank. Review, edit, clarify, and elaborate your notes within twenty-four hours of the lecture, again a week later, and again some weeks later even if just for a few minutes. While reviewing, it s a good idea to extract and rewrite key concepts and relationships. Writing learning outcomes Below is a list of some common student performance verbs that may help you draft additional outcomes of your own for above. You ll notice that the six listed categories form a hierarchy, moving from the simple recall of facts all the way up to at the highest levels creating and evaluating. Note too that, depending on the use, some verbs may apply to more than one level. 1. Knowledge (the ability to remember and reproduce previously learned material): define, identify, list, memorize, name, recall, recognize, relate, reproduce, select, state Examples of questions at this level: What do you recall about? Who composed? 2. Comprehension (the ability to grasp the meaning of material and restate it in one s own words): arrange clarify, describe, explain, grasp, identify, indicate, paraphrase, outline, rephrase, restate, review, summarize Examples of questions at this level: In your own words, what does the term mean? How would you explain in nontechnical terms? What do you think the author is saying? 3. Application (the ability to use learned material in new situations): apply, demonstrate, give examples, illustrate, (make) use (of), practice Examples of questions at this level: What would be an example of? What approach would you use? 4. Analysis (the ability to break down material into its component parts so as to understand its organisational structure): analyse, categorize, classify, compare, contrast, criticize, discuss, distinguish, examine, investigate Fac u l t y o f E d u c a t i o n, M I C B. E d. 3 H a n d b o o k Page 7

Examples of questions at this level: How are and alike? How are they different? How is related to? What are the different parts of? What type of is this? How would you classify it? 5. Synthesis (the ability to put pieces of material together to form a new whole): arrange, compose, create, organize, plan, prepare, produce Examples of questions at this level: What conclusions can you come to about? What generalisations can you make about? 6. Evaluation (the ability to judge the value of material for a given purpose): appraise, argue, assess, criticize, evaluate, prioritize Examples of questions at this level: What would you choose, and why? What is your opinion, and how can you justify it? Online Resources The Naxos Music Library and Petrucci Music Library are two resources with which you should be familiar. The NML can be accessed via the MIC library website ( Electronic Resources Databases Naxos Music Library ), while the PML, which allows you to download full scores and individual parts of scores from an extensive library of classical compositions, can be accessed at http://imslp.org/wiki/main_page. Remember to consult MU4714E on Moodle at least twice weekly, as I will post additional resources there regularly. Academic Support on Campus The Learner Support Unit (located in G33A; tel. 061-204917) provides academic support to students taking a degree at MIC. The LSU team is available to offer advice on study skills, time management, essay writing, pre-exam planning, and exam techniques. Statement on Accommodation Fac u l t y o f E d u c a t i o n, M I C B. E d. 3 H a n d b o o k Page 8

I am available to discuss privately appropriate academic accommodations for students with disabilities. Please see me as soon as possible so that we can work out the necessary arrangements. Students with disabilities are also encouraged to meet with Maura Moore at the Access and Disability Office in Student Services (call 061-204927/204510 or e-mail maura.moore@mic.ul.ie). See also the Student Supports section of your 2014/15 MISU student diary. Note: The schedule, policies, procedures, and assessment tasks in this module are subject to change in the event of extenuating circumstances, by mutual agreement, and/or to ensure better student learning. Fac u l t y o f E d u c a t i o n, M I C B. E d. 3 H a n d b o o k Page 9

Module PI4744: Political Philosophy Spring Semester 2014-2015 RATIONALE: The purpose of this module is to give a sense of the development of some of the key philosophical ideas in western political thought and to introduce selections from the main writings in that tradition. LEARNING OUTCOMES: 13 Cognitive: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation On successful completion of the module the student should be able to: Show knowledge of the development of key ideas in the history of western political thought; (And to:) 14 Affective: Attitude and Values Demonstrate the capacity to critically receive and explain key concepts in the history of political thought; Be able to explain, and show familiarity with, the terms of debates in either classical or modern political thought; Possess improved powers of expression through discussion, writing and debate. 15 Psychomotor: Skills and Capabilities If applicable MODULE CONTENT: Introduction to political philosophy: citizenship, freedom, and the state; Classical political thought: Plato s Republic and Aristotle s Politics.; The nature of the modern state and the state of nature : Thomas Hobbes, John Locke, and Jean-Jacques Rousseau; On Liberty: John Stuart Mill and modern liberalism; The political philosophy of Karl Marx (alienation and the nature of the state); Aspects of modern political philosophy: Rights, Rorty and Rawls. MODULE ASSESSMENT: TWO mid-term assignments, i.e. 2 x 1000 word essays: (30% + 30%) One end of semester examination (40%) REPEAT ASSESSMENT: One examination (100%) FEEDBACK: Fac u l t y o f E d u c a t i o n, M I C B. E d. 3 H a n d b o o k Page 10

STAFF: Name Title Office Office Telephone Email Office Hour/s Module Co-ordinator: Chris Lawn Dr Room 114 4756 chris.lawn@mic.ul.ie READING LIST: Primary Readings 1. Cahn, S. M. (ed.). (2002). Classics of Political and Moral Philosophy. Oxford. 2. Wolff, J. (1996) An Introduction to Political Philosophy, Oxford University Press Supplementary Readings. 1. Goodin, R. E. & Petit, P. (eds.). (1993) A Companion to Contemporary Political Philosophy, Blackwell. 2. Hampsher-Monk, I. (1992) A History of Modern Political Thought, Blackwell. 3. Masters, R. (1968) The Political Philosophy of Rousseau, Princeton University Press. 4. Riley, J. (1998). Routledge Philosophy Guidebook to Mill on Liberty, Routledge. 5. Rowe, C, & Schofield, M. (eds.). (2005) The Cambridge History of Greek and Roman Political Thought, Cambridge University Press. 6. Singer, P. (2000) Marx: A Very Short Introduction, Oxford University Press. Fac u l t y o f E d u c a t i o n, M I C B. E d. 3 H a n d b o o k Page 11

RS4721 Department of Theology and Religious Studies Lecturer: Prof Eamonn Conway Tutor: Thomas Frawley, BA Tel. +353 61 204353 Fax. +353 61 313632 E-mail: Eamonn.Conway@mic.ul.ie B Ed Elective: Jesus of Nazareth Module Information Spring 2015 1. REGISTRATION ON MOODLE: students are requested to register immediately on MOODLE and to include a personal photograph. They are expected to check the module page regularly for information and updates. 2. PARTICIPATION: Students are obliged to attend one double lecture weekly and one tutorial. Generally, lectures will take place on Wednesdays at 2 and 3 in T211, and tutorials will take place Mondays 12 & 1 and Tuesdays 4 & 5. All tutorials will take place in T213. Students will be assigned to a tutorial group and are obliged to participate in that group. Attendance and participation in tutorials, including presentation of short papers as required, will count for 20% of the module assessment. Absences from lectures and tutorials will be recorded and may affect grades. The core text is Who is Jesus? by Thomas Rausch and students are expected to have a copy with them in tutorials and in class. O Mahony s bookshop have a number in stock from mid-week. 3. ASSESSMENT BY ESSAY: Students are required to prepare and to submit an original, carefully researched and constructed, well-written essay on the topic: What the Christian community believes about Jesus Christ and communicating this in contemporary culture. In doing so, they are expected to demonstrate familiarity with materials beyond those covered in class and tutorials. Reading is available on MOODLE. See also attached grading criteria. Fac u l t y o f E d u c a t i o n, M I C B. E d. 3 H a n d b o o k Page 12

The essay, which should be between 3000 4000 words, will count for 40% of the module assessment. Please consult the Department Handbook (at department webpage) for norms in regard to footnoting and referencing. The essay must be submitted to the Arts Office by 12 noon on April 23 2015, and students are obliged to produce a TURN-IT-IN report. The TRS Department takes the matter of plagiarism and syndication of written work very seriously. 4. DURING-TERM ASSESSMENTS: There will be two multiple-choice examinations (during random class periods from Week 5 onwards). Questions will be drawn from material covered in class and tutorials to that date. These examinations will each count for 15 % of the module assessment. 5. Students who fail the module will be required to take a written examination for 100%. 6. Students are expected to be familiar with resources posted for them on Moodle. Students are to exercise caution in citing material found on the internet. Preference should be given to material referred to in the bibliography or otherwise endorsed in class. NOTE: Assignments overdue will lose 10% of available marks per week or portion thereof (unless for a certified medical reason). Fac u l t y o f E d u c a t i o n, M I C B. E d. 3 H a n d b o o k Page 13

Grade Marking Criteria A1 A2 Excellence shown in: interpreting the question; grasping and analysing the material critically; developing the argument; organising and structuring the material; presenting the essay. Evidence of a critical mind at work capable of original/independent thought. B1 B2 Comprehensiveness shown with regard to the above points. Clearly superior work. B3 C1 C2 C3 D1 - D2 F Very good regarding many of the above points but some important aspect(s) missing e.g content affected by poor structure. Good with regard to the above points but the essay could have been more probing and questioning. Research/reading was adequate but not extensive and there was room for more analysis as well as greater evidence of critical skills. Only minor grammatical/format and presentation errors. Acceptable. Minimal research. Argument not as clear or well-developed as it could have been. Insufficient evidence of reflection and/or understanding of key issues. Possibly poor presentation of the work. Limited application/integration. Fails to demonstrate a satisfactory grasp of relevant basic material; inadequate argument. Does not express ideas clearly. Excessive dependency on undigested material from other sources. Serious grammatical and style errors. Very weak; completely inadequate sentence construction/fluency; hardly any understanding of the subject; no argument; no evidence of serious attempt to engage with basic material. Fac u l t y o f E d u c a t i o n, M I C B. E d. 3 H a n d b o o k Page 14